“Yluru 1 DS ab lb “2 


N RV FROM THE NATIONAL EDUCATION ASSOGIATION 
1201 Sixteenth Street. NW-Washington, 0.6. 20096-202-ADams 4-4849 


For Further Information: 
Beatrice M. Gudridge 


FOR RELEASE: Sunday Papers 
November 24, 1963 


QUOTES from A Position Paper on Teacher Education and Professional Standards 


e "The increased mobility of our population, both within urban centers 
and over long distances, requires teachers who are aware of many 
regional differences and sympathetic to the variegated strands of our 


culture." 


"The development of knowledge in many fields and the fundamental revi- 
sions in content and methodology in several fields (e.g., mathematics, 
science, foreign languages, English, psychology) create new responsi- 


bilities for teachers who must maintain and extend their competence." 


"An internship, jointly planned and supervised by the schools and the 
colleges, should follow the regular five-year preservice program of 


teacher education which includes student teaching." 


"Teacher education is a campus-wide concern. Faculty members in all 
departments offering preparation for prospective teachers should have 


an important part in determining policy." 


QUOTES (Cont.) 


"An environment conducive to personal and professional growth is essen- 
tial for teachers. Such an environment should include a high level of 
academic freedom, a reasonable work load, appropriate assignment, oppor- 
tunity for intellectually stimulating relationships with colleagues, 
adequate facilities and materials for good teaching, a democratic atmos- 


phere, and recognition of diversity among individuals." 


"A systematic plan for sabbatical leave with pay should be available to 
professional personnel. Increased state aid to local school districts 
is needed to make such a plan possible. Greatly expanded programs of 
scholarships and fellowships are also needed to enable more teachers to 
engage in full-time study on a college campus during the summer or the 
academic year. These programs should be supported by both state and 


federal funds." 


"Sound continuing education suffers from pressure to translate all col- 


lege work into degree credit. Not all continuing education should apply 


to advanced degrees." 


"The profession should take prompt and firm action to reduce the pos- 
sibility that state licensing requirements can be evaded. Every state 
should move as quickly as possible to eliminate the issuance of emer- 


gency or substandard permits." 


“Teachers, administrators, and other specialists should be assigned 


only to positions for which they are fully qualified by preparation and 


license. Members of the teaching profession should accept only those 


assignments for which they are qualified." 


# # # 


Yusvo. 


4, [463 


AV] E( Vl aM THE NATIONAL ENUGATION ASSOCIATION 


1201 Sixteenth Street, NW.-Washington, 0.0. 20036-202-ADams 4-4848 


For Further Information: Alice Morton 
Beatrice M. Gudridge or Tom Hawkins Archives - B3 


FOR IMMEDIATE RELEASE 


NEA-Magazine Publishers Committee Hold Meeting 
On Teacher Education in New York December 4 


WASHINGTON, November 29--Some 150 educators and national magazine editors and 
writers will explore the question of “What It Takes To Teach" at a national con- 
ference on modern teacher education to be held Wednesday, December 4 at the New York 
Hilton Hotel, New York City. 

Fourteen "New Models in American Education"--youthful classroom teachers and 
future teachers--will be on hand to tell why they chose the profession, how they 
were educated, and what plans they have for further schooling. Each was chosen by 
his school system, college, and state education association to represent his state 
as an outstanding example of the many fine young teachers in this country. 

Sponsor of the meeting is the Joint Committee of the National Education Associ- 
ation and the Magazine Publishers Association. Cooperating are the National Commis- 
sion on Teacher Education and Professional Standards and the American Association of 
Colleges for Teacher Education. This Conference is one of a series keyed to major 
current issues in education. 

The recent report on teacher education by former Harvard University President 
James B. Conant will be discussed by a panel of educators, magazine writers, educators, 
and schoolboard members. Another feature of the conference will be a talk by Dr. 
Herbert Schueler of Hunter College (New York) on that institution's program to pre- 
pare future teachers for classroom posts in slum areas. 


(More) 


NEA-Magazine Publishers Committee Hold Meeting 
On Teacher Education in New York December 4 


Of the 14 "New Models in American Education," two will give speeches on "If I 
Had It To Do Over." W. Charles Read, English teacher at Newton High School, Newtonville, 
Massachusetts, will tell why he'd prepare for teaching at a liberal arts college. Mrs. 
Janet Shears, Primary Teacher of Orchard Hill School, Leetonia, Ohio, will discuss her 
preparation for teaching at a state university. 


Mr. Read graduated from Haverford (Pennsylvania) College in 1961 with a major in 


English. He obtained his Master's in the Harvard University Master of Arts in Teach- 


ing Program (1962-63). He ranked second among graduate students in education. 

Mrs. Shears is a 1963 graduate of Kent State (Ohio) University where the educa- 
tion of teachers has always been a major function. She majored in early childhood 
education and was an above-average student. 

Mr. Read, Mrs. Shears and the other twelve “New Models" all have outstanding 
records at college. They were honor-roll, scholarship-winning types, but they had 
other interests too. One was a tennis champ, and has more than 100 trophies to prove 
it; another was chosen beauty queen; one spent a college vacation in Mexico improving 
her Spanish accent; another won a year's study in Oxford, England, while he was still 
in high school. 

Several are better-than-average musicians; others held responsible posts as 
editors and reporters on college newspaper and publication staffs. 

Most of the 14 are in their early twenties, and in their first or second year 


of teaching. 


# # # 


Tigo . ay: se Q & 


| AN][ (Vy /RAMOM THE NATIONAL EDUCATION ASSOCIATION 


1201 Sixteenth Street, NW.- Washington, 0.6. C0036 -202-Alams 4.4848 


Alice Morton 
Archives - B3 
For Further Information: 
Beatrice M. Gudridge 


FOR RELEASE: Sunday Papers 
November 24, 1963 


TEPS Commission Issues Position Paper 


On Five Key Areas of Teacher Education 


WASHINGTON, D. C., November 24--A major new "Position Paper" on teacher educa- 
tion by a group of influential professional educators violates all the rules on how 
the mythical "educationist" is supposed to act. 

For one thing it says that there's smog as well as sunlight in the teacher 
education picture; it spells out the big stake of the public in this important enter- 
prise; it demands innovation on many fronts; it invites criticism from all hands... 
and it says these things in plain laymen's language. 

The Position Paper represents the distillation of several years' work by the 
National Commission on Teacher Education and Professional Standards (NCTEPS), a unit 
of the National Education Association. It summarizes the Commission's stand on five 
key--and controversial--areas of teacher education: selection of teachers; their 
preparation; their continuing education; how standards of competence should be set 
and maintained; and how theory and research in the field can be translated into action. 

Because the statement deals with the same issues explored by Dr. James B. Conant 
in his recent report on teacher education and because the Commission is itself dis- 
cussed by him as part of the education “establishment ,'' NCTEPS members recognize that 


the Position Paper may be interpreted in some quarters as an "answer-to-Conant.” 


"Not so," says NCTEPS Executive Secretary Don Davies, "The Commission has been 


working on this policy statement for eighteen months. Thousands of people have con- 


tributed to the thinking behind it. Some of our recommendations differ from Dr. Conant's; 


others are quite similar. I believe, however that our goal in this Position Paper is 


(More) 


TEPS Commission Issues Position Paper 

On Five Key Areas of Teacher Education -2- 

the same as his: to make a contribution to rational discussion of the issues in 
teacher education." 

"We do not regard this statement as the fixed and final truth, but as an invita- 
tion to all concerned to engage in further study and search for better ideas. That's 
why each major issue in teacher education is explored here in three parts: the 
"axioms' which are desirable goals to be attained; the ‘recommendations’ which will 
help achieve the goals; and the ‘questions and issues' which need much more study 
and discussion." 

The Commission, like Conant, believes that teaching should be able to recruit 
from the nation's topdrawer of youthful intelligence and academic achievement and 
that "prospective teachers should compare favorably on all counts with college stu- 
dents who are preparing for careers in other professions." 


It calls for checkpoints throughout his college career and earliest teaching 


experiences on how the teacher-candidate is doing, not only on the intelligence and 


achievement fronts, but also on how he measures up to high standards of emotional 
stability, physical, moral and ethical fitness, knowledge of written and spoken 
English, and ability to work with others -- all of which, says the Commission, are 
important factors leading to success in teaching. 

Once the top quality student is enrolled, says the Commission, he should be 
exposed to the best experience and best teachers higher education has to offer. 
Since he will tend to teach as he is taught, his college mentors "must be exceptional 
human beings -- sensitive, curious, creative, intelligent and ethical." 

The three elements of his preparation in a five-year program (and here the 
Commission parts company with Conant who advocates a four-year course without elec- 


tives) will be: general education, "professional" education, and specialization in 


the field he will teach. 


TEPS Commission Issues Position Paper 
On Five Key Areas of Teacher Education -3- 

The Commission declines to spell out, in terms of credit hours or course names, 
the precise program each teacher-candidate should take. 

"For one thing," says NCTEPS Chairman Robert N. Bush of Stanford University, 
“No one plan or pattern of curriculum organization has been shown to be superior. 
For another, each student brings with him to the campus a different background of 
formal study and experience. His college program needs to be individually and system- 
atically planned for him." 

Broad guidelines then for the general education phase of the future teacher's 


program would include study in each of the following fields: English and for 


many students, one other language; literature, the fine arts and music; philosophy ; 


mathematics; the social and behavioral sciences; the physical and life sciences; 
health and physical education. 

His "professional" sequence -- education courses, student teaching, and field 
experiences -- should be designed to give him the "knowledge, skill and confidence 
he needs to begin his career as a teacher." 

And how much "professional" work or “methods courses" as they are sometimes 
called, should he take as compared to general and specialized education or "content?" 
Insisting again that tacking a hard and fast percentage allocation on each 
phase of the prospective teacher's education is not a sound basis for program plan- 

ning, the Commission states that the following broad guidelines would constitute a 
"reasonable" balance in a five year program for prospective elementary and secondary 
school teachers: 40 to 50 percent general education (including electives); 30 to 

40 percent subject matter specialization in teaching fields; and 15 to 25 percent 
professional education courses and student teaching. 


(More) 


TEPS Commission Issues Position Paper 
On Five Key Areas of Teacher Education -4- 

The Commission views the student teaching experience as crucial. It recommends 
a "substantial" period of student teaching with skilled supervision by both school 
and college personnel in a program cooperatively planned and conducted by the schools 
and colleges. Supervising teachers, it says, "should be the most capable teachers 
in a school; they should be specifically prepared for their supervisory work; given 
a reduced work load; and compensated beyond their regular salary." 

Their counterparts at the college level should be well-qualified in terms of 
preparation and experience, and their "salaries and faculty status should be commen- 
surate with their important responsibility." 

The Commission's sharpest point of difference with the Conant book occurs on 
the questions of regulation -- the licensure (certification) of teachers to teach, 
and the accreditation of the institutions that prepare them to teach. 

The Commission defines its terms as follows: Licensure means the formal recog- 
nition that an individual has met legal requirements to perform the professional 
service of teaching. Accreditation is the process whereby an agency indicates that 
a college or university or program of study has met certain predetermined qualifica- 
tions or standards. The approved-program approach is a process whereby a state 
agency establishes criteria for teacher education programs, evaluates the programs, 
and issues licenses primarily on the recommendation of the approved institutions. 

The Commission says the state board of education and the chief state school 
officer should have the final legal authority for issuing and revoking licenses. 
Conant, who believes 'certification' as he defines it is bankrupt, says the colleges 


and universities themselves should have the final word on whether their graduates are 


adequately prepared to teach. He would have the state responsible only for the 


quality of student teaching done within its borders. 


(More) 


TEPS Commission Issues Position Paper 
On Five Key Areas of Teacher Education -5- 

"Part of the difficulty here," says Dr. Bush, "Stems from Dr. Conant's inter- 
pretation of the word 'certification' to mean specific course and credit require- 
ments established by the state, and his assumption that this is the main way we 
presently apply standards. 

"Actually this kind of certification is only one device to regulate quality 
and to protect the public against incompetent teachers. There are others. 

"Perhaps the most promising -- and certainly one which would call forth exactly 
the kind of initiative and responsibility Dr. Conant wants colleges to assume -- is 
the approved-program approach. Here all segments of the teaching profession, in- 
cluding representatives from the academic disciplines, pool their best thinking to 


establish standards for teacher education, work to apply such standards and get them 


approved, and then license or certificate new teachers on the basis of graduation 


from colleges which have approved programs." 

To facilitate this process, the Commission calls for establishment in each 
state of a nonpolitical, legally recognized agency, broadly representative of the 
teaching profession, responsible for developing requirements and policies governing 
the accreditation of teacher education institutions, issuance and revocation of 
licenses and assignment of personnel, and conducting studies designed to improve 
standards of licensure, accreditation, and assignment. 

The Commission warns that the process of licensure should be kept simple, 
flexible, and in tune with the times. It looks forward to the day, for example, 
when there will be one basic teaching license identical for all beginning teachers, 


regardless of grade level or subject field, instead of the many now in force. 


(More) 


TEPS Commission Issues Position Paper 


On Five Key Areas of Teacher Education -6- 


It also comes to grips with the old complaint that even Einstein couldn't 
teach in a classroom since he wasn't a graduate of a teacher education course. 

The Commission calls for procedures to be evolved for those "who did not prepare 
for teaching in the usual ways to become qualified to teach." 

On accreditation, the Commission calls on the National Council for Accredita- 
tion of Teacher Education (NCATE) which Conant would limit to an advisory function, 
to “continue to serve two major functions: regulation on a national scale through 
differentiating between teacher-preparing institutions that meet minimum standards 
and those that do not, plus stimulation of self-improvement on the part of colleges 
and universities in their teacher-education programs." 

It states the belief that NCATE should remain autonomous and should continue 
to represent not only the teaching profession on a broad scale, but also the public; 
and that it should actively seek support and cooperation from representatives of 
the academic disciplines and learned societies. 

In fact, says the Commission, many diverse groups must pool efforts to improve 
teacher education for "no individual and no group is omniscient and progress will 


depend on the consolidation of interested forces." 


# # # 


Single copy of A Position Paper on Teacher Education and Professional Standards for 
press use only, is available from the Division of Press, Radio, and Television 
Relations, National Education Association, 1201 Sixteenth Street, N.W., Washington, 
D.C., 20036. Copies for other use may be ordered from the National Education 
Association, 1201 Sixteenth Street, N.W., Washington D.C., 20036, at the following 
prices: Single copy, 25¢; 2-9 copies, 10 percent discount; 10 or more copies, 20 


percent discount. 


ADAMS 4-4848 


, mies $ 
Ss 
oe ele ; Be = 1201 SIXTEENTH STREET, N.W. 
Neeondé Eztucation Aasociation Oa WASHINGTON, D.C, 20036 
o 


November 18, 1963 


Dear Colleague: 


Education is "on the air" this season as never before, with three major 
network television series dealing with various aspects of our field: 


e "Mr. Novak," whose primary purpose is entertainment, nevertheless is 
attempting to present a constructive and authentic portrayal of a 
modern high school teacher's life and problems; 


"The Great Adventure," billed also as an entertainment vehicle has 
built-in educational value for the history or social studies student; 


"Exploring," is a top quality educational show for youngsters aged 


5-11. 


The National Education Association is providing various kinds of assist- 
ance to the producers of these series. 


Believing you will want to alert your staff and colleagues to these 
programs, particularly the "Mr. Novak" series, we enclose a poster suitable 
for use in school display areas. 


Sincerely yours, 
Roy K. Wilson 
Director 


Division of Press, Radio, and 
Television Relations 


Enclosure 


Yunr. (, (963 


| N RV FROM THE NATIONAL EDUGATION ASSOGIATION 


1201 Sixteenth Street, NW.-Washington, 0.6. 20096-202-ADams 4-4848 


For Further Information: 
Beatrice M. Gudridge 


FOR RELEASE: American Education Week 
November 10-16, 1963 


Stop the School; 
I Want to Get On! 


WASHINGTON (Special)--Planning to visit your child's school this month? 

If so, you'll have plenty of company. An estimated 30 million mothers and fathers 
will be saying "Stop the School, I Want to Get On!" during American Education Week, 
November 10-16, the annual visit-the-schools observance. 

Except that "school" won't stop--you'll find your visit there can be a real 
learning experience for you if you make some plans ahead, keep your eyes and ears 
open while you're there, and do your "homework" afterward. 

What are some of the things you can do to make the most of this school 
visit? 


e Circulate through the crowd. If you don't already know your child's 


teachers, try to meet and speak to each of them and to the school principal, even 
if just for a moment. This is one of the big plus values of American Education 
Week visits, according to most teachers and parents who've been through the process. 


e Introduce yourself to the teachers. Even though you've met the teacher 


before, be sure to remind her: "I'm Kevin Jones' mother." Teachers meet so many 


parents all at once it's often hard for them to remember which parent goes with 


which child, until they know you better. 


(More) 


Stop the School; 
I Want to Get On! 


e Don't corner a teacher for a personal interview about your child's pro- 


gress during a group event in school. She can't give you full attention, and by 
monopolizing her time, you're shorting other parents who want to meet her. Do take 
this opportunity for a personal interview at a later date. 

e Ask questions when opportunity is given. Here's a chance to clear up 
some of the puzzling stories Johnny's been bringing home about the cafeteria lunches, 
the "mayhem" on the playground, the condition of the library books, the school bus 
schedule. When you hear from responsible sources what the true situation is, you 
may want to make that famous bargain offered by one teacher to parents of her stu- 
dents: "Dear Parents: If you'll promise not to believe everything your child tells 
you about what happens in school, I'll promise not to believe everything I hear 
about what happens at home!" 

e Keep an eye peeled for the things that make school different nowadays 
than when you went to school--educational TV sets in the classrooms, foreign lan- 
guage laboratories, even teaching machines being used experimentally. 

e And keep an ear cocked as the teachers tell you about new methods in use 
nowadays to enrich your child's learning: team teaching, advanced and accelerated 
classes, laboratory programs in science, the updating of the curriculum in mathe- 


matics, social studies, physics, chemistry, and biology, even English composition. 


e Pick up and take home any informational materials offered by the school. 


Read them later at your leisure...and get Dad in on the act, too, if he is not able 


to visit the school with you. 
e And most important of all, don't make your American Education Week visit 


a one-night stand only. Plan to make this visit the first of many such home-school 


contacts. In fact, you may even want to offer your services through the Parent 


(More) 


Stop the School; 
I Want to Get On! 


Teacher Association for "active duty" on behalf of the school. Cooperation like 


this helps to unsnarl the communication between home and school which sometimes get 


woefully mixed up as poet S. Omar Barker reminds us: 
"Qut of the mouths of innocent babes 
True wisdom may be spread, 
As well as some of the unwise things 
Their parents shouldn't have said." 


# # # 


Yusu: |, ie. 3 


N AVY FROM THE NATIONAL EDUGATION ASSOGIATION 


1201 Sixteenth Street, NW-Washington, 0.6. 20096-202-ADams 4-4848 


For Further Information: 
Beatrice M. Gudridge 


FOR RELEASE: American Education Week 
November 10-16, 1963 


Peeling Spuds in Girls’ Seminary 
Far Cry from Today's School Program 


WASHINGTON (Special)--American Education Week wasn't even a gleam in any- 
body's eye back in 1890, when parents visited the girls' seminary to see how their 
daughters’ education was progressing. The rules confronting girls and their 
parents at one such academy read as follows: 

"No young lady may be enrolled who cannot kindle a fire, wash potatoes, or 
repeat the multiplication table. She must not tarry before the mirror more than 
three consecutive minutes nor devote more than one hour per day to miscellaneous 
reading. Shakespeare, Scott's novels, Robinson Crusoe and other immoral works are 
strictly forbidden. 

"No cosmetics, perfumeries or fancy soap is allowed on the premises. And 
every student should walk at least a mile a day unless a freshet, earthquake or 


some other calamity prevails. 


"Finally, no student is expected to have any male acquaintances unless they 
are retired missionaries or agents of some benevolent society." 

Times have changed as parents visiting their children's schools during 
American Education Week 1963 will readily testify! Sometimes they have changed 
so much just since parents were in school that it's a little bewildering to take 


it all in. What DOES happen in school nowadays? 


(More) 


Peeling Spuds in Girls' Seminary 
Far Cry from Today's School Program 

Some school systems make a real effort to help parents see the. broad can- 
vas of education as it relates to the education of their own children. Here is 
one such effort of a middle-sized Illinois school system, reported by the National 
Education Association. 

It pointed out the steps on the ladder of learning climbed by each child 
as he progresses through school, as follows: 

The foundation for the child's education is built in the elementary school. 
There he learns to read, to count, to make decisions, to find out what happens 
when a pan of ice is placed over heat, to write, to draw and paint, to sing and 
play, and to care for others like him and different from him. 

When the child enters junior high school, he meets special problems of early 
adolescence. He changes from childhood dependence to adult independence. In an 
accelerated class he may cover his arithmetic in seventh grade, begin algebra in 
the eighth,and choose geometry in the ninth. He reads and writes. He makes music 
and paints. He learns crafts. He learns about his country--its geography, its 
history, its government. He runs. He wrestles. He plays football and basketball. 
He studies science, home economics, good grooming, Latin, French; Spanish, and 
machine shop. He may learn to type. There are assemblies, student council, dances, 
plays. Quickly he discovers there is so much variety in life that he must learn 
to choose wisely. 

In high school, his simple foundation in reading and arithmetic becomes for- 


malized in complex departments: English, foreign languages, social studies, mathe- 


matics, science, business education, home economics, industrial arts, physical 


education, art, music, speech. The extracurricular program satisfies his interests 
in debate, publications, dramatics, athletics, electronics, teaching, science, 


photography, journalism, and many others. 


(More) 


Peeling Spuds in Girls' Seminary 
Far Cry from Today's School Program 


If he has maintained a high enough average, he may take additional work. 

In many high schools today, a large percentage of seniors are taking college level 
courses for which they may receive college credit or advanced placement in the col- 
leges they expect to attend. 

Books, courses, and methods can--and do--differ from school to school, even 
from room to room in the same school. 

But the modern school and the teachers in it have a basic mission. They 
are trying to meet the particular needs of your child--and every child; to help him 
grow and develop intellectually, morally and physically in his own unique pattern. 

But the schools cannot do this job alone. Parents need to work with their 


children throughout these golden years of education--encouraging and guiding, not 


pressuring and forcing. Parents should be listening to their children's prattle, 


reading and figuring; displaying their art and hearing their music; listening to 
their plans, their hopes, their dreams; nurturing them and providing for their needs 
at every age level--and most of all, living lives based on significant values. 


Children need living examples every step of the way. 


# # # 


Peeling Spuds in Girls’ Seminary 
Far Cry from Today's School Program 


If he has maintained a high enough average, he may take additional work. 

In many high schools today, a large percentage of seniors are taking college level 
courses for which they may receive college credit or advanced placement in the col- 
leges they expect to attend. 

Books, courses, and methods can--and do--differ from school to school, even 
from room to room in the same school. 

But the modern school and the teachers in it have a basic mission. They 
are trying to meet the particular needs of your child--and every child; to help him 
grow and develop intellectually, morally and physically in his own unique pattern. 

But the schools cannot do this job alone. Parents need to work with their 


children throughout these golden years of education--encouraging and guiding, not 


pressuring and forcing. Parents should be listening to their children's prattle, 


reading and figuring; displaying their art and hearing their music; listening to 
their plans, their hopes, their dreams; nurturing them and providing for their needs 
at every age level--and most of all, living lives based on significant values. 


Children need living examples every step of the way. 


# # # 


Tus, 4, # / q i. 3 


N RV FROM THE NATIONAL EDUGATION ASSOCIATION 
1201 Sixteenth Street, N.W.-Washington, 0.0. 20096-202-Alams 4-4848 


For Further Information: 
Beatrice M. Gudridge 


FOR RELEASE: American Education Week 
November 10-16, 1963 


Parents Undereducated? Children 
May Become Dropouts, Too 


WASHINGTON (Special)--Undereducated adults are behind the eight ball, any 
way you look at it. They lose their jobs to automation. They can't find other 
jobs because of their limited qualifications. They can't even be trained for new 
kinds of work--because many of them are unable to read instruction manuals and 
safety regulations. Now, researchers say, their children may be doomed to drop out 
of school before finishing. 

This problem may be explored at your school during American Education Week, 
the national visit-the-school observance slated for November 10-16 this year. 

According to Robert A. Luke, executive secretary of the National Associa- 
tion of Public School Adult Educators, undereducation of parents is frequently 
found in the background of young people who drop out of school. The parents either 
dropped out of school themselves, or never had formal schooling of any kind. Be- 
cause of their inability to read, newspapers, magazines, and books are not part of 
the home environment. And the parents either have little regard for education, or 
cannot see it as a real and vital part of their children's lives. 

According to Mr. Luke, "These people often have a tendency to think 'I 
managed to make it without much school. My kid can make it, too. If he wants to 


quit school, why fight it? It won't hurt him to get out and work for a living for 


a change.' 


(More) 


Parents Undereducated? Children 
May Become Dropouts, Too 

"Even if these parents do encourage their children to stay in school, the 
youngsters have a built-in argument against it. ‘Why should I go to school? You 
didn't'." 

Ralph Young, director of Carver House Settlement in St. Louis, Mo., said 
not long ago, "An illiterate family has a hard time turning out literate children. 
Without a special effort to educate the illiterate adults, you will have the same 
vicious cycle of poverty, ignorance and crime repeating itself generation after 
generation." 

Surveys made on school dropouts also point up the importance of the child's 
family influence. Studies made in Austin, Texas and Tucson, Arizona showed that a 
majority of the dropouts came from low income families who lived in sub-standard 
housing and belonged to a racial minority. This kind of family, according to the 
Research Division of the National Education Association in its report on the study, 
tends to look upon education with hostility or indifference. Children from this 
background find it hard to feel that they "belong" in most schools or that what 
they learn there will ever be of any use to them. 

A survey made by the Maryland State Department of Education revealed that 
78 percent of the mothers of dropouts and 80 percent of the fathers had left school 
early. 

So clear-cut are these findings, that it has been said that if you know a 
child's family income and family level of education, you can pretty well predict 
his success or failure in school. 


Adult educators are tackling this problem in a variety of ways. One is 


through television: a 20-week series entitled "Operation Alphabet" has been shown 


in 60 cities, and is scheduled for broadcast in many more. It teaches adults how 


to read and write. 


Parents Undereducated? Children 


May Become Dropouts, Too 


The Adult Education Service and the Urban Project, both of the NEA, are en- 
couraging local teachers associations to interest more men and women in completing 
their elementary and secondary education. All over the country, public schools 


report rapidly increasing enrollments of adults in special elementary and secondary 


school programs. 
Congress is expected to pass an addition to the Manpower Development and 
Training Act which would provide one year's basic literacy education for those who 


require it. Adult educators are actively supporting this and similar legislation, 


which they feel would be a big step toward the solution of a major educational pro- 


blem. 
# # # 


Yur, :., 


> YELL IMM THE NATIONAL EDUEATION ASSOCIATION 


1201 Sixteenth Street, NW.-Washington, 0.6. 20096-202-ADams 4-4848 


For Further Information: 
Beatrice M. Gudridge 


FOR RELEASE: American Education Week 
November 10-16, 1963 


Mom's Baffled by Three; 
But Teacher Has Thirty: 


WASHINGTON (Special)--The curious mother asked her daughter why she drank 
her milk in kindergarten, and not at home. The child replied, "When the teacher 
says ‘drink your milk,' she means it:" 

Hard-pressed parents, painfully aware that the only thing children can wear 
out faster than shoes are mothers and fathers, might take a tip from the teacher 
who has under her guidance every day not just one or two or even three youngsters, 
but as many as thirty. 

American Education Week might be a good time for parents to ask the teacher 
how he--or she--does it. After all the teacher, like parents, has not only children 
but livestock to complicate classroom matters--guppies, turtles, goldfish, perhaps 
a 12-inch alligator. And the teacher gets asked even more questions than parents 
do: “Can I get a drink? Go to the bathroom? Sharpen my pencil? Sit with Kathy? 
Be first? Collect the papers? Get my lunch money? When is Gym? Recess? What 
do we do next?" 

And yet the classroom atmosphere remains relatively calm, the pupils keep 
busy, learning proceeds in a businesslike way. What are teacher's discipline 


secrets? Here are some, compiled by the National Education Association: 


(More) 


Mom's Baffled by Three; 
But Teacher Has Thirty: 


e Naturalness, a business-like attitude, consistency, 4 liberal helping 
of praise over blame, warmth, and a clear, pleasant voice--these are attributes 
of good teachers. 

e Wise teachers know they're not in any popularity contest to win over 
their charges. Pupils may enjoy and have fun with the "just pals" kind of teacher, 
but they respect the take-charge types. How many times have you heard your young~ 
ster say: "I'm in Miss Kane's class. She's tough but she's swell." 

e The teacher plays fair, knowing that children have a keen sense of 
justice. She tries to avoid situations where pupils have to lie; above all she 
tries to let a student save face when he's in a tight spot. 

e The teacher is appreciative of good work and effort, remembering that 
when a virtue is praised, a vice may disappear. The teacher uses often 15 "magic" 
words: "I am proud of you;" "What do you think?" "If you please..." "Thank 
you;" and "We." 

e The teacher stays calm in class, never looking or acting worried, for 
the class senses insecurity and acts accordingly. By a calm attitude, she robs 


unusual episodes of the excitement instigators hope to arouse. 


e In explaining rules, the teacher tries to help students understand the 


reasons behind the rules...and the reasons must be sound ones. 

e The teacher is interested in each child--she looks interested and she 
listens hard to what he is saying. Watch a good teacher sometime listening to a 
child: she looks at the child doing the talking, shows interest, leans forward 


slightly, asks questions, doesn't interrupt with her own views, asks him to tell 


more. 


e Most of all, the teacher believes in each student, and builds up his 


feelings of worth with jobs, honors, a kindly compliment, a smile. 


(More) 


Mom's Baffled by Three; 
But Teacher Has Thirty: 


e Lastly the teacher maintains a lively sense of humor with her class-- 


not the broad- joke kind, but the light-touch humor. It helps a lot, for the teacher, 


like parents, has to cope with little girls who are not always made of sugar and 


spice, and with little boys like this: 
Little boys like noise, mangy cats, tame rats 
Wiggly worms--and thrive on germs; 
So teachers must be calm and take germs 
Worms, rats, cats, and noise 


Along with little boys. 


# # # 


Yusy |, [ 9&4 


N RV FROM THE NATIONAL EDUGATION ASSOCIATION 


1201 Sixteenth Street, NW.-Washington, 0.6. 20096-202-ADams 4-4848 


} 
} 


For Further Information: 
Beatrice M. Gudridge 


FOR RELEASE: American Education Week 
November 10-16, 1963 


BRIEFS FROM THE NATIONAL EDUCATION ASSOCIATION 


WASHINGTON--Whatever happened to that old saw about the "old maid" school- 
teacher? The Research Division of the National Education Association reports that 
about three-fourths of all the teachers in this country are (or have been) married 


and well over half of them are parents themselves. 


# # # 


WASHINGTON--Parents sometimes ask what the schools mean by "guidance". The 
National Education Association defines guidance as the services available to each 
student to facilitate his academic success in school; to help him better understand 
his strengths and limitations; to identify his interests; and to help him plan for 


and reach realistic goals. 


# # # 


WASHINGTON--Today's price tag on the average American public school student is 
$432. This amount, says the National Education Association, is the average annual 
current cost (exclusive of capital outlay and interest) in 1962-63 for educating 


one student in public elementary and secondary schools. 


# # # 


BRIEFS FROM THE NATIONAL EDUCATION ASSOCIATION 


WASHINGTON--Teacher's working day is not over when she shuts the classroom 
door. According to the National Education Association, the average teacher spends 
about 12 hours each week outside of class, correcting homework and tests, planning 


and preparing for each day's teaching, holding conferences with or about individual 


students. 


# # # 

WASHINGTON (Special)--Schools are always searching for better ways to report 
pupils' progress to parents. More than half of the urban school systems in this 
country reported that they had revised their elementary school report card systems 
in the last five years. And half of them asked parents for opinions! 

# # # 

WASHINGTON--The paperback book is being used by students more and more both 
in and out of schools these days. For example, students bought 15-20 percent of 
the 275 million paperbacks sold last year, reports the National Education Association. 

# # # 

WASHINGTON--The average salary of the classroom teacher in this country this 
year is $5,735, according to the National Education Association. Average salaries 
of high school teachers run a little higher than those who teach the elementary 
school grades--not because they teach different levels, but because more secondary- 
school teachers have master's or higher degrees. 

# # # 


WASHINGTON--Not all teachers prepared to teach actually enter a classroom. 


The National Education Association says only about 82 percent of the graduates pre- 


pared for elementary school teaching and about 69 percent of those eligible for 


high school positions actually enter teaching service. 


# # # 


BRIEFS FROM THE NATIONAL EDUCATION ASSOCIATION 


WASHINGTON (Special)--Schools have to compete with other professions for 
personnel of ability, dedication, and extensive preparation. In a survey of 17 
professional groups other than teaching, the National Education Association found 
that the average annual earnings of these groups were about double the average 
annual earnings of teachers. 

# # # 

WASHINGTON (Special)--How much do you know about your school board members? 
A study in Ohio reported by the National Education Association found that school- 
board members there average 45 years of age, are male and Protestant. They earn 
their livings in managerial or professional jobs, own their own homes and make more 
than $6,000 a year. Two out of three went to college. 


# # # 


WASHINGTON (Special)--What are the junior high school students reading in 
their free time these days? One study, reported by the National Education Associa- 


tion, says the most popular titles in one junior high were these: To Kill a Mocking- 


bird, Bittersweet, A Night to Remember, Mrs. Mike, The Incredible Journey, Lord of 


the Flies, The Pearl, Exodus, On the Beach, and Jane Eyre. 


HEHE 


Yer 11963 


. HH 
f FROM THE NATIONAL ED 
‘ N RV L EDUCATION ASSOCIATION 


1201 Sixteenth Street, N.W.-Washington, 0.6. 20096-202-ADams 4-4848 


For Further Information: 
Beatrice M. Gudridge 


RELEASE DURING: American Education Week 
November 10-16, 1963 


All Good Humor's Not on the Wagon; 
Every Teacher Has It in Class 
WASHINGTON (Special)--Ask any teacher. Her class can produce more humor in 
one day than a stable of Hollywood gagwriters--and most of it is entirely spontaneous. 
When you visit school during American Education Week this year, the teacher 
may relay some of the amusing things she hears from your children. Sometimes the 
humor crops up in word definitions: 
e Veterinarians are animals that were in the war. 
Three communicable diseases are mumps, typhoid, and TV. 
Rats carry blue bonnet plague. 
A hobby is something a person enjoys doing that is none of his business. 
'Hasn't' and 'Doesn't' are contraptions. 
A contradiction is something an inventor makes and people can't figure out. 


That Red Cross course helps you to save drowned people with mouth-to mouth 
recitation. 


A teacher is daily exposed also to the terrifying logic of the very young-- 
which can also have its unconscious humor. For example: 


e "I don't like my new teacher," said the new first grader, "When I went in, 
she said, 'Sit here for the present,'--and she never brought one!" 


The little girl complained to the teacher that she had hurt her foot during 


recess. "Which foot, dear?" inquired the teacher sympathetically. "Ee 
don't remember now," said the little girl, "But it was one of these two." 


(More) 


All Good Humor's Not on the Wagon; 
Every Teacher Has It in Class 


The little girl was telling her teacher that the lady next door had died 


the day before and she asked, "Teacher, do people who die go to heaven?" 
"Good people do," replied the teacher. "Well,' said the little girl, "They 


must go at night. I've watched and watched and I never saw one go." 


Jeff could not recognize the word 'scream' in his reading, despite many 
clues. The teacher told him to cover the 's' to see what remained. 
Still no response. The teacher asked, "Well, what does your mother put 
in her coffee?" "Toast," was the reply. 


The little girl making her first visit to the school nurses' office saw 
a human skeleton used in health classes and commented: "I know why he's 
sick--he doesn't have any skin on." 


The first graders were learning scientific facts about sound. In intro-~- 
ducing the role of the senses, the teacher asked them why smell was 


important. "Because," chirped a voice, “it helps me like my breakfast 
before I come downstairs." 


A Honolulu teacher was trying to give her kindergarteners some idea of 


the great size of the mainland. Said she: "You could drive five days in 


the United States in one direction without stopping. What would happen 
if you did that here?" "T know," said one lad, "You'd run out of gas:" 


The teacher, trying to get across concepts of arithmetic, said "If there 
are seven flies on your desk and you kill one, how many will remain?" 
and got this reply from a youngster: "Qne--the dead one." 
The humor is spontaneous, unconscious, and sometimes embarrassing, such as 
the letter the sixth grader wrote to a noted entomologist who had lectured to the 
class on the dangers of rat infestation. Wrote the student: "Thanks so much for your 
talk. We didn't even know what a rat looked like until you came to our class." 
But then there are the comments from the students that warm the cockles of 


the teacher's heart and make her glad all over again that she chose teaching. 


Like this one from the second grader, first thing one November morning: "In 


my prayers last night, I asked God to keep you well, ‘cause I don't want no substi- 


tutes!" 


Get, 31,1963 
N RV FROM THE NATIONAL EDUGATION ASSOGIATION 


1201 Sixteenth Street, N.W.- Washington, 0.6. 20096-202-ADams 4-4848 


— ee ee ww ee 


at Alice Morton 
For Further Information: Archives - B-3 


Beatrice M. Gudridge or Fred Stoffel 


FOR RELEASE: A.M. Papers 
Thursday, October 31, 1963 


New Teaching Techniques Can Add Plusses 


To Teacher's Skills and Student's Progress 


WASHINGTON, D.C., October 31--Team teaching, teaching machines and the elimina- 
tion of school grades may all be valuable techniques in providing for individual 
differences among students, says a new National Education Association study of Ameri- 
can public school instruction. 


But, it warns that new ideas should be adopted only after careful, local eval- 


uation. 


The report is Planning and Organizing for Teaching, written by Dr. John I. 


Goodlad for the national committee of the NEA Project on Instruction. The committee 


was headed by Melvin W. Barnes, superintendent of schools in Portland, Ore. Project 
director was Ole Sand. 

Goodlad, director of the Center for Teacher Education and the University School 
at the University of California, Los Angeles, says there are three ways of organizing 
a school sequence of instruction--by grades, by broad steps that may include what 
normally would be three or four grades, and by having no grades at all. 

Grades, he says, don't really indicate a student's ability. "In the United 
States,"' he points out, "the academic achievement range is more than three years from 
top to bottom in a third grade class, more than four years in a fourth grade class, 
and so on. Less than 15 per cent of a fourth grade class is at grade level in all 


subjects at mid-year." 


New Teaching Techniques Can Add Plusses 
To Teacher's Skills and Student's Progress 

Therefore, he says, promotion from grade to grade doesn't really reflect the 
student's ability. And for students who fail to win promotion, the effect is worse. 

"Nonpromoted children achieve no more during their year of repetition than 
their promoted, equally slow-learning age-mates. In fact, such children often show 
up less well on achievement tests after a year of repeating the grade than before 
doing so." 

And yet automatically promoting students is not the answer either, according 
to the book. As an alternative to nonpromotion, social promotion is less than satis- 
factory, too, because this practice often moves the slow-learner into a classroom 
environment of still greater demand." 

So what can be done? 

Possibly multi-graded or non-graded systems. 

Within either of these patterns, the student can more easily move at his own 
best rate, neither dragging down the bright student who could go faster but is held 
back to a slower "grade" pace, nor rushing a slow student into a frantic race he 


can never win. 


But the book, even while urging the schools to innovate, warns that careful 


evaluation must precede innovations. 


This goes for team teaching and teaching machines, too. 


But these two new teaching ideas, like non-grading, can make the most of the 


individual abilities of each student and each teacher, the book points out. 

Team teaching, for example, can take advantage of the individual abilities 
of teachers. When a team of teachers is pulled together, each teacher can be a 
specialist and concentrate on teaching that specialty. On another subject, another 
specialist on the team can do the teaching. And while one teacher is teaching a 
large group, the others on the team can perhaps be helping smaller groups of students 


in their own specialties. 


(More) 


New Teaching Techniques Can Add Plusses 


To Teacher's Skills and Student's Progress 


The teaching machine can take advantage of the individual abilities of the 
student, allowing him to progress at his own rate. The machine, really, is nothing 
more than a container for what is really significant--the programmed instructional 


materials. These may also be put together in book form. 


Programmed materials let the student work by himself, with occasional help 


from the teacher on especially sticky problems. But the student works as an indivi- 
dual with programmed instruction. His ability is the sole propellant. It alone 
determines the speed at which he learns. He's neither dragged ahead beyond his capa- 
city, nor held back beyond his patience. 

Other recommendations are on the selection of new courses, grouping students 
by ability within class, flexible scheduling, instructional materials centers, data 


processing, designing schools, educational TV, when to teach what, automation, and 


the self-contained classroom. 


# # # 


For press review only, copies of Planning and Organizing for Teaching may be 


obtained from the Division of Press, Radio, and Television Relations, National 
Education Association, 1201 16th St., N.W., Washington, D.C. 20036. For other 
purposes, the volume may be ordered from the NEA's Publications Division at 
the same address. Paperback, $2.00, stock #381-11691; cloth, $3.00, stock 


#381-1198. 


¥ 


N RV FROM THE NATIONAL EDUGATION ASSOGIATION 


) 


¥ 


‘ 


Qier, Wag es G63 


I201 Sixteenth Street, NW-Washington, 0.6. 20096-202- Adams 4-4848 


=—eewweweer 


For Further Information: wes oe 
Beatrice M. Gudridge or Fred Stoffel Archives 


FOR RELEASE: Sunday Papers 
October 27, 1963 


NEA PROJECT NAMES PRIORITY SKILLS 
ALL SCHOOL CHILDREN SHOULD LEARN 


WASHINGTON, D.C.--A chart to guide travelers through the dangerous seas of 


educational policy was published today. 

It is designed to help educators avoid the rocky shores of obsolescence 
without piling up on the reef of technology. 

The chart is Deciding What to Teach, written for the National Committee of 
the NEA Project on Instruction by Dorothy M. Fraser, education professor at Hunter 
College. Publisher is the National Education Association, whose Project on Instruc- 
tion spent three years researching and compiling facts about education today...and 
noting what it should be like tomorrow. "Deciding What to Teach" is the second in 


a series of three books by the NEA about educational problems. The first, Education 


in a Changing Society, was published earlier this month. The third, Planning and 


Organizing for Teaching, will be published soon. 


Each of these volumes takes a close look at certain educational problems, 
and offers recommendations for their correction. An aerial view of all three, in 


limited detail, is contained in Schools for the Sixties published recently by McGraw- 


Hill. 
The committee which mapped out the Project work was headed by Melvin W. 


Barnes, superintendent of schools in Portland, Ore. Project director was Ole Sand. 


-More- 


NEA PROJECT NAMES PRIORITY SKILLS 
ALL SCHOOL CHILDREN SHOULD LEARN 


When a what-to-teach decision is to be made, the book says, it should be 
anchored on two principles: that the school is not the only place in which children 
learn, and that today's children need the opportunity to study critically the issues 
of society and the social forces and trends that produce them or alter them. 

Within this framework, it is the school's role to provide a balanced cur- 
riculum with enough depth and breadth in each area to challenge every student, 
bright or dull. 

But how does the school do this wisely? 

One recommendation is for the school to first decide just what its objectives 
are--what it's aiming for in the education of students. "The objectives of the 


school, with a clear statement of priorities, should give direction to all curricu- 


lum planning. This applies to adding content, eliminating content, or changing the 


emphases on various topics in field of study," the recommendation reads. 

Within each subject area, another recommendation says, there should be con- 
tinuous study "to determine whether recent findings in the academic disciplines 
are, or should be, reflected in the instructional program." This study, the book 
says, should consider the curriculum revisions of such national groups as those 
which recently came out with drastic changes in teaching science, foreign languages, 
and mathematics. 

As the tempo of life itself has increased, so has pressure on the schools 
increased--for new subjects to be added to the curriculum. "These pressures arose 
partly," the book points out, "because changing patterns of family and community 
life diminished the amount of informal, out-of-school education in such areas as 
health, homemaking, recreation, and vocational preparation. They arose also be- 
cause conditions of urban living made it increasingly imperative, both for society 
and for the individual, that all children learn ways of safe and healthful living, 


wise consumer choices, positive use of leisure time, and constructive citizenship." 


-More- 


NEA PROJECT NAMES PRIORITY SKILLS 


ALL SCHOOL CHILDREN SHOULD LEARN 


But the fact is, says the author, that the schools have been asked to teach 
some things that are properly the business of other agencies--or of the home itself. 

Another major recommendation is: "Priorities for the school are the teach- 
ing of skills in reading, composition, listening, speaking (both native and foreign 
languages), and computation...ways of creative and disciplined thinking, including 
methods of inquiry and application of knowledge..competence in self-instruction and 
independent learning. .fundamental understanding of the humanities and the arts, the 
social sciences and the natural sciences, and mathematics...appreciation of and 
discriminating taste in literature, music, and the visual arts...instruction in 
health education and physical education." 

For the rest--as in developing in students values and ideals...social and 
civic competence...vocational preparation--the recommendation says the school has 
an important joint responsibility with other agencies. 

The final decision on what to teach must be made by the teacher in the 
classroom, the volume declares. While it is the duty of the state and local educa-~ 
tional authorities to specify the areas to be included in the curriculum, "ultimately, 
the curriculum pupils study is determined by the teacher's decision about daily class- 
room instruction." 

Other portions of the book deal with such topics as "Educating All Children 
and Youth," "Establishing Priorities for the School," "The School's Role in Dealing 
with National Problems Related to Youth," "Teaching About Controversial Issues and 
About Communism," "A Balanced Curriculum," and “Organizing Content." 


# # # 


For press review only a copy of Deciding What to Teach, 270 pages, may be 
obtained from the Division of Press, Radio, and Television Relations, National 


Education Association, 1201 Sixteenth St., N.W., Washington, D.C. ,--20036:. 

For other purposes the book may be ordered from the NEA Publications Division 
at the same address. Hardcover, $3.25, Stock No. 381-11694; softcover, $2.25, 
Stock No. 381-11692. When ordering, please specify stock numbers. 


Mept. | 3, 1968 


NAS NATIONAL EDUGATION ASSOCIATION 


1201 Sixteenth Street, N.W.-Washington, 0.6. 20036-202-ADams 4-4848 


Alice Morton 


For Further Information: Archives - B-3 


Beatrice M. Gudridge 


For Release: Sunday Papers 
October 13, 1963 


NEA Project on Instruction Offers 
Program in"Schools for the Sixties" 


WASHINGTON, October 13--Americans have perfected "instant" mixes for 
biscuits, cement, and home permanents. 

There is not--nor could there be--any "instant" uniform education mix 
guaranteeing that every 10-year-old today will learn in school all the 
knowledge he'll need three decades hence. 

But general directions for improving the school instructional program 
for all American students can be ascertained and sharpened--and today an 
ad hoc national committee of educators, working under the auspices of the 
National Education Association, has done just that with the release of the 
findings and recommendations of a three-year study entitled Schools for the 
Sixties. 

This official report of the Project on Instruction will be supplemented 


by the following three volumes to be published later this month by the NEA: 


Deciding What To Teach, Education in a Changing Society, and Planning and 


Organizing for Teaching. Each of these publications will contain fuller 


discussion of the Project's research and more detailed reasoning behind its 


recommendations than is contained in the overview report. 


(More ) 


NEA Project on Instruction Offers 
Program in Schools for the Sixties 

Published by McGraw-Hill, Schools for the Sixties represents the work of 
a l4-member national committee composed of classroom teachers, school adminis- 
trators, and university professors, headed by Melvin W. Barnes, superintendent 
of schools of Portland, Oregon. The Committee, designated as the Project on 
the Instructional Program of the Public Schools, was assisted in its delibera- 
tions by distinguished citizens and scholars from the academic disciplines and 
by an NEA headquarters staff directed by Ole Sand with Richard I. Miller as 
Associate Director. 

This 160-page "overview" report of the Project includes recommendations 
that (1) suggest priorities for the schools; (2) clarify the roles of various 
groups (local school board, state, federal government, etc.) in curriculum 
decision-making ; (3) accent research, experimentation and innovation in the 
schools; (4) provide guidelines for teaching about communism and other contro- 
versial issues; (5) suggest ways to select and organize content of the curricu- 
lum in the light of the rapid accumulation of knowledge; and (6) propose means 
for organizing schools and classrooms. 

Other critical instructional concerns about which recommendations are built 


have to do with how the school should deal with such problems as youth unem- 


ployment and juvenile delinquency, the school vis-a-vis family, church, indus- 


try, and youth agencies; and the use of modern technology in the classroom. 

The committee makes clear throughout the report that the educational needs 
of all youth cannot be met by @ single, uniform program of instruction. 

One series of recommendations, for example, is designed to encourage early 


identification and preventive programs related to the school dropout and 


juvenile delinquency. 


NEA Project on Instruction Offers 
Program in Schools for the Sixties 


Another focuses on academically-talented youngsters and the use of 
advanced placement, enrichment, and independent study programs for them. 

The report stresses the responsibility of the school in developing 
rational powers in its students, and preparing them for the world of work. 

Pointing to the explosion of knowledge and the sheer bulk of facts to be 
learned, the report calls for ways to move from memorization of facts to dis- 
covery of facts so that young students learn the processes of thinking akin 
to those of physicists, historians, artists, etc. 

Schools are urged to consider such innovations as non-grading, and team 
teaching, and such technological. developments as TV, tape recordings, teach- 
ing machines, language laboratories, and films and filmstrips which can 
"make marked contributions to the curriculum." 

Schools are also urged to do more research and experimentation, and to 
engage in regular comprehensive studies of their entire instructional programs. 
To do this effectively, the report suggests, teaching loads for public school 
teachers should be comparable to those in higher education and a larger pro- 
portion of the budget should be devoted to this end. 


Predicting rapid and profound changes in education within the next 


decade, the report underlines the importance of more people becoming better 


informed about educational problems. 

"The average American community," the report says, "should maintain a 
kind of continuous study program on education, open to interested laymen. 
This should be done through citizens' committees, parent-teacher groups, adult 


education programs, and the mass media." This goes beyond getting out the vote 


(More ) 


NEA Project on Instruction Offers 
Program in Schools for the Sixties -4- 


on school board elections and school bond issues, the report observes--it 
involves "decisions on educational policies and establishing priorities. 


It calls for clarification of what the people expect of their schools." 


### 


Copies of Schools for the Sixties may be ordered from the McGraw-Hill Book 
Company, 330 W. Yond Street, New York City at the following prices; Cloth, 
$3.95; Paperback, $2.45. 


high 23,1963 


a N RV FROM THE NATIONAL EDUGATION ASSOGIATION 


1201 Sixteenth Street. N.W.- Washington, 0.6. 20096-202-ADams 4-4848 


For further information: 


Beatrice M. Gudridge or Fred Stoffel 
FOR IMMEDIATE RELEASE 


D. D. Darland Takes Post as Adviser 


To Latin American Educators Alice Morton 


Archives - B-3 

WASHINGTON, D. C.--Dr. D. D- Darland, associate executive secretary of 
the National Commission on Teacher Education and Professional Standards, a 
unit of the National Education Association, has taken a year's leave of 
absence from his post. 

Darland will spend the year in Bogota, Colombia, as a program specialist 
in teacher education for the Latin American Affairs division of the Ford 
Foundation. But his activities will not be restricted to Colombia. He'll be 
working in Venezuela and other Latin American countries, too, helping several 
universities develop teacher education programs. 

His wife, Elinore M. Darland, information director for the NEA's American 
Association for Health, Physical Education and Recreation, will also take a 
leave of absence to be with her husband. 

Dr. Darland has been with TEPS since 1959. He had previously been di- 
rector of professional services for the Oregon Education Association. 

Mrs. Beulah Fontaine, professional services consultant for the Kentucky 
Education Association, has taken a year's leave to join TEPS, taking over some 


of Dr. Darland's duties in addition to other responsibilities. 


### 9/23/63 


i pe ) Q 1963 


FNV][ ELY//CQ_AaOM THE NATIONAL EOUGATION ASSOCIATION 


Alice Morton 
Archives « B~3 


For further information 
Dick Dashiell or M. Ruth Broom 


SPECIAL FOR EDUCATION JOURNALS 


Teachers, Eager for New Ideas, To Take 
Part in Two NEA Instructional Conferences 


WASHINGTON -- (Special) -- The National Education Association (NEA) has 
invited teachers from each of two regions in the United States to take part in its 
Regional Conferences on Instruction in November. 

The conferences, moved up this year from the traditional spring months to 
early fall, are to be held in Denver, Colo., November 10-13, and in Miami Beach, 
Fla., November 17-20. 

Approximately 500 teachers from Colorado, Kansas, New Mexico, and Wyoming 
have been invited to the Denver meeting. Headquarters will be in the Denver Hilton 


Hotel and the conference theme is "Pupil Values, Curiosity, Creativity: New 


Perspectives." 


Some 500 other teachers have been asked to take part in the Miami Beach 
conference. They will come from Alabama, Florida, Georgia, Kentucky, Mississippi, 
and Tennessee. Theme for the meeting is "Keys to Better Teaching." Headquarters 


will be in the Deauville Hotel. 


As in the past, both conferences will be workshop-type meetings devoted 
exclusively to discussion of ways to improve instruction in the nation's schools. 
Educators of national prominence are scheduled to speak at each of the conferences 
to discuss new trends and techniques in teaching and learning. 


(more) 


Teachers, Eager for New Ideas, To Take page 2 
Part in Two NEA Instructional Conferences 


Teachers will have an opportunity to "catch up" with the results of recent 
research and experiments in dozens of phases of the public school instructional 
program while officials from NEA headquarters describe instructional services 
offered by’the Association to classroom teachers. 

Speakers at the Denver conference will include Elizabeth Drews, professor 
of education, Michigan State University, East Lansing; Margaret S. Woods, lecturer 
on creative education, College of the Pacific, Seattle, Wash.; James Russell, 
executive secretary, Educational Policies Commission, Washington, D.C.; and Ole Sand, 
director, NEA Project on Instruction, Washington, D.C. 

NEA President Robert H. Wyatt has also accepted an invitation to address the 
conference banquet on Monday evening, November 11. 

At the Miami Beach meeting, speakers include Walter Waetjen, director, 
bureau of educational research and field service, University of Maryland, College 
Park; Don A. Orton, president of Lesley College, Cambridge, Mass.; Louis Armstrong, 
director, Indiana Springs School, Helena, Ala.; Ned Flanders, professor of education, 
University of Michigan, Ann Arbor; Roy M. Hall, dean, school of education, University 
of Delaware, Newark. 

Leading discussions in small assembly meetings to explain the work of 
various NEA projects and programs will be Thomas McLernon, assistant director, NEA 


division of adult education services; Virgil Rogers, director, NEA Project on 


Automation; and Paul Smith, secretary, NEA Committee on International Relations. 


T. M. Stinnett, NEA assistant executive secretary for professional develop- 
ment and welfare, and Lawrence G. Derthick, NEA assistant executive secretary for 
educational services, will summarize the conference at the closing session on 


Wednesday, November 20. 


Coordinator for the Denver meeting will be Lois Rogers, NEA convention 
coordinator, and for the Miami Beach meeting, Ethel Thompson, NEA consultant 


on elementary education. 


# # # 9/19/63 


Bee Py a 


N RV FROM THE NATIONAL EDUCATION ASSOGIATION 
1201 Sixteenth Street, NW. Washington 6, 0.0., 202-ADams 4-4868 


y, Note to Editors and Correspondents: Thirty-three national Press, Radio, and Television Relations provides news about the pro- 
groups affiliated with the National Education Association as gram of each department to the press and broadcasters and arranges 
departments provide special services covering the full range background interviews for news representatives with specialists on 

2 of elementary, secondary, college and adult education in the _ the staffs of national groups located at NEA headquarters on request. 

United States. Generally, each of these departments controls its own Studies and reports issued by departments are the expressions of 

funds, elects its own officers, and adopts policies and programs which those departments and not statements of policy of the NEA unless 

apply particularly to its own special field. The NEA Division of set by resolution. 


For further information Alice Morton 
Dick Dashiell or M. Ruth Broom Archives < B-3 


SPECIAL FOR JOURNAL EDITORS 


National Council for the Social Studies 


To Hold Fall Meeting in Los Angeles 


WASHINGTON (SPECIAL) -- Ralph McGill, syndicated columnist and publisher of 


the Atlanta Constitution, is the latest addition to a distinguished roster of 


speakers scheduled to address the 43rd annual convention of the National Council for 
the Social Studies (NCSS) in Los Angeles, California, November 27-30, 1963. 

About 3,000 teachers and administrators are expected to take part in the 
convention in the Biltmore Hotel, NCSS officials predict. Theme of the meeting is 
"The Dignity of Man: Perspectives for Tomorrow." 

One of the dividends for convention participants: the chance to study latest 
developments in their specialty areas with experts in the field. In a whole series 
of informal clinics, delegates will examine the social studies curriculum in 
elementary, junior, and senior high schools and will discuss such topics as "Improving 
Supervision in the Social Studies," "Problems in the Education of Social Studies 
Teachers,'t 'The World History Course," "The American History Course: How Much and 
How Long?" 

The wide range of interest areas is shown in the program for section meetings. 
Topics to be studied include "Academic Freedom and Social Studies Teachers," 

"The Educational Potential of Anthropology in the Schools,” "Programmed Instruction; 
Hope or Headache?" "Teaching the Culturally Deprived Child," "Teaching Critical 


Thinking,'' "Teaching About Communism," and "The Social Impact of Automation." 


(more) 


National Council for the Social Studies 


To Hold Fall Meeting in Los Angeles 


General session speakers, in addition to Mr. McGill, include Gerard Piel, 
publisher of Scientific American; Howard Wilson, dean, School of Education, 
University of California at Los Angeles; and NCSS President Stella Kern, social 
studies teacher at Waller High School, Chicago, Illinois. 

The international scene will be explored during four luncheon meetings with 
speakers discussing conditions ard current problems in Africa, U.S.S.R., the Far 
East and the Middle East. Wendell Jones, assistant professor of education, University 
of California at Los Angeles, will discuss “Contemporary Africa; An Image for 
Today's. Classrooms." Topics have not been announced as yet for the talks by 
Donald W. Treadgold, professor of Russian history, Far Eastern and Russian Institute 
at the University of Washington, Seattle, and Robert Newman, director of the 


Institute of International and Foreign Studies, U.C.L.A. 


Section meeting speakers include Ray Billington, professor of history and 


scholar-in-residence at Huntington Library, Pasadena, California; William Ebenstein, 
professor of political science, University of California at Santa Barbara; Clyde Kohn, 
professor of geography, State University of Iowa, Iowa City; Proctor Thomson, 
professor of economics, Claremont Men's College, Claremont, California. 

NCSS officials have arranged special tour flights for convention delegates 
who wish to take advantage of a trip to the West Coast. Two round trip "package" 
trips have been scheduled so far, departing from New York and Chicago, which offer 
a choice of a non-stop flight with a stop-over in San Francisco or a straight 
through flight. 

"Trip Package No. 1" includes the San Francisco stop-over, leaving on Friday, 
November 22. The price ($285 per person leaving from New York, or $225 per person 
leaving from Chicago) includes hotel accommodations for four nights in San Francisco, 
flight to Los Angeles, early Wednesday morning, November 27, and return flight to 


original staging point (New York or Chicago) Sunday, December 1. The package 
(more) 


National Council for the Social Studies 


To Hold Fall Meeting in Los Angeles 


includes transfers between airport and hotel in both San Francisco and Los Angeles, 
but does not include hotel accommodations in.Los Angeles. 

"Trip Package No. 2" includes only the non-stop round trip jet flight to 
Los Angeles, plus transportation costs both to and from the hotel. The price: From 
New York City, $270 per person; from Chicago, $195 per person. 

Merrill Hartshorn, NCSS executive secretary, says that arrangements for 


other tours from various points of departure in differemt areas of the country are 


in the process of being completed. Teachers in these areas will be notified as soon 


as plans are complete. 


9/10/63 


es OE Age eS Pee 


FV)/ E\VjV RRO THE NATIONAL EQUGATION ASSOGIATION 


1201 Sixteenth Street, N.W.-Washington, 0.6. 20096 -202-ADams 4-4848 


L 
} 

" 
b 


For further information: 
Beatrice M. Gudridge or Fred Stoffel 


RELEASE AT WILL 


President Kennedy Proclaims 
American Education Week, Nov. 10-16 
WASHINGTON, D.C. (Special)--"Our educational system today is neither ade- 


quately adjusted nor adequately financed to meet present-day needs and thus fails 


to provide full educational opportunities for all citizens." 
President John F. Kennedy, in proclaiming Nov. 10-16 as American Education 


Week, added: "The urgency and magnitude of the educational task before us make 


it imperative that every citizen actively support, and participate in, the accom~- 


plishment of that task.e-. 


"T call upon all Americans to inform themselves as to the quality of educa- 


tion and the opportunities for the individual which our schools, colleges, and 


universities now afford. I call upon all Americans to inform themselves of the 


problems which confront these vital institutions and to work toward the resolution 


of these problems with deep commitment and a sense of urgency. I remind my fellow 
citizens that the attainment of excellence in education is the responsibility of 
each one of us; that it is a responsibility to our society today, and an obliga- 
tion to our citizens of the future." 


The presidential proclamation recognized that the United States was the 
country in which "the concept of free, universal education for all young people 
was, for the first time in history, translated into reality" and that “our future 


progress in promoting peace and good will in the world as well as our future 


(More ) 


President Kennedy Proclaims 
American Education Week, Nov. 10-16 


domestic progress in the constantly widening frontiers of medicine, science and 
the social sciences, industry, and the arts depend upon the fullest possible educa- 
tional opportunity for all citizens." 

American Education Week, an annual event since 1921, is jointly sponsored 
by the National Education Association, the United States Office of Education, the 
American Legion, and the National Congress of Parents and Teachers. 

This year, American Education Week's theme is “Education Strengthens the 
Nation." And each day of the observance will be focused on a particular area in 
which the nation is strengthened by education. 

The daily topics: Sunday, Nov. 10--"Values of Free Men"; Monday, Nov. ll-- 
"learning Opportunities for All"; Tuesday, Nov. 12--"Quality Education"; Wednesday, 
Nov. 13--"Balanced Curriculum"; Thursday, Nov. 14--"Commnity Resources"; Friday, 


Nov. 15--"Financial Support"; and Saturday, Nov. 16--"Goals for Tomorrow." 


# # # 
9/6/63 


Apl-&, 14963 


; FAN] 11) aOM THE NATIONAL EOUGATION ASSOGIATION 


1201 Sixteenth Street, NW-Washington, 0.6. 20096-202-ADams 4-4848 


For Further Information: 
3 ; Alice Morton 
Beatrice M. Gudridge or Fred Stoffel 
dg “3 Archives - B-3 


FOR IMMEDIATE RELEASE 


Teacher of the Year and Ohio 


Educator Join NEA "Project 64" Drive 


Washington, September 6--A school teacher honored by President Kennedy 
will take a hand this school year in building up the strength of professional 
teaching ranks in this country. 

Elmon S. Ousley, named 1963 "Teacher of the Year" at White House cere- 
monies in April, is a teacher of speech and world problems at Bellevue High 
School, Bellevue, Wash. 

But this year, with the cooperation of his school board, he'll join the 
staff of the National Education Association in promoting membership. The NEA, 
the world's largest professional organization, is shooting for a goal of a 
million or more members. It already has 860,000 of the 1,500,000 teachers in 
the United States. 

At its July convention in Detroit, the NEA launched "Project 64" to 
reach its goal in this school year. The project plan is to enlist as many of 
its present members as possible in a concerted effort to bring in teachers who 
do not now belong to NEA. 

Each teacher who agrees to take part is given a special "commission" as 
a recruiting officer of NEA. Then he persuades other teachers to sign declara- 
tions of their intent to become members. From that point on, the regular member- 
ship chairmen take over. 


(More ) 


Teacher of the Year and Ohio 
Educator Join NEA "Project 64" Drive 


Since its launching, Project 64 has sent commissions to 10,000 teachers 
and hopes to extend the list even more. 

Ousley will be joined in criss-crossing the country by Walton Bliss, 
former executive secretary of the Ohio Education Association, who is coming out 
of retirement to give Project 64 a push. 

Ousley and Bliss will be working through state associations affiliated 
with the NEA in the membership drive. They are expected to travel extensively, 
meeting teachers and presenting the case for strong professional unity through 
membership in the professional association. 

Ousley was jointly named "Teacher of the Year" by the U.S. Office of 
Education, the Council of Chief State School Officers and Look Magazine. His 
award was presented by President Kennedy at the White House. 

Bliss was executive secretary of the Ohio Education Association from 
1935 to 1960. Before that he was a school teacher and administrator. He holds 
a bachelor's degree from Heidelberg College, Tiffin, Ohio, a master's from Ohio 


State University, Columbus, and an honorary doctorate from Heidelberg. 


# # # 


See 1h: | Cc % 
 FTPEL(Y/CR PROM THE NATIONAL EDUGATION ASSOCIATION 


1201 Sixteenth Street. N.W.-Washington, 0.6. 20036-202-ADams 4-4848 


Alice Morton 
Archives - B3 


For Further Information: 
Fred Stoffel or Tom Hawkins 


FOR IMMEDIATE RELEASE 


SPECIAL TO STATE JOURNALS 


Mr. Novak Is America's 
Most Popular Teacher 


WASHINGTON, D.C. (Special)--Everybody by now. knows Mr. Novak, America's most 
popular English teacher. In fact, at least 30 million.families are acquainted with Mr 
Novak and the high school where he teaches English literature. 

For Jefferson High and its students have struck a responsive chord. On Tuesday 
nights, one out of every five television sets in the country is tuned to NBC Televi- 
sion--and Mr. Novak In the critical early-November Neilsen ratings--after viewers 
had a chance to sample all new shows and settle on. their. favorites--Mr. Novak was at 
the top 

John Novak--a sharp, young teacher-hero--jousts with educational dragons and 
comes up smiling. He should Most of the time he wins his battles. 

He's taken on a dropout, and gotten him back in school. He's tackled sex educa- 
tion critics, and beaten them He's lanced overprotective. parents, self-important 
parents, indignant parents. He's fought “the system." 

But behind the TV screen, he's got even more depth--created for him by his origi- 
nator, producer E. Jack Neuman, who also created the TV tube’s Dr. Kildare and Sam 
Benedict shows 

Neuman drew up this biography of Mr. Novak (played by James Franciscus) for the 


show's professional writers: 


Mr. Novak Is America’s 
Most Popular Teacher 

Mr. Novak is a veteran of Korea. He decided on the battlefield there that educa- 
tion--not armaments--is the key to solving the world's.problems. So he became a teacher. 
He has a master's degree from a liberal arts college,-is.single, and not greatly worried 
by his salary of less than $6,000. 

He is an independent, capable person who may..bend the rules at school if doing 
so will solve a difficulty. 

Jefferson High--"somewhere in the Midwest"--is modelled on.John Marshall High 
School in Los Angeles, where the first few episodes of the show were filmed. Later, a 
full-scale set of the school was constructed at the M.G.M. studios. 

For the most part, actual students play their own roles in the episodes. This 


is one example of the authenticity on which Neuman insists. Not only does he strongly 


urge his writers to visit schools to see for themselves the things that are going on 


there, he himself took a cross-country tour of high schools before starting the series. 

Perhaps this is what has struck the most responsive chord with teachers watching 
the show--its realism. Bothered by past shows in which teachers were played for laughs, 
they like the idealism and practicality combined in Mr. Novak. And their letters to the 
National Education Association, which is cooperating. with the producers, show this 
abundantly. 

Panels of fresh-from-the-classroom high school principals. and teachers, gathered 
together by the NEA, look over each Mr. Novak script and advise the producer on whether 
it has the realism he demands. 

Mr. Novak, if all goes well, can be expected to continue following the footsteps 
of his hospital colleague, Dr. Kildare...and by doing so can give back to American 
teachers the image of themselves they had at the start of their careers--the image of 
competent, intelligent professionals willing to spend themselves in an important task~-- 


education. 


# # # 
1/9/64 


NRW 


2 


‘i 
Note to Editors and Correspondents: Thirty-three national 
groups affiliated with the National Education Association as 

departments provide special services covering the full range 
of elementary, secondary, college and adult education in the 

United States. Generally, each of these departments controls its own 

funds, elects its own officers, and adopts policies and programs which 


Oasy -23,1963 


FROM THE NATIONAL EDUCATION ASSOCIATION 
1201 Sixteenth Street, NW.-Washington, 0.6. 20096-202-ADams 4-4848 


Press, Radio, and Television Relations provides news about the pro- 
gram of each department to the press and broadcasters and arranges 
background interviews for news representatives with specialists on 
the staffs of national groups located at NEA headquarters on request. 
Studies and reports issued by departments are the expressions of 
those departments and not statements of policy of the NEA unless 
set by resolution. 


apply particularly to its own special field. The NEA Division of 


For Further Information: 


Beatrice Gudridge or Fred Stoffel Alice Morton 


Archives - B-3 


FOR IMMEDIATE RELEASE 


Adult Education Should Be Tailored To 
Individual Needs, Says NAPSAE Guide 


WASHINGTON, D.C., Aug. 23--A New York City adult educator has accused 
some of his colleagues of overselling the value of education. 

Thomas Van Sant, assistant superintendent of schools, Bureau of Community 
Education, says these educators "literally sell education to any who will listen. 
To get big audiences, they run the gamut of enticing promises without showing 
clearly the often hard requirements of the learning process for any individual." 


Van Sant sees evidence that “the mounting tendency of adults to return to 


'school' has become a blind faith in the minds of many people. Many people 


equate education, any education, with success; thus education becomes a panacea 


for all their ills and their past blunders.” 
This attitude is no small matter, Van Sant says. It may be "stupid and 


dangerous. It contains the seeds of disillusionment which spell disaster for 


the educational plans of many.' 
For unless education is aimed at the particular needs of the individual, 


it may result only in wasted time, energy, and resources. And sharpening this 


aim, Van Sant says, is the task of the guidance counselor. 


(More) 


Should Be Tailored To 
Says NAPSAE Guide _ 


Van Sant's viewpoint one of many contained in a new revised edition of 


Public School Adult Education: A Guide for Administrators, just issued by the 
Association o ublic School Adult Educators, a department of the 
National Education 
The updated book explains adult education history, theory, practices, and 
techniques for adult education directors and for principals and superintendents 
expecting to start an adult program in the schools It tells them how to survey 
the community to find out its educational : is; how to develop an adult curri- 
culum and make ork: how to find and train teachers; how to set up facilities; 
dult education program; how to get state aid, plan promotion 
and publicity, make use of an advisory committee, and evaluate the program to 
it's doing the job intended. 
esides Van Sant, its 12 authors include Robert H. Coates of the Philadel- 
phia public schools; Paul L.-Essert, Teachers College, Columbia University; John 
n, U.S. Department of Agriculture; Howard L. Johnson, Denver public 
s; Homer Kempfer, Agency. for International Development; Robert A. Luke, 
NAPSAE executive secretary; George C. Mann, now retired from the California State 
Department of Education; Carl E. Minich, of the Snyder, N.Y., public schools; 
Everett C. Preston, formerly of the U.S. Office of Education; Frank R. Repole, 


Danbury, Conn., public schools; and John H. Thatcher, New York State Education 


Department 


# # # 


NOTE: For press review only, a copy of Public School Adult Education: A Guide 


for Administrators, 216 pp., may be obtained from the Division of Press, 


Radio, and Television Relations, National Education Association, 1201 
Sixteenth St., N.W., Washington, D.C. 20036. Others may order the book 
from the National Association of Public School Adult Educators at the 


same address 


Quy. LD, { G (6 3 


. FROM THE NATIONAL E 
[ NAVY ONAL EDUCATION ASSOGIATION 


1201 Sixteenth Street, N.W.-Washington, 0.6. 20096-202-ADams 4-4848 


Alice Morton 
Archives - B-3 


FOR IMMEDIATE RELEASE 


in Stillwater, Okla., August 
Student Traffic Safety Conference, according to 
1ent here by the National Education Association's (NEA's) 
Commission on Safety Education. 
fleeting on the campus of Oklahoma State University, the 
junior high and senior high school students -- will 
annual conference of a unique organization, The 
ssociation (NSSA). 
the fact that the Association's major 
not only traffic safety but all school and community 


Emphasis is on student initiative, planning, and 


the importance of education in 
gaining knowledge for living safely. 
the cooperation of community leaders and 


resources for the benefit of everyone, Commission 


founding, under the NEA Commission's sponsorship 
s enrollment has grown from 500 to about 
4,000 
Manley, a student at Worthington, Ohio, 
High School, will preside at business meetings and will speak at the 
opening session in ahoma State's Student Union on Monday, 
president of Oklahoma State, will welcome the 
Hodge, Oklahoma superintendent of public 
end greetings. Keynote speaker will be Charles 


D. C., director of the NEA's Project on the 


will be accompanied by adult teacher- 


sponsors from thei ools who will serve as consultants in group 


Ed Williamson, of the Florida State Department of Education, 


president of the American Driver Education 


Association, will speak at a pre-conference session of teacher-sponsors. 
the theme "Tomorrow's Leaders -- 


afe Foundation, snts are to study in workshops such 


aie’ 


as "Organizing for Activities," "Broadening the National 


Traffic Safety Program," and "Community Support.” 
Oklahoma State Senator Ed Berrong, Weatherford, will address 

the closing banquet on Wednesday. Awards to schools whose activities 

have been considered outstanding will be presented. Approximately 

55 schools will receive placques and about 100 will receive certificates. 


VU") 


Installation of newly-elected officers, including a president 
of five regions to serve on the NSSA board 
the banquet. 


## # 8/16/63 


Qhasy, } G49 Gs 


| FV] E{ {1 {ROM THE NATIONAL EDUCATION ASSOCIATION 


1201 Sixteenth Street, NW-Washington, 0.6. 20096-202-ADams 4-4848 


Alice Morton 
For Further Information: Archives - B-3 
Beatrice M. Gudridge 


FOR IMMEDIATE RELEASE 


NEA Invites Members and Affiliates To Give 
Funds for Prince Edward County Free Schools 

WASHINGTON, August 19--The National Education Association today invited 
its 860,000 members, affiliated state associations and 8,000 local affiliates 
to contribute funds to the Prince Edward County Free School Association for 
the operation of private schools in that county for 1,700 children, mostly 
Negro, during the coming year. 

"While deploring the fact that court procedures have not yet led to the 
reopening of the public schools," NEA Executive Secretary William G. Carr said, 
"the irreparable loss of education already suffered by these children is a 
condition that the conscience of the American people cannot allow to continue 
for even one more year." 

NEA delegates at the Detroit Convention in July called upon the Association 
to help selected students in Prince Edward County to secure an education outside 
the County. Now that a free private school is to har StemeA scholarships are 
unnecessary according to NEA officials, and therefore the Association has invited 
its affiliates and members to contribute to the Prince Edward County Free School 
Association. 

This step, according to NEA officials, is another indication of the contin- 
uing concern of the Association to aid teachers and pupils who suffer from school 
integration controversies. They recalled that the Association offered to under- 


write the salaries of the teachers of Central High School, Little Rock, Ark., 


NEA Invites Members and Affiliates To Give 
Funds for Prince Edward County Free Schools 
during the crisis there--a potential commitment of several hundred thousand 
dollars. Later, during the New Orleans crisis, the Association made available 
for teachers a $250,000 interest-free loan. Funds have also been released 
during the past 2 years for studies of the Prince Edward County situation. 

The NEA staff made the first contribution to the Prince Edward County 
Free School Association last Friday when $2,000 was presented to the Treasurer 
of the Fund at the State House in Richmond, Va. The NEA has also provided 
staff and consultative assistance to the Department of Justice and the U.S. 


Office of Education in the recruitment and screening of personnel for schools 


to be operated by the Prince Edward County Free School Association. 


# # # 8/19/63 


NRW 


= was . ae 5 
Note to Editors and Correspondents: Thirty-three national 
groups affiliated with the National Education Association as 

4 departments provide special services covering the full range 


of elementary, secondary, college and adult education in the 
United States. Generally, each of these departments controls its own 
funds, elects its own officers, and adopts policies and programs which 
apply particularly to its own special field. The NEA Division of 


For further information: 
Beatrice M. Gudridge 


Story of Ceramics Released by 
Science Teachers Group 


5--Ceramics: 


WASHINGTON. D.C., August 


"Vistas of Science 


963 


FROM THE NATIONAL EDUCATION ASSOCIATION 
1201 Sixteenth Street, NW. Washington 6, 0.6. 202-ADams 4-4868 


Press, Radio, and Television Relations provides news about the pro- 
gram of each department to the press and broadcasters and arranges 
background interviews for news representatives with specialists on 
the staffs of national groups located at NEA headquarters on request. 
Studies and reports issved hv derartmonts era the exnenccinre of 
those departments an 

set by resolution. 


Alice Morton 
Archives - B-3 


FOR IMMEDIATE RELEASE 


Stone Age to Space Age, latest in the 


dw paperback series for students, was released today by the 


National Science Teachers Association, a department of the National Education Associa- 


tion. 


Produced by NSTA, which is an affiliate of the American Association for the 


Advancement of Science, with the cooperation of the Metallurgy-Ceramics Foundation, 


Inc., this book relates the history of ceramics from its beginning in primitive 


earthen utensils to its present day use in missiles and memory circuits. 


Lane Mitchell, Director of the School of Ceramic Engineering, Georgia Institute 


of Technology, authored this Vista and incorporated within the text activities for 


students including glass blowing, fusing metal to ceramics, use of a kiln, and making 


a replica of a rocket nose cone. 


With abundant illustrations, Ceramics; 


Stone Age to Space Age is published by 


Scholastic Book Services who offer the "Vistas of Science” through their clubs for 


junior and senior high school students. 


In addition, the Vistas are available through 


the NEA Publications Sales Division, and each club enrolled in NSTA's Future Scientists 


of America youth organization receives a copy: 


Fach book in the "Vistas of Science" series is an original, developed and produced 


by NSTA with the advice of scientists, science educators, and outstanding classroom 


(More ) 


Story of Ceramics Released by 
Science Teachers Group 


teachers. Five other books previously published in the series include: Spacecraft, 


Experimentation and Measurement, Challenge of the Universe, Frontiers of Dental Science, 


and Microbes and Men. Next scheduled for publication in the series are books covering 


biochemistry, metallurgy, plant physiology, and fuel cells. 


FF 8/5/63 


Review copies of Ceramics: Stone Age to Space Age are available upon request 
from the National Science Teachers Association, 1201 Sixteenth Street, N. W., 
Washington 36, D.C. Other copies should be ordered from Scholastic Book 
Services, Order Department, 904 Sylvan Avenue, Englewood Cliffs, New Jersey; 

or NEA Publications Sales Division, 1201 Sixteenth Street, N. W., Washington 36, 
D.C. Single copy, 50¢; discounts on quantity orders of 20 or more books. When 
ordering please specify Stock No. 471-14398. 


Que, 19 63 


N AV FROM THE NATIONAL EDUGATION ASSOGIATION 
1201 Sixteenth Street, NW. Washington 6. 0.6. 202-ADams 4-4868 


Alice Morton 
For Further Information: Archives - B-3 
Joseph Hanlon 


FOR RELEASE: A.M. Papers 
Thursday, August 1, 1963 


Educators To Study Utah Schools 
For National Education Association 


WASHINGTON, July 31--Four teams of educators will visit at least 20 school 
districts in Utah during the week August 18-24 in connection with an investigation 
being made by the National Education Association's Commission on Professional Rights 
and Responsibilities. 

The inquiry is being made at the request of the Utah Education Association 
whose members, teachers in the state's elementary and secondary schools, have with- 
held their signatures from contracts to teach in the coming year. The Utah associa- 
tion is seeking a special session of the State Legislature in the hope of obtaining 
additional state funds for education. 

The time set for the inspection was fixed to avoid influencing any action that 
may be taken at an emergency session of the Utah Education Association which has been 
called for Aug. 3 or conflict with any studies that may be contemplated by the citi- 
zens committee which Gov. George D. Clyde is setting up to study school conditions 


in the state. 


The inspection teams of educators will be seeking information concerning con- 
ditions bearing on the quality of education offered in the Utah schools. William 
McClure, director of the Bureau of Educational Research at the University of Illinois 
will be in charge of the work of the four data gathering teams. They will report to 
a special committee headed by Oscar Thompson, professor of education at the State 


College of Iowa, Cedar Falls. A report from Dr. Thompson's committee is not expected 


until the first of next year. 


HAAH 7/26/63 


a 


jut, AY (963 


N RV FROM THE NATIONAL EDUCATION ASSOGIATION 
1201 Sixteanth Street, NW. Washington 6, 0.6. 202-ADams 4-4868 


Note to Editors and Correspondents: Thirty-three national Press, Radio, and Television Relations provides news about the pro- 
groups affiliated with the National Education Association as gram of each department to the press and broadcasters and arranges 
S 


departments provide special services covering the full range background interviews for news representatives with specialists on 

of elementary, secondary, college and adult education in the the staffs of national groups located at NEA headquarters on request. 
United States. Generally, each of these departments controls its own Studies and reports issued by departments are the expressions of 
funds, elects its own officers, and adopts policies and programs which those departments and not statements of policy of the EA unless 
apply particularly to its own special field. The NEA Division of set by resolution. 


For further information: 
Beatrice M. Gudridge Alice Morton 
Archives - B-3 


FOR IMMEDIATE RELEASE 

Forrest Conner Named Executive Secretary Of 
American Association of School Administrators 

WASHINGTON, July 24--Forrest E. Conner, superintendent of schools, St. Paul, 
Minnesota, was named this week as executive secretary of the American Association 
of School Administrators (AASA). 

His appointment by the AASA Executive Committee to head the 15,000-member 
organization which is a department of the National Education Association was 


announced by AASA President Natt B. Burbank, superintendent of schools at Boulder, 


Colorado. 


Dr. Conner, who will assume his duties at AASA Washington headquarters on 
November 1, replaces Dr. Finis E. Engleman who is retiring from the post after 


seven years of service. 


A former president of AASA in 1960-61, Dr. Conner takes office on the eve 


of the Association's year-long centennial which will be launched at the annual 


convention in February 1964 in Atlantic City. 


The 62-year-old St. Paul superintendent brings to his new post some 40 years 


of teaching and administrative experience and a deep dedication to quality educa- 


tion for all boys and girls. Beginning his career in 1923 as a teacher, he moved 


(More ) 


Forrest Conner Named Executive Secretary Of 

American Association of School Administrators 

to the superintendency of Belle Fourche, S.D., schools, where he served 10 years. 
His next nine years were spent as director of secondary education at Hibbing, 
Minn., and as a high school principal in Iowa City. 

From 1944-1949, he was superintendent at Kenosha, Wis., assuming leadership 
of the St. Paul school system in 1949. A native of Baldwin, Wis., he was educated 
at the University of South Dakota, Vermillion; and received his master's and 
doctor's degrees from the State University of Iowa. 

As Executive Secretary of AASA, he will be directing the activities of an 
organization which serves city, county, and state superintendents; college and 
university presidents; deans of colleges of education; professors of school admini- 
stration; administrative officers of state and national education associations; 
and heads of private schools who work directly with their governing authorities. 

Among the complex problems which concern Dr. Conner are the financing of 
education and the upgrading of both teacher and administrator skills. As presi- 
dent, he vigorously supported the AASA stand for federal aid to education. And 
as head of the Washington staff, he will be administering the new and stiffened 
requirements for membership which grew out of a ten-year effort by AASA to upgrade 
the superintendent's professionalism through more rigorous selection, training, 


and licensing. 

He is also a firm believer in educator-citizen cooperation as the key to 
school improvement. At home in St. Paul, he has put this belief into frequent 
practice. Citizens there have worked with school personnel on problems ranging 
from curriculum planning and bond issues to school health and safety. 


This cooperation is not all one-sided, either. Dr. Conner takes an active 


part in the community life of St. Paul, serving on the Community Chest, Red Cross, 


(More ) 


Forrest Conner Named Executive Secretary Of 
American Association of School Administrators 


city library, and Council of Human Relations, as well as serving as president of 


the Rotary Club. His daughter, Patricia Catherine is planning to follow her 


father's footsteps in a teaching career, while his son, Jack, is a commercial 


artist. 


t##t 
7/23/63 


pQs 19,1963 
| N AV FROM THE NATIONAL EDUGATION ASSOGIATION 
: 1201 Sixteenth Street, NW. Washington 6, 0.0. 202-ADams 4-4868 


Alice Morton 
ion: Archives - B-3 
or Joseph Hanlon 


FOR IMMEDIATE RELEASE 


Californian is New Chairman of 
Educational Policies Commission 


WASHINGTON, July 19--Arthur F. Corey, state executive secretary of the 
California Teachers Association at Burlingame, has been elected chairman of the 
Educational Policies Commission, sponsored by the National Education Association 
and the American Association of School Administrators. The new vice chairman is 
Margaret Lindsey, professor of education, Teachers College, Columbia University. 

The Educational Policies Commission is the top level instrumentality through 

teaching profession expresses judgments on major educational issues. 

through occasional publications, most recent of which was Education for 
Social Responsibility in a Free Society. Other recent pronouncements have in- 
cluded The Central Purpose of American Education and Education and the Disadvantaged 
American. 

New members of the commission, who took office following the recent NEA 
convention in Detroit, are: George B. Brain, superintendent of schools, Baltimore, 
Ma.; J. W. Edgar, state commissioner of education, Austin, Texas; Lina Sartor, 
Pachuta Elementary School, Pachuta, Miss.; and H. E. Tate, executive secretary, 

cia Teachers and Education Association, Atlanta. 

James B. Conant, former president of Harvard University, now in Germany with 
the Ford Foundation as education adviser to the West German government, has re- 
signed and will not be replaced on the commission. Robert H. Wyatt, new president 


n ex-officio member. Secretary of EPC is James Russell of Washington, D.C. 


ttt 7/18/63 


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Sy 1201 SIXTEENTH STREET, N.W. 


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€, Vondt duction Association o- gy WasMinetONs. 26. 


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July 18, 1963 


Dear Colleague: 


In response to many queries from school systems and newspaper editors, 
the Division of Press, Radio, and Television Relations of the National 
Education Association has prepared several "back-to-school" features on 
subjects of special interest to parents whose children will be heading 
back to class this fall...or, perhaps, entering school for the first time. 


These stories which may be used any time, are described on the 
accompanying Reply Form. They cover such topics as children's creativity, 
corporal punishment in the schools, classroom separation by sex, better 
use of the “master teachers," student traffic jam in the library stacks, 
schools' use of the new technology, and the moonlighting male teacher, 


All of these stories, of course, may be adapted by the editor to 
fit the local situation. As written, they range in length from 600 to 
1,200 words. 


We have advised editors of daily newspapers throughout the country 
that these features are available and have provided them with an oppor- 
tunity to request them. 


If you would like to examine these stories to determine whether 
the editor of your rewspaper might be interested in them please check 
the appropriate blank on the enclosed Reply Form and return the Form 
to us. We will mail them to you promptly. 


Sincerely yours, 


Beatrice Yad dy.o 


Beatrice M. Gudridge, Assistant Director 
Division of Press, Radio, and Television 
Relations 


BMG/arm 


Enclosure 


‘ 
\ 


M21 1 Fy 
N AVY FROM THE NATIONAL EDUGATION ASSOGIATION 
f 1201 Sixteenth Street, NW. Washington 6, 0.6. 202-ADams 4-4868 


For Further Information: 
Beatrice M. Gudridge or Joseph Hanlon 


FOR IMMEDIATE RELEASE 


NEA Asks Teachers to Make Personal 
Effort to Aid Potential Dropouts 


WASHINGTON, July 17--Members of the National Education Association are being 
called on this summer to exert a special personal effort to get in touch with at 
least one prospective school dropout and his family and to persuade the potential 
dropout to return to school in the fall. 

The NEA special project on dropouts estimates that 300,000 young people may 
decide this summer to drop out of school. With the slogan; "Each One Reach One, " 
NEA is asking its 860,000 members to devote a day, or a few hours, within the next 
two months to counteract this trend. 

"unskilled in a world that has no room at the bottom," says William G. Carr, 
NEA executive secretary, "these youths will gravely impair their claim, their right, 
to liberty and the pursuit of happiness. Show them that the teachers and the school 
systems care deeply what happens to them and that they owe it to themselves and to 
their country to stay in school." 

Joining with the NEA in the appeal to teachers and other educators to enlist 
in this campaign are five associated organizations: the American Association of 
School Administrators, the Association for Supervision and Curriculum Development, 
the Department of Classroom Teachers, the National Association of Secondary-School 
Principals, and the Department of Elementary School Principals. 

In a joint statement addressed to officers and members of each group, the six 
organizations suggest that the "Each One Reach One" campaign can salvage a signifi- 
cant number of dropouts this summer. 


(More) 


NEA Asks Teachers to Make Personal 
Effort to Aid Potential Dropouts -2- 


"One-shot campaigns won't cure this deep seated problem," the joint letter says, 
"but a helping hand at the right moment does count with some of the youths who would 


otherwise join the dropout ranks. If all of us, wherever possible, give up some time 


during July and August to take part in a national Each One Reach One drive, we can 


make a material difference. 

"President Kennedy in his recent conference with educators recognized the dropout 
problem as one of the critical educational issues. Our estimates show that we can 
expect some 300,000 young people to quit school over the summer. Unskilled in a world 
where unskilled jobs are rapidly disappearing, these youths will do themselves in- 
calculable and permanent harm. 

"To retrieve as many as possible of the boys and girls who are teetering on the 
edge of dropping out, we call upon every member of our profession to make a personal 
effort. We suggest getting in direct touch with potential school dropouts and their 
parents to convince them that the schools and all those who work in them do care and 
that they owe it to themselves and their world to continue in school and to graduate. 

"Tf each one of us will devote a few hours, one day, or more, during July and 
August and personally reach at least one potential dropout, we can help thousands. 
With that impetus, and the increased awareness of the nature and size of the problem, 
we can accelerate our efforts in the fall that the curriculum may be better adapted 
to the widely varying needs of boys and girls. This will lead us to important further 
advances toward the early prevention and cure of the dropout problem. 


"you can help and your help can matter to the students you reach." 


## # 7/15/63 


gut 19196: 


‘ N RAV FROM THE NATIONAL EDUCATION ASSOCIATION 
, 1201 Sixteenth Street, NW. Washington 6, 0.0., 202-ADams 4-4868 


For further information: 
Beatrice M. Gudridge or Fred Stoffel 


BACK-TO-SCHOOL 
For release at will 
(About 800 words) 


That 3-Month Teachers' Vacation 
Oft Vanishes in the "Moonlight" 


WASHINGTON, D.C.--"Ahhh. It mst be nice to be a teacher and have those long 
summer vacations all to yourself--three months of some fishing, some camping with the 
kids, maybe a trip--now back to school all rested up. What a life." 

Maybe that's what you think, returning to your own deily grind this fall after the 
annual two-weeks-with-pay vacation. 

It's not what teachers think. And it's not quite the way things are. And because 
of the way things are, more and more teachers are becoming ex-teachers... especially 
among the male teaching corps. 

Let Sam M. Lambert, director of the Research Division of the National Education 
Association, tell it: 

"The typical man teaching in today's schools is both angry and impatient. He 
thinks he is entitled to a better break in this era of two-car families and electric 
can openers, and he is. He is fed up with working nights, week ends, and holidays trying 
to make ends meet on a teacher's salary. He is tired of sacrificing his family for his 
profession. While many people are sympathetic, the exodus of talented men from teaching 
goes on...and on...and on." 

Men make up a third of the teaching force in public schools. Most of them are con- 
centrated in the high schools or junior highs. Eight of every 10 men teachers is married 


and has two children. 


(More ) 


That 3-Month Teachers' Vacation 
Oft Vanishes in the "Moonlight" -2- 

More than 65 percent of the men teachers have to "moonlight" to supplement their 
incomes. Even more work summers. In a study two years ago, the average income for male 
teachers was $5,568. Working summers and at extra jobs during the school year, too, they 
earned an average of $1,155, but this figure also includes earnings from dividends, rents, 
and interest. 

Since most men teachers work in secondary schools, let's stick with that. The average 
high school teacher puts in 46 hours a week on school work. Over half of this is spent in 
the classroom, 20 percent is spent in duties related to classes (like supervising study 
hall or working on records or reports, coaching athletics, sponsoring clubs, attending 


official meetings, and the like) and another 29 percent goes into related work outside of 


regular working hours (correcting papers, preparing lessons, contacting parents. ) 


The teachers would like to study during the summer to get advanced degrees so they 
can be better teachers and earn more money at their educational jobs. But many can't 
afford it. So they work. 

During the school year, they'd like to spend more time correcting papers, making 
individual assessments of the weak points in which some students may need special help. 
But many can't afford to do it. So they work. 

And their wives work, too. 

Of every 10 married teachers, 4 have wives who work. Three of those working wives 
have full-time jobs. Teachers' wives are found working at a job more frequently than the 
wives of any other professional group, says the report. 

Quoting figures from the U.S, Bureau of Labor Statistics, the report says; 

"Of 25 occupational groups shown separately in the BLS study, only two other 
groups of professional and kindred workers are shown. Wives in the labor force were 
reported by 31.3 percent of the men in medical and other health work, and by 30.5 percent 


of men in other professional, technical, and kindred work. Of the entire labor force of 


(More ) 


That 3-Month Teachers’ Vacation 

Oft Vanishes in the "Moonlight" -3- 

married men in the BLS study, only 34.3 percent of the men had wives who were also in the 
labor force, as compared with 41.8 percent of the men teachers." 


Now, about that three month vacation teachers geteceece 


### 6/27/63 


ek 168,19 63 


' FROM THE NATIONAL EDUCATION ASSOGIATION 
N E\ AY 1201 Sixteenth Street, NW. Washington 6. 0.0., 202-ADams 4-4868 


For Further Information: 
Beatrice M. Gudridge or Joseph Hanlon 


BACK-TO-SCHOOL 
For release at will 


(About 600 words) 


Schools Themselves Should Profit 
By Advances They Helped Create 
WASHINGTON, D. C.--Growing problems of the schools, arising from 
the explosion both of population and knowlhedge in recent years, can be solved 
if the schools will make use in their own operations of some of the new 
technologies and procedures which are themselves a product of education. 
This is the view of Charles E. Bish, director of the Project for the Academically 
Talented sponsored since 1958 by the National Education Association. 
Schools have now become a big business, Bish points out, adding 


that he sometimes wonders if they are tied too closely to a "pen and pencil 


" 


age. 
"Are we paying the teachers larger salaries each year to do things 


like making out the register?" he asks. "This is absurd. The good systems, 
some of them, are going to the use of punch cards and magnetic tape for data 
processing, just as the banks do. 

"We must find ways to relieve teachers of the burdens of clerical 
work and other non-teaching duties. There are two ways of doing this. One is 
by employing more teacher aides--this is not done on anything like the scale 


(MORE) 


Schools Themselves Should Profit 

By Advances They Helped Create 

that is needed. High school graduates could go into any high school I have 
ever seen and perform a tremendous number of tasks which now take up the time 
of teachers." 

The time that teachers now spend in non-teaching chores, Bish sug- 
gests, might well be devoted to planning and inservice training so that they 
can keep up with the expansion of knowledge. 

In addition to employment of teacher aides, Bish holds, much time 
could be saved by the use in school management of the new procedures and tech- 
nologies commonly employed in industry. Equipment is available for handling 
scheduling of classes, keeping records of credits earned by teachers through 
summer study, payroll preparation and maintenance of supply records, all of 
which now require a great deal of the time of the professional staff. 

Television and teaching machines will never take the place of the 
teacher in the classroom, Bish says, but they too have a contribution to make 
in the more efficient use of school resources. 

School enrollments have expanded greatly, Bish points out, both 
because there are now many more people and because people are staying in 
school longer than ever before. At the same time there has been a vast in- 
crease in the amount of knowledge, particularly in the physical sciences, so 
that the body of knowledge is far more than any one person can teach or learn. 


In the social sciences there are great areas of study which are being neglected, 


Bish suggests, referring particularly to the cultures of the emerging nations 


which are becoming important in world affairs. 
Compounding the growth of population is the increasing mobility of 


the population, Bish notes. He quotes Margaret Mead, the anthropologist, as 


(MORE) 


Schools Themselves Should Profit 
By Advances They Helped Create 


likening the situation to a giant egg beater, centered at about St. Louis, which 


is sending streams of people, mostly the disadvantaged from the South, into 
the urban centers of the North in ever increasing numbers. 

The teacher must learn to cope with these new situations and "keep 
the store" while going back to school herself at summer sessions and during 
afternoon and evening hours so that she may stay abreast of developments in 


the subjects she teaches. This, Bish says, "is not easy to do." 


t### 6/27/63 


( _ 
ar | ‘if { G b 3 


fr N AV FROM THE NATIONAL EDUCATION ASSOCIATION 
1201 Sixteenth Street, NW. Washington 6, 0.6. 202-ADams 4-4868 


For Further Information; 
Beatrice M. Gudridge or Joseph Hanlon 


BACK-TO-SCHOOL 
Release at Will 
(About 1,200 words) 


Students in the Stacks 


Spell Library Jam Session 


WASHINGTON, D.C.-- "Oh, we'll be rockin' in the reference room, 
And twistin' in the stacks, 
We'll change little old librarians, 
To raving maniacs. 


If you want to havea ball 

The place where you should be, 

Is that gassin' teen-age night-club 
The public libraree."* 

The new generation of learners, surging beyond school doors for the 
knowledge that sustains term papers, finds that it is the books, not the cards, 
that are stacked against it. So says the National School Public Relations 
Association, a department of the National Education Association, in a new book, 
The Shape of Education. 

Encouraged to do more independent study and hampered by inadequate and 
unavailable school libraries, students are creating enormous traffic jams at 
public libraries. Generally, the librarians are glad to see them for, as one 
director expressed it, "it means better educated library patrons for the future." 

However, the nature and numbers of the young library patrons of today 


are taxing libraries and librarians to the point where they now refer to the new 


phenomenon as "the student problem." 


*Toohey, Barbara. "A Song in Search of Six Saxophones and Elvis Presley.” 
Wilson Library Bulletin 37: 272; November 1962. 


(More) 


Students in the Stacks 
Spell Library Jam Session 

In the first place, the public libraries frequently have little more to 
offer students than the school library system--except availability at nights and 
on week-ends. The American Library Association estimates that 110 million 
Americans have inadequate library service and that 130,000 additional librarians 
are needed to bring all libraries up to national standards of library service. 
(The public school situation is mich worse--according to a U.S. Office of Educa- 
tion survey, only 50 percent of public elementary and high schools have centra- 
lized libraries, and only 42 percent have school librarians. The average annual 
expenditure for books is $1.60 per pupil, compared to the $4 to $6 recommended 
in the ALA standards. ) 

Secondly, the influx of students is pushing the adult user out of the 
reading room and presumably back to his own living room. Discouraging the adults 
are the curtailment of services to them because of the student demands made upon 
librarians; overcrowding caused by students; and the distractions of teenagers 
who, by nature, usually can study only to the accompaniment of giggles. and get- 
togethers. 

Although they apologize for enforcing limits on students, many libraries 
out of necessity have curtailed their services to teen-agers. The number of 
reference material check-outs is limited; some are excluding all except college 


or high school seniors from using reference materials; others have placed teen- 


agers in separate rooms or set up different hours for student and adult users 


of the library. 


In a special study of the student problem by Doris Watts and Elaine 


Simpson, published in the Wilson Library Bulletin, 44 percent of the librarians 


(More ) 


Students in the Stacks 

Spell Library Jam Session 

surveyed reported an increase in discipline problems due to the increased student 
use of libraries. Most of the discipline problems are not serious--noise, social- 
izing, some horseplay; but one serious problem is that of book mutilation and 
theft. The researchers write: 

"When 30 children are simultaneously required to find the same piece 
of information from the same list of reference books and periodicals, the temp- 
tation is great for the student who reaches the public library first to make 
sure that he, at least, is going to complete the assignment. Hence stolen books 
and periodicals, pages ripped from encyclopedias--and increased frustration for 
the rest of the class." 

Rather than hang up a "No Students Allowed" sign on the door, many 
libraries are trying to work out solutions that will not dilute student enthu- 
siasm for library services, but at the same time allow for adequate service to 
all users. At Bellingham, Washington, high school and junior high teachers met 


with school and public library staffs to discuss mutual problems. Teachers are 


now preparing groups more thoroughly for library assignments and stressing use 


of school libraries first. Also, a school employee is now available to assist 
the public library reference staff as needed in the evenings. 

The Shaker Heights, Ohio, public library renovated a large basement 
room into a study hall and furnished it with a duplicate set of reference and 
science books. Teachers are paid to be proctors in the study hall in the after- 
noons, evenings, and week-ends. 

When discipline problems in some of the branch libraries of Seattle, 
Washington, became impossible to handle, the library system temporarily closed 


(More ) 


Students in the Stacks 
Spell Library Jam Session 
several of the branches for evening service. This brought the problem to the 
attention of Seattle citizens quite dramatically, and when the branches reopened 
a week later, student behavior was and remained exemplary, subdued perhaps by 
the realization that the library can act decisively when need be. 
James E. Bryan, president of the ALA, lists four prerequisites for 
keeping public libraries useful and central to the education of children: 
Cooperation and mutual understanding between school and public 
libraries, to the end that the student is served constructively and 
helpfully. 
A greater part in curriculum making by librarians. Until librarians 
take a greater part in the creation of educational materials, policies, 
and procedures, and until there is an ample supply of materials for 


realistic individual study projects, educational progress will be 
retarded. 


An effort by both public and school libraries to approach the ALA 


standards, individually and in concert. 
Librarians taking the initiative in gaining support and improvement 


of library services to students in a forceful, well-documented way, 
to indicate where the needs are. 


t## 6/27/63 


Py 1819463 
; N AVY FROM THE NATIONAL EDUCATION ASSOCIATION 
| 1201 Sixteenth Street, NW. Washington 6, 0.0., 202-ADams 4-4868 


For Further Information 
Beatrice M. Gudridge or Joseph Hanlon 


BACK-TO-SCHOOL 
Release at Will 
(About 1,100 words) 


Good Teachers are VUPs: 


Very Unusual People 
The good teacher is one who is alive with living thoughts. He has the 


ability to work responsibly and productively in the academic disciplines. He 
respects imagination. He is deeply concerned with the creative capacities of 
human beings. He is fluent in the use of language, but receptive to nonverbal 
forms of expression. He has the professional knowledge and technical skill 
required of the artist in any vocation. He is a multiplier, increasing or de- 
creasing the effect of every other factor in a child's education. 

Good teachers are "very unusual people," says John H. Fischer, president 
of Teachers College, Columbia University. The qualities he lists are described 
in the new report, The Shape of Education, published by the National School 
Public Relations Association, a department of the National Education Association. 

"Te intelligent, discerning, sensitive, and energetic people we need in 


teaching," says Dr. Fischer, “are also sought in substantial numbers by virtually 


every other important field of work. It is only reasonable and honest to admit 


that there are not enough of them to go around and that we cannot hope to have 


one in every classroom." 


Good Teachers are VUPs: 
Very Unusual People 

Although there aren't enough master teachers to go around, Fischer said, 
it is important that the effect of the master teacher should be felt in every 
classroom every year. 

"We have a scarce commodity which we ought to distribute as advantageously 
as we can," he said. "It would, therefore, seem logical to abandon the assump- 
tion on which school staffing patterns have so long been based=--that teachers are 
so similar in basic competence that in a given school each one may safely be 
assigned approximately the same kind and amount of responsibility as every other. 
Anyone who has ever worked in a school knows that the premise is not valid, that 
teachers do in fact vary enormously, not only in experience and personality, but 


also in talent, inclination, training, skill, and effectiveness." 


"By having a highly competent teacher relatively close to every child," 


Fischer said, "perhaps on the basis of one such teacher to a group of four, five, 
or six classrooms, it might become possible to protect more children from the 
gigantic lottery which every year determines who shall have a good teacher and 
who shall have what is left." 

As he envisioned it, the preferred arrangement would expand the practice 
of providing assistants to teachers to perform those functions for which high 
professional training is not required, and those teachers who do not qualify as 
master or artist teachers would have easy access to a counselor or leader who 
could work closely with them and help them use best whatever potentiality they 
possess. 

In discussing the qualities required of the good teacher Fischer said 


there was no need to argue the case for the liberal arts as a necessary component 
in the education of teachers. 


(More ) 


Good Teachers are VUPs: 
Very Unusual People 

"That a teacher should know as much as possible about the physical and 
cultural world and be critically aware of his own relation to it," he declared, 
"is now so thoroughly accepted that we may assume this as a premise upon which 
further discussion may go forward.... 

"The intending teacher's principal objective in pursuing his general 
education should be to acquire not factual knowledge alone, however comprehensive 
or intensive, but the ability to work responsibly and productively in the aca- 
demic disciplines.... 

"The good teacher should gain through his own education and from his 
broader experience understanding and appreciation of a wide variety of human 
qualities. He should, for example, respect imagination, holding for it a regard 
as something much more than a charming, childlike quality. He should know that 
without it other humane qualities are not likely to flower nor creative effort 
or serious criticism to be advanced....In addition to respecting imagination, 
the first-rate teacher possesses and displays it.” 


Most of the foregoing qualities, Fischer noted, could be applied to the 


education of any man or woman, but the teacher faces a specific task for which he 


must be prepared. The growth of knowledge and expansion of the curriculum, he 
suggested, indicate that specialized programs beyond those now offered should 

be developed, at both the graduate and undergraduate level, in the preparation 
of teachers. These, he said, might include differentiating between elementary 
and secondary school teaching, among the several subject fields, and among the 
subdivisions of special education and pupil personnel work, and providing more 
advanced work for those preparing to deal with unusual cultural situations, or 
to teach in schools where ethnic and language problems are serious, or where 


(More) 


Good Teachers are VUPs: 


Very Unusual People 


the incidence of juvenile delinquency and other maladjustment may be exceptional. 
Desirable as the generalist teacher is, Fischer said, it is time to re-examine 
current practices critically and to ask whether our efforts are as sharply fo- 


cused as they should be. 


6/27/63 


pty! 


N AV FROM THE NATIONAL EDUCATION ASSOGIATION 
: 1201 Sixteenth Street, NW. Washington 6, 0.6. 202-ADams 4-4868 


For further information: 
Beatrice Gudridge or Fred Stoffel 


BACK-TO-SCHOOL 
For release at will 
(About 1,200 words) 


Classroom Separation by Sex 
May Improve Student Learnin 


WASHINGTON, D.C.--Sex makes a difference everywhere except in the classroom. 

That's what educators used to think. But they're starting to revise their 
opinion. 

Some now believe that sex makes a big difference in class, too, especially 
when the class is made up of both boys and girls. And to test it out, 4 few 
schools have inaugurated all-boy and all-girl classes. 

Walter B. Waetjen, education professor at the University of Maryland, is one 
who thinks sex does make a difference in learning. He discussed his views in a 
recent issue of the NEA Journal, published by the National Education Association. 

If sex doesn't make a difference, he says, "then we are hard put to explain 
why there are two to three times as many boys who underachieve in school as there 
are girls. It is equally difficult to explain why there are four times as many 
boys who are poor readers or non-readers as girls; and, why 85 percent of the chil- 
dren in the hands of youth authorities are boys. While these figures are startling 
enough, we can also point to the fact that anywhere from 75 to 95 percent of the 
children who are in speech clinics for functional disorders are boys." 


(More ) 


Classroom Separation by Sex 
May Improve Student Learning -2- 

But Waetjen thinks any all-boy, all-girl classes should be instituted only 
experimentally and only “at the junior high-school level in academic areas." 

In the Washington, D.C., suburbs two schools are trying out the notion. 

Last year, Broome Junior High School in Montgomery County, Md., inaugurated 
two all-girl and two all-boy eighth grade classes in English and history. 

After a year of operation, Carl J. Fahrner, school counselor, believes the 
program has worked out pretty well although a full evaluation--based on tests 
given to students at both the beginning and end of the year--still have to be made. 

Generally, he says, the four teachers involved liked the experiment and have 
recommended expanding the program to take in seventh and ninth graders too. 

The teachers reported, Fahrner says, that the boys seemed to be more enthusi- 
astic about their studies than the girls (who needed more motivation to study 
hard). 


"Both boys and girls in the experimental classes appeared more willing to ask-- 


and to answer--questions than those in the conventionally grouped classes," he 


says. 

Another school in the metropolitan area--Wakefield Forest Elementary School 
in Fairfax County, Va.--tried separating by sex some students in the first, third, 
and fifth grades. Principal Glenn Wells says that although these sex-segregated 
classes in the lower grades seemed to have worked out well, he is not making 4 
final judgment until more statistical evidence is in. 

For example, he says that the advances he has noted in children grouped by 
sex could well be due to other factors as well. 


Age is one of these factors. 


Classroom Separation by Sex 
May Improve Student Learning =3- 

In every class grouped by sex, he says, a concerted effort has been made to 
match the students by age because previous studies showed that in a fourth grade 
class, achievement was higher when the students were within a few months of each 
other in age...and behavior problems were fewer, too. 

Experimenting with grouping by age, one of the classes came up with @7 boys 
and four girls. The teacher suggested that the four girls be removed to control 
the experiment even more. Subsequently the teacher found the boys--many of them 


with learning and personal problems--"made tremendous strides both intellectually 


and socially." 


Now in 6th grade, some of these same boys have reached achievements 14 years 


above their grade level. Boys who subsequently moved into mixed classes after a 
year in an all-boy class were found to be the new leaders, even though their intel- 
ligence levels were below the girls’. 

"The confidence they gained from this one year carried over with these boys," 
Wells says. 

Last year, boys in the fifth grade, who as fourth graders had been in an all- 
boy class, were tested for achievement. After being statistically matched with 
boys from another school entirely, the Wakefield youths were found to be "signifi- 
cantly" higher in achievement than the control group. 

"Personally," says Wells, "I know that these boys and girls are functioning 
better [in single-sex classes/." But it's still not statistically proven, he 
points out. 

But while the teachers have accepted the grouping-by-sex experiment, while the 
students involved like it, some mothers sre against the plan. One mother, he says, 
complained that it was the worst year her boy had had in school. But the boy him- 
self liked the class...and his achievement showed he was nearly three years ahead 


of the average student in the same grade. 


Hitt 6/27/63 


pe, (Y¥1963 


FROM THE NATIONAL EDUCATION ASSOGIATION 
N RV 1201 Sixteenth Street, NW. Washington 6, 0.6., 202-ADams 4-4868 


For Further Information: 
Beatrice M. Gudridge or Joseph Hanlon 


BACK-TO-SCHOOL 
Release at Will 
(About 960 words) 
The Board of Education 
That Hung on the Wall 

WASHINGTON, D.C.--There was a time when the board of education was about three 
inches wide, half an inch thick, and not quite three feet long. It hung behind the 
door in the principal's office and was, on occasion, applied to appropriate parts of 
the anatomy of recalcitrant students. 

This was a form of discipline. Corporal punishment and discipline are not synony- 
mous. Kecent developments, however, are tending to bring them closer together. Over 
the nation there is rising concern about what the teacher can do--aside from the manly 
art of self-defense or calling the police--to maintain discipline in the classroom. 

"There seems to be a growing trend across the country to return (to the use of 
corporal punishment) in our schools as a partial answer to the problems of juvenile 
delinquency." Thus the new report The Shape of Education, published by the National 
School Public Relations Association, National Education Association, quotes a recent 
research study. 

The issue became acute recently in Washington, D.C., among other places. There 
Superintendent of Schools Carl F. Hansen proposed to the board of education that it 
rescind its rule against corporal punishment. This the school board refused to do and 
promptly a move got under way in Congress to overrule the school board. Citing research, 
Hansen said most educators now favor some sort of corporal punishment, when needed. The 
time-honored precept that "this is going to hurt me more than it is you" has not, how- 
ever, been revoked. Corporal punishment works in elementary schools, Hansen has ad- 
vised his board of education, but in secondary schools the remedy is suspension or 
expulsion. 


(More ) 


The Board of Education 
That Hung on the Wall -2- 


What seems to be the problem, Hansen says, is that where there is a rule that the 


teacher cannot resort to corporal punishment the troublesome students find out about 


this--and they take advantage of it. Teachers aren't anxious to start rapping the 
pupils' knuckles, Hansen says, but they think it would help if pupils know that, if it 
came to a showdown, they could. 

Among other communities in which the issue of corporal punishment has made news re- 
cently are Milwaukee and San Francisco. In Milwaukee the school board adopted a new 
policy which permits teachers to use physical force to prevent or stop a breach of 
discipline, but the student may not be slapped or paddled as punishment. In San Francisco, 
the school board obtained a legal interpretation from its counsel clarifying existing 
policy. The clarification stated that teachers may do "whatever is reasonably necessary 
under the circumstances, including use of the hands, to maintain proper order and 
discipline." 

In Akron, Ohio, as part of the regular inservice training of teachers, seminars on 
discipline are held to interpret policy and relate it to actual practice. Akron permits 
corporal punishment, administered by either the teacher or principal, but only after a 
conference involving both. 

Superintendent Martin Essex suggests to his teachers that answers to two questions 
will help a teacher to decide whether to punish and how to go about it; "Will punishing 
help the pupil to grow in self-control and self-discipline?" and "Will it make a better 
working situation for all the class group?” 

The Chicago public schools distribute to every family that has a child in school 
@ booklet, Pupil Conduct and Discipline, which offers guidelines for parents, pupils, 
and teachers in the maintenance of good discipline. The California Teachers Association 
has a booklet, Classroom Discipline, which offers advice along the same lines. 


(More) 


The Board of Education 
That Hung on the Wall -3- 

The general rule of common law is that teachers stand "in loco parentis" and can, 
within reason, do what the parent would do, including corporal punishment, to enforce 
discipline. States can modify or reverse the common law principle by adopting a specific 
statute dealing with the subject. Only New Jersey has a law which prohibits use of 
corporal punishment as a means of enforcing discipline. 

Other states (Oklahoma, Pennsylvania, West Virginia) have, by statute, adopted the 
common law principle of "in loco parentis." Still others (Florida, Montana, Vermont, 
Virginia) have statutes which explicitly sanction corporal punishment. And many others 


back into the question--they have laws which define such offenses as assault and battery 


but exempt parents and teachers if reasonably and under appropriate circumstances (or 


some such phraseology) they find it necessary to use force in dealing with a situation 


for which they have responsibility. 


6/27/63 


Gis | 4} | (p i? 


: N RV FROM THE NATIONAL EDUCATION ASSOGIATION 
1201 Sixteenth Street, NW, Washington 6, 0.6., 202-ADams 4-4868 


ar 


Ls 
J 


For further information: 
Beatrice M. Gudridge or Fred Stoffel 


BACK-TO-SCHOOL 
For release at will 


(About 600 words) 


He's Messy, Rude, Stubborn? 
Your Child May be Creative 


WASHINGTON, D.C.--Time was when a youngster who was messy, stubborn, rude and lazy 
was apt to be heckled at home and scolded in school. 

But this is the new age of research. And research says the messy, stubborn, rude 
and lazy youngster may be just the type the nation needs. He may be creative. 

Look at it this way, say the researchers: what you would normally think of as 
messy, stubborn, rude and lazy may not be MSRL at all to the youngster involved. In 
fact, to him MSRL may be a higher type of order, logic, courtesy, and activity. 

It's quite possible, they say, that the creative youngster may actually need to 
be MSRL in order to be creative. It may be slats on parents and teachers but the 
creative youngster might need a certain amount of mess around him if he's a delve 
deeply into the things that fascinate him. And his rudeness may mean he's thinking, 
and therefore inattentive to the social amenities. And thinking does not have to be 
done at a school desk. The brain can work while the body is flat and the eyes are 
closed. 

E. Paul Torrance of the University of Minnesota who has conducted extensive 
studies to determine creative characteristics of young children believes they prefer 
to learn, not by authority, but in creative ways in which they can explore, manipulate, 


question, experiment, and test their ideas. He has also found that stubbornness - - 


(More ) 


He's Messy, Rude, Stubborn? 
Your Child May be Creative 


an indifference to the ideas of others - - is one of the most pervasive characteristics 
of creativity. But parents - - and teachers too - - have demanded that children 
learn by authority and have tried to overcome stubbornness. 

In a recent booklet published by two units of the National Education Association, 
Dr. Torrance reports the results of a survey in which more than 1,000 teachers listed 
characteristics they valued highly in their students. 

Stubbornness came in 30th. 

"Prom the results," he says, “it would appear that it is more important to 
teachers in the United States that their pupils be courteous, do their work on time, 
be energetic and visibly industrious, be popular and well liked by their peers, be 
receptive to the ideas of others, be well rounded, and be willing to accept the judg- 
ments of authorities than to be courageous." And parents think the same way, he says. 


"Obviously, such a pattern of values is more likely," he concludes, "to produce 


a people ready for brainwashing than one able to resist it and to think creatively." 


He suggests that teachers--and by implication parents--relax their authoritarian 
ways by making assignments which call for original work and by asking questions which 
call for original answers--not just the 'right' answer. He says youngsters’ unusual 
questions and ideas should not be dismissed out of hand. And their attempts to do 
things in a different way should not be stunted. 

This-will not necessarily make for peace and quiet in the classroom - - or in 


your home - - but your youngster may have research on his side. 


| aia 6/27/63 


! N RV FROM THE NATIONAL EDUGATION ASSOGIATION 
1201 Sixteenth Street, NW. Washington 6, 0.6. 202-ADams 4-4868 


FOR IMMEDIATE RELEASE 


New Chairman 


WASHINGTON, July 19--Arthur F. Corey, state executive secretary of the 
California Teachers Association at Burlingame, has been elected chairman of the 
Educational Policies Commission, sponsored by the National Education Association 
and the American Association of School Administrators. The new vice chairman is 

rofessor of education, Teachers College, Columbia University. 

The Educational Policies Commission is the top level instrumentality through 

profession expresses judgments on major educational issues. 
speaks through occasional publications, most recent of which was Education for 
Social Responsibility in a Free Society. Other recent pronouncements. have in- 
cluded The Central Pur 
American. 
New members of > commission, who took office following the recent NEA 
in Detroit, are: George B. Brain, superintendent of schools, Baltimore, 
Edgar, state commissioner of education, Austin, Texas; Lina Sartor, 
Pachuta Elementary School, Pachuta, Miss.; and H. E. Tate, executive secretary, 
and Education Association, Atlanta. 
former president of Harvard University, now in Germany with 
education adviser to the West German government, has re- 
replaced on the commission. Robert H. Wyatt, new president 


officio member. Secretary of EPC is James Russell of Washington, D.C. 


### 7/18/63 


anes 1/463 
N RV FROM THE NATIONAL EDUCATION ASSOCIATION 
1201 Sixtaenth Street, NW. Washington 6, 0.6. 202-ADams 4-4868 


Note to Editors and Correspondents: Thirty-three national Press, Radio, and Television Relations provides news about the pro- 
groups affiliated with the National Education Association as gram of each department to the press and broadcasters and arranges 
background interviews for news representatives with specialists on 
5 the staffs of national groups located at NEA headquarters on request. 
United States. Generally, each of these departments controls its own Studies and reports issued by departments are the expressions of 
funds, elects its own officers, and adopts policies and programs which those departments and not statements of policy of the NEA unless 


apply particularly to its own special field. The NEA Division of set by resolution. 


departments provide special services covering the full range 
of elementary, secondary, college and adult education in the 


For further information: 
Beatrice Gudridge or Joseph Hanlon 


RELEASE ON RECEIPT 


School Trends Charted 
In New “Shape of Education" 


WASHINGTON, D. C.--Trends influencing decisions about to be made in and about 


the schools are noted in The Shape of Education for 1963-64, just published by 


the National School Public Relations Association (NSPRA), a department of the 
National Education Association. 

This is the third in a new series of publications developed by NSPRA. The 
first, published a year ago, and thought of then as possibly an annual volume, 
was received so enthusiastically that it was decided to publish two issues each 
year. 

The 64-page booklet highlights classroom problems dealing with such elemen- 
tary subjects as reading and writing, and social trends, such as the developing 
issue of the Negro in the schools, along with many other issues that are in the 
forefront of discussion whenever educators gather these days for consideration of 
mutual problems. 

School superintendents, school boards, principals, college professors of 


education, graduate students of education--these are among the larger groups who 


have found The Shape of Education series useful in their own endeavors. The 


School Trends Charted 


In New "Shape of Education” 


articles are prepared especially for The Shape of Education by the editors of 


Education U.S.A., a special weekly report on educational affairs published by 


NSPRA in cooperation with the NEA Division of Press, Radio, and Television Rela- 
tions. They are, to a considerable extent, expansions in some depth of material 


which appeared originally in Education U.S.A. 


Hert 


NOTE--Copies of The Shape of Education for 1963-64 ( Volume 3) may be ordered from 
the National School Public Relations Association, NEA, 1201 Sixteenth Street, N.W., 
Washington 36, D. C. Single copies are $1.00; bulk orders for 10 or more at 

$.80 a copy. Please order by number 4111-12604. 


NATIONAL EDUCATION ASSOCIATION 


10lst Annual Meeting June 30-July 5, 1963 Detroit, Michigan 


FOR FURTH=R INFORMATION: 
Beatrice M. Gudridge or Joseph Hanlon RELEASE AT WILL 


National Education Association 
1201 16th Street, N.W. 


n 


Washington 36, D. C. 


NEA Makes Interest Free Loan Fund 


Available to Utah @ducation Association | For use with roundup story 


on NEA Convention 


The National "ducation Association made $500,000 
‘or more" available to the Utah “ducation Association in the 
form of an interest free loan. This action was taken by 
the NSA board of directors and executive committee immediately 
following the Detroit convention. 

The board authorized its executive committee to 
release the money on application by the Utah Hducation Asso=- 
ciation, The money is to be expended at the discretion of 
the Utah Association in support of its effort to obtain ad 


ditional state funds for education in Utah. 


NATIONAL EDUCATION ASSOCIATION 


1Olst Annual Meeting June 30-July 5, 1963 Detroit, Michigan 


FOR FURTHER INFORMATION: 
Beatrice M, Gudridge or Joseph Hanlon ‘See accompanyine story | 
National "ducation Association ee i 
1201 16th Street, N. W. on teacher-aid fund. 
Washington 6, D. C. 

R=LEASE AT WILL 


NSA Convention Acts on 
Senctions, Civil Rights, Federal Aid 


pl Seta Ns 
Detroit, July 6 - Professional sanctions, civil rights, and federal support of 
cabicn were three topics which emerged as overriding issues at the week-long 101st annual 
-syention of the National “ducation Association which ended here last night. 
Robert H. Wyatt, executive secretary of the Indiana State Teachers Association, 
“med office as president of the 860,000-member organization, succeeding Mrs. Hazel 
Dlanchard of Fresno, California. Present at the convention were more than 10,000 educators, 
cnom 6,800 were official delegates. 
The issue of professional sanctions arose in the specific form of a request by 
ore of Utah that the N®A impose sanctions in that state, where members of the Utah 
iecetion Associeticn have withheld their signatures from contracts to teach next year in 
on offort to win a larger appropriation from the legislature for state aid to the schools. 
Imposition of sanctions would bar NEA members in other states from seeking teaching assign- 
2onbs in Utah. 
The matter was resolved when the delegates adopted a resolution commending and 
pperbing the stand taken by the Utah “ducation Association in its struggle to provide 
“sy education for the children of Utah and pledging that NEA would do everything poss— 


iblo to assist Utah teachers in meeting the educational needs of children in that state, 


The delegates directed the NEA executive committee to remain ready at all times 


nubinue its efforts to aid in the Utah situation and "to take promptly such further 


nas -ituation requires, including the use of sanctions and other necessary 


The resolution expressed hope that the Utah crisis could be resolved without 
interruption of schooling there. It went on to authorize NEA to establish a fund for 
financial assistance to Utah teachers in the event that the impasse is not resolved, 

Subsequently the delegates adopted a budget which transferred $1,100,000 of the 
organizations's general fund from operations in prior years into a reserve for future emer- 
gencies, This money is to be available to the NEA board of directors "for meeting extreme 
emergencies which may occur in the future," 

NEA “xecutive Secretary William G, Carr, in reviewing the Utah crisis for the del- 
egates, pointed out that efforts to resolve the controversy there are continuing. The 
governor is planning to appoint a blue-ribbon citizens committee which will meet with educa- 
tors, legislators, and others to seek a solution. If the pending negotiations for settle- 
ment should fail, Carr said, the N@A executive committee would be asked to impose national 


sanctions immediately. 


John C. Svans, Jr., executive secretary of the Utah Education Association, ex- 


pressed satisfaction with the action taken by the convention, He said he thought the reso- 


lution as passed muld be more helpful in the situation than what was originally proposed. 
Evans added that he would want to consider this further and might have an additional state- 
ment after his return to Utah, 

The NEA's Department of Classroom Teachers, which comprises more than 90 percent 
of the organization's membership, approved, before the full convention acted, a resolution 
which would have had the effect of imposing sanctions in Utah immediately. Another resolu- 

tion of the classroom teachers called for N@A to create a fund for financial assistance to 
Utah teachers, A collection taken up at the annual dinner of the classroom teachers netted 
$3,115 for the Utah fund, 

The convention expressed its views on civil rights in three separate actions. It 
approved a motion expressing its support on the civil rights program presented by President 
Kennedy. It amended a resolution relating to desegregation in the public schools to express 
its support for extension of that principle to make it applicable to professional member- 


ship in organizations affiliated with the NEA, The delegates, however, rejected a 


resolution which would have called for open membership in all state and local associations, 
At present there are 11 Southern states where there are separate state organizations of 
teachers for Negroes. 

The major action of the convention dealing with civil rights came when it moved 
to approve a statement adopted by the NEA board of directors. The board's statement read: 


"Having commended affiliates which have removed racial 
membership barriers, and noting that while significant progress 
has been made toward the ending of discrimination in professional 
associations much remains to be accomplished, the National Educa-— 
tion Association urges those state and local associations where 
racial membership restrictions are still in effect to establish 
consultative committees to facilitate their removal. 


"While there are no racial restrictions for membership in 
the National “ducation Association, the 1963 Representative 
Assembly, believing that the Association should assist its 
affiliates to deal with this issue, offers the good offices of 
the Association: 


"(1) To assist state and local associations where racial 
restrictions remain to establish consultative committees which 
may facilitate their removal, 


"(2) To sponsor cooperatively with state and local affili- 
ates meetings, workshops, seminars, or other activities in the 
field of intergroup and human relations, or on other topics, 
which will help to remove racial barriers in professional educa-— 
tion associations, 


"(3) To work with state affiliates where restrictions still 
exist to grant local associations the right of local option within 
the framework of the state association until such time asthe state 
itself can remove such restrictions, 


"The 1963 Representative Assembly also requests that the 
Joint Committee of the NEA and the American Teachers Association 
consider whether and under what conditions it would be desirable 
and feasible to merge the two associations, and report its rec- 
ommendations in one year or less," 
The Department of Classroom Teachers wont further than the full convention did in 
dealing with civil rights. It approved a resolution urging all local, district, and state 


associations affiliated with NEA to take immediate steps to open their membership doors to 


all teachers, regardless of race, color, or creed. 


In its action relating to federal support of education theconvention restated its 


position eliminating language adopted at the Denver convention in 1962 which, as it turned 
out, proved to be an unnecessary handicap for the NEA staff leadership in the course of the 


year. 


The new resolution puts NSA on record as favoring federal support of education in 


accord with these principles: 


"], That there be substantial federal support of the whole of 
public education at all levels and of all types. 


"2, That federal programs of specific aids be continued or 
improved in addition to comprehensive federal support. 


"3, That control of the program of education remain with the 
states and localities. 


",, That the legislation be consistent with the constitutional 
provision respecting an establishment of religion and with the tradi- 
tion of separation of church and state. 


"5. That the legislation contain provision for judicial review 
as to its constitutionality." 


The Denver convention had adopted a resolution on federal aid which explicitly 
placed NEA on record as opposed to federal aid to private or church-related colleges. As 
a result NEA last fall did vigorously oppose a bill in Congress which would have offered 
aid to both public and private institutions of higher education. Defeat of the measure 
was widely attributed to the NEA action. 

The new resolution adopted at Detroit, while preserving NEA's traditional stand 
that public funds be spent for public schools, recognizes the possibility that, with regard 
to higher education, federal assistance may be constitutional. If legislation such as this 
should be approved, it would be difficult to obtain a constitutional test of the issue 
unless the legislation itself contained a built-in provision for such a test. That is the 
significance of the fifth item in the statement of principles. 


Some delegates wanted to preserve the position adopted at Denver and there was 


vigorous debate over a proposed amendment which would have added to the resolution a state- 


ment that "in keeping with the letter and spirit of the federal and state constitutions, 
federal grants for institutional uses be made exclusively to public elementary, secondary, 
and higher education." This proposed revision of the resolution failed, however. 

Pending in Congress as the convention met was President Kennedy's one-package 


bill for federal support of education which includes provisions for assisting private 


> candup 


institutions of higher education. The N®A has supported the President's proposal "as a 
package" but served notice that it reserved the right to reconsider its position if the 
package should be broken down into its separate components. 

The delegates expressed their concern about the quality of education offered in 
the schools conducted by the Department of Defense for the children of Americans who are 
stationed abroad. They commended the Defense Department for making a study of these schools 
last fall, as had been urged previously by the Association, but they went on to deplore the 
Defense Department's failure to ask Congress for enough money for the operation of these 
schools. The law requires that salaries of teachers in these schools should be in line 
with those paid in the United States, but funds to do this have not been available. 

In addition, the delegates said: "Inadequate school facilities, overcrowded 
classrooms, and limited educational programs are also the results of fiscal policies which 
work against the best interests of the American children and teachers overseas and against 
a favorable interpretation of American education in the 26 countries where these schools 
exist." 

Several resolutions dealt with subject matter not touched upon in previous con- 
ventions. One, relating to educational media, pointed out that teachers assigned to tele- 
vision instruction are still teachers, not performers. Another voiced encouragement for the 
new trend for greater numbers of Americans to seek education beyond the high school and 
called on all levels of government to develop plans for meeting these new educational needs. 

Teacher preparation institutions were urged to institute programs for their stu- 
dents to help them toward understanding of what they may expect as professional teachers in 


such matters as professional ethics, competency, and professional responsibilities outside 


the classroom. 


The convention adopted a uniform national code of ethics which has been in prepa- 


ration for several years and called upon state and local associations to develop profession- 
al channels for the adjudication of violations of the code should they occur and for protec-— 


tion of the professional privileges of individual members. 


The code defines the teacher's obligation to the student, to the community, to 
the teaching profession, and to professional employment practices. A former president of 
the Association, Miss Ruth Stout of Topeka, Kansas, pointed out during the debate on sanc- 
tions that if sanctions should be imposed in Utah a teacher from another state who accepted 
a teaching assignment there would be guilty of unethical conduct. 

The convention adopted a budget for the 1963-64 year of $9,486,000, an amount 
equal to the estimated income. The budget, about $600,000 more than was expended in the 


previous year, contemplates an increase in membership of about 45,000 during the year 


ahead. 


Notwithstanding the conservative estimte of the budget committee on prospects 


for increasing membership, the delegates launched a. campaign labeled as "Project 64" to 


reach a hoped-for goal of one. million members by 1964. Members who participate in this 
canpaign will be issued"commissions" charging them with responsibility for enrolling at 
least five new members during the course of the year. Before the convention adjourned 
more than 4,500 delegates had signed up for commissions. 

Executive Secretary Carr, in his annual report to the delegates, made special 
reference to four areas of activity by the Association in which he noted substantial 


progress during the year -- the urban project, professional negotiations, sanctions, and 


federal legislation. 


The urban project serves as a clearing house for teacher associations in the 
cities. It conducts leadership training programs, evaluates the operation of associa- 
tions, and publishes a monthly newsletter, the Urban Reporter. Carr said cooperative 
programs have bem undertaken in 17 urban areas to assist state and local associations 


with particular probloms and many such programs are to be expected during the coming 


year. 


ad 


roundup 


In professional negotiations teachers seek, through their professional or- 
ganizations, to participate with local boards of education in determining policies of 
common concern, including salaries and working conditions. Guidelines for these negotia- 
tions were developed during the past year, Carr said, and there has been substantial 
progress in negotiating written agreements between local associations and boards of ed- 
ucation "from New Ingland to California." 

Guidelines for the imposition of sanctions have also been developed, Carr said, 
and have been tentatively approved by the board of directors although they are still 
subject to further study. In lieu of sanctions, he reported, NEA had sent an "urgent 
advisory" letter to all of its members referring to wsatisfactory conditions in the 
overseas schools of the Department of Defense. This served to alert those considering 
appointments to the overseas schools to the kinds of treatment they could expect. 

Although NEA has decided that no useful purpose would he served by applying 
sanctions in Utah at this time, Carr said, the Association has alerted the profession 
to the conditions prevailing there, has completed the investigation which would be nec- 


essary before imposition of sanctions, and continues to maintain a state of alert 


while negotiations looking toward settlement of the dispute are in progress. 


In reporting on federal legislation Carr said the united front of the teaching 
profession, maintained this year at all levels, has been most gratifying. "There are 
areas of agreement where some months ago there was hostility," he said. "While the 
House of Representatives has, for the moment at least, unwrapped the comprehensive 
package, it is still in one piece in the Senate. The new Commissioner of Education, 
Francis Keppel, has been tireless in his efforts to advance acceptable legislation. The 
ultimate fate of this major legislation is yet to be determined." 

Keppel, addressing the convention, chided the teaching profession for hesitant 
leadership in the field of civil rights. "Surely the problem of racial discrimination 
in the schools was identifiable years ago as a significant public policy issue calling 


for analysis, discussion, and especially for creative action," Keppel said, "True, 


- 


& roundup 


such a large and complex problem could not have been solved by any one group, but it is 
unfortunate that a problem of such eminent moral and educational dimensions should have 
been left so much to the good offices of the legal profession and the courts, Early 
initiative and counsel by the teaching profession would have served the public interest." 

NEA's incoming president, Robert ‘\yatt, told the delegates the theme of his 
administration would be "Education for Responsible Freedom." 

"I look on the task that lies immediately ahead of education as being different 
from that immediately behind us only in terms of a changing emphasis," Wyatt said. 

"Our intellect and our social conscience must continue to be focused on the age-old problems 
of human dignity, of identifying human resources, and of liberating them for individual 
growth and service to mankind. 

"There is implicit and inherent in the ideals and aspirations upon which this 
nation was founded a commitment to a total and complete and unfailing educational op- 
portunity for every child in this nation — dark or light; rich or poor; dull, average, 
or brilliant. It is a dual commitment, inherited by each of us, to the individual and 
to the social order of which we are members.": 

Chosen as vice-president and president-elect of the NEA was Miss Lois Edinger, 
of Greensboro, North Carolina. She will assume the presidency at the 1964 convention in 
Seattle. Miss Edinger is an instructor in the School of Education of the Woman's College 
of the University of North Carolina. 

Elected to the NEA executive comaittee were Richard D. Batchelder, a high 
school teacher, of Newtonville, Massachusetts; Braulio Alonso, high school principal, 
of Tampa, Florida; and E. H. Mellon, superintendent of schools, Champaign, Illinois. 

F. L. Schlagle of Kansas City, Kansas, was re-elected to the NEA board of trustees. 

The Department of Classroom Teachers chose Miss Thelma F, Davis, a high 
school teacher, of Griffin, Georgia, as president-elect, to take office as president 
next year. Miss Elizabeth D. Koontz, a special education teacher of Salisbury, North 
Carolina, was elected vice-president. 


Ok Si a ee 


an 24196 3 


N RV FROM THE NATIONAL EDUCATION ASSOGIATION 
| 1201 Sixteenth Street, NW. Washington 6, 0.0. 202-ADams 4-4868 


For further information: 
Beatrice Gudridge or Joseph Hanlon 


FOR RELEASE: A.M. Papers 
Monday, June 24, 1963 


School Bell Awards Recognize 
Excellence in Education Reporting 


WASHINGTON, June 23--National School Bell awards for distinguished in- 
terpretive reporting on education are to be presented next Monday to 19 winners 
in the fields of publishing and broadcasting. 

The awards, walnut-based bronze medallions depicting in relief an old 
fashioned school bell will be presented to the winners at a general assembly of 
the National Education Association in the course of its convention in Detroit. 
Lee Demeter, director of information, Great Neck, New York, and president, 
National School Public Relations Association, will make the presentation. NSPRA 
is coordinating agency for the awards, made by six national organizations in the 


educational field. 


Changing Times and Harper's Magazine will receive awards for distin- 
guished continuous coverage of education during the year ended April 1, 1963, 
and Parents' Magazine will be honored for a special issue published in February, 
1963 which reported on a wide range of educational developments. 

Ebony will get an award for a single article published by a monthly 
magazine of general circulation. This article, which appeared in May, 1962, 


(More) 


School Bell Awards Recognize 
Excellence in Education Reporting 
titled "$400 Million Investment in Youth" explored the availability of scholar- 
ships and other assistance for Negroes seeking to attend college. 

Other winners: 

Better Homes & Gardens, for the series, "How to Help Your Child in 
School," published in October and November, 1962 and January, February and 
March, 1963; Saturday Evening Post and Saturday Review, for distinguished con- 
tinuous coverage; Look, for the article "Revolution in Education" by George B. 
Leonard, Jr., published June 5, 1962; The Reporter, for the article, "What Can 
We Learn From the Teaching Machines?" by Spencer Klaw, published July 19, 1962; 
The Rotarian, for continuous coverage; Architectural Forum for the article, 
"The City School: Old Problems, New Solutions," published November, 1962 ; 
American Youth for continuous coverage, and Tartan for a special issue, Spring, 
1963. Tartan is the employees' magazine of the Minnesota Mining & Manufactur- 
ing Co. and the special issue contained several comprehensive articles on 
various aspects of education. 

There will be three awards for network television programs. These 


will go to Bell & Howell Close Up: for the one-hour report, "Meet Comrade 


Student," broadcast September 28, 1962 by the ABC Television Network; CBS 


Reports for the two-part series, "Storm Over the Supreme Court," broadcast 


February 20 and March 13, 1963; and Hazel, for the half-hour program "Bringing 
Out the Johnsons," broadcast April 19, 1962 by the NBC Television Network. 

The Associated Press will receive an award for distinguished compre~ 
hensive coverage of education throughout the year by its education reporter, 


G. K. Hodenfield. North American Newspaper Alliance will get one for the 
(More) 


School Bell Awards Recognize 


Excellence in Education Reporting 


weekly colum, "Spotlight On Education," written by Benjamin Fine, and Parade 


will receive an award for distinguished coverage of education throughout the 


year. 


The six national organizations which sponsor the National School Bell 
Awards and the officials who selected this year's winners are: 


AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS 
President: Natt B. Burbank, Superintendent, Boulder Valley 
School District, Boulder, Colorado 
Executive Secretary: Finis E. Engleman, Washington, D. C. 


COUNCIL OF CHIEF STATE SCHOOL OFFICERS 
President: A. W. Ford, Commissioner of Education, Little 


Rock, Arkansas 
Executive Secretary: Edgar Fuller, Washington, D. C. 


NATIONAL ASSOCIATION OF SECRETARIES OF STATE TEACHERS ASSOCIATIONS 
President: E. Dale Kennedy, Executive Secretary, Michigan 
Education Association, Lansing 
Administrative Director: James L. McCaskill, Washington, D. C. 


NATIONAL CONGRESS OF PARENTS AND TEACHERS 


President: Mrs. Clifford N. Jenkins, Roslyn, Long Island, 
New York 


NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 
President: Mrs. Hazel A. Blanchard, Fresno, California 
Executive Secretary: William G. Carr, Washington, D. C. 


NATIONAL SCHOOL BOARDS ASSOCIATION 
President: Mrs. Fred A. Radke, Port Angeles, Washington 
Executive Director: Harold V. Webb, Evanston, Tllinois 


pa es ee 
3 N RV FROM THE NATIONAL EDUGATION ASSOGIATION 
| 1201 Sixteenth Street, NW. Washington 6, 0.6, 202-ADams 4-4868 


For further information: 
Beatrice Gudridge or Fred Stoffel 


FOR RELEASE: Sunday Papers 
June 23, 1963 


Pexcent of New College Teachers with Doctor's Degrees 
Continues 10-Year Decline, Says New NEA Report 

WASHINGTON, D.C., June 23--New teachers on American college and univer- 
sity campuses this year continued a 10-year trend toward decreasing academic 
preparation. 

And the decrease, says a new study by the Research Division of the 


National Education Association, could be critical for the future education of 


Americans. 


The new study, Teacher Supply and Demand in Universities, Colleges, and 
Junior Colleges, 1961-62 and 1962-63, is the latest in a series of biennial 


surveys of NEA's Research Division. 

Ray C. Maul, assistant director of the division, points out that unless 
the quality and quantity of college teachers can be improved, "in many insti- 
tutions the only course open to the employing officials will be to lower the 
standards, and thus concede the necessity for accepting a lower quality of 
teaching performance. In short, this means second-rate education for a larger 
and larger number of our youth." 

And this is at a time when, because of new discoveries, the need for high 
quality teachers is at its highest. Maul puts it like this: "In recent years 


(More) 


Percent of New College Teachers with Doctor's Degrees 
Continues 10-Year Decline, Says New NEA Report 


the development of our technology has outrun our production of comprehensively 
prepared personnel to man it. And the stern fact is that we are only beginning 
to recognize the serious nature of the present state of affairs." 

Not only, says Maul, are colleges and universities having an increasingly- 
difficult time competing with private industry for new teachers, but many long- 
time teachers are forsaking the classroom for the factory. 


Since 1953, the report says, the percentage of new teachers with doctor's 


degrees has inexorably declined--with slight jumps here and there--from 31.4 


percent in 1953-54 to 25.4 percent in the 1962-63 college year. Taking up the 
slack have been teachers with fewer years of preparation--those with master's 
degrees. 

Actually, according to figures in the report, this "middle class" of the 
academic world is doing more than taking up the slack of doctor's degrees. 
It's taking up the slack in the percentage of new college and university 
teachers at the bachelor's degree level, too, where the percentage is also 
declining. 

Much the same type of thing is happening in junior colleges. Here, too, 
the percentages of new teachers holding doctor's degrees is declining, although 
it was much smaller to start off with than the percentage for full colleges 
and universities. But junior colleges have different needs than colleges and 
universities, the report points out. 

"Many junior colleges, particularly those publicly controlled, emphasize 
terminal programs in business education and in a wide range of vocations. Ef- 
fective instruction in these fields depends more upon the high development of 


(More ) 


Percent of New College Teachers with Doctor's Degrees 
Continues 10-Year Decline, Says New NEA Report 


skills and backgrounds of practical experience; lack of extensive postgraduate 
study does not necessarily imply a lesser degree of competence as a teacher of 
the subject." Once a student completes a terminal program, no more instruction 
is normally available. 

But junior colleges, according to the survey, were more successful than 
their ivy counterparts in filling teaching posts. Of 556 junior colleges re- 
sponding, only 115 indicated they had unfilled teaching positions in either 
1960-61 or 1961-62. But of the 1,009 colleges and universities surveyed, 499 
had teaching vacancies. 

About 25 percent of new graduates with doctor's degrees wind up teaching 
at colleges or universities, the study shows. Or at least that's what hap- 
pened to graduates during the two school years of the survey--1960-61 and 1961-62. 
Another 33 percent of them either already had been teaching at the college or 
university level and remained there, or went into some other kind of education 
work. 

The number of new doctors becoming teachers, however varied widely accord- 
ing to the specialty. Nearly 4 third of the new doctors in English, for example, 
went into college or university teaching. But not even 18 percent of the che- 
mistry doctors became teachers. 

Even 8.1 percent of those taking the Ed. D. degree--the doctorate in 
education--wound up outside of the education field entirely. 


## # 


Copies of Teacher Supply and Demand in Universities, Colleges, and Junior 
Colleges 1961-62 and Rot5-63, may be ordered from the National Education 
Association, 1o0l Sixteenth Street, N.W., Washington 36, D.C. at the fol- 
lowing prices: Single copy, $2.25; 2-9 copies, 10 percent discount; 10 
or more copies, 20 percent discount. When ordering, specify stock number 


435=13106. 


| N AV FROM THE NATIONAL EDUGATION ASSOGIATION 
1201 Sixteenth Street, NW. Washington 6, 0.6., 202-ADams 4-4868 


For further information: 
Beatrice M. Gudridge or Frederick Jacobi 


RELEASE AT WILL 


SPECIAL TO STATE EDUCATION JOURNALS 


Educators Would Feel Right at Home 
In Culver City's Set for "Mr. Novak" 


CULVER CITY, California--Citizens in many 4 school district have worked hard 
and waited long for a school as substantial as "Jefferson High," which exists only 
on Sound Stage 22 at the MGM Studios, in Culver City, California, where "Mr. Novak,” 
new hour-long TV drama series about a high-school English teacher, is being filmed 
for showing every Tuesday evening (7:30-8:30, EDT) over the NBC Television Network 
starting September 24, 1963. 

A visitor entering Sound Stage 22 waits for the red light to go off. Not Sam 
Goldwyn, not even the late Louis B. Mayer, would dare to open the heavy wooden 
double-doors to a sound stage while a "take" was in progress. Immediately inside 
the barnlike structure, which measures 100 by 150 feet, there is a tangle of cables 
on the floor, an idle camera crane reaching nearly to the curved roof, unused 
spotlights, the inevitable coffee wagon (at 10 cents a cup, and not bad), and the 
backside of scenery. 

Turning the corner, the visitor is suddenly in the middle of a broad high- 
school corridor, which contains real lockers, real drinking fountains, real bulle- 
tin boards with real notices on them, a bronze plaque commemorating alumni who fell 
in World War II, a showcase with real trophies. Off the corridor are a Wide stair- 
well, and doors marked "Faculty Lounge," "Principal, " "administration," "Assistant 
Principal." And behind these doors are the real thing--with movable rear walls, 
hung on tracks, to give the camera greater mobility. 


(More ) 


-D- 

This is what Producer William Froug, who won an Emmy (Television Academy) 
Award for TV drama writing and who last year produced "Sam Benedict" for MGM-TV, 
refers to as a “happy set." He proudly guides the visitor to a “utility room," 
with high, narrow windows to simulate a basement, and then to the piece de 
resistance, a classroom arranged for biology: it contains a real skeleton, real 
tropical fish, real (and up-to-date) textbooks, and a gaggle of real high-school 
boys and girls. 

Around the fringes of Sound Stage 22 are portable dressing rooms, rudimen- 
tary little wooden cells. In one of them, stretched out on a cot and studying 
her script, is Lillian Gish, who portrays a controversial biology teacher in an 
episode called "Hello, Miss Phipps." James Franciscus (Yale '57), Mr. Novak 
himself, is having his make-up freshened. 


Next to the trophy case Dean Jagger ("Principal Albert Vane") and another 


actor go over their lines for the next scene. In the Principal's office Jagger's 


stand-in, a young man of approximately Jagger's height and coloring, is being 
fussed over by stage hands, the lighting crew and the director, Don Medford, who 
wears a yellow ski cap but who is otherwise dressed for an advertising-agency 
board meeting. The red light, obviously, is off. 


NBC has described "Mr. Novak" as pioneering "on a theme new to a TV series 


--the problems and joys of a teacher in an American school." The sincere effort 


of the entire production company--from Executive Producer E. Jack Neuman, through 


Froug to all of the script writers--to infuse "Mr. Novak" with authenticity lends 


credence to NBC's claim. 


Novak is a new teacher--eager, dedicated, sometimes over-enthusiastic--who 


has a tendency to become involved in the problems of his students. Principal Vane 


has a cardinal rule: don't get personally involved. Described by NBC as an 


(More ) 


-3- 
"amiable martinet,” Vane is crisp, literate, tough but essentially warm-hearted, 
and secretly delighted when a young teacher shows enough initiative to break a 
rule if the cause warrants it. 

There are no guns in Mr. Novak, save the wooden rifles carried by students 
enrolled in ROTC. There are no knives, except for the fake poignards brandished 
by thespians in a student production of "Romeo and Juliet." There are real 
problems: a brilliant senior who wants to drop out of school; a blind girl 
student who falls in love with Mr. Novak; the discovery of genuine creative 
talent in a boy who is completely incapable of adapting to the academic life; 

a hazing that turns into a court case that nearly causes the principal to resign; 
the infiltration by a professional propagandist who almost manages to close the 
school down; a controversy over sex education. 

"Mr. Novak," in other words, is a far cry from "The Blackboard Jungle," 
and the teacher is portrayed for the first time in a regular television drama 
series as a human being. 

Authenticity is no new concept for Neuman. He spent two months doing clini- 


cal work at the Los Angeles County Hospital before writing a word of the pilot 


script of the "Dr. Kildare" TV series. As executive producer of "Sam Benedict, " 


Neuman was equally conscientious in his legal research with J. W. "Jake" Ehrlich, 
the prominent San Francisco lawyer on whose files the series was based. 

Franciscus, a high-school and college athlete as well as a scholar, was one 
of the leading actors in the "Naked City" TV series. He has made guest appear- 
ances on such programs as "Dr. Kildare," "Wagon Train," "Rawhide," "Alfred Hitchcock 
Presents" and "Father Knows Best." His film credits include co-starring with Tony 
Curtis in "The Outsider" and a starring role in Walt Disney's new film, "The 
Miracle of the White Stallions." 


(More ) 


me Ss 

An Academy Award winner (for his role in "Twelve O'Clock High" in 1949), 

Dean Jagger has appeared in more than 40 films in 30 years, the latest being 
"Jumbo." In between his outstanding movies have included "Elmer Gantry," "Cash 


McCall," "The Nun's Story," "White Christmas" and "Executive Suite." He has 


appeared on Broadway and on leading television dramas. At 16, Jagger taught all 


eight grades in an Indiana one-room schoolhouse. 


HH 6/18/63 


\ 


oe 51963 


N RV FROM THE NATIONAL EDUGATION ASSOGIATION 
1201 Sixteenth Street, NW. Washington 6, 0.0. 202-ADams 4-4868 


= oy ‘ : . : ; 
& Note to Editors and Correspondents: Thirty-three national Press, Radio, and Television Relations provides news about the pro- 
S 


3 
\ 
i 


groups affiliated with the National Education Association as gram of each department to the press and broadcasters and arranges 

departments provide special services covering the full range background interviews for news representatives with specialists on 

of elementary, secondary, college and adult education in the the staffs of national groups located at NEA headquarters on request. 
United States. Generally, each of these departments controls its own Studies and reports issued by departments are the expressions of 
funds, elects its own officers, and adopts policies and programs which those departments and not statements of policy of the NEA unless 
apply particularly to its own special field. The NEA Division of set by resolution. 


For further information: 

M. Ruth Broom, FBLA Press Office, 
Parlor E, Adolphus Hotel, Dallas, Tex. 
(From Sunday, June 9 through 

Tuesday night, June 11) 


FOR IMMEDIATE RELEASE 


Student Presidents of National Groups 
To Preside at Annual Convention in Dallas 


WASHINGTON, June 5 -- Two young men -- one a high school senior and the other a 
sophomore in college -- will be BMOC in Dallas, Texas, next week. ("Big Men on 


Convention," rather than "Big Men on Campus," that is.) 


They are presidents, respectively, of the Future Business Leaders of America (FBLA) 
and of Phi Beta Lambda, FBLA college division, which will be holding its 12th annual 


convention at the Adolphus Hotel there, June 9-11, 1963. 


The young men are Ben Webb from Morehead City, N. C., FBLA president, and Neil 


Roach from Anthony, Kansas, president of Phi Beta Lambda. Neil is a student at Kansas 


State Teachers College in Emporia. 


They will be presiding officers during the three-day convention which is expected 


to attract more than 800 state delegates and chapter representatives from all over the 


United States. 
FBLA-Phi Beta Lambda is the national organization for all high school and college 


students enrolled in business subjects and who plan to enter the business world after 


graduation. The two groups, composed of more than 2,900 high school and college chapters, 


have more than 68,000 members. 


Operating as a part of the school and college program under the guidance of business 


teachers, school administrators, and businessmen, FBLA-Phi Beta Lambda is devoted to 


giving young adults early opportunities of an educational, vocational and leadership 


nature. 
(More ) 


A headquarters office is maintained in Washington, D.C., under the sponsorship of 
the National Business Education Association, 4 department of the National Education 
Association. NBEA, through its executive board, assists in establishing FBLA policies 
in line with the highest professional interests of business education. 

FBLA and Phi Beta Lambda local and state chapters operate under charters granted by 
the national organization. Each chapter, with its own constitution, adopts projects and 
programs within the framework of the national organization. The organization's wide 
acceptance of real merit for the student is evidenced by the fact that it is on the 
Approved List of National Contests and Activities of the National Association of 
Secondary-School Principals (NASSP). 

Other officers of the two groups are; FBLA secretary, Georgia Looney, Dobyns- 


Bennett High School, Kingsport, Tenn.; and treasurer, Donald K. Reese, Elida High School, 


Elida, Ohio. Phi Beta Lambda secretary, Sue Grisham, 4 student at Southern Illinois 


University, whose hometown is Marion, Ill.; and treasurer, Robert Burton, a student at 


Murray State College, and who lives in Murray, Kentucky. 

There are also five regional vice-presidents. They are: 
Eastern Region Sandra Wimer, Norwin High School, Irwin, Pennsylvania 
Southern Region Roger Nunley, Jefferson High School, Fayette, Mississippi 
Central Region Elaine Brewster, Fairmont High School, Kettering, Ohio 


Mtn-Plains Region Beverly Ann Waston, Lawrence D. Bell High School, Hurst, Texas 
Western Region Jean Ann Isaacson, Oregon City High School, Oregon City, Oregon 


ttt 6/3/63 


prone 1 1963 


N RV FROM THE NATIONAL EDUGATION ASSOCIATION 
1201 Sixteenth Street, NW. Washington 6. 0.0., 202-ADams 4-4868 


For further information: 
Beatrice Gudridge or Fred Stoffel 


FOR IMMEDIATE RELEASE 
Special NEA Investigating Committee 
Begins Probe of Utah Schools June 2 

WASHINGTON, D.C., JUNE 1--Seven more investigators have been added to the team 
which will start tomorrow to check into the controversy over the conditions and 
financing of Utah schools. 

The increase was announced today by Dr. William G. Carr, executive secretary of 
the National Education Association, which will conduct the investigation through its 
Commission on Professional Rights and Responsibilities. 

Dr. Carr said the increase was called for “in view of the urgency and the importance 
of the school controversy." 

Added to the committee as members were; Oby T. Brewer, Jr., attorney and past presi- 
dent of the Atlanta, Ga., board of education; Roy Frantz, Pueblo, Colo., past president 
of the National School Boards Association; William P. McLure, Urbana, Ill., professor 
and director of the Bureau of Educational Research at the University of Illinois at 
Urbana; 

G. Warren Phillips, superintendent of schools in Valparaiso, Ind., and a member of 
the executive committee of the American Association of School Administrators; Miss Gladys 
Perry, Seattle, Wash., classroom teacher and president of the Seattle (Washington) 
Teachers Association; Raleigh R. Steinbach, Vermillion, S.D.; professor at the University 
of South Dakota and president of the South Dakota Education Association. 

Added as a staff member was Miss Barbara A. Byers, technical writer for the PR&R 
Commission. 


(More ) 


Special NEA Investigating Committee 
Begins Probe of Utah Schools June 2 -2- 

They will join committee chairman Oscar E. Thompson, Cedar Falls, Iowa, education 
professor at the State College of Iowa; Mrs. Bertha P. Boyd, Harrisburg, Pa., educational 
program specialist with the Pennsylvania State Department of Public Instruction; Miss 
Audra May Pence, Elmhurst, Ill., classroom teacher; and staff members Richard B. Kennan, 
Washington, D.C., executive secretary of the Commission, who will act as investigation 
coordinator; and Owen Love, Washington, D.C., legal counsel for the Commission. 

The special investigators are scheduled to be in Hotel Temple Square in Salt Lake 
City from June 2 to June 5 to hear individuals or groups of educators, school board mem- 
bers and citizens who have information concerning the conditions and financial problems 
of the Utah schools. They have also requested a conference with Governor Clyde. 

Committee findings, which will probably not be made known during the Utah visit, 
according to Dr. Kennan, will be based not only on the on-the-spot interviews, but on 
considerable background data bearing on the status and problems of Utah public schools. 

The controversy developed in March and threatens to engulf the state in a massive 
boycott by its teachers, who have refused to renew their contracts until the matter is 
settled. The Utah Education Association, affiliated with the NEA, requested the special 
investigation and has asked that the NEA, a professional organization of more than 
850,000 teachers, apply "sanctions" to the entire state. 


"Sanctions" are interpreted to mean that the NEA would advise its members not to 


accept teaching jobs in Utah until the controversy is settled. "Sanctions" are the NEA 


answer to the strike, which it terms "unprofessional" in that it interrupts the education 
of children during the school term. 

The main area of battle is how mich money the Utah schools need. The state legisla- 
ture had authorized an $11.6 million increase in the state and local tax contributions 


to education over the next biennium. 


(More ) 


Special NEA Investigating Committee 
Begins Probe of Utah Schools June 2 -3- 

But this amount, said the Utah Education Association, was far below the amount 
needed. The UEA demanded the legislature grant the full $25 million increase recommended 
by the Cooperating Agencies for Public Schools. The CAPS group was made up of repre- 
sentatives from the Utah Education Association, Utah School Boards Association, the State 
Board of Education, the State Society of School Superintendents, and the Utah Congress 
of Parents and Teachers. 

At a convention in March, the UEA membership voted by a large majority to call off 
negotiations on teacher contracts, then in progress. The UEA also strongly requested 
that Governor George Dewey Clyde call a special session of the legislature to reconsider 
its budget appropriation, which UEA said was the largest increase in the history of the 
state but still vastly inadequate to meet an expanding population's need for a better 
education than the public schools had been offering. 

Governor Clyde resisted the suggestion for a special legislative session. On April 
19, Dr. Carr wired the governor recommending a special session "so that representatives 
of the people of Utah may express a judgement on the school situation which is now differ- 
ent from that which obtained during the regular session of the legislature." 

Carr also said that the NEA would continue to keep its members informed of the Utah 
situation; that it asked all teachers to be "mindful of the action of the Utah teachers" 
in interrupting contract negotiations and "recognize that positions offered them might be 
ones in which Utah teachers expect to remain;" that UEA members "should be commended for 
their professional solidarity in support of their declared objective of more adequate 
educational opportunity for children;" and that a special investigating committee would 


be appointed. 
Gov. Clyde refused to call a special session. He said that the state school budget 


would mean an average pay increase for teachers of $770 and improvement of "other aspects" 


(More ) 


Special NEA Investigating Committee 
Begins Probe of Utah Schools June 2 -\. 


of the school program. John C. Evans, Jr., executive secretary of the UEA, said the pay 
increase, while "satisfactory," could only be provided, under the present appropriation, 
"at the expense of the school program. Utah teachers are unwilling to accept pay increases 
at the expense of the children." He said the average teacher in Utah has 12 years of 
experience and is making $5,200 a year. 

The schools, he said, are overcrowded. Thousands of children in the state are on 
half-day, double-shift programs. He said the expenditure per child by the state should 


be raised $100 to $450. 


ttt