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{"page": 5, "printed_page": null, "text": "NATIONAL EDUCATION ASSOCIATION\nOF THE UNITED STATES\n\nProceedings\nOF\n\nTHE\n\nSEVENTY- FIRST ANNUAL\nHELD\n\nMEETING\n\nAT\n\nCHICAGO,\n\nILLINOIS\n\nJULY 1-7, 1933\n\nVOLUME\n\nContents\nvolume\nby\n\nof previous\n\nof Proceedings\n\nconsulting\n\nthe\n\nin your\n\nThe\n\nNational\n\n71\n\nissues\nmay\n\nof the\n\nbe found\n\nEducation\n\nIndex\n\nlibrary\n\nEducation\n\nAssociation\n\n1201 Sixteenth Street N. W.\nWashington,\n\nD. C.\n\n"}
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{"page": 7, "printed_page": null, "text": "FOREWORD\n\nThe seventy-first annual volume of Proceedings records one of the most\ncritical years in American\n\neducation. It constitutes a historical account\n\nof the Association during an important transitional year. The proceed¬\nings of the meeting at Chicago show a new aggressiveness, a new determina¬\ntion on the part of the teachers of America to protect the rights of childhood\n\nas they relate to education. The year 1932-33, depicted in this volume, is one\nin which the teachers displayed unusual devotion to duty and impressive\ncourage in the face of acute hardships brought on by political mismanagement\nand the bitter attacks of the opponents of popular education, as well as by the\ngeneral economic conditions.\nThis volume records also the proceedings of the Department of Superin¬\ntendence convention in Minneapolis, and those of the World Federation\nof Education Associations at Dublin, Ireland. Noteworthy addresses and\nminutes of business sessions of the other departments of the Association\nare included in this book. The volume as a whole constitutes a wealth of\nmaterial for a study of educational trends and developments, and for general\nreference purposes.\nBecause of the abundance of material presented at the various conventions\nand also before the departments, it has been necessary this year to shorten\nmost of the papers. Every effort, however, has been made to preserve the\nmost essential parts of each address.\nJoy\n\nElmer\n\nMorgan,\n\nDirector ,\n\nDivision of P ublications .\n\nErnest\n\nR.\n\nBryan,\n\nAssistant Director .\n\n"}
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{"page": 9, "printed_page": null, "text": "CONTENTS\nGENERAL\n\nSESSIONS\n\nCharacter Education in this Modern Day — Slattery .\nA Century of Progress — Albert .\nPatriotism, Education, and Religion — Gilkey .\nAddress of Welcome — Walker .\n\n17\n20\n22\n25\n\nAddress of Welcome — Bogan .\nAddress of Welcome — Whittenberg .\nResponse to Addresses of Welcome — Holt .\nEducation and Modern Social Leadership — Scott .\nEnglish in Life and in School — Barnes .\nEducation and the American Future — Frank .\n\n25\n27\n30\n31\n32\n40\n\nThe Duty of the State — McNutt .\nTeachers on Guard — Blair .\n\n53\n57\n\nHow the National Education Association Helps the Individual Teacher — Hale\nEducational Trends and the General Social Order — Judd .\nTeachers as Citizens — Givens .\n\n61\n66\n73\n\nA New Citizenship — Cooper .\nA National Outlook on Education — Stetson .\nThe Teachers at the Helm — Preble .\n\n81\n87\n91\n\nTeacher Training for the New Age — Donovan .\nForgotten Builders of the American Dream — Doudna .\nCooperation for Health between Home and School — Bauer .\nThe Public and Its Schools — Rosier .\n\n95\n102\n109\n116\n\nSome Recent Legal Trends — Martin .\nEducation and the National Defense — Johnson .\nWhat Next in Education? — Harman .\n\n123\n130\n135\n\nThe\n\nFunction\n\nof Education\n\nin a Democracy — Yocum .\n\n141\n\nThe Elementary Principal Meets the Emergency — Roys . . . . .\nApplying Ethics to Economics — Moore .\nEducation and the Public Mind — Hutchins .\n\n149\n150\n163\n\nEducation, the Basis of Self-Government — Ickes .\nThe Circuit Rider of American Education — Crabtree .\n\n168\n175\n\nREPORTS\n\nOF\n\nCOMMITTEES\n\nReport of the Joint Committee on Health Problems in Education — Wood .\nReport of the Joint Committee of the National Education Association and the\nNational Congress of Parents and Teachers — Bradford .\nReport of the Joint Commission on the Emergency in Education — Norton .\nReport of the Committee on the Economic Status of the Teacher — Buckingham\nReport of the Legislative Commission — Hall .\nReport of the Committee on Retirement Allowances — Force .\nReport of the Committee on Rural Education — Sutton .\nReport of the Committee to Cooperate with the National Association of Teachers\nin Colored Schools — Nevobold .\nReport of the Committee on International Relations — Woodward .\nReport of the Committee on Social Economic Goals of America — Kelly .\nReport of the Joint Committee of the National Education Association and the\nAmerican Library Association — Witmer .\n[5]\n\n179\n182\n\n182\n192\n195\n198\n202\n203\n\n205\n210\n213\n\n"}
{"page": 10, "printed_page": null, "text": "6\n\nNational\n\nEducation\n\nAssociation\n\nReport of the National Commission on the Enrichment of Adult Life — Moyer.\nReport of the National Council of Education — Bagley .\nReport of the Committee on Resolutions — DuShane .\n\nNATIONAL\n\nCOUNCIL\n\n..\n\n213\n219\n220\n\nOF EDUCATION\n\nHistorical Note .\nDemocracy and Education, A Discussion of the Work of the Joint Commission\non the Emergency in Education — Morgan .\nThe Proposed Yearbook on Materials of Instruction — Hosic .\nThe Far East in American Public Education — Carter .\n\n226\n\n227\n232\n233\n\n236\nReport of the Year’s Progress — Brubacher .\n239\nReport of the Committee on a National Institute of Education — Evans .\n243\nThe Curriculum Revision Movement in American Education — Judd .\nFunctions of Professional Organizations in the Field of Education — Newlon. . . 248\n256\nSecretary’s Minutes .\nDEPARTMENT\nHistorical\n\nNote .\n\nOF\n\nIN\n\nEDUCATION\n270\n\n.\n\nAre Our Schools Training\n\n271\n\nfor Citizenship? — Pesta... .\n\nDEPARTMENT\nHistorical\n\nWOMEN\n\nADMINISTRATIVE\n\nOF\n\nADULT\n\nEDUCATION\n\nNote .\n\n276\n\nEducating the Prisoner — MacCormick .\nBasic English — Guyton .\n\nCatching Up with Literacy — Gray .\nArt Training in Preparation for Adult Leisure — Robertson .\nEnrichment of Adult Life thru Art — Taft .\nEnrichment of Adult Life thru Music — van de IV all .\n\n277\n278\n280\n281\n285\n290\n\nAn Adventure in Adult Education in Dayton — Longnecker .\nGlimpses from the Field — Alton .\nGlimpses from the Field — Castle .\nGlimpses from the Field — Kohler .\nGlimpses from the Field — Lunak .\nGlimpses from the Field — Rich .\nGlimpses from the Field — Wetmore .\n\n293\n295\n296\n297\n299\n301\n303\n\nSecretary’s Minutes .\n\n304\n\nDEPARTMENT\nHistorical\n\nART\n\nEDUCATION\n\nNote .\nDEPARTMENT\n\nHistorical\n\nOF\n\nOF\n\n310\nBUSINESS\n\nEDUCATION\n\nNote .\n\nA Preliminary\n\nStatement\n\nof the General\n\n312\nObjectives and Fundamental\n\nPrinciples\n\nof Commercial Education in the Public Secondary Schools — Barnhart .. .\nObjectives of Business Education as Viewed by Business — Beaty .\nGeneral Objectives of Commercial Education — Rice .\nGuidance in Commercial Education toward Vocational and Non-Vocational\n\nObjectives — Zelliot .\nSecretary’s\n\nMinutes .\n\n313\n320\n321\n\n322\n323\n\n"}
{"page": 11, "printed_page": null, "text": "7\n\nContents\n\nDEPARTMENT\nHistorical\n\nOF\n\nCLASSROOM\n\nTEACHERS\n\nNote .\n\n327\n\nPublic Ownership the Way Out — Thompson .\nCritical Presentday Issues in Education — Gray .\nCritical Presentday Issues in Education — Keenan .\nSome Presentday Issues in Education — Lindlof .\nReport of the President — Preble .\nA History of the Department — A Record with a Future — Fahey .\nSummary of the First Preliminary Report of the Committee on Academic\ndom — Guenther .\n\n329\n330\n332\n334\n336\n\n343\n\nFree¬\n\n347\n352\n\nSecretary’s Minutes .\nConstitution .\nDEPARTMENT\nHistorical\n\nOF\n\nDEANS\n\nOF\n\nWOMEN\n\nNote .\n\n358\n\nHelping Them To Stand on Our Shoulders — Comstock .\nStudent Economic Problems and the Counselor — with Special Reference\nWomen Students — Zorbaugh .\nCase Studies in the Development of Social Attitudes — Horn .\nDEPARTMENT\nHistorical\n\nOF\n\nEDUCATIONAL\n\n359\nto\n\n378\n\nThe Status of the Science of Education — Strayer .\nNeeded Developments and Expansions — Freeman .\nRecent Social Changes and Educational Research — Willey .\nCommon Faults in Graduate Research in Education — Symonds .\nThe Advantages and Limitations of the Time Sampling Method — Anderson . .\nThe Coordination of Research among National Professional Organizations —\nCooper .\nThe Coordination of Research by State Departments of Education — Coxe .\nDesirable Steps in Coordinating Research at the College and University Level —\nKelly .\nThe Cooperation of Public Administrators and Educators in Research — Ascher\nSecretary’s Minutes .\n\nHistorical\n\nOF ELEMENTARY\n\n366\n372\n\nRESEARCH\n\nNote .\n\nDEPARTMENT\n\n345\n\nSCHOOL\n\n385\n389\n\n390\n393\n393\n\nPRINCIPALS\n\nNote .\n\n396\n\nEducation for Worthy Home Membership — Goodykoontz .\nThe Advance of School Finance — Young .\nA Forward Step in School Financing — Pratt .\nEducating the Public To Understand Schools — Judd .\nReport on 1934 Yearbook — Thomas .\nWhich Way Is Forward? — Knoelk .\nThe Teacher Looks at the Principal — Anderson .\nWhich World? — Kline .\nMusic with Homemade Instruments — W eidemann .\nWhat Is Mental Health? — Plenzke .\n. .\nCoordination of Community Agencies for the Mental\nDickson .\n\n379\n380\n380\n381\n384\n\nHealth of Young\n\n397\n398\n399\n400\n401\n401\n402\n403\n404\n404\nPeople —\n407\n\nResponsibility of Teacher-Training Institutions for the Mental Health of\nProspective Teachers — Zachry .\n409\nImportance of Mental Health in the Elementary-School Principal — Davies . . . . 410\nMental Health from the Standpoint of the Doctor of Medicine — Jefferson\n411\n\n"}
{"page": 12, "printed_page": null, "text": "8\n\nNational\n\nConditions\n\nof School\n\nCaldwell\nSecretary’s\n\nCausing\n\nEnvironment\n\nAssociation\n\nMental\n\nIll Health\n\n413\n\nMinutes .\nOF\n\n415\n\nKINDERGARTEN-PRIMARY\n\nAdo\n\nMuch\n\nabout\n\nSecretary’s\n\n424\n\nReport\n\nfor Childhood\n\nEduca¬\n425\n429\n\nCards — Hardy .\n\nMinutes .\nDEPARTMENT\n\nHistorical\n\nEDUCATION\n\nNote .\n\nLights of the Denver Convention of the Association\ntion — Lee per .\n\nHigh\n\nof Children —\n\n.\n\nDEPARTMENT\nHistorical\n\nEducation\n\n433\nOF\n\nLIP\n\nREADING\n\n436\n\nNote .\n\n437\n\nSpecial Education and the Hard of Hearing — Bruner .\nA Century of Progress in Lip Reading — Montague .\nThe Learning and Teaching of Speech Reading — Whitaker .\n\nFinding\n\nthe Hard-of-Hearing\n\n439\n440\n\nChild — Walker .\n\n442\n\nMinutes .\n\nSecretary’s\n\nOF\n\nDEPARTMENT\nHistorical\n\n43S\n\nRURAL\n\nEDUCATION\n446\n\nNote .\n\nA Program To Meet the Situation — Plenzke .\nThe Effect of the Present Economic Situation on Rural Schools — Boerger .\nCurriculum Characteristics and Trends in Rural Secondary Schools — Ferriss\nSome Major Curriculum Problems in the Rural Secondary School — Bristow\nStrength and Weakness of One-Teacher Schools — Blair .\nEducational Legislation in 1933 — Cooper .\n\nMeeting the Emergency Problems in Consolidated Schools — Archer .\nSafeguarding Instruction in the Emergency — Snyder .\nRural Problems and the County Superintendent of Schools — Ryman .\nPreserving Essentials in Teaching Country Schools — Hale .\nDEPARTMENT\nHistorical\n\nOF\n\nSCHOOL\n\nHEALTH\n\nAND\n\nPHYSICAL\n\nHistorical\n\n469\n\nSCIENCE\n\n478\n\nNature Study — Foundation for What? — Downing .\nA Technic for Handling Large Classes — Bedell .\nNatural Science in the Rural Schools — Pearson .\n\nHistorical\n\nOF\n\n471\n\nINSTRUCTION\n\nNote .\n\nDEPARTMENT\n\n460\n\n465\n\non the Evaluation of Teacher-Training Institutions Preparing Teach¬\ners for Service in Health and Physical Education — Neilson .\nOF\n\n456\n457\n458\n\nEducation\n\n.\n\nDEPARTMENT\n\n450\n452\n453\n\n464\n\nGrowth Comparison of Athletes and Non-Athletes — Rowe .\nThe Contribution of Child Health Demonstrations to the Health\n\nReport\n\n448\n\nEDUCATION\n\nNote .\n\nProgram — Brown\n\n447\n447\n\nSECONDARY\n\n479\n483\n486\n\nEDUCATION\n\nNote .\n\n490\n\nMathematics\n\n491\n\nThe\n\n491\n\nin the Changing Curriculum of the High School — Lide .\nChanging Curriculum in Secondary Schools — Koos .\n\n"}
{"page": 13, "printed_page": null, "text": "9\n\nContents\n\nEnglish\n\nin the Changing\n\nForeign\n\nLanguages\n\nof the High\n\nCurriculum\n\n492\n\nSchool — Smith .\n. .\n\n493\n\nLanguages in the Changing Curriculum of the High School — Hands chin\nSocial Studies in the Changing Curriculum of the High School — Kimmel .\nMusic in the Changing Curriculum of the High School — Pierce .\nMusic and Art in the Changing Curriculum of the High School — McDonald\nCommercial and Vocational Subjects in the Changing Curriculum of the High\nSchool — Noll .\n\n494\n\nSchool — Eddy..\n\nof the High\n\nCurriculum\n\nin the Changing\n\nForeign\n\nVocational\n\nSubjects\n\nin the Changing\n\n498\n499\n500\n\nCommercial Subjects in the Changing Curriculum of the High School — Jones\nHealth and Physical Education in the Changing Curriculum of the High\n\n500\n\n.\n\nRelation\n\nof Secondary\n\nRelations\n\nbetween\n\nthe High\n\nRelations\n\nbetween\n\nthe College\n\nSecretary’s\n\nSchools\n\nto Higher\n\nSchool\nand\n\nand\n\n501\nInstitutions — Brammell .\n\nHistorical\n\nPublic\n\nHigh\n\nSchool — Works .\n\nOF\n\nSECONDARY\n\nSCHOOL\n\nPRINCIPALS\n\nits High\n\n508\n\nSchools — Butterfield .\n\n509\n\nThe\n\nduring this Crisis — Edmonson .\nRelationship of State Departments of Education\n\nThe\n\nduring this Crisis — Bristow .\nRelationship of College Entrance Boards to Secondary\nCrisis— Lacy\n\nImprovement\n\nand\n\nTeaching\n\nEconomy\n\nNorth\n\n513\nto Secondary\n\n514\nSchools\n\nHigh-School\n\nCurriculum\n\nto the Needs\n\nSituation\n\nof the Junior\nProgram\n\n518\n\nin Junior High-School\n\nCollege — van\nof State\n\nClassrooms — Ryan\n\nde Bogart .\n\nSupport\n\nas Affecting\n\nHigh\n\nArt Objectives in the High School — Willcuts .\nArts Objectives and their Attainment — Smith .\n\nEducation — Morgan .\n\nin Junior-College\n\nSecondary\n\nEducation\n\nin the New\n\nDeal — Donovan .\n\nOrganization\n\nRoemer\n\nof Extracurriculum\n\nunder\n\nOF\n\nYork\n\nof the Social Studies\n\n526\n528\n\nConditions — Hinshaw .\n\nin the\n\nSOCIAL\n\nState — Wiley .\n\nModern\n\nHigh\n\nSchool —\n\n529\n\n530\n\nSTUDIES\n\nNote .\n\nInvestigation\n\nSecretary’s\n\nPresent\n\nActivities\n\n.\nDEPARTMENT\n\nHistorical\n\nin New\n\nin Employ¬\n525\n\nEducation\n\nStandards\n\n523\n\nof the Curric¬\n\nStudies\n\nin Secondary\n\nHigh-School\n\n521\n522\n\n524\n\nStudies\n\nMaintaining\n\nThe\n\nof the Revision\n\nSecondary-School Implications of Certain Industrial\nment Research — Fryklund .\n\nCooperative\n\n521\n\nAdministration — Carpenter .\n\nStudy of High-School Pupil Population in Aid\nulum — Smith .\n\nThe\n\nSchools —\n\n520\n\nAnalyzing\nIndustrial\n\nDevelopments\n\n518\n519\n\n.\nin Music\n\n516\n\nof the Pupils —\n\nObjectives\n\nA\n\nin this\n\nCurriculum — Nevulon .\n\nAnalyzing\n\nRecent\n\nEducation\n\n.\n\nCarolina\n\nGaringer\n\nEducation\n\n514\n\nin the High-School\n\nand Learning\n\nPublic Relations\n\n510\n511\n\n.\n\nthe Junior\n\nDouglass\n\nThe\n\n504\n505\n\nImprovement and Economy in Instruction — Cook .\nDirected Learning and the Unit Assignment — Billett .\nThe Relationship of Regional Accrediting Agencies to Secondary\n\nThe\n\n503\n\nNote .\n\nState and\n\nAdapting\n\n502\n\nthe College — Courtenay .\n\nMinutes .\nDEPARTMENT\n\nThe\n\nof the High\n\n497\n\nSchool — Keller\n\nSchool — Rogers\n\nCurriculum\n\n495\n\n532\nin the Schools:\n\nMinutes .\n\nThe\n\nFifth Year — Krey\n\n533\n536\n\n"}
{"page": 14, "printed_page": null, "text": "National\n\n10\n\nEducation\n\nDEPARTMENT\nHistorical\n\nOF\n\nAssociation\n\nSPECIAL\n\nEDUCATION\n\nNote .\n\n538\n\nthe Life Experience of Exceptional Children — Witty .\nAn Enriched Program for Physically Handicapped Children — Johnson .\nAn Enriched Program for Socially Maladjusted Children — Coutu .\nWhere Are We Now? — A Critical Evaluation of Special Education — Dickson\n\n539\n\nSpecial Education in Germany — What Can We Learn from It? — Roser .\nAre We Playing Fair with the Personality Problem? — Stullkcn .\nBetter Coordination of Services for Physically Handicapped Groups in School\n\n543\n544\n\nEnriching\n\nand\n\nThe\n\nCommunity Programs — Ward .\nMental Deviate — A Problem in Curriculum Adjustment — Beaman .\n\nSecretary’s\n\nThe\nThe\n\n545\n546\n\nMinutes .\nDEPARTMENT\n\nHistorical\n\n540\n541\n542\n\n547\n\nOF\n\nSUPERINTENDENCE\n\nNote .\n\n552\n\nChallenge of the Present Economic Depression — Lutz .\nImminence of Social Change, the Impact of Technology on a Price System\nof Production — Scott .\n\nEducational\nThe Sword\n\nImplications of Modern Technology — Newton .\nover Education — Frank .\n\nEducational\n\nEconomy\n\nand\n\n581\n\nIndependence in School Government — A Frontier Necessity — Cuhberlcy .\nIn Testimony of Dr. Ellwood P. Cubberley and Capitalizing the Frontier\nCrisis — Elliott .\n\nBuckingham\nThrelkeld\n\nEvaluation\n\nof\n\nTextbook\n\nto\n\nthe\n\nCurriculum\n\nand\n\nInstructional\n\nMaterials —\n\n609\n\n.\nand\n\nTape\n\nStatistics — A\n\nin the Post-Secondary\n\nEducation\n\nNew\n\nRed\n\nFrontiers\n\nin the University\n\nFrontier\n\nClosing\n\n616\n620\n629\n\n636\n\nArea — Carrothers .\nArea — Hutchins .\n\nDangers in the New Leisure Area — Enderis .\nInterprofessional Frontiers — Mayo .\nNew Problems in Adult Education — Fife .\nThe Importance of Extension Education in Maintaining\n\n643\n650\n652\n657\n\nan\n\nEducated\n662\n\n.\n\nCitizenry — Bogan\n\n597\n\n602\n\nBlessing — Hartwell .\nThe Scientific Development and Evaluation of the Curriculum — Judd .\nEducational Frontiers in the Secondary Area — Briggs .\nfrom\n\nFreedom\n\n589\n\nMaterials —\n\n.\n\nRelating\n\nIssues\n\nCurrent\n\nand\n\nDevelopment\n\nScientific\n\nThe\n\n561\n\n567\n573\n\nNeeds — Strayer .\n\nFrontier\n\n553\n\nCeremonies .\n\n665\n\nMinutes .\n\n666\n\nSecretary’s\n\nof the Joint Commission on the Emergency in Education — Norton .\nof the Auditing Committee .\nReport of the Committee on Financing Educational Research — Ballou .\nReport of the Committee on Lay Relations .\n\n668\n673\n\nCommittee .\n\n677\n\nReport\nReport\n\nReport\n\nof the Resolutions\n\nExpressions\n\n679\n\nof Appreciation .\n\nDEPARTMENT\n\nOF\n\nSUPERVISORS\n\nAND\n\n674\n675\n\nDIRECTORS\n\nOF\n\nINSTRUCTION\n\nHistorical\n\n682\n\nWho\n\n683\n\nNote .\nAdministers Our Schools? — Ford .\n\nTeaching International Relations — Monroe .\nEducation and Our Present Social Problems — Dewey .\n\n685\n687\n\n"}
{"page": 15, "printed_page": null, "text": "Contents\n\n11\n\nSupervision of English Teaching — Hosic .\nEvidence of the Need of Capable Instructional Leadership — Gray .\nIndispensable Services in Supervision — Melby .\n\n689\n690\n\n.\n\n694\n\nSecretary’s\n\nMinutes....,\n\nDEPARTMENT\n\nOF\n\nAND\n\nSUPERVISORS\n\nTEACHERS\n\nOF\n\nHOME\n\n692\n\nECONOMICS\n\nHistorical\n\n698\n\nHome\n\n699\n\nNote .\nEconomics as a Vocation — Bogan .\n\nLeisure — Taft .\nof the World and the Costumology\nOutstanding Women\nArt\n\n699\n\nand\n\nSchmidt\n\nof Their\n\n701\n\n.\n\nTeaching Money Management — Dyer .\nHow We May Stimulate Good Taste in Clothing Selection\nFads Are Contradictory — Janney .\nHow\n\nTimes\n701\n\nWhen\n\nIdeals and Attitudes Change during a Girl’s College Life — A\nat Iowa State College — Lynn .\n\nPopular\n703\n\nStudy Made\n704\n\nCommunity Services as a Means of Developing the Home Economics\npoint — Christy .\nPsychological Approach as a Means of Character Training — Hess .\nSecretary’s\n\n705\n\n706\n707\n\nMinutes .\n\nDEPARTMENT\n\nHistorical\n\nView¬\n\nOF\n\nTEACHERS\n\nCOLLEGES\n\n710\n\nNote .\n\nSteps in the Improvement of Teacher Training — Judd .\nA Program of Development in the Education of Teachers — Haggerty .\nSignificance of New College — Alexander .\nCurriculum Reconstruction in the Teachers College — Fisher .\n\n711\n\nNext\n\nIntegrated Professional Experiences as the Basis for Learning and\nstitute for Formal Courses in Education — Baker .\n\n•••\n\nas a Sub¬\n742\n\nWhat New Viewpoints in Education Justify a Redirection of Teaching?— Horn\nWhat Does the Dominant American Theory of Education Imply for the\nRedirection of the Professional Education of Teachers t—Bagley .\nThe Education of Educators — Finney .\nList of Accredited Institutions — 1933-34 .\n\nDEPARTMENT\nHistorical\n\nOF\n\nVISUAL\n\nMaterial\n\nThat\n\nMay\n\nBe Assembled\n\nwithout\n\nCost\n\nRecent Scientific Experiments Show with Reference to Visual-Sensory\nAids — Freeman .\nVisual Aids and the Economic Situation — Stoddard .\n\nWhat\n\nPlace\n\nof Visual\n\nAids\n\n.\n\nin Teaching\n\n766\n773\n\nor at\n\nlittle Cost in the Field of Elementary Science — Ramsey .\nMaintaining Visual Education in the Face of Economic Fire — Rowland .\nEducation\nResponsibility of Teacher-Preparation Institutions for Visual\nCourses — From the Viewpoint of the Classroom Teacher — Merton .\nor\nWhat Re alia (Objects-Specimens-Models) May Be Assembled without Cost\nLittle Cost to School Districts in Junior-Senior High-School\nat VeryJ\nSciences? — Emmert .\nMinimum Realia for the Social Studies— Knowlton .\n\nThe\n\n763\n\n780\n\nVery\n\nRadio-Vision — Anderson\n\n756\n\nINSTRUCTION\n\nNote .\n\nObject-Specimen-Model\n\n718\n730\n736\n\nthe Social Sciences— Barnes .\n\n781\n782\n783\n\n70\n\nC\n\n/o;>\n\n786\n788\n\n789\n791\n\n792\n\n"}
{"page": 16, "printed_page": null, "text": "12\n\nNational\n\nEducation\n\nAssociation\n\nRelating Visual-Sensory Aids to the Curriculum — A Unit of Reading — Smith\nVisual Aids Related to the Curriculum — Hollinger .\nDEPARTMENT\nHistorical\n\nOF\n\nVOCATIONAL\n\n792\n794\n\nEDUCATION\n\nNote .\n\n798\n\nFacing a New Day — Mays .\nRealizing Our Objectives — Selvidge .\n\n799\n802\n\nFitting the Student\n\n803\n\nWORLD\nHistorical\nThe\n\nto a Changing\nFEDERATION\n\nOF\n\nEDUCATION\n\nASSOCIATIONS\n\nNote .\n\nDublin\n\n808\n\nConference — Thomas .\nASSOCIATION AL\n\nAct\n\nWorld — Bogan .\n\nRECORDS\n\nAND\n\n809\nINFORMATION\n\nof Incorporation .\n\n817\n\nBylaws .\nCalendar of Meetings .\nOfficers for 1932-33 .\n\n822\n833\n835\n\nOfficers for\n\n1933-34 .\n\n842\n\nCommittees\n\nfor 1932-33 .\n\n849\n\nMinutes\n\nof the Thirteenth\n\nMinutes\nMinutes\n\nof the Meetings\nof the Meetings\n\nRepresentative Assembly .\nof the Board of Directors .\nof the Executive Committee .\n\nMinutes\n\nof the Meetings\n\nof the Board\n\nReport\n\nof the Board\n\nof Trustees .\n\nof Trustees .\n\nof Auditors .\nReport of Treasurer .\nReport of the Budget Committee .\nMinutes of the Meetings of the Board of Trustees .\nReport\n\nAnnual\n\nReport\n\nof the Secretary .\n\nReport of the Committee on Necrology .\nThe Thirteenth Representative Assembly .\nIndex .\n\n864\n893\n\n913\n\n917\n919\n922\n936\n\n939\n947\n951\n\n961\n967\n994\n\n"}
{"page": 17, "printed_page": null, "text": "OF THE\nMEMBERSHIP\nASSOCIATION\nEDUCATION\nNATIONAL\n\nAla .\nAriz .\nArk .\nCalif .\nColo .\nConn. . . .\nDela .\nD. C .\nFla .\nGa .\nIdaho ....\nIll .\nInd .\nIowa .\nKans .\nKy .\nLa .\nMe .\nMd .\nMass .\nMich .\nMinn. . . .\nMiss .\nMo .\nMont ....\nNebr .\nNev .\nN. H .\nN. J .\nN. Mex.. .\nN. Y .\nN. C .\nN. Dak.. .\nOhio .\nOkla .\nOre .\nPa .\nR. I .\nS. C .\nS. Dak. . .\nTenn .\nT exas ....\nUtah .\nVt .\nVa .\nWash. . . .\nW. Va... .\nWis .\nWyo .\nAlaska. . .\nC. Zone. .\n\n55\n20\n17\n\n21\n420\n128\n93\n84\n60\n42\n32\n55\n332\n139\n145\n16\n\n1927\n\n1928\n\n1,150\n2,186\n810\n\n1,331\n\n18,497\n\n:19,486\n\n708\n1,107\n327\n\n432\n\n119\n75\n58\n9\n47\n16\n50\n\n1922\n\n64\n37\n33\n\n22\n36\n400\n\n249\n\n31 each year)\n\n1917\n\n1912\n93\n\n1907\n\n(Count made December\n\n70\n11\n80\n27\n63\n45\n1,434\n212\n131\n119\n51\n84\n33\n77\n426\n199\n175\n\n140\n102\n13\n\n9,592\n3,820\n\n96\n33\n74\n48\n733\n\n320\n\n1,319\n343\n595\n\n7.475\n207\n185\n195\n85\n\n94\n366\n251\n103\n38\n512\n60\n\n128\n26\n\n114\n19\n38\n280\n\n23\n42\n\n38\n219\n34\n890\n55\n75\n\n349\n\n484\n\n23\n19\n325\n32\n22\n40\n\n75\n64\n\n21\n71\n4\n30\n198\n13\n948\n\n454\n39\n25\n50\n61\n\n31\n48\n\n121\n40\n\n30\n30\n40\n\nP R\nP I\nV. I .\n\n• •••••\n\n.\n\nForeign.. .\n\n62\n1,230\n\n.\n110\n\n95\n154\n47\n535\n31\n51\n60\n138\n66\n40\n88\n144\n114\n277\n22\n.\n\n• •••••\n\n205\n4,982\n\n7,865\n\n2,105\n529\n10,696\n7,466\n2,281\n156\n3,234\n337\n\n1930\n\n1931\n\n1932\n\n1,635\n876\n2,524\n20,887\n\n1,580\n2,671\n876\n\n1,485\n2,683\n755\n24,731\n\n1,204\n2,305\n654\n20,416\n\n4,766\n1,937\n1,051\n1,531\n\n4,381\n\n23,615\n\n4,663\n2,051\n721\n\n4,620\n1,893\n759\n\n4,680\n1,973\n983\n\n1,370\n2,651\n1.909\n\n1,276\n2,490\n988\n2,713\n\n1,049\n11,253\n\n1,050\n11,197\n\n1,409\n2,063\n902\n2,567\n\n12,045\n\n11,802\n\n5,315\n3,342\n2,789\n\n6,457\n3,218\n\n6,364\n3,324\n3,294\n1,613\n819\n\n6,519\n\n1,321\n770\n\n5,902\n3,342\n3,020\n636\n1,362\n\n1,643\n952\n\n1,769\n882\n\n5,646\n11,256\n\n6,340\n12,230\n\n5,773\n274\n612\n2,973\n\n7,518\n361\n\n1,997\n756\n1,432\n2,819\n645\n\n886\n3,219\n\n3,256\n1,428\n807\n1,696\n1,592\n5,191\n13,652\n560\n5,805\n\n1,916\n1,035\n1,563\n1,898\n\n2,090\n2,277\n769\n11,831\n\n664\n1,589\n9,842\n\n3,634\n3,567\n\n6,144\n3,605\n3,225\n\n1,579\n733\n\n1,469\n685\n\n1,547\n2,102\n4,828\n14,541\n\n2,125\n2,059\n4,801\n14,103\n\n2,395\n1,854\n4,634\n\n4,540\n669\n\n4,424\n569\n935\n4,425\n\n9,739\n473\n4,945\n\n3,287\n985\n\n3,097\n1,014\n2,407\n803\n378\n\n2,379\n694\n515\n\n730\n6,165\n680\n2,313\n558\n662\n11,183\n\n2,376\n778\n431\n\n753\n2,313\n454\n\n2,331\n783\n337\n\n3,427\n384\n10,031\n323\n497\n\n7,173\n354\n716\n8 , 666\n517\n\n430\n7,678\n\n536\n9,080\n\n10,333\n637\n\n10,359\n676\n\n10,315\n\n10,522\n\n10,481\n\n11,461\n\n854\n588\n\n556\n1,066\n\n1,277\n836\n\n8,383\n\n16,785\n\n19,490\n\n23,850\n\n26 , 469\n\n1,249\n924\n24,859\n\n1,252\n1,041\n\n1,801\n\n1,781\n2,794\n19,316\n\n1,880\n2,770\n336\n21,206\n\n2,135\n\n2,460\n\n2,808\n24,363\n345\n\n3,003\n26,794\n386\n\n1,168\n\n1,286\n\n980\n\n1,269\n2,215\n3,440\n370\n2,994\n\n1,264\n2,029\n3,577\n\n1,075\n1,213\n1,776\n3,570\n403\n2,639\n\n1,827\n3,356\n432\n2,409\n\n2,010\n4,778\n2,602\n4,368\n\n2,107\n4,355\n\n2,651\n310\n625\n\n83\n534\n\n69\n300\n18\n37\n\n• •••••\n\n33\n\n28\n73\n113\n\n68\n24\n160\n12\n\n3,137\n5,944\n431\n1,399\n932\n\n54\n51\n\n36\n263\n35\n\n216\n\n231\n497\n\n4,582\n\n2,262\n857\n\n1929\n\n6,279\n215\n89\n785\n615\n1,089\n2,879\n398\n1,082\n3,413\n736\n3,316\n1,271\n93\n\n2,816\n18,459\n319\n633\n1,198\n1,115\n4,997\n417\n2,562\n1,794\n6,399\n2,603\n4,062\n1,206\n161\n107\n\n2,593\n1,168\n27\n79\n519\ni\n105\n83\n203\n10 i\n140\n\n8,466 118,032\n\n371\n635\n1,288\n1,457\n3,469\n2,842\n450\n2,015\n5,625\n2,513\n4,228\n1,146\n161\n\n1,100\n171\n\n65\n2,624\n86\n110\n56\n\n65\n338\n2,573\n\n223\n\n117\n11\n199\n\n417\n2,807\n\n2,403\n4,344\n1,068\n152\n46\n\n2,546\n3,942\n2,535\n952\n4,764\n188\n\n12,505\n762\n1,026\n21,523\n2,474\n400\n2,792\n29,408\n759\n\n2,644\n3,741\n2,642\n841\n4,713\n1927\n\n36\n2,630\n1,212\n1258\n\n364\n2,669\n1278\n\n137\n2,618\n121\n\n213\n\n204\n\n11\n172\n\n181,350 193,145 205,681 216,188 220,149 207,418\n\n[13]\n\n"}
{"page": 18, "printed_page": null, "text": "1932 MEMBERSHIP\nNATIONAL\nEstimated\nTeachers\n\nEDUCATION\n\nTHE\n\nASSOCIATION\nPercent of Teachers\nEnrolled\n\nNumber of Teachers\nEnrolled\n\nNumber of\nEmployed\n\nTotal\nNew\n\nOF\n\n207,418\nYork .\n\n77,500\n\nPennsylvania .\nOhio .\nCalifornia .\n\nPennsylvania .\nIllinois .\n\n62 , 000\n48,600\n\nOhio .\nTexas .\nCalifornia .\n\n44,500\n44,200\n40,700\n\nMichigan .\nNew Jersey .\nMassachusetts .\nIowa .\n. . . .\nIndiana .\nMissouri .\nNorth Carolina .\nMinnesota .\n\n35,900\n27,300\n26,400\n25 , 800\n24,300\n24,200\n24,100\n22,200\n\nWisconsin .\n\n21,700\n\nKansas .\nOklahoma .\n\n20,800\n20,100\n\nGeorgia .\nWest Virginia .\nTennessee .\nAlabama .\n\n19,200\n18,000\n17,700\n17,300\n\nVirginia .\nKentucky .\n\n17,300\n17,200\n\nMississippi .\nNebraska .\nSouth Carolina .\n\n16,400\n14,900\n13,400\n\nArkansas .\nLouisiana .\nWashington .\nFlorida .\n\n12,700\n12,300\n11,800\n11, 600\n\nConnecticut .\n\n10,700\n\nColorado .\nSouth Dakota .\n\n9 , 900\n9,400\n\nNorth Dakota .\nMaryland...., .\nOregon .\n\n8,800\n8,800\n7 , 000\n\nMontana .\n\n6,700\n\nMaine .\nIdaho .\nUtah .\nRhode Island .\nNew Mexico .\nVermont .\nArizona .\n\n6,300\n4,700\n4,600\n4,000\n3,700\n3,500\n3,500\n\nWyoming .\n\n3,000\n\nNew\n\nJersey .\n\nNew Hampshire .\nDelaware .\nNevada .\nAlaska .\n\n3,000\n1 , 500\n900\n154\n\nMississippi .\nVermont .\nRhode\n\nCanal Zone .\n\n202\n\nNew\n\n29 , 408\n21,523\n20,416\n\nYork .\n\n12,505\n\nNew Jersey .\nIllinois .\n\n11,183\n9,842\n\nMichigan .\nMissouri .\n\n9,739\n6,165\n\nIndiana .\n\n6,144\n\nMinnesota .\nWisconsin .\nMassachusetts .\nColorado .\n\n4 , 945\n4,713\n4,634\n4,381\n\nWashington .\nIowa .\nTexas .\nKansas .\n\n3,741\n3,605\n3,356\n3,225\n\nOregon .\nWest Virginia .\n\n2,792\n2,642\n\nVirginia .\nOklahoma .\nUtah .\nMaine .\nNebraska .\n\n2 , 644\n2,474\n2,409\n2,395\n2,313\n\nNevada .\nArizona .\nDelaware .\n\n69\n\nUtah .\nCalifornia .\n\n52\n50\n\nOhio .\nPennsylvania .\nColorado .\n\n48\n47\n44\n\nNew Jersey .\nOregon .\nMaine .\n\n4\\\n40\n38\n\nWashington .\nWyoming .\nMichigan .\nMissouri .\nIndiana .\nMinnesota .\nWisconsin .\n\n32\n\n22\n\nMaryland .\nIllinois .\n\n21\n20\n\nNew Hampshire .\nConnecticut .\n\n19\n18\n18\n\n16\n16\n\n76\n69\n\n28\n27\n25\n25\n22\n\nArizona .\nConnecticut .\n\n2 , 305\n1,916\n\nNew Mexico .\nMassachusetts .\nFlorida .\nNew York .\n\nFlorida .\nMaryland .\n\n1 , 898\n1,854\n\nKansas .\nNebraska .\n\n16\n16\n\nTennessee .\n\n1,827\n\nVirginia .\n\nGeorgia .\n\n1,589\n\nKentucky .\nAlabama .\nDelaware .\nNorth Carolina .\nSouth Dakota .\n\n1,469\n1 , 204\n1,035\n1,026\n980\n\nWest Virginia .\nIdaho .\n\n15\n15\n14\n\nIowa .\nVermont .\nOklahoma .\n. . . .\n\n12\nn\n\nWyoming .\nNorth Dakota .\n\n841\n762\n\nSouth Dakota .\nTennessee .\n\n10\n10\n\n759\n\nRhode Island .\nNorth Dakota .\n\n10\n8\n\nSouth\n\nCarolina .\n\nMontana .\n\n730\n\nLouisiana .\nNevada .\n\n685\n680\n\nIdaho .\n\n664\n\nNew Mexico .\nArkansas .\n\n662\n654\n\nIsland .\n\nMontana.\n\n18\n\n14\n12\n\nKentucky .\n\n8\n\nGeorgia .\nTexas .\nAlabama .\n\n8\n8\n7\n\n558\n\nSouth Carolina .\nLouisiana .\n\n6\n6\n\n473\n432\n\nArkansas .\nNorth Carolina .\n\n400\n\nMississippi .\n\n5\n4\n55\n3\n\n.\n\n192\n\n.\n\n7\n\n3\n125\n\nDist. of Columbia _\nForeign .\n\n2,857\n\n172\n1,563\n\nHawaii .\nPhilippine Islands _\nPorto Rico .\nVirgin Islands. .\n\n2,551\n26,167\n4,567\n131\n\n121\n2,618\n\n1031\n\n137\n11\n\n3\n8\n\n[14]\n\n"}
{"page": 19, "printed_page": null, "text": "General Sessions\n\n"}
{"page": 20, "printed_page": null, "text": "Evaluating American Education was the theme\n\nof the seventy-first annual convention of the Na¬\ntional Education Association. The program\npresented by President Joseph Rosier constituted an\nevaluation of education on the basis of past achieve¬\nments, present responsibilities, and opportunities for\nfuture service. Teachers from all parts of the country\njourneyed to Chicago, some of them at considerable\nsacrifice, to participate in this great convention\nwhich was noteworthy for its outspoken discussions,\nits frank consideration of the various crucial prob¬\nlems in education, and its large, enthusiastic attend¬\nance. The city of Chicago, which has been a virtual\nbattleground in the educational conflict was most hos¬\npitable to the visiting delegates.\nThe Representative Assembly authorized the cre¬\nation of the Department of Art Education, thus mak¬\ning a total of twenty-three departments for the As¬\nsociation. All of the departments held their sessions\neither in connection with the Chicago meetings or\nwith the. Minneapolis convention of the Department\nof Superintendence.\n\n[ 16 j\n\n"}
{"page": 21, "printed_page": null, "text": "CHARACTER\nMARGARET\n\nEDUCATION\n\nSLATTERY,\n\nAUTHOR\n\nIN THIS\nAND\n\nMODERN\n\nLECTURER,\n\nBOSTON,\n\nDAY\nMASS.\n\nCharacter education worthy of the name means the creation and develop¬\nment of a Way of Life which results in good to the individual and society.\nAll mankind is in search of it. Experiments in the quest of a Way to Live\nnot based upon character achievements have been futile.\nThe human race is still in early childhood despite the thousands of years\nit reckons as its past. Men do not yet fully appreciate man, his place in the\nscheme of things, his relative relationship to things. Therefore he is tempted\nto evaluate progress and power on the basis of material possessions.\nThe temptation to move man constantly about on the stage of time and\ngive to gold and goods the center is still great. But as Edwin Markham\nhas pointed out in “Gates of Paradise”:\nWe\n\nare all blind until we\n\nThat\n\nin the human\n\nsee\n\nplan\n\nNothing is worth the making\nIf it does not make the Man.\nWhy build these cities glorious\nIf Man unbuilded goes?\nIn vain we build the work unless\nThe\n\nbuilder\n\nalso grows.\n\nNow and then the school has lost sight of the fact that its one supreme\nobject is to fit the child to do his part in creating his world and to help\nhim live in it in freedom and happiness.\nWe have been concerned with giving to the pupil those things which\npromise to make him a success in the purely materialistic interpretation of\nthe word, with the result that suddenly both he and we have discovered\nthat our house was built upon the sand. Since 1929, distorted, creaking,\nbreaking, the house has drifted with the current. Not only the individual\nteacher, but the banker, the statesman, the industrialist, know that nations\nhaving builded in wood and stone and steel rather than in goodwill, justice,\nand truth, have builded in vain.\nWith his supreme task clarified and acknowledged the teacher has a better\nchance at the present moment than for many years to direct his energies\nin his work with pupils toward the building of those spiritual values with¬\nout which all else is flotsam and jetsam in a whirlpool of confusion and\nchaos.\nIf the teacher is to be one of the main sources, in some\n\ncases the main\n\nsource, and in others the only source, of power in the creating of a scale\nof values which shall mean the establishing of a Way of Life which can\nbring liberty and happiness to the race, perhaps it would be well to look\nat him for a few moments. The teacher like all other human beings must\nreflect something of the life of his day, yet must escape from its chains.\nThe teacher best fitted to build character is and must always be a person\n\n[17]\n\n"}
{"page": 22, "printed_page": null, "text": "18\n\nNational\n\nEducation\n\nAssociation\n\nwith a measure of background, a breadth of knowledge, imagination, re¬\nsourcefulness, a sense of humor, idealism, and belief in , sympathy with,\nand hope for the youthful members of the human race. Even more than\nany degree which college or university can bestow upon him, the teacher\nwho in this modern day can even hope to cultivate within his pupils\nenthusiasm for right doing must have a wide range of warm human\nemotions, guarded and guided by that balanced reason which means in¬\ntelligence.\nNo character education is worthy of the name if it is carried on in hit\nor miss fashion without definite goals, methods and plans by which those\ngoals may be reached. Character education carried on in one room, in one\nbuilding, in cities here and there, can never mean growth and development\nin the character of the whole nation. We have splendid and outstanding\n\nexamples today of successful community achievements in character building.\nThese must be extended until the entire country is interested in and work¬\ning at the task.\nIf the best results are to be expected in character training the com¬\nmunity must make a persistent and relentless effort to remove schools from\n\npolitics.\n\nNo parent or other loyal citizen should consent to policies adopted in\nthe name of economy that mean overcrowding, use of buildings that menace\nhealth and safety, small children taken to school by bus without a matron,\nelimination of subjects necessary for right training, and curtailment of\nlength of school terms.\nThe community dares not forget that in its schools at the present moment\nsit the homemakers and the citizens of tomorrow. The home has relinquished\nmuch\nmake\n\nof its task — that we know, and the church finds it very difficult to\nconsecutive contacts with pupils in order that it may carry out its\n\nprogram.\nThe community must demand high standards and adequate preparation\non the part of teachers. After a period of trial, it must insist upon\npermanent tenure for its corps of teachers that there may be a sense of\nsecurity and the teacher may share the community life. The salary must\nbe definite and adequate. In times of strain where real necessity demands,\nteachers have voluntarily and generously contributed in common with all\nother citizens employed by state or municipality. They have a right to\n\nexpect to be promptly returned to their salary basis when the times permit.\nThese things the community should demand of their officials in loyalty\nto the city’s highest good and the nation s safety and welfare.\nCharacter education is a patriotic service of the very highest order. It\naims to build a nation in which all shall be not only free but worthy of\nfreedom and intelligent in the practise of it.\nIt is the teacher in this modern day who must lead in the building of\ncharacter which frees from fear, and awakens and develops that passion\nfor truth which results in personal and civic righteousness.\n\n"}
{"page": 23, "printed_page": null, "text": "19\nGeneral\n\nSessions\n\nAll his other tasks are minor in comparison with this one supreme thing\nwhich must be done if man is not to progress along those lines which at\nlast shall destroy him. We need in our public schools today, especially in\nthe great cities, men of the highest possible standards both personal and\nsocial. In the majority of cases we have them fighting bravely against almost\noverwhelming odds. In other places where the grip of the politician is strong\nand safeguards weak we have men wholly without those qualities of leader¬\nship which youth is willing to follow. We need in our modern public-school\nsystem men who have at least as one characteristic the qualities of knight¬\nhood which Tennyson pictured so vividly when he said:\nI made them lay their hands in mine and swear\nTo lide abroad redressing human wrongs,\nTo speak no slander, no, nor listen to it,\n\n. . .\n\nTo honor their word as if it were their God’s,\nTo lead sweet lives in purest chastity . . .\nTo teach high thought and noble words,\nAnd love of truth, and all that makes a Man.\n\nBut all teachers find it very difficult to appeal with success to standards\nabove the general range of those of the community. Since all men learn to do\nby doing, character education worthy of the name must help the child to do\nright, and provide and use opportunities for right action.\n\nThe United States of America has but one serious menace at the present\nmoment. That menace is not to be found primarily in any political party\nnor even in the unemployment and poverty which we have reason to fear,\nnor in the gangs who challenge our system of orderly government. That\nmenace is ignorance. Against it our public schools struggle. If the school\nis defeated in its battle the nation builded with such high hope will perish.\nIf we hope to avert the danger which threatens we must act — and now.\nYou will remember that in The Christmas Carol as Scrooge and the\nSpirit stood together two children joined them.\nThey were a boy and a girl — meager, ragged, scowling, wolfish. Where angels\nmight have sat enthroned devils lurked and glared out menacingly. Scrooge tried\nto say that they were fine children but the words choked him.\n\n“Spirit, Spirit, are they yours?” he asked and could say no more.\n“They are Man’s,” said the Spirit, “and they cling to me appealing from their\nfathers. This boy is Ignorance. This girl is Want. Beware of them both, for on\nthe brow of this girl and this boy is written that which is Doom . . . unless the\n\nwriting be erased. Deny it if you can!” said the Spirit stretching its hand out to\nthe city. “Deny it— but abide the end — Doom.” And the bells struck twelve.\n\nThese are not the words\n\nof an alarmist. They are fact. As true in this\n\nday as they proved to be in the days that followed the Spirit’s declaration.\nIt is the -teachers perhaps who more than any other group of citizens in\nthe United States today believe in the possibility of eliminating ignorance\nand poverty from society. Teachers have proved their faith by remaining\nloyal to their tasks under heavy strain such as no other professional body\nhas been called upon to endure. They have not laid down their tasks even\n\n"}
{"page": 24, "printed_page": null, "text": "National\n\n20\n\nwhich\n\nunder circumstances\n\nEducation\n\nleft them\n\nAssociation\n\nfacing hunger\n\nand privation. The\n\nteacher has kept faith, believing that tho “. . . . the tired waves are vainly\nbreaking, the tide is sure to win.”\nThe road from the jungle to the plains of vision and idealism is long,\nbut man is making his way painfully toward the distant summits. When\nperiodically they are hidden by the mist the true educator continues his work\nof character building, reenforcing his spirit in the words of Washington\nGladden :\nAnd\n\nfierce tho the fiends may\n\nfight\n\nAnd long tho the angels hide\nI know that truth and right\nHave the universe on their side.\n\nNote: Lack of space makes it impossible to include practical illustrations 'which\n'were given thruout the address showing how in enlightened communities both in\nthe United States and in countries around the world attempts are being made\nto meet the special problems of this modern day.\n\nA\nALLEN\n\nD. ALBERT,\n\nCENTURY\n\nASSISTANT\n\nOF\n\nPROGRESS\n\nTO THE PRESIDENT\nCHICAGO, ILL.\n\nOF A CENTURY\n\nOF PROGRESS,\n\nIn certain respects our Exposition differs from others. One of the most\nprominent differences is that our Exposition has never had a bill it could\nnot pay. That distinction, I hasten to assure, we have achieved in Chicago.\nWe were confronted with the necessity of financing a project which would\nrequire about $15,000,000 in advance capital and that we must procure all\nthe capital in a period when all the world around was just as bad as Miss\nSlattery has painted it.\n\nWith that beginning, that the Exposition, thru the genius of Rufus Dawes,\nhas been financed upon a pay-as-you-go policy, I bring you to a second point\nof difference. This Exposition has a theme. We believed that life had been\nlife\nlargely transformed in one hundred years which are coincident with the\nof Chicago. We believed that it had been transformed mainly thru the\nmysteries of science and we believed the world was in a considerable state\nof fuddle as to what it all meant. We were perfectly aware that while science\nhad not fallen down yet it had not poured out unalloyed blessings upon\nlation of one’s\nsociety. We found that disaster accompanied every contemp\nsociology to be\nin\nenough\ntrained\nwere\ngood that came with science, and we\naware that for every benefaction of science, for every use, there appears to be\nsome abuse.\n\nThe phrase, “Tomorrow is a race, a race between Education and Catas¬\ntrophe,” still has its value and its relevancy for us as teachers, arid we dedi¬\ncated this entire project to the cause of Education and devoted it in opposition\nto Catastrophe. This theme in its turn put upon us certain obligations. We\nwere required to undertake what never before had been assayed and that\nwhich scientists were unwilling should now be assayed. We were going to\n\n"}
{"page": 25, "printed_page": null, "text": "General\n\nSessions\n21\n\ninterpret the mysteries of science in terms which the common\nunderstand.\n\npeople could\n\nAgain, the Exposition differs from other expositions in that we have\nchanged the focus of our objective. We began by planning that the Exposition\nshould interpret the transformation of life for the great body of people,\nmeaning adults. After a little time that decision was weakened, and now our\nthought is very definitely that it doesn’t make a great deal of difference\nwhether you and the folk of your kind come to our Exposition or not. We\nshall achieve a very much larger purpose if we can draw to it the youth of\nAmerica and trust to them to interpret its possibilities.\nA great composite it is, a thing strident in its color and noisy in its music,\nfilled with the motivations and movements and confusions of industry,\ncheapened now and again by base displays, and yet in the very heart of it\nare replicas of the Syrian peasant whose chief message to man was, Come\nunto me all ye that are weary and heavy laden.”\nIn the Hall of Religions there is a little cup. Most archeologists accredit\nit to the Third Century of the Christian Era. Some date it back to the First\nCentury. It consists of a crude silver vessel in an elaborate silver holder.\nThe crude vessel must have been very precious because it has had little pieces\ncut from it and because it was given so rare and lovely a mounting. In the\nmounting there are the figures of ten and on the backs of their chairs there\nare tiny writings which have enabled archeologists at the University of\nChicago to identify these persons. One is Matthew, another Mark, another\nLuke, another John, another James, brother of Jesus, another James, the\nlesser, another Judas, another Paul. Would you believe that these men do\nnot look like stained glass windows at all, rather like football players? They\nare aggressive, powerful, clean-shaven men, and as I dwelt upon them upon\nmy first sight of the Chalice of Antioch, I marveled that I could ever have\nconceived of Peter as anything else but the type of man who, if he lived in\nChicago, would be teaching my neighbors that it is not so much to have a\ngood Republican organization as it is to have a good city government. And\nthen I looked at the two other figures of the ten. One is of a lad about ten\nyears old, the other is of a man of about thirty and both have been so\nevidently touched by so many thousands of tips of fingers or lips that the\nmodeling has been greatly reduced, which I think is well, for as you look\nyou are aware that you have come nearer, perhaps, than men have ever come\nin recent centuries to the likenesses of one whom the Jews called Brother\nand whom all the world knows as the Prince of Peace.\nAs I look — I go there every day — I turn and look into the tomorrow,\nwondering whether the real Century of Progress is that which is behind\nus or that which is opening before us, and something finer than science and\nclearer than philosophy and more energizing than all the dreams a man can\nhave, something that men call Faith, takes possession of me and lifts me up\nand I realize that if there were to be no such soul, such heart of a Century\nof Progress, there would be no new Century of Progress to record.\n\n"}
{"page": 26, "printed_page": null, "text": "22\n\nNational\n\nCHARLES\n\nEducation\n\nPATRIOTISM,\n\nEDUCATION,\n\nW. GILKEY,\n\nUNIVERSITY\nCHICAGO,\n\nDEAN,\n\nAssociation\n\nAND\n\nCHAPEL,\nILL.\n\nRELIGION\n\nUNIVERSITY\n\nOF CHICAGO,\n\nMost of us have lived long enough to discover that people who are near\nof kin do not always get along together any too well. As the wise saw hits it\noff, we choose our friends, but God gives us our relatives! The reasons for\nthis familiar difficulty are often plain to see — at least so it seems to those\nwho stand outside the family looking in. Time and again the trouble seems\nto spring from some common family trait that always strikes fire whenever\nit hits upon itself in some other member of the same family with the same\ncharacteristics. A father’s square-jawed stubbornness faces the same kind of\na jaw in the son who inherited it from his father, and hard looks and hard\nwords are called forth each from the other. Brother and sister inherit the\nsame\n\nquick-flaring temper\n\nfrom\n\nsome\n\nred-headed\n\nancestor; and each is\n\ntinder to the other’s touch. We bystanders shake our heads, and remark that\nif they weren’t so much alike, they would get along together much better.\nAll this is of course one reason among many why family quarrels are pro¬\nverbially so long and so bitter.\nNow my point is that this familiar situation is not limited to personal\nrelations : that it holds likewise as between human interest, and between\nsocial groups. Human concerns that are near of kin show the same sensitive¬\nnesses, and face the same difficulties. Nowhere is all this more evident than in\nthe relations between two great human interests: the relations between\neducation and religion. Of course, historically the kinship between\n\nthem has\n\nbeen very close. Down the long centuries religion has been either the mother\nof education or its foster-mother, and has literally kept it alive in dark and\nhungry ages. Nor has this intimate relation been merely protective. Tho the\nfunctions of education and religion in human life are as distinct, and their\ncharacteristics as different, as those of man and woman, there is at the same\ntime an inward kinship between them like that between brother and sister.\n1 hey share and depend upon the same adventurous faith in the potentialities\nof people, the unrealized capacities of ordinary human beings. They share and\ndepend upon the same unproved faith in the order and rationality and de¬\npendability of the universe of which we are a part. Cut the nerve of either\nof those faiths, and both education and religion will show the paralyzing\neffect. \\ et at the same time, as education and religion grow toward maturity\nin the human family, they are both as sensitive about their relations with\neach other, and as critical each of the other’s shortcomings, as brothers and\nsisters in their teens so often are at home. On the one hand, churches and\nstates still try now and then to prescribe or limit what schools and colleges\nmay or may not teach about evolution or social problems — or more frequently\ncomplain that they are not appreciated in the universities. On the other hand,\nthere are always ultra-modern professors in every institution who are ready\nenough to call religion hard names in reply. It is a familiar family situation\nbetween brothers and sisters — both in their teens!\n\n"}
{"page": 27, "printed_page": null, "text": "General\n\nSessions\n\n23\n\nBut tho they do not nowadays find it easy always to get along together,\nreligion and education need each other just as members of the same family\nby\ndo, if their life individual and collective is to be enriched and deepened\nof the\nits very diversities. Both will be the poorer if either one is read out\ncommon household. Certainly religion needs education. \"I hat is as plain from\ncor¬\nhuman history as it is in presentday experience. Only the criticism and\nrection that sound education provides can free religion from the super¬\nstition and credulity that otherwise so easily cling to its beliefs, and from the\npettiness and provinciality that otherwise so easily circumscribe its actions.\nEducation needs religion to quicken it with creative faith and kindling power.\nIn these difficult days, when teachers by the thousands are having to dig down\nto some deeper motive for their daily work than just doing it for pay, be¬\ncause they’re not getting their pay, and yet can’t quit; when they have to\nface public neglect and forgetfulness and ingratitude without being soured\nby it ; education certainly needs religion to provide it with its own distinctive\ncontribution to human life — a motivation that does not depend upon checks\nor cheers, and is not paralyzed by either criticism or neglect ; that does its\ndaily work “as unto the Lord, and not unto men.”\nWe might roughly hit off this partnership between education and reli¬\ngion as something like that between these two human hands in the doing\nof any good job. Our hands are not duplicates: neither one can take the\nplace of the other — as we quickly find out if we try to put a left glove on\na right hand. But together in partnership they can work far more effectively\nthan either one alone. Try to wash with one hand alone when the other\nhand is out of commission, and compare the awkward and ineffective result\nwith what happens when each hand can wash the other. Just so education\nmust forever cleanse religion of its fanaticisms and its superstitions, and\nwash away the dust and litter of the centuries that make it musty and stale.\nJust so religion must wash away from education the dust of its daily routine\nand weariness, and revive its enthusiasm and its consecration ; must keep it\nown\nhuman enough so that it will not be buried beneath the weight of its\nelaborate technics and its unintelligible lingos.\n\nWe must remind ourselves that this family of relatives who don’t always\neach to the\nget along easily together, but are nevertheless indispensable\nof three:\nother, consists not of two, if human life is to be rich and full, but\nnear of kin to\neducation, religion, and patriotism. That patriotism also is\nor\nthe other two, there can be little question when we study either history\nes religion\nsocial psychology. Consider how down the very human centuri\nage\nhas intensified and supported patriotism ; how steadily in our modern\nmaintain\neducation has appealed to patriotic motives for support. We must\nand our\nand improve our public schools to train our citizenry as a whole,\nuniversities to train our leaders.\n\nthree\nBut it is equally evident that the going relations between these\neach of\nnear of kin have of late become more sensitive, and more critical\ny\nthe other. They do not always get along together very well. Each is quickl\naware of the others’ shortcomings, and ready to talk about them in public\n\n"}
{"page": 28, "printed_page": null, "text": "24\n\nNational\n\nEducation\n\nAssociation\n\nwith embarrassing frankness. Each is inclined to ask of the other\na sub¬\nservience which they are not by any means ready to yield.\nTheir growing\nindependence is evidenced, not only by great frankness of speech\nabout the\nfamily table, but by an entire readiness to leave the family roof\nand shift\nfor themselves if necessary to maintain their independence. We\nparents who\nha\\e a family of children in their teens know the familiar\nsymptoms and\nvocabulary well enough.\n\nEducation blurts out, in a burst of frankness, that patriotism has\nall too\noften doctored histoiy into propaganda for bigger and better\nwars yet to\ncome, and lefuses to be used in the future as the tool of a nationalism\nthat\nHill be the end of modern civilization if it has its unchecked way.\nReligion\nchimes in to say that it cannot and will not admit the claim of patrio\ntism to\nerect the political state as a new idol on humanity’s altar of worsh\nip and\nsupreme devotion that belongs only to God. It cannot admit that\nthe state\ncan do no wrong, nor make the will of the state master of the consci\nence of\nthe individual. Outgrowing its own naive belief in miracles, it\ncannot grant\nthe state any miracle-working power to change wholesale murder\ninto per¬\nsonal duty, or to make the hell of modern war a vestibule to a heave\nn to\nwhich it certainly does not seem to bring us here on earth. Then,\nof course,\npatriotism flings back that such education and such religion are subver\nsive\nand dangeious, and that the Lares and Penates of the social order and\nthe\nAmericanism which the fathers bequeathed to us are all in peril\nat their\nhands. . . . Presently there are the makings of a first-class\nfamily row,\nwith plain speaking a-plenty on all sides.\nOf course, if an)^ of the three is to have the dogmatic and final\nword, to\nwhich the other two must perforce yield obedience, there is\nlittle prospect\nin either family or society for a happy human situation in the\nyears ahead.\nPut paients and teachers alike, who have learned by experience\nthat within\nboth families and schools there can be plain speaking and\nreal differences\nwithout the loss of that mutual dependence and contribution which\nleads to\na life larger and richer than any individual can find alone, will\nseek to hold\nall three together during these next critical years. Education must\ngive our\nhuman family the trained and critical mind, able to examine and\nif necessary\nto debunk the false gods to which both religion and patriotism\ntoo quickly\nbow down. Patriotism must give us that constant reference to the\nhuman\nwelfare of ordinary men and women in this generation and in those\nto come,\nthat constant emphasis on the sharing of life with all our fellow\ns, without\nwhich both education and religion load themselves up with\ntechnics and\nlingos that are once if not twice removed from reality. And\nreligion must\nalways give us that constant lifting of our eyes from the imperf\nect present\nto the better but costly future, that constant revision of contempora\nry stand¬\nards and ideals by others that are more truly divine, which the\nNew Testa¬\nment puts before us as the supreme obligation of human life: “We\nought\nto obey God rather than men.”\nWe have been speaking as if these three were abstract entiti\nes, or at best\nseparate groups committed to independent interests. Let\nme remind you\n\n"}
{"page": 29, "printed_page": null, "text": "25\n\nGeneral\n\nSessions\n\nplead can only\nfinally that the cooperation between all three for which I\nand harmo¬\nbe achieved as each one of us seeks in his own living to exemplify\ntic and reli¬\nnize their various claims: being ourselves intelligent and patrio\naffairs come to a\ngious all at once. And if it should ever again in human\nfor himself which\nchoice among the three, each one of us will have to decide\npi ice of his\nof the three comes first — and be prepared to pay the inevitable\ndecision.\n\nIRWIN\n\nWALKER,\n\nADDRESS\n\nOF\n\nMEMBER,\n\nBOARD\n\nWELCOME\nOF\n\nEDUCATION,\n\nCHICAGO,\n\nILL.\n\nOne immediately senses the sincerity of purpose of this gathering and I\nfeel more than ever that Mayor Kelly is missing a wonderful oppoitunit)\nto meet a wonderful lot of people.\n\nasked\nMayor Kelly is indeed sorry that he cannot be here today and has\nbehalf\nme to express to you his sincere regret. It is a pleasant task to me on\nyou a\nof Mayor Kelly and the city of Chicago to extend to each and all of\nall\nmost hearty welcome. We are glad you are here and we hope you will\nleave with the thought of looking forward to many happy returns to Chicago.\nof\nMayor Kelly has asked me to express to you his sincere appreciation\nal\nyour selection of Chicago as your convention city. If I may make a person\nobservation, I would like to take this opportunity of expressing to you my\nsincere thought that Mayor Kelly is making a determined effort to bring\nabout a more ideal situation in the public school system of Chicago. We\nknow that your deliberations and your discussions are going to be of great\nvalue to education and we wish you every success.\nI wish to have the opportunity this morning and the pleasure of present¬\npre¬\ning a key to the city but I am glad to say that that key is going to be\nproud.\nsented by a group of beautiful girls of whom Chicago and Illinois are\nWe are glad to exhibit them as the girls of Chicago and Illinois.\nADDRESS\nWILLIAM\n\nJ. BOGAN,\n\nOF\n\nWELCOME\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nCHICAGO,\n\nILL.\n\nWith pleasure and pride and hope Chicago welcomes this great convention\nof the National Education Association. It welcomes you with pleasure be¬\ncause it is naturally hospitable and enjoys observing the pleasure of others.\nIt welcomes you for the opportunity to express its appreciation for your\nappreciation as shown by your presence. It welcomes you for yourselves, for\nthe qualities of intellect and heart and soul and judgment that enable you,\nlike captains on a sinking ship, to direct with coolness and sanity the rescue\nof the best features of our civilization. It welcomes you with pride in its\nmaterial achievements so well illustrated in the Century of Progress and\nwith deeper pride in its spirit. Here the abounding vitality of the American\npeople found peculiar expression, and here, in the heart of the continent was\n\n"}
{"page": 30, "printed_page": null, "text": "26\n\nNational\n\nEducation\n\nAssociation\n\nset one of the world’s significant centers of civilization, a city transcending\nlocal limitations and gathering into itself the energies of a united people,\nenergies whose deeper currents flow from the great historic cultures of the\nworld. Her highest mission may seem to the stranger within her gates to be\nmaterialistic, but we who know and love her for her faults and virtues\nfeel that her highest mission is to provide opportunities for new expressions\nof the profound spiritual and intellectual experiences of the race, thereby\nhelping to develop a culture fit for the new day. Education is the best agency\nfor this purpose. Therefore, Chicago welcomes you that you may help to\nsave it, for education alone can pass the barriers of time and place and bring\nthe wisdom of all the ages to serve the present hour. Chicago welcomes you\nwith pride in its treasures of art and music and education. You may wonder\nat this pride in view of this city’s reputation but you should know that tho\nChicago reveals its growing pains thru crime, corruption, indifference, and\ncynicism, deep in the throbbing hearts of millions of its people is the desire\nto make this city, now fourth in the world in population and wealth, first\nin the world in beauty of soul.\nChicago welcomes you with hope in the influences that you may bring to\nsave the vanishing ideals of youth. It has a hope that thru guidance and\neducation of the highest type, the rights of children may be preserved. The\ntask of guidance in education today is especially difficult, for hundreds of\nthousands of men and women who have been blessed with an ideal training\nfor life occupations are saying pathetically to an indifferent world with eyes\nand hands and voice: “Brother, can you spare me a dime?” With the tragic\npanorama of the past and present clouding our vision we ask this question\nin terror: “Into what occupations shall we guide the youth of today?” The\nonly answer seems to be a mocking applause from the idle hands so pleasing\nto Satan. Chicago has great hope that the deliberations of this convention\nmay provide a better answer.\nAs good hosts we should not inflict upon you the many troubles that beset\nus except insofar as they may guide you in finding remedies for your trou¬\nbles. Our troubles are great. Unpaid salaries, drastic economies, a hopeless\nfuture, wrecked homes, and starvation are serious enough, but for Chicago\nand the remainder of the nation, yes, for the world itself, there is the more\nserious problem of the future of youth. Starvation, poverty, and reduction\nof opportunity may be only temporary but there is danger that the greater\nproblem of the future of youth with its problem of idleness may become a\nuniversal tragedy unless the peoples of the world give heed to its menace\nand its remedy. Therefore in welcoming you to Chicago, I, as the repre¬\nsentative of five hundred thousand children, bespeak with great hope, your\ninterest in this serious problem, for the world that cannot assimilate its\nyouth will return to the chaos from which it was created.\n\n"}
{"page": 31, "printed_page": null, "text": "General\n\nADDRESS\nA. L. WHITTENBERG,\n\nOF\n\n27\n\nSessions\n\nWELCOME\n\nN. E. A. STATE\nSPRINGFIELD,\n\nDIRECTOR\n\nFOR\n\nILLINOIS,\n\nILL.\n\nI am delighted to see such a splendid audience of American school teachers\ngathered here in Chicago.\nTwelve months ago we were looking for someone with courage and\nwisdom to accept the presidency of the National Education Association and\nconduct its deliberations and its performances thru a year that even twelve\nmonths ago we were sure would be filled with trouble and anxiety. So the\nNational Education Association looked to the hills of West Virginia, be¬\nlieving that from the hills may come our help. We found a man there who\nhas thru a long series of years performed almost all the duties that are\ninvolved in a varied public-school career.\nWe found you, President Rosier. And it is with great pleasure that Illi¬\nnois welcomes you to Illinois and to Chicago.\nMr. Walker, I should like to thank you in the name of Illinois, Chicago,\nand America for the assuring words you have brought to us from his Ex¬\ncellency, Mayor Kelly. We shall put great faith in the assurances that you\nhave pronounced here. We really and genuinely believe that there will be a\ntremendous improvement in conditions pertaining to the teachers in the\npublic schools of Illinois and of Chicago and of America within a very few\nmonths.\nI have been honored with the privilege of extending to the school teachers\nof America a welcome to Illinois and to Chicago. If our greeting to you\ndoes not have the brilliancy and eclat that we may have extended to some\nconquering hero, I assure you it is none the less genuine.\nEven the weather man is undertaking to welcome you with the same\nvariety of weather that delighted us in Atlanta and in Los Angeles and in\nAtlantic City. It would be unwise for me to pledge to you that this delightful\nweather program will be continued thruout the week. About the only pledge\nI can safely make about the weather is that we are likely to have an\nabundance of it.\n\nA highly cultivated Chicago lady wrote a charming little poem of fewer\nthan a dozen lines in which she uses one word that is frequently found in a\nweather program. I am fond of interpreting the word “rain” as alluding to\nall the natural elements — the mountains and the plains and the rivers and\nthe lakes and the seas. I am also fond of believing that this Chicago lady\nintended to suggest certain masculine qualities she most admires. Probably\nsome of us who are women and all of us who are men would like to know\njust what masculine qualities this Chicago lady admires :\nWho loves the rain\nAnd loves his home\nAnd looks on life with quiet eyes,\nHim will I follow thru the storm\nAnd at his hearth fire keep me warm.\nNor heaven nor hell can that soul surprise\n\n"}
{"page": 32, "printed_page": null, "text": "28\n\nNational\n\nEducation\n\nAssociation\n\nWho loves the rain\nAnd loves his home\nAnd\n\nlooks on life with quiet eyes.\n\nIn 1929 we first invited you to come to Chicago for your 1933 conven¬\ntion. We have renewed that invitation annually. We were sincere in our\nfirst and in our subsequent invitations. All along we have wanted you to\ncome to Chicago. We rejoice that you are here.\nThose of you who come from the older states of the East and from the\nSouth are aware that sturdy pioneers from your own state crossed the\nAlleghenies, or came up from the southland and founded Illinois. Those of\nyou who come from the newer states of the West know that many of the\nearly and stalwart pioneer citizens of your own state migrated from Illi¬\nnois. Our family ties are interwoven; our problems are similar; our hopes\nare kindred ; and surely our purposes are the same.\nW e frankly admit our difficulties. But many of our problems here in\nIllinois and in Chicago are problems confronting the teaching profession.\nMore than that — they are problems confronting the existent social order.\nThey are fundamental. We confidently hope that your presence here and\nthe courageous aggressive program of this great convention here in Chicago\nwill result in great value, not only to us, but to America.\nTeachers seek to defend not themselves alone, but civilization itself. We\nshall go forward with courage and with confidence. The situation here and\nelsewhere is bad. But it is by no means hopeless. We may look too fre¬\nquently and too long at the picture of selfishness and ignorance, of a few\nclosed schoolhouses, of uncollectable tax bills, of unemployment with its long\ntrain of miseries. There is another picture. As children many of us studied\nthe old-time geography book. We learned and recited some pages describing\nthe continent of Africa. We forgot most of the description. One page in the\nold geography remained with us — a page devoted to the pictures of all the\nwild and ferocious animals indigenous to the continent of Africa. We re¬\nmembered that picture, and to some of us at least, that picture of wild\nanimals was our picture of Africa. We improved our knowledge of Africa\nsomewhat as the years went along, but personally, I quite recently had a\nnew picture of Africa — a letter came from Africa to the office of State\nSuperintendent of Public Instruction Francis G. Blair, and because of its\ncontents was referred to my desk. It ran something like this:\nTo the Honorable\n\nCommissioner\n\nSpringfield, Illinois\nUnited States of North\n\nAmerica\n\nHonored\n\nSir:\n\nand Respected\n\nof Education\n\nThere is a young man sojourning with us who is a graduate of a college (naming\nthe college) located in Illinois. This young man wishes to teach in our public schools\nand so, my dear sir, we would inquire of you the standing of that college in order\nthat we may know whether it is safe to permit him to teach our children in our\npublic schools.\n\n1 his letter gave to me, as it perhaps will give to some of you, a new picture\nof Africa.\n\n"}
{"page": 33, "printed_page": null, "text": "29\n\nGeneral\n\nSessions\n\nrich, but extremely\nIf we have produced in every American city a few very\nof public education, we\nselfish men, who would destroy the American idea\nthat the overwhelming ma¬\nshould remember with hope and with confidence\nons of. people are loyal sup¬\njority of our one hundred and twenty-two milli\nto maintain its sacred rig t\nporters of public education and are determined\nto America’s reverent regard.\nsand American public\nIf in the science laboratories of twenty-four thou\nhave thru a generation\nhigh schools you and the teachers you represent\nof trained men with the\ntaught science so thoroly as to develop an army\nmen so trained by you\naccuracy of scientific thinking; and if this army of\ns to the extent that it has\nis able to employ its inventive and creative geniu\nthousands of laborers and\nproduced single machines that do the work of\nworkers, let us remember\nthereby throw out of employment ten millions of\nums in the same schools\nthat those same teachers have taught other curricul\nbenevolence pervades and\nso thoroly that the beautiful spirit of charity and\nof workers with reduced\ncontrols to the extent that another thirty millions\nings to the support of the\nwages gladly contribute of their meager earn\nunemployed. That is one of your achievements.\n\nin America can be done\nIf thru the results of popular education the work\na few millions of our citizens,\nby machinery and without the employment of\nyour associates are respon¬\nthat same popular education for which you and\nins orderly ; a citizenship\nsible has produced an orderly citizenship that rema\nsociety while suffering\nthat remains loyal to our government and loyal to.\nachievements.\nthe most intense privation. That is one of your\nfices made by\nis no great extravagance in the hope that the sacri\nin yam ; that because\nschool teachers thru the last three years shall not be\ning, intelligent citizens are\nof your heroic example and your good teach\njustly and fairly distribut¬\nnow addressing their attention to the problem of\ntly strive to possess\ngood things of life to all who earnestly and hones\nthe\ning\nthem.\nThere\n\nachievement. It will\nLet us hope that this will be America’s next great\nof your predecessors thru\ncome largely thru your efforts and the efforts\ngenerations of good teaching.\nsalary, in no\nYour reduced salary, or your inability to collect your small\n.America knows\nway indicates a lack of confidence in your worth. Intelligent\nis the failure in\nthat the colossal failure of all times and of all civilization\nca is coming to\ndealing with the offender against society. Intelligent Ameri\npunish¬\nbelieve in the prevention of offenses against society rather than in the\nr is an\nment of the offender. America knows that the American school teache\nwas not\nessential factor. May I quote to you a beautiful sentiment that\nto you?\nwritten specially for school teachers, but which I wish to ascribe\nI have made to you many and many a tong,\nBut none of them told all you are;\nIt was as tho a net of words\nWere\n\nflung to catch a star.\n\n"}
{"page": 34, "printed_page": null, "text": "30\n\nNational\n\nEducation\n\nAssociation\n\nIt was as tho I curved my hand\nAnd dipped sea water eagerly\nOnly to find it lost\nThe deep dark splendor of the sea.\n\nEvery Illinois teacher attending this convention is at your\nservice. We\nwant you to know that all the work we have done\nin preparing for this\ngreat convention has been a joy to us. Now we are to\nbe rewarded by the\nnch compensation of having come to know you.\n\nRESPONSE\nLUCY\n\nMASON\n\nTO\n\nADDRESSES\n\nOF\n\nWELCOME\n\nHOLT, PRESIDENT, VIRGINIA EDUCATION\nASSOCIATION\nPRINCIPAL, OCEAN VIEW SCHOOL, NORF\nOLK, VA.\n\n; AND\n\nIt is with mingled feelings of sadness and gladness that\nwe meet again in\nannual session. Sad when we do not see again those on\nwhom we had learned\nto lean whose foresight, wisdom, and kindness have made\npossible the work\nwe do today. Many are not here whom we have looked\nforward to seeing.\nOne we pause to honor — Dr. Winship.\nWe are sad when we know the thousands of children\nwhose school life\nhas been shortened. We who spend our lives with them\nknow that when\nwe cut them short on their preparation, and send them into\nthe market places\nof man, it is the same as if in war we armed our boys with blank\ncartridges\nand paper swords.\nJust as the prayer meeting is the pulse of the spiritual life of a church\nso is it true that in the body politic the way that the people\nsupport their\nschools is the pulse of their appreciation of their civic duty and respon\nsibility\nto tomorrow.\n\nIn a veiy little while our places are filled by those who are in our\nschools\ntoday. When will we wake up to our full responsibilities to them?\nLet us\nbe glad that ours is the privilege to help with this awakening. Let\nus see\nto it that the pupils now in our schools come out with a keener\nappreciation\nof their civic duty, of their debt to our public schools which are funda\nmental\nin a democracy, and with a realization that each one must do his\nhonest\npart to help all. Let us teachers keep the vision. May we always\nfeel that\nthe children of America are God’s bullion and we, with their\nparents, are\nthe dies which stamp them coins of citizenship for tomorrow.\nTo the teachers of Chicago we render our tribute. In the hospit\nality\nwhich you extend to us you blazon on the pages of history these immort\nal\nwords :\nNot what we give, but what we share,\nFor the gift without the giver is bare.\n\nWe accept the gift of your hearts and lay our hands in yours that we\nmay remain a unified force for the school children of America. The North,\nthe South, the East, the West, let us love one another. We are brother\ns.\n\n"}
{"page": 35, "printed_page": null, "text": "General\n\nEDUCATION\nWALTER\n\nDILL\n\nAND\nSCOTT,\n\nSessions\n\nMODERN\n\nSOCIAL\n\n31\n\nLEADERSHIP\n\nPRESIDENT, NORTHWESTERN\nEVANSTON, ILL.\n\nUNIVERSITY,\n\nand thruout the world there is today no monopoly in social\nleadership. The aristocracy, the clergy, the army, the successful business men,\norganized labor, the farm bloc, the proletariat, are all discredited as never\nbefore. Just at this moment the world is looking to the professoriate for\nsocial leadership. No one should presume for a moment that our educators\nworking as individuals, as faculty members, or as an association would ever\ncreate a monopoly in social leadership. It is most desirable, however, that\nwe educators should make the most of the opportunity that is now ours.\nOur weaknesses should be recognized and corrected at the earliest possible\nmoment.\nIn America\n\nHistorically three tendencies have stunted the stature of leadership that\nmight otherwise have been attained by educators.\nThe first weakness to which attention should be called is one that the\neducator shares with the golf club member. Golf club members, in selecting\na site for a proposed club, select a site far removed from the abode of man.\nA hedge is then planted about the club grounds so that the members will be\nrelieved of the necessity of being bored by the pedestrians or the motorists\nwho might pass by the club. The boasted seclusiveness of the golf club is\napparent also in the action of the educators. In considering a site and in the\nlandscape gardening of most institutions of higher learning the site has been\nselected far removed from the centers of population. The monastery wall is\nalso typical of the attempt of the educator to divorce himself from all the\npressing problems of organized society. This historic tendency of educators\nto strive for seclusiveness has lessened the confidence that the citizens might\notherwise have in the educators and, on the other hand, it has lessened the\nenthusiasm that our educators might have had in service to their neighbors.\nSecond, the attitude of snobbishness as illustrated in university clubs is\nall too common among educators. In the city of Chicago and in every city\nin which there is a university club, some of the greatest civic leaders are\nmembers of the university club. On the other hand, in Chicago and possibly\nin every city in which there is a university club, the university club is not the\nfirst place to which the citizens would go in search for cooperation in pro¬\nmoting anything of general civic interest. Members of a university club are\nvery frequently afflicted by a superiority complex, selfishness, and a snobbery\nresulting in an over-emphasis on personal rights, and a disregard for per¬\nsonal obligations. I question whether more than 50 percent of the members\nof the university clubs of America exercise their right of franchise with\nany degree of regularity in city, state, and national elections. Most faculty\nmembers and alumni of American universities refuse to take any active part\nin either local or national politics. If the educators in this period of social\nstress and strain are to exercise leadership, they must not only take active\ngreat\npart in all forms of political activities, but their influence should be so\n\n"}
{"page": 36, "printed_page": null, "text": "32\n\nNational\n\nEducation\n\nAssociation\n\nthat in geneial all graduates of high schools, colleges, and universities would\nbe chai acterized by their interest and cooperation in all local, national, and\ninternational affairs.\nThird, and finally, the educator is afflicted to a degree by a characteristic\nmanifest in the members of a large group of clubs, associations, and organiza¬\ntions, all of which might be branded as the “stand patter” clubs, in which\nintolerance is the most dominant characteristic. In former ages the progres¬\nsive thinker in every field met intolerance, persecution, and even execution.\nIt made little difference whether the progressive idea was in the religious,\nthe political, or the physical world. Socrates, Savonarola, and Galileo were\nall martyrs because they propounded new ideas. During the last eighty years\nin the physical world new ideas have been developed with such frequency\nthat the force of intolerance has been reduced to a negligible amount. In all\nfields having to do with human relationships progress has been relatively\nslow and every new idea has been looked upon with suspicion and opposed\nby the modern witchburners, heresy hunters, and superpatriots. The educa¬\ntional institutions of America are still afflicted with all too many obsolete\nteachings and methods. In possibly every educational institution of America\nthese unfortunate practises are still continued that would be abandoned if\nit were not for the stand patter” attitude which still characterizes a power¬\nful minority of our faculties and educational leaders.\nI have great faith in the leadership that may be provided by our educators\nin this period of social evolution. In every crisis in America, whether in war\nor in peace, American educators have demonstrated their ability for con¬\nstructive leadership. I am convinced that this leadership will from year to\nyear become more general and more effective, and to that end I emphasize\nthe fact that in the educational world we should rid ourselves completely of\nseclusiveness, snobbishness, and intolerance.\nENGLISH\nWALTER\n\nBARNES,\n\nUNIVERSITY,\n\nIN LIFE\n\nPROFESSOR\nNEW YORK,\nCOUNCIL\n\nOF\n\nAND\n\nIN SCHOOL\n\nTHE\n\nTEACHING\nOF ENGLISH, NEW\nYORK\nN. Y. ; AND PRESIDENT OF THE NATIONAL\nOF TEACHERS\nOF ENGLISH\n\nThe general principle which I am to discuss may be phrased as follows:\nThe English curriculum and the school activities employed in connection\nwith that curriculum should closely resemble the most useful and successful\npractises of contemporary\n\nlife outside the school.” Or, to adapt a statement\noften quoted: “The English program in school exists for the purpose of\nhelping people carry on more effectively those English activities they would\nbe carrying on anyhow.”\nTo make a curriculum in accordance with this principle is very simple\n.\nTo decide what should be done in English in any area of school (elementary,\njunior high, senior high, or college) we determine the most common and\nnecessary types of linguistic and literary activities among people of those ages\noutside of school; to decide how it should be done in school (the methodology\n\n"}
{"page": 37, "printed_page": null, "text": "General\n\nSessions\n\n33\n\nof doing and learning), we determine the standards, the technics, and the\nprocedures employed in those activities among the most efficient practitioners\nof those ages outside of school. It is as simple as that!\nOf course, such a principle is built upon and buttressed up by assumptions,\nassumptions a-plenty, assumptions galore. Of these I shall discuss only two,\nthe ones that seem to carry most of the weight. The first is the assumption\nthat a social order exists outside of school which inevitably propels children\nand young people into all the situations that invite and energize language\nand reading activity, a social order, moreover, which erects reasonable stand¬\nards, and enforces them by social control. Now, whether or not this hy¬\npothesis is valid can be determined only by extensive investigation. My\nbelief is that normal life in America does provide an abundance of such\nsituations, and that it does exert a potent, “natural,” social pressure. But\nit is my further belief that these situations are not varied enough to arouse\nall the potential drives and abilities of the children, that they are too hap¬\nhazard for stable and systematic education, and that the standards of life\nneed to be raised and perhaps altered somewhat thru the influence of the\nschool and other educative agencies. From this point of view the school has\na supplementary function. It should certainly hesitate before it runs counter\nto strong, universal, out-of-school motives and tendencies in language and\nreading. Rather, it should lean toward accepting them as desirable and ad¬\nmirable, at least as basic and natural ; and it should bend its efforts towards\ncarrying them further, shifting their direction somewhat, and raising them\nto a higher level.\nTypically we English teachers have scant respect for the literary and\nlanguage activities and standards of life. I shall not argue the case here, tho\nI must record my own conviction that in the long warfare between the\npractises of life and the principles of the school, the former have been more\nfrequently on the side of sanity and effectiveness. But it is not primarily a\nquestion of whether we respect the out-of-school English activities and prin¬\nciples. Whether we respect them or not, they probably have a deal more\ninfluence upon children than we in school can ever attain. If we ignore or\nalign ourselves against the movies and talkies, the radio, the newspaper and\nmagazine, the popular song, the current books advertised and displayed\neverywhere, against the effective colloquial language of everyday life, we\nare rendered almost impotent.\nThe moment we “accept the universe,” accept the English interests and\ntendencies, the activities and practises of the children outside the school as\non the whole salutary and right, and conceive it our function to parallel, to\nenrich and supplement, to guide, to make significant and educative, to bring\nabout more discernment\n\nand discrimination, to lift to a higher standard —\n\nthat moment we place ourselves in a “coign of vantage,” in a position that\nis tenable and strategic. Then, and only then, may we hope to produce in\nand around the school the natural incentives and the lifelike opportunities\nfor practising and learning the arts of English. It seems to me dead certain\nthat only by dealing with present out-of-school realities shall we succeed in\n\n"}
{"page": 38, "printed_page": null, "text": "34\n\nNational\n\nEducation\n\nAssociation\n\nmaking our school enterprises stimulating and educative, for only so shall\nwe succeed in persuading the “whole child” to go to school to us.\nThe second assumption implied in the principle that the program in school\nshould be an outgrowth from the current English activities of young people,\nis that language and reading literature are continua, that the activities in\nthese fields carried on by young people are closely similar to the activities\ncarried on by adults. If they are not, then obviously, since we are educating\nchildren largely for the continuing common needs of life, we cannot accept\nthe current English practises of children as the basic materials for our school\nEnglish program. Insofar as they are continua, then equipping children with\nthe attitudes, skills, and knowledges they need as children, utilizing the\nsituations that crop up here and now is all our concern. We need take no\nthought for tomorrow, for “all our tomorrows will be as today.”\nI wish I knew with certainty to what degree the English acts and arts are\ncontinua. But common\n\nobservation, as well as a few investigations, indicate\n\nthat there are not many marked differences between the language activities\nof youth and those of adulthood. The motives are almost identical (and\nmotives are exceedingly important) ; the elements and qualities necessary\nfor effectiveness seem the same, tho surely there is more insistence upon con¬\nventional correctness in most groups of adults ; and the types of language,\nconversation, discussion, story-telling, etc., used by young people and by older\nones, are, I think, similar, tho undoubtedly there is more letter-writing,\nmore writing of all kinds among adults. On the whole we are justified, I\nbelieve, in accepting the continuum assumption for language. No doubt there\nare countless eccentric variations which cannot be foreseen and provided for ;\nbut generally we may assume that if a young man or woman is equipped to\nmeet his actual language needs here and now, he will be equipped thruout\nhis existence. Anything that is now functional will remain functional ; any¬\nthing which is not now functional will never be functional in language.\nSkilful participation in life is the only preparation for life.\nIn literature, according to the best light obtainable, the situation is some¬\nwhat different. It is true in general, I think, that the reading habit formed\nin youth persists pretty well thruout life, tho probably it is often interrupted\nor even completely snapped. But I fancy that standards of literature, that\nlevels of reading enjoyment are not nearly as fixed in youth as we have\nthought. We may be fairly sure that reading interests, and we may con¬\njecture that reading tastes, vary greatly with maturity, with expanding expe¬\nrience, with intellectual and social development.\nIf this is true, what would seem to be important is that the habit of spend¬\ning a part of one’s leisure time in good reading be established in youth in the\nonly way in which, so far as I know, it can be fixed, thru reading for imme¬\ndiate enjoyment, reading of that which meets one’s current interests and is\nkeyed to one’s intelligence quotient and also to what may be termed one’s\n“emotional quotient.” As for the standards of the literature read, I would\napprove the rather negative principle of going no farther than the child’s\npresent tastes will sanction. This does not imply, of course, that we shall\n\n"}
{"page": 39, "printed_page": null, "text": "General\n\nSessions\n\n35\n\nnot attempt, in season and out, to elevate and refine those tastes — and in this\nendeavor we can work great benefits. It does imply, however, that we shall\nnot expect the immature student to be a full statured adult, with the adult’s\ninterests, and powers of appreciation. Let us take him where we find him,\nand tempt him with the choicest that his taste will approve and applaud,\nand let us leave the rest to nature and society, and to his own maturing.\nThere\n\nare other assumptions that I should wish to examine, but I must\n\nforbear. It is my belief that in general the situations, the activities, the stand¬\nards and practises, the present doing and learning procedures of life con¬\nstitute the most promising materials and methods for the school, and that\nonly by falling in with them and lining up with them, shall we be able to\neffect those improvements over the life activities which undoubtedly can be\nmade. As long as the march of life is in one direction, while the maneuvers\nof the school are in the opposite direction, just so long will the school, out\nof touch with life, fail to influence life.\n\nshould adopt such a principle, adopt it, that is, not as an\nalluring theory but as the guiding policy, the basic criterion for curriculum\nand methodology, certain drastic and dramatic changes would be wrought\nin our English program. Of these, for our present discussion, I select four:\nNow\n\nif we\n\ntwo from literature and two from language-composition.\n1. The curriculum should contain a large ratio of recent and contem¬\nporary literature. I shillyshallied a long time over that phrase “large ratio.”\n\nIf we actually based our curriculum upon good, intelligent, out-of-school\npractise, both of adults and young people — and including, may I say, English\nteachers — possibly 75 to 90 percent of our offerings would be from modern\nliterature. But probably most of us, even those who class themselves as\n\nliberals, would be satisfied with some 50 percent. That would be a con¬\nsiderably larger proportion of the time and attention than most schools now\ndevote to modern literature.\nObjections to a program\n\nof recent and contemporary\n\nliterature which\n\nwould displace many “classics” would be brushed aside, bruskly and blithely,\nby your thoro-going realist. He would pose but one question: “Do not\nintelligent, successful adults and young people in life read modern books\nalmost exclusively?” If the answer were yes — as it most assuredly would\nbe — he would continue ruthlessly: “Then your literary curriculum in school\nshould be made up largely of the contemporary. It is not the function of the\nschool to decide whether old or new books should be read in life. You school¬\nmasters haven’t sufficient knowledge to decide that; and even tho you had,\nyou haven’t sufficient power to put your decisions into effect. The forces\nand pressures of modern life largely outside your control render you help¬\nless. The commercial publishing houses, the army of modern writers, the\nmagazines and newspapers, the photoplays and the theaters, the circulating\nlibraries and book stores — any one of these has perhaps greater influence\nupon reading tastes and habits than the influence of the school, and com¬\nbined they break down\n\nall opposition.”\n\n"}
{"page": 40, "printed_page": null, "text": "36\n\nNational\n\nEducation\n\nAssociation\n\nWhat arguments can we bring to bear upon such an adversary, we who\nhave faith in the joyous mission of the best literature of the past and believe\nthat our young people should be familiar with a goodly portion of it? We\ncan, of course, flourish the magic phrase “literary heritage” meaning, I pre¬\nsume, that there is stored up in that elder literature the lofty ideals and\ntraditions, the struggles, the aspirations and affirmations of the race — all of\nwhich constitute a rich legacy, which it were great pity for this oncoming\ngeneration not to inherit. But that, in the expressive language of that same\ngeneration, “gets us nowhere,” provided that this literature has no appeal,\nno power over the emotions and what the seventeenth century people called\nthe ‘intellects.” For there is a biological heritage of more vast antiquity and\npotency than our literature, however ancient : a universal instinct, wrought\nintimately into our very frames, and this bids us pay attention only to that\nwhich is interesting, which has personal and immediate import.\nIf we contend that the literature of the past has higher literary merit than\nthat of the present, we are, it would seem, on somewhat safer ground. But\non the other hand, a fair amount of the literature of our times has much\nliterary worth. Many reputations of the past have been floated down to the\npresent on unexamined traditions of excellence.\nContemporary interest and appeal to any generation is the only quality\nwhich will keep the literature of the past influential in and upon that\ngeneration. A book is alive as long as it has life, and it has life as long as\nit touches the springs and sources of life in living people. Much literature of\nthe past is, or may be made, alive and glowing with life, and piercing in\nits import for the problems of today. Such literature is forever contem¬\nporary ; and whether it is read in life or not, it should be read in school.\nThis is the contribution which the schools can offer to the else unguided\nreading activities of life outside the school. With this and a liberal amount\nof the best of the literature of today, we shall have a curriculum which\nresembles the reading desires and situations of life and effects that “modifica¬\ntion of behavior” which is said to be education.\n2. When we have formulated a curriculum of literature in school based\nfirmly upon the best literature currently read in life outside the school\nplus that which needs only to be discovered to be read, our next task would\nbe to formulate a manner , a procedure of reading in school which would\nmore\n\nclosely resemble\n\nthat of intelligent readers outside. We\n\nneed to know\n\nmuch more than we do at present about how good readers read in life — how\nthey read novels, how they read poetry. But one fact must be immediately\nevident even to the casual observer : the good reader outside of school reads\nmuch more and reads it, generally, much more rapidly than we encourage\nor permit our pupils to do.\nNow it is easy enough to raise a hue and cry against this mode of reading,\nespecially when it is employed for reading great or even serious books. But\nthe fact seems to be that the more rapid reading is the type employed by\nintelligent people (including, let us hope, ourselves) in most of the reading\nsituations of life. Certainly it would seem to be nearer the ideal or the\n\n"}
{"page": 41, "printed_page": null, "text": "37\nGeneral\n\nSessions\n\npractical pace than the slow, ponderous, intensive study-reading that we\nhave favored in school.\nMiss Coryell’s investigation, which has been the model for several others,\nproves clearly that the socalled extensive method does not bring down the\npenalties we had prophesied would light upon the hapless child who reads a\nclassic in a relatively short time. He emerges with as much objective knowl¬\nedge as the child who spends much more time on it ; he even runs the Regents\ngauntlet with his head, bloody, perhaps, but unbowed. Indeed if the measure¬\nments of the two methods were delicate enough, they would probably prove\nthat the child who reads extensively obtains a great deal more of the profits\ninherent in literature — whatever they are — than the child who is con¬\nstrained to read intensively. For one thing, he gets more pleasure, I should\nguess. And if he does, I would be willing to close the case at that point,\ninasmuch as I regard the receiving of pleasure as the one valid test of the\nsuccessful reading of literature.\nBut we need no argument as to how reading should be done in school.\nWe need only to discover how it is done in life — done, that is, by the people,\nincluding young people, who read much and read good books. No one can\ndoubt that they cover more ground and at a more rapid pace than we have\nwished our pupils to do. Very well ; let us admit they are right and we have\nbeen wrong, or at least that they are nearer right than we have been. Then\nwe shall be free to act in our rightful capacity, and in a gracious role: wTe\ncan help formulate a better technic for rapid reading, a technic which will\nperhaps preserve the gusto, the zest that now characterizes reading in life\nand add to it something of the desirable thoughtfulness that characterizes\ngood reading in school.\n\nBut you will remember that I promised — or threatened — to make two\napplications of our guiding principle to composition and language.\n3. An English curriculum based honestly upon the most common and\nmost useful language practises in life would reduce severely the composition\nwork\n\nin school and\n\nincrease liberally the socialized language\n\nactivities.\n\nFor there is pretty reliable evidence that an overwhelming proportion of\nthe language of life is not compositional in its nature. It is not discourse,\nit is not structured, architectured language ; nor do the compositional quali¬\nties of unity, coherence, proportion, and such like, appertain to it. The\nlanguage of life is largely group activity, it is social behavior ; and the quali¬\nties of effectiveness are social rather than rhetorical: adaptability, coopera¬\ntiveness, tact, appropriateness, naturalness, humor, and the like. For most\nadults and young people the only types of composition, that is of planned,\nunified, consistent, solo- language, are: stories of the incident and personal-ex¬\nperience variety ; letters ; uninterrupted explanations ; and occasional speeches.\nIt is the social types, conversation, discussion, informal arguments, and the\nmyriad brief, off-hand activities in bargaining, playing, working, carrying\non human enterprises — it is these that constitute the language of daily living.\nNo one who observes these activities critically can doubt that for success¬\nful participation in them we need education, the education of doing under\n\n"}
{"page": 42, "printed_page": null, "text": "38\n\nNational\n\nEducation\n\nAssociation\n\nconditions favorable to learning to do better. And no one can doubt that\nthe school English program has failed to provide this education. One reason\nit fails, I think, is that most teachers conceive of the composition as a kind\nof general tool, a universal solvent, a panacea for all linguistic ailments,\nhence rely upon composition work as a means of teaching social language.\nIt would seem to me that the only way to teach the arts of conversation,\ndiscussion, and other forms of social language, is to teach them specifically,\nnot to teach something as different, as composing.\nI hope I am not being misunderstood. I strongly believe that the schools\nshould equip people to think thru the problems that arise in their lives and\nin their academic subjects, and also, as far as is possible, to write out and\n\ntalk out their thoughts in connected, orderly fashion. But this is an institu¬\ntional objective: it is not a peculiar function of the English department. I\nwould have the English department, insofar as it includes composition, to\ndeal not with composition per se, but with reports, articles, stories, with the\nspecific types of structured writing and speaking that are found in life.\nWe should regard the composition, like the geometric proposition and the\nsyllogism, as both too narrow\nlogical\ntional use.\n\nand too broad for effective educa¬\n\nAnd while I am dealing with the thought factor in language, may I express\nmy conviction that conversation and discussion are for most people the most\ncommon, convenient, and useful instruments for stimulating thought and ar¬\nriving at conclusions. But it is, after all, not the intellectual elements in\nlanguage that are most important in life ; it is the social, the behavioristic\nelements. Not primarily for training in thought should we teach language,\nbut for training in social behavior, in group conduct.\n4. The fourth application of our general principle may be stated thus:\nThe\n\nacceptable colloquial language\n\nof school English. That\n\nof life should\n\nbe the standard\n\nthe acceptable — or accepted — language\n\nor norm\n\nof life, the\n\nlanguage that serves as the medium of communication in nearly all the\nsituations of our everyday existence, is prevailingly of the colloquial type\nis manifest. There is no time, and perhaps there is here no need, to define\nthat colloquial language. It is characterized by loose, free-flowing sentences ;\nby contractions and elisions ; and particularly by a style that runs naturally\nand somewhat negligently into idioms, slang, and the easy diction of the\nvernacular. It is the proper because the appropriate language for small,\nintimate, social groups, and for common affairs. Typically, it is natural,\nlight, picturesque, humorous; it may be gay and brisk and witty, or it may\nbe suggestive of the deeper emotions. Sometimes, of course, it is and should\nbe commonplace and trivial. At its worst it is characterized by inane and\ncoarse slang, by gross language and grammar blunders, by slovenly enuncia¬\ntion. But whatever its faults, it is basically the English language, the most\nancient and respectable, the most democratic, the most versatile, and the most\nuseful means of expression and communication. All other modes or styles\nare off-shoots from it, are, in a sense, dialects of the mother tongue.\nThere is no question, I think, that the schools have generally preferred a\n\n"}
{"page": 43, "printed_page": null, "text": "39\nGeneral\n\nSessions\n\nbasic style that is opposed to colloquial language. We have striven for a\nstyle that is either formal and bookish or, on the other hand, literary — each\none, of course, worthy of its place, but neither capable of performing the\nvast and varied services of the vernacular. We have tried to outlaw slang\nand the homely, vigorous, idiomatic phraseology of John Bull and Uncle\nSam. We have refined and polished, we have clipped and pruned, we have\nscholasticized and schoolmastered our lusty English, we have made hair¬\nsplitting distinctions between linguistic tweedledums and tweedledees. And\nall to no avail. Unless the students of the subject are in error, the schools\nand the whole tribe of grammarians and keepers of the well of English\nundefiled have not altered by a degree the development and history of the\nlanguage. The reason they have not is, that they have been opposing the\nvery genius of the language; their tiny rules have been in conflict with\nelemental laws. The gumption of the people has been too much for the\npedantry of the schools.\nNot that the schools cannot and should not have a salutary and educative\neffect upon colloquial language. They can and should — and they will, as\nsoon as they believe in it, respect it, trust it. The moment we quit, for\nexample, the task of chiding back the waves of slang and begin to devote\nourselves to discrimination, for ourselves and our pupils, between desirable\nand undesirable slang, we shall have effect. As soon as we cease making\nfinical distinctions between shall and will, as soon as we give up treating\nas belonging to the same felon class the gross and the trivial, the venal and\nthe venial, then we are in a position to help people use better the colloquial\nlanguage they will use anyhow. Then we shall be aligned with, not against,\nthe pressures and processes of life. And we need not fear lest the fine art\nof teaching be neglected. It is, I suspect, as difficult to master an effective\ncolloquial style — a style both full-blooded and refined, both natural and\nthoughtful — as the formal style or even the literary style; as difficult and\nmuch more important.\nThe most notable recent contribution to our knowledge of disputed usages\nis the Leonard monograph, “Current English Usage.” This was published\nin November, 1932, by the National Council of Teachers of English. But\nthe fact that the National Council published the monograph is not to be\ntaken as evidence that the Council as an organization approved the findings.\nThe National Council does not consider itself an academy capable of ruling\non points of usage. Individually many of the Council members regard the\nfindings as acceptable and applaud the movement toward the determination\nof what is desirable current use, with the consequent elimination of what\nhas been termed “old purist junk.” But many members of the Council are\nopposed to many of the findings, and some of them are quite certain the\nmovement is harmful. The Council per se regards this monograph as a\nsound, scholarly study, of sufficient scientific worth to deserve publication\nand distribution. It is somewhat in the position of the publishing company\nwhich issues books containing material which individual members of the\nfirm do not accept, or it is like a graduate school which approves theses\n\n"}
{"page": 44, "printed_page": null, "text": "40\n\nNational\n\nEducation\n\nbecause they are scientific, tho members\nwith the findings or the conclusions.\n\nAssociation\n\nof the faculty may\n\nnot at all agree\n\nBut what strikes a student of the subject as amusing is, that apparently\nmany people regard the Leonard study as a bolt from the blue, as a new and\nunsuspected and subversive attack on established and sacred matters. As a\nmatter of fact, there is not one of the expressions studied by Leonard which\nhas not been in divided usage, some of them for a long time, with the issue\nclearly defined and the battle lines sharply drawn. There is not a new item\nor a new point of view in any part of the Leonard monograph. What Mr.\nLeonard did, was to secure and then to record and arrange the opinions of\na considerable number of persons on disputed expressions, persons whose\njudgments had weight: linguists, lexicographers, publishers, teachers of Eng¬\nlish, and the like.\nIt seems to me, that perhaps the most notable and useful feature of the\nLeonard monograph, as well perhaps as a number of other studies in collo¬\nquial usage, is that, it does establish, within its limits and for its own pur¬\nposes, the importance and acceptability of the colloquial style. And that is all\nI am insisting upon. I believe the schools should accept as the standard and\nnorm the effective colloquial language employed outside the school, and\nshould then attempt to train children and young people in fine and discrimi¬\nnating use of the colloquial style.\nI have stated and discussed the principle, and I have given applications of\nit, two from the field of literature and two from the field of language and\ncomposition. It is evident that many other and perhaps more important ap¬\nplications might be made. I am firm in the belief that if we would approve\ngenerally the best and most successful practises in the field of reading and\nlanguage outside the school, and then would pledge ourselves to a program\nof improving those activities, we should all be in a happier situation. We\nshould then bridge that unfortunate gap which yawns between the English\nof life and the English of school. We should be in touch with and in line\nwith the great social forces that control. Conceivably, then, the schools would\nactually help the children to engage more effectively in those linguistic and\nliterary activities that they are engaging in anyhow.\nEDUCATION\nGLENN\n\nFRANK,\n\nAND\n\nPRESIDENT,\n\nTHE\n\nAMERICAN\n\nUNIVERSITY\n\nOF\n\nFUTURE\n\nWISCONSIN,\n\nMADISON,\n\nWIS.\n\nThe two phases of the crucial issue of public economy in its relation to the\nfuture of the schools and of public education in its relation to the future of\nthe nation are inextricably interlocked, but I shall speak of them in turn,\naddressing myself, first, to the problem of public economy in its relation to\nthe future of the schools, and, second, to the problem of public education in\nits relation to the future of the nation.\nThat it is necessary for public institutions as well as private individuals to\ntighten their belts in lean years may be accepted without argument. I have\nbroken my lance as often as any other American against waste, inefficiency,\n\n"}
{"page": 45, "printed_page": null, "text": "General\n\nSessions\n41\n\nand the retention of manifestly obsolete public services. I lifted my voice and\nlent my pen in behalf of such economy when the economic skies were bright\nand the bloated statistics of a bogus prosperity tempted private individuals\nand public institutions alike to reckless prodigality. I think, therefore, that\nI have earned the right now, when the economic skies are dark and the stern\nfact of a depleted national income confronts us, to speak of the national\ndanger that lies coiled at the heart of economy measures that are not dictated\nby a statesmanlike sense of relative values.\nThe necessity for economy is indisputable. The nature of economy is de¬\nbatable. The form of economy may make the fact of economy either a\nnational asset or a national liability.\n\nThere are those who think that for educators to speak now of the dangers\nconfronting education and the other social enterprises of government in the\neconomic crisis that has chilled and arrested the national life is a kind of\ntreason to those who are wresting with the almost insuperable task of bal¬\nancing public budgets. In the minds of such Americans, budget balancing has\nbeen lifted to the dignity of a religion, and in this improvised religion they\nfind mandate for the merciless inquisition of public servants who seek to keep\nthe national mind reminded of those immediate human values and those\nlong-time social responsibilities that lie behind public budgets and for which,\nindeed, public budgets exist.\nI cannot concur in this point of view! I am not so blind as to assume\nthat a nation can suffer an economic dislocation as profound as this without\nits institutions having to adjust themselves to its impact. I do not suggest\nthat the teacher should be exempt from his just share of the sacrifices the\ntime may necessitate even after a broad and socially sensitive statesmanship\nhas given its best to the situation. But, in a phase of economic crisis, there are\ninterests that lie beyond economics, and, unless these interests that have to\ndo with the bodies and minds and spirits of the men and women and chil¬\ndren of the nation are safeguarded in the midst of crisis, economic recovery\nitself will prove a barren achievement. It is quite as important to balance the\nnation’s life as to balance the nation’s budget. It is quite as important to\nprevent a social deficit for the future as to wipe out a financial deficit in the\npresent.\nThe great army of laymen who are serving on the governing boards of\nschools, colleges, universities, libraries, hospitals, and kindred social institu¬\ntions, on city councils, in state legislatures, and in Congress are facing almost\ninsurmountable difficulties in making ends meet. The Banquo’s ghost of in¬\nsufficient public income persistently haunts their consideration of imperative\npublic expenditures. These laymen, charged with the guardianship of these\nbasic public services, must function in an unprecedentedly distracting atmos¬\nphere. A thousand and one competing demands beat about their desks. They\nare caught in the cross-fire of irrational demands for increasing public ex¬\npenditures and equally irrational demands for decreasing public expendi¬\ntures. They are told, in one breath, that the buying power of the period\nmust be increased and, in the next breath, that the buying power of govern-\n\n"}
{"page": 46, "printed_page": null, "text": "42\n\nNational\n\nEducation\n\nAssociation\n\nment must be decreased. If, in this distracting atmosphere, they are to bal¬\nance public budgets without unbalancing the life of community, state, and\nnation, they need all the help that can come from responsible and unham¬\npered discussion of those forces and institutions upon the full and effective\nfunctioning of which the physical health, intellectual discipline, and spiritual\nstability of the future depend.\nTo prosecute such discussion in the midst of the direst fiscal difficulties\n\nthat have confronted government in this generation is not treason but coop¬\neration. Indeed, the highest cooperation we can give to the men and women\ncharged with the appropriation of public funds is to hold so high that all\nmay see the banner of those values that lie beyond economics, the values\nwe can least afford to lose, the values without which prosperity becomes a\npoison in the nation’s vitals.\nIt has been part of the genius of America that we have invested liberally\nin education. For this reason, it was inevitable that, when depression began\nto enforce retrenchments in public expenditures, there should come an\nunusual concentration of public attention upon the schools. For no large\npublic expenditure can be exempt from public examination when the public\nincome nose-dives to new low levels. Nor should it. But it is the business\nof social statesmanship to turn this depression-induced concern with the\nschools to constructive rather than destructive account.\n\nIn a phase of crisis, like this, there is always a flare-up of superficial and\nsinister criticism of the schools by demagogs who are willing to play horse\nwith anything they think they can capitalize to their personal or political\nadvantage. If the nation listens to such voices now, we may wreck in a year\nthe achievements of a quarter century. But, by and large, the common sense\nof our commonwealths can be trusted to take care of their demagogs, at least\nthe more blatant of the breed. But the most serious threat to education\nis not the obviously blatant demagogy. The schools of the nation\nare today threatened with emasculation at the hands of dishonest reduc¬\ntionists who have subtly hidden themselves in the camp of honest advocates\nof essential retrenchment. The honest advocates of essential retrenchment\nare deeply concerned that the door to educational opportunity shall be kept\nopen to the sons and daughters of all classes and all conditions of men. The\n\njust now\n\ndishonest reductionists, where their indifference cannot be traced to igno¬\nrance, seem willing to undermine public confidence in the whole system of\nfree public education if their ends can be achieved thereby.\nWe have been stampeded into hysteria regarding public expenditures that\nbears all the ear-marks of the hysteria that swept our sanity from its mooring\nduring the World War. And, broadly speaking, the same forces have engi¬\nneered these two aberrations of the national mind, namely, the forces stand¬\ning to profit most from these hysterias. Under the hysteria of war-time\nthe greatest benefactors of society were supposed to be those who rounded\nup the most pro-Germans, slackers, and bolsheviks, and, in the round-up,\nanybody standing in the way of the forces that thought to gain from the\nworld storm was pretty sure to be plastered with the label of pro-German,\n\n"}
{"page": 47, "printed_page": null, "text": "General\n\nSessions\n\n43\n\nslacker, or bolshevik. Under the hysteria of the depression period it is as¬\nsumed in some quarters that the greatest benefactors of society are those who\nserv¬\nare today casting the most withering aspersions upon the servants and\nices of local, state, and national government.\nI am not speaking of the honest alarm that many properly feel at the\ndesir¬\nincreasing costs of government, and I am not questioning the urgent\nthat\nability of eliminating manifest waste and dismantling obsolete sei vices\nis all to the\nmay be found clinging like branches to the ship of state. This\nwith\ngood. But beyond this honest concern with essential economy I agree\nthose who sense in the nationwide cry against governmental expenditures\nthree deliberate purposes masking behind the cry for economy.\nto shift the blame ior\n(1) The determination of a discredited economic leadership\npublic attention\nthe depression to the shoulders of government and thus to divert\nise.\nenterpr\nal\nnation\nthe\nof\nfrom its own muddling mismanagement\na point where incomes\n(2) The determination to cut governmental expenditures to\ndrastic the drop\nand inheritances will not face further tax drafts regardless of how\nin revenue from property taxes may become.\nion of governmental ac¬\n(3) The determination to stop by starvation the extens\na simpler day, leaving\ntivity, to compel government to return to the simpler role of\nto reenact the ventures\nto the leadership of private interests an unfettered freedom\nmay land many of\nin irresponsibility that landed the nation in economic disaster and\nthe idols of yesterday in jail or in exile.\n\nIn a time when honest economy is imperative, it is not, I know, popular to\nlivery\ndirect attention to these ulterior motives that parade in the borrowed\nhealth of the\nof honest economy, but upon their exposure now the future\nto gain\nnational enterprise will depend. And no group in the nation stands\nminded\nmore from such exposure than the realistic, honest, and socially\nleadership of American business, industry, and finance.\nditures theie\nUpon the imperative necessity for economy in public expen\nmy with states¬\ncan be no disagreement. I insist only that we effect that econo\n. It is pos¬\nmanlike foresight for the future of community, state, and nation\nin allowing\nsible to be quite as short-sighted in administering economy as\nlimited interests\nextravagance. We can so easily economize blindly or let\nthe grave\ndictate the schedules of retrenchment. And this, gentlemen, is\nmy.\nnational danger that lurks in our current concern with econo\nby the blind reduc¬\nThe country over, educators are being roundly damned\nls in the budget\ntionists for standing guard over the interests of the schoo\ncertain type of news¬\nsessions of local, state, and national government. A\nthought that the educa¬\npaper and a certain type of politician would have it of what happens to the\ntors are out to feather their own nests regardless\nutter disregard of\nother servants and other services of government and in\nthey aie manifest y\nthe plight of private business. If there be such educators\ntors thruout the nation\nunworthy of their profession. The vast army of educa\nhysterias by doing\nwho, in this crisis, are flying in the face of trumped-up\nfinancial strangulation\neverything within their power to save the schools from\nbecause their sense of\nand increasing political manipulation are doing so\nme responsibilities\nrelative values tells them that education is one of the supre\n\n"}
{"page": 48, "printed_page": null, "text": "44\n\nNational\n\nEducation\n\nAssociation\n\nand functions of government ; that, after the provision of relief for\nthose in\ndistress and out of work and the protection of life and proper\nty, education\nis the most impoitant single obligation resting upon government\nin this\ncrisis. It is to education alone that we can look to produce\na leadership\nfor the future that might conceivably use this magnificent machin\ne economy\nof ours to free the race from drudgery, poverty, and insecurity\ninstead of\nletting us starve in a world of too much food, and go workless in\na world\nwith a million undone tasks, suffering all the perils of scarci\nty in an age\nof plenty.\nThis is all I purpose to say on the problem of economy in its relati\non to\nthe futuie of education. I am so completely on record, in the\neducational\njournals and elsewhere, respecting this issue that repetition here is,\nI think,\nunnecessary.\n\nThe deepei problem that makes the issue of statesmanlike econo\nmy so\ncrucial is the problem of education in its relation to the future of\nthe nation.\nAnd to this problem I now want to turn.\nthe moment, filled with premonitions of profound change\nin the political, social, and economic life of the United States. The forces\nof\nchange may be damned up by inflexible traditions until they break\nthe dykes\nv ith a lush of 1 evolutionary energy or they may be directed by\nflexible intel¬\nligence into a process of social reconstruction that will give fresh\nsignificance\nand assured stability to our national future.\nBecause I believe that the future and fortune of all of us now\nliving will\nbe determined by the outcome of the battle royal that is now\non between\nthe forces of inflexible tradition and the forces of flexible intell\nigence, I have\nchosen to chart the issues of this battle, and to indicate the role\nof the schools\nin it.\n\nI am\n\nconvinced that profound historic change impends in the life\nand\nenterprise of our time. I am not sure of the direction this chang\ne will take.\nWe may be in for a long retrogression or we may be on the\nthreshold of\nrenaissance. The blackening of the skies that began in 1929\nmay have her¬\nalded a pei manent eclipse of our national genius or these\nmay be but the\ngrey houis before a social sunrise that will warm and illumine\nour lives\nwhere transient disaster has chilled and darkened them.\nIn either case, the\nAmerica of tomorrow will be radically different from the\nworld of yester¬\nday’s textbook or of today’s newspaper. And what that world\nwill be like\nwill depend upon whether the forces of inflexible tradit\nion or the forces of\nflexible intelligence direct our affairs in the days immediatel\ny ahead.\nOur national life is just now in the fourth phase of a progr\nession of events\nthat has before in history brought whole peoples to the\nsocial crossroads.\nUnless I grossly misread the meaning of the last two decades\nof American\nhistory, four distinct developments in the drift of events have\nbrought the\nAmerican social order to its present critical juncture.\nFirst, old philosophies and old procedures that had long\ndominated our political,\nsocial, and economic life fell into varying degrees of\nfutility thru the failure of\nAmencan leadership to keep them progressively adjust\ned to the new circumstances\nof this new age of science and technology.\n\n"}
{"page": 49, "printed_page": null, "text": "45\n\nGeneral\n\nSessions\n\nSecond, while this slump into futility was going on, new philosophies and new\nprocedures, alert to the needs and adapted to the nature of the new age of science\nand technology, were being patiently and unobtrusively elaborated by scientists and\nseers whose historic mission it is to be the unofficial statesmen who, in freedom from\nthe clamor of constituencies and the compulsion to compromise, blaze new trails of\nsocial organization and political action which the official statesmen may follow if\nthey will.\nThird, thru a long period of manifest maladjustment between the old policies and\nthe new problems of American life, despite the heavy hand this maladjustment laid\nupon the lives of men, the masses of Americans generally clung uncritically to the\ndoctrines of the fathers in matters political and economic.\nFourth, in the wake of the worldwide economic collapse, from one end of the\nUnited States to the other, men have been shaken out of the sterile serenity that\nmarked their mood in the days of our jerry-built prosperity, with the result that today\nthey no longer display their accustomed reluctance to question the major assumptions\nupon which their lives and enterprises have long been organized.\n\nIt is the mood of this fourth phase that makes critical the present juncture\nin American affairs. The tether of traditional loyalty has slipped as men\nhave watched the ground-stakes of their social and economic orders loosen.\nIn the days of our phantom prosperity we were sleek and self-satisfied. We\nwere well-fed and wanted nothing so much as to be let alone. We were\nimpatient of those queer persons who seemed forever to be poking about the\nfoundations of our social and economic institutions. As if anything could be\nwrong with a civilization that paid such excellent dividends! The missioners\nof political, social, and economic readjustment got short shrift at the hands\n\nof the crowd\n\naround the ticker-tape.\n\nNew movements had, in the main, hard sledding. Almost the sole excep¬\ntion to this was the lush growing of bootleg religions and the rise of an\napostolate of fakers who led thousands of otherwise intelligent men and\nwomen to believe that, in their wistful quest for the deeper meaning of\nexistence, they could suck the juices of a living gospel from the dead rinds\nof ancient superstitions or the green stalks of bogus psychologies. Perhaps\nmankind will always rebel in this irrational way against an era that becomes\nso exclusively absorbed in the goods and chattels of a crass prosperity ! At\nany rate, aside from this single exception of the gullible embracement of\nimprovised religions, we were, until the chill and arrest of the market col¬\nlapse fell upon us, snug to the point of blindness to the basic drift of our\ncivilization.\n\nThe era of prosperity that ended in 1929 was, for Americans, an era in\nwhich new ideas in the fields of political, social, and economic philosophy\ndid not sweep the mass mind. As the old Scotch phrase has it, the heather\nwas wet, and fires did not sweep easily across the fields.\nToday the situation is the exact reverse. The heather is dry ! Disillusion¬\nment has done its perfect work ! The crowd is again capturable ! The man in\nthe street is straining at the leash of old dogmas of politics and economics\nthat have failed to keep hunger from his stomach, cold from his body, and\nfear from his heart ! And men everywhere are fumbling blindly for the clue\nto some fresh departure in their common life ! The mass mind is hospitable\nto the bearer of new policies !\n\n"}
{"page": 50, "printed_page": null, "text": "46\n\nNational\n\nEducation\n\nAssociation\n\nSuch a mood is at once a grave danger and a great opportunity. A grave\ndanger if irresponsible demagogy dominates it! A great opportunity if re¬\nsponsible statesmanship directs it!\nIn its present mood, the mass mind is willing to follow responsible states¬\nmanship. It would prefer to follow responsible statesmanship. It may follow\nirresponsible demagogy. It will take counsel of its patience while a Roosevelt\ngathers power unprecedented into his hands and cuts the red tape that has\nbound government to the hitching-post of inaction. But it will not unduly\nprolong its patience. There is, I think, a latent impatience close under the\nsurface of the liberal patience Americans generally have displayed thru\nthese difficult days. The mass mind will expect constructive action and\ncreative results promptly to follow the freedom to act which its current\nmood has made Congress make possible. If the fruits of this freedom to act\nshould fail visibly to ripen, the mass mind will turn inevitably to an alterna¬\ntive leadership. And it may be none too discriminating in its selection of\nthe alternative!\n\nWe are past the point at which beating the tom-tom for obsolete tradi¬\ntions of politics and economics can either satisfy the mass mind or bring\nrecovery and stabilization to our national life. We still have time to choose\nbetween guided reconstruction and unguided revolt.\nI use the word “revolt” instead of the word “revolution” because there is\na basic distinction between the two. This distinction was brilliantly enforced\nby the great Mazzini in his crusade for the socio-moral invigoration of Italy\nin the early nineteenth century. It was tellingly dramatized by the Due de la\nRochefoucald as he stood with King Louis watching the Parisian mob storm\nthe Bastille in 1789.\n“This is revolt,” said King Louis.\n“No, Sire,” said Rochefoucald, “It is revolution.”\nRevolt was there, of course, but Rochefoucald was right in reminding\nLouis that he was watching the profounder fact of revolution in which his\npeople had set out deliberately to readjust the old tools of government,\nwhich were obsolete, to the new taskes of government, which were obvious.\nAnd this, as Rochefoucald saw, was a more fundamental thing than mere\nrevolt, a far-reaching process of social readjustment in which revolt was\nbut an incident that might or might not take place.\nThere can be revolt without revolution. There can be revolution without\nrevolt. In fact, the greatest revolutions are never marred by revolts. We do\nnot want a revolt. And unless intelligence abdicates, we can face difficulties\nfar more drastic than we have yet known without revolt. But, unless we are\nwilling to run the risk of a lapse into chaos, we cannot avoid revolution, if by\nrevolution we mean what we should mean, namely, evolution under the guid¬\nance of an intelligence that is neither enslaved by inflexible tradition nor\ndragged at the heels of ill-conceived change.\nChanges are forever taking place in the living peoples. If flexible intel¬\nligence were always at the helm, a process of continuous and exact readjust¬\nment of our social institutions to the new situations these changes produce\n\n"}
{"page": 51, "printed_page": null, "text": "47\nGeneral\n\nwould\n\nbe kept going. The\n\nSessions\n\nresult would\n\nnever come\n\nbe that society would\n\nto\n\ndramatic turns in the road where it had to undertake wholesale readjust¬\nments of its policies to new situations that leadership had long neglected.\nBut, unhappily, this is not the way the race has functioned to date. There\nis always a lag between the swiftly changing life and the slowly changing\ninstitutions of a people.\n\nIt is right that there should be some lag. Otherwise our institutions would\nbe in a continuous St. Vitus dance of change that would make ordered life\nto\nand productive enterprise impossible. We do not want our institutions\nchase down the street after every Pied Piper who has snared a new notion\nfrom the cloudland\n\nof theory. Most\n\nnew\n\nideas are wrong. The\n\nrace is lucky\n\nit\nif experience ratifies as true one out of every thousand new theories\nthe\nevolves. The overwhelming majority of the ideas that have survived\n— indi¬\nstress and storm of the centuries are right. We must build our lives\non the\nvidual and institutional — mainly on ideas the race has hammered out\nanvil of experience. No generation can expect to add more\nthe wisdom of its ancestors.\n\nthan a little to\n\ncer¬\nThe balance between tradition and change is a question of degree. A\nt of\ntain amount of social lag is, as I have said, desirable in the interes\nity with\ncontinuity and stability. But our institutions must maintain continu\ness\nthe future as well as with the past. Otherwise they will be left tenantl\ncommand.\nand dark by a generation whose allegiance they can no longer\nnot mere\nAnd their stability must be the equilibrium of steadied action,\ncurrent\ninertness. Otherwise they become but so much lumber cluttering the\nsocial\nscene. But a certain degree of lag between institutional change and\nconcern.\nchange is, I repeat, necessary if civilization is to be kept a going\ninstitutions,\nIf, however, we permit the policies and procedures of our\nchanges\nunder the lordship of inflexible tradition, to lag too far behind the\nglaring\nthat are taking place in the society they were designed to serve, the\nlead an\nmaladjustments that result produce a social instability that may\nthe sound as well\notherwise patient people blindly to break continuity with\nas the unsound values of the past.\n\ncan affairs to\nThis, I fear, is the pass to which we have permitted Ameri\nreport of former\ncome. It is impossible to read the two major volumes of the\ntogether\nPresident Hoover’s Research Committee on Recent Social Trends,\nwithout real¬\nwith the subsidiary volumes that elaborate its varied aspects,\nin its needs, a\nizing that our civilization has become, both in its nature and\ns when they\ncivilization radically different from that which faced our father\ninstitutions of our\ndetermined the major patterns and designed the major\nphysical science and\npolitical, social, and economic life. Under the impact of\ning ci\\ lliza\nindustrial technolog}\", the problems that this changed and chang\ne, to the chuich,\ntion puts to government, to business, to industry, to financ\nsurveyed in these\nto the school, and to the family, as these problems are\nthat faced us even a\nvolumes, are drastically different from the problems\ndramatizes as no\ngeneration ago. And the report of this Hoover committee\n\n"}
{"page": 52, "printed_page": null, "text": "48\n\nNational\n\nEducation\n\nAssociation\n\ndocument befoie or since has dramatized, the fatal lag between\npolicies and our new problems.\n\nour old\n\nMost of the major patterns and most of the major institutions of\nour\npolitical, social, and economic life were designed in terms of a civilization\nin\nwhich the scale of enteipiise was small, the relationships of life\nsimple, and\nthe tempo of affairs slow. The institutions must now function in a civiliz\na¬\ntion in which the scale of enterprise is vast, the relationships of life\ncomplex,\nand the tempo of affairs swift.\nThe problem of this generation is to see to it that the sort of sweepi\nng\nchanges reflected in this Hoover report, and a rational adjustment\nof our\ninstitutional policies thereto, shall proceed as a guided reconstruction with¬\nout levolt. And nothing save a flexible intelligence, mediating wisely\nbetween\nthe forces of tradition and the forces of change, can insure this result.\nMie future of mankind will be bravely imperiled,” said John Stuart\nMiH, ^ great questions are left to be fought out between ignorant change\nand ignorant opposition to change.”\nGieat economic and social forces flow with tidal sweep over communities\nonly half conscious of that which is befalling them,” said Viscount Morley.\nWise statesmen are those who foresee what time is thus bringing,\nand try\nto shape institutions and to mold men’s thoughts and purpose in accordance\nwith the change that is silently surrounding them.”\nIt is this emancipation from inflexible tradition and this exercise of flexible\nintelligence, expressed and exemplified by the John Stuart Mills and the\nJohn Morleys, that constitute the most crying need of this distraught time.\nIt is this sort of judgment and action that the schools must prepare men\nto\nbring to the readjustments that have become imperative as a result of the\nsilent but sweeping revolution that science and technology are workin\ng in\nthe political, social, and economic arrangements of American life.\nT. he question is not what we should think about some hypothetical revolt\nthat the bogey-makers picture as stealing upon us unawares, like a thief in\nthe night, hidden in the cloak of some professor who has seen and said that\nwestern capitalism must effect a sounder distribution of buying power if\nit\nexpects to survive, or lurking in the surplice of some clergyman who has\ncome to suspect that maybe war is not the whole will of God.\nThe question is what this generation purposes to do about the actual\nrevolution thru which the United States is now passing, the revolution which\nthe Hoover Committee on Social Trends so ably documented.\nA thousand pressures — social, professional, and economic — will be put\nupon oncoming youth to spend its energies fighting the windmills of imag¬\ninary thieats of revolt instead of bringing its intelligence carefully\nbut\ncourageously to bear upon that guided reconstruction of American life which\nis the only alternative to the increasing insecurity and ultimate collapse\nof\nour social and economic orders. It is the business of education to help\nmen\nto resist these pressures.\nI here are frightened leactionaries who are sure that we are drifting\ninto\nCommunism. There are frightened radicals who are sure that we are drift-\n\n"}
{"page": 53, "printed_page": null, "text": "49\nGeneral\n\nSessions\n\ning into Fascism. We shall be well advised to take these fears with a grain of\nsalt. Nations never drift either into Fascism or into Communism. Nations go\nFascist or Communist only when the soil is thoroly prepared for the seed and\nwhen there is behind the Fascist or Communist push a capable, clear-headed,\nand closely knit group able to get its hands on the levers of military and\neconomic power. There is nothing in the American picture to indicate that\nwe have reached or shall soon reach such a point.\n\nmay, I think, dismiss the chance of a Fascist coup. And a Communist\noverturn is, in my judgment, even less likely. Even the more moderate move¬\nment of American Socialism has not made dramatic headway during the last\ndecade. In 1920, Eugene Debs polled more than 200,000 votes in New A ork\nState and more than 900,000 votes in the country as a whole. In 1932, in a\ntime of incredible economic hardship when the wine of discontent was\neverywhere in ferment, Norman Thomas polled only about 175,000 votes\nin New York State and some 800,000 votes in the country as a whole. We\nWe\n\nare not an easily inflammable people. And, for this reason, I refuse to be\nstampeded by the alarmists. I believe that free capitalism and political lib¬\nerty, corrected in the light of experience and adjusted to manifest economic\nfacts, will be in the forefront after all of us now living have long been dead.\nBut candor compels me to say that this prophecy can only be made contin¬\ngent upon our willingness to face fresh facts with fresh minds and to\nrethink and recast our basic policies respecting wages, hours, prices, profits,\nand control, as well as the processes of democratic self-government, in the\nlight of the new circumstances of this new age of science and technology.\nThere is no area of our common life — whether it be politics, economics, or\nreligion — in which the current situation does not call for flexible intelligence\neither to set new objectives for our institutions or to evolve new weapons\nwith which to battle more effectively for old objectives that are still valid\nbut in danger of being lost.\n\nCertainly flexible intelligence is needed in the field of politics. Political\naction has lately assumed a new importance for the American future. Donn\nByrne, colorful weaver of colorful tales of his adored Ulster, once wrote,\n“I have never yet seen a government that brought heavier apples to the trees\nor heavier salmon in the rivers or a more purple heather and for this reason\nthis\npolitics means nothing to me.” It was doubtless temperament that led\ntheie\nBut\n.\npolitics\nCeltic prose-poet to assume this cavalier attitude towards\n.\nare social analysts who share this point of view on more objective grounds\nconomic\nAnd it must be admitted that, on the deeper levels of our socio-e\nof the\ndevelopment, signs have not been wanting that we may be passing out\nof our\nage of politics. The tone and temper, if not indeed the very structure,\nof physical\nsociety are increasingly determined by non-political forces. Forces\ntion!\nscience! Forces of industrial technology! Forces of cultural revalua\nfor the\nThese, rather than the decisions of politicians, are the forces that,\ntions.\nlast half century have been making, unmaking, and remaking civiliza\nstrangely\nAnd yet, at the moment, American destiny is, I am convinced,\nwe can contrive\ndependent upon the quality of political thought and action\n\n"}
{"page": 54, "printed_page": null, "text": "50\n\nNational\n\nEducation\n\nAssociation\n\nto bring to the direction of our industrial and international affairs in the\nmonths immediately ahead. It is, I suspect, a flexibly intelligent political\nleadership, and it alone, that can break the impasse to which the forces of\nscience and technology, under the aegis of obsolete political and economic\npolicies, have brought the American social order. W e cannot expect more\nthan transient and insecure phases of recovery until we have rethought and\nrecast our policies respecting wages, hours, prices, profits, and the control\nof economic processes generally in terms of the new circumstances brought\nabout by science and technology, and until we have achieved a rationalized\nprogram of world relations. I am being driven reluctantly to the conclusion\nthat, as American life is now organized, we may not find in the ranks of\nbusiness, industry, and finance a leadership that can promptly enough effect\nthe basic readjustments of economic policy that events are forcing upon us\nas the price of our recovery and stabilization, and that, for the time being\nat least, the initiative for these readjustments must come from political\nleadership.\nThis throws a heavy responsibility alike upon political leadership and\nupon political followership. It was a call at once for firm adherence to the\npolitical and economic principles that time has tested and found valid and\ncareful but courageous experimentation in the elaboration of new policies.\nOfficialdom is normally conservative. It likes to play safe. It sticks close to\nthe routineer and, at best, but flirts with the innovator, the pioneer, and the\nprophet. But an offiicialdom that does not now play a little more freely away\nfrom the bags at the bases will be broken. Dean Inge of St. Paul’s Cathedral\nin London has said that “mankind has honored its destroyers and persecuted\nits benefactors, building palaces for living brigands, and tombs for long-dead\nprophets.” Political leadership needs now to give a trial to the living prophets\nand to bring to trial the living brigands. And political followership needs\nnow, regardless of party, to give ungrudging support to any political leader¬\nship that is willing so to do.\nCertainly flexible intelligence is needed in the field of economics. The fate\nof private initiative is definitely at stake in the whirl of affairs at Washing¬\nton today. Rugged individualism is on the run. This throws an unprecedented\nchallenge to the sincere friends of private initiative. I count myself among\nthe friends of private initiative. I am not at all enamored of the prospect of\nhaving my own and the nation’s life ordered about by bureaucrats. In the\nlong run I doubt the wisdom of having political persons dictate in detail the\nplans and procedures of American industry. But I am, I hope, a realist. And\nI set it down as a deep conviction that a sustained study of the passing show\nhas forced upon me that if the freedom of private initiative dies on this\ncontinent its friends will be responsible for its death because they failed to\nbring a flexible intelligence to its modernization.\nThere is, as I have said, no dominant body of Fascist or Communist\nthought in the United States. Franklin D. Roosevelt does not want to be\ndictator. But neither an intelligent President nor an impatient people will\nstand idly by and see a civilization sink just in order to preserve the dogma\n\n"}
{"page": 55, "printed_page": null, "text": "General\n\nSessions\n\n51\nof private initiative. It lies, I think, with the leadership of American busi¬\nness, industry, and finance to say just how far infringements on private\ninitiative shall permanently go.\nIf the leadership of American industry will pool its varied genius in a\nnationally integrated effort to work out and to put into effect wage, hour,\nand price policies that will spread the normal national income widely enough\nto provide the toiling millions with money and leisure enough to make them\na dependable market for the maximum output of our machine economy, if it\nwill reconsider with utter realism the problem of industrial control in the\nlight of the increasing tendencies towards ownership without control and\ncontrol without ownership, if it will frankly put the social function of indus¬\ntrialism above the special interests of industrialists, if it will make the in¬\ncrease, the enrichment, and the stabilization of life for the millions its first\nbusiness, and expect private profit to come, as it should come, only as a\nby-product of its statesmanlike administration of the social function of indus¬\ntrialism, neither Mr. Roosevelt nor Congress will spend much time trying\nto fasten any dictatorship on American industry — and, incidentally, indus¬\ntrialists will find the size and security of their total profits increased.\nIf bankers will produce a thoroly dependable banking system that serves\ninstead of sinks the enterprises of the nation, no one will lie awake nights\nto devise halters and hobbles for the banking system.\n\nNearly everybody in America prefers private initiative — if it will only\ndeliver the goods. The economic disaster that has befallen us is not, in my\njudgment, inherent in the nature of private initiative, but is the result of its\ngross mismanagement. Its preservation will depend, I think, wholly upon its\npractitioners’ bringing flexible intelligence to its operation in this new age of\nscience and technology.\nCertainly flexible intelligence is needed in the field of religion if we are to\npreserve certain priceless values that are gravely endangered in this phase\nof social disillusionment. Many are rightly concerned over the widespread\nsecession from belief in God, much of it unconfessed, that has been in evi¬\ndence during the last quarter century. I know the barbarisms and indignities\nthat fanatics have perpetrated in the name of God. I know the innumerable\ncaricatures that short-sighted men have drawn of His countenance, reading\ntheir own lusts and limitations into His purposes. But I also know the\nmyriad army of saints and seers whose lives, illuminated by the light of His\nand\ncountenance, have been given to fertilize the soil from which the faith\nfreedom of the race have flowered. And I am convinced that a civilization\nthat exiles God from its heart dries up one of the well-springs of its power.\nI agree with Edna St. Vincent Millay, when she writes :\nNot Truth, but Faith, it is\nThat keeps the world alive. If all at once\nFaith were to slacken — that unconscious Faith\nWhich must, I know, yet be the corner stone\nOf all believing— birds now flying fearless\nAcross would drop in terror to the earth;\n\n"}
{"page": 56, "printed_page": null, "text": "52\n\nNational\n\nEducation\n\nAssociation\n\nFishes would drown ; and the all-governing reins\nWould tangle in the frantic hands of God\nAnd the worlds gallop headlong to destruction.\n\nHow shall the forces of religion make God again believable to men who\nhave lost all faith in any lordship of life? How shall we save men from\ncynicism? How shall we help disillusioned men to recapture a courageous\nconfidence that life is not a blind dance of atoms, but a meaningful adven¬\nture worthy of deathless objectives?\nI shall not presume to make any final answer to these questions that have\nharassed mankind since the infancy of the race. But of one thing I feel sure:\nfew, if any, men are today drawn to belief or driven into disbelief in God\nby the traditional dialects of the theists and atheists. Men’s belief in God\nis buttressed or broken less by the arguments they hear than by the way in\nwhich the world in which they have to live buttresses or breaks their lives.\nW e live our way into our thinking far more than we think our way into\nour living.\nA man\n\nwhose life has been broken by the brutality of his fellows is less\n\nlikely to believe in a beneficent God. “Friends should be kind to a despairing\nman,” said Job, “or he will give up faith in the Almighty.” And, in Gustave\nFrensen’s illuminating parable, the old farmer says, “I sowed my enemy’s\nfield with corn in order that God might continue to exist.” And so, from\nan ancient scripture and a modern tale, come the corroborating assertions\nthat men’s belief or disbelief in God may be but a reflection of what society\nhas done to their lives. If we compel a man to live his life in a society bereft\nof love and its sterner counterpart, justice, we must not be surprised if he\nhas difficulty in believing in a God of love and justice.\nWe cannot expect a God of love to be convincing in a loveless world. And\nto ask men victimized by injustice to believe in a God of justice is, to say\nthe least, optimistic.\nMen of flexible intelligence will not attempt to combat atheism or to cul¬\ntivate a belief in God by sheer dialectics. They will realize that the fortune\nof religion depends less upon the explanations of professors and the exhorta¬\ntions of parsons than upon the kind of world they and their fellows build.\nAnd now my argument draws to a close. I have exalted the virtue of\nflexible intelligence as the one hope of a stable and significant national fu¬\nture. It remains only for me to say that, in my judgment, the stimulation\nand discipline of this flexible intelligence is the greatest contribution the\nschools can make to this disordered and distraught time. Need I say that\nschools cannot stimulate and discipline this flexible intelligence unless they\nare themselves free to bring a flexible intelligence to bear upon the problems\nwith which they deal? Yes, I think it must be said, for never before have\nthere been so many pressures upon the schools, the colleges, and the uni¬\nversities to mold them to a pattern, to soft-pedal their researches into living\nrealties, to tell them what they may and may not say.\nThere are three major systems of political control now functioning in the\nWestern\n\nworld— Fascism, Communism,\n\nand Democracy.\n\nFascism and Com-\n\n"}
{"page": 57, "printed_page": null, "text": "General\n\nSessions\n\n53\n\nmunism have decided what they will do with their schools. They have de¬\ncided that the laboratory must take orders from the legislature. There are\nno dissenting professors in Italy. Dissenters have either suffered exile or\nbought their posts at the price of silence. There are no dissenting professors\nin Moscow. They are nursing their wounds in Paris or picking up a liveli¬\nhood as best they can elsewhere in the Western world. And now Hitler has\nput the sign of the Swastika upon German scholarship which, until now,\nhas been the chief glory of that great people. As Charles E. Merriam has\nsuggested, it remains only for the democracies of the West to say that they\nwill not tolerate differences of opinion to make it unanimous, and then we\ncan blow out the light and fight it out in the dark, for, when the voice of\nreason is silenced, the rattle of machine guns begins.\nTHE\nPAUL\n\nMCNUTT,\n\nDUTY\n\nOF\n\nTHE\n\nSTATE\n\nGOVERNOR\n\nOF\n\nINDIANA,\n\nINDIANAPOLIS,\n\nIND.\n\nIt is all very fine to say that men are free and equal and have a like right\nto life, liberty, and the pursuit of happiness. But if vast numbers of the\nchildren of the people are left without real opportunity to make the most\nof themselves, such a saying is a mockery.\nReal democracy means that society at its best comes to the children of all\n\nthe people and sets lessons for them, makes paths for them to all the occupa¬\ntions which history has proved good.\nThe most precious thing in the state is a child, whether it be your child\nor mine or the child of the hovel in the city or of the hut in the backwoods\n\nof the hills. The birthright of that child is equality of opportunity. It is the\nduty of the state to protect that birthright, which is the basis of all social\nprogress.\n\nDemocracy does not come merely with the granting of suffrage. Democ¬\nracy comes when every man has a right to enjoy, in accordance with his\ncapacity, the opportunities which science and nature offer to the world.\nThere are certain obligations which the state cannot deny even in periods\nof greatest stress: the care of its wards and the education of its children.\nIn the one, the obligation runs to the unfortunates themselves. In the other,\nthe obligation runs to society as a whole. The hope for future prosperity\nand leadership lies in trained men and women. Children are born and grow\nup in periods of depression, as well as in periods of prosperity. It is im¬\npossible to arrest their development. They have but one chance, which can¬\nnot be postponed. Roads and buildings may wait, but not the children.\nAdequate support of public education is one of the few paramount duties\nof an enlightened government. WTose is the loss if you fail in the complete\nperformance of that duty?\nA man will feed his own, tho he himself goes hungry. And he will save\n\none corner of the earth which\n\nhe may\n\nclaim: his house, his church, his\n\n"}
{"page": 58, "printed_page": null, "text": "54\n\nNational\n\nEducation\n\nAssociation\n\nschool! The first is his. The other two he has a part in, according to the\ndegree in which he puts his heart and effort into them. By his hearthstone\nhe may live, safe and sheltered, but in these wider dwellings he finds the\nfiner security of fellowship in communion with the invisible powers that\ninspire service. Loyalty weaves of spirit a stronger cord than common sense\ncan furnish fiber for. Can it fail to bind you to our system of public\neducation ?\nIf there are moments when you say, “Our system of education is not all\nthat I would have it,” think of this: Whose are the hands that have made,\nor forborne to make its traditions? If you have failed to lend it strength,\nnow is the time to repair that error.\nEducation moves forward to perform its service to society. Are you with\nit? If you are, to the limit of your power, you cannot be outdistanced by\nthose of greater fortune or capacity. You have your place in the procession.\nIf you choose to stand aside, whose loss is greater, education’s that you\nhave forsaken it? Or yours, that it can no longer claim you?\nWe\n\nhear much\n\ntalk of economy\n\nin government.\n\nIt is imperative that the\n\ncost of government be reduced and the burden equitably distributed. How¬\never, it is possible to have rigorous frugality without false economy. False\neconomy threatens some of our fundamental institutions. What we need is\nwisdom in governmental expenditures. If expenditures are wisely made, they\nwill be economically sound. That is the important thing. Public education\nis a necessity in a republic such as ours. It is one of our ideals of government.\nWithout it we turn our backs on the painfully accumulated wisdom of the\nages and start back on the road to barbarism. The continuance of our gov¬\nernment depends upon the welfare and intelligence of the people.\nHave we come to the place in life where luxuries for private consumption\nare of greater social importance than governmental expenditures for neces¬\nsities? Are we willing to pull out the foundation stone of economic progress\nbecause we are afraid that we cannot weather the present economic storm ?\nI grant that this is a critical period. There is in some quarters fear of\nworse. It is said that the whole structure of our society is threatened by the\ncommunism of Russia. Not alone by its propaganda, but also by its alleged\npower to undersell and thus to bankrupt the entire world. It is said that\ndull-witted, vain, and insolent, we slap roundly on the rump the four horses\nof the Apocalypse, and bid them prepare anew to trample the human herd.\nIt is said that in spite of our science and invention, or because of them, we\nare approaching a period such as that which followed the decline of the\nRoman Empire. Ferrero, historian of Rome, says that. Spengler, in a book\ncounted one of the weightiest of the century, says that we are approaching\nour swift coming, unavoidable doom. Even such a man as Henry Adams,\ndescendant of presidents, student of affairs, both economic and political, says\nthat he sees upon the scroll of destiny for the United States of America, four\nfrightful choices: first , the pessimism of Europe’s dying civilization; second,\nthe tyranny of capital or of labor ; third, a return to mysticism or to clerical\ndominion ; or, fourth, a ceaseless reiteration of the old processes under new\n\n"}
{"page": 59, "printed_page": null, "text": "General\n\nSessions\n\n55\n\nguises at a monotonous level. Those are four frightful choices and they do\nnot belong upon our scroll of destiny.\nDoes Mr. Adams mean that he has lost faith in our people? Does he mean\nthat he has lost faith in the ability of the masses, as contrasted with the\nheroes and the miracle men and their classes to work out by reasonably\nadequate methods the issues which are raised in the flow of time? Certainly\nhe does not mean that. Every page of our history refutes such a statement.\nDoes he mean that he has lost faith in the genius of the American people,\na genius which has produced more by way of scientific achievement during\nthe last decade and a half than has been produced in any half century of\nthe world’s history? Certainly that genius is still with us. Certainly it can\nproduce for us those things which are absolutely essential — health, security,\nsome ability and some desire to make a worthwhile contribution to the sum\nof things as they are.\nI, for one, disbelieve the most of these frightening prophecies and defy\nthe rest. Who are these prophets of evil and where have they been? To use\nthe words of Carlyle, “They have been nowhere but where we also have\nbeen, and have seen it most a few handbreadths deeper than we now see\ninto the ocean which is without bottom and without shore.” Rather than\nchoose the words of Ferrero or Spengler or Henry Adams, or any of the\ngreat host of major and minor Jeremiahs, I would choose the words of two\nmen who faced crises in their day.\nThe first of these was Julius Caesar, who said, “Cowards die many times\nbefore their deaths; the valiant never taste death but once.” The second\nwas the man who stood at Valley Forge midst privation and suffering and\nkept his faith, kept his faith in his men, kept his faith in his nation which\nwas to be, kept his faith in his God. Washington said then (and his words\nare particularly applicable now), “The game is yet in our own hands. To\nplay it well is all we have to do. Nothing but honesty, harmony, industry,\nand frugality are necessary to make us a great and a happy people.” The\ngame is yet in our own hands. To play it well is all we have to do. Nothing\nbut honesty, harmony, industry, and frugality are necessary to keep us a\ngreat and a happy people.\nThree courses of action are open to our people. First, to surrender in the\nface of our manifestly serious problems. Second, to attempt to preserve those\ninstitutions which have grown up thru the years. The first course is unthink¬\nable, the second, un-American. No nation stands in one spot; it either moves\nforward or it moves backward. Happily the faces of the American people\nhave been turned forward.\nA third course is the only one open to us if we are to be worthy of the\nfine heritage which is ours, if we are to save our souls from damnation.\nThat course is the one which Foch took during the darkest hour of the\nWorld War, when everything had gone against him, everything. He sent this\nmessage, “My left is giving way, my right is falling back. Therefore, I am\nordering a charge, a decisive attack for the center.” We can order a charge\nand can move forward with courage, with determination, with intelligence,\n\n"}
{"page": 60, "printed_page": null, "text": "56\n\nNational\n\nEducation\n\nAssociation\n\nsolve our problems and bring about a better social and economic era in this\nnation. However, it will not be possible for us to make this third choice if\nwe deny our children access to the door of progress, which is education.\nSome states have chosen the third course. Indiana is one. The constitution\nof Indiana sets out what the General Assembly shall provide by law for a\ngeneral and uniform system for common schools wherein tuition shall be\nfree and equally open to all. It also provides that a tax may be assessed by\nthe General Assembly for common school support. The first law, providing\nfor a local tuition tax, was declared unconstitutional. Later, this decision\nwas reversed with the result that local school tax rates increased and the\nstate school tax rate decreased. The reduction in the state school tax rate\nand the unequal distribution of wealth gradually brought about conditions\nwhich made educational opportunity far from equal for all the children of\nthe state. One township would have a term of 100 days while an adjoining\ntownship, where there was a railroad would have 180 days, both having\nthe same local tuition tax rate.\nThis inequality persisted until 1905, when the first school relief law be¬\ncame operative and the state provided enough money in addition to the local\nlevy to have a six months’ term.\nThe General Assembly adopted a salary bill in 1920 making the minimum\nsalary for teachers $800. Consolidations and increased attendance raised\nschool expenditures to such an extent that the General Assembly in 1921\nincreased the state school tax rate from 5.2 cents to 7 cents and set aside 30\npercent of the 7-cent levy as a school relief or equalization fund. This relief\ncovered all school expenditures except capital outlay. In 1929 it became neces¬\nsary to increase the school relief fund from 30 percent to 45 percent of the\n7-cent state common school levy, in addition to the receipts from the chain\nstore tax. The minimum local tax rate to secure a school relief was fixed\nat $1.20.\nIn 1932 the General Assembly passed the socalled $1.50 law, fixing the\nmaximum levy for all taxing units at $1.50 on the $100. Where county tax\nadjustment boards declared no emergency under this law, many school cor¬\nporations faced the possibility of reducing the term to three months. Some\nwere not eligible for state aid and others had barely enough to meet bond\nrequirements. To meet the obvious need and to save public education, the\n1933 General Assembly enacted the school support law authorizing the state\nto pay $600 per teacher to the employing school unit, on the basis of an aver¬\nage daily attendance of thirty-five pupils, or major fraction thereof, for the\nelementary teacher, and twenty-five pupils, or major fraction thereof, for\nthe high-school teacher. One-room schools and all others unable to meet their\nrequirements become emergency cases to be handled by the state board of\neducation.\nThe school relief law provides a state tax of 7 cents and authorizes the\nstate board of education to fix the minimum local school tax rate and to make\nsuch other regulations as are necessary in order that the school units of low\nassessed valuation may avail themselves of school relief. This law enables\n\n"}
{"page": 61, "printed_page": null, "text": "General\n\nSessions\n\n57\n\nall school units to have a minimum term of eight months and to have a prop¬\nerty tax of $1.50 or less. The minimum wage law fixes the elementary\nteacher’s salary at a minimum wage of $1000 per school year. None of these\nlaws prevents a school unit from having a longer term or paying a greater\nwage than that set out in the law if it so elects. This school program will\nbe financed by a gross income tax and intangibles tax and the interests from\nthe state common school fund.\nThis is Indiana’s answer to the question how to save the schools during\na period of economic stress. The Indiana program is important because it\ndemonstrates conclusively that there is an answer to the school problem.\nThe entire obligation in this hour of need does not rest upon the state.\nIt also rests upon those who are actively engaged in educational work. It is\nnecessary for them to make a critical and searching examination of all of their\nagencies, to see which, if any, have outlived their usefulness. This is the time\nfor perfect candor — no bragging, no pretense that things are better than\nthey are, no tolerance of what should not be tolerated. All must work\ntogether to preserve and improve our system of public education in order\nthat the children of all of the people may claim their birthright of equality\n\nof opportunity. “So teach us to number\nhearts unto wisdom.”\nTEACHERS\nFRANCIS\n\nG. BLAIR,\n\nSTATE\n\nON\n\nour days that we may\n\nGUARD\n\nSUPERINTENDENT\nSPRINGFIELD,\n\napply our\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nILL.\n\nI heard David Starr Jordan say that for twenty-five years after every great\nwar the sons were shorter in stature than their fathers. It was his theory that\nin every great war the best men were killed and that the result was an\ninferior physical generation. He did not speak in particular about the effects\nof such a war upon the emotional and moral development of the children.\nIt is a comparatively easy thing for even a casual observer to see the great\nmaterial havocs that are wrought by every war. The destruction of cities,\nthe blowing up of fortifications, the sinking of ships, the destruction of com¬\nmerce, the killing of thousands of men, and the crippling of thousands of\nothers — all these are matters which the most superficial observer of any war\ncan hardly avoid seeing. It may be possible for scientific observers to dis¬\ncover that war stunts the physical bodies of the succeeding generation. But\nit requires a deeper discernment to see the much deeper and more lasting in¬\njuries that every great war works upon the emotional and moral character\nof the children born and reared under the human clouds which gather with\nevery war and linger after the actual conflict has ceased. The emotional\nstrain upon the children during any war is something that cannot easily be\nmeasured. The overstimulation by the martial music and the exciting parades\nplow deep into the tender soil of the children’s imagination and leave ghastly\nfurrows. The terrifying alarms which reach their impressionable ears of the\ndeath of dear ones produce emotional shocks which no psychiatrist can\n\n"}
{"page": 62, "printed_page": null, "text": "58\n\nNational\n\nEducation\n\nAssociation\n\naccurately diagnose. But the effect of a great war upon children goes even\nfurther. Children in their mothers’ wombs suffer terrible physical and mental\ndeformities. Moreover, they suck from their mothers’ breasts some of the\nhatred and bitterness engendered by the war.\nThe recent crime wave which has swept over all the European countries\ninvolved in the World War has brought before us some of the astounding\nfacts that murder, banditry, and suicide have had an unprecedented increase\nin these years succeeding that war ; that such other crimes as, robbery, arson,\nand rape have increased to unprecedented proportions. But altogether the\nmost alarming phase of this report is that practically all these crimes are\ncommitted by young men who were born during or since the World War.\nWho can doubt that the deep seated influences of that struggle upon these\nimmature minds have helped to produce these results? The highly colored\nstories and novels of the war and the moving pictures have helped to in¬\ntensify the effect. They have seen that under the rules of war property\ncould be destroyed, lives could be taken, all sorts of things done which are\nconsidered crimes in normal times.\nYes, it is easy for bankers and financiers, for great industrial leaders, to\nestimate what the effects of an impending war will be on industry and trade,\non finance and economic conditions. It is easy for the average person to fore¬\ncast the result of the number of men who will be killed and of their widows\nand of their orphans. It is fairly easy for anyone to see the number of crip¬\npled men who will walk the streets after such a war. But it requires a special\ndiscernment to see in advance the effect that every war will have upon the\nchildren living during the war or who are born immediately subsequent to it.\nIt would be well, therefore, when any great war is contemplated for us to\nconsider the children first. It matters somewhat whether the sons will be\nas tall as their fathers in the succeeding generation, but it matters a very\ngreat deal more whether these children will have their emotional life and\nmoral ideals seriously disturbed and distorted by such a human catastrophe.\nSomewhat the same attitude of mind is taken by the public in every great\nfinancial crisis. It is so easy for us to concentrate our attention upon the\nbanks which have closed their doors, upon the great industrial plants which\nare shut down, upon the long marching armies of the unemployed, and the\nnumber of men who have fled the country or have taken the short way out\nof their financial reverses thru suicide. I say it is comparatively easy for the\nbusy public to see these gross material results of a great nationwide and\nworldwide depression. But it requires a higher degree of understanding and\nof penetration to see the consequences of such a panic upon the childhood\nand youth of the nation or the world. No one will overlook the fact that\nin times of great prosperity, injury may come to the growing boy and girl\nby over-indulgence and that the very presence of wealth and what it can\nbuy may soften the intellectual and moral fibre of the youth. But there is\nsomething about the effects of extreme poverty and privation which brings\nvery vividly to every thoughtful mind the mental and moral effects upon\nthe children. It is so easy for us in the presence of such a financial and eco-\n\n"}
{"page": 63, "printed_page": null, "text": "General\n\nSessions\n\n59\n\nnomic disorder to spend a great deal of our time and energies in talking\nabout the tariffs and about taxation and remedial legislation of various sorts\n— all of which may or may not bring about any permanent relief. But amidst\nthe confusion and disturbance it requires the sober judgment and the discern¬\ning eye to see that the paramount matter of concern should be a plan that will\nsave the children from suffering damaging deprivations and irreparable losses.\nThe older generation will no doubt suffer great inconveniences in the lower¬\ning of the standards of living and in their disappointed ambitions, but the\neffects upon the children will be more fundamental and further reaching\nthan any of the temporary inconveniences which the adult population may\nsuffer.\n\nEveryone will recall that when the great steamship Titanic had struck the\niceberg and it became apparent that the ship would be lost, and prepara¬\ntions were being made to lower the life boats and to save as many as could\nbe cared for by this means, that the brave men upon that ship adopted the\nslogan “Women and children first.” It would be fortunate for the oncoming\ngenerations, if during this appalling financial crisis when fortunes are being\na hun¬\ndestroyed over night, when great industrial concerns that it has taken\ndred years to build up are shutting down, when banks that have had behind\nthem the keenest financial brains and the soundest integrity are closing their\ndoors — I say that during the time when these things are happening it would\ni¬\nbe well for us in considering the tremendous retrenchments and reorgan\nzations which must be made in order to adjust ourselves, that someone should\ntake the position that in all of our remedial efforts our consideration should\nbe of the children first. We can close down a great industrial plant and when\nthe depression is over it may be opened again without any serious impaiiment of the plant or to the product which it manufactures. Last June I drove\npast the great furniture manufacturing establishment at Grand Rapids,\nMichigan. It covered a large tract of land. I understood that when in opera¬\ntion it employed thousands of men and women. On the day I passed it every\ndoor and window was closed. Here and there a guard could be seen moving\nback and forth outside of the building. One could spend a good deal of time\nin regretting the closing of such an establishment with the consequent addi¬\ntions that it made to the great army of unemployed. But as soon as the panic\nlifts, the bearings of the machines will be oiled, coal will be put into the\nbunkers, and the machinery will start and the men and women will return\nto work.\nBut it is very different if we turn our attention to the situation of our\nschools which it has taken hundreds of years to build. So far as the physical\nplant alone is concerned, there would be some ground of comparison between\nit and the manufacturing establishment, but in all other respects there is a\nfundamental difference. To close down our schools would be to produce\ncertain permanent dislocations and certain permanent losses which no subse¬\nquent opening of the schools could repair. Every person officially connected\nwith the public-school system of this country knows that in this financial dis¬\nturbance in which fortunes have been lost, in which the incomes of the\n\n"}
{"page": 64, "printed_page": null, "text": "60\n\nNational\n\nEducation\n\nAssociation\n\npeople in every walk and vocation of life have been diminished, that such\nan institution as the public school, maintained by public expense, must cur¬\ntail its program and adjust itself to these changing conditions. It would be\nstupid and foolhardy on our part not to see such a situation, and it would\nbe unpatriotic in us not to make every effort possible to adjust ourselves to\nthese changing conditions. But we would be untrue to our great calling,\nuntrue to the interests of the oncoming generation, if we do not stand forth\nboldly and declare that in the consideration of these readjustments and re¬\norganizations the interests of the children must be considered first.\nI believe, in this fight to protect the rights of the children as represented\nin the schools of this country, that the 800,000 teachers constitute the first\nline of defense and as long as they are on guard I have confidence in the\nbelief that the interests of the 26,000,000 American school children will\nbe safe.\n\nNor will they be diverted from this great duty and obligation by charges\nthat they are seeking to protect their own salaries. Recently I heard a certain\nmember of a legislature, who seemed to have been born in the objective case\nand active voice, holding forth that the effort to save the teachers’ pension\nfund was evidence that these teachers were purely selfish, that their in¬\nterest was not in the children, that they were interested only in adding to\ntheir own personal salaries. Of course, it could be difficult to advance any\nargument which would penetrate to the intelligence of such a person. If he\nhad seen Annie Louise Keller as she divined the oncoming storm with its\ndangers, and as she called her little flock into the country school building\nin order to shield them from the storm; could he have seen her as she\nengaged them in a game trying to calm their fears, and as the shock of the\nstorm broke could have seen her having the children get under their desks\nto protect them from falling bricks and timbers, and especially if he could\nhave seen her as, after thus securing the children, she went to the door to\nbrace it against the force of the wind, and could he have seen her after the\nstorm had destroyed the building and had covered her with the great brick\narch, crushing out her life, but with every one of the nineteen children\nsaved from any harm whatever — even if he had seen all this, probably he\nwould still have been saying that teachers never do anything for the chil¬\ndren except when animated by selfish motives.\nDid Annie Louise Keller take counsel of her fears? Was she protecting\nthe children simply in order to earn her salary? While her heroic sacrifice\nhas been published in papers all over the civilized world, and a monument\nhas been erected to her memory, there are hundreds and thousands of other\nteachers that are showing the same courageous and determined judgment\nin their efforts to save the schools and the children from the wrath of this\ngreat financial storm, and whose motives are just as free from selfishness as\nwere those of Annie Louise Keller.\nAlfred Bayliss, my predecessor in office, was a member of a Michigan\nregiment in the Civil War. He told me that his regiment had attained the\nreputation of being a dependable regiment on guard. When the fighting\nhad been hard and the soldiers of his division needed a good night’s sleep,\n\n"}
{"page": 65, "printed_page": null, "text": "General\n\nSessions\n61\n\nthe word\n\nwould go up and down, “Sleep well tonight, boys, the Eleventh\nMichigan is on guard.”\nWhen people come to me disturbed and anxious about the schools, wonder¬\ning whether the rich content that has been put into our courses of study\nand the greatly enriched school opportunity which has been afforded to the\nchildren is going to be cut ruthlessly back by the hand of this depression, I\n\nwould like to be able to say to them, “Fear not, the 800,000 teachers of\nAmerica are on guard.”\nHOW\n\nTHE\n\nFLORENCE\n\nNATIONAL\nEDUCATION\nASSOCIATION\nTHE INDIVIDUAL\nTEACHER\n\nHALE,\n\nFIRST\n\nThe\n\nVICEPRESIDENT\n\nGrade\n\nOF\n\nTeacher , new\n\nTHE\n\nYORK,\n\nN.\n\nE. A. ; AND\n\nHELPS\n\nEDITOR,\n\nN. Y.\n\nIn an address of this length, it is of course not possible to go very much\ninto detail about the varied types of service which the N. E. A. renders to\nits members. To try to do so, anyway, would be much like carrying coals to\nNewcastle because all of you present here today are loyal N. E. A. members\nor you would not be here. Most of you, then, already know about the par¬\nticular types of service available thru the N. E. A. It is true, however, that\nthere are thousands of teachers who are not members of the N. E. A. and\nwho have very little idea of the help which the organization stands ready to\ngive them. It would be a fine thing if every member present at this conven¬\ntion would make it a personal matter to help spread this information among\nsuch teachers at a time when our profession needs organized action more\nthan it has ever done in the past. We might give the general idea of such\nhelp in the words with which the N. E. A. ends one of its leaflets descrip¬\ntive of the organization: “Lawyers have the American Bar Association;\nphysicians have the American Medical Association; teachers have the Na¬\ntional Education Association.”\nA very comprehensive description and analysis of all of the different types\nof service can be obtained by writing to either the publicity or research\ndepartments of the N. E. A. In condensed form, these data also appear in\nthe reports which you have in your hands. You are all familiar with the\nsplendid Journal of the National Education Association which, in itself, is\nworth the entire price of membership. I take it for granted that you all\nknow that we have what is recognized as the finest educational research\n\nbureau in the United States. From our research people you may get imme¬\ndiately all of the facts, statistics, and aid which you may need suddenly in\nputting the cause of the teachers before your legislatures, your schoolboards,\nor meetings of taxpayers.\nEspecially because of the nature of the times, I want to select only two of\nthe many ways in which the N. E. A. does help the individual teacher. I\nthink perhaps the greatest service rendered is the encouragement and oppor¬\ntunity which the N. E. A. is giving the individual teacher to be a person in\nhis own right. The fact that at this very meeting our two candidates for the\npresidency of the N. E. A. represent in a very large way the individual\n\n"}
{"page": 66, "printed_page": null, "text": "62\n\nNational\n\nEducation\n\nAssociation\n\nteacher, is significant of the progress which our Association has made\n\nin im¬\n\nproving the condition of teachers and their chance for a “place in the sun.’’\nOne of our candidates is a representative of the classroom teacher group,\nwhile the other is an elementary-school principal. The younger persons pres¬\nent probably do not appreciate the significance of this occasion as we do who\nhave been connected for so many years with the Association. Some of you,\nlike myself, remember that it has not been so very long since the ready\nacceptance of a classroom teacher, for example, as a candidate for the presi¬\ndency of the N. E. A. It was not so many years ago that teachers were sup¬\nposed to keep silent in a convention of this sort and to accept thankfully, at\nleast in public, the point of view and the projects handed down to them from\ncollege professors and superintendents of schools who directed almost entirely\nthe affairs of the Association. In fact, about the greatest criticism of our\nAssociation from some of the people, even today, is that the Association is\ndoing too much for the individual teacher in giving him this chance for\nrecognition. It is hard for such critics, who were used to the old order of\nthings, to realize that in school affairs, like public affairs, we are fortunately\ngoing thru the period known as a New Deal. There are no kings any more.\nAristocrats are not so very popular. This is distinctly the day of the common\npeople in all affairs of life, and it is fortunate for the N. E. A. that we have\nbeen getting ready for such a day so that we are right in the line of modern\nprogress.\nI can well remember, and so can some of you, when the first proposal to\nlift a classroom teacher to the position of president of the N. E. A. was met\nwith nothing less than horror on the part of some of the older members of\nthe Association. They predicted dire disaster for the organization. Strangely\nenough, some of the most violent fears were expressed by members of great\ninstitutions who had cried the loudest for democracy in their classrooms.\nWell, the classroom teacher was elected and the organization, like the\nWashington Monument, still stands, and no very great disasters were\nentered upon the records of the Association as a result; I do not know just\nwhat these good critics thought would happen. Perhaps they thought the\nclassroom teacher would be too timid to preside over the meetings of the\norganization, but any teacher can tell you that about the best preparation for\ndoing that is the experience of having been able to discipline year after year\nrooms of from thirty to fifty children, not to speak of the schoolboard and the\nparents, who need discipline quite as much sometimes. I found from my own\nexperience that presiding over a body of this sort required just about the same\nideas of discipline as a successful teacher requires. Perhaps the critics also\nfelt that the classroom teacher would be gullible and would be likely to\nembarrass the Association by running after all sorts of strange fancies and\nallowing all sorts of strange people to appear on the programs. Yes, that\nmight be, but even great institutions sometimes are a little gullible. Anyone\nwho is familiar with the history of technocracy during the last year or two\nknows that. Certainly, one of our great institutions will not have much\ncriticism of the classroom teacher if he should make a mistake in this direc¬\ntion since they have been thru the same experience and emerged with none\n\n"}
{"page": 67, "printed_page": null, "text": "General\n\nSessions\n63\n\ntoo much credit from it. However, thus far, I think it can be said safely that\nthe individual teachers, whose representatives have risen to high positions in\nour organization, have neither proved timid nor very gullible. I believe that\nthis has been one of the greatest services that our organization has rendered\nto the cause of the classroom teachers all over the country and you who are\nmembers should not let this fact pass unnoticed when you are trying to enlist\nthe membership of your fellow teachers.\n\nIt is absolutely certain that the changed attitude of the N. E. A. toward\nthe type of teacher which we have been discussing has had a very marked\ninfluence upon his general welfare in school systems, and this is entirely\nproper. I might refer again to some of the arguments which those of the old\nschool advance along these lines. They have said rather plainly that if the\nclassroom teacher were fitted to become an official of any sort in any great\norganization, he would not have remained a classroom teacher but would\nhave become a supervisor, a principal, or superintendent of schools, by virtue\nof his ability. We know that such a sentiment embodies one of the most per¬\nnicious points of view in the teaching profession, i. e., that a teacher must\nmove on to some administrative position if he is to secure either a good salary\nor recognition. The weakness of the teaching profession is the great turn-over\nin the classroom teacher body, and the fact that just as soon as a teacher does\nbecome unusually strong in the classroom, his friends and he himself expect\nthat he must be taken out of the work for which he is so admirably fitted and\nbe promoted, as it is said, into one of these other positions. One of the greatest\nadvances we have made in our thinking is that no teacher ought to be obliged\nto leave the classroom and the actual work of teaching children in order to\nsecure professional recognition or a decent salary. After all, the work of the\npublic schools is not the making of speeches or organizing programs so much\nas it is teaching the children of this nation. What is making most of our\ntrouble today in trying to safeguard our school systems, and to keep our\nbudgets from being cut and important subjects from being dropped from the\ncurriculum? One of the reasons at least is the overwhelming number of\nvoters in many places who have failed to understand the true mission of edu¬\ncation and have not the respect for these subjects and for the whole idea that\nthey should have. As time goes on, I believe there will be a more intelligent\nvoting public, due to a more contented, more intelligent, and more ambitious\nclassroom teacher body.\nLet us take the point of view of some of the leading educators in some of\nour colleges who have been so worried over the development\n\nof the ordinary\n\nclassroom teacher. If their arguments are true that no teacher who has ini¬\ntiative or splendid personality or a very high degree of intelligence will re¬\nmain long as a classroom teacher, then we might say, “Heaven help us all,”\nfor there will be very little other help for these precious budgets and school\nsystems which we are now trying to defend. Why? Because statistics show\nus that a surprising percent of our voting public leave school entirely at the\nend of the sixth grade, while a still larger percent leave school at the end of\nthe eighth grade. A very much smaller percentage go thru high school and an\nextremely small percentage ever go to college. Therefore, it is evident that\n\n"}
{"page": 68, "printed_page": null, "text": "64\n\nNational\n\nEducation\n\nAssociation\n\nthe character, civic ideas, ideas of the worth of education, and all these things\nwhich are to be implanted in the minds of the people who are to be the great\nvoting public are dependent upon the classroom teacher in the grades, where\nthey are now going to school in such great numbers. It may be true that the\ncollege professors and the people who are college graduates or the equivalent\nhave a very fine idea of our school systems and what they ought to be, but if\nin each town or city there is an overwhelmingly large number of the everyday\nvoters who know nothing about these things, who have been carelessly\ntaught by a changing body of teachers, they can by their numbers defeat every\none of the objectives of the people who have had the higher education.\nTherefore, it becomes increasingly important and necessary that every means\nshall be employed to see that the classroom teacher has initiative, is awake\nand alert and ambitious, and we all know that such qualities are not devel¬\noped when one is in a profession that seems like a blind alley.\nThe University of Chicago is one of the outstanding institutions to recog¬\nnize this fact. The vigorous young president, Robert Hutchins has, over and\nover again, this year come to the defense of the classroom teacher and reiter¬\nated his belief in him as one of the most important parts of the school system.\nI speak with no idea of bitter criticism or unkindliness toward those who have\nclung the hardest to the old idea of aristocracy in the affairs of the N. E. A.\nbecause I know that old ideas and long-established customs die hard. But the\nsooner they wake up to the fact that there is a New Deal and that nothing is\nbeing done today as it was in the past, the better it will be for them and for\nthe institutions which they represent. If they have at heart, as I firmly\nbelieve, the real interests of education in this country, they will no longer\nseek to depreciate the value of our professional organization because it is\nseeking to help the individual teacher, but they will do everything they can\nthemselves to help him, and they can do much. It will not be done, however,\nby a scornful attitude or by trying to regulate him back to his old machine\nposition. It will not be done by high-sounding phrases in the classroom about\ndemocracy and the freedom of the teacher. It will be done by welcoming him\nto the organization, urging him to be ambitious to fill its highest positions,\nand then helping him to secure the best information and the best culture that\nthey possibly can open up to him.\nBesides this particular sort of help to the teacher himself in improving his\ncondition, in setting the example to the nation of his recognition as an impor¬\ntant person and an important factor in the country’s life and welfare, the\nN. E. A. is also helping in creating public opinion by bringing the facts of\neducation forcibly to the mind of the public. Teachers who are not members\nprobably have little idea of how much more disastrous their position would\nbe today had our great professional organization not been hammering away\nconstantly in their behalf, thru radio broadcasts, each one of which, as our\nletters indicate, reaches an audience of many thousand people, possibly mil¬\nlions. Moreover, the Joint Commission on the Emergency in Education, of\nwhich John K. Norton is chairman, has been working unceasingly in every\npart of the country to support the teacher’s cause. I have time to give you\nonly one quotation from a typical letter, but there have been many others\nlike it. In a letter from Montana one of our members says:\n\n"}
{"page": 69, "printed_page": null, "text": "65\nGeneral\n\nI am\nschools\n\nSessions\n\nvery glad to report that the special levy for the maintenance of the common\ncarried by a vote of 192 to 64. Where there has usually been no opposition\n\nto this levy, still I was\nthree years\n\nit might\n\nvery fearful that because\n\nof the conditions\n\npossibly be lost. I attribute this overwhelming\n\nduring\n\nthe past\n\nmajority\n\nto the\n\nfact that we have tried to carry out the policies recommended by the publicity depart¬\nment of the National Education Association and by the broadcasts which are sent\nout each Sunday afternoon.\n\nTeachers and members of the National Education Association, we have\nnot yet begun to sense the power and opportunity which is in the hands of\nthe teachers of this country if they only know how to use it. As Payson\nSmith, commissioner of education of Massachusetts, has said so forcibly\nduring the past year, “There are no dangers outside of the teaching profes¬\nsion that are as great as those within its very ranks.” And he has gone on to\nenumerate some of these as indifference, lack of standing together in emer¬\ngencies, and a certain amount of selfishness — looking for the personal good\ninstead of being willing to sacrifice something for a common cause. It is only\nthru being a member of a great professional organization, however, that one\nhas a chance really to sense these things and to know how to cooperate in a\nlarge way. I might also say that there are no dangers that assail the National\nEducation Association from the outside as great as those which assail it from\nwithin, due to much the same reasons that are true of the profession in gen¬\neral. I do not wish to be misunderstood, either, because I do not believe that\nthe groups which seem to be trying to work disaster to the organization and\nthru it to the teaching profession in general, really themselves quite under¬\nstand what they are doing. They have not become awake to this New Deal\nof which I am speaking. They honestly believe that we are going to rack\nand ruin because affairs are no longer in the hands of a small circle of people\nof what seems to them superior social intelligence and vigor. I call upon them\nto give the new type of organization which they represent a trial instead of\ncriticizing, tearing down, or rushing into printed criticism. I ask them for\nthe benefit of the whole organization and for the common good of education\nat this critical time to try to build up harmonv and to give of their great\nrichness of opportunity, their superior educational advantages, and their high¬\nmindedness to increase the equipment of those of us who have come up from\nthe ranks and who, because of the struggle in doing so, may perhaps also have\nsomething to contribute to them in our courage, in our understanding of the\ncommon people, in our special opportunity to deal directly with the children\nof this country upon whom all of us, great and small, shall have to depend\nlater on for the preservation of our educational ideals.\nIn all honesty, do let those who sing the praises too loudly of the old days\njust look up the history of the organization in those years which have been\nso often quoted lately, and they will find that for the first sixty years of the\nlife of the organization, the records of those same people show that the\nAssociation attempted to do very little but hold conventions and carry out\nprograms, quite contrary to the impression sometimes conveyed by the\nadherents of the old days who rather indefinitely give us to understand that\nmuch greater accomplishments were carried on then for the teachers than\nnow. Today the N. E. A. has these fine programs but considers them actually\nonly a small part of the service it is rendering to the teachers of the country.\n\n"}
{"page": 70, "printed_page": null, "text": "66\n\nNational\n\nEDUCATIONAL\n\nEducation\n\nTRENDS\n\nAND\n\nAssociation\n\nTHE\n\nGENERAL\n\nSOCIAL\n\nUNIVERSITY\n\nOF\n\nORDER\nCHARLES\n\nH. JUDD,\n\nDEAN,\n\nSCHOOL OF EDUCATION,\nCHICAGO, ILL.\n\nCHICAGO,\n\nA group of social scientists prepared, at the request of President Hoover,\nand published last January an account of the various social trends in Amer¬\nican life. They traced the movement of the people of the United States away\nfrom the rural areas toward urban centers. They described the rapid in¬\ncrease in mechanical inventions and pointed out the effects of such inven¬\ntions on modes of living. They showed how governmental activities and\nagencies have multiplied until a complex, overlapping pattern of civil juris¬\ndictions and taxing bodies has been evolved which is driving the people of\nthis country to seek relief in precipitate reform. They traced a number of\nother movements and recorded their findings in as comprehensive an account\nof the social characteristics of the United States as has ever been formulated.\nWhen the details of the several studies are viewed in their relations to\none another, it is possible to discover a general fact which is of large sig¬\nnificance for the thinking of anyone who tries to understand what is happen¬\ning in our presentday civilization. This general fact can be stated in some\nsuch terms as these. While the current trends in government, in redistribu¬\ntion of the population, in industry, in religion, and in the other aspects of\nthe general social order all move forward at a rapid rate, the several rates\nof movement exhibited by the individual trends are not the same. The result\nis that the social order as a whole lacks internal integration. One trend has\ncarried the nation to a very advanced position, while another trend matures\nless rapidly and operates in fact as an inhibiting influence. Not only so, but\nthe various trends seem at times to be in opposite directions, or at least\nthey are in such divergent directions that national advancement cannot be\ndescribed in any single formula.\nAmong the forces which contribute to the progress of society, there is\nnone which in recent decades has been more aggressive and influential than\neducation. The American people, like all the peoples of the world, have\nbeen greatly impressed by the advances in knowledge made by the natural\nsciences and the social sciences. All nations, especially our own, have been\nbenefited by the applications of scientific discoveries. As a result, the com¬\nmunities of the United States have willingly, even eagerly, provided in\nevery possible way for the erection of great institutions to advance knowledge\nand to make knowledge a common possession of all classes of society.\nTo be sure, the progress of education has not been achieved without con¬\nflicts. The other forces which make for general social betterment often lag\nbehind education. Sometimes forces which are beneficial in many respects\nare harmful because of their misapplication at certain points. One example\nof backwardness in the civilization of the United States was brought to light\n\nby the National Commission on Law Observance and Enforcement in the\nsection of its report which deals with the causes of crime. It is shown that\n\n"}
{"page": 71, "printed_page": null, "text": "67\nGeneral\n\nSessions\n\nthe great cities of this country have areas which, by virtue of their untoward\nsocial and physical conditions, breed excesses of juvenile crime. Apparently,\nAmerican cities, with all their improvements, have not learned how to or¬\nganize themselves so as to escape the social infections which result from\ncertain forms of congestion and degeneration. Even tho the schools provide,\nin constantly increasing measure, wholesome conditions of life for young\npeople, cities are guilty of tolerating for a part of the youthful population\nsurroundings that are unfavorable to proper individual development.\nAnother\n\nexample of incoordination in the social life of this country is\n\nseen in the inability of the social order to give young people suitable oppor¬\ntunities for the use of their energies. Each year, as the Office of Education\nreports, somewhat more than 300,000, or approximately 55 percent, of the\nyoung people graduating from high school leave the educational system. In\naddition to these 300,000 high-school graduates who do not continue their\neducation, there are each year more than 125,000 graduates of colleges, uni¬\nversities, and higher professional schools who pass into industry, the profes¬\nsions, or unemployment. If to these 425,000 graduates of high schools and\ninstitutions of higher education one adds those who find it necessary to drop\nout of high schools and colleges before completing the curriculum, one real¬\nizes the magnitude of the problem which confronts society of turning into\nuseful channels the energies of young people which are released each year\nand are available for employment\nastrously misdirected.\n\nbut, if not utilized, are sure to be dis¬\n\nThere is, unfortunately, much evidence which goes to show that society\nis not taking proper care of its young people. Inadequacy in the treatment of\nyouth is not a mere passing symptom of the financial depression. For more\nthan two decades industry and commerce have not kept pace with the grow¬\ning ability and desire of young Americans to contribute to the work of the\nworld. One of the most important reasons why the secondary schools of this\ncountry are overcrowded is that the schools are the only places where boys\nand girls of the adolescent age can be occupied. If industrial leaders do not\nvery soon recognize the fact that the unbalanced development of industry\nhas created grave social problems affecting the youth of the land, there will\ncome such incoordination within the social order that all progress will be\njeopardized.\nI recently saw\n\na copy of an official communication\n\nissued by a state\n\nchamber of commerce explicitly advocating a reduction of the school system\nto the status of 1870. It will be recalled that in 1870 secondary schools of\nthe type now\nexistent. The\n\ncommon all over the United States were practically non¬\nwriter of the communication to which I refer must have\n\nknown something of the history of education, but he can hardly be credited\nwith an intelligent grasp of the trends of civilization. To go back to 1870\nin education is as impossible as to stay the human race in its conquest of\nnature and in its fundamental\ntutions.\n\nurge for the perfection of democratic insti¬\n\n"}
{"page": 72, "printed_page": null, "text": "68\n\nNational\n\nEducation\n\nAssociation\n\nWhat I have been saying shows that, while industry progresses and edu¬\ncation progresses, their rates and directions of progress are not the same.\nIndustry has been moving very rapidly in the direction of extreme mechani¬\nzation of all its processes. The schools move in the direction of cultivation\nof human intelligence and human appreciations. Shall an integration of these\ntwo divergent trends be sought in a surrender of the schools to mechaniza¬\ntion ? Shall we drift back as a nation to a state in which the great mass of\nthe people are denied the privileges of secondary and higher education ? Shall\nsociety once more be divided into classes and castes some of which are de¬\nprived of the right to a knowledge of sciences and letters? Or shall the effort\nbe made to instil into industry the ideals of the best possible human life?\nI, for one, have no doubt as to the answers which will be given to these\nquestions. For a time the social order is halted in its progress by internal\nstresses and tensions. Education seems to be held back temporarily by the\n\nslow readjustments of industry. We see here an example of the difficulty of\nmaintaining a uniform rate of movement in social trends.\nA third example of uncoordinated trends is to be seen in the slow progress\nwhich the United States has made in organizing government and reforming\nsystems of taxation. Governmental organization is painfully backward. It\ndoes not keep pace with the rapid strides which are being made in human\nculture. Political science has called attention again and again to the fact that\nthis country is burdened with governmental units which are far too numer¬\nous to render efficient service to the communities which support them. These\nnumerous and often overlapping and unnecessary subdivisions of govern¬\nment are due in part to the insidious influences which exert their energies in\ncreating positions for office-seekers, and in part to the fact that jurisdictions\nwhich were created when communication and transportation were slow and\ndifficult persist and resist combination into units which are reasonable and\neconomical in size for an age such as that in which we live.\nA single illustration of badly organized government will serve to indicate\nthe indefensible situation into which we have come. The state of Illinois\n\nhas twelve thousand school districts with forty-seven thousand members of\nschoolboards. This number of school districts is an inheritance from an age\nwhen a journey of fifteen miles was a day’s arduous task. Can the state of\nIllinois throw off the incubus of this antique system of school-districting?\nApparently not without the cultivation of much higher civic intelligence\nthan has been developed up to this time. Even the state officials in charge of\npublic instruction are vague in their pronouncements on this ancient iniquity.\nThe immediate consequence of the slow progress in modernizing American\ngovernmental organization appears in the difficulty which communities en¬\ncounter in supporting their wasteful and outworn systems of public service\nIrrational subdivision of governmental jurisdiction is accompanied by the\nsurvival of outworn systems of taxation, which make it clear that in matters\nof public finance the American people are in a state of backwardness that\ncan be charitably explained only by assuming that they have never put their\nminds to the problem of setting their government\n\nin order. A kindly provi-\n\n"}
{"page": 73, "printed_page": null, "text": "General\n\nSessions\n\n69\n\ndence has lavished on this nation vast unearned resources. Until recently the\nnatural wealth of the land has covered up our folly. We are now learning\nthat current trends in government and taxation are out of harmony with the\nmore progressive trends of social organization.\nThere is one very striking characteristic of the reactionary forces in human\nsociety. They show their lack of competency by their vacillation. Let me\npoint out examples drawn from recent history. In 1917 certain manufacturers\nof this country who had formed an organization which had as its purpose\nimprovement of the training of laborers, went to Congress with the demand\nthat a large federal appropriation be made for the introduction into high\nschools of courses in vocational education. It was asserted, as a part of the\njustification for the demand for federal money, that vocational courses are\nexpensive. One fact which distinguishes vocational courses from courses in\nhistory and English is that vocational courses often require machinery.\nFurthermore, it was pointed out in 1917 that well-qualified teachers of voca¬\ntional subjects have to be paid higher salaries than are paid to teachers of\nacademic subjects. The United States Chamber of Commerce joined with\nthe organized manufacturers in persuading Congress to pass a law not only\nsupplying a large appropriation but requiring the states to match the federal\nappropriation if they were to receive aid. The forces of industry and com¬\nmerce had their way. New subjects, and very expensive subjects, were intro¬\nduced into the curriculum of American high schools. In 1933 the United\nStates Chamber of Commerce refused to take part in a national conference\non the crisis in education which was called because of lack of funds in many\nof the states with which to carry on schools. The manufacturers sent to the\nconference official delegates who fought at every step for a reduction in ex¬\npenditures in schools. These advocates of reduction represented the same\npeople who in 1917 had been insistent on an expansion of the school program.\nIt is easy to parallel with many\n\nothers this example of external pressure\n\nfor expansion of the educational program and later advocacy of retrench¬\nment. The organized bankers of this country have carried on for years a\npersistent campaign to extend the school curriculum by the teaching of\nthrift. Their definition of thrift is to save money and deposit it in banks.\nThe physicians and dentists have favored school clinics. The lawyers, who\nare now getting themselves elected or appointed to schoolboards for the ex¬\npress purpose of enforcing the drastic retrenchments ordered by their clients,\nthe financial and business leaders of communities, have for years carried on\nin a formal and organized way a campaign to compel the schools to teach\nchildren the fundamental law of the land in classes wholly separate from\nthose which teach civics or history. These are not cases in which the views\nof interested promoters of expansion have been quietly expressed in private\nor in unsystematic ways. Every case which I have cited is a case of vigorous,\norganized propaganda for expansion. Each case is one in which expansion\nwas effected. Each case is one in which educators are today being attacked for\nextravagance by some of the very people who a few years ago were insisting\non expansion. I submit that, when any single organized group within Amer-\n\n"}
{"page": 74, "printed_page": null, "text": "70\n\nNational\n\nEducation\n\nAssociation\n\nican society which formerly insisted on expansion, today allows its official\nrepresentatives to advocate a return of the schools to the status of 1870, the\ntime has come to call for nothing less than a public consideration of the\nneed for internal social integration.\nMy diagnosis of the reason why society has not kept up with education is\nthat education has not concerned itself as fully as it should with the exposure\nof the retarding influences that hold society back. The schools have taught in\na few advanced courses, and somewhat timidly, that outworn taxing systems\nare wrong in principle and inadequate, that they originated in a bygone age\nand need to be reconstructed in the light of presentday experience. I advocate\nthat the schools begin, with the sessions of next autumn, to prepare lessons\non taxation and present these in vigorous form to the citizens of the next\ngeneration. I am in favor of such a reconstruction of the curriculum, worked\nout cooperatively by educators, that the American people will be compelled\nto talk at the dinner table with their children about taxes and legislators\nand tax-reduction associations.\nI am further in favor of the discussion in schools of the governmental\norganization of cities and states. If it is said by those who are afraid to have\nlight thrown on our national inadequacies that young children will be\nharmed by such discussion, my answer is that they are now harmed beyond\nmeasure by popular ignorance and lack of initiative in seeking reform.\nThe teachers of this country have a responsibility for the training of young\npeople and for the protection of the interests of youth. There will be some\nwho will say that the proposed program of civic education is radical. There\nwill be some who will accuse teachers of seeking to serve selfish interests.\nThe answer to these charges is that no other organized group is competent\nto represent youth.\nI have confidence in parents, but they are not organized for the protec¬\ntion of the birthrights of American children. When they are aroused to a\nrecognition of the fact that powerful groups are attempting to reduce edu¬\ncation to the status of 1870, they will react with vigor and with ultimate\neffect, but at present parents are confused and ill-informed. They do not\nunderstand the forces which are tending to break down the morale of young\npeople. They have been made to understand the necessity of conserving the\nmaterial resources of the nation. They have not realized the harm which\nwill follow a neglect of human resources. I am glad to see the nation willing\nto build dams and plant trees. I am glad to see these laudable enterprises\ncoupled with movements for relief of the material distress of families. I make\na plea for equally intelligent attention to the needs of American young people.\nAs the situation stands today, school sessions in all parts of the United States\nare being reduced by weeks and months. Some communities have closed their\nschools altogether. Curtailment of opportunity is being tolerated in this, the\nrichest nation on the earth, at a time when the civilizations of Europe are\nopening new schools and making training at the higher levels available as\nnever before to the common people. In France federal appropriations are\nbeing voted to make secondary schools free for the first time in the history\n\n"}
{"page": 75, "printed_page": null, "text": "General\n\nSessions\n\n71\nof that country. In France free secondary education is a national political\nissue of the first magnitude. In the United States, where the free high school\noriginated, selfish, narrow-minded leaders of public policy, who have grossly\nmismanaged their own affairs, prate about dragging the schools hack to the\nstatus of 1870. If France were alone in the movement to enlarge educa¬\ntional opportunities, we might well be ashamed to be thinking about retrench¬\nment, but in Germany and England, where community budgets are strained\nto the point of despair, educational opportunities are being increased in\nnumber and scope because it is recognized that education is the force which\nwill save the future. Shall American teachers be silent while crass spoilsmen\nshut the schools and incompetent leaders blind the people to the fact that the\nreal difficulty is not in expanded opportunities for knowledge but in taxing\nsystems which are iniquitous and in governmental units which are so badly\norganized that they destroy what intelligence has laboriously created ?\nI believe that, if teachers will ally themselves with the vigorous policies\nof the federal administration, a cure for the present retrenchment of education can be found which will be no less immediate and effective than the\ncure wdiich courage and insight have provided for industry. We have seen\na wise executive mobilize the nation and turn its steps into the road that\npromises to lead to better life. I believe it is possible and proper for the\neducational forces of this country to join in the movement for immediate\nnational recovery.\nThere is a direct channel of approach to the President. The federal Office\nof Education and the Department of the Interior have never been fully\nutilized by the school people of the United States. The Office of Education\nhas performed a large service. It has compiled reports which surpass in\ncomprehensiveness and value the educational reports of any other nation.\nIt has done its work\n\non appropriations from Congress which have been so\n\nsmall that they attest the ignorance of our national legislators with regard\nto the needs of the educational system. Congress seems to have no remotest\ncomprehension of what is necessary to provide for the fundamental develop¬\nment of the cultural forces of American society. Let us undertake a campaign\nof education of the people so that they will understand their educational\nsystem. We of the schools have devoted ourselves too exclusively to the\nroutine of teaching and of administering the internal affairs of educational\ninstitutions. We have been divided in our associations into administrators\nof school systems, teachers in the grades, teachers and administrators in\nhigh schools, and teachers and administrators in colleges. We have been\nfaithful in performing our several duties but inadequate in influencing\nnational policy. I recommend and urge that we now call upon the Office of\nEducation, which is the most inclusive educational agency in America, to\nbring together and make effective in national planning the best wisdom of\nthe nation to the end that young people shall not be deprived of their right\nto a proper share in the democratic opportunities which this nation is able\nto afford. If there is a sphere in which national planning and prompt,\n\n"}
{"page": 76, "printed_page": null, "text": "72\n\nNational\n\ndecisive action are imperative\nof education'.\nsphere\nThere was a time when\n\nEducation\n\nAssociation\n\nin the interests of national safety, it is the\n\nI doubted\n\nthe wisdom\n\nof asking for large federal\n\nappropriations for schools. I am now convinced that states and local com¬\nmunities are no longer competent under presentday taxing systems to secure\nfor young people the schooling that they should have. I am in favor of an\ninsistent demand for relief of local school budgets from federal sources.\nEither the national treasury must help communities, or the federal taxing\npower must relinquish its hold on the national income.\nI may be wrong in the view to which I have been converted. If I am and\nif others who hold similar views are wrong, we have a right to demand,\n\nunder present conditions, that some plan be worked out which will be effec¬\ntive in restoring to education the revenues essential to the preservation of\nAmerican education.\nAgain, there are many\n\nof us who\n\nhold, as I have already suggested, that\n\nthe time has come for a “new deal” in civic training. We believe that the\ntraditional curriculum of the schools has outlived its justification. In the\nname\n\nof the modern\n\nstate, in the name\n\nof the future, we call for a curriculum\nlife in a progressing world.\n\nof a new\n\ncivilization, in the name\n\nthat shall prepare\n\nyoung\n\npeople for\n\nAgain, we may be wrong in our eagerness for a reconstructed curriculum.\nIf we are, we at least have a right to lay our arguments before some national\nplanning agency which will be as impartial as are the agencies now working\nfor the reconstruction of industry.\nFinally, there are many of us who believe that experts in the administra¬\ntion of schools are handicapped and prevented from performing their duties\nby forces which are either unintelligent or sinister. In this connection I\nshall not even suggest, for the sake of making my point, that we may be\nwrong.\n\nWe\n\nhave witnessed\n\nof late crude\n\nand\n\nignorant\n\nmanipulations\n\nof\n\nschool budgets much too often to permit the harboring of any doubts as\nto the motives behind these manipulations. We demand that an agency,\nbroad enough\n\nin its vision and inclusive enough\n\nin the range of its influence,\n\nbe brought into operation thru intelligent planning to show communities\nhow to avoid the maladjustments which now put legislation and the actions\nof local schoolboards in the way of expert guidance of schools.\nThe President of the United States, who has earned the enthusiastic\nloyalty of all of us by his strong and wise leadership, can do for American\nyouth what he has done for American finance and American industry. Let\nus appeal to him to act thru the Department of the Interior and thru\nthe Office of Education\nwhich\n\nto provide for the creation and execution\n\nshall not only save but enhance\n\nthe morale\n\nof American\n\nof plans\nyoung\n\npeople and shall assure adequate preparation of these young people for\nlife in a new era to the end that the future shall not see a repetition of the\nmismanagement which has depressed a half-educated\ndistressing years thru which we have recently passed.\n\nnation\n\nduring\n\nthe\n\n"}
{"page": 77, "printed_page": null, "text": "General\n\nSessions\n\n73\nTEACHERS\nWILLARD\n\nAS\n\nE. GIVENS,\n\nSUPERINTENDENT\n\nPRESIDENT\n\nOF\n\nTHE\n\nCITIZENS\nOF\n\nSCHOOLS,\n\nCALIFORNIA\n\nTEACHERS\n\n1\nOAKLAND,\n\nCALIF.\n\nJ AND\n\nASSOCIATION\n\nOne hundred and fifty-seven years ago, July 4, 1776, the Declaration of\nIndependence was adopted by prominent, patriotic citizens representing the\nthirteen original states.\nIt asserts: “That all men are created equal; that they are endowed by\ntheir Creator with certain inalienable rights; that among these are life,\nliberty, and the pursuit of happiness. That, to secure these rights, govern¬\nments are instituted among men, deriving their just powers from the consent\nof the governed ; that whenever\n\nany form of government\n\nbecomes\n\ndestructive\n\nof these ends, it is the right of the people to alter or to abolish it, and to\ninstitute a new\n\ngovernment,\n\nlaying its foundation\n\non such principles, and\n\norganizing its powers in such form, as to them shall seem most likely to effect\ntheir safety and happiness. Prudence,\n\nindeed, will dictate, that governments\n\nlong established should not be changed\n\nfor light and transient causes ; and\n\naccordingly\n\nthat mankind\n\nall experience hath shown\n\nare more\n\nsuffer while evils are sufferable, than to right themselves\nforms to which they are accustomed.”\nThe United States of America from\nthe great American\n\ndisposed to\n\nby abolishing the\n\nits earliest days has been guided by\n\nideal of an equal opportunity\n\nfor each and every one\n\nof its citizens. This ideal has always been and still is our most vital national\npossession. It has been the cherished hope of millions of human\nthe last century\n\nand a half. Our\n\npossible to create and maintain\nthe opportunity\nof which\n\npeople have always believed that it was\n\na society in which\n\nevery man\n\nwould\n\nhe is capable. It has been our belief in the genuine\nand woman,\n\nthe humblest\n\nthat has kept our ideal always\n\nhigh. This\n\nbadly confused\n\nthe dazzling\n\nhave\n\nof rising to full stature and living the fullest possible life\n\nvalue of each man\nbecome\n\nbeings during\n\nwith\n\nour\n\nas well as the most\n\nand\n\nexalted,\n\nhigh spiritual ideal has now\n\nmaterialistic avarice. The\n\nprizes of materialism\n\nworth\n\nhas destroyed\n\nin some\n\nstruggle for\nmeasure\n\nnot\n\nonly our American\n\nideal but our sense of social obligation. As a free and\nindependent people we must face these facts in our situation. In 1914 we\nwere faced with a World War, sudden expansion of trade, and huge profits.\nOur American dream was\ntion, and mad speculation.\n\nchanged\n\ninto a nightmare\n\nof gambling,\n\ncorrup¬\n\nLet me picture for you this situation by a simple, homely illustration :2\nTen\n\nmen\n\nwho\n\nwere\n\nfinanciers chipped in ten dollars each and bought\n\na fine cow\n\nthat gave ten gallons of milk every day. The milk was divided at night and each man\nreceived one gallon as his share. Soon the neighbors far and near heard about the\nwonderful\n\ncow\n\nand said to one another, “Think\n\nof getting a whole gallon of milk\n\n1 In securing suggestions for this address, I sent letters to sixty of my fellow workers. I am indebted\nto all of them for practical suggestions, but I am particularly obligated to three people from whom 1\nhave quoted at some length: Mr. George M. Thiriot of Oakland and Mr. Parke S. Hyde and Mr. F. J.\nHighfill of Los Angeles.\n2 Quillen, Robert, in the Fountain Inn Tribune.\n\n"}
{"page": 78, "printed_page": null, "text": "74\n\nNational\n\nevery day. What\nin her.”\nWhen\nthem\n\na wonderful\n\nreturn\n\nrepeated\n\nthis talk was\n\nEducation\n\nAssociation\n\non a ten dollar investment.\n\nto the ten men,\n\nsaid, “Let us give these people what\n\nI wish\n\nI had\n\nthey held a conference,\n\nthey want.\n\nOur\n\nshares\n\nand\n\nin the cow\n\nten dollars each, and we can sell other shares at the same price.”\nSo they went to a printer and obtained one thousand sheets of paper\n\na share\none\n\nof\n\ncost us\n\nbearing\n\nthe\n\nlegend: “One share in the cow.” Then they sold 500 of these shares at ten dollars\neach, which brought them $5000, and divided the other 500 among themselves as\ntheir reward for being smart. Each man of the ten now had fifty-one shares, whereas\nin the beginning each had but one. But one of the ten began to worry.\n“Look here,” he said, “every fellow who bought a share in this cow will expect a\ngallon of milk tonight, and the cow gives only ten gallons. When the milk is divided\ninto one thousand and ten parts these new shareholders won’t get a spoonful. Shares\nwill drop to nothing. We’d better unload while we can.”\nSo the ten men went out on the street to find investors, and\n\nfifty shares\n\nthat had\n\nto divide among\nbegan to worry.\n\nbeen\n\nthem.\n\nawarded\n\nBut now\n\neach\n\nof them\n\nsold the\n\nthus they obtained a second $5000\ndrawing near, and again one of the ten\n\nto him, and\n\nnight was\n\n“There will be a row at milking time,” said he. “Hasten abroad and persuade each\nof the shareholders to sign a proxy, which is a joker authorizing you to cast as you\nthink best the vote to which his share entitles him. Then return with the proxies and\nwe\n\nshall do some voting.”\nAt twilight the men met\n\nat the barn, and in their hands were one thousand signed\nproxies to represent the absent shareholders, and the ten were entitled to vote in their\nown right, for each still held his original share.\n“Now,” said the one who did the talking, “we must organize. This company needs\na president, a treasurer, and eight vicepresidents. That gives each of us a job, and\nsince there are ten of us and the cow gives ten gallons, it is moved and seconded that\neach of us receive a salary of one gallon of milk per day. All in favor\nAnd then they milked the cow.\n\nWe\n\nall remember\n\nOctober,\n\n1929, when\n\nwe\n\nwere\n\nsay ‘Aye’.”\n\ncalled upon\n\nto suffer\n\nwhole situation is too recent to need repeating.\n\nthe crash that came. The\n\nin the midst of our hardship and suffering, we were faced with\na dramatic banking holiday, which brought the American people to a sudden\nand keen realization of the fact that the spiritual values of life are more\nSuddenly\n\nfundamental\n\nand important\n\nthan material\n\nthings, including\n\nthe almighty\n\nto the realization again that the great American\nspiritual ideal must be relied upon, with faith in ourselves and in the future.\nEach one has to choose for himself what is permanently satisfying. We\nthe\nknow that nothing wall prove lastingly satisfying which does not meet\nneeds of the deepest part of our natures.\norgy\nThe present period of crisis is a pause between the materialistic\nwhich culminated in October, 1929, and a new period which may he a\ndollar. We\n\nwere\n\nbrought\n\nin which\ngreat advance or it may be merely another money-crazed debacle\nby our\nour American ideal may be destroyed. The choice must be made\nl teachers of\ncitizens, a substantial group of which is the public-schoo\nAmerica.\n\nthe public-school teacher has not\nAmerican citizen. We\nhad the privilege of exercising the full rights of an\nour ballots, but we\nhave been permitted to slip quietly to the polls and cast\nFrom\n\nthe beginning\n\nof our\n\ncountry,\n\n"}
{"page": 79, "printed_page": null, "text": "General\n\n75\n\nSessions\n\nhave not been allowed to discuss political issues or to take any leadership\nin matters affecting the welfare of our government.\nWe are now faced with the possible collapse of our economic order. We\n\nto save the nobler qualities of our democratic society and to\nhelp destroy the sarcomatous growths now ravishing our society. Shall we\nas teachers, before it is too late, assume the position of leadership until\n\nare called upon\n\nrecently held by politicians, capitalists, bankers, industrialists, and profitseekers of all kinds, and by means of enlightened and disinterested leadership\nserve the youth of our country by arousing them to wise and unselfish rebuild¬\ning of our whole situation out of the sorry mess that is now upon us? The\nsituation calls for great effort. To succeed in but a part will require many\nchanges, both in our present point of view and in our present practises.\nEducation has been altogether too much concerned with the present.\n“Education is, as a rule, the strongest force on the side of what exists and\nagainst fundamental change; threatened institutions, while they are still\npowerful, possess themselves of the educational machine, and instil a respect\nfor their own excellence into the malleable minds of the young.” 1\nThis more or less unconscious defense of the status quo has placed the\nteacher in an ignominious position. I well recall a young high-school prin¬\ncipal who issued instructions to the teachers on the procedure to be followed\nduring fire drills. Each of his bulletins ended with the emphatic injunction,\n“The teacher must follow his class out of the room and act as a leader.”\nThe only opportunity which most teachers have availed themselves of in\nthe past has been similar to this. They have followed along in the rear of\nmovements over which they have had no control, and of which they have\nhardly been a part.\nToo often the worn-out catch words of business have been handed on\nto them. When salesmanship had made threadbare its selling service to the\npublic, the teachers all over the country began to “sell education” to the\npeople. It was situations like this that evoked the sneer of Bernard Shaw:\n“Education is always driving the tacks where the carpet was two weeks\nago. yy\nResponsible citizenship for the teacher should mean the production of\nunderstanding\n\ncitizens from\n\namong\n\nthe students\n\nopportunity\n\nbeats an anvil chorus. The\n\nwhose\n\nmind\n\nranges widely in the field of economics\n\nmust\n\nhelp break\n\ndown\n\nour\n\nin the classroom.\n\nopportunity\n\nHere\n\nis for the wise teacher\nand world\n\nprovincial attitude. Students\n\naffairs. We\n\ncan be made\n\nto\n\nrealize that they “still have all that has sustained the spirit of man for cen¬\nturies — the soil, the sky, the sea, spring and sunlight, music and books, and\nthe love of woman. The first thing they must dismiss from their minds is\nthat it is their responsibility to rebuild the world\nOctober,\n\n1929; that was\n\npromise\n\nof enduring\n\nan unbalanced\n\nhappiness\n\nas it existed previous to\n\nand orgiastic world\n\nfor mankind,\n\nand\n\nthose who\n\nreturn are only holding back the hands of the clock.” 2\n1 Russell, Bertrand.\n\nWhy\n\n2 Preston, John Hyde. “To\n\nMen\n\nFight. Century\n\nCo., New\n\nthe Class of 1933.” Forum,\n\nYork.\n\n1917.\n\nJune, 1933.\n\nthat held no\nwish\n\nfor its\n\n"}
{"page": 80, "printed_page": null, "text": "National\n\n76\nFrom\nmake\n\nEducation\n\nthe teachers of America\n\nour somewhat\n\nmad\n\nworld\n\nshould\n\nAssociation\n\ncome\n\nthe influence which\n\nwill\n\nof selfish people realize that democracy\n\nwill\n\nhave to adjust itself to reality. The citizen-teacher will have to be a quietly\nsuperior person, with economic and social vision, with little sentimentality,\nwith a warm affection for humanity, high integrity, large patience, inde¬\npendence of thought, and scorn for the petty attitudes that so often enter\ninto the practise of teaching.\nThe\n\ncitizen-teacher\n\nmust\n\nnot be a pessimist nor must\n\nhe be a “vulgar\noptimist bustling in with his talk of silver linings.” 1 In the examination\nof life against the light of reality it is found to be “neither rosewater nor\nbitter aloes.”\nCan our present teacher-training colleges with their emphasis on method¬\nology select, train, and allocate enough such citizen-teachers? Can the\npresent arministrative officers the country over give such teachers reasonable\n\nworking\n\nloads? Can\n\nthey secure academic\n\nfreedom?\n\nCan\n\nthey provide the\n\namenities that will make teaching pleasurable and keep the citizen-teachers\na long time in their respective communities? Can they surround such teachers\nwith a strong arm of protection from the attacks of those whose present\ncontrol of affairs is entrenched in a passing economic system ?\n\nThe\n\nbreadth\n\nof mind\n\nand spirit that the teacher can develop in the indi¬\n\nviduals of the community will be the teacher’s best contribution to citizen¬\nship. His workshop is the classroom of the public schools. To vote regularly\nis important, but incidental. To hold public office is almost impossible unless\nsome way is found to reduce the burden of hours and pupil load. To give\nadvice and to conduct routine instruction are not enough. But to make a\ngeneration know that unlimited construction of machines is dangerous when\nthe social implications of machinery are not known ; that to squander untold\nwealth in fighting devices for protection is folly when no one knows what\nthey protect ; and that to worship progress is almost madness when no one\nthe progress is leading us — these are the aspects of the\nimagination and the intellect and without them in a considerable and influen¬\ntial part of its citizenry, no people can hope long to escape the fatal conse¬\nquences of its own ignorance.\nknows\n\nwhither\n\nTeachers for generations have been recognized as “good citizens,” as\npeople who are devoting a lifetime of service to the training of the children\nof others that their children may grow into useful adults with the proper\noutlook on life and society. The teacher’s creed has always been one of\ngiving, not getting. Teachers are not prone to shirk plain responsibilities.\nA large part of the salary of teachers goes to the support of less fortunate\nrelatives and friends. Credit institutions seek the accounts of school teachers\nbecause they are good risks.\nSix to ten months’ work per year has been the teacher’s lot, and much of\nthe time between the periods of employment has been spent on self-improve¬\nment to the end that he might better serve the children of the nation. No\nprofession can boast of a more altruistic motive in life. Yet in spite of the\n1 Priestley, J. B. “On\n\nVulgar Optimists.” I For One. Dodd,\n\nMead\n\nand Co., New\n\nYork.\n\n1924.\n\n"}
{"page": 81, "printed_page": null, "text": "General\n\nSessions\n\n77\n\nteacher’s many qualifications as a citizen, he has been criticized, brow-beaten,\nthreatened, ordered, sued, vilified, and otherwise maltieated when in an\\\nway he has turned his education or devoted any of his time to political\nendeavors. Just why seems to be quite a mystery. 1 he teacher is not recog'\nnized as a citizen with all privileges or rights of other free citizens.\n\nLet me quote you from the present rules and regulations of the board of\neducation of one of our cities in one of our most enlightened states :\nof the school district shall not directly or indirectly\nfor a member of the\nengage in campaigns for the election or defeat of any candidate\nboard of education. This shall not affect their right to vote as they deem proper.\nTeachers\n\nand\n\nother employees\n\nteachers have run for public office and have been\nordered by boards of education to withdraw promptly from such degrading\nactivities, or their immediate dismissal would ensue. It is interesting to note,\ns aie\nhowever, that it has been established by court action that teachei\ncitizens and as such have a right to run for public office. Then why all this\nWe\n\nhave cases where\n\nthe\nstigma to a teacher participating in politics? Why this censure of\nteachers association for maintaining an advisory group at a state capitol\nduring a legislative session when hundreds of measures affecting the very\n?\nlife and future of thousands of children of the state are under consideration\nIs all this feeling toward teachers participating in politics based on the\ndecent\nassumption that politics is a rotten mess and teachers, being a lathei\n01 is it\nlot, might be corrupted and the quality of their teaching lowered,\nand\nbased on the fear that if teachers ever do become politically conscious\nact concertedly that some\nup?\n\nof the present practises in politics will be cleaned\n\nquote to you from page 69 of the Review of Reviews for April,\nof education\n1930, a passage with reference to the attitude of the board\nin the city of Chicago :\nLet me\n\non against the tax\nAnd so it happened that for years about the only active agitati\nations in the public\nadministration was that carried on by a group of teachers organiz\nbeen placed in\nschools of the city. * * * The teachers of Chicago have virtually\ngored by it, and they\na position where they had to take the bull by the horns or be\nhave been instrumental\ncourageously chose the former alternative. * * * They\none else cared or had\nin concentrating attention upon tax conditions at times when no\nin this respect is\nthe courage to do so. The strongest evidence of their effectiveness\nd by tax officials\nthe extreme irritability with which their activities have been regarde\nby the piesiand other government representatives, culminating in a public threat\ncontributed\nwho\nteacher\ndent of the board of education of Chicago to discharge any\nto a proposed\n\ninvestigation\n\nof the tax system.\n\nme\nI have just quoted to you from the Review of Reviews for 1930. Let\nnow give you a statement from the Nation of May 10, 1933:\nschool teacheis staged\nAfter going unpaid for nearly a year, Chicago’s 14,000 publicn learn by doing\nmoder\nan educational program of their own consonant with the\nper instructor.\nformula. The city owes them some $30,000,000, an average of $2,140\nactual hunger.\neven\nHomes have been lost. Families have suffered undernourishment,\ndriven\nTheir life insurance cashed in, their savings gone, some teachers have been\nto panhandling after school hours to get food. They had been advised by Jesse Jones,\n\n"}
{"page": 82, "printed_page": null, "text": "78\n\nNational\n\nEducation\n\nAssociation\n\nDirector\n\nof the Reconstruction Finance Corporation, to persuade the\nbankers to seek\na federal loan to permit Chicago to discharge its indebtedness\nto the teachers. Under\nthis plan, the banks would use the city’s tax-anticipation warran\nts as collateral. On\nApiil 24, having tried vainly for months to negotiate for their\npay, the teachers, 5,000\nstrong, formed into five columns and marched on the city’s five\nleading banks. At the\nCity National, jeering reminders to the chairman of its board,\nGeneral Charles G.\nDawes, of his recent $90,000,000 loan from the Reconstruction\nFinance Corporation,\nfollowing his ‘technically” illegal loans to numerous\nInsull companies, evoked the\nfoimer vicepresident’s ready profanity. “To hell with trouble\n-makers,” was his reply.\nW hen no relief was forthcoming from bankers or city\nauthorities, the teachers dem¬\nonstrated again two days later. On this occasion they\nwere attacked and clubbed by\npolice likewise unpaid, but not so much in arrears\nas the teachers.\nChicago’s financial plight antedated the depression\n. Favoritism and collusion with\npowerful business interests resulted in flagra\nnt discrimination in tax assessments and\nlaxity in tax collections. Some taxes of the\nboom year, 1928, have not yet been colected. On the very day when the teachers\nwere receiving an object lesson in civics\nfrom pohcemen s nightsticks, Colonel Rober\nt R. McCormick, editor and publisher\nof\nthe Chicago Tribune, was denouncing before\nthe Advertising Club of New York the\npink doctrines” taught in the nation’s\nschools and colleges.\n\nh ^ld^l any/xal reaLS°n Why °ne m[llion of our best educated people\nshould be barred from the privileges\nand responsibilities of real citizenship?\nh or years in this country while the\nteacher has been devoting his time\no the altruistic pursuits of his calling,\nthere has been developing the great\ncu t of the Worshippers of the Golden\nCalf,” the followers of the almfghty\ndollar. Money has become their god. We\nhave built great temples of marble\nand granite in which to worship these man\n-made gods. We have called some\nof these temples stock exchanges in which,\nby much “abracadabra” and wand\nwaving, we have wished ourselves wea\nlthy by fictitious inflation of stock\npi ices, when lo ! the magic spell bursts\nand we are brought face to face with\nreal values. Our man-made bubbles\nof material, socalled wealth, have burs\nt\nm our faces and left us bewildered. Inst\nitutions which we believed infallible\nhave dissolved and the men who headed\nthem have either been sent to the\npenitentiary or have left for foreign countrie\ns.\nere lies the first assignment of the teac\nher-citizens in the present crisis.\nYoung America must be taught that the\nsimple spiritual virtues will in the\nend bring more real happiness than hoar\nded material wealth ; that spiritual\nvalues cannot be taken from us, but mate\nrial things can be wiped out over¬\nnight. How much of the past “get-rich-qu\nick” attitude of our country in\ngeneral can we attribute to something lack\ning in us as teacher-citizens?\nhe school is the coordinator of all the righ\nt-minded agencies in a con¬\nscious effort to combat the growing\nand engulfing influence of graft, gang\n¬\nsterism, and general breaking down of\norganized society. Teachers must\necome politically conscious and become awar\ne (not so suddenly as to startle\nthem) of the tremendous responsibilities whic\nh fall upon them in the definite\nwoi ung out of our social program. This\nmeans that the highest type of\nindividual must be induced to accept\nteaching as his profession. It means\nthat those who seek public office must be\ncarefully investigated before elec¬\ntion, and after election carefully watched\nto see that public service rather\nthan private gain is the controlling motive.\n\n"}
{"page": 83, "printed_page": null, "text": "General\n\nSessions\n\n79\n\nto high heaven when such a proposal is made and decry\ncome\nany political activity on the part of teachers, but where is the agency to\nfrom to combat the evil forces which are all but engulfing us? If it is not\nMany\n\nwill howl\n\nthe job of the teacher-citizen to educate to a higher basis, whose job is it?\nourselves to\nOnly by education in its largest sense will we ever elevate\ncope better with our economic, financial, social, and moral problems.\nWhy do I say that in real situations teachers must head such a coordinating\n\nmovement of all right-thinking groups? Because teacher-citizens are trained\nto serve and are altruistic in the main. No group has spontaneously developed\norganized\nany such ability or willingness to assume the responsibilities. Small\nminorities have ruled and gained power simply because the moral forces\nhave been disorganized and inarticulate. With the American public school\nas a nucleus and the coordinating agency for all right-thinking groups, graft\nand corruption can be dethroned, both in business and in politics.\n\nvolun¬\nA large order — yes. But who other than the teacher-citizens will\nca must\nteer? Where can we find a larger call to real citizenship? Ameri\nif she\nhave a spiritual reawakening on some basis above a gold standard\nis to assume real leadership.\nation. For\nMay I make clear what I am trying to say by a simple illustr\n. The\na short time, I shall speak to you representing two groups of people\ns heretofore\nthinking of these groups is vastly different in its nature. Perhap\nthe time has\nvery little thinking aloud has been done on this subject, but\non the\nnow come when it is necessary for both these groups to lay all cards\nthe situation.\ntable in order that the public may know better how to analyze\nself-centered,\nFirst of all, I shall represent Mr. Jones as a leader of the\ndecades past\nself-seeking groups and special interests that have for many\nto control all\nconstituted self-appointed committees whose duties were\nng of Mt.\ngovernmental functions — local, state, and national. The thinki\nshall now ha\\e\nJones has never before been said aloud to the public. We\nthe school teachers of\nthe opportunity of hearing him speak his mind to\nAmerica :\nLadies\n\nand\n\nGentlemen.\n\nAs the representative\n\nof many\n\norganizations,\n\nI stand before\n\ntions. You are about to over¬\nyou as your friend to give you some very definite instruc\njeopardize your jobs in the\nto\nyou\ncause\nmay\nwhich\nfacts\nlook some very pertinent\nand neutral in all\nfuture. For many ages past you have been very quiet, inactive,\ne the same\nmatters of importance. I have come before you to demand that you continu\n*\npolicy in the future.\nin the full\nAmerica\nof\ncitizens\nnot\nFirst of all let me inform you that you are\nright to\nmeaning of the term. You merely have the right to vote. But you have no\nfull citizenship when it comes to influencing public opinion. You must not be quoted\nelection\nby the public press in regard to any political matters. When it comes to the\nnot\ndare\nyou\nbut\nvote,\nmay\nyou\nnational,\nor\nof officers whether they be local, state,\nexpress an opinion in the presence of others. Regardless of the fact that you may be\nbetter qualified for the selection of the members of a board of education than any\nother group of citizens, remember that on all these problems you must be silent. Those\nwho are primarily interested in the education of girls and boys must limit their activi¬\nties to that particular field and leave all political matters to those who have an eye\nfor the making of money and the accumulation of wealth. On all matters of taxation\nand school legislation we again demand of you that you keep your hands off. You are\n\n"}
{"page": 84, "printed_page": null, "text": "80\n\nNational\n\nEducation\n\nAssociation\n\nentirely ignorant\n\nof the goal that our organizations constantly seek. Life to us is not\nthe training of girls and boys, but the obtaining of the maximum amount of money\nwith the minimum amount of effort. We have noticed that our dividends diminish in\nproportion\n\nto your\n\nactivities. Therefore,\n\nstay out of politics.\n\nI recognize the fact that you have spent sixteen years of your lifetime in the public\nschools and colleges of America in preparing to be good, clean, broadminded citizens,\nbut I maintain that public education is a failure in that it stresses morality and char¬\nacter and citizenship, whereas we are interested in money. I am further aware of the\nfact that you cannot\n\nget a certificate to teach until you have\n\nhad\n\na course\n\nin “govern¬\n\nment,” but if by chance you gained any knowledge about the proper management of\ngovernment, you must never reveal those facts to the public. You have also had\ncourses in economic problems, but such courses teach you economy for the masses and\ndo not contribute to our well-being. The very textbooks you have studied are opposed\nto such special interests as I represent. Therefore, I give you fair warning! Do not in\nany way lift your voices in opposition to our policy or practise. Our organization\nhave been operating for ages past, and school teachers have shown but little concern.\n\nNow may I continue my instructions to you more quietly and even more secretly.\nWe political henchmen do not know much about the theory of democratic govern¬\nment, but we do know a great deal about political graft and practical politics. Stand\nye therefore at our command and move neither to the right nor the left. We do not\nask you to boost for us, but we\n\ndo demand of you that you remain silent. We are now\nlions at bay. Many of our civic organizations have turned against us. Investigating\ncommittees are after us on every side. If all the school teachers in America and all\nthe rest of our college- and university-trained citizens were\nof citizenship just at this time, we would be doomed !\n\nYou\n\nmust\n\nI am\n\nfurther\n\nto exercise the full rights\n\nall remember\n\nthat the long and tedious years of your training in prepar¬\ning for your positions which you now occupy have naturally placed you in direct\nopposition to crooked politics and grafting in public offices.\npaid\n\na monthly\n\naware\n\nof the fact that yours is only one of the many groups who are\nsalary from the funds obtained from the public thru the process of\n\ntaxation, and that all these other groups — city employees, county employees, state and\nfederal employees — do have the full rights of citizenship, but your case is different.\n^ ou must not attempt to influence the mind of the public. The illiterate laborer who\nhas never gone to school a day in his life has a right to say what he pleases in regard\nto the political conditions, but you must not. It is easy for us to deceive the masses\nin general, so long as the teachers, who can reach and influence every race and class\nof people, remain silent. I realize that the school teachers do reach more than 90\npercent\n\nof all the homes\n\nin America\n\ntoday, and\n\nthat if their influence\n\nwere\n\nwielded\nfor the good of the public in general, then all of our self-seeking, special interests\nwould suffer. Our business cannot be jeopardized. I repeat it. You are not citizens,\nbut school teachers. You shall not appear before our state legislature, nor our city\ncouncil, nor even the board of education that employs you. Others have a right to say\nwhat they please, but you must be silent and let crooked politics have its way. Beware !\nI give you warning. Be silent.\n\nNow\n\nin answer\n\nto the instructions given by Mr. Jones representing\n\nself-centered interests, I shall speak for Mr.\nschool teachers of America :\n\nSmith\n\nwho\n\nrepresents\n\nthe\nthe\n\nI am glad to reply to your threats and intimidations. I am speaking for the citizenteachers of America. First of all, I want to inform you that we are citizens. We do\nhave the full rights of citizenship. It is not only our opportunity, but our responsi¬\nbility and our obligation to take an active part in our government and in all our civic\naffairs. Every red-blooded American school teacher is now ready to fight against the\npernicious practises that helped to bring on this present nationwide situation.\n\n"}
{"page": 85, "printed_page": null, "text": "General\n\nSessions\n\n81\nFrom\n\nthe intimidations\n\nyou offer, you infer that we\n\nare cowards,\n\nthat we\n\nare afraid\n\nto take part in our government. You desire to hold over us a big political club and to\nintimidate us. You insinuate that if we do not remain silent and neutral that we are\napt to lose our jobs on account of your political chicanery.\nAre our jobs so dear that we are willing to sacrifice the welfare\n\nof hundreds\n\nof\n\nthousands of girls and boys and honest, hard-working citizens in order that you may\ncontinue your pernicious practises ? No ! A thousand times, no ! If we cannot be publicschool teachers and citizens at the same time, then we choose to be citizens. Our gov¬\nernment is face to face with a real struggle, and the public-school teachers of America\nare in the trenches ready to fight for a better, cleaner, and more wholesome condition.\nWe will not remain silent and inactive in civic affairs. We are not cowards. We are\nred-blooded American citizens and taxpayers qualified by professional training for\nleadership in the war on civic corruption, aroused to action by the menace of that\ncorruption to the new generation of citizens entrusted to our care, and we propose to\nexercise our full rights as citizens hereafter at any cost.\n\nA\nWILLIAM\n\nJOHN\n\nCOOPER,\n\nNEW\nUNITED\n\nCITIZENSHIP\nSTATES\n\nWASHINGTON,\n\nCOMMISSIONER\n\nOF\n\nEDUCATION,\n\nD-. C.\n\nOne hundred and fifty-seven years ago today the United States declared\nthemselves free and independent of Great Britain. It may be well to ask at\nthis point, V hat changes have occurred in our national policies? What indi¬\ncation have we that we are a nation in fact ?\nIn the last part of the eighteenth century, it was difficult with poor com¬\nmunication, with no telephone, no telegraph, no radio, and with a very poor\nnewspaper circulation, to get a spirit of real independence established in\nAmerica. But we have been now a century and a half attempting to set up\nwhat we may call an American spirit. How far has this been accomplished ?\nHave we a real American culture ? Have we things for which we care enough\nto fight rather than to see them perish? It is to matters of this sort that we\nshould give our attention.\nVery early in Washington’s first term as President of the United States\nthe French Revolution broke out. Americans generallv sympathized with\nFrance, especially so after the other European nations sided against France,\nfor France\n\nhad helped us gain our independence.\n\nBut the French\n\nrepresenta¬\n\ntive in this country, Citizen Genet, undertook to treat Americans as if they\nwere really a colonial dependency of the French nation. Only a sharp rebuke\nto Genet on Washington’s part and the most careful statesmanship by our\nPresident saved the country from what would have been a most unfortunate\ncoalition. Not\n\nonly was\n\nthere pro-French\n\nfeeling thruout\n\nthe nation but\n\nanti-English feeling also was generally aroused. There had been trouble over\nthe Treaty of Peace with England. England still held military posts in our\nterritory and had as yet failed to make the settlements which she had agreed\nto make for slaves and other property taken during the war. John Jay had\nbeen sent to settle these questions. Eventually he did make a treaty. But\nit did not cover all the points at issue, altho it did some things exceedingly\nwell. And not the least of these was the time which it gave us to prepare\nfor an actual war which came in 1812.\n\n"}
{"page": 86, "printed_page": null, "text": "82\n\nNational\n\nBut Washington\n\nEducation\n\nAssociation\n\ndid strive for and did secure one principle in American\n\npolicy, namely, neutrality in all European\n\naffairs. This was\n\nstep in cutting us loose from a colonial attitude toward\nus really a nation. It was\nstatement,\n\nthe first great\n\nEurope\n\nand making\n\nreiterated by Jefferson in his famous\n\n“Peace, commerce,\n\ninaugural\n\nand honest friendship with all nations, en¬\n\ntangling alliances with none.” And the statements of these two great Presi¬\ndents were reiterated by Monroe who added his well-known doctrine.\nWhen in 1914-18. there came a great European conflict, our President\nissued a neutrality proclamation which was observed in the main for nearly\nthree years. Then\nwe\n\nentered\n\ncame\n\nthe Germanic\n\nthe war\n\nout of the war\n\npowers\n\nagainst them. The\n\nhaving proved the more\n\noffensive,\n\nevents are well known.\n\nWhen\n\nwe\n\nposition. We\n\nhad\n\nwe found ourselves in an entirely new\n\nchanged from a nation which supplied raw’ materials and certain manufac¬\ntured goods to Europe as interest on debts which we owed. We found our¬\nselves suddenly the creditor nation of the world holding claims on all of\nthe victors. And\n\nthey in turn held claims on the Germanic\n\npowers.\n\nBut\n\nwe also found that we had the larger portion of the world’s gold supply in\nour own treasury. How could we proceed as before the war now when the\nrest of the world\n\nowed\n\nus ? But\n\nit happened\n\nthat there followed\n\nin this\n\ncountry a period of great prosperity, not a period of prosperity for agriculture\nbut a period of prosperity for nearly everything else. It seemed\nlike a great ocean\n\nwave\n\nuntil 1929 when\nwere\n\nup\n\nit subsided just as rapidly. Then\n\nwe began for the first time to consider where\nthe front, moratoriums\n\nto loom\n\nwe\n\nwere. W ar debts came\n\nproposed, and various other schemes\n\nto\n\nfor deal¬\n\ning with a depression were suggested. It was time for us to consider care¬\nfully our own situation. What had happened in those 150 years since we\nhad gained independence?\nWhen Washington had declared for our neutrality and when\n\nJefferson\n\nhad talked of entangling alliances with none, we were a nation of approxi¬\nmately, five million people, a fifth of whom were slaves. We were scattered\nalong a coast line without good roads or other means of rapid communica¬\ntion. But in 1929, we were a nation of over 120 millions spread out over a\ngreat continent and closely knit together by railroads and other means of\ncommunication which had not even existed in the earlier period. Not only\nhad our country\n\nshrunk\n\nover it, but the world\n\nin size viewed\n\nfrom\n\nalso had shrunk. The\n\nthe time that it took to get\n\nEurope\n\nwhich\n\nwas\n\nsome\n\nninety\n\ndays away in the colonial period was, after Lindbergh’s famous flight, but\ntwenty-six hours away. The prices of many of our commodities were no\nlonger fixed by the goods to be had in America but were determined by the\nworld’s supply of goods at prices recorded in the market at Liverpool. Should\nnot this make a difference in our attitudes as citizens? Yet we were still\nteaching in our schools the foreign doctrines of Washington,\nMonroe,\na new\n\njust as we had been for one hundred\n\npolicy to meet new\n\nJefferson, and\n\nyears. In that hundred\n\nyears\n\nconditions should have been developed. It required\n\nthat on all goods manufactured outside this country a tariff designed not\nfor revenue but for protection be levied. It assumed that all such goods could\n\n"}
{"page": 87, "printed_page": null, "text": "General\n\nand should be manufactured\n\n83\n\nSessions\n\nin this country and with this policy we have had\n\nonly short breaks.\nWe\n\ndid make\n\nconcessions, however,\n\nin a period of this high protective\n\npolicy. In the tariff bill of 1897 Congress gave the Executive power to make\ncertain reciprocal concessions to nations and there was a period when we\nhad trade relations of this kind. President Taft also attempted in a special\nsession of Congress to get thru a trade agreement with Canada. In this he\nwas eventually successful but the Canadian Parliament turned down the\ntreaty and nothing came of it.\n\nreached\n\nthe highest point in protective tariffs was\n\nBut\n\nin the Smoot-\n\nHawley Bill passed by the special session of Congress early in Mr. Hoover’s\nadministration. This bill was a part of a national policy of isolation begun\nin 1920. A thousand economists are said to have petitioned the President not\nhe had asked for. Yet he signed it. Today\nwe are participating in a World Economic Conference which is trying to\nsweep away trade barriers. Where did we err?\nnot what\n\nto sign this bill. It was\n\nI believe that at the conclusion\n\nof the war,\n\nwe\n\nshould\n\nhave developed\n\na new foreign policy if we desired to retain our world leadership. Our posi¬\ntion in the world was unexampled. If that position were to be a policy of\nisolation, we\nWe\n\nshould have forgiven and forgotten any claims for war\n\nshould also have made\n\ndevelopments.\n\nOur\n\na great statesman.\n\nwar\n\nprovision for curtailing sharply our agricultural\n\npresident, Woodrow\n\nIn 1920 the Republican\n\ndifficult position to reestablish itself. That\nwhich\n\nnominated\n\ndebts.\n\ncandidates\n\nWilson,\n\nparty was\nwas\n\nhad proved\napparently\n\nproved\n\nhimself\n\nin a very\n\nby the convention\n\nfor the presidency if by nothing else. Not\n\none\n\nof the Republican leaders could command a majority. Finally the isola¬\ntionists who controlled the Senate effected a compromise wffiich named one\nof their own\n\nmembers\n\nas a candidate. They\n\nsucceeded\n\nin carrying the press\n\nof the nation with them, and after the election of 1920, Republicans con¬\ntrolled both Congress and the presidency. The party itself, however, appeared\nto be without leaders who understood the new position of America in the\nworld.\n\nHow\n\ncould we who\n\nhad most\n\nof the gold in the world\n\nand who\n\ndid\n\nnot care to enter into a period of free trade with other nations continue\nsell our products abroad\nsold them\n\nas we had during the war\n\nto ourselves, for our own\n\ngovernment\n\nwhen\n\nto\n\nwe had virtually\n\nhad paid for them?\n\nBut\n\nin no other way could wTe keep up the great agricultural output which had\nbeen developed during the war. For more than a year America had virtually\nfed the Allies. Should\nOtherwise\n\nwe\n\nagriculture must\n\ntake steps to curtail this agricultural production ?\nsuffer, and it could not suffer very long without\n\nbringing the rest of our industries down\nHad\n\nwe\n\nprovided\n\nwith it.\n\nchosen then to say farewell to all of our war\na system\n\ndebts and to have\n\nof taxation to pay these bills ourselves, we\n\nmight\n\nhave\n\nbeen able to continue on the policy that we had been pursuing for a hundred\nyears. We\n\ncould have produced\n\nsuch outstanding\n\npractically all things that we\n\nneeded\n\nwith\n\nexceptions as rubber, coffee, tea, sugar, spices, and a few\n\nother incidental articles. Most\n\nof these things we\n\ncould have obtained\n\non\n\n"}
{"page": 88, "printed_page": null, "text": "84\n\nNational\n\nEducation\n\nAssociation\n\nthe American\n\ncontinent. W e could have done almost entirely without\nfew goods which we had been receiving from Europe.\nWhen we come to the present, we find the world at a low ebb. We\n\nthe\nare\n\ntold that the depression is due to falling off of international trade — that it\nis necessary to get an international understanding before we can fully recover.\nThe League of Nations at Geneva has called a great World Economic\nConference at London. Of the sixty-seven nations invited to participate in\nit, all but the Republic of Panama have agreed. It was formally opened on\nJune 12 by the King of Great\n\nBritain who\n\ncalled the attention of the con¬\n\nference to the very grave importance of their work. His Majesty said, “And\nfor you gentlemen who from today begin the work of restoration the task is\nheavy. It will not be changed\ndent Roosevelt\n. . . must\n\nsaid some\n\nsucceed. The\n\nwriting in the New\n\nexcept thru goodwill and cooperation.”\n\nmonths\n\nago, “The\n\nfuture of the world\n\nYork\n\nTimes\n\non “The\n\ngreat International\ndemands\n\nNations\n\nPresi¬\n\nConference\n\nit.” Sir Arthur\n\nSalter,\n\nat the Crossroads,”\n\nsaid,\n\n“The questions classify themselves most conveniently into three categories\nconcerning respectively, monetary policies, problems of credit and indebted¬\nness, and tariffs and trade impediments.” The writers in the magazines and\nnewspapers of this country have put the matter in about the same way.\n“All agree,” says Arthur Crawford, “that continued low prices involving\ndisquilibrium between prices and costs contribute to the continuance of the\ndepression.”\nThe price level for 1926 taken as 100, reached 60, we are told, as its lowest\npoint on March\nIt is now\n\n4, 1933, when\n\nthe banks\n\nsupposed to be about 62. The\n\nlevel for 1931 was\n\n73. Business\n\nin this country\n\nwere\n\nall closed.\n\n1913 level was 70; and the average\n\ndepends\n\nupon\n\nstability of prices. It is not\n\npossible to restore trade and international\n\nbusiness until we\n\nthe relationship which\n\nthe dollar, the pound, and the\n\nshould exist between\n\nfranc. It may be necessary for us to make\n\nsome\n\ncan agree on\n\nsort of price index in terms\n\nof which prices can be fixed if international trade is to be resumed.\nthe first and perhaps the most important\nAfter this agreement\nto take up\n\nproblem\n\nThat\n\nis\n\nbefore the conference.\n\nhas been made, it will be necessary for the delegates\n\nquestions of public credit and\n\nindebtedness.\n\nPrime\n\nMinister\n\nMacdonald, in the opening address, said, “Behind the subjects I have just\nmentioned is another of front rank importance ... I refer to the questions\nof the world\n\ndebts which\n\nmust be dealt with before every obstacle of general\n\nrecovery has been removed and it must be taken up without delay by the\nnations concerned. Lausanne has to be completed and this vexed question\nsettled once and for all in the light of present world conditions.”\nThis will be the issue which will try out the United States. The\n\nwar\n\ndebts to us were based upon Germany’s ability to pay reparations. These\nreparations have been scaled down at Lausanne to practically nothing. It\nstands to reason\nnot pay them.\nto add\n\nthat the people who\n\nShould\n\nwe\n\nus cannot\n\npay if Germany\n\ncancel these debts outright? To\n\na heavy load to our\n\ncancel them\n\nowe\n\nalready overburdened\n\nin return for world\n\ndisarmament?\n\ndoes\n\ndo that means\n\ntaxpayer. Or\n\nshall we\n\nIf this can be secured\n\nit\n\n"}
{"page": 89, "printed_page": null, "text": "General\n\n85\n\nSessions\n\nmight pay us for it would permit us also to disarm further, saving taxes.\nOr should we secure special favors of international trade in return for\ncancelled debts? Or will we refuse to act, allowing the debtor nations to\ndefault? If there is to be a default, should we extend more credit to the\ndefaulters? This is a tough problem for our delegates but it is one that\nmust be worked out and probably in one of the ways indicated above.\nThe third item is now under discussion. Are we in any better position\nto consider it? Tariffs have been adjusted upward and quotas on imports\nhave been fixed by most of the countries of the world since we passed the\nSmoot-Hawley Tariff Bill of 1929. We shall not go into detail on what\nthe other nations did. We merely mention it as an instance. But in the\nsummer of 1932, a conference of the British Commonwealth of Nations\nwas held at Ottawa, Canada. It agreed to trade, as far as possible, with\none another. This seemed to be the climax of our own high tariff. It appears\nthen that if we desire to get back our world trade it is going to be necessary\nto change our tariff policy. This will be bitterly debated.\nW. B. Donham, dean of the Harvard School of Business, a life-long free\ntrader says on this point :\nIf we\n\nin this country\n\nchange\n\nour\n\ntactics and\n\nstart toward\n\nfree trade, it will be\n\nbecause powerful groups are more interested in the industries based on mass produc¬\ntion than in our other industries, and because they, lacking a general plan, uncon¬\nsciously sacrifice these other industries on the altar of mass production and risk the\nfuture of this country on the hazards of international trade.\n\nThe argument for a protective tariff presumes that the working man can\nhave an automobile, a radio, an electric refrigerator, and other modern\nhousehold appliances, and that he can dress better than can his competitor\nin other countries of the world. We have secured these things. We had\nin 1929. Shall we give them up or shall we struggle to maintain them?\nIt may seem strange to some that the President of the United States\nhas kept the war debts out of this conference. He realizes only too well\nwhat happened to Woodrow W31son. The Senate itself is clearly opposed\nto the cancellation of these debts or perhaps to any concessions. ^ he Senate\n\nthem\n\nonly reflects the will of the people of the United States. Wffen our govern¬\nment was founded it was clearly a compromise with the more aristocratic\nnations. Few persons in that day had any confidence in the people. The\nSenate itself had terms of six years. They were sc lected by the legislators\nof the states. This was in order to give them a chance to look ahead and\ndo what\n\nwas best for the country. The\n\nratified by a Senate\n\nJay Treaty\n\nselected as is our Senate\n\nwould\n\ntoday. Nor\n\nhave never been\nwould\n\nwe\n\nhave\n\never ratified the treaty giving us Alaska, Seward’s Folly, as it was called.\nSo it becomes necessary now for us to work with the voters themselves.\nWe must inform them on what is good and what is bad for the country.\nSuch matters as the debts and other problems arising from this world\nconference must be carried to them. Therefore I am asking that you\nthe schools should\n\nconsider\n\nwhether\n\nI know\n\nthat in some\n\nconservative\n\nnot take up\n\ncommunities,\n\nproblems\n\nof this kind.\n\nthe schools will be criticized\n\n"}
{"page": 90, "printed_page": null, "text": "86\n\nNational\n\nEducation\n\nAssociation\n\nfor any progressive attitude which they may take on matters of this sort,\nbut I rather think that when the depression is over and when schools are\nlooked to again, they will be expected to do work of this kind. This is\nonly a small part of the great peace-time work which the schools can do.\n\nI recall that after the Civil War this Association passed a resolution\nafter a thoro discussion that if the South had had public schools, probablv\nthe war\n\nwould\n\nproblems\n\nof trust came\n\nnot have happened.\n\nBe that as it may, schools were set up\nin the South, and they did undertake, along with all schools, a study of\nthe government of the Lnited States. At first they memorized the Con¬\nstitution exactly as it was. Little by little they began to discuss it. Then\nup and the Constitution course was expanded by\nadding to the federal Constitution a study of the constitutions of the\nstates; and after 1900, when graft became so prevalent in our cities, we\nfound it necessary to study them. There are now citizenship or civics courses\nin most schools. These consist of a program which emphasizes local, state,\nand federal governments, their form and some functions. But in no case\nare the fundamental laws under which these governments operate studied,\nand attempts to define their work and to tell what they ought to do are\nlacking.\nThe point I want to leave with you is that it is today more important\nfor us to know about the governments of the world than about our own\ngovernment.\nconferences\n\nWe should have some understanding of the background of\nof this kind and of the basic constitutions of these governments,\n\nhow far they are responsive to their populations, and how\nfeel toward us.\nSo I would\n\nadvocate\n\na year course in government\n\nthose populations\n\nto be entitled, “Some\n\nProblems of Democracy” and I should give approximately one-half of the\ntime to these world issues. In this course I would stress internationalism.\nI would give some account of how this work has grown, how we came\nto be insistent upon pacific settlements of problems of international concern,\nhow\n\nthe League\n\nof Nations\n\ndeveloped, and why\n\nit was\n\nthat we\n\nourselves\n\nwould\n\nnot go into it. In older days pure democracy flourished in Greece\nand later in Rome. It broke down when the population grew too large to\nmeet\n\nand consider problems. Representative democracy then developed. It\nhas had much success particularly in this country where it succeeded over\n\na large area and with a large population. Now we should be studying it\nin Spain, in Italy, in England, in Germany, in France, in Russia, and\neven in the Lnited States. Possibly these dictatorships mean that there are\nsome\n\nproblems\n\nfor the average\n\ndemocracy\nman?\n\ncannot\n\nhandle. Are\n\nOr are there problems\n\nthere problems\n\nin which\n\ntoo complex\n\nself-interest will not\n\nyield to the good of the whole? Unless we study these questions now\nare we to become good citizens of democratic states?\n\nL nless we can understand\n\nthese peace-time issues, how\n\nhow\n\ncan we be prepared\n\nfor possible war-time emergencies? I have an idea that after this generation\nhas passed away and its problems do not beset us any longer, there will be\nanother world war. By that time we shall be as far beyond fighting with\n\n"}
{"page": 91, "printed_page": null, "text": "General\n\n87\n\nSessions\n\ntimes. And it w ill\nguns as gunpowder was beyond the bows of medieval\nwar betw een\nbe a world war since we are too close together now to permit a\nlikely to be\nnations only. And the determining factor of the next war is\nocean enough\nthe air. I suspect that the enemy of ours will send across the\none time. I belie\\ e\naeroplanes and poison gas to wipe out an entire cit\\ at\nshell was sent\nthat as the last war developed the long-range gun whose\nlanes w hich w ill\nthru the stratosphere, so the next war will develop aerop\nare now experi¬\nsail the stratosphere. I understand that German chemists\nthey can cro»\nmenting with such a machine. It has been estimated that\nof the time which\nthe ocean in four or five hours, or in a fifth or a sixth\nexplorer of the\nit took Lindbergh to cross. Piccard is today the daring\nwill be many adven¬\nstratosphere. But once we know more about it, there\nworld war, the^e\nturers in it. I expect therefore that if we have another\nthe\\ get o\\er one\nadventurers will cross the ocean in ships w*hich, w*hen\nthen turn loose their\nof our cities, will settle down until they can see it and\nful, I think that we shall\nshells of poison gas. When war gets to be this dread\nstudy other ways and\ntake steps to settle our disputes in some other way. To\nthat now* exists to offer\nto get people used to them, .I urge every democracy\na year course on its problems\n\nA\nPAUL\n\nNATIONAL\n\nC. STETSON,\nAND\n\nPRESIDENT,\n\nOUTLOOK\n\nON\n\nEDUCATION\n\nN. E. A. DEPARTMENT\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nOF\n\nSUPERINTENDENCE;\n\nINDIANAPOLIS,\n\nIND.\n\nw*ho studies the history of our public schools during the past three\nboards of public\nyears is convinced of at least three things: first, that the\na thoughtful and,\neducation everywhere, w*ith few* exceptions, ha\\ e made\npublic schools; sec¬\nin the main, successful effort to reduce expenditures for\norganizations and indi¬\nond, that the drive nationally on the part of certain\nhas been, and is,\nviduals for the reduction in governmental expenditures\nthat there is< an impera¬\ndirected primarily at the public schools ; and third,\nconsciousness.\ntive need for the cultivation of a national educational\nion and ad¬\nThere is ample evidence to show* that boards of public educat\nneed for retrench¬\nministrators, nationally and locally, have recognized the\ndegree not evidenced\nment in public expenditures and have responded to it to a\n. They realize that\nby the controlling bodies of any other unit of government\ncoi poiations.\ndrastic economy is a necessity in our national, state, and local\nhed March\nA survey of retrenchments in educational expenditures, publis\nSome Effects of\n1, 1933, by the United States Office of Education, entitled\nthe Joint\nthe Economic Situation on City Schools and the studies made by\nevidence which\nCommission on the Emergency in Education present the\nAnyone\n\nbears out this statement. The\n\nfirst study show*s that school operating expenses\n\nteachers’ salaries have been\nhave been greatly curtailed ; appropriations for\npercent and in\nreduced in one-fourth of the cities from 12 percent to 43\ncapital outlay\none-half of them from 2 percent to 13 percent; the items for\nare less than\nhave been reduced 57 percent at a time when building costs\n\n"}
{"page": 92, "printed_page": null, "text": "88\n\nNational\n\nEducation\n\nAssociation\n\nat any time since 1914. Schoolboards have reorganized administrative and\nsupervisory staffs ; reduced the number of teaching positions ; increased the\nsize of all classes; curtailed the purchase of supplies and textbooks; elimi¬\nnated such important activities as night schools, summer schools, and other\nagencies; and have cut appropriations for the physical maintenance of the\nschool plants to the danger point. All this and more has been done in an\nendeavor\nFrom\n\nto balance school budgets.\nthe Joint Commission\n\non the Emergency\n\nin Education\n\ncomes\n\ncor¬\n\nroborative evidence of retrenchments in school budgets. In a recent study\nby this Commission comprehensive statistical tables are presented which\nshow\n\nthat in 1932 and 1933 the total annual expenditures for public educa¬\ntion in elementary and secondary schools is less than was spent in 1926.\nFrom\n\nthe period between 1927 and 1930, $400,000,000 a year was expended\nfor capital outlay. In 1933 these expenditures had reached the low figure\nof $154,000,000. In terms of expenditures per child this report shows that\nin 1933 there was spent approximately $74 per child as compared with\n$82 in 1928.\nMost of our business institutions were forced into drastic economies be¬\ncause of the falling off in the volume of business done. The public schools,\nhowever, have drastically reduced expenditures in the face of a decided in¬\ncrease in the volume of their business. There were 329,000 more pupils en¬\nrolled in the public high schools of this country in 1933 than there were in\n1932. In spite of this increase there were 15,000 fewer teachers and the\ntotal expense for education\n\nwas\n\nreduced $226,000,000.\n\nBoards\n\nof public education, from a local as well as a national point of\nview, come with clean hands before the court of public opinion on the\nissue of reduction of expenditures.\nIt appears\n\ncuriously inconsistent that the same\n\nstudies which\n\nshow\n\nhow\n\naggressively schoolboards have attacked their budgets should reveal evidence\nthat nationally the drive for the reduction in expenditures has been directed\nwith especial rigor at the public schools.\nThe bulletin of the Office of Education\n\nreferred to (Circular\n\nNumber\n79, February, 1933), presents evidence that this is true. The statement made\nin this bulletin is all the more emphatic because it is couched in the restrained\n\nand cautious language of the statistician. It says: “The trend to reduce tax\nrates for schools more frequently than for other government purposes is true\nof each group\n\nof cities. For example, considering only the 60 cities between\n\n30,000 and 100,000\n\npopulation, 56 percent decreased\n\ntax rates for schools,\n\nwhile only 41 percent decreased the rate for other purposes.”\nPerhaps one reason this is true is that it is easier and safer to attack publicschool budgets than budgets of other governmental units because the former\nare in the hands, generally, of non-partisan\nout political prestige or preferment.\n\nThose\n\nboards of public education\n\nwith¬\n\nfavoring still larger reductions in budgets for the operation of the\n\nschools raise the cry of “wasteful extravagance” in their management. At\nthe same time they are careful to assert their concern for the welfare of\n\n"}
{"page": 93, "printed_page": null, "text": "89\nGeneral\n\nSessions\n\npublic education. Let us be blunt and frank in meeting\n\nthis charge. There\n\nundoubtedly were instances of extravagances during the “hectic twenties.\nOccasionally some school corporation may have over-Uuilt, over-equipped,\nand over-stocked school buildings. Such extravagances as existed cannot be\nexcused, but they were those of the period. It was a period of expansion in\nmaterial things. The long and increasing list of sumptuous hotels, apartment\nhouses, and imposing office buildings going in receiverships is evidence that\nin other fields than education there was unwise management. To dispute\nsuch charges, to spend time in trying to locate the responsibility for the\nmaterial expansion of our school systems is quite beside the point. We gain\nnothing by hurling charges and counter charges and calling names. We admit\nand deplore such instances.\nSuch extravagances as existed are eliminated. Nationally public education\n\nhas certainly put its house in order.\nIn view of the evidence easily available of the drastic reductions in school\nexpenditures, the extent of administrative reorganization, and the willingness\nof boards of education and officials to cooperate in any reasonable program\nof constructive economy, any further attacks upon the schools must be inter¬\npreted as due to ignorance of the facts or selfishness or both. We welcome all\nsuggestions for constructive economy. W e expect to continue to combat\nthose who would destroy our school system.\nThe third point is that we must develop a national educational conscious¬\nness. Historically our public education systems are local institutions. In only\na few of our states has there been any large exercise of state control. In such\nstates this control has been due largely to the fact that state subsidies for\neducation were given to local communities. In the main the American people\nhave thought of public-school systems in terms of local control. Our attitude\nhas been that if Town A wishes to spend $100 per pupil for high-school\neducation ; to house its pupils in a splendid building ; to engage highly\ntrained teachers; and to have a modern course of study, such a course of\nprocedure was peculiarly the province of that corporation. On the other\nhand, if Town B desired exactly the opposite we were not concerned, but\nregarded that, too, as logically a local problem.\nThere are many evidences that we have changed our traditional point of\nview with respect to the financing of public education. Many of our educa¬\ntional systems in the last twelve months have successfully appealed to state\nlegislatures for relief. In Indiana a State Support Bill was passed by its\n1933 legislature. In Michigan the 1933 legislature passed a Sales Tax Bill\nwhich is supposed to yield $14,000,000 or $15,000,000 for the support of\nschools there. Numerous other instances could be cited showing a tendency\nto expand our point of view. Unless there is a great change in the economic\nsituation we may expect within the next twelve months to see an increasing\ninsistence on the part of local corporations that a part of the financial sup¬\nport of public education shall be transferred to the federal government.\nThe Citizens Conference on the Crisis in Education held in Washington\nin January,\n\n1933, incorporated\n\nsuch a recommendation\n\nin its findings. How\n\n"}
{"page": 94, "printed_page": null, "text": "90\n\nNational\n\nEducation\n\nrevolutionary this is is apparent\neducation of this country.\n\nto anyone\n\nAssociation\n\nwho\n\nknows\n\nthe history of public\n\nWe, as teachers .and administrators, must think increasingly of public\neducation in national rather than in local terms. This does not mean that\nwe favor federal support for public education. It does mean that what hap¬\npens in any region to any part of our educational system is of concern to all.\nIt is easier to analyze a situation than it is to propose specific cures for it.\nThere can be no question but that the national outlook on education reveals\na very distressing condition. Reports coming\nEducation\n\nAssociation\n\nconfirm\n\ninto the office of the National\n\nour fears that this coming\n\nhe hard and difficult for all levels of public education\n\nschool year will\n\nand for private schools\n\nas well. Industrially the skies are clearing, but educationally\n\nthey are still\n\novercast. Our public-school systems and tax-supported higher institutions\nof learning are creatures of state legislatures. For this reason they, with\nsome\n\noutstanding\n\nexceptions, did not feel the first effects of the financial\n\nupheaval as quickly as private businesses. Unfortunately they will be, be¬\ncause of various laws which have been passed affecting the revenue of the\nschools, very much slower in recovery. Our public-school systems are now\nin a legislative as distinguished from an economic depression.\nThere\n\nare three things which\n\nin meeting\n\nthis emergency\n\nmay\n\nbe done\n\non a national scale to aid\n\nin education :\n\nFirst, the formation of what the Journal of the National Education Asso¬\nciation calls a National Board of Strategy. This has been done. President\nRosier of the National\nof the Department\nthe Emergency\n\nEducation\n\nAssociation\n\nof Superintendence\n\nin Education,\n\nof which\n\nand retiring President\n\nappointed\n\nPotter\n\nthe Joint Commission\n\nDr. John\n\nK. Norton\n\non\n\nof Teachers\n\nCollege, Columbia University, is chairman. This Commission has rendered\nheroic service to the cause of education in the short time it has been in\nexistence.\nSecond, the National Education Association, the Department of Superin¬\ntendence, and all allied organizations must carry forward the unification of\nall educational\n\ninterests. We\n\nmust\n\nunite in one\n\n800,000 public-school teachers, 2,000,000 members\nteacher associations, 400,000 schoolboard members,\n\ngreat common\n\npurpose\n\nof the various parentfaculties, trustees, and\n\nalumni of our various tax-supported higher institutions of learning, and the\nmembers of countless civic associations and noon-day service clubs. If this is\ndone, we shall have forged a mighty weapon\n\nfor the defense of public educa¬\n\ntion. It should always be remembered that when we speak of “fighting” for\npublic education we speak in metaphor. We are not fighting for our jobs or\nfor ourselves, but for the educational\nThird, we\n\nmust\n\nbirthright of the children of America.\n\nso organize nationally and locally that the true purpose\n\nof the schools may better be interpreted to the public. There can be no ques¬\ntion but that many who would be sincere friends of public education have\nbeen bewildered\n\nand perplexed by propagandists\n\nis our duty immediately\nforward\n\nfor destructive economy.\n\nIt\n\nto lay plans so that nationally a great drive may\n\ngo\n\nto acquaint the American\n\npeople with all of the facts about educa-\n\n"}
{"page": 95, "printed_page": null, "text": "General\n\ntional expenditures. We must make\nsound, constructive economies.\n\nSessions\n\n91\nit clear that we favor and are practising\n\nis a gigantic task. It calls for the best we\nhave of strength, ability, and courage. We may be misunderstood, we will\nbe criticized, we may be ridiculed, but the task is so much worth the doing\nTo\n\ndo these things and more\n\nTHE\nMRS.\n\nPREBLE,\n\nF. BLANCHE\n\nTEACHERS;\n\nTEACHERS\n\nAND\n\nAT\n\nPRESIDENT,\n\nPRESIDENT,\n\nCHICAGO,\n\nAs we view the wreck\ncomparatively\n\nTHE\n\nHELM\nOF\n\nN. E. A. DEPARTMENT\nTEACHERS\n\nSTATE\n\nILLINOIS\n\nits\n\nsure, will keep us from\n\nand the stakes are so great that nothing, I am\naccomplishment.\n\nCLASSROOM\n\nASSOCIATION,\n\nILL.\n\nof our vaunted\n\nwestern\n\neasy for all of us to see now\n\nwhat\n\nindustrial civilization it is\nmany\n\nindividual thinkers\n\nhave always seen — that we must build up a social civilization to take the\nplace of industrialism. There is some tendency to say that democracy has\nfailed, but most thinkers agree that democracy\nwe\n\nneed is a true democracy\n\nthe question comes — how\ncivilization ?\n\nhas not been tried ; that what\nthat will give us a social civilization. But now\n\ncan we\n\nproceed so that we\n\nmay\n\nachieve a social\n\nWe have two outstanding examples across the Atlantic of such achieve¬\nment thru dictatorship ; but thinking Americans are inclined to believe that\nit can best be accomplished\nPaul Douglas\n\nhere thru united political action.\n\nin his recent book, The\n\nComing\n\nof a New\n\nParty, says that\n\nsuch procedure means that our millions of manual workers, farmers, and\nconsumers must learn to think and act together. That means that there\nmust be an organization that can reach every person in these groups and\narouse him to the best action of which he is capable. Mr. Douglas says that\nthat organization will be a new political party brought forth for the pur¬\npose of making government function for all the people. Now of course that\nwill call for an organization that will reach every state, every community,\nevery home.\n\nAlready\n\nwe have an organization\n\nthat does just that; it is our\n\npublic-school system, provided we are able to stop the wholesale closing of\nschools. Teachers are so placed and so equipped that they are the natural\nleaders in a social civilization. Teachers\n\ntouch life everywhere.\n\nWe\n\nhave\n\nnever been considered important nor really necessary in the industrial set-up,\nbut even our enemies will admit that as a class we are socially minded, and\nso I say that teachers will be the natural leaders in a social civilization. But\nof course to be a leader in the establishment or the re-creation of a govern¬\nment one must be a fully qualified citizen. If you agree with me that teachers\nare the natural leaders in the movement\nthen let us proceed\n\nto a consideration\n\nfor a socially minded\nof what\n\ngovernment,\n\nis necessary in order that\n\nfully qualified citizens able to participate in effective\npolitical action. And here let me say an encouraging word to those of you\nwho still draw back with reluctance when you think of entering politics,\n\nteachers may\n\nbecome\n\n"}
{"page": 96, "printed_page": null, "text": "92\n\nNational\n\nEducation\n\nAssociation\n\nby again quoting from Paul Douglas: “Politics may be an art as truly as\nmusic, painting, or sculpture,” and I would add as truly an art as teaching.\nIn addition to the necessary educational qualifications a teacher must have\n\nthe following\n\nfour things: (1) freedom from hampering dictation from\nthose above her in the system; (2) an adequate, permanent, and fairly ad¬\nministered salary schedule; (3) a sound retirement plan; and (4) tenure\nof office.\nGood teaching is an artistic performance ; it is creative, and we all know\nthat an artist must be free from dictation. Of course even the artist must\nabide by certain rules and\n\nmust\n\nwork\n\nwithin\n\ncertain well-defined\n\nlimits.\n\nSo the teacher must be willing to recognize that she is a part of a system\nand cannot be a law unto herself entirely; but she must be left free enough\nso that she can develop her own individual thinking and from that the in¬\ndividual thinking of the child. We have all come to recognize in recent\nyears, that the best aid in the development of children is to have them take\nthe lead wherever possible and learn the things that we feel they must know\nby following activities proposed as far as possible by themselves. And so\nit is with teachers, the more freedom that can be given them the more will\ntheir own powers be developed. The kind of citizenry that is going to work\nout a new social civilization to take the place of the industrial wreck must\nbe a thinking people; and if teachers are to take their natural place as\nleaders in this movement they, too, must be free to think and to act.\nTo an audience of teachers I need not dwell on the necessity for an\nadequate and fairly administered salary schedule. But I shall discuss one or\ntwo phases. If a salary schedule is set up with the idea that a certain small\npercentage, say 10 percent, of the teachers are going to receive higher salaries\nthan the others, it should be borne in mind that while it may have appeared\nthat such a plan would result in a great individual effort on the part of\nteachers to achieve the highest rating and thus the highest salary, what\nactually occurs is that we have 10 percent of the teaching body suffering\nfrom a superiority complex and 90 percent laboring against a feeling of\ninferiority or of injustice according to the natural bent of each one involved.\nAlso, if a salary schedule is so planned that a teacher must choose high school\nin order to reach the top when she is better fitted to work with little children,\nand is happier with the little ones, then some adjustment is needed there.\nBut\n\nI think we are pretty well agreed on the merits of the single salary\nschedule. In spite of the fact that in many of our states not a single teacher\nis protected by any kind of pension plan, I am sure that it is not necessary\nhere to argue the point that the welfare of education demands that all teach¬\ners be protected in this way. We\n\nneed to keep working\n\na long time to come in all our organizations\nsion of the pension idea.\n\nvery aggressively for\nfor the improvement and exten¬\n\nThis brings me to the fourth point — tenure of office for teachers. I have\nput it last in the list of conditions necessary that a teacher may become a\nfull-fledged citizen because I consider it the most fundamental. No teacher\ncan apply her thinking povcers to the solution of a political problem such\n\n"}
{"page": 97, "printed_page": null, "text": "General\n\nSessions\n\n93\n\nas we have before us in America today if she must think first of how any¬\nthing she may say or do may affect her ability to hold her position. The\nteachers, as well as thousands, if not millions of other Americans, are going\nto have to think and to think freely and constructively and then to act boldly\nand wisely to save our people from annihilation by the machine age.\nNow I come to the question — how are teachers to achieve adequate\n\nsala¬\n\nries, pensions, tenure, and freedom from dictation? And the Classroom De¬\npartment answers in this way — by organizing first locally, then on a state¬\nwide, and finally on a national basis in groups composed of classroom teach¬\ners only. Too long have teachers been content to believe that their sole duty\nthe four walls of their schoolroom, and that the establishment\nof school policies and the defending of school programs was the duty of the\nadministrators alone. It is becoming fairly easy now to convince school people\nlay within\n\nthat it is going to take all that all of us can do to save American education ;\nbut there are still too many of us, among both teachers and administrators\nthat do not yet realize that the teacher cannot have any real opportunity to\ndevelop himself except in groups composed of his own kind. We must have\nleaders, many\n\nof them, leaders chosen because of their qualities of leadership,\nof their ability to gather up a following and to inspire that\n\nand because\nfollowing always to strive for better things.\nOur\n\nteachers associations the country\n\nof work\nOur\n\nin developing\n\neducation\n\nover have done a magnificent\n\nto the point it had reached\n\npiece\n\nfive years ago.\n\nstate associations and their divisions, our local groups, often embracing\n\nevery educational\n\nemployee\n\nin an entire system, have made\n\ntheir contribution\n\nin past years. But now we have reached the place where each individual mem¬\nber of every organization must be aroused to do a very definite part of the\nwork\n\nthat is necessary.\n\nThe Classroom Department was organized on the principle that if teach¬\ners are to be aroused to the point where they are willing and able to carry\ntheir share of the responsibility for originating and defending\n\nschool policies\n\nthey must meet in groups by themselves.\nThe\n\nadministrators, superintendents,\n\nand principals who\n\nare present, know\n\nthat as they meet their teachers in their regular faculty meetings that those\nteachers are often indifferent and unwilling to take any responsibility for\nestablishing policies. The great majority of them show no signs of even\nhaving any ideas about the subjects which the administrator may be so anxious\nto have them discuss. But if these same principals and superintendents could\nsee those same teachers in a meeting of their own, as I have seen them and\nmany\n\nof you have seen them, attack the same\n\nand intelligence they would\n\nor similar problems\n\nrealize what we mean\n\nmust be organized first in groups where\n\nthe power\n\nwhen\n\nwith vigor\n\nwe say that teachers\n\nof position and the voice\n\nof authority of position may not be heard. The classroom teachers associa¬\ntion forms a true democracy. The leaders who are chosen to represent a\ngroup that is really democratic will be found to be such leaders as will carry\nout the ideas and ideals of the group. If, however, the organization is not\n\n"}
{"page": 98, "printed_page": null, "text": "94\n\nNational\n\nEducation\n\nAssociation\n\ntruly democratic, and if the leaders when chosen, cut themselves\nthe organization, they may make many mistakes.\n\nloose from\n\nIt might seem to a man\n\nin the business world that the way to get teachers\nto apply themselves to a problem is to tell them to study it, but we who\nhave been following classroom teacher work since our Department was\norganized\n\nand before that know that the way to get teachers to attack prob¬\nlems vigorously and intelligently is for them to meet by themselves often\nenough so that their own leaders may be developd and so that the ideas of\n\nthe group may be crystallized and followed by united action.\nWhen teachers have their own organization the first place they will go\nfor advice will be to the superintendent, provided he has their confidence.\n\nHe can say to them what, in precarious times like these, he may not be able\nto say to his board of education. But if the teachers adopt his idea they can\ntake it to the board\nmade\n\nas the decision of the teachers, and if it is a decision\nby a good majority of those in the system the board will heed it instead\n\nof taking off the head of an individual who\nThe\n\nwise superintendent\n\nmight have proposed\n\ncherishes his teachers organizations\n\nto use them to put over his own propaganda.\nof all if it is endorsed by the teachers.\n\nBut it must\n\nit.\nand learns\n\nbe for the good\n\nNowr to come back to the teachers as a political force, to teachers who\nhave freedom from dictation, an adequate salary schedule, a sound pension\nplan, and tenure of office. How strong will they be and how much can they\naccomplish in time of great social need ? Chicago’s teachers tho often hungry\nand poorly clad were strong enough to keep the schools open, and in thou¬\nsands of cases gave the children food for their bodies as well as for their\nminds. We\n\nare strong enough\n\nto continue to carry on until we\n\nand our fel¬\n\nlows thruout the country have learned how to bring out from the wreck of\nindustrialism a social civilization. We are strong enough to keep our freedom,\nour pension, our tenure and, in the end, our salary schedule. The struggle is\nnot yet ended but we are tightening our belts and facing forward.\nWhen the story of the second American Revolution is written, and we\nhope it will have been a bloodless one, who can say how much of the victory\nthat is to be won was due to the fact that in the middle of this country\nstood 14,000 teachers who thru 30 years had won for themselves the things\nthat make teachers able to stand by when trouble comes.\nNow let me say in conclusion to the classroom teachers: Go back next\nyear with a determination\nall the problems\n\nto meet by yourselves and thrash out to the end\nthat are facing you. Get information and advice wherever\n\nyou can, but form your\n\nown\n\npolicies by free discussion among\n\nyourselves,\n\nthen go into the larger all-inclusive groups of the state and the national or¬\nganization with these policies and stand by them.\n\nLet me\n\nsay to the administrators\n\nthat if the majority of the teachers in\nyour system are not now in an organization of their own do everything\nyou can to encourage such an organization. To those of you who have such\ngroups\n\nencourage\n\nthem\n\nin every way\n\nso that the problems\n\nthat have gone\n\n"}
{"page": 99, "printed_page": null, "text": "General\n\n95\n\nSessions\n\nfar beyond being solved by the administrators may be solved by the teachers\nas leaders in the new social democracy that must be evolved for America.\nTEACHER\nH. L. DONOVAN,\n\nTRAINING\n\nPRESIDENT,\n\nFOR\n\nTHE\n\nEASTERN KENTUCKY\nRICHMOND,\nKY.\n\nNEW\n\nSTATE\n\nAGE\n\nTEACHERS\n\nCOLLEGE,\n\nThe old order is changing, giving place to the new. What will be the\ncharacter of the new order? It is essential that one have a vision of the new\nsocial order before attempting to outline a program of teacher education\nfor the new age.\nDr. Harold Rugg, in a very stimulating volume recently published entitled\nThe Great Technology , says that civilization may take one of five different\ndirections. That American civilization is at the crossroads is apparent even\nto the superficial student of social trends. We may have the choice of a\nnumber of different directions, but it appears to me more likely that we\nshall move in one of two directions.\nFirst, we\n\nmay\n\nproduce on this continent a civilization best represented by\n\nMillet in his picture, “The Angelus,” and by Markham in his poem, “The\nMan with the Hoe.” In such a society the masses, possibly a hundred million\nor more people, will constantly live in dread of poverty. They will become\npeasants or peons. Above these will be the middle class of ten to twenty\nmillions. This middle class will be permitted to enjoy a limited degree of\nprosperity to keep it satisfied. It will be composed mainly of members of\nthe professions, government officials, managers and clerks of businesses owned\nlargely by the upper class. At the top of this social structure an autocracy\nof wealth limited in number to a million or less will control and direct\nthe destinies of all the others.\nThis\n\nis the direction in which\n\nour\n\ncivilization has been\n\nmoving\n\nuntil\n\nrecently. It is the course which the vested interests and “money changers”\nof our nation are attempting to chart for us.\nIf this is the type of civilization which the new age is to bring, then the\ncharacter of the program needed for the education of teachers will be a mech¬\nanistic training designed to produce automatons who will accept orders and\nobey commands, for theirs will not be to reason why. A social order of this\npattern will provide for the masses elementary education of only the most\nrudimentary character. Secondary and higher education will be provided\nexclusively for those who are able to pay for it. Who among you has not\nheard such a social philosophy advocated in recent years? It comes from\nthe privileged classes who\n\nbelieve the masses\n\nmust\n\nbe kept in ignorance\n\nto\n\nbe kept satisfied. They recognize that ignorance is their ally, as it has always\nbeen thru the ages the ally of kings, potentates, and tyrants.\nBut will the American people who have been led in the past by such\n\nleaders as Washington, Jefferson, Jackson, Lincoln, Theodore Roosevelt,\nWoodrow Wilson, and are now being led by Franklin D. Roosevelt, permit\nsuch a social order to be clamped down upon them? God forbid! The\n\n"}
{"page": 100, "printed_page": null, "text": "96\n\nNational\n\nEducation\n\nAssociation\n\nstruggle, however, between the autocracy of wealth and the interest of\nthe great common people goes on with the betting odds at present in favor\nof the people. In this battle for democracy the American school teacher can\nbe a very vital influence in determining the outcome if he has the courage\nand dares enlist for freedom.\nSo confident am I of the future that I refuse to consider outlining a\nprogram of teacher education for such a social order as that which I have\njust described. I prefer to think of the new era which we are now entering as\na renaissance more glorious than that ever experienced by any nation in the\ncenturies past. St. John on the isle of Patmos reported a vision of a new\nheaven and a new earth. If we have the imagination, the courage, and the\npassion to make dreams come true we can create on this American continent\nat least a new earth.\nThat the time is ripe for the actual organization of a new society is evident\nto many of our foremost thinkers in education. I thoroly agree with Dr.\nGeorge S. Counts when he says: “We hold within our hands the power\nto usher in an age of plenty, to make secure the lives of all, and to banish\npoverty forever from the land. The only cause for doubt or pessimism lies\nin the question of our ability to rise to the stature of the times in which we\nlive.” Dr. Rexford G. Tugwell, in his new book, The Industrial Discipline,\nis our authority for saying: “We possess every needful material for Utopia,\nand nearly everyone knows it : it is a quite simple conclusion in most miads\nthat control ought to be taken out of the hands of people who cannot produce\nit (Utopia) from the excellent materials at their disposal.” Dr. Harold\nRugg has convincingly told us that we are now approaching: “The first\nepoch on the time-line in history in which man can bring forth a civiliza¬\ntion of abundance, of tolerance, and of beauty. A potentially great culture,\nbecause having invented efficient prime movers, man need no longer be a\ncringing slave of nature. . . . Great — because the scientific method can\nat last be applied to the man-man relationships as well as to the man-thing\nrelationships. In a word — great — because man can live creatively both as\nArtist and as Technologist.”\nSome of the problems of this new civilization into which I trust we are\nentering are well outlined by Stuart Chase in his book, A New Deal . He\nsays: “More important will be the problem of how to live; how to use\nfruitfully one’s leisure time; how to improve the biological stock; how to\neducate ; how to love and marry without emotional miseries which now\nbeset us; how to develop the arts; how to get the most out of life. These\nare the real problems of a civilized people who have yoked a billion of\nmechanical horse power. To go on stumbling thru economic pits and\nmires, under a sky recurrently black with the horror of insecurity and even\nstarvation, is tragic and needless waste.”\nAnd, finally, this new social order is to be dominated by a new ideal\nbest expressed by a sentence lifted from the inaugural address of President\nRoosevelt: “Happiness\n\nlies not in the mere possession of money;\nthe joy of achievement, in the thrill of creative work.”\n\nit lies in\n\n"}
{"page": 101, "printed_page": null, "text": "General\n\n97\n\nSessions\n\nI dare to believe that in the new age we will think in terms of human\nvalues rather than in terms of vast stores of material possessions for a few\nfavored members of society who cannot consume them. If we do, then man\nfor the first time can turn his attention primarily to life as an intellectual\nand spiritual adventure.\na major\n\nIt is for a social order in which\n\nportion of their time to the errands\n\nforecast a teacher-training program\nIn a social order where human\n\nthe masses\n\nof the mind\n\nfor the new age.\nvalues are paramount\n\ncan give\nthat I wish to\n\nthe teacher will\n\na much more important agent in molding the character of our\ncivilization than he has been in the past. The nature of the service which\nthe teacher renders makes of him little less than the architect of society.\nbecome\n\nThe real progress of a nation is conditioned very largely by the work of\nits teachers. If the intellectual level of the masses of our nation is to be\nraised, it will come about by teachers sharing their culture with the children\nwho attend our schools.\nThe administration at Washington, in drafting teachers — Moley, Tugwell, and Berle of Columbia; Sprague of Harvard; Dodd of Chicago;\nMorgan\n\nof Antioch;\n\nDickinson\n\nof Pennsylvania;\n\nOliphant\n\nof Johns\n\nHop¬\n\nkins ; Myers of Cornell ; and others — to help reclaim the Republic from\nthe debacle into which she has drifted, has given recognition to the expert\nservice which they can render a society attempting to escape from laissezfaire to a social order with some plan and design. It is a confirmation of\nPlato’s conclusion made more than two thousand years ago that a republic\nshould be governed by philosophers.\nThese observations lead me to a statement of the first proposition I would\nlay down relative to teacher training for the new age: In the new age the\nteacher must be an educated individual. This has not been true in the past\nnor is it true today of many\n\nteachers. It would\n\nsay that at least 25 percent of the elementary\n\nnot be an exaggeration\n\nto\n\nteachers of our nation are\n\nhalf-educated persons. Eliminating towns and cities, we find that over 60\npercent of the rural teachers fail to meet the lowest standard of preparation\naccepted\n\nas minimum\n\ntraining by any\n\nteacher education. This means\n\nauthority working\n\nthat approximately\n\n200,000\n\nin the field of\nto 250,000\n\nper¬\n\nsons are “keeping school” in this country, drawing public funds for a service\nwhich they are incapable of rendering, and denying little children their\nsocial and intellectual heritage. One of the tragedies of this situation is\nthat in most communities there are well-educated and professionally trained\npeople available for many of the positions now held by incompetents. Many\nof America’s best teachers are unemployed today. This state of affairs is\nnot due to an economic condition which denies communities better trained\nteachers\n\nand\n\nforces them\n\nto employ\n\npersons\n\ninadequately\n\nprepared\n\nfor\n\nteaching. It is all too frequently the result of nepotism, political chicanery,\npersonal favoritism, and in some\nbidder. I do not censure\nindividuals who\nmachinations\n\ncases the actual sale of schools to the highest\n\ntoo severely these thousands\n\nof poorly equipped\n\nare so desperately holding on to their positions thru the\n\nof inadequate\n\ncertification laws. I pity them. They\n\nare, how-\n\n"}
{"page": 102, "printed_page": null, "text": "98\n\nNational\n\nEducation\n\nAssociation\n\never, so much dead wood in the profession. They keep education from moving\nforward at a more rapid pace. They tend to cause the public to discredit the\nentire profession, for many people do not discriminate between the educated\nand the half-educated. Our profession has more than an academic interest in\nthis condition. It should move with all its force to arouse the public from\nits lethargy on this problem.\n\nIt should, particularly in rural sections where\n\nthe condition is worse, educate public opinion to a realization that the school\nis maintained\n\nin the interest of the children and not to give the teacher a job.\n\nIt has been my\n\nobservation\n\nthat the public is willing to accept the lowest\n\nstandard of excellence any professional group will tolerate. Higher quali¬\nfications of entrance to a profession, nobler conceptions of its service to\nsociety, and more\nOur\n\nefficient practises have to come\n\nprofession should\n\nattempt,\n\nfrom within the profession.\n\ntherefore, to see that every member\n\nbears\n\nthe stamp of an educated and professionally trained individual. Would it\nbe too much to ask that the last teacher in America should have at least four\nyears of preparation\n\non the college level for his work\n\nshort of this will, in my\nof the new age.\nIn the new\n\norder we\n\nopinion, be adequate\nmust\n\nnot make\n\nby 1950?\n\npreparation\n\nthe mistake\n\nNothing\n\nfor the teacher\n\nof believing that four\n\nyears of general education beyond the secondary school is adequate prepara¬\ntion for teaching. This fallacy prevails today in the mind of the layman.\nIt is so deeply rooted in the public conscience that it will be hard to eradicate.\nNowhere\n\nwill you find people believing four years of general education\n\nprepare young\n\nmen\n\nor women\n\nto practise medicine, law, or engineering, or\n\nto qualify them for the ministry. Just why this misconception regarding teach¬\ning exists is hard to understand. Its explanation is probably found in what\nwe term the cultural lag on the part of both the lay public and the profession\nitself. Reporting\nE. S. Evenden\n\nto the American\n\nsays: “Estimates\n\nAssociation\n\nof Teachers\n\nindicate that more\n\nColleges, Dr.\n\nthan 1100 of the 1490\n\ninstitutions of higher education are concerned with the education of teachers.”\nSuppose this condition were true in medicine or law. Picture what a chaotic\norder would\n\nprevail in these professions. Why\n\nis it that there are not some\n\n1100 institutions engaged in turning out members of these professions? The\nexplanation, I believe, lies in the constructive and positive attitude of such\nsplendid organizations\n\nas the American\n\nican Bar Association, which\n\nfix standards\n\nMedical\n\nAssociation\n\nand the Amer¬\n\nthat bar the pseudo-medical\n\nschool\n\nor law college. The profession and the public are thus protected from halfeducated doctors and lawyers. The example of these associations should be\nan inspiration and a challenge to the National\nin making\nmany\n\na similar contribution\n\nof the 1100\n\nEducation\n\nAssociation\n\nto aid\n\nto the profession of teaching. Just how\n\ninstitutions attempting\n\nto train teachers are prepared\n\nadequately to perform this service for society no one is able to say. That\nmore than half of the number do not have a laboratory school or access to\nsuch a school is a known\nin the education\n\nfact. That\n\na laboratory school is an essential factor\n\nof a teacher is a principle accepted by every authority of\n\nany note in this field. It would, therefore, not be inaccurate to say that pos-\n\n"}
{"page": 103, "printed_page": null, "text": "General\n\n99\n\nSessions\n\nsibly half of those institutions attempting to educate teachers are not prepared\nto produce a professionally educated teacher. By inference my second proposi¬\ntion is: The new age will demand that the institution attempting to educate\nteachers shall provide curriculums\n\ndesigned to serve the needs of teachers.\n\nThis proposition implies the operation of a laboratory school, or the control\nof an affiliated school, which may be used for this purpose. It is as easy to\neducate a doctor without a hospital as it is to prepare a teacher without a\nlaboratory school.\n\nSome of you may interpret this as a thrust at the liberal arts college. It is\nnot so intended. No one could possibly have r higher regard for these colleges\nthan I have. I go so far as not to object to allowing the college of liberal\narts to prepare teachers so long as it will not attempt to prepare them by way\nof the liberal arts curriculum. No institution has a right to regard the\npreparation of teachers as a by-product. If these colleges are to insist on the\neducation of teachers, they should be expected to offer a teacher-training\nprogram of studies comparable to the best to be found in the teachers colleges.\nThe teachers college that adopts a liberal arts curriculum — and some of them\nare guilty — and attempts to educate teachers thru it deserves far more crit¬\nicism than does a college of liberal arts. The teachers college of the new\norder must be distinctly and exclusively a professional school.\nCertain guiding principles should govern our thinking in the preparation\nof curriculums for the education of teachers. They may be stated briefly as\nfollows :\n1. Each curriculum should include courses to give adequate instruction in and\npreparation for a specific teaching position.\n2. Each curriculum should include a common group of piofessional courses.\n3. Each curriculum should include a group of informational and cultural courses\nrepresenting the fields of English, languages, mathematics, science, and social\nscience.\n4. Each curriculum should make some provision for individual choices of students\nso that their work may be planned to permit them to pursue certain individual\ninterests, aptitudes, and preferences.\n5. Each curriculum should include a common group of physical education courses\ndesigned to promote the health and recreational needs of students.\n\nMy\n\nthird proposition is: The\n\nteacher of the new\n\nsocial order must be\n\neducated in the “ creative , expressive activities” of society. In the past teachers\n\nhave been prepared to teach children to fit into a working world. We\n\nempha¬\n\nsized the three R’s because they were thought to be practical. They helped\nin the making of a living. Value was placed on those subjects which resulted\nin winning for the individual material gain. They were called fundamental\nsubjects, and all other subjects have been regarded as frills. But when a\ncivilization adopts a thirty-hour working week with approximately eighty\nhours of waking time, left for leisure, which are the fundamental subjects?\nWhich is the more important if one had to choose between them — a com¬\nmand of the processes in arithmetic or an appreciation of music and some\nskill on the amateur level as a musician ? Which will add more to the sum\ntotal of human happiness in a lifetime — the skill to write or a knowledge\n\n"}
{"page": 104, "printed_page": null, "text": "100\n\nNational\n\nEducation\n\nAssociation\n\nof art which comprehends something of the beauty of a sunset, the loveliness\nof nature, and the stateliness of good architecture ? Shall we not have tc\nchange our thinking in the new civilization with respect to those subjects\nformerly regarded as fads and frills? Nothing is more fundamental, in the\nlife of an individual in this new order in which we suddenly discover that\nwe have an abundance of leisure, than music, art, literature, dramatics,\nplay, health education, industrial arts, home economics, and all other\nforms of creative arts. These are indeed the fundamental subjects in a\nculture deeply concerned in the development of the personality of its people.\nIf this is a valid conclusion, the teacher of the new age will be required\nto secure far greater preparation in music, art, literature, and health, than\nhas been expected of teachers in the past. The teachers college that does not\nhave a vision of the development in these fields is losing its opportunity to\nmake an early contribution to the new social order.\nAnother even more significant change has taken place. So important is it\nalong with other changes that the historian of the twenty-fifth century will\nprobably record the year 1933 as the end of an epoch and the beginning of\na new era. We may expect in the years immediately ahead even greater\ncataclysmic changes than we have yet known. The teacher of the past has\ntraditionally lived a cloistered life. His habits of life have all too frequently\nbeen somewhat monastic. He has been willing to seek seclusion behind\nsheltered walls and view life much as one enjoys a motion picture without\never participating as an actor in its drama.\nVicarious experiences have been accepted as substitutes for the hurlyburly activities of society. An attitude of mind on the part of the public\nhas driven the teacher to pursue a sequestered life. In literature, on the\nstage, and in legislative halls he has been pictured as the impractical pro¬\nfessor. The teacher of the new age must be an active, aggressive , competent,\nand effective participant in society, possessing a fundamental knowledge of\ngovernment, politics, economics, sociology, and social psychology. This is\nthe statement of my fourth proposition in the preparation of teachers for\nthe new school.\nSuch an outcome may be difficult to achieve, for it means breaking with\ntradition. The teacher in the new deal must not be timid. Frequently he\nshould be willing to walk where angels fear to tread. His voice should be\nheard in the land, but when he speaks let him speak as one having authority,\nfor he should always be armed with the facts and with logic. He should\nparticipate in politics, not necessarily as a partisan of a political party but\nrather as the champion of great and fundamental issues. He must be willing\neven to sacrifice his position if the cause be just and the need for a leader\nbe paramount. Sometimes he must leave the schoolroom and offer his leader¬\nship for public office. Society' must recognize in the teacher of the new order\nan active participant rather than a professor viewing the panoramic picture\nof life passing before him.\nThe preparation for such leadership means a new emphasis on the study\n\nof social trends. We\n\nshall in the teachers college of the future study pos-\n\n"}
{"page": 105, "printed_page": null, "text": "General\n\n101\n\nSession’s\n\nsibly not less history but more of contemporary civilizations and their prob¬\nlems. We shall not be as much interested in looking backward as we shall\nbe in scanning the possibilities of the future. The teachers college should\ntoday be requiring of its students as a preparation for teaching in the new\nschool a thoro acquaintance with government and politics, the elements of\neconomics, sociolog}', and some knowledge of social psycholog}'. The student\nshould be so thoroly interested in these fields of study that he will continue\nto pursue them thru a lifetime. The teacher of the new age cannot properly\ndirect the children and youth of the land without possessing a fundamental\nknowledge and an appreciation of the problems of the social trends of our\ncivilization.\nIt is a fact revealed by a number of different investigations that the great\nmajority of students who plan to enter teaching come from homes where\ntheir social background has been limited. What they lack in social graces\nmay be compensated for in a measure by a ruggedness of character which\nthey usually possess. Nevertheless, this deficiency in social training should\nbe provided for in their education. Since it is the hope of our people that\nour nation shall advance to higher levels of culture, this development will\nbe conditioned to a considerable degree by the culture and refinements\npossessed by the teachers of the nation’s children. This leads me to a state¬\nment of my next proposition: The teacher of the neu' order will place\ngreater value on the virtues of politeness, courtesy, urbanity, gentleness of\nmanners,\n\nsocial graces, and the refinements of life.\n\nThe teachers college should surround its students with an environment\ncharged with the amenities of life. As far as possible students should live on\nthe campus. Every type of social program, both formal and informal, should\nbe provided. The extracurriculum activities are no less important in a college\nof education than its curriculum activities.\nMy\n\nlast proposition is: The new\n\nage will demand\n\nthat every teacher be\n\nprofessionally trained, skilled in the technic of teaching, possessing sufficient\nscholarship\nmeaning\n\nto have a philosophy\n\nof education\n\nand\n\nan appreciation\n\nof the\n\nof professional ethics.\n\nProfessional training is secured in the atmosphere of a professional school.\nStudents living together on the same campus, thinking the same thoughts,\nreacting to the same stimuli are in the process of being professionally edu¬\ncated. While I would not go so far as to say that the subjectmatter of every\ncourse in a teachers college should be professionalized, I would agree that\nevery instructor should have a dynamic professional attitude toward his work\nto the end that he might exemplify the finest characteristics of his profession.\nThe\n\nprogram\n\nfor the preparation of teachers for the new\n\nschool will\n\nemphasize participation in a laboratory school for the master}' of technic.\nLess and less academic or book instruction, will be given on methods of teach¬\ning. Prospective teachers will spend much time observing, analyzing, and\nparticipating in teaching under actual classroom conditions.\nThe amount of student or practise teaching will certainly have to be\nincreased beyond the time allotted to student teaching in most teacher-train-\n\n"}
{"page": 106, "printed_page": null, "text": "102\n\nNational\n\nEducation\n\nAssociation\n\ning institutions today. The laboratory school will represent the most modern\npractises in education. Newer educational methods and ideals will shape its\nprogram. It will be sensitive to the procedures developed in the experimental\nand progressive schools of the nation. T he laboratory school will, in fact,\nbe a progressive school. Older patterns of teaching will be discarded for\nactivity teaching. The training school will radiate the progressive theories\nand practises and it will be dominated by a philosophy that children learn\nto do by doing. In the laboratory school, teachers in training will see and\nhear and teach according to the most modern ways of instructing children.\nStudents should be required to live and work in the laboratory school as the\nintern is required to stay in the hospital for much of his professional education.\nEvery person may be said to have a philosophy of life. Every teacher like¬\nwise has a philosophy of teaching, but in many cases it may not be very\ndefinite. For most teachers I suspect it is drifting with the current stream\nof thought. A meaningful philosophy can come only from much thinking\nand as a product of excellent scholarship. T his leads us to return to our first\nproposition — that the teacher must be an educated individual. A constructive\nphilosophy of education is an essential attribute of the successful teacher.\nAn intelligent appreciation of the ethics of one’s vocation is a by-product of\nprofessional preparation.\nIf the new age demands an education of its teachers somewhat comparable\nto that which I have just described, teaching will become truly a profession\nfor all who are engaged in it. We shall then see the end of teacher transiency\nsuch as is shown today in statistics released by the National Survey of the\nEducation of Teachers pointing out the fact that in the one- and two-teacher\nrural schools of this country two out of every five teachers are new to the\nschools each year. Entrants to the profession in the future will be selected\nfrom the fittest who apply for admission. We shall not educate for teaching\nmore persons than society will employ. Equivalent qualification will be re¬\nquired of elementary and secondary teachers and no discrimination will be\nmade in the salary schedules of these divisions of the school. Marriage of\nwomen will not and should not serve to bar them from the classroom or\ndisqualify them for the profession for which they have prepared. I vision for\nthe new age a new teacher, a new school, and a new civilization.\n\nFORGOTTEN\nEDGAR\n\nG. DOUDNA,\n\nBUILDERS\nSECRETARY,\n\nOF\n\nTHE\n\nBOARD\n\nOF\n\nMADISON,\n\nAMERICAN\n\nDREAM\n\nSCHOOL\n\nREGENTS,\n\nNORMAL\n\nWIS.\n\nForty years ago at the annual meeting of the American Historical Asso¬\nciation held at the World’s Fair in Chicago, Professor Fredrick J. Turner\nread a paper on The Significance of the Frontier which has revolutionized\nthe study and writing of American history. Until Turner developed this\nthesis the historian generally described the growth of America as a westward\nmovement into the wilderness of a relatively static social order. He made\nmuch of the conquest and exploitation of the natural resources, but hardly\n\n"}
{"page": 107, "printed_page": null, "text": "103\nGeneral\n\nSessions\n\nnoticed the impact of the frontier upon the settler. Turner’s interpretation\nwas a germinal idea, as fruitful in American history as Darwin’s theory of\nevolution has been in biology. W e may assert with some assurance that the\nthree most important expressions of our American dream are to be found\nin the Declaration\n\nof Independence,\n\nEmerson’s\n\nAmerican\n\nScholar , and\nTurner’s Significance of the Frontier in American History. Professor Turner\nshowed that the existence of “an area of free land, its continuous recession,\nand the advance of American settlement westward, explain American devel¬\nopment.” Instead of a projection of a ready-made civilization into a new\nand undeveloped area which was claimed from the Indian and converted\ninto the conventional European community, he asserted that “American social\ndevelopment has been continually beginning over again on the frontier. This\nperennial rebirth, this fluidity of American life, this expansion westward\nwith its new opportunities, its continuous touch with the simplicity of primi¬\ntive society, furnish the forces dominating American character.”\nThe American ideal of the independent citizen, free to live his own\n\nlife\n\nunhampered\n\nby artificial barriers of government, economic privilege, and\nsocial stratification, did not burst full grown from the mind of some god-like\nAmerican living on an intellectual New England Mount Olympus. The\nAmerican dream was a slow growth which has been developed even now\nonly in merest outline. Our European ancestors brought to America not\ntheir hopes and aspirations alone but their traditions and their spiritual inher¬\nitance. Here in a new environment utterly unlike that of the old world\nthey began the conquest of a continent. Slowly but relentlessly the westward\nmovement went on until in 1890 the director of the census reported that\nthe last of the free land had been taken and the old days of pioneering had\npassed. This was the end of an era in American history.\nOn the edges of the slowly moving frontier where civilization was battling\nwith savagery the main concepts of democracy had been slowly developing.\nThe pioneer emphasized individualism, strong but selfish ; nationalism, in¬\ntense and local ; freedom of political action almost to the point of anarchy ;\nand he clung with unswerving faith to his belief in the fundamental equality\nof all men. This democratic faith developed on the frontier, nurtured in\nthe middle border, and all but lost in the machine economy of an urban\nsociety has been the basis of a creed of equality of opportunity to inspire\nmillions with high purpose and hope. For it they have lived, and sacrificed,\nand died. Its extreme results have sometimes been unlovely and disappointing.\nUndue emphasis upon individual success in a ruthlessly acquisitive society\nhas at times nearly ruined us. We have had our periods of jingoism and\nwe have shouted bombastically of our greatness. But by and large it has\nbeen a wholesome ideal, a faith worthy of any people, a dream which we\ndevoutly pray may yet come true.\n\nAs the historians have explored the past, have re-created the passing scenes\nenergized by the masterful figures of the human drama, and under the influ¬\nence of Emerson and Turner have written the American epic, they have, it\nseems to me, become so occupied with the material conquests, with the growth\n\n"}
{"page": 108, "printed_page": null, "text": "104\n\nNational\n\nEducation\n\nAssociation\n\nof industry and business and of political and economic\n\nconflict, that they\n\nhave underestimated or neglected entirely the influence of the two institu¬\ntions which preserve and protect the cultural and spiritual inheritance and\nstimulate the growth of the inner life, namely, the church and the school.\nOnly indirectly do they refer to the teacher, and except for the missionaries,\nwho are usually considered in the category of explorers, ministers, and priests\nare seldom mentioned. These pioneer builders have been too long forgotten,\nbut some day we shall have a new American history which will set them\nin their proper places in the picture. T hey will not be in the foreground, it\nis true, but in the story of the westward movement the men and women\nwho carried books and learning as the pioneer carried his ax will be a symbol\nof the development of America’s greatest contribution to civilization free,\nuniversal, state-supported schools.\nEducational statesmen have found their place in history. The foundation\nwork of Jefferson, Franklin, and Washington; the immortal paragraph in\nthe Ordinance of 1787 ; the influence of Horace Mann and Henry Barnard;\nand in every state the leaders in the formation of the various state school sys¬\ntems have been more and more brought into the story of our national devel¬\nopment. In my own state of Wisconsin we were busily occupied a few years\nago debating as to whether Michael Frank actually was the founder of our\nschool system. Certainly we cannot overestimate either the evangelical or\nthe constructive work of these men. Our profession should honor them as\nthe bar honors John Marshall or surgery repeats the story of its Murphys\nand its Mayos. This is not enough however. For all any system can do is\nto provide the means of bringing together pupil and teacher undei the best\npossible conditions for effective learning. The teacher always has made the\nschool. Administration may take the glory and the cash, but the credit belongs\nto the unadvertised,\n\nunderpaid,\n\noverworked\n\nteacher who\n\nday by day in the\n\nclassroom quietly, contentedly, and effectively leads his boys and gills thru\nthe schoolroom routine.\n\nI certainly don’t want to be sentimental and maudlin about a host of\nteachers who did their work, enjoyed it, and stepped out into other fields,\nor remained thru life loyal teachers of American youth. There is no value\nin such an emotional excursion, but there is a story to tell which our histories\nof education — to be specific — and the general historians of America have left\nuntold. It is the influence of the school and the school teacher upon our\nAmerican life, the effect of an education of book learning upon generations\nwhose environment was supplying the experiences, setting the tasks, and\ndeveloping the problems which the modern school tries so uncertainly to\nthe\nsolve with projects, laboratories, shops, and the like. Life was difficult on\nfrontier and the school, hard and harsh as it looks today, was a refining and\nalleviating influence in the relatively simple but difficult communities where\nour founding fathers lived, and worked, and died.\nThe most serious defect of histories of education, with one or two notable\n\nmodern\nexceptions, is the selection of material to show by conti ast with the\nfrontier.\nschool how bad, how unbelievably poor were these schools of the\n\n"}
{"page": 109, "printed_page": null, "text": "105\nGeneral\n\nIchabod\n\nCranes\n\nand Hoosier\n\nSessions\n\nSchoolmasters\n\nare the literary contributions\n\nto\n\nour pedagogical hall of fame. Yet Nathan Hale was a schoolmaster and an\ninspiring one. How the autobiographies of some of our greatest men seem\nnostalgic with the memories of their school days! Whittier’s schoolmaster in\nSnowbound , a composite portrait of the itinerant schoolmaster, Joshua Coffin,\nand the Dartmouth\n\ncollegian, George\n\nof what\n\nthe\n\nneed, it seems\n\nto me, a reexamination\n\nof\n\nneed to judge it by what\n\nit did and not by what\n\nit\n\ntimes could and did produce. We\nthe old school and we\n\nHaskell, is a fair example\n\nmight have been could we put a reverse gear on Time and move our modern\neducational system into the elemental life developing on the outposts of\ncivilization.\nThe\nhe was\n\nfrontiersman\n\nhad a difficult task to perform.\n\nevolving a new\n\nHe\n\ndid not know\n\nthat\n\nintellectual attitude, a new\n\nsocial order, a dynamic\ndemocracy. He only knew that he must clear the wilderness, or break the\nprairie sod, that he must convert the area he had chosen for his home into\na livable community for his family. He built log and sod houses, made\nand with the crudest of tools. His\nagriculture was primitive — he worked and toiled until in middle age he\nseemed a broken old man. His wife worked even harder as she cooked, and\n\ncorduroy\n\nroads with back-breaking\n\nwork\n\nspun, and wove, and served. Her lot was not easy. One cannot read the\nletters, papers, memoirs of any period without being convinced that for the\nchildren the woodsman and the plainsman planned and dreamed and worked.\nInto every little settlement came\n\na minister or a priest. Crude\n\nmeeting houses,\n\nbut as good as the homes, were fashioned by tired hands for the gatherings\nwhere man could have God interpreted to him and where he could hear the\nold, old story of a better life. A frontier doctor composed the old gospel\nhymn “Sweet Bye and Bye” and another “The Little Brown Church in the\nVale.” You can’t forget this phase of our emergent life if you read Giants in\nthe Earth, Death Comes for the Archbishop, or any comparable novel with\na setting in any state and in the time when the long thin line between civiliza¬\ntion and wilderness was being given a second and third dimension.\nEqually anxious was the settler that his children should have at least the\nbeginnings of an education. His faith in the transforming power of the school\nwas touched with mysticism. Perhaps he thought some miracle could be\n\nwrought.\n\nBut his boy and his girl must\n\nlearn to read, to write, and to do\n\nsimple sums. The three R’s to a man far away from the intellectual life*,\nmay have seemed wildly ambitious. But he wanted a school, a local school,\na school controlled by him, — not one handled for his community by a benevo¬\nlent despotism from a central point far, far away. So he built a log or sod\nschoolhouse and to it his children went and in it they learned to read and\nwrite and cipher, and not a few were\n\ntouched\n\nby a divine spark that set\n\nthem afire for learning. That story is an old one repeated how\nsands of times upon this continent. May I illustrate.\nNot far from where\n\nmany\n\nthou¬\n\n300 years ago the intrepid Jean Nicollet first set foot\n\nupon the soil of the middlewest and near the oldest city of my state — Green\nBay — there is the little village of New Franken, first settled by German\n\n"}
{"page": 110, "printed_page": null, "text": "106\n\nNational\n\nimmigrants\n\nin 1845. They\n\nEducation\n\nbuilt crude\n\nAssociation\n\nlog houses; they cleared the land\n\nof the huge maple forests ; they erected a stone windmill to grind their\nwheat, a saw mill to cut lumber. They organized their little community of\nabout twenty families into a social unit. One\n\nof the men\n\nwrote\n\nto a relative,\n\n“I am at present occupied with many special duties; 1 am postmaster, notary\npublic, justice of the peace, farmer, and schoolmaster. Last fall the governor\nof Wisconsin appointed me with two other men to designate school localities\nin two counties and to appraise these school lands.” They organized a school\ndistrict as soon as possible after statehood and proposed to build a schoolhouse but one John Schauer offered his log house for the purpose. At the\nschool meeting\n\nwith eighteen votes they resolved: (a) to purchase a stove;\n(b) to require the parents of children attending school to provide the school\nwith stove wood ; (c) to provide for lumber for desks and blackboards and\nfor stove pipe to levy a tax of $30 on the taxable property according to valua¬\ntion ; (d) that the teacher’s salary be raised by a tax of four shillings for each\neighty acres of land irrespective of its value.\nThere were many school meetings, but finally a teacher was employed for\n\nthirty-six dollars for a term\n\nof three months.\n\nchildren\n\nTwenty-one\n\nfrom\n\nseven to thirteen years attended and studied Webster’s Spelling Book, Davies’\nArithmetic, and Morse’s Geography. The report of the school district at the\nend of the year showed $118.28 assessed taxes; $12.90^2 delinquent, but a\nbalance in the treasury of $68. (At least as good a showing as our great\ncities make\n\ntoday.) One\n\nsignificant item is an allowance\n\nof $1.25 to the\n\ntreasurer for ‘‘two walks to Green Bay to receive school money.” 4 here is\na story typical of the organization of the rural district. Before roads, before\nalmost all else was the school and the dream of an educated people. It is\nhardly fair, it seems to me, to pick the school out of its primitive setting in\nthe backwoods and laugh at it. Into it the pioneer built his hopes and out\nof it has come more, much more than we have recognized, but which our\nprofession would do well to honor.\nAs the frontier moved westward\n\nthe middle\n\ncities united by systems of transportation\nand the school developed\nstabilized, curriculums\nsystems were\nmore\n\nwith it. The\n\nexpanded,\n\nvillages and\ntook its place\n\nprofession of teaching became\n\nbetter schoolhouses\n\norganized, and all education\nthe essence of the new\n\nwith\n\nand communication\n\nmore\n\nwere built, state school\n\nbecame, not more\n\nhighly differentiated. Division of labor was\n\nbut it was\n\nborder\n\nunknown\n\nimportant,\n\nbut\n\non the frontier\n\nsociety and the school teacher and the\n\nschool system were passing thru their adolescent period. Into better buildings\nwent\n\nbetter teachers and they too influenced the future life of our nation,\n\nmore\n\nperhaps than we\n\nsome\n\nman\n\nwho\n\ncan at present realize. Now\n\nand then a biography\n\nof\n\nlater achieved fame or notoriety calls attention to the personal\n\ninfluence of the teacher — a factor which in our machine age of standardized\nliving and with an objective and scientific attitude in education we have been\nneglecting until the emergence\npersonality in the development\n\nof the guidance\nof life.\n\nmovement\n\nagain stressed\n\n"}
{"page": 111, "printed_page": null, "text": "107\nGeneral\n\nSessions\n\nAgain may I illustrate, this time from the story of a not very savory char¬\nacter from the city of New\nLet him tell it :\n\nYork — the Tammany\n\nleader, Big Tim\n\nSullivan.\n\nIt was way back in 1873 and a boy named Sullivan was goin’ to the Elm Street\nSchool where there was a Miss Murphy who was a teacher. The boy had an old\npair of shoes, and one day she asked the boy to stay after school. He thought some\nother boy had done something and put it up to him and he was goin’ to stand for\nit. He said, “Miss Murphy, if I’ve done anything let me know because I want to\nget away and sell papers,” and she told the boy he hadn’t done nothing, and she\ngave him an order for a pair of shoes. I needed them shoes then, and I thought if\nI ever got any money I would give shoes to people who\nto buy shoes for people just as long as I live.\n\nLater when\n\nhe was\n\nstate senator he was\n\nwoman’s suffrage and his reason\nhim a pair of shoes.\n\nwas\n\nMiss\n\nneeded\n\nthem, and I’m going\n\nthe only Democrat\nMurphy\n\nwho\n\nto vote for\n\nhad once bought\n\nSuch stories as this, too, could be repeated endlessly for our library shelves\nare loaded with biographies awaiting for some\n\neducational\n\nTurner\n\nto study\n\ntheir significance in the building of our American dream.\nWhen the frontier passed as a historical phenomenon and the middle border\nwas maturing we saw the secondary school and the college repeating on a\nthem\n\nand show\n\nlarger scale and with the advantages of increased wealth and technical\nknowledge the story of the elementary school of the frontier. America has\nbecome a nation of schools and in them has found its most effective conserving\nand integrating force. Today we have reached the point in our history where\nthe school system is being revalued and at many points mercilessly criticized.\nThe platforms of educational conventions are often the sounding boards from\nwhich our differing opinions are sent out over the nation carrying suggestions of uncertainty, discord, and conflict. In the expansive days of the\nnineteen-twenties this was a wise procedure, but in these days when we are\non the defensive perhaps we need to point out our agreements, our conquests,\nand our hopes. Without any feeling of self-satisfaction our profession, it\nseems to me, owes it to the nation which is in large part a product of the\nschools, to assume once more a positive and constructive attitude.\nIf we could by some miraculous power move America back to 1890 when\n\nthe old frontier reached its last outpost we might possibly utilize the expe¬\nrience of forty years to make this a better and a more useful society. But\nchastened as we now are we can reexamine our social order and our schools\nand plan for a better day. We have a new frontier to develop in which the\ncreed of self-reliance, of intellectual equality, of individual\n\ninitiative and\n\nresponsibility are not enough. There is a new world in the making — and the\nschools will have their part in the planning and building as they have in\nthe past. With all of its faults our American system of government is perhaps\nthe best that has yet been developed. Unchecked individualism with its mate*\nrialism, its waste, its loose business ethics, and its huge concentration of\nwealth and power has brought some results which make us distrustful of\ndemocracy in practise. But I think in the light of our present knowledge and\nwith the powerful influence of the school we can so order it that the ideals\n\n"}
{"page": 112, "printed_page": null, "text": "108\n\nwhich\n\nNational\n\nhave been developed\n\nEducation\n\nAssociation\n\nas civilization moved\n\nto the west\n\ncan yet be\n\nmade the most useful and hopeful method of social control. We must, how*\never, preserve the historic American attitude toward the individual, his\nopportunity, responsibility, and his potential power. I suppose our feeling for\nthis is at bottom the justification for such movements as that which naively\ncalls itself progressive education. Creativeness, freedom, respect for person¬\nality are the educational bases of the democratic ideal and they have developed\nas America\n\nhas developed.\n\nattitude toward\ndevelop.\nThings\nworking\n\nBut in the new\n\norder which\n\nthe individual’s place and function\n\nhave been happening\n\nis building, a new\n\nin society is certain to\n\non the frontiers of education\n\nin the established system which\n\nwe\n\nwhich\n\ncall our educational\n\nthose\n\nladder are\n\nperhaps apt to underestimate. A tremendous force outside of formal school¬\ning is modifying the results of the school. The newspaper, cinema, radio,\nautomobile,\n\nto mention\n\nonly the most\n\nboth positive and negative which\n\nobvious, have educational\n\ninfluences\n\nso far as any conscious understanding\n\nis\n\nconcerned are largely uncontrolled except as economic forces direct them.\nBut in the field of formal education there has developed a whole new system\nof part-time education, which brings the school back into the lives of boys\nand girls employed in industry. This group of young people are salvaged for\nsociety, many are re-educated into new trades and methods of earning a liv¬\ning. Adult education is only beginning and it, too, has to fight for existence\nagainst forces which\n\ndo not or cannot\n\nunderstand\n\nthat education\n\nis a life¬\n\nlong process in which formal schooling is only a beginning. Libraries, Four-H\nClubs, and the like make their contribution. Truly the American dream of\neducation for all has expanded and developed beyond the hopes or even the\nimagination of Jefferson and Horace Mann. And if we are wise enough to\nsee the social revolution that the schools have already produced, and if we\nseize the opportunity offered in cohesive professional organizations which\nreflect the mass thinking of the teachers of America we shall indeed have a\nrebirth of that dynamic democracy which, coupled with social vision, will\nremake our society.\n\nCertainly the achievements of the schools in America since 1890 when\nthe old era closed have been little short of miracles. The scientific movement,\nexpanded\n\nand enriched curriculums,\n\nnew\n\nprocedures and methods, the testing\n\nmovement, the expansion of the school into undreamed-of fields, magnificent\nschool buildings, modernized supervision and administration have come upon\nus with a rapidity paralleling the social changes produced by our technolog¬\nical advances. We may be uncertain as to our destination, our educational\nphilosophy may be immature and theoretical, our school organization may\nbe too imitative of centralized business practise, but we have developed a\ntradition of free universal education\n\nas the center of our democratic\n\nsociety.\n\nIn America we have as our principal integrating agency the common school,\nthe common denominator of our civilization. We adhere to the concept of\nmass\n\neducation\n\nraise the many\n\nand accept the statement\n\nof Jane Addams:\n\n“It is better to\n\never so little than the few ever so high.” Our\n\ngroup — the\n\n"}
{"page": 113, "printed_page": null, "text": "109\nGeneral\n\nSessions\n\ncommon school teachers — have potential power unequalled in the history\nof the world if we use it rightly, and exercise a leadership based upon inner\ncontrol without external compulsion.\n\nthe dream\n\nof the frontier came\n\nBut let us not forget the past. Out\n\nthat\n\nsees beyond the years. The old school was a teacher-centered school in the\nbest sense. Alice Freeman Palmer could write from the city of Saginaw\non the edge of the pine woods to her future husband: “While I teach them\nsolid knowledge, and give them school drill as faithfully as I may, I will\ngive, too, all that the years have brought to my soul. God help me to give\nwhat He gave — myself — and make that self worth something to somebody;\nteach me to love as He has loved, for the sake of the infinite possibilities\nlocked up in every human\nfor most of us are changed\nthat we read.\n\nsoul.” That attitude we still need to recognize\nmost by the great people we meet and the books\n\nBooks, too, had a place in the holy of holies of the old school days. They\nwere few but they made life-long impressions. They were read and reread,\nand they built themselves into the hearts of those who hungered for food\nfor their souls. McGuffy made the classics familiar to millions. How can\none teach who doesn’t love books, who\nhart panteth after the water brooks?\n\ndoes not thirst for literature as the\n\nbooks, and above all the Book. For religion was central on the\nedge of the world. Crude, energetic, and in some of its extreme forms, as\nthe camp meeting, it was an emotional orgy. But at bottom in the silent places\nTeachers,\n\nthere was much\n\nwalking\n\nand talking with God.\n\ncan carry into the future a love for books as guides\ninto the kingdom of the mind ; religion as the energizer and director of those\ninner forces which generate our dreams, our visions, our aspirations, and\nSo from\n\nthe past we\n\nour ideals ; and personality as evidenced by the powerful forces which great\nteachers have unloosed. No school can be great without them, no nation be\nworthy of its heritage which forgets them. And because of them we have the\ndemocratic ideal — the daring experimental ideal ; the failures, the glorious\nfailures of men reaching for the stars. The American dream was made\npossible because of teachers, unknown or famous, perhaps those casual\nteachers who later became our statesmen, authors, and generals; teachers\nwho in crude surroundings taught themselves with their books and who in\na simpler age unlocked the doors into the empire of the spirit. We could to\nour profit set them in the temples of our memory and let their influence\nguide us in the new era and the new world in the making.\n\nCOOPERATION\n\nW.\n\nW.\n\nBAUER,\n\nM.\n\nTION,\n\nD., DIRECTOR\n\nAMERICAN\n\nHOME\n\nBETWEEN\nFOR HEALTH\nAND\nSCHOOL\nBUREAU\n\nMEDICAL\n\nOF\n\nHEALTH\n\nASSOCIATION,\n\nAND\n\nPUBLIC\n\nCHICAGO,\n\nINSTRUC¬\n\nILL.\n\nfor reverting to the elementary and calling\nyour attention to the fact that cooperation means working together. The\nterm itself excludes consideration of any project or scheme by which all\nPerhaps\n\nyou will pardon\n\nme\n\n"}
{"page": 114, "printed_page": null, "text": "110\n\nNational\n\nEducation\n\nAssociation\n\nthe responsibility and all work of maintaining or advancing the health of\nour children is thrown upon either the home or the school without sharing\nthe burden with the other.\n\nFundamental to the consideration of this topic is a realization that the\nschool is the extension of the home. When there were no public schools those\nwho could not afford to hire tutors for their children and thus educate them\nin the home, were\n\nforced to go without\n\neducation. T. he public school is a\n\ndevice whereby the home may delegate certain of its responsibilities, usually\nthose of a more complex nature, to persons specially trained for the discharge\nof such function and working in an organization and atmosphere which is\nsupposed to be conducive to the more efficient discharge of these special func¬\ntions. In considering how far the school ought to go in relieving the home of\nresponsibility, we must recognize at the outset that there are two funda¬\nmentally divergent philosophies, not of education alone but of community\norganization. Depending upon which of these philosophies you embrace,\nyou will either agree with what I am about to say, or you will disagree.\nIn either case, as educators, you will recognize the desirability of a frank\nstatement by your speaker of what he considers a desirable situation with\nrespect to cooperation for health between the home and the school.\nFirst, let us visualize the home in its relation to the community. It is\npopular today to speak in terms of a century of progress. A cynical observer\nis credited with the remark that all motion is not necessarily progressive in\n\nthe sense that we generally use the word “progress” to connote movement\ntoward a better state of affairs. There has been a very definite change in the\nposition of the home in the community in the last hundred years. One by\none, its functions have been taken over by agencies which many persons\nconsider able to carry them out better than they could be carried out in the\nMills have replaced the home spinning wheel ; bakeries have taken\nthe place of the family oven and thus carried us forward at the same time\nto the twentieth century and back to primitive times when community ovens\nwere the rule ; sewing at home has been unable to compete with the specialty\n\nhome.\n\nshop. Home millinery has succumbed to the $1.88 emporium for most of\nus and the more expensive establishment for the privileged few. T he cutting\nhas\nof firewood, except as a vacation necessity or a suburban affectation,\nbeen superseded by the ordering of fuel from the community dealei.\ns of\nThe community has changed, as well as the home. Primitive method\ncommunication have been replaced by the telephone, the telegraph, the cable,\ned\nand the radio. The technic of news-gathering and dissemination has advanc\nworld\nalmost unbelievably. M^edical science and its allies in the scientific\ns\nhave taken greater strides in the last hundred years than in all the previou\nhave\ncenturies of recorded history. The riding horse and the stage-coach\nand the air-craft.\ngiven way to the motor car, the speeding passenger train,\nod,\nEntertainment in the home, typified by the magic lantern of our childho\ncrooners.\nhas been replaced by the swifter tempo of talking pictures and radio\nrevolu¬\nAll in all, the setting in which the home finds itself has undergone\ntionary changes.\n\n"}
{"page": 115, "printed_page": null, "text": "General\n\n111\n\nSessions\n\nThere is no use to sigh for the “good old days,’’ because we are not going\nbackward and there were enough disadvantages in the old ways, so that\nwhatever\n\nmay\n\nbe the shortcomings\n\nof the new, we would scarcely wish to\nturn back the pages of the calendar a hundred years. At the same time there\n\nare elements in the trend of our civilization which ought to cause us to\npause and to look, if not with alarm at least with careful attention to see\nwhither we are going.\nPerhaps\n\nthe keynote of our\n\nsituation today is interdependence.\n\nAlmost\n\neverything from the food we eat, the light by which we read, the energy\nwhich moves our motor cars, our refrigerators, and our trains, the news of\nworld\n\nevents, all medical service, hospitalization and the preservation of our\n\nhealth depends upon someone else. No individual today can be self-sufficient\nwithout becoming a hermit. We no longer produce by labor of our hands\nthe commodities and the services which we desire. Instead we earn or other¬\nwise procure a more or less sufficient supply of a medium of exchange and\nthen proceed to try to make it meet our wants. At present the net outcome\nof a century of scientific and industrial progress seems\n\nto be a collection of\n\nproblems\n\nthese problems\n\nsuch as man\n\nhas never faced before. Among\n\nis the\n\nrelationship of the home to the community and as a part of this relationship\nthe cooperation of the home and the school for the better health of the child.\nThe\n\nhome\n\nas an institution must\n\nbe conceived\n\nprimarily as a device of\n\ncivilization for the protection, rearing, and education of children. The school\nis an extension of the home and must have the same ideals and purposes.\nAs soon as either the home or the school begins to live selfishly, the former\nfor the parents and the latter for the teachers, failure of each is inevitable.\nIt is to the credit of our civilization that regardless of multiplying\n\nrespon¬\n\nsibilities and perplexities, regardless of economic chaos, financial bewilder¬\nment, inability to find honest labor or to collect for services honestly rendered,\nmany\n\nhomes\n\nuniform\nWe\n\nand schools have stood fast and held to their ideals with such\n\nconstancy\n\nthat the exceptions still are notably conspicuous.\n\nare faced today with the need for retrenchment\n\nin all our activities.\n\nWe must scrutinize all expenditures and ask ourselves, not once but repeat¬\nedly, if they are necessary and useful before we venture to authorize them.\nThere can be no escaping the need for economy, but economy does not mean\npenuriousness. It means, as I shall use it, wise spending. Putting aside all\nprejudices and preconceived\n\nideas, we\n\nmust\n\nscan the school health service\n\nwith a critical eye — and I use the word critical in its original connotation\nand not in the commonly accepted sense. Public usage has corrupted the\nword\nTo\n\nto denote\n\nan antagonistic attitude but I do not use it in that way.\n\ncriticize, if I read the dictionaries aright, means\n\nand to pronounce a just opinion.\nSchool health service consists of two\n\nto examine\n\nwith care\n\nprincipal factors, health education\n\nand health service. It is the duty of educators to train children for a com¬\nplete, useful, and happy life and that means invariably a healthy life, tho\nI recognize that health is but one of the essentials for complete living and\nthat it is not in any sense of the word\n\nan end in itself. Health\n\neducation\n\nis\n\n"}
{"page": 116, "printed_page": null, "text": "112\n\nNational\n\nEducation\n\nAssociation\n\nnecessary because knowledge in medical and allied sciences has gone ahead\nmuch faster than the public has been able to keep pace with it. In consequence we have the spectacle of life-saving knowledge not disseminated to\nall the people in spite of the efforts of the medical profession, public health\nand school agencies to keep the public at least measurably informed about\nprogress in modern medical science. As the late President Coolidge pointed\nout, in his address to the American\nnot do as well as we know.”\nso many of us do not know.\nHealth\n\nMedical\n\nPerhaps\n\nAssociation\n\nin 1927, “We\n\nthe principal reason for that is that\n\nservice for disease prevention\n\nand improvement\n\nof the health of\n\nthe school child, as distinguished from education, presents a problem\nthe solution is not simple. The\n\ndo\n\nhome\n\nhas relinquished many\n\nof which\n\nof its former\n\nfunctions to the school and in some instances schools have usurped the place\nof the home. Perhaps the function which it has relinquished most completely\nis that of training the child and yet the child cannot be trained by the school\nalone because\n\nthe home\n\ncontrols the entire sleeping program\n\nof the child ;\n\nlargely determines his diet, recreation, and rest outside of actual sleeping\nhours ; furnishes the environmental background against which he lives, and\nabove all surrounds\nwhich\n\nhim with the influence and example\n\nare stronger than any program\n\nof parental attitudes\n\nof didactic instruction can ever be.\n\nThis home, as we visualize it, is bombarded\n\nby new\n\nand strange influences,\n\nleaving the parents many times bewildered and groping for guidance. Re¬\nstricting our comment to the field of health alone, we can observe that the\nhome\n\nis subjected to what\n\ndifferent sources, many\n\npasses for health instruction from\n\na number\n\nof them assiduously purveying misinformation\n\ncf warped\n\njudgment\n\nor downright\n\ndependable\n\nhealth information\n\nrascality. We\n\nobserve the home\n\nof\n\nbecause\ngetting\n\nfrom doctors and dentists, from public health\n\ndepartments, voluntary health agencies, and reputable medical writers. Com¬\nmercial organizations also attempt to educate the public according to their\nparticular interests thru the various advertising media, such as billboards,\ndirect mail, zeppelins trailing pennants,\n\nor any other device which\n\nballyhoo artist may conceive and which commercial\nappropriations\n\ngrown\n\na skilled\n\ninterests with advertising\n\nfaster than their civic consciousness, may\n\nchoose to\n\nsponsor. The parent, naturally enough, is bewildered, and his or her reaction\ndepends\n\nupon individual personal characteristics. There\n\nwill cynically disregard all health advice ; others who\nbetween\n\nthis and\n\nthey want\n\nthat viewpoint\n\nwill be some\n\nwho\n\nshuttle back and forth\n\nin their confusion ; some\n\nwill pick what\n\nto believe, and still others in disgust at the babel of tongues will\n\nresign themselves\n\nto taking matters\n\nthey could fare no worse\n\nas they come,\n\nthinking that after all\n\nby taking a chance than by attempting\n\nto chart a\n\ncourse in the treacherous rapids, shoals, eddies, and rocks which now sur¬\nround the safe harbor of good health. It should be sufficiently obvious that\nthere can be no success in health education without cooperation between the\nschool and the home.\nThe\n\nhealth service as it exists in the schools — and again I call your atten¬\n\ntion to my\n\npurpose\n\nto speak with utmost\n\nfrankness — is susceptible of much\n\n"}
{"page": 117, "printed_page": null, "text": "General\n\n113\n\nSessions\n\ngoing into detail, I wish to call your attention to\ncertain types of health service which all of you know exist. Quite likely each\nof the descriptions I am about to give you will call to your mind a definite\nimprovement.\n\nWithout\n\nschool system where\n\nsuch a condition prevails.\n\nfirst type of school is the one in which there is no health service of\nany kind. There may be a pretense at health education, consisting principally\nThe\n\nof reading a required textbook and requiring recitations about factual mate¬\nrial. This is not health education in the true sense of the word because it\ndoes not adopt modern principles of education, by which, as I understand\nthem, teaching is now conceived as the creation of situations and the dem¬\nonstration thru them of proper solutions for problems. A school system cannot\nteach health without demonstrating health practises.\nA little further up the scale we find a system where efforts are made to\nteach health thru the creation of situations which call for solutions. Coupled\n\nwith these will be a certain amount\n\nof demonstration\n\nactivity and possibly\n\nas part of it a health examination of the school children. It is when we come\nto the health examination that we find weaknesses most prevalent because\nwhat is commonly known as a school health examination is very frequently\nnot a health examination at all. Not long ago I had an inquiry about the\nexamination of children in school. The inquirer wished to know whether a\ncomplete and adequate physical examination could be made and recorded in\nthree minutes ! This question could not have been asked if pretended health\nexaminations were not being made and recorded at a rate of three minutes\neach. I happen to know that they are being so made and recorded in a number\nof school systems, large and small. Such an examination is neither good public\nhealth procedure nor good economy, and certainly such a group as this will\ncharacterize it as poor educational technic. Abolition of such socalled exam¬\ninations cannot be accomplished too quickly.\n\nNext\n\nwe have a school system doing a good job of education\n\nin health and\n\nlinking it up with an excellent health examination for demonstration pur¬\nposes. Such schools are not nearly as common as they ought to be. They are\nmeeting in full their obligation to point out the availability of medical knowl¬\nedge and means of using it for better health thru the wise application of\nmodern educational\nmultiplied.\n\nIt is when\n\nprinciples. Tf hey should be commended,\n\nhealth education\n\nreaches this standard\n\nemulated,\n\nand\n\nof excellence that it\n\nbegins to meet new dangers, namely the danger of superseding and thus\nundermining the responsibility of the home for the health of the child. As\na result of high-grade programs of health education and health examination,\nthere has developed a consciousness of physical defects and bad health habits\nand a natural and entirely laudable desire to do something about it. Then\nfollows the establishment of clinics for dental service, of provisions to furnish\nof\neye glasses to children with defective vision, and to procure the removal\ntonsils and other corrective work as the need arises. It is interesting to note\nthat one does not commonly hear of artificial limbs being purchased for\nschool children, nor has the furnishing of hearing devices become a regular\n\n"}
{"page": 118, "printed_page": null, "text": "114\n\nNational\n\nEducation\n\nAssociation\n\npractise. Yet these are but logical steps from the filling of teeth, the purchase\nof glasses, and the underwriting\n\nof defect correction of various other types.\n\nThe school must function as an educational agency; it cannot in my judg¬\nment also be a charitable agency and a practitioner of medicine unless it\nproposes ultimately, as was suggested at a recent conference, also to furnish\nfree legal advice and investment service for the families from which it draws\nits children. The school must define the limitations of health education and\nmust definitely limit itself in the furnishing of health service only to that\nwhich is furnished as an educational necessity. If limitations are not clearly\nrecognized, sharply defined, and scrupulously respected, the school will\nspread itself out so thin that it cannot do justice either to these extraneous\nfunctions or the ones for which it is properly responsible. More important,\nfor efficient living\n\nit will injure the self-reliance of those whose preparation\nis its primary responsibility.\nWe\n\nhear much\n\nfrom\n\neducators\n\nabout teaching, not by what\n\nTurner\n\nre¬\n\ncently referred to as “intra-cerebral injection of facts,” but by creating situa¬\ntions and problems to which the proper solution must be found and in the\nfinding, education acquired incidentally, unconsciously, and therefore without\nmuch pain. When the schools create a situation in which everything is done\nfor the health of the individual and no call is made upon him to use his\nown\n\nresources, they are not educating\n\nhim ; they are merely leading him\n\nare making of him a citizen who cannot exist\nexcept under a paternalistic government.\nIt is a grave question in my mind whether we are justified in spending\naround\n\nby the hand. They\n\nmoney for school physical examinations, socalled, until we have a more defi¬\nnite idea of what a school physical or health examination ought to be. I\nobserve from the reports of the White House Conference that the cost of\nschool physical examination\n\nranges from\n\nsomething\n\nless than 75 cents to\n\nalmost $4 per child. It is a recognized fact that the school physical examina¬\ntion can do nothing more than point the way and that in the last analysis we\nmust go back to the family doctor for a complete picture of that child’s\nhealth, not a still picture at one moment, but the unfolding sequence of the\nchild’s development. This can be observed only by the doctor who sees the\npatient repeatedly from birth up thru infancy, preschool years, and so into\nadult life. I do not believe that the community\nexamination\n\nfor a child more\n\nought to furnish a health\n\nthan once, except in instances where\n\nfamilies,\n\nfor economic reasons, cannot make the provision.\nA health examination should be a school entrance\n\nrequirement\n\nannual examination\n\nto successive grades\n\nshould be required for re-admission\n\nand an\n\nas a condition of promotion. The community may properly furnish these ex¬\naminations to those who cannot afford the service themselves and in the dis¬\ncharge of its educational obligation may properly demonstrate the examina¬\ntion to those who have not sent their children to school with a record of an\nexamination\n\nacceptable to the school authorities. To\n\nsuch demonstrations\n\nparents should be invited. If they do not choose to come,\nexcellent reason for not coming,\n\nthey should\n\nunless they have\n\nhave no further claim upon\n\n"}
{"page": 119, "printed_page": null, "text": "115\nGeneral\n\nthe examination\nbe expended\n\nSessions\n\nservice of the school and the money\n\nupon\n\nthem\n\nshould be devoted\n\nwhich\n\nwould\n\notherwise\n\nto other purposes.\n\nIn short, I propose that the school shall teach health and in that teaching\nshall demonstrate, insofar as may be necessary, the principles which it pro¬\npounds. I propose further that where economic inability makes the parents\nunable to respond to the requirement for a health examination the com¬\nmunity may properly furnish it, tho not necessarily or even preferably thru\nthe school. Where parents fail to interest themselves the examination need\nnot be repeated, while at the same time the school should continue its educa¬\ntional efforts with respect to such parents thru the school nurses, thru\nbulletins or literature, thru parent-teacher\nparent-education departments,\nobviously, can never abandon\nreason why\n\norganizations,\n\nor other extension provisions. The school,\nits educational obligations but there is no\n\nit should go on indefinitely rendering\n\nwho possess the means\n\nvisiting teachers,\n\nand presumably\n\nmedical\n\nservice to those\n\nthe intelligence to provide their own.\n\nI know that to provide medical service is just as logical as to provide cloth¬\ning and I know that the schools are providing clothing. I do not think that\nthey ought to provide clothing. I do not believe that the schools need to\nshoulder\n\nthe whole\n\nresponsibility for community\n\nsocial service. Of\n\ncourse,\n\nthey must cooperate with social agencies.\nLet us remember that the school controls the child and can control the\nchild only during a fraction of that child’s life. The school cannot overcome\nadverse influences in the home thru the child alone. It must enlist the co¬\noperation of the home.\n\nThere\n\nis no better way\n\nshare responsibility. Every member\nto wake\n\nup the lazy members\n\nput every home\n\nof an organization\n\nis to put them\n\non your community\n\nthe kind of a committee\n\nto enlist cooperation\n\nthat the way\n\non committees.\n\nhealth committee\n\nthat is all too common,\n\nknows\n\nthan to\n\nUnless\n\nyou\n\nyou are going to have\n\nnamely\n\nwhere\n\none fellow,\n\nthe school, is doing all the work and the others are reaping the benefits with¬\nout effort. Persons who get something for nothing usually appreciate what\nthey get at precisely what\nThe\n\ncommittee\n\nhas been facetiously described as an American\n\nfor intelligence. Whether\nsubstitute for individual\nlike committees,\n\nthey pay for it.\n\nwhere\n\nsubstitute\n\nit is that or not, it is certainly coming to be a\ninitiative. Communities are getting to be much\n\nnone\n\nof the members\n\ndo any work\n\nexcept the chair¬\n\nman — namely, the government. In my experience as a health officer I have\nseen the spectacle of persons who had purchased or otherwise acquired dogs\nfor pets, demand\npublic expense\n\nthat the health department\n\nwhen\n\nthey became\n\nassume\n\nthe care of the dogs at\n\nill. I have seen police departments\n\ncriti¬\n\ncized following an automobile accident involving two reckless drivers be¬\ncause there was no policeman on the corner. I have seen a city sued for an\naccident to a small child whose\nblocks from home\n\nunsupervised. These\n\nhas been encouraged\nment. To\n\nparents had permitted\n\nmany\n\nare evidences of a popular spirit which\n\nby increasing tendencies toward\n\nall intents and purposes\n\nit to wander\n\nthe American\n\npaternalism\n\nin govern¬\n\ncitizen in another genera-\n\n"}
{"page": 120, "printed_page": null, "text": "116\n\nNational\n\nEducation\n\nAssociation\n\nteach him to accept\n\nunless we\n\ntion or two will require a personal guardian\nand discharge his own responsibilities.\n\nI have said little about costs. I am not going to say more. It is not a ques¬\ntion of cost; it is a question of principle. If the American people are con¬\nvinced that something is worthwhile they will probably have it and will\nundoubtedly find a way to pay for it. If a policy is bad for the American\nor not they can afford the cost.\n\npeople they ought not to have it, whether\nHealth\n\neducation\n\nis merely a part of education\n\nas a whole. As I under¬\n\nstand the modern educator’s definition, education is preparation for living a\ncomplete and satisfactory life. A complete and satisfactory life includes\nfreedom to exercise individual judgment and presupposes the existence of\njudgment to exercise. Eternal guarding and leading children by the hand\ndoes not encourage or further their development, according to leading educa¬\ntors. If we are going to have citizens in the coming generation who can\nlead us further on the trail of progress in the next century than past genera¬\ntions have in the century behind us, we must develop self-reliance. The only\nway in which self-reliance can be developed with respect to the public health\nis by cooperation among the community agencies for health, which I pro¬\npose now to name for you in what I regard as the order of their importance:\n1. The home, because\nto the family group\n\nit controls\n\nthe ultimate\n\napplication\n\nof hygienic\n\nmeasures\n\ndoctor, the dentist, and other allied scientific groups, because thru research\nand clinical observation they develop the knowledge on which all health education\nmust be based\n2. The\n\n3. The schools, because they are the most\nfacts and establishing health practises among\n\nimportant\nchildren\n\nchannel\n\n4. The public health agencies, official and volunteer, because\nto the schools as educational influences, especially among adults\n5. Reputable\n\nmedical\n\nwriters\n\ncontributing\n\nfor disseminating\nthey are\n\naccessory\n\nto lay publications.\n\nUnless these groups just named cooperate, we shall continue to contem¬\nplate in the American scene a lush field for exploitation by the unscrupulous\ncommercial advertiser, the uninformed or sensational free lance writer, the\nscatter-brain faddist, and the wily quack.\nTHE\nJOSEPH\n\nROSIER,\n\nPRESIDENT,\n\nPUBLIC\n\nPRESIDENT,\n\nFAIRMONT\n\nAND\n\nITS\n\nNATIONAL\n\nSTATE\n\nSCHOOLS\n\nEDUCATION\n\nTEACHERS\n\nCOLLEGE,\n\nASSOCIATION\nFAIRMONT,\n\nW.\n\n; AND\nVA.\n\nWhen\n\nHorace Mann abandoned the law profession to accept the leader¬\nship of public education in Massachusetts in 1837 he made the following\ndeclaration :\nGod grant me\nbenevolence. How\n\nan annihilation of selfishness, a mind of wisdom, a heart of\nmany men I shall meet who are accessible only thru a single\n\nmotive, or who are incased in prejudice and jealousy, and need not to be subdued\nbut to be remodeled ! How many who will vociferate their devotion to the public,\nbut whose\n\nthoughts\n\nthese impediments\n\nwill be intent on themselves!\ncan\n\nbe met\n\nwith\n\nsuccess:\n\nThere\n\nis but one\n\nspirit in which\n\nit is the spirit of self-abandonment,\n\n"}
{"page": 121, "printed_page": null, "text": "117\nGeneral\n\nthe spirit of martyrdom.\n\n1 must\n\nSessions\n\nbe a fluid sort of man,\n\nadapting\n\nmyself\n\nto tastes,\n\nhypocrisy or insin¬\nopinions, habits, manners, so far as this can be done without\nbe a higher object than\ncerity, or compromise of principle. In all this there must\nI have faith in the impiovto win personal esteem, or favor, or worldly applause.\nwe can get this vast\nability of the race, — in their accelerating improvability. If\nished much. I have\nwheel into any perceptible motion, we shall have accompl\nlarger sphere of mind and\nabandoned jurisprudence, and betaken myself to the\nd of materials almost unmalmorals. Having found the present generation compose\nStrength expended upon the\nleable, I am about transferring my efforts to the next.\nion upon the former. Let\nlatter may be effectual which would make no impress\nthe next generation be my client.\n\ns parts of our\nIn that early day movements had already started in variou\nin the course of\ncountry for a system of education at public expense and\nr movement.\nevents Horace Mann was called to the leadership of this greate\non which have moti¬\nHe possessed those qualities of unselfishness and devoti\nthe public-school\nvated the workers in public education thruout the history of\nled Horace Mann\nsystem. The same spirit of self-sacrifice and effort which\nis still a character¬\nto give his life to the welfare of the children of his time\nThe teachers of\nistic of those who carry on the work of the public schools.\nen and these chil¬\nthe nation are today advocates and guardians for the childr\nd among\ndren are still our clients. The torch which M^ann lighted and caine\nto leader and today\nthe people of his generation has been handed from leader\nconsecrated their\nis borne aloft by thousands of men and women who have\nare still those who\nlives to the training and the education of children. There\ns of today\nare “incased in prejudice and jealousy” and the educational leader\nmet the leaders\nare faced with the same sort of opposition and criticism which\nof the public-school movement in the days of Horace Mann.\ncriticism which\nIn discussing the present situation I shall first consider the\nship in this coun¬\nis quite prevalent concerning the present educational leader\nhear from some\ntry. We read in some magazines and newspapers and we\nquality and\nplatforms statements that there has been a deterioration in the\nof this country.\npreparation of those who direct the public-school systems\nadictions. We\nCriticism of our leadership shows rather interesting contr\n\nover-developed\nhave those who claim that high-powered educationalists have\ncharge that the\nthe school systems of our country and we have others who\nin breadth of\nwork of our educationalists is largely mechanical and lacking\nthese criticisms\nvision and scholarship. I think it is fair that we should face\npublic schools.\nand take a square look at the professional leadership of the\nting from\nPhilosophically and theoretically may I say that criticism emana\nour\ncolleges and universities ought to be ruled out in view of the fact that^\ninstitutions.\nmodern educational philosophy has been evolved from those\nry can be\nSuch weaknesses as may be found in the public schools of our count\nwho carry\ncharged to our educational philosophers just as much as to those\nfactor in the\non these educational activities. I claim that the most important\nn teaching pro¬\npresent emergency as it affects the public schools is the moder\nwomen who\nfession. We have in this country today thousands of men and\nare the peers of men\nin preparation, scholarship, and professional knowledge\nany\nand women in any of the learned professions. Our critics may apply\n\n"}
{"page": 122, "printed_page": null, "text": "118\n\nNational\n\nEducation\n\nAssociation\n\nsort of yardstick they choose and they will find iust as high an average of\nacademic attainments and professional preparation in our educational lead¬\nership as they will find in any other profession. If there is any doubt about\nthis I refer them to the records in the graduate schools of the colleges and\nuniversities, and in the teacher-training institutions. There are still differences\nof opinion about the sort of educational preparation our leadership should\nhave but surely no one would charge that the courses of training for educa¬\ntional leadership are any less definite or more chaotic than those provided\nin the preparation for the other learned professions. In discussing this matter\n1 demand that our critics be fair and that they consider the leadership in\neducation upon the same basis as the leadership in all other forms of voca¬\ntional and specialized activity. I assert that such an impartial survey of all\nthe^ learned professions will show that the profession of education will not\nsuffer in comparison.\n\nW e are also told that there has been a slump in the leadership of the\norganized educational forces of the country. Here judgment must be based\nupon the achievements and the results of our educational organizations. The\nNational Education Association has a long and honorable record. I pay high\ntribute to those who have carried on the work of this association in the years\npast. They rendered a fine sendee, and on the part of the present leadership\nI express deep appreciation of the services which the leaders of the past have\nrendered to the cause of public education. I assert, however, with equal\nconfidence that the National Education Association in the past two or three\nyears has adjusted itself and its activities in a fine way to the demands of\nthe new age. Lnder the present management and that of the immediate\npast thru the modern facilities of the radio, the cause of education has been\npresented to millions instead of to thousands as in the past. The leadership\nin this organization has been alert in taking advantage of every modern\nfacility for bringing support to the public schools of this country. The activi¬\nties of its headquarters staff, its publications, and its contributions have been\nabreast of the times. The power and the influence of an organization like\nthe National Education Association in this modern dav are felt not thru\nany one person but in a combination of many working in a united effort\nfor the achievement of great purposes. Pleasured in this way every member\nor the National Education Association may well be proud of its achieve¬\nments. May\n\nI divert to pay tribute to the great state associations that have\nrendered such distinct service in this emergency. In everv legislative center\nand on every firing line the representatives of the state associations have\nr>een pre:>ent. The national association and the state associations in all the\n\nstates of the union have cooperated\nthe results speak for themselves.\n\nwholeheartedly\n\nin the past year and\n\nThe real educational leadership in public education in this countr\ny is\nfound in the state departments of education, in the offices of city superin\n¬\ntendents and high-school principals, and in the state and national associa¬\ntions which bring together classroom teachers for the advancement of their\nprofession and the protection of the welfare\n\nof our children. This country\n\n"}
{"page": 123, "printed_page": null, "text": "119\nGeneral\n\nhas witnessed\n\nSessions\n\nno finer exhibition of patriotism and loyalty than that of the\n\nteaching profession in the past two or three years. In the face of reaction\nand retrenchment and in the presence of mean and unjust criticism these\nmen and women have carried on. May we remind our critics that it would\nbe well for them to look to their own houses and compare their own leader¬\nship in academic attainments and professional equipment with the great body\nof men and women who are earn ing on the work of public education.\n\nThe critics of the public schools are finding fault with educational re¬\nsults. We are told that public education has resulted in a sort of dead level\nof mediocrity among the people. \\\\ e are not told what might have been\nour condition without such training. I do not claim any degree of perfec¬\ntion for the American public schools. Its critics cannot reasonably expect\nit to be free from the weaknesses of modern society. It is our hope as educa¬\ntional leaders that public education might prepare the rising generation for\nbetter things. Those\n\nof us who\n\nbase our educational\n\nphilosophy\n\nupon\n\nthe\n\nteaching of Horace Mann know that “an inconceivably great labor is under¬\ntaken. With the highest degree of prosperity, results will manifest them¬\nselves but slowly. The harvest is far distant from the seed-time.” This is\nno time to indulge in extravagant claims about the function of education.\nWe simply hold to the principle that we cannot have a modern society with¬\nout a certain minimum knowledge and intelligence. This must be universal\namong the people. Any other condition would mean the complete change of\nour governmental and social structure. Much of the criticism of educational\nresults in the public schools is due to the feeling that the masses of our\npeople cannot profit from educational training. These critics regard the com¬\nmon people as boobs and yokels. It is an easy matter to assume the attitude\nof an intellectual snob and to look down on the masses. It is quite difficult,\nto look up to those who assume airs of su¬\nperiority. In my judgment it is a little hazardous to decide that the in¬\ntelligence and human qualities desirable for success in modern life reside\nexclusively with any one group. Magazine writers and sensational platform\nhowever,\n\nto get those masses\n\nspeakers may be intellectually smart and clever but there are a lot of common\npeople who have learned in the public schools to discriminate between bunk\nand truth. The hope of this country is that an ever increasing number may\nlearn to make that discrimination. We have struggled for a long time in this\ncountry\n\nto eliminate illiteracy and to teach all of our people to read and\nwrite. We are approaching a one hundred percent record in that effort. Our\nnext goal will be to remove\n\nother forms of illiteracy. To\n\nthe public schools\n\nof this country\n\ncan surely be given the credit of achieving the first result\n\nand to them we\n\nmust look with hope for higher results. The\n\nmay\n\nhave many\n\nof the imperfections\n\nwhich\n\npublic school\n\nits critics have claimed\n\nbut the\n\nfact remains that it is the only instrument we have for developing a citizen¬\nship that is universally prepared to deal intelligently with the complexities\nof modern life. We therefore suggest that those who criticize the results\nof public education\na democracy.\n\npropose\n\na better means\n\nof qualifying people to live in\n\n"}
{"page": 124, "printed_page": null, "text": "120\n\nNational\n\nEducation\n\nAssociation\n\nWe are told by another group of critics that public education is costing\ntoo much money. Here we are brought face to face with the obligation of\nparents for the education of their children. If this type of critic believes\nin modern democracy he must accept the obligation for the training of\ncitizens in that democracy. In the course of time the modern public school\nhas become a cooperative effort among the parents for providing desired\neducational\n\ntraining. Of course, we have those who\n\nare financially situated\n\nso that they can provide for the education of their children in a highly effi¬\ncient manner thru private enterprise, but the community and the state very\nsoon confront that larger group who cannot provide such educational train¬\ning without general cooperative effort. Since the days of Horace Mann we\nhave in this country established first the principle that an elementary educa¬\ntion should be provided at public expense to all the children of all the\npeople, and rather reluctantly in a more recent period the providing of sec¬\nondary education at public cost has been generally accepted altho in this\nemergency there have been reactionary voices crying for a curtailment of\npublic secondary education. We still have with us those who are opposed\nto any general expenditure for free public higher education. The basic prin¬\nciple underlying this whole problem is found in the obligation of parents to\nchildren, of age to youth, of one generation to the succeeding generation.\nMay I enunciate the principle which I have stated repeatedly this year that\nin a democracy the education of the children constitutes a first mortgage\non the wealth of the community and the state.\nWe\n\nare confronted\n\nnow\n\nin this period of depression which\n\nnear the end, with those critics who\n\nwe\n\nhope is\nafford to\n\nclaim that this nation cannot\n\nprovide free public education to its childhood and youth. The educational\nleadership of this country in the presence of this situation recognizes the fact\nthat expenditures\n\nmust be adjusted to the ability of the community\n\nand the\n\nstate to pay. We do claim that the education of children is an essential serv¬\nice and that in the adjustment of public expenditures funds for education\nshould have a priority of consideration. May I submit some facts concerning\nthe spending habits of the people of this country, when\ntheir own personal needs for display or amusement.\n\nthey want\n\nto satisfy\n\nOfficial estimates of the United States Office of Education place expendi¬\ntures for public elementary and secondary schools for the school year just\nconcluded at approximately $1,900,000,000. This estimate was made last\nDecember and many additional reductions have been made in school expendi¬\ntures. It is safe to say that our total bill for public schools in America in\n1932-33 was well under two billion dollars.\n\nAt the same time, our annual expenditures for gasoline were approximately\n$1,982,000,000. We spent as much to propel our automobiles as we did\nto educate our children.\n\nExpenditures for cigars, cigarettes, and other forms of manufactured to¬\nbacco have fallen off greatly during the depression ; nevertheless, even last\nyear we were\n\nable to find $1,212,000,000\n\nfor tobacco products.\n\n\"I he com-\n\n"}
{"page": 125, "printed_page": null, "text": "General\n\nSessions\n\n121\n\nbined public-school systems of 38 out of the 48 states were operated for\nless than the amount spent by the United States for tobacco.\nThe annual income of a single chewing-gum company in 1930 was laigei\nthan the income for public schools in any one of 26 states.\nOur expenditures for admissions to moving pictures, theaters, prize-fights,\nwill\ncabarets, and the like, amounted to $1,240,000,000. The nation that\nclose kindergarten and night schools while it continues to spend these huge\nsums on amusements, often of doubtful value, is pursuing a dangerous policy.\nare 50\nAs long as the combined expenditures for tobacco and amusements\n\\\npercent greater than the combined expenditures for all public elemental\nand secondary schools, we shall be unable to take seriously the statement\nthat we can no longer afford to give our children a decent education.\n\nother pur¬\nThese contrasts between expenditures for education and for\nfairly normal\nposes are even more striking when we consider conditions in a\ntheater, to¬\nyear. Thus, in 1928, we spent $2.60 for candy, chewing gum,\nfor schools. Even\nbacco, jewelry, and similar luxuries, for every dollar spent\nlife insurance\nas late as 1930, we were spending fifty percent more for\nfor building\npremiums than we were for public schools, over twice as much\nas much\nconstruction as we were for public schools, and about five times\ncomparisons,\nfor passenger automobiles as for public schools. In making these\nes for life\nthere is no thought of depreciating the importance of expenditur\nis granted\ninsurance, for buildings, for transportation, or for luxuries. It\ncannot be\nthat factories built for the production of automobiles or cigars\ner,\nconverted over night into schoolhouses. It can hardly be denied, howev\nbute\nthat there is a large element of choice in the way in which we distri\nain its\nthe national income. Scarcely a state in the country could not maint\nthe\nexpenditures for education provided its people were willing to forgo\npurchase of other goods and commodities. Once the pioper support of public\nbe\neducation is recognized as a matter of first concern, the schools can\nlike of\nadequately supported even tho we may not have as much as we\nmaterial luxuries and comforts. A wise national policy will find ways and\ns and\nmeans by which the economic support given to vaiious commoditie\nservices will bear a close relationship to the relative human values of these\ncommodities and services.\nfallen on\nMost of the curtailments in public education have necessarily\nobject to rea¬\nthe salaries of teachers and other employees. Teachers do not\nunder\nsonable reductions in salaries when it is evident that the community\nbut teachers\npresent conditions is unable to maintain the former schedules,\nthe lower\nand many other citizens are beginning to wonder why it is that\na period of de¬\nsalaried groups always seem to feel the heaviest brunt of\npression. The salaries of the presidents of twelve large railway systems, for\nin these\ninstance, run from $61,000 up to $135,000. The average reduction\nlargest\nlarge salaries between 1929 and 1932 was only 10 percent. The five\nlife-insurance companies pay their presidents salaries ranging from $100,000\nof their\nto $200,000. Four out of the five companies increased the salaries\npresipresidents by $25,000 between 1929 and 1932. It is reported that the\n\n"}
{"page": 126, "printed_page": null, "text": "122\n\nNational\n\nEducation\n\ndent of a large tobacco company\nsalary and bonus\n\namounting\n\nwas\n\nAssociation\n\nreceiving in 1932 remuneration\n\nto nearly $800,000\n\nfrom\n\na year, while in 1930 the\n\nsame official received over a million dollars a year in salary and bonus. While\nthe railroad and insurance companies were paying salaries of this type to\ntheir leading officers, the federal government was loaning them large sums\nof money thru the Reconstruction Finance Corporation. At the same time,\nthousands\n\nof school teachers whose\n\nsalaries in normal years were not ex¬\ncessive, were going without pay entirely and were unable to secure from\nCongress any legislation which would permit the Reconstruction Finance\nCorporation to loan money for their relief.\n\nIt is conditions such as these which\n\nlead us to suspect the motives of those\n\nwho are taking the leading part in the national drive against the financial\nsupport of public schools. It is no longer popular, as it was a century ago,\nto oppose\n\nthe support\n\nof public education\n\nas a matter\n\nof principle. The\n\nAmerican people have accepted the public-school system and will not turn\nfrom it. Can it be possible that those who do not at heart believe in a\ndemocratic system of education but who dare not openly announce their\nopposition to it are using our present sufferings as a method\nhope to weaken or destroy it?\nWe\nmust\n\nneed in this country\n\ntoday a new\n\nconception of human\n\nby which\n\nvalues. There\n\nbe a radical change in our estimates of success. Democratic\n\nthe greatest good to the greatest number\n\nmust\n\nbe made\n\nthey\n\nideals of\n\na reality. We\n\nhave\n\ntoo long preached the principles of equality and justice while practising in¬\njustice. The badge of dishonor should be pinned on the man who achieves\nselfish purposes by unfair treatment of his fellows. The American publicschool system represents the effort of a great modern democracy to establish\nequality of opportunity\n\namong\n\nall of the people. In this land of ours the\n\nsons of the struggling farmer, the wage\n\nearner, and the small salaried person\n\nmust have the same opportunity for the development of their intellectual tal¬\nents as do the sons of the privileged classes. This is of the essence of\ndemocracy.\n\nSocial, political, and economic\n\nleadership in the new\n\nof us must be based upon ability and character. Ralph Waldo\nmade\n\nthe statement\n\nculture of men.\nfor men\n\nwho\n\nthat the greatest human\n\nperiod ahead\nEmerson\n\nonce\n\nenterprise is the care and the\n\nMay\n\nI say that the greatest need of this country today is\nare honest and fair in their dealings with their fellow men\n\nand who\nFrom\n\nare true and loyal to the ideals and principles of modern democracy.\nthe days of Horace Mann down to the present moment the American\n\npublic school has been dedicated to the greatest of human enterprises. In\nthe face of unfair criticism and selfish opposition one million teachers in\nthis country carry on with supreme devotion to American ideals and modern\nconceptions of human\n\nsuccess. These\n\nteachers call upon\n\nthe representatives\n\nof wealth to join with them in the care and the culture of the rising genera¬\ntion. American institutions cannot be preserved and perpetuated by educat¬\ning the children of a few. They can only be made permanent thru the broad¬\ncast education of all the children of all the people. The debt which age owes\nto youth for culture and education must not be defaulted.\n\n"}
{"page": 127, "printed_page": null, "text": "General\n\nSOME\nCLARENCE\n\nMARTIN,\n\nRECENT\n\nPRESIDENT,\n\nLEGAL\n\nAMERICAN\n\nBURG,\n\nCertainly the opportunity\n\n123\n\nSessions\n\nW.\n\nTRENDS\nBAR\n\nASSOCIATION,\n\nMARTINS-\n\nVA.\n\nis propitious to tell you how\n\ndeeply indebted\n\nthe people of this country — aye, of the world — are to the teaching profession.\nThe American Bar Association, which I have the honor temporarily to\nrepresent, numbers\n\nin the legal branch\n\nof the teaching world, many\n\noutstanding figures. Each of them adds presence,\ngenerally, conservatism to its work.\nDoctor\n\nRosier told me\n\neducation.\n\nPresumably,\n\neducation. And\n\nprestige, learning, and,\n\nthat the slogan of this meeting\n\nthen, you\n\nof its\n\nare determining\n\nwas\n\nto evaluate\n\nthe worth\n\nof applied\n\nthis brings me directly to the subject of this discourse, for\n\nlaw, in its scientific sense, is the reflection of society, at any given time, and\ndepends upon\n\nthe breadth of thinking the lawgiver possesses at the moment\n\nof the formulation\n\nof any given precept. Or, as the lawyer aptly puts it :\n\nthe history of a people is a history of their law. What\nof the present legal trends when\ntion ?\n\nMay\n\nthey are weighed\n\nwill historians say\n\nin the scales of retrospec¬\n\nI discuss with you a subject kindred in its nature to that with which\n\nthe teaching profession is faced in every state in the country — that of the\nstandard of education required for admission to the bar?\nWhen\n\nAbraham\n\nLincoln, regarded\n\nas our outstanding\n\nexample\n\nof equal\n\nopportunity, was a member of the Illinois legislature, to the surprise of many\nof his colleagues, he championed the passage of a statute which required an\nexamination to ascertain the fitness of those who aspired to teach in the com¬\nmon schools of the state. That problem, then existent, has been solved to a\ngreater or less extent, to the satisfaction of the teachers of America.\n\nThe\n\nlegal profession has had a similar problem, the solution of which\n\nhas\n\nnot been so easy. There seems ingrained in the non-legal mind the thought\nthat every young man, if he so resolves, irrespective of his qualifications,\nshould have an opportunity at the bar. Legal minds differ from this con¬\nception. The American Bar Association some years ago adopted minimum\nrequire at least two years of col¬\nlege work, or its equivalent, and at least three years of law school study.\nThere is then some reasonable assurance that those who are licensed to\nstandards\n\nfor admission\n\nto the bar. These\n\ncharge a fee for legal services will be competent\n\nfor the work\n\nthey are called\n\nupon to do. Nineteen of the states — led by West Virginia — have adopted\nthese requirements. These standards, adopted because of the experience of\nyears, have been set with due regard to the dictates of prudence and reason,\nresponsibilities to the public. It is indispensable that\nthe lawyer be well grounded in those studies necessary to equip him to par¬\nticipate in the economic and political life of the country upon an equal\nbasis with those with whom he comes in contact.\n\nand the Association’s\n\nThe lawyer, too, when called to the bar, should have a properly educated\nand balanced civic conscience, an intimate and complete knowledge of his\n\n"}
{"page": 128, "printed_page": null, "text": "124\n\nNational\n\nethical duties towards\n\nEducation\n\nAssociation\n\nthe public and towards\n\nhis client, as well as a due\nThis\n\nobligations about to be assumed.\n\nregard for the high moral\n\nrequire¬\n\nment, stressed in this generation and developed because of the peculiar de¬\nmand for its existence, is founded upon sound public policy. The leading\nlaw\n\nschools of the country\n\nunanimity.\n\nThe\n\nare meeting\n\nthis requirement\n\nrule inures solely to the wellbeing\n\nwith\n\npractical\n\nof society. The\n\nlegal\n\nprofession seeks your cooperation, and thru you that of the general public,\nto assist it in making\n\nthese minimum\n\nrequirements\n\nof the country. It craves merely the right to make\ncapable of handling the problems\nenough\n\nto meet\n\nthe demands\n\nthe universal standard\n\na learned profession more\n\nthe centuries have referred to it and stable\n\nthe future may\n\nmake\n\nupon\n\nit. For\n\nthe law\n\nstudent of today is your judge, your legislator, your diplomat, your\ndent of tomorrow.\nThere\n\nis a growing\n\nsentiment, too, and a just demand\n\nadjective or administrative\n\nbranch\n\npresi¬\n\nfor revision in the\n\nof the law, popularly called the “law’s\n\ndelay.” It is truthfully said that delay in trial is denial of justice. There is\ndelay and too much of it. Every unselfish lawyer of any consequence knows\nit and deplores it. It is the system, not the lawyers, which\nhave in America\n\nis at fault. We\n\ntoday an archaic system of procedure, certainly ancient in\n\nLord Bacon’s time. The courts do not make their own rules of procedure,\nnor may they change them. The legislatures of our states, with a few excep¬\ntions, have relegated that function to themselves. Time and again, in every\nmanner\n\nin which\n\nto the woeful\n\nthe bar can speak, it has called the attention of our people\n\ncondition\n\nof legal procedure.\n\nIf the courts were\n\ngiven that\n\npower, which lawyers describe as the rule-making power, the courts would\nassume that responsibility. Delay, then, would be obviated and the cost of\nlitigation materially reduced.\n\nNor\n\nare the rules governing\n\nand the conditions surrounding\n\ncriminal actions less deplorable. There\nwhen\n\nthe accused was\n\ncent. Now\n\nthe presumption\n\nof the trial. And\nup many\n\npresumed\n\nwas once a period in our legal history\n\nto be guilty until he proved\n\nof innocence\n\nwith this presumption,\n\nthe trial of\nhimself inno¬\n\nfollows the accused at every stage\nand because of it, there have grown\n\nto protect the accused, which, if innocent, the\n\ntheories intended\n\naccused does not need for his protection. The\n\npendulum\n\nhas swung\n\ntoo far\n\nthe other way. For this reason, socalled third-degree methods, as illegal and\ndeplorable as the commission of the original crime, have developed. A pru¬\ndent regard for the ends of justice requires that commonsense rules and\nmethods\n\nof trial be used which\n\nare in accord\n\nwith presentday\n\nTrials should be legal arbitrations and the courthouses\nconcrete justice, instead of neighborhood\nmay\n\nresort for amusement\n\nof study by competent\nnation a new\n\nshowhouses,\n\nthought.\n\ntemples of exact and\nto which\n\nthe public\n\nor to satisfy their insatiate curiosity. After years\n\nmen,\n\nthe legal profession is about to present to the\n\ncriminal code, which, if adopted\n\nby the states, will eliminate\n\nmost of the evils and secure a quicker administration\n\nof criminal justice.\n\n"}
{"page": 129, "printed_page": null, "text": "125\nGeneral\n\nSessions\n\nJustice, you will admit, demands relief from archaic and unjust rules o^\nprocedure and evidence, both in the civil and criminal realm. That refoim.\nwe hope, is now definitely on the way.\nThere is no more disconcerting trend in the legal realm today than the\nlaw of marriage\n\nand\n\ndivorce. There\n\nis, indeed, no subject of more\n\nvital\n\nimportance to the nation. Let me emphasize it simply. While the popula¬\ntion of this country from 1867 to 1929 increased 300 percent, marriages in¬\ncreased 400 percent and divorces about 2000 percent. Over a period of\nsixty-odd years, the rate of divorce has advanced five times as rapidly as\nthe marriage population. Marriage partnership has given away to a limited\nof\nliability stock corporation, according to W orld’s IV ork. The number\na\nand\nsix\nevery\nin\ndivorces to marriages has now increased to one divorce\nfraction marriages. No such condition exists in any other civilized nation,\nunless it be in Communistic Russia, where statistics are not available.\ntoo, we have developed what is known as a migratory divorce,\nthat is a divorce gotten at some place other than the actual residence of the\nparties. Keen competition has arisen among a few of the states. Nevada once\nIn America,\n\nrequired a six months’ residence. Arkansas and Idaho reduced the period\nrequired to three months, and Nevada, to save its business, made its juris¬\ndictional period one of six weeks. Mexico is bidding for business. Divorce,\nin that country, can be gotten by consent of the parties. It is possible, under\nthe present regime, to secure a divorce and remarry within a period of\ntwo hours.\nsuggested that the problem would be solved by the granting of the\nvoting privilege to women. But in the last ten years of equal suffrage, divorce\nhas been growing and wives seek the divorce court three times as often as\nthe husbands. And fewer cases are contested by wives.\nIt was\n\nLast week in Chicago,\ntion for the Advancement\n\na learned professor, speaking before the Associa¬\nof Science, proposed divorce by agreement of the\n\nparties. Some churchmen replied in the press. All should have examined the\nstatistics on the subject. Of the 189,863 divorces granted in this country in\n1930, 163,320, or almost nine-tenths, of the cases were uncontested by the\ndefendant. This statement brings to the fore the charge that at the present\ntime most divorce suits are the result of agreement or collusion between the\nparties — that, in legal parlance, the socalled controversy is one in name and\nnot in fact. Every lawyer knows that, in any other character of case when\nso great a percentage of non-contests exist, that a friendly suit is pending.\nIndeed, every lawyer of any experience has heard of some case where the\ndefendant furnished the plaintiff with evidence, for evidence there must be\nto satisfy the demands of the law. If these statements are true — and they\nare — we have divorce in this country by agreement of the parties, which,\nwhile not so bold and open an arrangement as in Russia, or its prototype — our\nneighboring nation of Mexico, is nevertheless just as effective.\nSouth Carolina grants no divorces. New York, with one jurisdictional\nground, has one divorce to every twenty marriages ; the District of Columbia,\nwith a similar condition, has one in forty; Nevada, with its generous stat-\n\n"}
{"page": 130, "printed_page": null, "text": "126\n\nNational\n\nEducation\n\nutes, has one divorce to every two\nof divorcees remarry.\nBanns\n\nAssociation\n\nand a fraction marriages. And\n\nshould be published ; marriages\n\none-third\n\nshould be celebrated at the domi¬\n\ncile of one of the parties; Gretna Greens — of which there are sixty-odd,\naccording to the Department of Commerce — should be abolished ; migratory\ndivorces ought to be prohibited ; and the all-important\n\nquestion — the right\n\nto remarry — should be granted only in case of annulments on grounds exist¬\ning at the time of the marriage and not for divorce upon causes arising\nafterwards. 1 his was and is the common law. And the glory of the common\nlaw was and is that it is founded upon the precepts of the natural law.\n\nYou\n\nare interested in the children. The larger the family, the fewer\nmarriages end in divorce. In four out of five cases, children are granted\nto the wife. It is true that the mother regards divorce as a severance of the\nmarital relationship only ; for the father, divorce generally signifies loss\nof parental relationship, as well. And while statistics are meager, the reports\nof orphan asylums and homes for children show a greater and growing\nnumber\n\nof children of divorced families utterly dependent for their rearing\nand education upon these institutions. Indeed, one eminent writer goes so\n\nfar as to say that “divorce and crime go hand in hand, and juvenile crime\nis sheltered beneath its wing.”\nThe children of this country are the peculiar care of the teachers. For\n\nthe sake of them alone, this problem\ndemand your serious consideration.\n\nAnd, while we\n\nshould\n\narrest your\n\nattention\n\nand\n\nare upon\n\nthe subject of children, let me say a few words\non the socalled Child Labor Amendment. There was a time in the country\nin the not distant past, when we had a growing sore of child employment.\nIt was not peculiar to any section of the country. You could find it in spots\nwherever grasping employers existed who had neither love for little chil¬\ndren nor respect for social justice. In every state now there are laws, more\nor less stringent, forbidding and prohibiting the employment of children\nunder\n\nfifteen at any kind of labor and under sixteen, at least, at hazardous\noccupations. School attendance, too, has become compulsory.\nChild labor is inhuman. Sentiment for its suppression found articulation\nin two efforts at Congressional action — both of which laws were adjudged\nto be federal usurpation of state authority. Then came the submission of the\nsocalled Child Labor Amendment. Its ratification has been and is urged by\nmany\n\nwell-meaning\n\npeople. It has the endorsement of the American Fed¬\neration of Labor — the most conservative labor organization on earth.\nLet me briefly give you these facts pertaining to the subject at the time\nof submission :\n\nAccording\ncountry\n\nto the 1920 census, there were forty millions of people in this\nunder the age of eighteen, the age line set by the amendment. Of\n\nthese 12,502,582\n\nwere\n\nbetween\n\nten and fifteen years of age. Inasmuch\n\nas\n\nthe Census Bureau statistics for 1920 were founded upon the then\nexisting\nlaw, the figures given cover these ages. There is a difference between child\nemployment\n\nor “children in gainful occupations,”\n\nand child labor. “Children\n\n"}
{"page": 131, "printed_page": null, "text": "127\nGeneral\n\nSessions\n\nin gainful occupations” include those who work on the farm for the parents,\nduring vacation, after school hours — in fact all kinds of intermittent work\noutside of school hours and in perfectly legal employment. Child labor\nimplies any kind of work,\nor not.\n\nbut generally continuous\n\nOf the 12,502,582, above referred to, 1,060,858 were\noccupations, a decrease of 46.7 percent from\nway there were\nthan in 1920.\n\nalmost\n\nOf these 1,060,858\n\ndouble\n\nthe number\n\nchildren, 647,309\n\nlabor, whether\nemployed\n\n1910. Or\n\nengaged\n\nin gainful\n\nto put it another\n\nof children working\n\nwere\n\npaid\n\nin 1910\n\nin agricultural pur¬\n\nsuits. Eighty-eight percent were unpaid, working after school hours or dur¬\ning vacation on the home farm, and 12 percent worked either for, or under\nthe direction of, their own parents.\nOf the 413,549\n\nengaged\n\nin non-agricultural\n\npursuits, 364,444 were legiti¬\n\nmately employed. There were 49,105 only, less than fifteen, whose employ¬\nment was a matter of legal concern, and of these 12,789 were newsboys,\nleaving only 36,316 children out of a possible 12,502,582, or not quite threetenths of one percent, actually engaged in child labor. Apparently the amend¬\nment, when submitted, intended to take care of those 36,316 children\nscattered over the land.\nThe\n\nstatistics for 1930\n\ncomparison.\n\nIt is apparent\n\nare far more\n\nfavorable. Time\n\nthat, because\n\nof proper\n\ndoes not permit\n\npublic sentiment, what\n\nwas once a real has become a phantom problem. Let us avoid another con¬\nstitutional blunder. We must not substitute sentimental emotionalism for\nthe realm of reason.\n\nLet me briefly say this of the Child Labor Amendment: The proposed\namendment is the broadest grant of power ever attempted to be given to\nthe national government.\n\nNo\n\nreason\n\nnow\n\nexists for the grant. It applies to\n\nlabor, as well as all other exertion. It can be\nused to prevent children under eighteen from laboring, as well as nationalize\neducation and be the basis for required military training. It is not a Child\nLabor Amendment. It was not so intended. It is a socialistic measure. Altho\nagricultural and domestic\n\nadvocated by many well-meaning people, it is a communistic effort to na¬\ntionalize children, making them responsible primarily to the government\ninstead of to the parents. It strikes a blow at the home. It appears to be a\npart of a definite, positive plan to destroy the republic and substitute there¬\nfor a social democracy. It is opposed to the ideals of our American institu¬\ntions. Fourteen states have ratified it. If you respect our constitutional struc¬\nture, under which we are now functioning, you will do your utmost to\ndefeat it. It was\n\ndefeated\n\nwhen\n\nIt can be done\n\nsubmitted.\n\nagain. It con¬\n\nstitutes an ever-present threat, because it contains no time limit for state\naction. It should be relegated to the storehouse of political blunders and a\nperpetual timelock placed on the door.\nThe last two decades have witnessed\nof substantive law — most\n\na remarkable\n\nof it in the domain\n\ni\n\nadvance\n\nof social justice.\n\nin the realm\n\n"}
{"page": 132, "printed_page": null, "text": "128\n\nNational\n\nEducation\n\nAssociation\n\nWorkmen’s compensation and insurance, in its various forms; the recog¬\nnition of the principle of collective bargaining and the relative rights and\nduties of organized labor ; the changed status of women ; the complete regula¬\ntion of public utilities, their charges and their earnings; the enlargement\nof the municipal\n\nfunction ; the abolition of special privileges in business and\n\nthe regulation of unfair competition ; the resumption\ntion of natural resources\n\nupon\n\nof control and regula¬\n\nthe part of the states; the growth\n\nof gov¬\n\nernment by commission; the development of the commerce and “general\nwelfare” clauses of the Constitution ; the spread of education and com¬\npulsory attendance in the primary grades — these may be mentioned as a few\nof the contributions of this generation to our system of jurisprudence.\nHardly\n\nhad the automobile\n\nthrust itself and its tortious and contractual\n\nincidents into the legal field of endeavor,\n\nthan the radio and the aeroplane\n\ncame into being, for the relative rights and duties of which, we had no guid¬\ning precepts from the centuries beyond. Today, the profession is struggling\nwith the theory as to whether\n\nan act, which\n\nwould\n\nbe a tort if committed\n\nupon the ground, shall become a happening damnum\nmitted, without wantonness, by a falling plane from\n\nabsque injuria , if com¬\nthe air. And upon this\nfor centuries to come the relative rights\n\ntheory, properly settled, will depend\nand duties of property owners and airmen\n\nin the American\n\nlaw.\n\nCognizant of the anti-social trends of the age, many men of contemplative\nminds wondered where the present criminal trend would lead us. Political\ncorruption\n\nin the municipal\n\nrealm, the underworld\n\nman,\n\ncomplete\n\ndefiance\n\nof unpopular statutes — each has brought disrespect for all law. If, as sta¬\ntistics tend to prove, there is a change for the better, certainly it is a matter\nof congratulation.\n\nThe\n\nteachers of this country,\n\nthru their researches and\n\nstudies, owe a duty to society to discover the origin and help the people to\ncorrect this unfortunate and alarming situation.\nIs it any wonder,\nthought,\n\nthen, in this rapidly changing\n\natmosphere\n\nof economic\n\nin the reflection of these social trends, that the law, without\n\nprecedent, has made so many mistakes and has found\nculty in administering justice between man and man?\nIs it amazing\n\nand is finding diffi¬\n\nthat the unthinking, groping in this labyrinth of social unrest\n\nand of material progress, should find their consolation in blaming\n\nthe lawyers\n\nand especially the courts for this condition ?\nThe\n\nwonder\n\nis that our legal system\n\nstill lives. The\n\namazement\n\nis that\n\nthe anti-social forces were not able to substitute the rule of majorities for\nthe concepts of the natural law.\nNo\n\none denies that defects exist in the body of the law or its adjective\n\nprinciples. A simple statement of the facts just enumerated, proves it. It was\never thus. It will be so until the end of time. Legal concepts are always\nchanging,\n\nlegal dogmas\n\nare superseded\n\nand, to us, vital rule, today, may\ntomorrow.\n\nThe\n\nfrom\n\nbecome\n\nobject of the lawgiver,\n\ntime to time ; some\n\ncherished\n\na fiction or disregarded\nwhether\n\nthe autocrat\n\nprecept\n\nor a free\n\npeople, should be to reduce these changes of law, as the adjective of justice,\nto a minimum.\n\n"}
{"page": 133, "printed_page": null, "text": "129\nGeneral\n\nSessions\n\nNever in the history of law, has a legal system been so strained, so con¬\nfronted in so many different ways for good and evil, than our system during\nthe present century, both in public and private law. If, then, our courts have\nseemed ultra-conservative, it has been in the interest of justice. The trend\nof their decisions shows that they have an inherent hesitancy, born of wisdom,\nto construct\n\nnew\n\npaths along new\n\navenues\n\nof thought. Certainly they have\n\ntried to make the crooked road straight, to cut down the hills, to level up\nthe depressions. But let it be noted that they have been as careful as the\ncourts of yonder years to ascertain that the slopes and banks of public wel¬\nfare on either side of the road were properly constructed and sufficiently\nstrong to stand the strain. Their duty to civilization, alone, demanded it.\n\nAs\n\neducation\n\nforces some\n\nnew\n\nbecomes\nmethod\n\nmore\n\nwidespread,\n\nas ideas change,\n\nas invention\n\nupon\n\nus, the law absorbs it. Let us not, then, eulo¬\ngize or condemn ourselves. We find forces for good and evil in every stage\nof history. Each generation contributes some thought of material value to\nthe sum total of human intelligence, and, it may be, that history will accord\nto this age more substantial contributions than other periods of time. For\nthat very reason\n\nour endeavor\n\nshould\n\nbe to avoid embracing\n\nevery social\n\nwhim, every ill-conceived formula, and attempt to give it the force of law.\nWe must not substitute state socialism for social justice. We must not ex¬\nchange the fleeting conceit of the times for the experience of ages. In the\ninterest of the commonweal, we must maintain inviolate the fundamental\nprinciples of our\n\nconstitutional\n\nbring their own\n\nreward.\n\nRemember,\n\nthe concepts\n\nstructure. Education\n\nand\n\nregulation will\n\nDuelling, imprisonment for debt, and slavery are\ngone. Other problems of today, with the help of an enlightened and edu¬\ncated people, will have their solution tomorrow.\n\nchange. They\n\nof justice, as distinguished\n\nfrom\n\nlaw, never\n\nare enduring\n\nwith the centuries. They are the basic principles\nof right, described by Justinian as the constant and perpetual desire to give\neveryone his due. They live, tho the law thru which they once sought to\ndemonstrate themselves, falls into the discard and is lost, save to the period\nof history of which it is a part.\nHere, then, lies the duty of this Association. Upon you largely lies the\nfuture of this republic. Yours is the duty to train the next generation. Upon\nyou do we rely to give us men and women who will be morally sound, lovers\nof social justice, equal and exact liberty, advocates and practitioners of the\nfundamental principles of right; men and women into whom has been\ninculcated a respect for law* an adherence to and knowledge of our form of\ngovernment, and an abhorrence for graft and crime. If your task is success¬\nful, and we pray it will be, then will we be able to continue the construc¬\ntion and maintenance\n\nof a system of American\n\nlaw, dedicated\n\nto the cause\n\nof justice, that will be the controlling factor in the maintenance\nand the perpetuation of our American institutions.\n\nof peace\n\n"}
{"page": 134, "printed_page": null, "text": "130\n\nNational\n\nEDUCATION\nLOUIS\n\nA. JOHNSON,\n\nAND\n\nEducation\n\nTHE\n\nNATIONAL\n\nAssociation\n\nNATIONAL\n\nCOMMANDER,\n\nCLARKSBURG,\n\nW.\n\nVA.\n\nDEFENSE\n\nAMERICAN\n\nLEGION,\n\\\n\nWhen your president was good enough to offer me the privilege of ap¬\npearing before this distinguished gathering, he suggested that I take for the\ntitle of my remarks, “Education and the National Defense.” I can think of\nno subject I would rather discuss. I can think of no subject that is more\nimportant to our country. The two terms are synonymous, and reduced to\ntheir common definition they mean security, prosperity, and peace. Those are\ngoals that the National Education Association and the American Legion\nare striving together to win for posterity.\nIt is only natural, of course, that when a former soldier gets up and talks\n\nabout national defense, many perfectly intelligent and well-informed persons\nimmediately suspect that he is biased, that he is militaristic, and that he\nwould burden the country with unnecessary armaments merely to satisfy\nsome pride born of his former service. Let me say to you that there are no\nmore ardent lovers of peace in the world than those of us who witnessed\nthe horrors of modern warfare a decade and a half ago. I believe I am safe\nin saying no group in all the world more devoutly prays that the curse of\nwar never again shall afflict this fair land than the million or more men\nwho comprise the American Legion.\nWe who went thru the baptism of fire know what it is to leave com¬\nfortable homes and travel half across the world to spend months of horror\nin mud and blood. We know how it feels to crawl into dank, musty billets,\n\nwondering how soon a phantom wave of poison gas or the sudden crash of\nshrapnel is to send us to join that host of gallant comrades we saw fall in\ncombat. I am sure that there are among your own membership, seated here\nin this auditorium, many who can testify by personal experience to the\ntruth of these statements.\nBe assured that we, veterans of the greatest war in history, are among\n\nthe\n\nmost peace-loving of the world’s inhabitants, and because we so sincerely\ncherish the security of our national institutions and the contentment of\nhappy homes, the American Legion always has stood firmly for an adequate\nnational defense. We ask only that our national defense shall be sufficient\nto assure proper protection for the country we were ready to die for and\nour happy homes. We would energetically oppose any program of aggres¬\nsion. As I have said repeatedly, we of the Legion take our theory of national\ndefense from the Bible, from the good book Luke, from which I quote: “A\nstrong man well armed keepeth his palace in peace.” We but seek that\nAmerica shall be sufficiently strongly armed that no foreign aggressor shall\ncome to disturb the peace of our shores.\nThe keystone of the Legion’s national defense program is education, and\nwe are proud to salute you, who have been entrusted with the high duty\nof preparing the coming generations for the responsibilities and joys of\nAmerican citizenship, and to offer you our heartiest cooperation in every\n\n"}
{"page": 135, "printed_page": null, "text": "General\n\nSessions\n\n131\n\nfield of your great work. The future of our country is in your keeping. As\nyou mold the young minds of today so the American of tomorrow will be\nfashioned. That is a heavy responsibility, but a glorious one.\nIf we, the custodians of the youth of our country, work to build strong\nbodies and healthy minds, America has nothing to fear from the future.\nBut our job is not as simple as it was twenty years ago. The depression, a\nheritage of the great war, has closed many of our schools, many of our\nteachers are working without pay because state, county, and municipal gov¬\nernments are too impoverished to meet their financial obligations. Insidious\ninfluences are battering at our gates, striving to force upon us a government\nof slavery for the free democracy our forefathers builded and bequeathed us.\nI do not want to seem prematurely optimistic, but I am sure we all\nsincerely believe the night of the depression is near its end, that already the\nlight of a new dawn of a better day, is breaking over the horizon. That is\na challenge to our courage, to our patriotism. We have all suffered hard¬\nships. Unfortunately, the hand of the depression has fallen more heavily\nupon some of us than upon others. But let us all banish any lingering bitter¬\nness from our hearts, let us gladly accept the opportunity for high service,\nfor the molding of a healthy, courageous American citizenship that is within\nour grasp.\nI have pointed out to you that education is the keystone of the Legion’s\nnational defense program. I should like to outline to you in a few words\nsome of the things we are doing to help prepare our boys and girls for good\ncitizenship, because, of course, the education of our youth is the primary\nobjective.\nI trust that it will not appear unbecoming for me to admit genuine pride\nwhen I tell you that approximately fifty percent of the income from the\nLegion’s $5,000,000 endowment fund is used for child welfare work, for\nthe building of sound bodies and happy, healthy minds. The other fifty per¬\ncent is used for the rehabilitation of disabled World War veterans, regard¬\nless of whether or not they are affiliated with the Legion. I am proud of\nsuch a program. On the one hand we are contributing liberally of our time\nand money to prepare our future generations for the duty that awaits them,\nand on the other we are doing our bit to lighten the burden of those of our\ncomrades who fell in defense of this glorious country. I challenge any organi¬\nzation to show me a more worthy program.\nEducation must be the foundation of any well-balanced national defense\nprogram. We can build vast armies and powerful navies to protect us for a\nday, but unless we make sure that the citizens who step into our places as\nwe pass on are true Americans , that they will be as zealous as we have been\nin passing our form of government on to their successors, we shall have\nlabored in vain. I have said before, and I repeat it again, our children are\nour second chance. In our brief span of life we cannot hope to realize all of\nthe ambitious objectives we work toward, but thru our children we can\nrealize our fondest destiny, the dreams of every true American:\n\n"}
{"page": 136, "printed_page": null, "text": "132\n\nNational\n\nEducation\n\nAssociation\n\nA nation that shall make good the longings and ambitions of all mankind,\nnation that faces the consequences unafraid, a nation that will lead on.\n\na\n\nNo nation can stand still. To be contented with what we have is the first\nstep toward retrogression, decay, and oblivion. Our forefathers founded this\nnation upon the simple principle of equal opportunity, freedom of initiative,\nthe right to worship God according to the dictates of our conscience, and\nthe perpetuation of an indivisible union for the common good.\nFrom that beginning we have builded a nation that today is the hope of a\ntroubled world. We shall pass the torch on to a generation that is well\nprepared to carry it ever onward to the ultimate goal of lasting peace, plenty,\nand goodwill among all nations.\nIn the field of education the Legion endeavors to encourage the qualities\nof honor, courage, scholarship, leadership, and service among boys and girls\nthru the American Legion School Award plan. To the student who attains\nthe highest standing in these high qualities in each of our state departments\nwe award a medal. Teaching a true sense of the obligation every citizen\nowes to his flag is another part of our child-training program. We work in\nclose cooperation with you, the members of the National Education Associa¬\ntion, in the observance of American Education Week, and with the Constitu¬\ntion Educational Association in the observance of Constitution Week.\nWe believe that a strong body is essential to the development of a healthy\nmind. To that end we help to train our youths to coordinate physical and\nmental alertness. We combine lessons in citizenship and patriotism with\nphysical training. And, parenthetically, let me tell you that those who would\nimpose the slavery of Communism upon us recognize as well as we that\nthe age of adolescence is a fertile field in which to plant their propaganda.\nIt is well known that Communist groups in this country establish camps\nevery summer, and there teach boys and girls between the ages of 12 and 21,\nclass hatred and contempt for our national institutions. It has been proved\nthat their curriculum demands a daily salute and pledge of allegiance to\nthe red flag of Communism.\nWe shall continue unhesitatingly to combat such activities not only thru\nour own youth activities program but by cooperating closely with such\nworthy organizations as the Boy Scouts. In the Boy Scouts of America we\nhave one of the most effective avenues possible for encouraging good citizen¬\nship — which, after all, means only love of country, respect for law, honesty,\ncleanliness of mind and body, and good sportsmanship. Our 10,760 posts\nare engaged energetically in helping to organize Boy Scout troops in their\nrespective communities. The national heads of the Boy Scouts of America\nrecently paid tribute to our service in this direction by declaring that the\nAmerican Legion has become the greatest single influence for extending the\nactivities of their organization in the country.\nWe reach out to assist in the training of those of our younger generation\nwho have gone on to high school and college by supporting and assisting in\nthe formation of Citizens’ Military Training Camps, the Reserve Officers\nTraining Corps, the 4-H Clubs, and similar organizations. Ours is not\n\n"}
{"page": 137, "printed_page": null, "text": "133\nGeneral\n\nSessions\n\nmerely passive support. We give of our time, energy, and resources to see\nthat these beneficial activities are continued. In the present need for economy,\nsome of them, particularly the C. M. T. C. and R. O. T. C., have suffered\nseverely. The latter two may even be abandoned for the present. That only\nmeans to the Legion that we shall have to fight all the harder for their\ncontinuance as essential elements in training for citizenship and the establish¬\nment of an adequate national defense. Back in 1917 and 1918, we were\ntaught that there was no such word as “retreat.” That is a lesson we have\nnever forgotten — particularly when we are standing up for the security of\nour government.\n\nThe American Legion’s citizenship and national defense program does not\nstop with our youths. It includes instruction of immigrants for the honor\nand privilege of citizenship and the teaching of a good community spirit\namong the adult members of our individual communities. The pledge in the\npreamble to the Legion’s constitution — “To inculcate a sense of individual\nobligation to the community, state, and nation” — commands us to carry on\nin this work. We have preached the gospel of civic pride thruout the land,\nwe have founded playgrounds in untold numbers, our post clubhouses serve\nhundreds of communities as their sole centers for civic meetings and activities,\nwe have established community emergency relief units, we initiate safetyfirst programs, wage campaigns for the elimination of fire hazards, urge\nthe conservation of natural resources, and work in more ways than I can\ntake the time to tell you about today to encourage a good, healthy, and\npatriotic citizenship. Our posts are engaged in over two hundred projects\nfor the betterment of their communities.\nThus we have builded the foundation — the keystone — of our national de¬\nfense program, and I pass on to the second phase of that important work.\nIt concerns the maintenance of an army, navy, and marine corps of sufficient\nstrength to insure that no foreign foe may ever land an expeditionary force\non our shores, and to safeguard our right of free commerce with all the\nworld.\nRegardless of what special condition may have afflicted you individually\nin the last three years, the depression thru which our country has passed is\na result of the World War. It would be even more correct to say it is part\nof that war. The guns may have been silenced fifteen years ago but the read¬\n\njustment still remains for you and me to settle in an orderly way. That\nis a duty that calls for continued service, and perhaps further sacrifices, from\nall of us.\nIt was inevitable that out of a cataclysm such as the World War there\nshould come overwhelming economic disorders and political chaos. Many\ngenerations will pass before the price of that war has been paid in full.\nEvery field of endeavor has suffered, but I can think of none that has suf¬\nfered a blow more disastrous to our very civilization than that which has\nfallen upon our educational system. When education is put in disorder it\nis time, indeed, to take counsel.\n\n"}
{"page": 138, "printed_page": null, "text": "134\n\nNational\n\nEducation\n\nAssociation\n\nIn hundreds of communities in this country schools have been closed en¬\ntirely; in many more, school hours have been curtailed severely. Thousands\nof teachers have worked for months, many for even years, without pay.\nLegions of young men and women have been graduated from colleges only\nto find that there was no field in which to apply their energies. The effect\nof such a condition on our growing generations is appalling. We who had\nthe benefit of an education can bear the temporary suffering of this period,\nbut those who are denied an education by it are handicapped\n\nfor life.\n\nAre we to let this condition beset our country again? We of the Ameri¬\ncan Legion say most emphatically, No! That is why, from the day we took\noff our uniforms and returned to our chosen vocations, we have insisted that\nour country maintain an army, navy, and marine corps adequate for the\ndefense of our country. We shall continue our fight for that principle. We\nare determined that the danger of another war involving our country shall\nbe minimized to the lowest possible degree. As long as world conditions are\nwhat they are, nothing but reasonable military preparedness will give us\nassurance of peace.\nIf the United States had been adequately prepared in 1917, I doubt that\nthe incidents which forced us to enter the war ever would have occurred.\nCertainly, if we had been properly prepared when we did go in, the war\nwould have ended months sooner and hundreds of thousands of lives would\nhave been saved. If we had been armed in proportion to our needs in 1914\nI question whether the war ever would have occurred. The greatest military\nexperts in the country agree on all three of these premises, yet we are in a\nfair way to making the same mistakes all over again.\nIt is entirely right and proper that the United States should work to\n\nbring about a reduction in armaments and to hasten that day we all pray\nfor, when world peace shall be established permanently and all nations shall\nlive as brothers. But that day is not here, it is not even in prospect, and we\nof the American Legion will fight to the end to prevent our country from\ndisarming, either as a beau geste in the hopes that the other nations will\nfollow our example or on the false premise of the need for economy. It\nis no economy to throw away the lock to your strong box, and by the same\ntoken neither is it economy to destroy the army and navy that safeguards our\ngovernment, our homes, and our individual possessions.\nThe American army and navy are both far below the strength that is nec¬\nessary to give us equality with other first-class powers. There is serious talk\nin Washington of still further reductions in the army. We cannot afford\nanother cut. I am glad to note that at last we are about to make a substantial\nstart toward bringing our navy, at least, up to parity with the other powers.\nLet us hope that a way will be found to organize our army too, on a basis\nsufficient to our needs.\nAs a nation we should be willing to reduce our armaments in equal pro¬\nportion with the other powers, but at the same time, insisting upon maintain¬\ning the accepted principle that the United States is entitled to a navy second\nto none and an army of sufficient strength to serve as the nucleus for a land\n\n"}
{"page": 139, "printed_page": null, "text": "135\nGeneral\n\nforce in time of emergency\n\nSessions\n\nadequate to protect our country against foreign\n\ninvasion. There is nothing militaristic about such a program. It is only com¬\nmon sense. If every other nation were willing to accept as little the world,\nindeed, would make a substantial step toward universal and permanent peace.\nAnd now, as I must end, I want to give to you a picture. I see an army of\n24,000,000 American boys and girls in the schools of this country, marching\nup to fill the ranks as we of the American Legion and the generations to\nwhich we belong gradually pass out of time. That vast army of children in\ngrade and high schools, students in colleges, will come forward year by year,\nreplacing us. I thrill as I see them today, getting ready for their heritage — in\nclassrooms, on playgrounds, wherever I go, bright-faced, untouched for the\nmost part by the troubles which come with age, happy, confident, eager to\nreach the promised land of maturity. Oh, that land is not as they picture it,\nbut who would shatter their illusions! We hail them today, citizens of\ntomorrow, and invoke blessings for them as they come close to their destiny.\nWHAT\nA. F. HARMAN,\n\nNEXT\n\nIN EDUCATION?\n\nSTATE SUPERINTENDENT\nMONTGOMERY,\nALA.\n\nOF\n\nEDUCATION,\n\nComing\n\nfrom a state whose educational adversities have been cast to the\nfour winds I am perhaps expected to return a gloomy answer to the ques¬\ntion, “What Next in Education?” I am not to speak either apologetically\nor defensively. I prefer to speak, not so much as the representative of a state\nor a section, but rather as an American citizen. In our present dilemma it\nwould seem that the experiences of states and sections are of worth prin¬\ncipally as they contribute to the solution of the whole' big problem of the\nfuture of education thruout the nation.\n\nWe in the South are more or less inured to the cruel poverty that follows\nwar. It is needless to recount the deprivations and the sufferings of that long\nperiod of depression ended with the dawn of the present century. Added\nto paucity of resources, there were the skepticism and often the open hostility\nof a proud and once wealthy people with reference to public schools. If by\ndint of great sacrifice money was to be had for education, the hurdles of\nselfish individualism, pride, and prejudice must first be surmounted. By dis¬\ntressful experience we are learning now for the second time what it means\nto lack money for schools and, moreover, what it means to struggle against\nopposition to schools supported at public expense.\nDepression is not entirely without its compensations. Retrenchment and\neconomy are not new words in our educational terminology. Between the\nupper and nether millstones of economic necessity, during that long period\nprior to the year 1900, we mastered the practical art of making a few dollars\ngo a long way in the maintenance of an educational system.\nOut of economic adversity came also a group of professional and lay lead¬\ners, men like Aycock and Mclver, Page and Alderman, of North Carolina;\nDabney and Claxton, of Tennessee; Curry, Phillips, and Abercrombie, of\n\n"}
{"page": 140, "printed_page": null, "text": "136\n\nNational\n\nEducation\n\nAssociation\n\nAlabama, prophets and priests of education, proponents of a new philosophy\nof government that gripped the imaginations and stirred, the enthusiasm of\npeople everywhere. At last our civil polity contemplated education for a\nwhole people at public expense. With respect to education, our govern¬\nmental structures were democratic and sound.\nIt should not be necessary to recount the admirable progress made in edu¬\ncation thruout the South during the thirty-year period immediately preced¬\ning these unhappy times. According to the tangible evidences we still ranked\nlow among the states with respect to educational facilities. Suffice it to\nobserve the susceptibility of these tangible evidences to correction on account\nof the intangible influences that permit only theoretical measurement at\nmost. Suffice it also to note the vast and ever-increasing expenditures during\nthe period, in town and in country, both for capital outlay purposes and\nalso for the current operation of schools. In our cities, magnificent, milliondollar structures for the education of high-school children are not uncom¬\nmon ; in villages and open country, modern consolidated schools are to be\nfound everywhere. Until depression came, inadequacy of educational facili¬\nties was principally a problem of rural education.\nIf during good times educational facilities were still comparatively poor\nor inadequate, we were making such progress with respect to the organiza¬\ntion, administration, and supervision of education as perhaps was being made\nin no other section of our country. In such matters as transportation and\nconsolidation our record is altogether creditable. Indeed, there are those who\nbelieve that our enthusiasm for these recently developed instruments and\nagencies for the improvement of education has run ahead of our business\njudgment. Until a few years ago we were rapidly eliminating the district\nschool, now predominantly taboo with students of educational administra¬\ntion. Best examples of the larger unit of administration (usually the county\nunit) were to be found in the South. We were open-minded. We were not\naverse to experimentation. In such matters as curriculum-making, super¬\nvision, the selection of superintendents and other administrative and super¬\nvisory officials on the basis of merit, we had abundant evidence of a bold\nand aggressive leadership at work. All the circumstances considered, we\nthink we were carrying our share of the work for American education.\n\nIn the midst of progress came depression — so far as education is concerned,\nfinancial chaos would\n\nbe an apter phrase. Again, it is unnecessary\n\nto recount\n\nour presentday financial difficulties. Whether on the basis of actual needs or\non the basis of comparison with other states or sections, funds for the sup¬\nport and maintenance of our educational systems have always been inade¬\nquate. When depression came funds were no longer in sight for the further\nadvancement of any educational interest or institution. At first the financial\ngrowing out of this situation was primarily\none of prompt payments by the state of its assumed obligations to the vari¬\nous county and city boards of education and other boards of control, and\nof holding fast as well to the school revenues heretofore obtainable from\nthe various local sources.\n\nproblem of education in Alabama\n\n"}
{"page": 141, "printed_page": null, "text": "137\nGeneral\n\nSessions\n\nOur program of education, always inadequate to our needs and always\nmore or less restricted, has now suffered the most serious curtailments. In\ncertain rural areas there have been shortened terms of school. In some places\nschools have closed. The alarm is constantly sounding that still other schools\nmust close. City school authorities are pleading desperately that the state\ncome to the rescue. Salary schedules very generally have become inoperative.\nFollowing the old paths of least resistance, those in authority have reduced\nsalaries that were always low enough. More is the pity, that teachers have\ngone unpaid, many of them for months. In the cities, in the rural areas, and\nat the institutions, our creditable building programs have practically ceased.\nConsolidation, transportation, supervision, standardization, and teacher train¬\ning, all, on a praiseworthy and soundly progressive basis, if not in jeopardy,\nmust await the return of a better day for further advances.\nThe property tax, principal source of state and local revenues for schools,\ndiminishes as would be expected in times such as these. Appropriations for\neducation, payable from the general treasury of the state, have been drastically\nreduced, by the legislature. The state is behind with its obligations to the\nvarious administrative educational units in the sum of approximately $15,000,000, with no definite assurance as to when these obligations shall be met.\nOur recently enacted Budget and Financial Control Act balances the budget\nof the state but thru its system of prorations makes impossible sound budgetary\nprocedure by any board of education or board of trustees of an educational\ninstitution. In a recent opinion of the attorney general of the state, inter¬\npreting the Budget and Financial Control Act, the astounding tenet is ad¬\nvanced that education is not an essential of government.\nIn these circumstances, naturally enough there are those who believe that\nour entire public-school system is threatened with collapse. To the contrary,\nthere are those who believe that life is like the dance; that life is rhythmical;\nthat it is a series of ups and down. There are those who believe with the\nPsalmist of old that\nWeeping may tarry for the night,\nBut joy cometh in the morning.\n\nWe in the South, particularly in Alabama, are for the second time in the\nmidst of persistent, continuing depression. With the possible exception of a\nfew places, like Chicago, so far as public education is concerned, we are\nface to face with depression at its worst. Ours, therefore, is the big job of\ndetermining what the future of education shall be. This we believe to be\nthe job of good leadership — leadership that brooks no discouragement, ad¬\nmits no defeat, accepts the present plight of the schools only as a temporary\naffair, a passing consequence of hard times.\nI have sketched hastily and quite superficially the dire effects of two periods\nof depression upon education in Alabama and in the South. In such times as\nthese we inevitably turn our attention first to the financial plight of the\nschools. All our schools from lowest to highest are, indeed, in desperate need\nof money. But the roots of the present trouble strike far deeper than our\nfinancial difficulties.\n\n"}
{"page": 142, "printed_page": null, "text": "138\n\nNational\n\nEducation\n\nAssociation\n\nIt is difficult to view with complacency the celerity with which many\neducators have moved to effect economies that in the long run may not prove\nto be economies at all. In the present emergency we need to distinguish\nretrenchment from economy. The public has the right to demand economy\nin educational administration at all times. It should expect retrenchments\nonly as financial reverses and limitations may\n\nmake\n\nthem\n\nnecessary. We\n\nmust not overwork words. We must be practical people. We must com¬\nmand the attention of the whole public and its sympathetic understanding\nof the problems of educational administration. Critical and searching in¬\nvestigations of the various aspects of the cost of education are neither to be\nfeared nor to be opposed, provided only that all such investigations shall be\nmade of all governmental functions and agencies and that all shall be\nscrapped that shall be found to have survived their usefulness.\nCurtailment of educational expenditures by force of necessity is one thing ;\nto admit extravagance and to set up permanent or long-time programs of\neducation on reduced bases in the name of economy is quite another thing.\nTo rush headlong into readjustments in the name of economy may subject\nus, not without show of reason, to the charge that we have all along been\nparties to indefensible extravagance. Salary reductions and other adjust¬\nments in educational expenditures are of course to be expected and defended\nin the present circumstances but the failure to provide for a quick readjust¬\nment to the decreased purchasing power of the dollar or to increased cost\nof living due to any other cause is not to be tolerated. Temporary adjust¬\nments to meet present conditions ; reorganization as a part of an intelligent,\nhonest, and harmonious plan for the reorganization of all the functions and\nagencies of government; subjection to the strictest scrutiny and tests as to\neducational needs; but not abject surrender!\n\nWe who are professionally engaged in education are not mainly responsi¬\nble for the extravagances — if there have been extravagances — in the cost\nof education. Our plants and equipment, our magnificent and costly school\nstructures, beautiful temples of light and love, erected to the glory and\ndedicated to the education of youth, our extensive teaching staffs of trained\nand competent men and women, our ever-expanding curriculum offerings,\nall these, have been provided in orderly and legal ways, if not upon the\ndemand, certainly with the willing consent and with the loving sacrifices\nof citizens in general and of the constituted authorities. Who shall be so\nbold as to say that we were more thafi parties affiliated with the citizenship\nof all America in an era of idealism as well as of realism ?\nThe times are propitious for the work of radicals and reactionaries.\n\nDemagogs, designing politicians, and self-seeking opportunists thrive on mis¬\nfortune and discontent. The significance of the educational problems grow¬\ning out of the present economic depression does not lie in the mere fact\nthat the onward march of schools and institutions for the time being is\nestopped but rather in the disturbed state of the public mind. There is no\nwholesome, dependable, composite judgment with respect to education.\nSolidarity is lacking among\n\nthe beneficiaries of the educational system.\n\n"}
{"page": 143, "printed_page": null, "text": "139\nGeneral\n\nSessions\n\nThere is no unanimity of purpose, no concert of action, among those to\nwhom we ordinarily look for guidance. Our interests conflict. We are selfish.\nWe do not think in terms of larger educational units. We do not act\nharmoniously, for the common good.\nSkepticism is the corollary of demoralization. It is no wonder, if in times\nof economic distress, coordinated educational effort goes to wreck. If re¬\ntrenchment becomes necessary or even appears to be necessary, it is no\nwonder if those in authority or if those who are in any way concerned begin\nto look for educational appendages. We all remember Napoleon’s famous\nsaying: “An army moves on its stomach.” If economic distress threatens even\na part of the population with hunger ; if banks are forced to close ; if divi¬\ndends dwindle and fortunes disappear, we must face bravely, painstakingly,\nintelligently, honestly, the questioning of all who are in doubt, particularly\nof the unthinking and the uninformed, concerning the various services\nessential in a comprehensive educational system. We must match wits with\nthose who would seize the advantage of hard times to sacrifice democratic\nideals of education upon the altar of selfishness. This is the great necessity.\nThis is the fundamental problem growing out of the present economic\ndistress.\nEducation for the present, let us say again, depends principally upon\nbusiness management, upon retrenchments, upon the extent and kind of\nservices to be maintained with the money at hand. But education for the\nfuture depends upon the success with which we cope with those selfish inter¬\nests that seize the opportunity provided by a demoralized and skeptical public\nmind. It is difficult to escape the use of a much overworked and inept word.\nBut it is certain that the public does not understand or appreciate the necessity\nfor public education on its present bases. Protestations to the contrary, I\nsuspect, are as old as time. Let me quote a sentence to illustrate: “The\nhighest welfare, safety and power of a city consists in able, learned, wise,\nupright, cultivated citizens, who can secure, preserve, and utilize every\ntreasure and advantage.” These modern-sounding words were spoken more\nthan four hundred years ago by Martin Luther. I wonder that some diligent\nresearchist has not found that the first demagog won his political victory\nshouting for a free school and never did anything about it. However that\nmay be, we have failed to imbue the public with sound, lasting, democratic\nideals with reference to education.\nEducation has not failed. It is more needed today than ever before and\ndoubtless will be needed more and more in the years to come. The progress\nwe have made in the arts and sciences, we have made principally on account\nof education, not in spite of it. Education did not create this depression.\nIf we are to be rid of it, we must repose our trust in men and women whom\nwe ordinarily think of as educated. We must look ultimately to education\nfor successful outcomes of all our religious, social, political, and economic\naffairs. Education\n\nat its best must provide for speedy readjustments as may\nnecessarily arise from social or economic change. But social or economic\nchanges in the future must be subject to the dominant influence, if not to\n\n"}
{"page": 144, "printed_page": null, "text": "140\n\nNational\n\nEducation\n\nAssociation\n\nthe direction and control, of education. Ours is the job to see to it that the\ncommon man — the mythical average man — is informed and taught to think\nabout these things, particularly as problems of government.\nDiscussion, agitation, commiseration among ourselves as a professional\ngroup will do little or no good. The future of education will depend princi¬\npally upon the understanding, the interests, the decisions, and the demands\nof the general public. The money-changers apparently desire to control, if\nnot to monopolize for a small, selected group, leadership in all fields of\nendeavor. At least that is the inevitable consequence of restricting oppor¬\ntunities for education at the higher levels. We need a bolder self assertion.\nWe need to redefine clearly and as permanently as may be the aims and\nobjectives of education with respect to its organization, administration, and\nsupervision. I hold it to be a major problem of those professionally and\nofficially engaged in education to define and expound its philosophy, to fix\nits objectives, to determine wisely the amount and kind of education that\nshould be provided in a democracy. We need to explain, to argue, to urge,\nto protest, to warn against the evil consequences of thoughtless, ruthless,\nand indiscriminate curtailment of the present educational program, and,\nabove all, by the dominant assurance and authority that come of knowledge,\ntc win the hearty support and approval of those who must pay the bill for\nAmerican education.\n\nIt may be a platitude to sound the call for educational leaders, profes¬\nsional and non-professional, who shall show us the way out of the quagmire\nof demoralization, skepticism, ignorance, misinformation, selfishness, and all\nthose other forces that combine and conspire to prevent or to retard the\neducational progress always to be desired and sought for in a democracy.\nThis is the great necessity of the state and section whence I come. We must\ngo back and do over the work of the fine and courageous leaders who have\ngone before us. We have failed at publicity. We have been indolent. We have\nlacked courage. We have resorted too frequently to defense ; too infrequently\nto challenge. We must. expect demoralization among those who are un¬\norganized and undirected. We must expect skepticism of those who are\nuninformed. We must expect extravagant utterance of those who dare. We\nmay not expect the public mind to be reflected in educational progress except\nas it is made to understand and moved to appreciate the inseparableness of\neducation and the common good.\nWe in the South must produce another generation of leaders. We must\nlook to another prophet and priest like J. L. M.\n\nCurry of Alabama,\n\ngood\n\n“Educational Bishop of the South.” We must look to another Captain of\nthe Hosts like Charles B. Aycock of North Carolina, who died tragically\nbut gloriously with the word, “Education,” literally upon his lips. We must\nlook to the lay group. Among our public officials, among our business and\nprofessional men, manufacturers, and farmers, we must develop leaders who\nwill have vision, who will have sympathy for human suffering, who will\nheed the holy mandates of truth and duty, who will have time and strength\nand courage to preach the democratic doctrine of equality of educational\n\n"}
{"page": 145, "printed_page": null, "text": "General\n\n141\n\nSessions\n\nopportunity for every child. We need leaders that there may be judicially\nauthorized definitions of the legal status of education ; that education may\nbe accepted for all time as an indispensable agency of government. We need\nfor leaders, captains that there may be discipline; interpreters, that there\nmay be understanding; messengers, that the word may be carried every¬\nwhere. Then, in spite of confusion, demoralization, skepticism and selfish¬\nness, in spite of the discouragement that comes of the present distressing\nlack of money, may\nwith the morning?”\n\nTHE\n\nwe\n\nFUNCTION\n\nA. DUNCAN\n\nYOCUM,\n\nnot say of the future of education — “Joy cometh\n\nOF\n\nA\n\nDEMOCRACY\n\nPENNSYLVANIA,\n\nPHILADELPHIA,\n\nEDUCATION\n\nUNIVERSITY\n\nOF\n\nIN\n\nPA.\n\nNever in the history of mankind has a people so widely distributed and\nrepresenting such conflicting interests, met what has been falsely called\n“depression,” with such glorious self-sacrifice and such magnificent selfcontrol. Our democracy has kept pace with our century of progress, and,\nuntil now, our material progress has contributed to our democracy. So when,\nin a recent meeting of the National Council of Education, one of the dis¬\ntinguished speakers, with a bit of the quality which Richard Le Gallienne\nonce called “a certain cynicism of the American people,” interjected the\nquestion, “What is democracy anyhow?” I felt that I answered quite ade¬\nquately with what I am sure many others may have thought an “empty\nabstraction” or a platitude. “Democracy,” I said, “as each one of us well\nknows, is not an institution, a declaration, or a constitution; but a common\nand controlling state of mind in every individual and every group — a con¬\ntinually growing strength , responsibility , love and faith , exercised toward a\ncontinually more inclusive body of people and a continually broadening and\ncontinually finer common welfare\n\nBut when President Rosier asked me to answer the question, “What is the\nfunction of education in a democracy?” and I unhesitatingly replied to\nmyself, “To teach each individual and every group how to preserve, per¬\npetuate, and aid an ever-growing democracy, and how to maintain the\npeculiar conditions which have made possible the success of the American\nexperiment,” I felt, and I now feel, far less confident that the statement\nwill mean to all Americans and to American teachers what it means to me.\nPerhaps Miss Chari Williams gave you a more human and impressive\nidea of what I mean, when she so dramatically presented at one of our\n\ncurrent meetings, the four Chicago boys who recently journeyed to Washing¬\nton as the official representatives of 250,000 companions, to urge upon\ngovernmental commissions and officials, financial action helpful to Chicago\nschools.\n\nTheir clear and clean-cut arguments for their cause, the favorable im¬\npressions they made both in Washington and before the National Education\nAssociation, and their gentlemanly demeanor and social adaptiveness as\nguests of a gracious hostess exemplify in a way highly creditable to their\n\n"}
{"page": 146, "printed_page": null, "text": "142\n\nNational\n\nEducation\n\nAssociation\n\nChicago high-school training important phases of what direct education in\ndemocracy ought to be.\n\nWhen\n\ndemocracy\n\nis defined, however, as generally as I defined it above,\nI firmly believe that the history of civilization itself — even tho written in\nthe cynical fashion of Mr. Wells, is the story of the steady march of all\nmankind toward a continually completer democracy. From the brutal in¬\ndividualism of the caveman to some future community of “men as gods,”\nthru families, tribes, kingdoms, alliances, empires, free cities, republics, and\nleagues of nations, men have concerned themselves with a continually ex¬\npanding commonalty, and sought to give to more and more groups an everincreasing common good.\n\nI believe that the Soviet, Hitler, and Mussolini are alike, consciously or\nunconsciously engaged in applying what are perhaps the only means by which\ntheir several peoples can be made to concern themselves with a common good.\nI know that it has become popular to insist that our spiritual development\nhas lagged behind our material growth. But there is a relativity in human\nprogress as well as in the movements of the celestial spheres.\nThe too obvious contrast between material and spiritual advancement\nloses sight of the fact that the spiritual growth of a race is of necessity\nslower than its material progress. A single scientist or inventor can create\na new epoch in material civilization. A developing democracy demands a\nhigher level for the whole social mass. More than this — prosperity and\nluxury often in themselves make spiritual growth more difficult.\nWhen, for example, Dr. Bagley finds that the ordinary Frenchman is\nmore moral than the ordinary American, it is due to the fact that the French\npeasant has far less material temptation to go wrong. It is harder to be good\nin America than in provincial France, and harder to be good in the great\ncity of today than along some old colonial frontier.\nIn the face of all this, I am not at all sure that our spiritual growth has\nnot outstripped every other phase of our civilization.\nBut it is in the United States alone, that majority rule, less a “tradition”\nthan a belief that all men are created free and equal, has attempted the vast\nexperiment of a government of the whole people, by the whole people, and\nfor the whole people — a majority rule which is true to the experiment\nsublime, only when it is characterized by a common desire to further the\ncommon welfare, and which, like any other experiment, can be successful\nonly under favorable conditions rigidly maintained.\nThe threat to American democracy today does not lie in the extraordi¬\nnary but definitely defined powers temporarily conferred by the people\nthemselves upon a trusted executive in a tremendous emergency. The\nlegalistic accusation made bv distinguished constitutional lawyers such as\nmy fellow Philadelphian, Mr. Beck, that the national Congress is sur¬\nrendering constitutional safeguards entrusted to it by the states and the\npeople, loses sight of the fact that the most democratic feature of the United\nStates Constitution is its abundant provision for change. If the common\nwelfare is to grow, democracy must experiment. And Congress has given\n\n"}
{"page": 147, "printed_page": null, "text": "General\n\nSessions\n\n143\n\nthe President the opportunity to experiment anew, because an overwhelm¬\ning majority of the American people are anxious that new conditions shall\nbe met by new solutions tho some of them will succeed and others fail.\nThere is no danger to democracy in a limited absolutism temporarily\nconferred and subject to prompt repeal. The danger comes from the dis¬\nturbance of conditions favorable to the American experiment, in the ab¬\nsence of which we will lose all the peculiar advantages we possess in the\ninclusiveness and unity of our people and in the quality and the scope of\nour common good.\nFrom the standpoint of an inclusive and harmonious people, there must\nbe no intereference with the personal liberty, the equality of opportunity,\nand betterment in living conditions, which more than any other factor, has\nmade us a happy and contented people. We have no Jewish pogroms; no\nKulaks dispossessed of property won thru superior industry and frugality;\nno nuns and monks driven from ancient establishments distinguished for\ndevotion, service, and learning.\nFrom the standpoint of the common welfare, we must not, thru a pre¬\nmature and interfering internationalism in finance and commerce, put the\nAmerican\n\nworkingman\n\nor the ordinary American in general — who after\nall, whether teacher, clerk, or physician, usually is a workingman — on the\nlower economic and spiritual level resulting from the displacement of\n\nAmerican-made goods bought by American-earned income, with products\nmade by cheaper labor in England, Germany, or Japan.\nAnd, most fundamental of all, we must have no impairment of the\nAmerican system of education which is the essential means both to democratic\nequality and to the superiorities to which we have become accustomed in our\nstandards of living.\n\nThis education should, of course, include the academic instruction de¬\npended upon by our forefathers as the sole preparation for the duties of citi¬\nzenship. The stern struggle of Horace Mann for a truly public education\nmaterially contributed to the onward march of democracy.\nDr. Bagley in his comparatively recent study of European education found\nthat in general, democracy, at least in governmental forms, existed only in\nthose nations which have systems of public education. And in spite of\nHitlerism — with school children and athletes alike still marching to the\ngoose step, so far as the permanent growth of democracy is concerned, this\nstill holds true.\nthan this, in the face of racketeering and of an equally ruthless\nprofiteering in high finance at the expense of the whole people, education, as\nMore\n\nour own Association’s recent study scientifically proved, still results in a\nlessening of crime.\nEducation for democracy must continue to include, as it does now include,\n\nthe nationwide emphasis of the social studies which followed upon Dr. Judd’s\ncooperative scheme for adapting the social sciences to schoolroom use, and\nthe report of Dr. Dawson’s committee on the Teaching of the Social Studies.\nSuch emphasis has had not a little to do with preparing the public mind for\n\n"}
{"page": 148, "printed_page": null, "text": "144\n\nNational\n\nEducation\n\nAssociation\n\nlegislation and executive action under the advice of the “brain trust.” One\nof the greatest needs of a democracy seeking a continual broadening of the\ncommon welfare is a growing faith in experts — conditioned, of course, by an\nincreasing number of experts who inspire such faith, not only thru their\ncommon and trustworthy scientific attitude of mind, but thru their un¬\nquestioned devotion to democracy itself.\nNeither the passing of intelligence tests, the committing to memory of\ndeclarations and constitutions, nor familiarity with the causes of poverty,\nnor any purely academic political or social training, will take the place of\na universal personal familiarity with the common welfare, both matter-ofcourse and as determined by trusted experts; and of a loving and an eager\npersonal furtherance of it thru any self-expression which aids it and insures\neach individual his own share in it, and thru any self-sacrifice which is neces¬\nsary in demanding it and securing it for all others.\nThis is what the old National Council Committee meant by the “Teaching\nof Democracy.” It involves not only an intelligent knowledge of the “prob¬\nlems of democracy,” but an intelligent and self-sacrificing love of democracy\nitself. The public school must not leave as much as it has been accustomed to\nleave, the training of citizens in self-sacrifice, to the patriotism inspired by\nwar or the charity compelled by disaster.\nDemocracy grows and becomes personally controlling more thru the pettier\nself-sacrifices which we make or withhold in the ordinary affairs and the\nusual situations which confront us in everyday life.\nWhile for a specification of democracy essentials I shall have to refer\nyou to the reports of the Committee on the Teaching of Democracy in the\nN. E. A. Proceedings from 1917 to 1924, beginning with the Democracy\nQuestionnaire which so many superintendents were self-sacrificing enough\nto fill out, I shall attempt to illustrate the direct teaching of them all thru\nthat of the democratic equality which so sharply contrasts itself with the\nequality of communism, sovietism, and even of socialism in its less radical\nforms.\nPerhaps it is first of all necessary that American children should learn\nthat the most fundamental difference between the equality of democracy and\nthat of every other sort of institution and government, is that it demands\nno more self-sacrifice on the part of individual or group, than is indispensable\nto the good of all individuals and all groups. This difference is fundamental\nand determining for all other democracy essentials.\nBeyond this, democratic equality has as its peculiar factors, first:\nE — Equivalent Return, from a fair bargain such as Professor Tufts once\ndefined in his True Business of Living, to highest performance and fair play\nin labor, and compensating service in return for political rights.\nAmerican children must be taught that there is such a thing as too much\nfreedom — free admissions, free passes, free luncheons, free concerts, free\nschools, free art, and free religion ; that in a democracy, if democracy is to\nendure, when much is given much must be given in return ; that even the\nforced labor of the Soviet is more democratic than the English dole or our\n\n"}
{"page": 149, "printed_page": null, "text": "General\n\nAmerican\n\nunemployment\n\nSessions\n\n145\n\nrelief; that relief should be universal and ade¬\n\nquate, but that not one cent should be given to able-bodied men and women,\nfree from the care of young children, the sick, or the incapable — without\nsome form of equivalent and compensating service which preserves their in¬\ndependence and their self-respect.\nOur children must be taught that the American people must not be im¬\npoverished thru an international finance and commerce which surrenders our\n\nsuperior living conditions ; but that even should we be impoverished, we must\nnot be pauperized ; that we cannot have as a political slogan “a full dinner\npail and a high standard of living for every worker” without adding to it\na full and an honest and generous day’s work in return for a living wage.”\nThe shirker in industry, whether plumber or farmhand, is as undemocratic\nand un-American, tho no more so, than the profiteer in the country store,\nthe pawnshop or, when he happens to be there, the private bank. Every politi¬\ncal right and privilege has a compensating duty. Even the spiritual inheritance\nof the race carries with it the obligation of making it one’s own.\nAs thru municipal orchestra or the radio or thru public museums and\nacademies of the fine arts, the finest achievements of mankind in music and\nin art are made accessible to us by a princely private munificence or the wise\nexpenditure of public funds, we owe to artists who starved in garrets and\nto musicians who composed their masterpieces in deafness or in blindness,\nthe one equivalent return we can give them — an ever-growing discriminat¬\ning and sympathetic appreciation of what they created.\nQ — Qualification for Equality Thru Self -Qualification. The development\nof an ever-increasing appreciation, together with other factors in democratic\nequality, is impossible without self-qualification.\nWe must teach that equality as a right must thru self-effort become\nequality as a personal achievement; that no laws prohibiting Jim Crow\ncars or no elbowing of one’s way into a desirable society can take the place\nof the hard won personal acquisition of the qualities necessary to unem¬\nbarrassed and unembarrassing participation in the activities of every social\ngroup.\n\nSchool children must learn that public schools and state colleges and\nuniversities, the right to pursue any sort of career, and even the privilege\nof entering upon the spiritual inheritance of the race, do not exist for any\ncitizen who thru lack of self-qualification fails to improve the opportunity to\nenter into possession of his equal rights. Most of the equalities which charac¬\nterize democracy must be self-earned.\n\nU — Unlimited Achievement and Compensation. It is especially necessar)r\nthat all citizens just now shall be taught to realize that from this self-quali¬\nfication to the equality of achievement which comes thru highest effort, there\nmust be no limit to individual accomplishment and compensation, except\nwhen they interfere with the common welfare. We must never forget that the\ncommon welfare cannot continually broaden and be ever increasing in the\nworths and the finenesses made accessible to all, if the worker, the scholar,\nthe inventor, and the capitalist are not permitted to attain the highest achieve-\n\n"}
{"page": 150, "printed_page": null, "text": "146\n\nNational\n\nEducation\n\nAssociation\n\nment or to seek to attain it, thru the stimulus of unlimited possible compensa¬\ntion.\n\nSo long as the Soviet prohibits any extra material reward for the indi¬\nvidual who works harder, accomplishes more, and does better work, daily\nachievement and the realization of Five-Year Plans will be limited to the\ndead level of what the least efficient or the less efficient can accomplish.\nAmerica cannot afford to discourage superiority.\nExcessive taxes imposed upon “excess profits” will surely lessen or wholly\nprevent some of the most adventurous types of achievement. There have\nbeen no James J. Hills and no building of Northwestern Railroads where\nvast capital is risked in tremendous adventures helpful to the common good,\nsince excess profits have been reduced by extra taxation into small returns\ndisproportionate to the great financial risks involved.\nNotwithstanding bank failures and the misuse of our national resources,\n\nprejudice against “capitalism” will not gain ground in America, if children\nare taught to discriminate between local capital and local credit which while\nmeeting local needs and serving local interests, can be invested with reason¬\nable risks in great industrial or commercial undertakings where there is\nprospect of proportionate gain; and capital which drains the smaller com¬\nmunities and rural regions of credit needed for local enterprises, and makes\nbanking and financing too remote to be personal and human.\nThey must come to know the difference between capital loaned to en¬\ncourage legitimate business, and capital loaned for speculation on margin,\nwhich creates fictitious values and saps like a vampire bat the life blood of\nbolder achievement.\nA concentrated control of capital must not be used to discourage new enter¬\nprises by demanding the lion’s share of profits and by hijacking or racketeer¬\ning successful businesses which, seeking legitimate expansion, have subjected\nthemselves to the risk involved in the premature calling of great loans.\nIt must not use its power to consolidate American industries, transporta¬\ntion, and public service, into vast combinations, and to inflate stock values\non the basis of prospective savings which could have more justly been used\nto reduce taxes or costs for the individual citizen or property owner.\nIt must never again lend in Europe and in South America billions needed\nat home, on indifferent, doubtful, or rotten security, in order to give favored\nfinancial interests enormous commissions on money which they themselves\ndo not risk, but which represents the life savings of both the poor and the\nwell-to-do and the spending power, and therefore the earning power, of the\nwhole people.\nAnd finally, capital drawn from the bank deposits and the insurance\npremiums of the nation, must not be used to create a vast private financial\ncontrol which dominates American industry and commerce, commands or\nlimits political action, and then seizes upon legal technicalities to avoid pay¬\ning to the American people as a government, the taxes on the commissions\nwhich are but a small fraction of the taxables which were lost both to owners\n\n"}
{"page": 151, "printed_page": null, "text": "147\nGeneral\n\nSessions\n\nand to government thru the insecure transactions upon which the commissions\nwere acquired.\nThe vast majority of the American people have learned, and American\nchildren must be taught to remember, that no patriotic service, however\nloyal and efficient, on the part of individual members in such a partnership,\nand no princely patronage of the fine arts and endowment of institutions of\nlearning, can justify the replacement of local control of local credit, by a\ncosmopolitan, international, and undemocratic financial system which pre¬\nvents rather than aids the unlimited individual achievement and compensa¬\ntion which have made America prosperous and great.\nDemocracy does not demand like the Soviet, that money (to use the phrase\nof Dr. Butler) “be dethroned and expelled from the high place which it has\nbeen occupying for some 400 years.” Money in some form or other — some\nhighly stable and unfluctuating form — is essential to the exchange of goods ;\nand the higher the degree of fineness of goods included in the common wel¬\nfare, the higher the place which money must occupy in democratic society.\nThe democracy of capital depends upon the way in which it is used, which\nis only another way of saying that the capitalist must be the most democratic\nof all citizens. “Control of money and constant association with money,”\nDr. Butler goes on to say, “are perhaps the most demoralizing of human\noccupations. There is something about the contact and control which ob¬\nscures moral principles and human values, and tends to develop a stiffly\nlegalistic attitude toward every human relationship. This contact and control\nare uniformly accompanied by secretiveness, and secretiveness without any\nactual falsehood whatever is one of the most effective instruments of deceit.”\nEvery American should be taught to realize the fundamental nature of\nthis courageous pronouncement by President Butler. Capital will not be\nsafe for America nor America for capital until the great financiers, whose\naffairs thru relationship to public prosperity, tho private, can never be kept\nsecret, and perhaps with them, the distinguished lawyers whose advice keeps\ntheir activities “legalistic,” have been so steeped in democracy, that they can\nexclaim with the psalmist, “My soul breaketh for the longing that it hath\nunto thine ordinances at all times.”\nAll this it is the function of education in a democracy to teach.\n\nA — Abilities and Skills Unequal, but Equal Rights and O pportunities.\nIt is an obvious corollary of unlimited achievement and compensation, that\nunequal abilities and skills will for the most part remain unequal ; and that\nequality of achievement lies only in highest individual effort. So far as the\ncommon good is concerned, all men are equal who serve it with all their\nmight.\nThe equality of democracy is rather an equality of rights and of opportuni¬\nties which, thru its very exercise and the provisions made to insure it, trains\nand educates unequal individual abilities into still more unequal skills.\n\nBut in a period of reduced taxation and lessening public income from\ntaxation, it is necessary that both in our teaching and in our allotment of\npublic funds, we should hold in mind the fact, that to maintain and insure\n\n"}
{"page": 152, "printed_page": null, "text": "148\n\nNational\n\nEducation\n\nAssociation\n\nequality of rights and of opportunities, a truly democratic education must\ncontinue “universal,” as Dr. Spaulding used to call it— universal in its in¬\nclusiveness of the kinds of education fitted to the needs of every individual\nand every group ; universal in its inclusiveness of the common culture which\ngives every man the opportunity of being civilized and humane.\nL — An\n\nEquality thru Leveling up in Place of Leveling Down.\n\nAnd\n\nfinally, equality as regards the common welfare — social and spiritual as well\nas material, must be brought about thru a leveling up rather than a leveling\ndown. A living wage as shown in a continually improving standard of\nliving — more comfortable housing, more attractive dressing, more auto¬\nmobiles and radios, is only at best a favorable condition to a fuller and a\nfiner self-expression and appreciation — a continually completer individual\nparticipation in the spiritual inheritance of the race.\nAmerica cannot afford to permit a leveling down. There is nothing char¬\nacteristic of night club and roadhouse, which cannot be better done in the\nAfrican jungle. Barbarians and savages can dance longer, drink harder, and\nmake louder whoopee. They can even be more naturally and effectively nude.\n\nThe street cleaner who sings the “Venetian Boat Song” or snatches of\nItalian opera, when he first lands in America has not risen to a higher level\nwhen he learns to enjoy jazz and the blues. Better an old Spanish serenade\nplayed by a Mexican sheepherder in Arizona or New Mexico or even “Sweet\nAdeline” sung by a male quartette, than the sickly sentiment of the crooner.\nWhen a Swedish-born Chicago citizen spends $250,000 in reproducing\nan ancient Chinese temple in Boston, and then directs the archeologist who\ninspired the idea, to build another one in Chicago, he leads the way to a\nhigher level of taste and appreciation, than is represented by a nationwide\nsale of imitation Satsuma or Cloisonne stamped “made in Japan” without\nthe completing statement which is in the mind of the Japanese who made it—\n“made in Japan but only for sale in America.”\nAmong the most powerful factors which make for a higher social level\nin America today, are the public art collections provided by men and\nwomen of wealth and culture; the broadcasting of symphony and grand\n\nopera by national advertisers who have not yet lost confidence in popular\ntaste; the insistence by the American Federation of Labor upon a public\neducation which over and beyond vocational training, will teach a love of\nthe beautiful and insure an unembarrassed and unembarrassing participation\nin the finer phases of social life; and — the most fundamental factor of the\nfour — the emphasis of literature, the fine arts, and training in good manners\nand social usages, which narrow minded taxpayers are even now seeking to\nexclude from public-school instruction.\nThe whole social level of democracy is leveled down, to the extent to which\neach American citizen is not a gentleman.\nWhatever the land or the nationality from which he or his forefathers\ncame to our shores, he should contribute to the land of his adoption what is\nfinest in the life and the culture of the country and the people which he left\nbehind. He will not be unembarrassed\n\nand unembarrassing\n\nif he is not suffi-\n\n"}
{"page": 153, "printed_page": null, "text": "General\n\n149\n\nSessions\n\nciently practised in the use and unhesitating choice of correct grammatical\nforms. However socially experienced he may be, he may occasionally fail to\nuse the right fork or spoon unless he keeps his eye upon the more significant\nmovements of an ambitious and original hostess. But he must with an un¬\nvarying wish to be pleasing to others, at least live up to the code of courtesy\nadopted some years ago by Chicago high-school boys and girls. He must be\ninterested in what interests others and learn to play the games which others\nplay. He must come increasingly into those finer tastes and appreciations by\nwhich men who are human and humane have come to measure the progress\nof civilization.\nThese are only a few of the things which it is the function of education\nto teach, if the democracy which we now possess is to grow into a democracy\nwhich is more complete.\nWhen I attempt to gauge our development — in spite of many an individual\nfailing and national fault, and in the face of .what reformers and students\nof civil government have called the breakdown of democracy in our great\ncities — even in the midst of alarms, I am heartened by an optimism which\ncomes from familiarity with our national history and pride in the strength\nand the courage with which we have weathered every storm.\nWhen I feel discouraged at our incompleteness and inequalities, there\nalways comes to my mind the rejoinder of the young foreign-born American\nwhen I complained of a breach of good manners in a railroad car and de¬\nplored the lack of the truer and finer democracy of which it was a sign.\n“After all,” he exclaimed, “ought we not to be very proud of the fact that\nwe have more of it than any other people?”\nSometime or other in the history of every people there comes a gigantic\ncatastrophe or an extraordinary prosperity which constitutes the crucial test\nnot only of its form of government but of its national spirit and the civiliza¬\ntion which is its highest expression. Both in prosperity and catastrophe our\ndemocracy, even in its incompleteness, has so far seen us thru. We are\nalready democratic enough for democracy to endure. We still must learn\nhow to be democratic enough for democracy to grow. To teach us this, is the\nmost characteristic function of education in a democracy.\nTHE\nCASSIE\n\nELEMENTARY\nF.\n\nROYS,\n\nPRINCIPAL\n\nMEMBER\n\nELEMENTARY\n\nSCHOOL\nHILL\n\nOF\n\nMEETS\n\nEXECUTIVE\n\nPRINCIPALS,\nSCHOOL,\n\nTHE\n\nCOMMITTEE,\nAND\n\nOMAHA,\n\nEMERGENCY\nDEPARTMENT\n\nPRINCIPAL,\n\nOF\n\nWALNUT\n\nNEBR.\n\nDuring the past twelve or thirteen years, there has been rapid growth in\nthe development of the elementary-school principalship. The wide expansion\nof our public-school program during these prosperous years demanded leader¬\nship in the field of elementary education. This demand for leadership called\nfor professional preparation, sympathetic understanding, and a personal\nenthusiasm. The\n\nelementary-school principal assumed\n\nthis leadership.\n\n"}
{"page": 154, "printed_page": null, "text": "150\n\nNational\n\nEducation\n\nAssociation\n\nNow that the prosperous days are no more and we are facing a crisis in\neducation, the demand for intelligent professional leadership and service is\nstronger than ever. These difficult days do not find the elementary-school\nprincipal unprepared. His previous training and preparation have made it\npossible for him to meet this emergency with poise, with unflinching cour¬\nage, with skill and initiative thru four different fields of service.\nIn the first field, he finds it necessary to exercise and promote the strictest\neconomy in the administration of his school, on account of reduced revenue ;\nin the second field, thru public relations with his community, he is the inter¬\npreter of the program and policy of his school, so that the laymen will know\nwhat the school is doing and why; in the third field, on account of so much\nunemployment, the problem of public welfare becomes a very serious one;\nin the fourth field, it is the duty of the principal to maintain the morale of his\nteaching staff.\nAPPLYING\nROBERT\n\nC. MOORE,\n\nETHICS\n\nSECRETARY,\n\nTO\n\nILLINOIS\n\nCARLINVILLE,\n\nECONOMICS\n\nSTATE\n\nTEACHERS\n\nASSOCIATION,\n\nILL.\n\nThis address will be a discussion of four propositions, as follows: 1. The\npresent abnornal economic conditions and detrimental maladjustments sig¬\nnify a breakdown in our economic system. 2. The main cause of the economic\nbreakdown and resultant suffering and distress has been the violation of\nethical principles or natural economic laws. 3. Certain ethical principles must\nbe applied in our economic system in order to rehabilitate it and make it work.\n4. The public mind must be informed of the evils of the present system of\neconomics, and our collective conscience mu§t be aroused to correct them\nby the application of ethical principles.\n1. The present abnormal\nments\n\nsignify a breakdown\n\neconomic conditions and detrimental maladjust¬\nin our economic\n\nsystem.\n\nIn this land of intelligent, ambitious, and energetic people, of bounteous\nnatural resources, and of untold reserves of power, a feeling of economic\ninsecurity and dread of the future exists too generally among the people.\nIn this very city, while Big Business proudly points to the gigantic Exposi¬\ntion celebrating a Century of Progress, teachers whose instruction produced\nthe progress of the century go unpaid and destitute.\nIn this commercial community, where hundreds of millions of now van¬\nished dollars were invested in certain holding companies based only upon the\nimagination of a great exploiter, and where it is alleged that millions of other\ndollars are being collected in overcharges by two or three of the constituent\ncompanies, nearly a million unemployed and poverty-stricken people have\nfor over a year been fed at public expense.\nWhile dairy farmers in their desperation pour cheap milk into sewers, and\nwheat farmers feed their product to hogs, the plaintive voices of weak and\nhungry children beg their sorrowing mothers for bread and milk.\n\n"}
{"page": 155, "printed_page": null, "text": "General\n\n151\n\nSessions\n\nWhile millions of bushels of corn, lacking a market, are rotting in Illi¬\nnois cribs or are being burned as fuel in Iowa stoves, millions of unemployed\nmen and their families are being doled out a scanty allowance of food by\ntheir\npublic or private charity, altho these men would rather work to earn\nfood by making the things the farmers need and want and would buy if they\ncould sell their corn above the cost of production.\n\nThere are gigantic reserves of gold and enormous bank deposits in\nAmerica, but there is also an alarming and paralyzing shortage of money in\ncirculation. Hundreds of banks have failed, thousands have closed their doors\nfor a time, and many have been bolstered up with public funds raised by\ntaxation.\nGreat factories stand silent and motionless and their smokestacks point to\nthe unstained sky like monuments\nten million people are unemployed\nneed manufactured products.\n\nto a former period of prosperity, while\nand these and other millions desire and\n\nBankers, railroad presidents, and other business men organize to oppose\ntaxation and to beat down the cost of education, and at the same time they\ndemand of the government financial aid raised by taxation in order to save\ntheir banks, railroads, and business. One banker, who has little patience with\nteachers who insist upon being paid for their services, recently obtained about\n$90,000,000 of such public funds to prop up his tottering financial throne.\nIt now appears that some of the great men who have been held up to the\nadmiring youth of this country as the very personification of patriotism,\nthis coun¬\npower, profits, riches, and income, have not paid any income tax in\ntry for two or three years, while others who\n\nhave a hard time to meet\n\ntheir\n\nbills have paid, and now by comparison feel like bloated plutocrats.\nAltho this nation is called a great democracy and the land of equal op¬\nportunity, there are the widest possible differences in the possession oi piopIn The Com¬\nerty and the greatest inequalities in the distribution of wealth.\ning of a New\n\nParty } Paul Douglas\n\nsays:\n\nSome years ago, Dr. W.\n\nI. King,\n\nof the\nafter conducting a careful investigation, concluded that 2 peicent\npeople\npopulation owned 60 percent of the wealth, leaving 98 percent of the\nation by\nto get along with 40 percent of the wealth. A more recent investig\nfigures\nthe Federal Trade Commission over a wider field has shown that his\nNational\nunderestimate the degree of concentration which exists. In 1918 the\nabove\nBureau of Economic Research estimated that 70 percent of all incomes\n$2,000 went to 2 percent of the income recipients.”\nwriter,\nIn Fighting Business Depressions Roger Babson, the great financial\nsaid\ndeclares: “Great inequalities continue to exist under capitalism. It is\nh to\nthat 70 percent of those dying every year do not leave property enoug\nabout 5\nhave their estates probated. A study of income tax returns shows that\ncountn s\npercent of the people of this country own over 80 percent of the\nsing\nwealth. Furthermore, such study seems to indicate a constantly increa\nr peiconcentration of both income and property, in the hands of a smalle\n\ncentage.”\n\n"}
{"page": 156, "printed_page": null, "text": "152\n\nHarry Elmer\nsons :\n\nNational\n\nEducation\n\nBarnes, in Can Man\n\nAssociation\n\nBe Civilized f, makes these compari¬\nAnnual\nOver\n\nY ear\n\n1921 .\n1929 .\n\nIncomes\nOver\n\nOver\n\n$5,000,000\n\n$1,000,000\n\n$100,000\n\n6\n36\n\n21\n504\n\n2,352\n14,701\n\n“The total income of these 504 super-millionaires in 1929 was\n$1,185,135,000, giving an average of over $2,300,000 proving that there\nmust have\nbeen some vast incomes to bring the average up to this point. In 1928,\n15,780\npersons out of 120,000,000 received one-eighth of the total national income. ”\nThere is much evidence that the amount of money income or\nproperty\npossessions bears little relation to productive labor or other real service to\nsociety. In fact there are glaring examples of people rendering useful\nor\nnecessary service and receiving very little remuneration, while others whose\nmethods and activities are predatory rather than useful reap large financ\nial\ngains. Some peiform slavish toil for almost nothing, and others reap riches\nby easy and questionable practises.\nSo we\n\nare again reminded of what an American philosopher, Henry\nGeorge, in Progt ess and Poverty , realized over 50 years agor “Everywhere\nthe increasing intensity of the struggle to live, the increasing necessity\nfor\nstraining every nerve to prevent being thrown down and trodden underfoot\nin the scramble for wealth, is draining the forces which gain and maintain\nimprovements. Civilization has begun to wane when, in proportion to\npopu¬\nlation, we build more and more prisons, more and more almshouses, more\nand more insane asylums.”\nPoverty amid plenty ; starvation surrounded by surpluses ; penury among\npeople having powers of production ; pauperism and prosperity ; poorhouses\nand pampered plutocrats; men and money, machines and materials in super¬\nabundance, but all idle while millions need and desire what they could\npro¬\nduce; teachers without salary rendering society a necessary service in a\ncity\nboasting of its wealth and a Century of Progress — these inconsistent condi¬\ntions, incompatible practises, and incongruous or conflicting rules of the\ngame have pioduced such serious maladjustments in our economic system\nthat it is wrecked and there is much distress and suffering among\nour people.\n2. The main cause of the economic breakdown and resultant suffer\ning\n\nand dist? ess has been the violation of ethical principles or natura\nl economic\nlaws.\n\nExpressed in general terms, the economic sin now bringing its retribution\nis parasitism, or the practise of living, possibly luxuriously, upon the labor\nof others. This is nothing new, since it was old in 1858 when Abraham\nLincoln said : It is the eternal struggle between the two princip\nles, right\nand wrong, thruout the world. They are the two principles that have stood\nface to face from the beginning of time. The one is the common right\nof\nhumanity, the other the divine right of kings. It is the same princip\nle in\n\n"}
{"page": 157, "printed_page": null, "text": "General\n\nSessions\n\n153\n\nwhatever shape it develops itself. It is the same spirit that says, ‘You toil\nand work and earn bread, and I’ll eat it.’ ” In these words, Lincoln clearly\nstated that economic parasitism is wrong, or is a violation of a principle of\nethics.\n\nOr we can go back still farther. In fact every great moral leader held in\nrespect by the people denounced parasitism — for instance, Jesus, Moses,\nBuddha. Sir Edwin Arnold, in The Light of Asia , tells us that when the\nlast-named was a young man known as Prince Siddartha, son of the\nking of a state of India, the king one day took him to the fields and woods\nto show him the beauties of nature, the works of man, and the glories of his\nkingdom. As the king proudly pointed to these things and eloquently pro¬\nclaimed their beauties and benefits, the prince was at first impressed by the\nmaterialistic ideals of his father:\nBut looking deep he saw\nThe thorns which grow upon this tree of life;\nHow the swart peasant sweated for his wage,\nToiling for leave to live; and how he urged\nThe great-eyed oxen thru the flaming hours,\nGoading their velvet flanks; then marked he too,\nHow lizard fed on ant, and snake on him,\n\nAnd kite on both ; and how the fish-hawk robbed\nThe fish-tiger of that which it had seized;\nThe shrike chasing the bulbul, which did chase\nThe jewelled butterflies; till everywhere\nEach slew a slayer and in turn was slain,\nLife living upon death. So the fair show\nVeiled one vast, savage, grim conspiracy\nOf mutual murder, from the worm to man,\n•Who himself kills his fellow; seeing which\nThe hungry ploughman and his laboring kine,\nTheir dewlaps blistered with the bitter yoke,\nThe\n\nrage to live which\n\nmakes\n\nall living strike —\n\nThe Prince Siddartha sighed, “Is this,” he said,\n“That happy earth they brought me forth to see?\nHow salt with sweat the peasant’s bread! How fierce\nThe war of weak and strong! In the air what plots!\nNo refuge e’en in water. Go\n\naside\n\nA space, and let me muse on what you show.”\nSo saying the good Lord Buddha seated him\nUnder a jambu tree, with ankles crossed\nAs holy statues sit; and first began\nTo meditate the deep disease of life,\nWhat its far source, and when its remedy.\n\nIt seems that the same thorns are still growing on the tree of life, and that\nwe are still asking, “Whence the remedy for this deep disease of life?,” other¬\nwise known as selfishness and greed, which causes business in its economic\nstrife to revert to the law of the jungle, the observation of which, about 500\nB. C., was the initial inspiration to Prince Siddartha to become Buddha.\nBut let us see what reputable writers of the present day say on this sub¬\nject, specifically in relation to our present economic crisis. W. H. Kilpatrick,\n\n"}
{"page": 158, "printed_page": null, "text": "154\n\nNational\n\nEducation\n\nAssociation\n\nin Education and the Social Crisis , says : “We forget that ‘success’ under the\nnew conditions is generally if not necessarily based upon a real exploitation\nof many others.” He says also: “The more we study speculation and its\nschemes of promotion, the harder it is to draw any satisfactory line between\nspeculation and speculative promotion on the one hand, and racketeering on\nthe other. Each is trying to get something for nothing. . . . Getting some¬\nthing for nothing at the expense of others is socially evil and wrong, how¬\never it is named.”\nHenry S. Dennison, in Ethics and Modern\n\nBusiness, refers to the unethi¬\n\ncal practises of business as follows: “In the course of its history business has\nhad a lurid variety of standards of behavior ; and sometimes it has had none\nat all — not even the rather elusive brand called ‘honor among thieves.’ ”\nErnest D. MacDougall, in Crime for Profit, puts it this way: “What is it\nthat leads otherwise honorable and respected bankers and brokers to abuse\nthe power intrusted confidently to their hands by an unsuspecting public?\nThe answer is: Avarice, covetousness, cupidity, greed.” And again the same\nauthor says: “Some say the industrial depression is the inevitable result of\n‘cycles’ of business — a sort of seasonable recurrence — or, maybe, a freak of\nnature. It is nothing of the sort! It is the result of criminal acts committed\nby our leading bankers and brokers.” John T. Flynn, in Graft in Business,\nsays: “I am in no great state of agitation over the operations of the financial\noutlaw. His peculations are small compared with the huge losses inflicted\nupon investors by gentlemen who occupy positions of trust in our social\norganization.”\nThe unethical exploiters have various ways of collecting for their own use\nthe earnings of others. For instance, one of the simplest ways is to reduce\nworkers’ wages far below their actual earnings and barely above minimum\nsubsistence, and at the same time appropriate to themselves enormous salaries,\ndividends, and bonuses. This practise and its evil results are mentioned by\nan eminent sociologist, Cecil Clare North, in Social Problems and Social\nPlanning, as follows : “We\n\npermit such a large share of the returns of manu¬\n\nfacturing establishments to be taken in profits that these profits are ex¬\npended in expanding the equipment of the plants to three or four times the\nsize that can be utilized. And at the same time we permit the employer to\npay such a low wage that the workers cannot buy enough of the products\nof the plants to keep them running.” Thus we see that we all suffer to¬\ngether when the greed of capitalists ruins their market by the expansion of\ntheir plants to produce goods instead of expanding the purchasing power of\nthe workers to buy goods. When the markets are ruined, men and machines\nare both idle, and capital and labor both suffer. Some believe this to have\nbeen one of the main causes of the great depression.\nWe quote Ella Wheeler Wilcox who, over thirty years ago, in Poems of\nPower,\n\nexpressed herself concerning\n\nthe evils of machine\n\nmonopoly:\nSaid the great machine\n\nof iron and wood,\n\n“Lo, I am a creature meant for good.\nBut the criminal clutch of a Godless greed\n\nmultiplication and\n\n"}
{"page": 159, "printed_page": null, "text": "155\nGeneral\n\nHas made\nAnd want\n\nSessions\n\nme a monster that scatters need\nand hunger wherever I go.\n\nI would lift men’s burdens and lighten their woe,\nI would give them leisure to laugh in the sun,\nIf owned by the Many, instead of the one.\n\n“If owned by the people, the whole wide earth\nShould learn my purpose and know my worth.\nI would close the chasm that yawns in our soil\n’Twixt unearned riches and ill-paid toil,\nNo man should hunger, and no man labor\nTo fill the purse of an idle neighbor;\nAnd each should know when his work was done,\nWere\n\nI shared by the Many,\n\nnot owned\n\nby one.\n\n“I am forced by the few, with their greed for gain,\nTo forge for the many new fetters of pain.\nYet this is my purpose, and ever will be,\nTo set the slaves of the workshop free.\nGod hasten the day when, overjoyed,\nThat desperate host of the unemployed\nShall hear my message and understand,\nAnd\n\nhail me friend in an opulent land.”\n\nLack of time forbids a discussion of all the unethical practises in the eco¬\nnomic field. We shall merely mention an additional two or three, as follows:\nobtaining control of government by means of large campaign contributions\nto candidates and support of candidates by propaganda thru a subservient\npress ; a form of bribery by the sale of stock at less than its market value to\nmen of power and influence in politics; high pressure sales of stocks and\nbonds to the public at much more than they are worth ; forcing bonded prop¬\nerties into receiverships for the purpose of looting them ; dodging taxes by\nmeans of “fixed” assessments, false affidavits, political influence, or tax\nstrikes, thereby shifting to others the cost of the government that protects\nthe lives, property, and business of all — in fact, any practise that enables\nany individual or company to obtain money, service, or property without a\nfair compensating return.\n\nIn this connection, and to teachers paid by public taxation, we cannot re¬\nfrain from comparing taxation for public benefits with levying tribute for\nprivate gain. Business men in the very highest strata of commerce, industry,\nbanking, and other economic institutions presume to criticize the cost of\nthe schools and other public institutions, altho they certainly know that it\nhas not been taxation to pay for public service that has wrecked our economic\nsystem so much as it has been the levying of tribute on the public by powerful\npredatory individuals and corporations. Midwest Securities and similar com¬\npanies have done far more damage to the economic system of Chicago than\nhas taxation for school purposes. The exploiter’s dollar was stolen, but the\nschool dollar purchased a necessary service. Insull extortions left wreckage,\ndistress, ruin, and rancor in their wake; school revenues produced informa¬\ntion, constructive thought, ideals, character, hope, and patriotism in a genera-\n\n"}
{"page": 160, "printed_page": null, "text": "156\n\nNational\n\nEducation\n\nAssociation\n\ntion of young people. Therefore, a fair consideration of both the amounts\ncollected and the results produced forces us to the conclusion that enforced\ntribute for private gain is much more costly to the people than taxation for\npublic purposes.\nThe following quotation is from Outlines of Sociology , by Blackmar and\n\nGillin: “While it is generally conceded that political and civil government\nshould be carried on for the mutual benefit of all members of society, the\ntheory that a man has a right to accumulate and use wealth as he pleases,\nregardless of the wellbeing of others, has permitted the perpetuation of\nancient forms of piracy and brigandage under new forms of industrial life,\nwhich men excuse by calling them ‘business.’ ”\n3. Certain ethical principles must be applied in our economic\norder to rehabilitate it and make\n\nToo\n\nmany\n\nsystem in\n\nit work.\n\npeople seem to believe that the principles of ethics or morals\n\nare to be applied only to personal affairs, such as one’s thoughts, whether\npure or impure; to one’s language, whether reverent or profane; to one’s\nsex desires and habits, whether conventional or otherwise; and to such\nmatters as have little social significance.\nIn the last fifty years of rapid development of the industrial and com¬\nmercial interests of the great corporations, Americans have accepted the\nprinciple of laissez faire to such a large degree that until recently few ques¬\ntions were asked as to whether the decisions and practises of business men\nwere right or wrong. Commerce and industry seemed not at all concerned\nwith ethics, and seemed to believe that business and ethics have little relation\nto each other. It seemed to be accepted that “business is business,” and that\nethical principles could not be applied to it.\nCecil Clare North, in Social Problems\n\nand Social Planning, rather cyni¬\n\ncally states the situation in these words: “Self-reliance, competitive prowess,\nfrugality, ‘rugged individualism’ are the traits still held up for admiration\nin the pulpit, in the popular magazine, and in the injunctions of statesmen.\nThe individual who can, unaided, plow thru heavy difficulties and win indi¬\nvidual success is the popular hero. And in forcing his lone way to personal\nachievement, he need not be overscrupulous about the rights and feelings of\nothers who may be in his way. The domineering, exploitive, fighting indi¬\nvidual who aims at something he wants and rides over all others in attaining\nhis goal is forgiven his disregard for others. The only thing that is not for¬\ngiven is failure to reach his goal. At the same time, ability to cooperate with\nothers, willingness to sacrifice some personal prejudice or individual advan¬\ntage for the sake of the group, a recognition of the common good as of more\nimportance than individual success, these moral traits which are so greatly\nneeded in modern life have not yet been elevated to a position of prominence\nin our moral teaching.”\nHowever, we notice that this author, in the latter part of the paragraph\nquoted, does name some ethical practises which he evidently believes ought\nto be adopted. And both he and other writers in the recent trying times are\nmore positive and optimistic in some of their statements. For instance, this\n\n"}
{"page": 161, "printed_page": null, "text": "157\nGeneral\n\nSessions\n\nsame sociologist says : “Without effective control of competition there is no\nguarantee that the awards shall be on the basis of services rendered. Society\nhas always had some sort of regulation of competition ; and in recent years\nconsiderable additions have been made in this direction. It remains to push\nthe principle much farther than it has yet gone. One objective of the efforts\nto adjust culture to presentday needs is a society that places its primary\nemphasis on cooperative rather than upon competitive effort.”\nIn Fighting Business Depressions Roger Babson says: “Equality, either in\nincome or in property, will probably never be possible ; but such malignant\ninequalities as now exist must be remedied. Poverty means unsanitary living\nconditions which develop unwholesome fear, and a pinched life which is\nunsuitable for a parent of the next generation. Jesus said, ‘I am come that\nthey might have life, and that they might have it more abundantly.’ Surely\nthis thought should encourage every movement to make a healthier, happier,\nand more prosperous people.”\nJohn T. Flynn puts it this way in Graft in Business : “Business must do\na great deal to clean its own house, to set up ethical standards that are\ncouched not in general terms, but aim directly at the specific vices which are\nso well known. In addition to this, the subject, at least in a nation like ours,\nshould get some treatment in our schools. This is a task for educators. I offer\nno suggestions as to how it ought to be approached, but content myself with\nlaying the problem on the doorsteps of our schools and their rulers.”\nW. E. Creed, who is advising business men how to save themselves and\ntheir business from the wreck, says in Safeguarding the Future of Private\nBusiness:\n\n“At all times, the business man\n\nmust\n\nbe conscious of his obliga¬\n\ntions to help right what seems wrong or in the light of more knowledge may\nhereafter seem wrong. The safeguards of the future of private business are\nthe men in its ranks who believe its fundamental purpose is to serve society ;\nwho are conscious of their duty to keep its tendencies; who give their best\nenergy and devotion to bring about positive accomplishment in the public\ninterest ; who are frank with the public, and can, without fear, let the\npublic know what they are doing and why.”\nWhen we study the present practises in the economic world and observe\ntheir social results, we are forced to conclude that many such practises are\nunethical, since they are harmful to society. And now appear many critics\nof such practises who agree that our sick society can be cured only by the\napplication of ethical principles to economic activities. The remedies recom¬\nmended are such old-fashioned social virtues as honesty, justice or fair play,\ncooperation, service, altruism, and equality.\nMen engaged in big business affairs must practise the same honesty that\nis considered necessary among neighbors; they must not resort to tricks nor\ntake advantage of the weakness or ignorance of others to make unearned\nprofits for themselves.\nThe rules of the economic game must be based upon justice and must be\ncarried out in such a spirit of fair play and good sportsmanship as will cause\n\n"}
{"page": 162, "printed_page": null, "text": "158\n\nNational\n\nEducation\n\nAssociation\n\nany player to spurn opportunities to advance his own interests at the ex¬\npense of others.\nThe cooperation of altruistic individuals must characterize our business\naffairs, rather than the fierce, junglelike competition of an unrestrained\n\n“rugged individualism.”\nThe spirit of service must direct the purposes and practises of our cap¬\ntains of industry and kings of commerce. They must be willing or must be\nforced to render to society a service as nearly as possible equal in value to\nthe financial fruits they gather from society.\nAll Americans must remember that the fundamental principle upon which\nour institutions are based is equality. The very birth cry of our nation an¬\nnounced to the world the self-evident truth that “all men are created equal.”\nThis does not mean equality of talents, abilities, or other innate or acquired\npersonal qualities. Neither does it mean exact equality of possessions. But it\ndoes mean equality of rights and opportunities, and therefore, no special\nprivileges ; it means equality of duties, responsibilities, and service in propor¬\ntion to abilities; and it means equality of compensation from society in pro¬\nportion to services rendered to society.\nSome people may say that all this is but an idle dream, and that business\nhas nothing in common with ethics, altruism, or humanitarianism. Let us\nremind such people that the violation of ethical principles certainly had\nsomething to do with the breakdown of the economic system ; and that, there¬\nfore, we are proposing to remedy conditions by the application of ethics. If\ncapitalistic business does not become more righteous, it will suffer total\ncollapse.\nHarry Elmer Barnes, in Can Man Be Civilized ?, says: “If capital will\nnot come to terms with the humanitarians, its leaders may, in the not distant\nfuture, have to reckon mainly with those who have as little regard for the\nprinciples of industrial capitalism as the capitalists now have for the essentials\nof humanitarianism.”\nWilliam C. Redfield in Have\n\nWe Kept the Faith by Prosser and Allen,\n\nis quoted as follows: “There is no righteousness and there will be no peace\ngrowing out of partiality and special privilege. The way to crime and chaos\nlies plainly in the exploitation of our men\n\nand women\n\nas if they were coal\n\nor oil. In our free America there must be industrial and social freedom.”\n4. The public mind must be informed of the evils of the present system\nof economics\n\nand our collective conscience\n\nmust be aroused\n\nto correct them\n\nby the application of ethical principles.\n\nIn harmony with the American philosophy of equality, there should be a\ngeneral diffusion among the people of the knowledge, the ethics of justice,\nthe idealism, and the spirit that will make other forms of equality actual\nand effective, including equality in the application of ethical principles to all\nour human activities and relations.\nSuch diffusion is in part the work of teachers, since they are teachers and\nmolders of the minds of youth. Teachers must have a real understanding of\n\n"}
{"page": 163, "printed_page": null, "text": "159\nGeneral\n\nSessions\n\nthe wrongs in recent economic practises , a burning zeal to correct them , and\nan abiding faith in the ultimate triumph of justice.\n\nW. H. Kilpatrick says in Education and the Social Crisis: “Must they\nnot — teachers as well as others — so burn with conviction in season and out to\ntear down the selfish tradition and build instead the needed tradition of su¬\npreme allegiance to the common good? If I really have convictions that\nmatter to me, I cannot possibly teach independently of them. They are an\nessential part of me.”\nIn The Great Technology Harold Rugg says: “More than all else we\nneed to instil attitudes of integrity and courage in teachers. Perhaps the\ngreatest need today is courage. Courage to combat the prevailing culture of\ndishonesty, the widespread mood for getting something for nothing, the\nflagrant temper of hypocrisy. Courage to introduce youth to an honest, clear\nunderstanding of our modern economic and social system. Courage to dig\nto the very roots of controversial issues. Courage to live only one’s own per¬\nsonal life as an individual of integrity.”\nThus do these authors emphasize the need of teaching both the youth and\nthe adults of this country the ethics of economics.\nIn order to assist even the zealous teachers to perform this function prop¬\nerly, it may be necessary to revise the curriculums of our schools. This does\nnot mean necessarily that new subjects must be introduced, but that empha¬\nsis be shifted and redistributed to make more prominent the social studies\nand to make more effective the teaching of good citizenship, moral training,\nand an aggressive defense of justice in the light of the lessons drawn from\nour recent bitter experiences. The Committee on Social-Economic Goals\nmight well be succeeded by a committee to revise the curriculum and devise\nmethods of teaching to enable the generation now in school to reach those\ngoals.\nTeachers must prepare themselves and the public to accept a greater de¬\ngree of industrial and economic planning and control than we have hereto¬\nfore had for the advancement of the general welfare. We have reached the\nstage in the evolution of our economic system where we are compelled to\n\nabandon the theory of free competition, laissez-faire, and “rugged” indi¬\nvidualism and turn to a definitely planned economic system based upon the\ngeneral welfare, which means upon genuinely ethical principles. As Rugg\nsays: “An interdependent economic and political system must be designed.\nIt is now axiomatic that the production and distribution of goods can no\nlonger be left to the vagaries of chance — specifically to the unbridled com¬\npetitions of self-aggrandizing human\n\nnature.”\n\nKilpatrick puts it this way: “The people of this country must recognize\nthe economic and social facts and plan accordingly. Must we not first of all\nsee to it that our inclusive economic machine shall in fact work — not break\ndown every few years? And even more if possible must we not further see\nto it that our industry be not a mere Juggernaut\nconsciously managed\n\nmachine, but a system — a\n\nsystem — which shall work for the welfare of all ?”\n\n"}
{"page": 164, "printed_page": null, "text": "160\n\nBut whether\n\nNational\n\nEducation\n\nAssociation\n\nwe\n\nrevert to the old form of capitalism or turn to a new\nform of controlled industry and managed economics, it will be necessary to\nadapt the system to the principles of ethics. Otherwise under any system the\nunrestrained greedy will lap up all the cream, and leave honest people only\na small amount of curds and whey. The masses of the people in the future\nshould ask, and in our opinion will ask, “Is it right?” and they will mean,\nIs it in accord with true principles of justice, and equity, and fair play?”\nIn a word, “Is it truly democratic?”\nI eachers should have a deep conviction that ethical principles must\napply\nto all without discrimination. This is only another application of the Ameri¬\ncan philosophy of equality, or democracy. It means simply that the acts of\nall must be in accordance with the rules of justice and fair play, whethe\nr\nthey be rich or poor, high or low, humble workers or “go-getter” financiers,\nsuccessful men or poverty-stricken failures. Too long have we tolerated\neconomic practises by the high and mighty that have really been more harm¬\nful to the general welfare than similar practises by the poor and lowly, which\nwe vigorously condemn or punish as crimes. Too long have we held up as\nmodels the rich exploiters and held in pity or contempt the real producer\nwho is too honest to get rich.\nThe lazy or unfortunate man who “bums” his rides on freight cars and\nbegs his food from door to door is scornfully called a bum, a hobo, or a\ntramp. But very few of us hold in equal contempt the gilded youth who\ntours the Mediterranean or the Caribbean on his private yacht with dissolute\ncompanions and luxurious food, drink, and equipment altho he is a more\npernicious parasite than the tramp.\nWe very properly teach boys that it is wrong for them to play truant and\nthen tell their parents they were at school and their teachers that they were\nat home ; and the poor wretch who, on the witness stand, swears to a lie\nto save himself is guilty of perjury. But we tolerate the rich tax-dodger who\nswears to a false assessment schedule and thus robs many boys of their proper\nschooling; and nothing is done to punish the public utility officer who gives\nhis property a high value on which to fix rates to charge customers and a\nmuch lower value on which to pay taxes.\nThe vile miscreant who works in the secrecy of his basement and makes\nbogus money is properly recognized as a criminal ; and, if his crime is de¬\ntected and proved, he is severely punished. But it seems that the public, at\nleast in the past, has held in high esteem as a success and a pillar of society\nthe great financial wizard who sells watered or bogus stock to the public\nat a great profit, and who himself collects dividends on watered stock, the\nvalue of which is based only upon his power to collect excessive and un¬\nearned rates for service.\nRecently a newspaper story held up to contempt both the Italian fruit\nvendor and the policeman concerned in a case where it was said the fruit\nvendor frequently gave fruit to the policeman to win special protection and\nprivilege to use the streets without paying a license fee. This was called a\nmean type of bribery. But I could not help thinking of the more dangerous\nacts of the great corporation magnate who gave hundreds of thousands of\n\n"}
{"page": 165, "printed_page": null, "text": "161\nGeneral\n\nSessions\n\ndollars to candidates for governor, senator, and other offices, when\nneeded the money for campaign funds.\n\nthey\n\nTwo high-school boys caught shooting craps in an alley recently were se¬\nverely reproved — which we admit should have been done. But why should\nthey not feel encouraged to gamble when their fathers and their fathers’\nneighbors are speculating or dealing in futures on the Stock Exchange or the\nBoard of Trade?\nThe man who breaks into a bank or who takes from an individual $1000\nis a thief, and if caught is sent to the penitentiary. But the man who by\nlegalized privilege or by unfair manipulation of our economic machinery\nlevies an unearned tribute of say ten cents on each of our 120,000,000\npeople and thus “makes” $12,000,000, is considered a success, and a model\nto hold up to our youth.\nIf some sneaking pickpocket finds you in a crowd, slips his hand into your\npocket, and takes your purse, you consider him a most disreputable criminal.\nBut some of our most eminent and “respectable” citizens have been promot¬\ning the sale of stock of corporations, holding companies, and super-holding\ncompanies at much more than it is worth. Which is really the dangerous\npickpocket ?\nNot long ago I heard an orator give as an example of cowardice a young\nman who trembled and grew faint in the face of gun-fire in battle. But how\nabout the great super-patriot and former chairman of the Illinois State\nCouncil of Defense, who stayed safe on this side of the Atlantic in time of\nthe Great War and plead with our young men to go across; and then, after\nthe war was all over and the officers of the law wanted him here, he fled\nacross the Atlantic and took refuge in Greece, but continues to draw a\npension paid by users of American utility service?\nThe man who gives aid and comfort to our enemies in time of war is\nguilty of treason and is severely punished if convicted. But even greater\ndamage has been done to our government by the people who fight against\nproper taxation, build up resistance to necessary taxation, and thus break\ndown our government and its institutions ; or by the great banker who sells\nhis stock holdings to his wife at a great loss in order to evade paying income\ntaxes, knowing that he could have back or profit by those stocks at any\ntime he desired.\nWe\n\nare taught to fear and hate the disreputable thug who jumps from an\n\nalley and grabs ladies’ handbags, or the thief who breaks into our house at\nnight and carries off our valuables. But now it seems that the real danger\nto society has been the bankers who have been speculating with other people’s\nmoney, and that the most contemptible highwaymen are the bankers who\nbeat down the price of tax anticipation warrants held by teachers and then\nhave their brokers purchase such warrants for them to hold to make large\nprofits.\nTherefore, we may conclude with MacDougall, in Crime for Profit , that\n“crimes of the upper-world, such as business frauds and financial swindles,\n\n"}
{"page": 166, "printed_page": null, "text": "162\n\nNational\n\nEducation\n\nAssociation\n\nwho move in respectable circles of society, are as danger¬\nous to society as the cruder forms of crime, and even more so.”\n\ncommitted\nOur\n\nby men\n\nstandards\n\nof righteousness\n\nmust\n\nbe raised , our\n\nconcepts\n\nof success\n\nmust be modified , and our application of ethical principles must be general .\nTeachers must develop a passion for fair play and an enthusiasm for teaching\nthe real ethics of economics. They must see clearly that anyone who gets\n\nmoney or service from others without fully earning it is a thief, no matter\nhow high his social standing ; and that anyone who earns money or service\nwithout getting it is cheated or robbed. When the great majority of teachers\nreach this stage of ethical and professional development, our economic prob¬\nlems will be on the way to solution, and our maladjustments will gradually\ndisappear. If the masses of the people will accept and act upon this principle,\nall will have plenty, no one will be in want, and nobody will have great un¬\nearned superfluities. When service, instead of privilege or unfair methods,\nis accepted as the only proper measure of our possessions, they will more\nnearly approach equality.\nToo long have the molders of the public mind accepted the ideals and\npractises of the exploiters as being right, or at least as not being improper\nand dangerous to the public welfare. Predatory business has had ways and\nmeans of directing the public mind as it chose, and of making it unpleasant\n\nfor teachers, preachers, editors, and others who taught the sinfulness of un¬\nearned profits and unfair exploitation. And too many teachers have looked\nupon “successful” business men as guides for themselves and models for their\npupils. But the present crisis and the lessons we are learning from it are\nteaching us that from now on we teachers ought to ally ourselves with the\nworkers and producers rather than with the idlers and exploiters. We are\nbut workers or servants in the employ of the public, and should sympathize\nwith all other workers. Our welfare depends upon the welfare of other work¬\ners; our economic problems are the same as those of other workers; and we\nmust work with other workers in solving those problems. W e ought to strive\nto elevate the producing proletariat into comfort, culture, and plenty, rather\nthan to hope to elevate ourselves into the exploiting aristocracy. The one is\n\nsocially ethical and constructive, and the other is individually selfish and\ndemoralizing.\nAccording to John T. Flynn, in Graft in Business: “No good purpose is\nto be served by the incessant fawning and laudation of business and business\nmen which is indulged in, not so much by business men themselves as by\nthose parasitic gentlemen of the quill and cloth and the academy who have\ninvented a form of graft of their own, and who, not having the talent for\nmaking money for themselves, find a way to feather their nests by fawning on\nthe able and practical men who do know how to make it. Most of the silly\nadulation of modern business honesty has come from writers and preachers\nand professors.”\nTeachers who see the vision of universal justice, who become inspired by\nideals of righteousness, who consecrate their energies to the establishment\nand the practise of ethical principles in men’s economic relations are really\n\n"}
{"page": 167, "printed_page": null, "text": "163\nGeneral\n\nSessions\n\npromoting the principles enunciated by the great teachers of the ages. They\nare teaching a modern and necessary application of the Mosaic law thundered\nforth from\n\nMt,\n\nSinai : “Thou\n\nshalt not steal ; thou shalt not covet what\n\nis\n\nthy neighbor’s.” They are teaching the ethical principle expressed by the\nGreat Teacher, and so characteristic of His rules of social conduct as to be\ncalled the Golden\n\nRule : “All things whatsoever\n\nthat men\n\nye would\n\nshould\n\ndo unto you, do ye even so to them.” They are in perfect harmony with the\nvery first principle of our nation: “We hold these truths to be self-evident —\nthat all men are created equal, that they are endowed by their Creator with\ncertain inalienable rights, that among\n\nthese are life, liberty, and the pursuit\n\nof happiness.” Such teachers are the most\n\neffective supporters\n\nof our Con¬\n\nstitution; for they are training a generation of citizens “to form a more per¬\nfect union, to establish justice, to insure domestic tranquility, to provide for\nthe common defense, to promote the general welfare, and to secure the\nblessings of liberty to ourselves and our posterity.”\n\nEDUCATION\nROBERT\n\nHUTCHINS,\n\nAND\n\nPRESIDENT,\n\nTHE\n\nPUBLIC\n\nUNIVERSITY\n\nOF\n\nMIND\n\nCHICAGO,\n\nCHICAGO,\n\nILL.\n\nYour president some months ago asked me to speak about the depression.\nNow that the depression is over, I am deprived of a subject. Anybody but\na university president would make this statement and sit down. This neither\nmy personal habits nor my professional status will permit. Since I have you\nhere I shall say a few words, not about California, or even about the Uni¬\nversity of Chicago, but about Education and the Public Mind. Perhaps the\nPublic Mind involves a degree of flattery. Perhaps I should say the Public\nTemper. At any rate I propose to discuss the public attitude toward educa¬\ntion, to suggest what is responsible for it, and to indicate what may be done\nabout it.\nhave been passing thru the first serious mass attack on the American\neducational system. In the past, as has been frequently remarked, education\nhas been the American substitute for a national religion. But almost at once\nWe\n\nwhen\n\nthis depression started, the onslaught\n\non education\n\nbegan. Of\n\ncourse,\n\nsalaries were reduced, school terms were shortened, school buildings post¬\nponed. These things are comprehensible, if not intelligent. What is less easy\nto understand is the readiness of our people to withhold salaries when earned,\nto regard demands for them as extortion, and to deliver themselves of ex¬\ntended orations on frills in education. I have never been able to discover\nwhat a frill is. Apparently it is something that is good for the child, and\ngood for society, but which\n\nthe school was\n\nnot able to do fifty years ago.\n\nOn this theory Mr. Roosevelt’s recovery program might be called a frill in\ngovernment. Certainly the responsibilities now laid upon the schools are\nsuch that an attempt to meet them with the three R’s would be as futile as\ntrying to deal with the economic situation with the slogans of Harding and\nCoolidge.\n\n"}
{"page": 168, "printed_page": null, "text": "164\n\nNational\n\nEducation\n\nAssociation\n\nThe\n\nattacks that I have mentioned have been partly led by selfish groups :\nby people who wanted their taxes reduced irrespective of the needs of the\ncommunity, by people who had never attended the public schools and who\ncould afford to send their children to private establishments. Thru their con¬\ntrol of part of the press and other avenues of propaganda they have succeeded\nin convincing some unselfish people that the educational system is an inflated\nextravagant colossus, instead of being, as I shall show later, an organization\nentirely too restricted for the needs of the present day.\nThe attacks of selfish groups can be understood and combatted. They are\nnot so serious and so discouraging as a certain unconsciousness of education\nwhich has lately been exhibited by our most able and disinterested leaders.\nThe\n\nCouzens\n\nbill, which almost passed at the last regular session of Congress,\nwas an unkind cut ; for its author in his laudable desire to provide for the\nwandering youth of our country could think of nothing better to do with them\nthan to put them in army camps. The possibility of offering them educational\nopportunities apparently never occurred to him. And so with all the earnest\neffort to care for the unemployed,\nsuggested that the best investment\nschool. With\n\nadolescent and adult, it has never been\nwe could make would be to put them in\n\nbillions appropriated\n\nfor dams, trees, roads, postoffices, court¬\nhouses, and even warships, not a word has been said about schools, schools\nthe construction of which would provide as much construction as battleships,\nif construction\n\nis what you want;\n\nschools which\n\nmight\n\neventually give us\n\nan intelligent nation. The lamentable consequences of stupidity and igno¬\nrance are visible everywhere about us. You would have supposed that one\nresult of our recent experiences would have been a determination on the\npart of our people to establish an educational\n\nsystem\n\nthat would\n\nteach us\n\nhow\n\nto be wiser in the future. On the contrary, amid all the talk of public\nworks and reemployment, education has not been mentioned ; and in all the\nexpenditures\n\nfor banks, railroads, and public works\n\nnot one cent has been\n\nput forward\n\nfor education. We expect to be fought by our enemies;\nhard to be ignored by our friends.\nAt the same\nthat would\n\nit is\n\ntime our friends and enemies have presented us with burdens\n\nhave overwhelmed\n\nus in the best of times. They have thrown\nsome millions of young people out of work and denied employment to some\nmillions more. These young people have become our problem at the very\nmoment when those who presented them to us were depriving us of the means\nof helping them. Praiseworthy\nexample, in the new\n\nefforts to restrict child labor as proposed, for\ntextile code, will make our task more difficult ; and that\n\ntask is to take care in some\nand girls between\n\nway\n\nor other of the enormous\n\nnumber\n\nof boys\n\n14 and 20 who\n\nhave been ejected from industry or who\nhave not been permitted to enter it. I do not need to tell you that the most\nbaffling question with which\n\nthe high school has had to deal in the last three\n\nyears has been the question of the high-school graduate. Cut off from earning\na living, he has clamored for more education, and the high school has had\nto try to give it to him, in spite of overcrowded\n\nbuildings and inadequate\n\n"}
{"page": 169, "printed_page": null, "text": "165\nGeneral\n\nSessions\n\nfunds. The makeshifts resorted to have been unsatisfactory;\nvelop permanent measures.\nAnother\n\nobligation that the educational\n\nsystem\n\nmust\n\nwe\n\nassume\n\nmust\n\nde¬\n\nis the obli¬\n\ngation of adult education. This is a vast uncharted area that has as yet been\nscarcely touched. As long as we could delude ourselves into thinking that\neverybody was working twelve hours a day we could believe that this prob¬\nlem could be left to a few well-intentioned social workers who could handle\nit as a side issue. Now\n\nthat we\n\nmay\n\nbe sure that the six-hour day and the\n\nfive-day week are coming, we may be equally confident that we cannot dodge\nthe problem of adult education.\n\nWhether\n\nwe\n\nlike it or not, therefore, we must accommodate the young\npeople of the country up to their eighteenth or twentieth year ; industry will\nnot absorb them earlier. We shall also be compelled to organize the leisure\ntime of the bulk of our population from the end of school onward. This is\nan educational problem ; we\nthe atmosphere in which\nand indifference.\nWhat\n\nshall be held responsible for its solution. And\n\nwe must\n\nconduct\n\nthese enterprises is one of hostility\n\nis the explanation of this atmosphere\n\n? Partly, I have no doubt, it is\n\nthat laissez-faire economics which the nineteenth century left us and which\ncould tolerate nothing unless it paid. Even public works, then and even in\nthe last administration, could be undertaken only on a “self-liquidating”\nbasis. A society which will not create tangible assets unless it can get 6\npercent and its money back can hardly be expected to show enthusiasm for\nan undertaking\nterms.\n\nthe results of which\n\nare impossible to translate into financial\n\nBut I believe that the responsibility for our present plight must rest after\nall on us. It is our fault. I do not sustain the charges made by illiterate sec¬\ntions of the press; we have not been extravagant or silly. But because of\nthe rapidity with which we have had to develop popular education for a\ntremendous\n\nnation we\n\nhave not had\n\ntime to think what we were doing.\nHow could we expect the public to understand it? The layman cannot\ncomprehend what an elementary school is, what a high school is, what a\ncollege is, or what a university is, and we can make only the feeblest efforts\nto illuminate him because we are confused ourselves.\nThe\n\nelementary\n\nHorace\n\nMann,\n\nschools cover eight years for no better reason than that\nwhen he went to Germany to find a school to imitate,\n\nimitated the wrong\na school that was\n\none, and imposed\n\non this country\n\nas a preparatory\n\nunit\n\nterminal\n\nin its native land. The high schools are largely\ndominated by collegiate requirements that have no application to the ma¬\njority of their students. The junior colleges are frequently two years more\nof high school or pale imitations of the first two years at the state university.\nThe colleges of liberal arts sometimes seem to duplicate the high school at\none end and the university at the other. The universities are weird mixtures\nof general education, specialized study, professional training, and college\nlife. If we are ever to alter the public attitude toward education we must\n\n"}
{"page": 170, "printed_page": null, "text": "166\n\nNational\n\nclarify the functions\none another.\n\nEducation\n\nAssociation\n\nof all these organizations\n\nand\n\ntheir relationships to\n\nThe object of a university is the advancement of knowledge. It has no\ninterest in education except as it contributes to this end. It may therefore\nproperly carry on two types of educational activity : investigation of the\neducational process, and the education of people to advance knowledge.\n“Education for citizenship,” for example, has no place in a university except\nas a subject of study.\nUnless a university is interested in educational experiment it should\nabandon its freshman and sophomore years. The work of these years should\nbe conducted by numerous local institutions. They must be numerous be¬\ncause they will be instruments of popular education, which the university\nis not. They must be local because most of their students will not be able\nto meet the cost of living away from home.\nWhat\n\nwill happen\n\narts? Many\n\nof them\n\nin any such division of labor to the colleges of liberal\nwill abandon\n\nothers will find a place which\nThey\n\ntheir junior and senior years. But many\n\ncannot\n\nbe filled by any other organization.\n\ncan develop a three-year curriculum\n\nbeginning\n\nwith the junior year\n\nand leading to the Master’s degree, a curriculum of non-professional spe¬\ncialization in arts, literature, and science. I am clear that such a course of\nstudy can be given far better by a strong college of liberal arts than by a\nuniversity, the atmosphere of which should be scholarly and professional from\nthe junior year on.\n\nHaving clarified the function of the university and the college of liberal\narts let us examine further the numerous local institutions to which I have\nreferred. Certainly they will not be intelligent if they give their attention\nprimarily to preparing students for the universities. Most of their graduates\nwill never reach them. They should direct their energies to the development\nof terminal work; they should prepare students “for life.”\nIn setting out on such an enterprise they will find that a two-year organi¬\nzation which graduates 50 percent of its students every year cannot do for\n\nthem what it ought to do. They will find that a three- or four-year period\ncreated by the union of the last years of high school and the first years of\ncollege is an admirable unit in which to administer education for life. And\nthey will find that they cannot meet the needs of most of their students by\ngiving them a purely cultural education. They or other institutions parallel\nwith them must construct courses of study of a sub-professional business,\ntechnical, or homemaking variety to take care of the vast number of students\nwho do not want and should not have a general education alone. General\neducation should be the core of all education at this level; some institutions\nshould be devoted to it exclusively. But these organizations are to be instru¬\nments of popular education. They must be open to everybody. They must\navoid the temptation to pour everybody into the same mold. They must\nprovide differentiated courses of study adapted to the needs and capacities\nof the individual.\n\n"}
{"page": 171, "printed_page": null, "text": "167\nGeneral\n\nSessions\n\nshould thus have a terminal unit of three or four years beginning with\nthe beginning of the junior year in high school and ending with the end of the\nWe\n\nsophomore year in college. It would supply the need for general and technical,\neducation for all our youth, and at the same time create new and important\ncenters of adult education in our local communities. These collegiate and\ntechnical institutes would be parts of universities only if a given university\nwished to conduct studies in general and technical education for the benefit\nof institutions laboring in these fields.\n\nPreparatory and definitely preparatory to these collegiate and technical\ninstitutes we should have the high school, a three- or four-year unit beginning\nting Horace Mann’s\nwith the seventh grade. There is no reason for perpetua\nmistake. It is now established that the work of the primary school can be\naccomplished in six years.\nWith a six-year elementary school, a three- or four-year secondary school,\nand three- or four-year collegiate and technical institutes we may hope to\ntake care of the educational needs of our people thru their eighteenth or\ntwentieth year. Each one of these institutions has a definite and distinctive\nfunction. Its performance can be tested in the light of its own ideals. The\nfunction of the university, the advancement of knowledge, is made equally\nclear, and the university is rid of obligations it had no business to assume.\nTo confine myself to my own sector of the educational front, I venture to\nsay that at present there is not a single university in the United States, not\none, that is, that will answer to any rational definition of a university. I am\ninclined to think that the same situation obtains in those parts of the system\nwith which I am less familiar. How can we hope to secure public support\nin the great tasks that lie ahead if we have not clear in our own minds what\nwe are trying to do, and if when\nwe have done it?\n\nLocal government\n\nwe have finished we\n\nin the United\n\ncannot\n\ntell whether\n\nStates requires radical revision. The\n\nsystem of taxation needs thoro overhauling. Schoolboards should be recon¬\nstructed or exterminated, and the schools should be taken out of politics. The\nrelationship of federal, state, and local governments to education must be\nmore adequately defined. But we as educators cannot demand these things\non behalf of education unless we have a system that can be understood and\ndefended. You will say that such a system as I have outlined will be enor¬\nmously expensive and we cannot get the money for the one we have. My\nanswer is that we cannot get the money for the one we have because it is a\nbewildering and incomprehensible maze. If we can present to the country\nan intelligible program we can get the money to support it. If we shrink\nfrom the task of clarification we may find taken away from us even that\nwhich we have.\n\n"}
{"page": 172, "printed_page": null, "text": "168\n\nNational\n\nEDUCATION,\nHAROLD\n\nL. ICKES,\n\nTHE\n\nEducation\n\nAssociation\n\nBASIS\n\nSELF-GOVERNMENT\n\nSECRETARY\n\nOF\n\nOF\nTHE\n\nINTERIOR,\n\nWASHINGTON,\n\nD. C.\n\nI was\n\none of those fortunate persons who had the privilege in 1929 of\nbeing present in the stately and beautiful cathedral that is called a chapel at\nthe University of Chicago when a young recruit from Yale was inaugurated\nas the youngest college president in the United States. Preceded in the cere¬\nmonies\n\nby the presidents of three great universities, one of them with a\nnational reputation for wit and brilliance of speech, I found myself hoping\nthat this young man might acquit himself worthily.\n\nI was\n\nsoon to discover that my concern should have been for the presi¬\ndential elders instead of for the man in whose proper induction\ninto high\nacademic office we were so interested. Standing in front of a\ncritical group\nof professors, facing the intellectual, the social, and the business leaders of\nChicago, this outstanding addition to the citizenship of Chicago delight\ned\nhis audience with as brilliant and charmingly phrased an address as\nanyone\nthere had ever listened to. Clearly, logically, in precise and discriminati\nng\nEnglish, that most beautiful of all languages when it is in the hands of a\nmaster, he made an impression that cannot be forgotten. No one left the\ncampus on that occasion doubting that the trustees of our great University\nhad chosen wisely, or that under the able and vigorous leadership of Dr.\nHutchins, new vistas of usefulness would be opened for an institution\nalready numbered among the greatest of its kind in the world.\nIn telling less fortunate friends, who had not been able to hear President\nHutchins\n\nthat day, the impression that he had made, it never occurred to me\neven to harbor deep down in my consciousness the expectation that I would\never be placed in any situation where I would suffer by comparison with him.\nNothing was further from my thoughts than that we would\nsame platform in such circumstances as these.\n\never occupy\n\nthe\n\nDr. Hutchins is qualified to speak to you. He is not only the head of a\ngreat institution of learning, but his very youth, taken in connection with\nhis commanding position, bespeaks outstanding aptitude and unusual quali¬\nties of leadership in the educational field. Of the technical side of education\nI am as blissfully ignorant as the child who sits upon the dunce’s stool, if that\ninstrument of intimate, refined torture still exists in a schoolroom anywhere.\nI know as well as does anyone here that I was not asked to speak because I\ncould add a single jot to the sum total of accumulated wisdom upon educa¬\ntional matters. I was graciously invited to come because, by a fortuitous cir¬\ncumstance,\n\nI am\n\nat the moment\n\nhead\n\nof that department\n\nof our federal\n\ngovernment within whose all-embracing arms is gathered the Office of Edu¬\ncation, and within which there will shortly also be found the Board for\nVocational Education.\nBut altho disclaiming any knowledge or even any opinion worth expressing\non the technical side of education, I do have certain ideas about education in\ngeneral and particularly about the value of education in a democracy. My\nviews are not unique nor am I distinguished as the sole possessor of them.\n\n"}
{"page": 173, "printed_page": null, "text": "169\nGeneral\n\nSessions\n\nWhat\n\nI think about education and its relationship to our political and\nsocial\ninstitutions I think in common with all citizens of our country\nwho have any\nclaim to be regarded as of at least average intelligence.\nIt seems so self-evident as hardly to be worth expressing that there\nis a\ndirect relationship between education and government. We all know that we\ncannot hope to govern ourselves wisely unless we have at hand to use intelli¬\ngences that have been trained by our study of the past to recognize the pitfalls\nof the present. Not even are we prepared for self-government unless our\nimaginations have been developed so that we can evoke a vision of the future.\nIf our form of government were an absolutism we would certainly wish\nour tyrant to be not only benevolent but educated. We would reason that\nholding our lives and our property in the palm of his hand to do with as a\npassing whim might dictate, we would be less likely to be the victims of a\ntransient and obstinate passion if our tyrant knew something about the arts\nand the sciences and had been well grounded in history, literature, politica\nl\neconomy, political science, and sociology. While during the past few years a\nstupid bleating has gone up from certain business men, and even from some\nsupposed intellectual leaders, for a political dictator, none of them would\nwillingly risk his welfare and happiness in the hands of a despot whose igno¬\nrance was as absolute as his power. And to that degree that mob ignorance\nwith its potentialities of terror and destruction is more to be dreaded than\nignorance on the part of an arbitrary ruler of men, is it the part of wisdom to\nexpand the minds and train the intelligences of ourselves and our children if\nas a people we are to approach the task of self-government\nate assurance of our capacity for it ?\nEconomically,\n\nwith even moder¬\n\nwe\n\nare sitting in sackcloth and ashes. Sobered by our fall\nfrom the height of an unlamented jazz age, we can now soberly, even if\nsomewhat despairingly, take an inventory of our immediate past. It is, of\ncourse, not worth anyone’s while to cry over spilt milk but it is not out of\nplace to consider how the milk was spilled in order to avoid a similar catas¬\ntrophe in the future.\nA letter came\nmany\n\nyears was\n\nto me\n\na few days ago from a wise elder statesman who for\nactive, with credit to himself and with beneficial results to\n\nhis country, both at Washington\n\nand at the capitol of his state. He was\n\ncom¬\n\nmenting favorably upon an article that I wrote some two or three weeks ago\nfor the New York Times , in which I had dwelt pessimistically and impa¬\ntiently upon the dissipation, by selfish, greedy, and unpatriotic men, of the\nirreplaceable and tremendously important oil resources of our country. He\nwas kind enough to say that it was an appropriate and a timely article and\nthen he concluded: “We have always been living off our capital in this\ncountry. That accounts for our great prosperity. We have not been a\nprudent or a careful people. And our children will have to pay the price of\nour extravagances.”\nThis elder statesman\n\nwas\n\nright. When\n\nwe have time to stop to think of\nthem we are proud of our schools, our universities, our libraries, and our art\ngalleries. But how few of us have had any real concern for the things of the\n\n"}
{"page": 174, "printed_page": null, "text": "170\n\nNational\n\nEducation\n\nAssociation\n\nspirit, for the graces of life? We are a practical people, a race of go-getters,\nattuned to a jazz age. Our outstanding characteristic is acquisitiveness. I\ndon’t mean miserliness. As a people, with rare exceptions, we do not accumu¬\nthe\nlate property or the tokens of property in order to have the sensations of\nmiser dribbling his gold thru his fingers. We are acquisitive because of our\nurge for power, because we want to experience the feeling of expansive selfsatisfaction and condescending urbanity that are the perfect blooms of power.\nEven there are those who accumulate wealth for the satisfaction of giving it\naway, more or less freely, for fine causes. A wonderful chapter in our history\nis the recital of deeds of prodigious generosity on the part of rich men for\nthe public good.\n\nBut in acquiring we have at the same time been ruthlessly destroying. Our\nmethods of exploiting our natural resources have been wasteful. By hewing\ncaused\ndown our mighty forests in careless and indifferent fashion we have\nthe destruction of timber products the value of which, if we had them now,\npro¬\nwould reach staggering figures. Denuded of their natural and necessary\ns\ntection, our streams have carried and continue to carry to the sea, hundred\nof thousands of fertile acres. We have wantonly destroyed our fish, bird, and\npush¬\nanimal resources to satisfy a sadistic desire to kill. Our pioneer fathers,\nup\ning ever westward from the sterile fields of New England, have taken\nto restore\nnew farmsteads only to exploit them without sense of obligation\ntime has come\nthe fertility that they drained into their abundant crops. In\ncapital of\nanother abandonment and a renewed search for virgin soil whose\nfertility in its turn could be drawn upon until exhausted.\n\ncon¬\nWe have opened more and more coal mines, producing far beyond\noperators\nsumptive demands with consequent cut-throat competition among\nfeet of natural\nand starvation wages for our miners. We have shot billions of\nlife blood of\ngas into the air and have allowed what might be called the very\nunsocially,\nour modern civilization, oil, to be produced wastefully and\nresulting in enormous\n\nlosses.\n\ninitely thus to dis¬\nIt goes without saying that we cannot continue indef\nbeing, and future\nsipate the natural resources upon which our health, wellwith a lavish hand,\nprosperity depend. In scattering these prodigal riches\nthis capital by its very\nwe are, as has been said, using up our capital. Some of\n, but only by a\nnature can never be replaced. Some of it can be built up again\nyears old can be cut down\nlong, tedious, and costly process. A tree a thousand\nto grow a similar\nin a few minutes but it will take another thousand years\ncountry, so rich is it in\ntree. We have gone on the theory that so vast is our\nw. We have believed\nresources, that we need give no thought to the morro\ny of early acquisi¬\nthat our children and theirs will have the same opportunit\nfathers had before us in\ntion of easy wealth that we have had, and that our\neven greater degree.\nmercy of ruthless\nNor have our natural resources alone been at the\npermitted our human\nexploiters. We have even stood contentedly by and\nMoloch of acquisitiveness.\nresources to be thrown into the hungry jaws of the\nssors of this vast an .\nOur first human victims were the original posse\n\n"}
{"page": 175, "printed_page": null, "text": "General\n\nSessions\n\n171\n\nTricked, despoiled, and driven back at the point of the sword, the Indians\nwere finally herded onto reservations of sterile soil and rigorous climate. If\nwe later discovered that we had underestimated the economic possibilities\nof the land that we had given to them, we would proceed to dispossess them\nagain and again until in the end only such land was theirs as the white man\nfelt he could not possibly find any use for. When to our consternation we\nsometimes found that even inhospitable and barren desert might possess rich\ntreasures of oil or other mineral wealth, we would proceed once more to\ndespoil the Indians by methods more subtle than mere dispossession, since we\ncould not openly take from them those ultimate deserts which were the last\nbare bone of their original holdings.\nBrought to our shores originally by enterprising merchants who dealt in\nhuman bodies just as one would deal in any other commodity, the Negro\nbecame a mere chattel. Altho later freed from slavery at an enormous cost\nin treasure and blood, he has never ceased to be exploited. Like the Indian,\nhe has not had a fair chance, and how hollow in his ears must sound that\n\nphrase that we so love to use: “All men are created free and equal.”\nFollowing our importation of slave labor we induced immigrants from\nEurope to come to our shores in untold thousands. We were building up an\nindustrial empire. We needed cheap labor and we knew how and where to\nget it. These men and women, speaking strange languages, unused to our\ncustoms, ignorant of their rights under our laws, were driven to work under\nground in mines or herded above ground in factories for long sweating\nhours of arduous toil, for which they were paid wages insufficient to main¬\ntain decent standards of living.\nWe have not even stopped there. We have destroyed the bodies and souls\nof little children in our greed for profits and the things that profits will buy.\nNor have we cared whose children we were sacrificing, provided only that\nthey were old enough to toddle to their tasks and work long, exhausting hours\nin crowded, insanitary surroundings while tending dangerous machinery.\nBut gradually our consciences became stirred. We came to realize that the\nunder-privileged were entitled to some chance at life. And we rightfully\nconcluded that the best chance we could give was to provide them with\nopportunities for an education. So we began to pass compulsory education\nlaws. Along with these laws, in state after state, we decreed that children\nbelow a certain age might not go into the factories to work under sweatshop\nconditions for pitiful wages. We went in for night schools. We began to\nthink of adult education. We provided continuation courses for those who\nwanted to pursue their studies even after they found employment. We have\nhonestly been trying in these later years to build up and enhance the value\nthru education of our human resources. This awakened appreciation of our\n\nobligation toward our fellow human beings interestingly enough has de¬\nveloped concurrently with a realization that we must conserve and rebuild\nour natural resources.\n\nPossessed of easily acquired, abundant wealth, and with a disposition to\nbe prodigal with that wealth, we have not begrudged the money demanded\n\n"}
{"page": 176, "printed_page": null, "text": "172\n\nNational\n\nEducation\n\nAssociation\n\nof us to build schools, to employ teachers, and ever to widen our curriculums,\naltho our money has not been equitably or wisely expended. Some sections\nhave been oversupplied while others we have left in want. But we have\nreached the crossroads. There is a feeling of doubt in the land about our\nability further to carry on in our educational program, and a question even\nas to its desirability, granted the ability so to do. This is natural and under¬\nstandable. The material things of life have always been the most appealing\nto us. It has been our theory that wealth covered a multitude of sins, includ¬\ning the sin of ignorance. I wonder if it isn’t a fair statement that while we\nhave indulged ourselves liberally, if unevenly, in education we have not done\nthis so much for the sake of education itself or to add to the culture and\ngraciousness of life, but because of the general belief that by educating our¬\nselves and our children we have been making it more possible to win in the\nrace for the acquisition of wealth?\nNow there is general evidence that we are facing a real crisis in the educa¬\ntion of our people. Doubts as to whether education is achieving what we had\nexpected of it, as well as impaired ability to finance our educational institu¬\ntions on the scale to which they have grown accustomed, are helping to\ndevelop a situation and a public temper which may result in a further waste\nof human resources. Many thousands of children in this country have never\nyet been provided with schools; this past year millions were added to this\ngroup as schools thruout the land were forced to close ; additional millions\nhave never had a chance at the education which their special handicaps or\nabilities required. Recently even the beginnings of these special provisions have\nbeen abolished or attacked as luxuries. Many communities, despite our prodi¬\ngalities in some directions, have never yet had buildings enough, or equip¬\nment enough, or teachers enough to care adequately for their children, and\nyet the past year has seen further decreases in such communities. The price¬\nless human resources of youth, with its ability and time for study, with its\neagerness to be prepared for service, and its confidence in the wise provisions\nmade for it by a generous government which it hopes to serve, are being\ndissipated or allowed to remain undeveloped.\nWe are seeing on all sides a willingness — in some cases it has almost\nseemed like an eager desire — to curtail and limit educational possibilities for\nthis generation. Citizens of a certain type are always willing to begin their\neconomies with the schools and end them there. Our school buildings, they\nfind it easy to assert, are too elaborate. They should be as devoid of ornament\nand as lacking in architectural interest as the barest school cabin in bleak,\npuritan New England. As they reason it out, why spend time except on such\nrudimentary subjects as the three R’s? Many of them have succeeded in life\nwithout any of the educational embellishments, and if they have been able\nto make a living, possess themselves of the essentials for material comfort,\nand in their turn beget children in their own self-satisfied images, why be\nconcerned that others should have more education than they themselves\nhave so brilliantly succeeded on?\n\n"}
{"page": 177, "printed_page": null, "text": "173\nGeneral\n\nSessions\n\nThat many of our schools had been expensive and often times wasteful\nup to the time that we found ourselves on the verge of the economic disaster\nin 1929, I do not believe any intelligent friend of the schools themselves\nwill deny. But I find it difficult to blame the schools when practically all\nof us, individually and thru every association, were fully as reckless and\nunheeding. At least it may be said to the credit of the schools that their\nmoney, even if unwisely spent, was for the benefit of our children. There\nwas a social vision and an altruistic motive associated with this over-expendi¬\nture.\nThe most important question requiring an answer today at the hands of\nthe American people is: What are we going to do about our schools? Shall\nwe maintain them on such a basis as will give our children an education in\nthose essentials absolutely necessary to equip them as individuals and as\ncitizens to lead such lives as men and women must be equipped to lead in a\nself-governing republic of free men, or are we going to let them slip back\ninto an era of unenlightenment, bigotry, and ignorance?\nI give it to you as my deliberate opinion that the last place to put devital¬\nizing economy into effect is in our schools. I say this because to my mind\nignorance is incompatible with free institutions that are the expression of\nthe carefully reasoned choice of the people themselves. Unless as a people\nwe are given a constantly enlarged background of history and the social\nsciences ; unless we know something about government and its operation ;\nunless we are acquainted with contemporaneous national and international\nevents ; unless our spirits thru education are made as free as possible from\nprejudice, superstition, and bigotry; unless we are trained to be mutually\ntolerant and understanding of one another, building up within ourselves a\nwill to understand the other man’s point of view ; unless all of these things\nand more are offered to us, our free institutions which were established that\nwe might be able to live fuller and nobler lives, are in grave danger. Except\nby means of a broad and generous education freely provided by the people\nfor our children as a whole, we cannot hope to have put into the hands of\nthose children essential tools with which to carve out a happy destiny for\nthemselves and for their own children in their turn. If at this critical stage\nwe continue to deny educational opportunities to literally millions of our\nchildren, our country will suffer when those millions, grown shortly to be\nuneducated men and women, are called upon to undertake the responsibilities\nof government.\nWhen I speak of education as an absolute prerequisite for self-government,\nI mean education. I mean more than that. I mean universal education. The\nability to read and to scrawl a signature at the end of a badly written letter\nmay take one out of the illiteracy class, but it is a far cry from being educated.\nEvery person in this country should be educated to his fullest possible capac¬\nity. If we undertake to build a factory we insist on having the best equip¬\nment that the genius of the inventors is able to supply. If a youth can run\none hundred yards in less than ten seconds, a conscientious trainer will not\nthink he is doing his duty if he shows him how to run in eleven seconds. If\n\n"}
{"page": 178, "printed_page": null, "text": "174\n\nNational\n\nEducation\n\nAssociation\n\nwe are sending a squad of woodsmen into the forest to cut trees, we do not\nwithhold from them highly tempered axes with sharp edges and give to them\ninstead rusty and dull implements.\nOf how much greater worth than factories and athletic skill and work¬\nmen’s tools are human minds? The waste in human capacity really to live\nresulting from our carelessness and indifference with respect to education is\namazing. Customarily we have regarded a child as educated if he has passed\nthe eighth grade or if he has a high-school diploma, or has graduated from a\ncollege, depending more or less upon the social background of the child. We\nshow more interest in developing our horses than in building up the minds\nand bodies of our children. Just as every race horse should be developed to\nthe utmost of his capacity, so should every child be given an education to\nthe point of highest development. I do not mean by this that every child\nshould have a college course and perhaps go on for a higher degree. I mean\njust what I say — that every child should be given every possible opportunity\nin the schools to unfold to his utmost intellectual and spiritual capacity,\nregardless of where along the long road of education that means that any\nparticular child should stop.\nCapacity for education is our one distinguishing characteristic as members\n\nof the animal kingdom. Economy in other directions for the sake of main¬\ntaining and improving our educational facilities would be only common\nsense. Here is the last place where we should economize and the first where\nwe should increase our outlay. After all, America used to get along without\nall the conveniences and all the luxuries and all the non-essential appendages\nof life that we now consider so essential. The truth is we do not want to\ngive up the luxuries that have made life so soft and easy. We are unwilling\nto make personal sacrifices even for the education of our children and the\nfuture welfare of our country. We are willing to let them, and thru them,\nthe country, pay with interest the heavy costs of our own self-indulgence\nand of our reckless ways of life.\nI am tremendously concerned about the present and future welfare of our\ncountry. I know that without a highly educated electorate our system of\ngovernment cannot be maintained; certainly it cannot be developed and\nperfected. I know that an intelligent government based upon an intelligent\ncitizenship does not spontaneously grow. Both must be fashioned by care¬\nfully fabricated, highly tempered intellectual tools. Our chief interest as a\ngovernment, therefore, is education and unwise economy that will cut at the\nroots of our system of free and universal education, our American system,\nmay prove to be a fatal economy. To be great and noble and ftee, America\nmust be educated.\n\n"}
{"page": 179, "printed_page": null, "text": "175\nGeneral\n\nTHE\nJ. W.\n\nCIRCUIT\nCRABTREE,\n\nRIDER\n\nOF\n\nSessions\n\nAMERICAN\n\nEDUCATION\n\nEDUCATION\nSECRETARY, NATIONAL\nWASHINGTON,\nD. C.\n\nASSOCIATION,\n\ndid not leave wealth. By that is meant\nthat he did not leave dollars. He left, however, a wealth in affection, in serv¬\nice, and in achievements which cannot be measured in gold or silver. Few men\nIt is said that Dr. A. E. Winship\n\nhave done so much to carry forward the principles and causes 'that promote\neducation and that maintain civilization. He did it largely by building men\nand women.\n\nHe not only helped to give the nation confidence in such early leaders as\nHorace Mann, Henry Barnard, William E. Sheldon, and W. T. Harris, but\nhe helped to build up confidence in the next group of leaders such as Thomas\nE. Finegan, Susan M. Dorsey, C. G. Pearse, Homer H. Seerley, Ella Flagg\nYoung, Charles W. Eliot, David Starr Jordan, Lucy M. Wheelock, and a\nscore of others whose names stand out. While giving strength to the arm\nof these leaders, he was also inspiring and bringing forward another group\nto take their places as they would retire from active service.\nMore than a score of this third group are attending this convention. I am\namazed as I talk with them and hear them refer to the encouragement which\nthey received from Dr. Winship — amazed that the influence of any one man\ncould have reached so many people and that it could have impressed them\nso deeply.\nFor more than forty years Dr. Winship was a source of inspiration to me\n\npersonally. He helped me to realize the importance of teaching. He encour¬\naged me to have faith in myself. He helped me to know the points in educa¬\ntion where progress could be made and where leadership was most needed.\nWhen I did something worthwhile he commended me. If I seemed to be\ntaking an unwise course he pointed out the dangers to me.\nAlways in demand for conferences and addresses, he was continually on\nthe go, swinging around the circle of the states in a ministry of faith and\nencouragement to the teachers of America. He made seventy round trips\nfrom the Atlantic to the Pacific, lecturing to teachers and to citizens and\nvisiting schools. This gave him the title “The Circuit Rider of American\nEducation.” Wherever he stopped his eye would turn immediately to what\nwas best. His keen constructive mind would store away the details for\nlater use.\nDr. Winship had a genius for understanding people. He did not pay much\nattention to the details of a newly erected school building, or to a beautified\ncampus but he did see every teacher and every pupil in that school, and he\nsaw them as important personalities. Just as practically all outstanding na¬\ntional leaders owed much to him, the leaders in localities and in the states feel\nthat much of their success has been due to his kind advice.\n\nSome have said that it was just Dr. Winship’s nature to take an interest\nin other people. But I learned from him many years ago that what he was\ndoing was part of a well-thought-out plan of life. Only recently, however,\n\n"}
{"page": 180, "printed_page": null, "text": "176\n\nNational\n\nEducation\n\nAssociation\n\nwas my attention called to his statement of this creed over fifty years ago\nin one of the first issues of his Journal of Education. Read it and you will\nunderstand his life better than before. The following is taken from his\nMarch Journal , 1886:\nThe Journal will do all in its power to popularize those who are doing\ngood work in the profession. It is a disadvantage under which the profession\nhas labored for the past thirty years, especially, that its leaders do not receive\nthe same popular recognition that men of equal prominence attain in other\nprofessions. A clergyman, author, lawyer, or statesman with the same intel¬\nlectual grasp, culture, or national popular gift attains greater public fame\nby half than the teachers.”\nThe teachers of America have not been unmindful of the great service\nwhich Dr. Winship performed in their behalf. On his seventy-ninth birth¬\nday, he was honored by a remarkable luncheon held in connection with the\nDepartment of Superintendence at Chicago in 1924. He was presented with\na volume of personal letters of appreciation from every section of the coun¬\ntry and from every branch of the profession, reflecting the amazing range\nof his service and acquaintance.\nAt the 1927 meeting of the Department of Superintendence, on his eightysecond birthday, he was presented with a beautiful gold watch chain made\nup of forty-eight links with the name of each state engraved on the link\nwhich it had given. In 1932 he was elected an honorary president of the\nNational Education Association which he had served so faithfully thruout\nhis professional life. This is the highest honor conferred by the National\nEducation Association.\nMuch\n\nthat Dr. Winship worked\n\nfor is yet to be achieved. There\n\nis still\n\nthe call for pioneers. This age — like his — is an epoch of change and growth.\nThe schools face the task of adapting themselves anew to the life around\nthem, and of helping to make that life worthy of our great American heritage. It is for us, therefore, to carry on the great work to which Dr. Winship\ngave his life. It is for us to take new inspiration from this noble character\nand to dedicate ourselves anew to the ideals for which he stood.\n\n"}
{"page": 181, "printed_page": null, "text": "Reports\n\nof Committees\n\n"}
{"page": 182, "printed_page": null, "text": "MUCH of the most significant work of the Asso¬\n\nciation is accomplished by committees. The\nscope of the work carried on by committees\nduring the past year is indicated by the following\npages devoted to their reports. Unless otherwise in¬\ndicated the reports were adopted by the Representa¬\ntive Assembly at Chicago. For discussion concerning\nreports see Minutes of the Representative Assembly\nin the latter part of this book. Complete lists of the\nmembership of each committee are also given else¬\nwhere in this volume.\n\nL 178 J\n\n"}
{"page": 183, "printed_page": null, "text": "REPORT\n\nTHOMAS\n\nOF\n\nON\nTHE JOINT COMMITTEE\nIN EDUCATION\nPROBLEMS\n\nD. WOOD,\n\nTEACHERS\n\nNEW\n\nYORK,\n\nCOLLEGE,\n\nCOLUMBIA\n\nHEALTH\n\nUNIVERSITY,\n\nN. Y., Chairman\n\nThe Committee on Health Problems in Education was created by the Na¬\ntional Council of Education at San Francisco in July, 1911. In the same\nap¬\nyear a cooperating committee of the American Medical Association was\npointed. These two committees were soon fused into the Joint Committee\non Health Problems in Education. Dr. Thomas D. Wood has been chairman\nof the Joint Health Committee since its organization in 1911. At the an¬\nnual meeting in Des Moines, in July 1921, the Health Committee of the\nNational Council of Education was formally adopted by the National Edu¬\ncation Association and, in cooperation with the corresponding committee of\nthe American Medical Association, became the Joint Committee on Health\nProblems in Education of the National Education Association and the\nAmerican Medical Association.\nand health officials, child health organizations, and many other\norganizations and individuals in our own and other countries have turned\nto this committee for information, advice, and leadership relating to litera¬\nture and standards dealing with many phases of the health conditions and\nhealth programs of schools.\nSince. 1912 the following reports have been published:\nEducation\n\n1. Country Schoolhouses, prepared in 1912 by the late Dr. Fletcher B. Dresslar,\nand distributed by the United States Bureau of Education.\n2. The Health Chart Set, prepared in 1917, comprises sixty charts, each 22 x 28\ninches. Nearly 100,000 individual charts have been distributed in our own and\nin foreign countries.\n\nChart Report, prepared in 1917, is now in its third edition. This\ncharts, but is\npamphlet not only serves to illustrate and explain the health\nhealth\nused extensively for health instruction, and also as a guide in making\nposters and scrapbooks.\n#\n.\nin\nrevised,\n4. Minimum Health Requirements for Rural Schools, prepared in 1914,\nin improving\n1920, established standards which have had a far-reaching effect\nd for the\nthe health conditions of rural schools. The sum of $3000, require\nprovided in a\nprinting of the first edition of this report (750,000 copies), was\n..\nspecial gift from the Elizabeth McCormick Memorial Fund of Chicago\n1916, revised in mi,\n5. Health Essentials for Rural-School Children, prepared in\nschools and as a practical hand¬\ny text in normal\nas a supplementar\nhas served\nsors.\nsupervi\nand\nrs\nteache\nschool\nruralbook for\n3. The\n\nHealth\n\nin 1926, was\nTeacher’s Part in Social Hygiene, published in 1921,. revised\nHygiene Association, i.he\nprepared thru the cooperation of the American Social\nnt material\nwith its splendid bibliography, has supplied excelle\ner\ntogeth\nreport,\nfor many teachers.\n.\n,\n\n6. The\n\na subcommittee, under e\n7. Daylight in the Schoolroom, prepared in 1921 by\nmaterial dealing\nof Dr. Edward Jackson, contains valuable\nchairmansh\nwith\nschooliplighting.\n.\nf\no\nin 1922, was in the process\n8. Health Improvement in Rural Schools, published\nderable painsta ing worK y\npreparation for several years. Following consi\ntin was revised and completed\nwell-trained teachers and supervisors, the bulle\n[179]\n\n"}
{"page": 184, "printed_page": null, "text": "180\n\nNational\n\nEducation\n\nthru the substantial cooperation\nmorial Fund.\n\nAssociation\n\nof the staff of the Elizabeth\n\nthe results of a questionnaire survey with a summary\nleading school superintendents thruout the country.\n\n10. Ventilation\nElizabeth\n\nof School\n\nBuildings,\n\npublished\n\nMcCormick\n\nMemorial\n\nFund,\n\nof information\n\nMe¬\n\nfrom\n\n340\n\nin 1925 thru the cooperation of the\nand under the chairmanship of Mary E.\n\nMurphy, director\nof this fund, contains valuable\nimportant\nhealth topic.\n\n9.\n\nMcCormick\n\nmaterial\n\ndealing with \"this\n\nlth Ser\ne in\nCity ofSch\n11. Hea\nConserv\ningvicthe\nools ofChildre\nSight\nSchool\nthe Uni\nn, ted\npublish\ned, pub\nin lis\n1925,\nStates\nhed revised\nin 1922,in 1928, in\ncooperation with the National Society for the Prevention of Blindnecontains\nss, fur¬\nnishes standards for protecting the eyes and vision of school pupils.\nA revised edition of this important report is now being prepared by\nthe Na¬\ntional Society for the Prevention of Blindness to bring the report up\nto date.\nThis revised report, as in the case of the original report, will be furnished to\nour Joint Health Committee in the introductory edition by the National Society.\nThis organization is planning two additional special reports, to be prepared in\nnear future and to be issued, if approved, by our Joint Health Committee with\nthe cooperation of the National Society for the Prevention of Blindness.\n12. The Deafened School Child, published in 1928 in cooperation with the Ameri¬\ncan Federation of Organizations for the Hard of Hearing, has been used ex¬\ntensively by teachers, supervisors, and health workers as a standard for\n\nproviding\n\nimproved\n\nconditions for children with defective hearing.\nreport is now being carefully revised with the cooperation of a special\ncommittee representing the federation just mentioned, and will be published in\nthe near future with the improved title: The Hard of Hearing School Child.\nThe completion of this revised report waits for the improvement to a satis¬\nThis\n\nfactory point of important technical tests of hearing.\n13. Health Education. The most important report prepared\ndirection\n\nof the Joint\n\nHealth\n\nCommittee\n\nby and under the\nHealth Education — A\n\nis entitled\n\nProgram for Public Schools and Teacher-Training\ntion of this report was published in 1924 after two\n\nInstitutions. The\nyears\n\nof preparation,\n\nthe constructive cooperation of twenty-seven health specialists.\nIn the six years after this report was published, the increasing\n\ndemand\n\nprovided gratifying evidence of its recognition as the outstanding\ntive statement of principles, aims, and general objectives in health\nThis\n\nreport was\n\nextensively\n\nrevised\n\nfirst edi¬\nwith\nfor it\n\nauthorita¬\neducation.\n\nin 1930 with the active and constructive\n\ncooperation of a technical advisory committee of fifty specialists to keep step\nwith progress in general education, in health education, and in the sciences\nfrom which subjectmatter in health education is drawn. This second edition\nof the report, thoroly\n\nrevised\n\nand\n\nenlarged\n\nby nearly\n\n100 pages,\n\nis meeting\n\neverywhere with a most favorable reception. The opinions regarding it ex¬\npress high praise with reference to the scientific and educational value of\nthis report.\n\nThe following new materials and reports, approved by the Joint Health\nCommittee at the annual meeting, are now in process of construction :\n1. Health\nof such\n\nInspection\n\nof School\n\ninspections.\n\nThis\n\nChildren,\n\npamphlet,\n\nhas been tried experimentally. This\nfor distribution by July 1, 1933.\n2. N evo Series of Health\n\nPosters.\n\nnow ready and have been\nposters will be published\nimproved.\n\nThey\n\nTen\n\nwith\n\nwith\n\nblanks\n\nfor recording\n\nthe results\n\ncopies of the accompanying\n\nreport is being printed\n\nblanks,\n\nand will be ready\n\nhealth posters, to be printed in colors, are\n\napproved by the Joint Health Committee. These\nas soon as economic conditions are sufficiently\n\nare particularly\n\nplanned\n\nfor rural\n\nand\n\nsmall\n\ntown\n\nschools,\n\n"}
{"page": 185, "printed_page": null, "text": "Reports\n\nand\n\n181\n\nof Committees\n\nthe subjects to be presented\n\nrepresent\n\nthe opinions and judgments of teachers,\nposter making and publication.\n\nthe carefully\nartists, and\n\ntabulated\nthose\n\nresults of\n\nexperienced\n\nin\n\n3. Mental Health for School Children — What Every Teacher Should Know. This\nreport is now being prepared thru the cooperation of a special joint committee\nof the American Orthopsychiatric Association and the National Committee\nfor Mental\n\nHygiene.\n\nwill be completed\nthe coming year.\n\nIt is confidently\n\nand, if economic\n\nexpected\n\nthat this much\n\nconditions\n\npermit,\n\nneeded\n\nreport\n\nwill be printed\n\nwithin\n\n4. Mouth Health for School Children. This report is now being prepared thru\nthe cooperation of a special joint committee of the American Mouth Health\nAssociation,\n\nthe\n\nAmerican\n\nDental\n\nfor the Promotion\n\nof Dentistry\n\nwill be completed,\n\npublished,\n\nyear.\n5. Home\n\nand School\n\nis being\n\nprepared\n\nand\n\nTeachers.\n\nand\n\nthe\n\nand\n\nit is hoped\n\nyear from\n\nCooperation\n\nA\n\nwith\n\nfor Children.\nand\n\nready\n\nthe cooperation\n\nCongress\n\nthat this report\n\nthe\n\nAmerican\n\nIt is expected\n\nSociety\n\nthat this report\n\nwithin\n\nthe coming\n\nof School\n\nChildren.\n\nThis\n\nof the National\n\nCongress\n\nof Parents\n\nthe Joint Health\n\nCommittee\n\nrepresenting\n\nof Parents\n\nand\n\nfor distribution\n\nfor the Health\n\nspecial committee\n\nNational\n\nAssociation,\n\nand\n\nTeachers\n\nwill be completed\n\nand\n\nhas\n\nreport\n\nbeen\n\nappointed,\n\navailable\n\nin print a\n\nnow.\n\n6. Safety for School Children,\ntional Safety Council and\nUnderwriters.\n\nIt is expected\n\nreports, but will attempt\nto safety which\nofficials.\n\nmay\n\nto be prepared with the cooperation of the Na¬\nthe National Bureau of Casualty and Surety\nthat this report\n\nto meet\n\ncertain\n\nbe effectively met\n\nwill not duplicate\n\nneeds\n\nof the schools\n\nby school\n\nteachers\n\nany\n\nwith\n\nand\n\npresent\n\nreference\n\nother\n\nschool\n\nThe Joint Committee on Health Problems in Education is striving ear¬\nnestly to give constructive service in proposing optimum essentials, in clarify¬\ning health procedures, in conducting research, preparing reports, and\ndisseminating knowledge for conserving and improving the health of school\nchildren and of teachers.\nCooperation of national groups and organizations has been, and continues\nto be, indispensable to progress in our Joint Committee program. Such con¬\nstructive and substantial cooperation is being given to our Joint Committee\nin generous measure, even during this period of economic depression. For\nall of this splendid help our Joint Committee is deeply grateful.\n\nTo continue the work of the Committee, and to provide for carrying thru\nand completing the projects which have been approved at annual meetings\nof the Committee after careful deliberation, the Committee expresses the\nhope that an appropriation of $500 for the work\n\nof the Committee\n\nduring\n\nthe coming year, 1933-34, will be approved and granted by the National\nEducation Association, with the expectation that, as has been the custom\nfor many years, an equal sum will be made available by the American Medi¬\ncal Association for the expenses of the Joint Health Committee.\n\n"}
{"page": 186, "printed_page": null, "text": "182\n\nNational\n\nEducation\n\nAssociation\n\nREPORT OF THE JOINT COMMITTEE\nOF THE NATIONAL\nEDUCATION\nASSOCIATION\nAND THE NATIONAL\nCON¬\nGRESS OF PARENTS AND TEACHERS\nMRS.\n\nHUGH\n\nBRADFORD,\n\nPRESIDENT,\n\nTEACHERS,\n\nNATIONAL\n\nSACRAMENTO,\n\nCONGRESS\n\nCALIF.,\n\nOF\n\nPARENTS\n\nAND\n\nChairman\n\nThe Joint Committee of the National Education Association and the Na¬\ntional Congress of Parents and Teachers has been functioning for four years\nin an effort to support more effectively the educational program\npendent on mutual effort and cooperation.\n\nwhich is de¬\n\nDuring the last two years the Committee has urged that states have similar '\ncommittees in which there should be representatives from state departments\nof education, state teachers associations, and leaders of the state branches of\nthe parent-teacher associations. This has been done in practically all of the\nstates. During the educational crisis these groups have stimulated and di¬\nrected public opinion in support of education. From thirty-four states have\ncome definite reports of activities which include asking the governors to call\nlegislatures into special session in order to formulate plans for keeping schools\nopen; defending good school legislation and defeating the adverse; holding\nregional and local meetings in defense of educational standards; informing\nthe public that parents as taxpayers are seeking a proper estimate of educa¬\ntional costs and school maintenance in all budgets ; and arousing interest in\nschool budgets by radio talks, by community gatherings, and by state and\nnational bulletins, by resolutions, letters, and telegrams. Thru every possible\nchannel these groups have stood for school maintenance, for libraries, and\nother educational facilities.\n\nThese committee meetings are called at the conventions of the National\nEducation Association, the Department of Superintendence, and the Na¬\ntional Congress of Parents and Teachers. At the last meeting it was urged\nthat emphasis be placed on a study of budgets and of the relative costs of\neducation. This Joint Committee desires to continue the program of the\npast by interchange of bulletin material for use in teachers’ and parentteacher magazines, for the promotion of parent education, and for the pro¬\ntection and upbuilding of educational standards.\n\nREPORT\n\nJOHN\n\nOF THE JOINT COMMISSION\nIN EDUCATION\nEMERGENCY\n\nK. NORTON,\n\nPROFESSOR\n\nCOLUMBIA\n\nUNIVERSITY,\n\nOF\n\nEDUCATION,\n\nNEW\n\nYORK,\n\nON\n\nTEACHERS\n\nTHE\n\nCOLLEGE,\n\nN. Y., Chairman\n\nSome fifteen years ago, conditions growing out of the World War caused\nthe National Education Association to appoint an emergency commission. To\nthe epoch-making work of this war-time commission may be traced many of\nthe most significant advances achieved in education during the decade of the\ntwenties.\n\n"}
{"page": 187, "printed_page": null, "text": "183\nReports\n\nof\n\nCommittees\n\nof the depression has created conditions which, by the\non of a second\nbeginning of the current calendar year, justified the creati\nion, President\nemergency commission. Sensing the seriousness of the situat\nof the\nRosier of the National Education Association and President Potter\nssion on\nDepartment of Superintendence together appointed a Joint Commi\nare listed in\nthe Emergency in Education. The members of this Commission\nto inquire\nthe Official Manual for delegates. The Commission was instructed\nwere en¬\ninto the difficulties, financial and otherwise, which the schools\ncountering, and to take action aimed to meet these difficulties.\nThe Commission met immediately after its appointment, outlined policies\nm of action.\nto govern its procedure, and began the development of a progra\nOne of the early decisions of the Commission was that the time had been\nreached when an offensive, rather than a defensive, attitude should be taken\nThe development\n\nthe\nconcerning these groups and forces which were operating to undermine\nintegrity of the public schools and colleges of the nation.\nIt was also decided that the Commission would create as little additional\nmachinery of organization as possible. Active national, regional, state, and\nlocal educational organizations are in existence. It was the decision to work\nthru the officers of these organization and thru the officers of the various state\nand local school systems.\nAs a third policy, the Commission decided to base its program, insofar as\nresources permitted, upon factual information and the advice of competent\nauthorities, both within and without the teaching profession.\nFourth, the Commission organized as a board of strategy, to serve as a\nrallying point for the forces made up of teachers, parents, and public-spirited\ncitizens interested in the maintenance and improvement of America’s system\nof free public schools. Its aim is to exert the full force of the million mem¬\nbers of the teaching profession and of the many millions of parents and citi¬\nzens interested in preserving the idea of free public education and of making\nthat idea increasingly articulate in improved schools and colleges.\nThe administration of the program of the Joint Commission has been car¬\nried on thru the headquarters staff of the National Education Association and\nof its Department of Superintendence. The headquarters staff, in spite of the\nreduction in resources, which has resulted from the depression, has graciously\naccepted and efficiently performed the large amount of unexpected and addi¬\ntional work, which the program of the Commission has required. The brunt\nof this work has fallen upon the Division of Administrative Service, the\nResearch Division, and the Division of Publications. Every worker directed\nby Secretary Crabtree and Secretary Shankland has responded with prompt¬\nness and vigor to every request made by the Commission.\nThe Commission has been heartened by the nationwide cooperation which\nit has received from officers of educational associations and of school systems\nthruout the country. The United States Office of Education, the state de¬\npartments of education, the state teachers association, and the departments of\nthe National Education Association, are but a few of the agencies which have\nwholeheartedly responded to the call of the Commission. Eaually cordial\n\n"}
{"page": 188, "printed_page": null, "text": "184\n\nNational\n\nEducation\n\nAssociation\n\nresponse has been received from lay organiza\ntions, of which the National\nCon\n\ngress of Parents and Teachers\nconspicuous example.\n\nand its state and local branches are\na\n\nThe members of the Delegate Assembly\nhave already come in contact with\nsome of the elements of the program of\naction, which the Commission has\n\nvigorously developed during the six mon\nths of its existence. I am ready to\nsubmit briefly for your consideration\nthe things which have been done or\nare now under way.\n\nadise0thrd\nr 476 regi0nal1COnjSuItrtS has been appointed to work with and\ns h Commissmn\nm the development of its program. These\nconsultants\nsmte\nlffitTschool\nf T'°na ’ regl0na1’ and state educational organizations, of\n. e andd local\nsystems, of parent-teacher organizations,\nand of school-\n\noard associations, are being called toge\nther in a series of regional conferences.\nThus far members of the Commissio\nn have met the regional consultants\nin\nonferences held in Kansas City, Chi\ncago, Atlanta, and Cincinnati. A\nnaal conference of all regional consulta\nnts was held last Monday afternoon\nas a pait of President Rosier’s conven\ntion program.\n\nIt is the plan to continue these regional\nconferences until all sections of\nthe country have been covered, and until\nemergency conditions cease to exist.\n\n1 he regional conferences already held\nhave been well attended and actively\nparticipated in by the officers, both\nof educational and lay organizations\nadvhee the\nthe Commission\ncenCeS ^\nadvise\n\n^\n^\nthe fi\"\"g\n- opportunity To\nas to its program ; have permitted\nthe pooling of\noffTrSeTTerning “nStrUCtIVJe act,on almed at emergency problems ; and have\no ered an opportunity to disseminate\nmaterial and advice bearing on the\n\nUCatl0n' Th°Sae a“ending the regionaI conferences have been insstructed\ntructed 1\nto come prepared to give and to receive\nhelp. The Commission has\ncate\nca^ that they\nrbm T™\nfr™\nhave C°nferencesalso received Letters\nassistance.\n\nmany regional consultants indi-\n\nsuIt“y\nh3S been Sent * the Commission to regional contants. These T!TCttr\nletters have\ntransmitted statistical information\nas to the\ntheTelsI TCh°° * C °Sed’- thtextent of the denial educational opportunity\nconnln\nStateS’ and °ther fa«uaI information\ncernin\ntg l.effUatf10r\nthe effects of VnTle\nthe depVari°US\nres\nsion on the schools.\n\nren[inf™-1SS1°n h3S deVeI°ped a Plan for the regular collection of cur■ ent information concerning the\neffect of the depression on education\nThis\n\nf;ri“\npiogiam.\n\n\"\" ?rr,m wi,h ~\n\n<»\n\nit has furnished live material\nfor newspa\nbe£n USed Wfdely “ radi° broa per releases and\nd— dealing with\n\nA series of twenty-five radio\nbroadcasts by well-known lay\nmen and educa\ntors was presented during Apr\nil and May under the auspic\nes of the Toil\nhTokTps well the,f 7rgency in Education. These broadcasts over national\nT « f° 1 C°UrteSy °f the Nat''°nal Broadoasting Compane and the Co\noM I\" lalTadCaSt,ng SyStCm' They dealt witb educational\nlemsgrowing\niTo\nroblems\nout of the emergency. The carefully\nprepared addresses of\n\n"}
{"page": 189, "printed_page": null, "text": "185\nReports\n\nof\n\nCommittees\n\nthe speakers who appeared on this radio series constitute a store of unexcelled\nmaterial in brief form concerning vital educational problems growing out of\nthe current crisis. Copies of these addresses were promptly distributed from\nthe headquarters of the National Education Association in response to a na¬\ntionwide demand.\nA continuing survey has been begun of organizations which are critical or\nantagonistic toward public education. The documents and other materials\nassembled in this connection are providing valuable informaton as to the\nmotives behind the attacks on the public schools. Such information has been\nof great value to the Commission in developing its program and in supplying\ninformation to those on the firing line. It is the plan to use this material in\neliminating opposition to the schools which is based on false information, and\nin planning offensive action against those out of agreement with the idea of\nfree public education. This survey will also provide a means of discovering\nthe shortcomings of our schools and will thereby offer a basis for future\nprogress.\nA parallel survey is being made of agencies favorable to public education.\nThis material will later be used in developing more dynamic cooperation\nbetween educational and lay organizations.\nAnother project seeks to secure a thoughtful appraisal by large numbers\nof intelligent citizens of the purposes, scope, and methods of public education.\nUnder cover of the depression, proposals are being made which strike at\nthe very roots of the principles upon which free education has been developed\nin this country. It is our belief that we should not shrink from these attacks,\nbut should meet our opponents on their own grounds. Do the parents of this\nnation wish high-school education to be provided only for a limited few? Do\nthey wish the payment of tuition to be set up as a prerequisite to admission\nto secondary schools, as has been proposed by certain organizations? Does\nthe principle still hold that every child should have the particular oppor¬\ntunities which are required in order that he may develop such talent as he\nmay possess ? That is, do we still believe in the educability of every boy and\ngirl? We should seek mandates from parents and from the rank and file of\ncitizens on questions such as these.\nWith\n\nthis project in mind, a series of questions similar to those just raised,\n\nhas been prepared concerning the organization of public education in the\nUnited States. It is proposed to suggest these questions as the basis of open\nforum discussion in many communities. A publication, entitled Appraising\nthe Schools, is being prepared\n\nfor use by those anxious to organize and par¬\n\nticipate in such forums. This publication, which will be available early in\nthe fall, is being developed in cooperation with and thru the financial as¬\nsistance of the Phi Delta Kappa Educational Fraternity, which has offered\nthe Joint Commission on the Emergency in Education indispensable support\nin the development of a program. This project grows out of the belief that\nthe principles upon which free public education has been developed will bear\nscrutiny even in a time of economic depression, and that such scrutiny will\n\n"}
{"page": 190, "printed_page": null, "text": "186\n\nNational\n\nEducation\n\nAssociation\n\nserve to clarify and strengthen the democratic ideals which lie back of our\nsystem of free public schools.\nA second important outcome should be the development of wider interest\non the part of the general public in the purposes and procedures of public\nschools and colleges. It is our belief that the public schools have everything\nto gain from critical consideration of their procedures on the part of the\npeople who are the stockholders in the great enterprise known as public edu¬\ncation. Teachers should be the last to claim that the schools are perfect. There\nis no more dangerous disease to which education can fall prey than selfsatisfaction. We cannot disclaim any responsibility for the evils which now\nbeset the nation. To do so would be to proclaim that the school is a futile\norganization. It is true that we have done the best our vision would permit.\nBut our vision may have been too short.\nThere are frontier thinkers, both within and without the profession, who\nbelieve that fundamental revisions in the purposes and methods of public\neducation are demanded by the characteristics of contemporary civilization.\nThey believe that the schools should play a more dynamic role in accomplish¬\ning the fulfillment of the promises of the New Deal.\nShall we resent the criticisms of those conscientious thinkers or shall we\n\nlatter is the more intelligent course. It is of the\ngreatest importance that teachers and other conscientious citizens should re¬\nappraise the role of public education in the light of the better economic, po¬\nlitical, and social order towards which all constructive thinkers are working.\nprofit from them?\n\nThe\n\nA series of publicity projects has been sponsored by the Commission. News¬\npaper editorials, statements by well-known citizens, and other materials fa¬\nvorable to education have been collected. This material has been widely dis¬\nseminated and has been reprinted in hundreds of educational and lay pub¬\nlications. A bulletin, entitled Meeting the Emergency in Education , has been\nprepared and widely distributed.\nA series of brief leaflets, dealing with questions of peculiar importance to\nthe crisis in education is being prepared. The first of these, entitled Before\nYou\n\nCut\n\nThat\n\nSchool Budget,\n\nis already available.\n\nThere has been assembled a comprehenisve collection of material issued by\nvarious state and local school systems in dealing with educational problems\ngrowing out of the depression. It is of great importance that all states should\nprofit from the publicity programs which have been developed in Pennsyl¬\nvania and many other states. An exhibit of this material is presented at this\nconvention. You are invited to inspect it and to receive other help concern¬\ning educational publicity at Exhibit Booth A2.\nA bulletin, entitled Helpmg Citizens To Know Their Schools , which\ndraws heavily upon the experience of state and local school systems in de¬\nveloping programs of educational interpretation, is being prepared and will\nbe issued during 1933-34. American Education Week, sponsored by the Na¬\ntional Education Association, the United States Office of Education, and the\nAmerican\n\nLegion will be developed this year around the work\n\nand plans\n\n"}
{"page": 191, "printed_page": null, "text": "Reports\n\nof the Joint Commission.\n\nThe\n\nof\n\n187\n\nCommittees\n\ntheme for the Week\n\nis Meeting\n\nthe Emer¬\n\ngency in Education.\n\nClose contact has been maintained by the Commission with developments\nin the nation’s capital, which are of direct concern to education. A special\nreport was prepared and distributed concerning the federal pay cut and its\nimplications for teachers’ salary schedules. We are closely watching the in¬\nflation program in order to determine its probable influence on the cost of\nliving and teachers’ salaries.\nThe chairman of the Legislative Commission of the National Education\nAssociation is a member of the Joint Commission on the Emergency in Edu¬\ncation. The Commission has assigned Dr. Hall the responsibility for phases\nof its program affecting the relation of the federal government to education.\nA grant of $4750 was recently obtained from the Carnegie Corporation for\nthe work of the Joint Commission on the Emergency in Education. Part of\nthis sum is to be used in conducting a National Conference on the Financing\nof Education. To this conference, which is to be held at Columbia University\n\nduring this summer, there has been invited a small group of educational offi¬\ncials in key positions from various sections of the United States. This con¬\nference will have the assistance of technical experts in the fields of school\nfinance, public finance, and taxation. Members of the conference will draft\na report dealing with the principles and policies which should govern the\nfinancing of education in the United States.\nIt is hoped that this report will provide the Commission an authoritative\nbasis for a dynamic program of activities, bearing on the financing of educa¬\ntion, which will be promoted with the cooperation of the regional consultants\nand others interested in developing sound bases of school support.\nThe Joint Commission has been in existence for six months — all too brief\na period to permit any confident appraisal of the present outlook for educa¬\ntion. In that time, however, we have employed every facility at our com¬\nmand in order to appraise the situation.\nWhat message do we bring to the teachers of the nation? It is not a mes¬\nsage of despair, but one of hope. We do not wish to underestimate the seri¬\nousness of the present crisis, or to depreciate the dangers which lie ahead.\nFor nearly four years the country has been in one of the most serious pe¬\nriods of economic stagnation of its history. As one reviews the impact of\nthis period upon the public schools, a number of significant facts stand out.\nThe period of the depression has reemphasized to all thoughtful people\nthe importance of the public school. The very nature of our civilization\nmakes imperative increased emphasis on education. The depression has served\nto clarify certain characteristics of our civilization which are of great import\nto education. We have come to realize that we are living in a society in\nwhich intelligent cooperation as opposed to ruthless individualism must be\nincreasingly emphasized. Ours is a society in which profound changes are\noccurring with a rapidity that has never been equaled before in the history\nof any nation. Ours is a society of tremendous complexity, dependent upon\nscience, technology, and specialization. Perhaps, most important of all we\n\n"}
{"page": 192, "printed_page": null, "text": "188\n\nNational\n\nEducation\n\nAssociation\n\nhave come to realize that our order offers possibilities for materi\nal, cultural,\nand spiritual well-being which entirely surpass those held out to\nany othergeneration.\nEach of those characteristics of our civilization carries with\nit inescapable\nimplications for public education. If we are to have less ruthless\nindivid¬\nualism and more intelligent cooperation, education must produ\nce citizens\ncapable of conducting their enterprises on a high level of cooperatio\nn.\nIf rapid changes are to occur in our economic, political, and cultur\nal life,\nthen we must have people trained to recognize the significance\nof these\nchanges and to make the adaptation in individual and institutiona\nl life which\nthey call for.\nAs science, technology, and specialization increasingly influence our\nways\nof living, we must not only train scientists and technicians but also be sure\nthat these scientists and technicians realize the social implications\nof their\ncallings and appreciate the personal obligations to society of the man\nand\nwoman of expert knowledge.\n\nIf we are to realize the possibilities for material, cultural, and\nspiritual\nwell-being which science and the machine make possible, educa\ntion must\ncreate citizens who not only understand the unique potentialiti\nes, but who\nresolutely and continually demand the fulfillment of these possibilities.\nThis is all merely another way of saying that the whole trend of Ameri\ncan\nlife in recent decades, and particularly since the onset of the\ndepression, has\nemphasized the fundamental importance of education to the state.\nThe present situation opens up three possibilities for the future. These\nare\nchaos, revolution, or evolution. The choice which we make will determ\nine\nthe emphasis we will put on education.\nThe first possibility is that we will continue to drift, as we did\nduring\ntne fiist three and a half years of the depression, permitting\nthe swings of\nthe economic cycle to gyrate with increasing amplitude until chaos\nresults,\ncivilization retrogresses, and most of the things which we hold dear\nare\nswept away. Such things have happened before in the history of the\nrace.\nThey could happen to us. If this is to be the outcome the schools can be closed\ntomorrow. In fact, that would be one of the best ways to proceed if chaos\nis\nour goal. But most people would prefer some other solution.\nThere is a second route. We might adopt some form of dictatorship\n. A\ncompetent dictator would probably straighten up the present mess in\na year.\nSome nations have chosen this road to stability and prosperity.\nWe may not\nbe so far from it. The bankers are already virtually telling some cities\nwhat\nthey may and may not do.\nIf this is to be America s way out of the present situation, or some similar\nsituation in the future, we can close up many of the schools. A few must\nbe\nkept to educate our rulers. A few more will suffice to give the elemen\ntary\ntraining required by those who are to be ruled.\nBut most Americans recoil from dictatorship, whether of the Russian,\nthe\nItalian, or the German variety. The past experience of the world with\noligarchies does not recommend this as a permanent solution.\n\n"}
{"page": 193, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n189\n\nThe third way out lies along the route of democratic evolution. If we\ntake this road it will be necessary to make fundamental revisions in many of\nour public and private institutions. But we will make these revisions under\ndemocratic control. This is the route which the great mass of Americans\nwould prefer to take.\nBut if we are to travel this road, education will have to become one of\nthe most fundamental concerns of the state. Democracy is never a perfect\nform of government. Its only hope for reasonable success depends upon the\nproduction of an adequate supply of intelligent leaders with large concern\nfor the general welfare, and a great mass of followers sufficiently intelligent\nto require and to permit the leaders to make the revisions of our economic,\npolitical, and social institutions which changing conditions demand.\nIt is these considerations which make so tragic the shortsighted view which\ncertain vested interests have taken toward public schools and colleges during\nthe depression.\nA small but active minority of business and financial leaders have so little\n\nrealized the fundamental importance of education to present stability, and\nfuture progress, that they have permitted their influence and money to be\nused in a ruthless campaign, which has had as its aim the indiscriminate\nslashing of all public services. They have organized economic councils, tax¬\npayers leagues, and other agencies designed to hammer down taxes at any\ncost.\nThey have justified their selfish and reactionary activities under the inde¬\nfensible economic doctrine that the depression was caused by public expendi¬\ntures, and that economic recovery is dependent upon a ruthless slashing of\nthese expenditures.\n\nAn illustration of the methods by which these short-sighted enemies of the\npeople have sought to mislead the nation is found in an advertisement which\nrecently appeared in a number of great metropolitan newspapers over the\nname of a large public utility company.\nThis advertisement carried the heading: “Why Don’t Taxes Come Down\nwith Incomes?” It pointed out that the average man’s income had been cut\nto a mere fraction of the 1929 figure, and urged that taxes should be simi¬\nlarly slashed.\n\nHere we have an example of the attitude, which is more responsible for\nthe recent deprivations of the American people than any other single factor.\nThis great utility organization is not worried by the fact that great numbers\nof the American people have had their wages and salaries cut until millions\nare unable to purchase even adequate amounts of food and clothing. What\ndisturbs this company, to such an extent that it expends large sums for news¬\npaper advertising which you and I help to pay for every time we use some\ngas or electricity, is that equally deep slashes have not been made in public\nexpenditures.\nWhat this utility organization wants is educational starvation equal to the\nphysical starvation, which has threatened growing numbers of our people\nsince 1929. When the peasant standard of living, to which millions have\n\n"}
{"page": 194, "printed_page": null, "text": "190\n\nNational\n\nEducation\n\nAssociation\n\nbeen reduced, is matched by a peasant standard of educating, this public\nutility will be satisfied.\nThe time has come to give a frank answer to the selfish and reactionary\nvested interests, which are asking, “Why don’t taxes come down with in¬\ncome ?” and which, under the cover of the depression, are seeking to wreck\nour system of free public schools.\nSchool costs have not come down as some vested interests have advo¬\ncated, because the average man wants his boy and girl to have the educational\nopportunity, which should be the birthright of every American child. The\naverage man has resisted the conspiracy against public education into which\na minority of business leaders have entered.\nThe average man has had something to say about school taxes. He has\ninsisted that his child shall not be made the victim of the economic blunder¬\ning of our socalled business leaders, which a growing body of evidence is\nrevealing to be a basic cause of the depression. It is unfortunate that the\naverage man has not had equal ability to resist cuts, which have been made\nin his wage or salary.\nIt is time that those who are asking, “Why don’t taxes come down with in¬\ncome ?” should be answering some questions which are becoming increasingly\nannoying to the average man. Why is it that for nearly four years, while\nthe average man’s income was dropping to poverty levels, the business and\nfinancial leaders of the nation did little to stop this drop, but demanded\nindiscriminate slashes in public services, and spread the economically inde¬\nfensible propaganda that the depression was due to excessive taxation ?\nThose who sit in the key places of business and financial control in this\ncountry have had in their hands half of the economic power of the world.\nWhat have they done with it ? They have spent large sums for advertising\nin an effort to beat down expenditures for schools and other essential public\nservices.\n\nhave organized themselves into self-appointed committees, which\nhave sought to usurp the budget-making functions of the legally elected rep¬\nresentatives of the people.\nThey have been so little interested in the welfare of the children of the\nThey\n\naverage men, that they have made little effort to discriminate between es¬\nsential and non-essential public services.\nThey have employed clever lawyers to show them how to evade income\ntaxes, which any socially-minded citizen of great wealth should have been\nglad to pay in a period such as the present. At the same time, they have\nurged that the nation’s wealth is so meager, that the schooling of the average\nman’s boy and girl must be limited to the rudiments of the three R’s and a\nnarrow vocational training, lasting but a few years. But they have not told\nus what boys and girls are to do with their time when they leave school to\nenter a labor market already glutted with twelve million unemployed.\nOnly recently the textile manufacturers have resisted the proposal that\nchild labor should be barred by the trade agreements which were being\nworked out for the textile industry.\n\n"}
{"page": 195, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n191\n\nIt is high time that such peace-time “slackers” should be called to account.\nThe New Deal is long overdue. There is no defensible reason why the average\nman’s income should have come down. The natural resources, the machinery\nof production, the workmen, the transportation facilities, everything essen¬\ntial to the maintenance of an American standard of living and of an Ameri¬\ncan standard of educating exist in unparalleled abundance in this country.\nIt appears that under the slogan of the New Deal constructive forces are\nbeing put into operation, which will lift the nation from the economic morass,\n\nin which it has been floundering for nearly four years. When the seventythird Congress recently adjourned in Washington, it had completed what\nwas described by one commentator as one of the most momentous one hun¬\ndred days of legislative action in the history of the world.\nWhether this comprehensive effort to bring intelligence and cooperation\ninto our economic life will be wholly successful cannot be predicted at this\ntime. It would be a miracle, if this pioneer attempt was completely successful\nin its actual administration. But there is one fact which is clear. The posi¬\ntive effort which is being made to do something about the stupid economic\nimpasse, which has afflicted us for nearly four years, deserves the constructive\nsupport of all forward-looking citizens.\nIf weaknesses develop in the methods which are being used to put the\nwheels of our marvelous economic machine in motion, then these methods\n\nshould be modified. We should never again be satisfied with a do-nothing\npolicy, which permits millions to sink to a pauper level in the presence of\nabundance. All signs at present indicate that the American people want\nneither chaos nor dictatorship. They want an honest and continuing effort\nmade, to work out under democratic control, the revisions in our economic,\nsocial, and political systems which the times demand.\nIt is for this reason that we bring a message of hope, rather than one of\ndespair. If the years which lie ahead are to be marked by a constructive and\nliberal policy, education is bound to be of increasing importance to the na¬\ntion. Between now and 1950 we are likely to witness a period of un¬\nparalleled educational expansion and improvement.\nOne of the phases of the New Deal, as it develops in the years that lie\njust ahead, should consist of a general overhauling of the purposes, scope, and\nprocedures of public education, in the light of the new demands of the\ntwentieth century. In fact, such a reappraisal and strengthening of the in¬\nfluence of education is essential if the New Deal is to be something more\nthan a mere “flash-in-the-pan.”\nIt is these considerations which justify courage on the part of those who\nwork in the held of education. The twentieth century offers American teach¬\ners the greatest challenge ever presented to any group of professional work¬\ners. Are we ready to qualify ourselves to meet this challenge? Have we the\nintelligence and the courage to build a system of public education that will\nplay a dynamic role in the development of the New Deal? If we can give\nan affirmative answer to these questions, we may indeed look to the future\nwith hope.\n\n"}
{"page": 196, "printed_page": null, "text": "192\n\nNational\n\nREPORT\n\nOF\n\nEducation\n\nAssociation\n\nTHE COMMITTEE\nON THE\nSTATUS OF THE TEACHER\n\nB. R. BUCKINGHAM,\n\nBOSTON,\n\nMASS.,\n\nECONOMIC\n\nChairman\n\nIn 1927 at the meeting of this Delegate Assembly in Seattle, the Com¬\nmittee on the Economic Status of the Teacher was created. The circum¬\nstances were peculiar. The leaders of your body had never contemplated the\ncreation of such a committee and they never told you to come to the floor\nof the Representative Assembly and introduce a resolution to that effect or\nvote for it. Nevertheless, for some unforeseen reason, somebody to me un¬\nknown, altho I have diligently sought to ascertain his or her name, proposed\nthis Committee and it went thru.\nThe point I want to make is that the creation of this Committee was\nessentially a teacher measure rather than a superintendent measure or a\nprincipal measure, and more recent events in the work of the conduct of\nthe Committee will continue to exhibit to you this fact of the peculiar inter¬\nest which the teacher has in this Committee.\nI was uncertain when accepting the chairmanship of the Committee what\nit was all about. I could see the importance of it but I could not see readily\nthe means of getting at the solution of the problem. Now the problem, as I\nunderstand it, is this, to throw light upon the financial standing of the\nteachers; to appraise on a basis of ascertained fact, the satisfaction which\nteaching affords in freedom from financial worry and in economic inde¬\npendence.\n\nWhat\nteacher?\n\nlife values, dependent\n\nupon\n\nfinancial resources, accrue\n\nto the\n\nNow\n\nthis is something more I submit than salaries. If it were that or that\nmainly the work of this committee would be of no particular value or sig¬\nnificance. The question of salaries is being covered adequately. We have re¬\nported from the various districts of the state and nation the salaries of the\nteachers in those districts. We know the trends; we know the amount. There\nwould be no sense in a committee created by this body duplicating the work\nof others who are concerned with the salaries of teachers and who are doing\nthe work well.\n\nThe core of this question — and I am trying to abbreviate what I have in\nmind — the core of this question seems to me to lie in full account in relation\nto local conditions of the income and expenditures of teachers. The reason\nwhy that is true, the reason why salaries alone are insufficient as a basis for\nestimating the economic status of teachers is first because we must know\nwhat the salary will buy. In other words, we must know something about\nthe cost of living ; and, in the second place, we must know something about\nwhat the salary is expected to buy. Life in the open country, life in the vil¬\nlage of less than 5000 is far different from life in the city of a million. The\nexpectation of the community is by no means the same and one has not appioached the question of the standard of living on the community basis when\n\n"}
{"page": 197, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n193\n\none has merely compared the cost of given commodities in the village and in\nthe large city. And so we have what we may call the community standard of\nliving.\nAgain we have a professional standard of living. Lawyers\n\nand doctors\n\nand clergymen do not, like teachers, go back to school after they have en¬\ntered service. They do not throng the museums of Europe. Now teachers\ndon’t do those things because they have so much money. They do those things\nbecause it is a professional requirement and has got to be provided for in\ntheir scheme of living. I am inclined to think that the tourist trade would\nbe crippled and that summer sessions would more or less vanish and a lot\nof other cultural institutions and activities of the country would be dimin¬\nished and go backward to elementary organizations if it were not for the\nteaching body.\nAnd in addition to this cost of living and in addition to both community\nand professional standards of living, there is a third reason why salaries are\ninsufficient as a basis of appraisal of the economic conditions and that is the\nway the teacher manages his money. Of all courses that we as teachers have\ntaken or may yet take while in service, I can think of none which would be\nmore helpful than a course in money management. If the story were mine\nto tell, I could give details for the reason I believe this. We as a committee\nhave been receiving this year from a few thousand teachers of the country\ndetails as to their money management and let me say merely that it is a\nvaried and absorbing story. It seems to me that the Committee must make a\nfrontal attack upon this problem.\nTwo years ago we brought out a report on supply and demand in teacher\ntraining. Now the relation of supply and demand to the economic status of\nthe teacher is evident, but it is not true. The Committee felt that it was\nskirting the edges of the problem and that the thing to do if it were to meet\nthe needs of the hour was to obtain nothing else than a budget statement\nfrom such teachers as were willing to participate and, moreover, that budget\nstatement would have to last for a round year, and that looked pretty drastic.\nIt caused the Committee to deliberate long and painfully and it nearly\nwrecked the Committee. In fact one member resigned rather than set his\nhand to the proposed action. Nevertheless, last February the Committee\nrounded out a budget in the form of a booklet providing twelve monthly\nreports to be submitted to the teachers of the country, and in April it threw\nitself upon the mercies of the educational public by sending a copy of this\nbooklet together with a letter of transmittal to fifty-one superintendents of\nthe country. These fifty-one superintendents were selected because they were\nin the fifty-one cities of the country for which the Bureau of Labor Statistics\nfurnishes the cost of living data. Now these superintendents reacted in vari¬\nous ways. Some of them never answered the letter. Some of them decided\nnot to participate in the enterprise and did so on their own notion. Both those\nwho did that and those who failed to reply were themselves deciding for\ntheir teachers whether or not these teachers should participate. One said, “I\nregret very much that after consideration at two meetings of our board of\n\n"}
{"page": 198, "printed_page": null, "text": "194\n\nNational\n\nEducation\n\nAssociation\n\nsuperintendents, it was decided not to participate in the study of the eco¬\nnomic status of teachers,'’\nNow I think this superintendent really did give the matter serious atten¬\ntion. I even think that he was right in hesitating to impose this task upon\nhis teachers. But why should there be any imposition at all since it is a\nteacher question? Why not put it up to the teachers and let them decide?\nSome superintendents in deciding the question were rather antagonistic.\nOne said, “I do not care to ask any of our teachers to keep such a monthly\nrecord of expenditures as the suggested inquiry blank enclosed in your\nletter.”\nAnother said, “I feel that the blank is improper and that no one will fill\nit out honestly. I do not see how anyone can consent to take part.”\nBut the majority did take part. In fact we are now receiving returns from\nthirty-seven out of the fifty-one cities. While\n\na few superintendents merely\n\nwrote in effect saying that “our city will help in this project,” the usual\nprocedure was to refer the question to the city teacher association. Your\nCommittee knows of but one instance in which when this was done the\nteachers failed to respond favorably. This is what I meant when I said that\nthe problem upon which the Committee is engaged is of special interest to\nclassroom teachers. It is their status rather than the status of other groups\nin the educational hierarchy that is of real importance. It is important not\nonly to the teachers themselves but also to society.\nI have a few excerpts from letters received from participating teachers\nthat have a certain human interest and I would have read them to you if’\nI had had time, but I can assure you that there are about 3000 of these\nteachers in these selected cities who are striving mightily to do for you thru\nyour Committee the thing you want done.\nNow, finally, I would not have you suppose that the Committee stopped\nin its thinking with mere figures reported on these blanks. Money, whether\npaid to the teacher or spent by him, is only a symbol. To the teacher it stands\nfor opportunity. It means in a small or large degree the realization of per¬\nsonal and professional aspirations. On the other hand, in regard to the com¬\nmunity, money is equally symbolic. Taken in connection with ability to pay,\nit is the truest measure beside which mere verbal hypocrisies are valueless\nof the esteem in which the teachers and the teachers’ calling are held. Ac¬\ncordingly I ask you, insofar as possible, to support this inquiry in your com¬\nmunity, to say a good word for it, and to uphold the hands of the Committee.\nI commend to you, therefore, this inquiry upon which I hope a year from\nnow to make a full report for the economic status of the teacher.\n\n"}
{"page": 199, "printed_page": null, "text": "195\nReports\n\nREPORT\nSIDNEY\n\nOF\n\nB. HALL,\n\nTHE\n\nSTATE\n\nof Committees\n\nLEGISLATIVE\n\nCOMMISSION\n\nSUPERINTENDENT\n\nOF PUBLIC\nVA., Chairman\n\nRICHMOND,\n\n1\n\nINSTRUCTION,\n\nIn February, 1933, the present chairman of the Legislative Commission\nwas appointed to succeed the late Dr. Thomas E. Finegan who had held this\noffice several years. Dr. Finegan was influential in the set-up of the Legis¬\nlative Commission in 1920, and he served as a member of this body until his\ndeath. He was devoted to its ideals and purposes, and the Commission as\nwell as the whole educational field will miss his fearless and courageous\nleadership, his inspiration, and enthusiasm.\nImmediately upon his appointment, your new chairman made several\ntrips to Washington to confer with members of the staff of the National\nEducation Association. These conferences, his correspondence with mem¬\nbers of the Commission and leaders in the Association, and a study of records\nof the Commission have helped him to an understanding of the scope of the\nwork of the Commission. Reviewing the constructive work of Dr. Finegan\nand of his predecessors, the chairman is conscious of his responsibility to\ncarry forward the work of the Commission on the same high plane of\nefficiency and service which characterized the work of former chairmen.\nWith the help of the membership and of the Association, policies developing\nthe purposes for which the Commission was established will be pursued.\nLegislative\n\nCommission\n\nMeeting\n\nin Minneapolis\n\nClosely following the appointment of the new chairman, a meeting of\nthe Legislative Commission was held in Minneapolis, Minnesota. At this\nmeeting the chairman submitted to the Commission the following brief\nprogram of action which was unanimously approved by those present:\nX. Continued\n\nsupport\n\nthe President’s Cabinet,\npresent Congress.\n\nof a federal\nand\n\nDepartment\n\nthe introduction\n\nof Education\n\nwith\n\na Secretary\n\nof a bill for such a Department\n\nin\n\nin the\n\n2. Continued efforts to bring about a satisfactory coordination and unification of\nfederal educational activities in the proposed plan of reorganization of the federal\ngovernment.\n3. Support\nCorporation\n\nof bills in Congress\nAct\n\nto authorize\n\nproposing\n\nfederal\n\nemergency\n\n4. Broaden scope of the Commission’s\nstate legislative programs.\n5. Appointment\nchairman\n\non\n\nof a small\n\nall matters\n\nexecutive\n\nneeding\n\nto amend\n\nwork\n\nloans to school\n\nto include\n\ncommittee\n\nimmediate\n\nthe Reconstruction\nadvice\n\nFinance\n\ndistricts.\nand\n\nof the Commission\n\nassistance\n\nto\n\nto advise\n\nthe\n\naction.\n\nWith the exception of the last item, this program is based upon the platform\nand resolutions of the National Education Association.\nThe\n\nExecutive\n\nCommittee\n\nof the Legislative Commission\n\nWhenever possible matters requiring action by the Legislative Commis¬\nsion will be referred to the whole membership. On certain occasions, how1 Presented by George D. Strayer, Teachers College, Columbia\nabsence of the chairman.\n\nUniversity, New\n\nYork, N. Y., in the\n\n"}
{"page": 200, "printed_page": null, "text": "196\n\nNational\n\nEducation\n\nAssociation\n\never, when immediate action is necessary, this will not be possible. In such\nemergencies it will be helpful for the chairman to have the advice and\nassistance of a small executive committee whose proximity to Washington\nwill enable the members to come to the capital upon short notice. Acting\nupon the authority granted him by the Commission, the chairman has ap¬\npointed the following committee: Ben Graham, superintendent of schools,\nPittsburgh, Pa.; John K. Norton, professor of education, Teachers College,\nColumbia University, and chairman of the Joint Commission on the Emer¬\ngency in Education, New York, N. Y. ; David Weglein, superintendent of\nschools, Baltimore, Md. ; Jessie Gray, member, faculty of Philadelphia Nor¬\nmal School, Philadelphia, Pa. ; Lee Kirkpatrick, superintendent of schools,\nParis, Ky. One meeting of this committee was called on April 10 to advise\nand assist the chairman in assembling data to submit to the Secretary of the\nInterior on the following day.\nConferences\n\nAfter a number\n\nwith the Secretary of the Interior\n\nof conferences with high officials in Washington\n\nand Vir¬\n\nginia, the chairman decided to lay before Hon. Harold L. Ickes, the Secre¬\ntary of the United States Department of the Interior, certain aspects of\neducation of national importance. On April 5 the chairman had the first con¬\nference with the secretary who gave him a very sympathetic hearing. He\noutlined to Secretary Ickes three propositions to be placed before the Presi¬\ndent of the United States at the time the secretary deemed best. These propo¬\nsitions, which were submitted to Mr. Ickes along with supporting data pre¬\npared in advance at the headquarters of the National Education Association,\nw^ere :\n1. A radio address\nwide hookup\n\nin behalf of education\n\nby President\n\nRoosevelt\n\nover\n\na nation¬\n\n2. Federal emergency aid for public school districts\n3. The reorganization of federal educational activities.\n\nThe secretary’s request for further data on certain phases of these questions\nnecessitated a second conference wdth him. To prepare this additional data,\nthe chairman asked the executive committee of the Legislative Commission\nto meet him at the headquarters building of the National Education Asso¬\nciation. Paul Mort, director of the School of Education, Teachers Col¬\nlege, Columbia University, was asked to meet with the executive committee,\nand his suggestions and advice were very helpful. At this conference addi¬\ntional information desired by the secretary wTas discussed and assembled ;\nand on April 11, it was presented to Mr. Ickes by your chairman. It is the\nopinion of the chairman that the interest of the Secretary of the Interior in\npublic education in this country was thereby strengthened. A stirring radio\naddress in support of adequate educational opportunities by Secretary Ickes\non May 20 may be interpreted as the Administration’s recognition of the\nsoundness and justification of the appeals laid before the secretary.\n\n"}
{"page": 201, "printed_page": null, "text": "Reports\n\nConference\n\n197\n\nof Committees\n\nwith Vocational\n\nEducational\n\nLeaders\n\nEven before his succession to this position, the chairman of the Legislative\nCommission felt that a more sympathetic understanding between those en¬\ngaged in general and vocational education would result in more solid sup¬\nport of all educational facilities. Accordingly the development of such a\nrelationship was one of the first things attempted by the chairman. On\nMarch\n\n13, your\n\nchairman\n\narranged\n\nan\n\nall-day conference at the head¬\nquarters building of the National Education Association and invited repre¬\nsentatives from both the general and vocational fields of education to attend.\nAfter a full day’s discussion, the following points were\n1. We approve the principle of responsibility and\nfederal government;\n\nagreed upon :\n\naid for education\n\nfrom\n\nthe\n\n2. We believe that support should be given at once by the federal government to\nthe states to meet the present emergency in general education;\n3. We believe that federal aid as now constituted should be continued and ex¬\ntended as needs require ; and\n4. We believe a conference should be held with the President of the United States\nfor the purpose of soliciting his support for public education.\nEfforts to Help with the Reorganization\n\nIn line with the resolutions of the National\nas the program\ndevoted\n\nof Educational\n\nEducation\n\nActivities\n\nAssociation\n\nas well\n\nadopted\n\nconsiderable\n\nby the Legislative Commission, the chairman has\ntime to conferences with high officials in the United\n\nStates Government on the question of the reorganization of federal edu¬\ncational activities. Several trips to Washington have been made for this\npurpose. Besides the important\n\nconferences\n\nalready mentioned\n\nwith the Sec¬\n\nretary of the Interior, the chairman contacted Hon. Swagar Sherley, Hon.\nDaniel C. Roper, and others who did the preliminary work on President\nRoosevelt’s reorganization plan. After the new administration came into\noffice, contacts were established with Hon. Lewis Douglas, Director of the\nBudget, who has the program for reorganization in charge. Correspondence\nsetting forth the aims and hopes of educators was carried on with Director\nDouglas and a copy of Federal Relations to Fducation, the final report of\nthe National\n\nAdvisory\n\nCommittee\n\non Education,\n\nwas\n\nplaced before him.\n\nConferences on this subject of reorganization w’ere held with the United\nStates Senators from Virginia and other leaders in both houses of Congress.\nConclusion\n\nSixteen years ago the National Education Association alarmed by the\nweaknesses of the public schools revealed by draft figures for the World\nWar, appointed in cooperation with the Department of Superintendence a\nJoint Commission\nthe educational\n\non the National Emergency in Education. A survey of\nsituation thruout the country by the Commission disclosed\n\na shameful neglect of the rights of childhood in many sections. The Asso¬\nciation immediately accepted this challenge to its leadership and projected\n\n"}
{"page": 202, "printed_page": null, "text": "198\n\nNational\n\nEducation\n\nAssociation\n\na national program of education which aroused the country to the necessity\nof providing educational facilities more comparable to our national needs.\nIn 1920 the Commission submitted its final report and on its recommenda¬\ntion the present Legislative Commission was established to carry out the\nprogram\n\nCommission.\n\nof the Emergency\n\nToday the progress of education thruout the country faces a more peril¬\nous situation than it faced in 1917,. and gains of a decade are in grave danger\nof being swept away. Again the Association has accepted the challenge and\nhas appointed a second Joint Commission on the Emergency in Education\nwhich is now studying the unfortunate educational situation created by the\npresent financial depression with a view to recommending policies for the\nreconstruction of American education.\nIt was\n\nthe consensus\n\nat Minneapolis\n\nof those attending the meeting\n\nthat\n\nthe Legislative Commission should aid in every possible way to carry out\nrecommendations proposed by the Joint Commission on the Emergency in\nEducation. The chairman of the Legislative Commission calls upon every\nmember to cooperate with the Joint Commission to the end that school\neverywhere may continue to offer that educational opportunity\nevery boy and girl which the welfare of the social order demands.\n\nsystems\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nON\n\nto\n\nRETIREMENT\n\nALLOWANCES\nANNA\n\nLAURA\n\nFORCE,\n\nPRINCIPAL,\n\nDenver,\n\naccount of reduced\n\nOn\nmore\n\ncolo.,\n\nLAKE\n\nHIGH\n\nJUNIOR\n\nSCHOOL,\n\nChairman\n\nrevenues for schools, the Committee\n\nhas never had\n\nserious problems to consider relating to teacher retirement\n\nallowances.\n\nIn some states the teachers are not enrolled in any joint-contributory retire¬\nment plan. Under present conditions, they may be unable to provide for\ntheir own security in old age. In some states, retirement systems that had\nalready proved inadequate now influence public opinion against retirement\nsystems in general. Even where systems have been operating on a sound\nbasis, increasing pressure is being exerted to undermine\nNow\n\nis the time to reaffirm the Committee’s\n\ntheir organization.\n\nstatement\n\nof the fundamental\n\nprinciples of a teacher retirement system.1 Especially appropriate are the\nprinciples that recommend joint support of retirement systems, regular ac¬\ncumulation of funds, maintenance of reserves, and return of accumulated\ndeposits.\nIn the light of present conditions, the Committee\n\nwishes to supplement\n\nand reinforce the principles, by stating that :\n1. The\n\nintegrity of the retirement\n\nfunds must be preserved.\n\n2. Adjustments, even tho temporary, in the administration of the retirement\nfunds, should be based only upon expert advice and careful study.\n1 National Education Association, Research Division. “Fundamental Principles of a Teacher Retire¬\nment System.” Research Bulletin 8:226-29; November, 1930. Washington, D. C.: the Association.\n\n"}
{"page": 203, "printed_page": null, "text": "199\nReports\n\n3. Expert supervision\nment funds.\n\nof\n\nCommittees\n\nshould govern\n\nthe investment\n\nand\n\naccounting\n\nof retire-\n\n4. Retrenchments\n\nshould not lead school systems to retire competent, experienced\nteachers, involuntarily, immediately upon attaining the age for optional re¬\ntirement.\n\n5. School systems at present unable to adopt retirement provisions for their em¬\nployees, should continue, nevertheless, to study the problem.\n\nCommittee members will be especially interested in the report of 1932-33\nretirement legislation. Nineteen states and the Territory of Hawaii consid¬\nered retirement proposals during legislative sessions in 1932-33. A total of\n62 bills was introduced. Twenty-one bills were passed and approved. Of the\n21 bills defeated, 12 never came to a final vote. Final action has not been\nreported on 20 bills, 4 of which have been enacted and await approval. In\n1930-31, teacher retirement bills before state legislatures numbered 34. The\nincrease in 1932-33 results from the introduction in several states of meas¬\nures attempting to cope with present decreased school revenues. How do the\n1932-33 proposals and enactments affect the status of teacher retirement sys¬\ntems in this country? What temporary financial adjustments have been made\nin administering the funds? The introductory statement in the report points\nout only the most significant measures. The\nthe 62 bills introduced.\nTeacher\n\nretirement\n\nstate-by-state review describes\n\nsystems in effect — In 1933\n\nNew\n\nMexico\n\nadopted\n\na\n\nlaw to establish, under control of the state board of education, a joint-con¬\ntributory retirement system for teachers in the public schools and higher\ninstitutions. This law will not take effect until January 1, 1934. A bill to\nprovide pensions for disabled public-school teachers in Delaware, was passed\nby the state legislature, but has yet to receive the governor’s approval. Vir¬\nginia and Delaware defeated in 1932 and 1933, respectively, a proposed\nstatewide retirement bill for teachers. In 1933 bills attempted to repeal\nstate retirement laws operating for teachers in Arizona, Maryland,\ngan, and Wisconsin.\nPayments\n\nfrom\n\npublic funds — A\n\nthird of the retirement\n\nstate contributions to teacher retirement systems. Maine\nof making payments\n\nMichi¬\n\nbills concerned\n\naltered the method\n\nto the retirement fund established for teachers entering\n\nservice after July 1, 1924. The Connecticut legislature included in 1933-35\nbudget an amount sufficient only to maintain the retirement fund on a cash\nbasis, but later adopted a measure to prevent temporary suspension of the\nstatute that requires the pension fund to be maintained on a reserve basis. A\nspecial appropriation bill, enacted and approved in 1933, makes up a defi¬\nciency of $1,500,000 due the School Employees’ Retirement System from\nstate funds in Pennsylvania. Pennsylvania will extend over a longer period\nthan originally contemplated,\n\nthe payments\n\non account\n\nof prior service.\n\nSimilar action is under consideration in the Territory of Hawaii.\n\nNevada\n\nremoved the tax levied by counties that supplemented the state tax in sup¬\nport of the teacher retirement fund. This action is not expected to interfere\nwith the payment\n\nof allowances in this state. Illinois proposes to increase\n\n"}
{"page": 204, "printed_page": null, "text": "200\n\nNational\n\nEducation\n\nAssociation\n\nthe tax rate for the state teacher retirement fund. Bills to eliminate amounts\ncontributed from public sources in California, Pennsylvania, and Wisconsin\ndid not come to a vote. A bill recently before the Washington state legisla¬\nture to prevent payment of pensions from public funds, was not reported out\nof committee.\nMembers'\n\ndeposits and equities — New\n\nJersey and New\n\nYork\n\nenacted laws\n\nto provide that current salary adjustments will not affect retirement deposits\nor benefits. A Pennsylvania law now permits teachers to decide whether they\nwill contribute on the basis of full or reduced salary. The state and local\ndistricts’ contributions will be based on the salary on which the teacher elects\nto contribute. A decision of the Connecticut state supreme court in its March,\n1933 term, indicates that teachers’ deposits toward retirement annuities shall\nbe based on salary actually received, altho such salary may have been re¬\nduced below contract salary. Illinois proposes to increase the amount re¬\nquired in teachers’ deposits. In this same state, the senate committee recom¬\nmended for passage a bill to protect pension rights of Chicago school em¬\nployees, if forced to leave school work on account of non-payment of salaries.\nBills were defeated in California and New York to retire teachers at age 65 ;\nand in Pennsylvania, to retire teachers at age 62. At least two of these bills\nprovided for an allowance proportionate to that originally promised.\nMinnesota, which was the only state to enact a Teachers’ Retirement Law\nin 1931, reports that this law has operated to the entire satisfaction of its\nsponsors. The confidence in the new law is evidenced by the steady growth\nin membership. The 1933 legislature did not attempt to amend or alter the\nlaw' in any sense, due largely to the vigilance of the teachers of the state and\nto representatives in the legislature friendly to their cause.\nProgress in teacher retirement legislation, according to reports from\nIdaho, New Hampshire, South Carolina, Texas, Utah, and West Virginia,\nmust await more favorable conditions. The Kansas State Teachers Associa¬\ntion contemplates establishing a fund, thru increased membership dues, to\nprovide for its own members at retirement. In Colorado reorganization of the\nstate financial system, of necessity, takes precedence over teacher retirement\nlegislation. The Nebraska State Teachers Association reports as follows:\n“Because of peculiar economic conditions, we did not present retirement legis¬\nlation to the 1933 session. We have continued our state committee on retire¬\nment and we have attempted to further local interest by means of articles in\nour state journal, radio addresses, and a presentation of retirement facts to\ngroup meetings and conventions. It is our intention to continue our profes¬\nsional interest and, as far as possible, our statewide interest in this very im¬\nportant problem, until such time as we again feel able to present a bill for\nlegislative enactment.”\nFollowing an actuarial study of data on the teaching personnel in Louisi¬\nana, a committee of the state teachers association drew up a joint-contribu¬\ntory retirement plan, to be administered by a special board of trustees. The\nApril, 1932 Journal of the Louisiana Teachers' Association contains the de¬\ntails of this retirement plan. When the State Committee on Teacher Retire-\n\n"}
{"page": 205, "printed_page": null, "text": "Reports\n\nment completes its program,\n\nof\n\n201\n\nCommittees\n\nthe campaign\n\nfor a retirement law will be in\n\nthe hands of the state association’s Legislative Committee. However, teacher\nretirement legislation in Louisiana must be subordinated to the two other\nprojects of increasing state appropriations for public schools and securing\nadequate support for state institutions.\nThe Committee of One Hundred on Retirement Allowances has sum¬\nmarized in this report the teacher retirement legislative proposals or enact¬\nments in 1932-33, using material published in journals of state teachers asso¬\nciations and reports submitted by school officials. The state-by-state summary\nbrings up-to-date the review of legislation contained in the Committee’s\nport of July, 1931.\n\nre¬\n\nWhile some of the proposals or enactments during the two-year period are\nencouraging, every legislative year has its quota of destructive measures\nthreatening established retirement funds or the general progress of teacher\nretirement. In 1933 there were attempts to repeal three statewide teacher re¬\ntirement laws, to place restrictions on the use of state funds for retirement\npurposes, and to reduce or eliminate amounts contributed from public\nsources. Proposals to remove the tenure rights of teachers who reach the age\nfor optional retirement, accompanied the general movement for economy in\nschool expenditures.\nThe cooperation and enlightened efforts of teachers, legislators, and friends\nof public education, prevented the passing of these destructive measures.\nLet us bear in mind that in such cases the campaign of education, carried on\nby our Committee during the past years, is now revealing its results. How¬\never, the Committee must not overlook the effect of such proposals upon the\nstatus of established retirement funds or upon retirement provisions as a\nwhole. It is evident that the Committee cannot at this time afford to relax\nits campaign of education and research.\nThe\n\n1932 report formed\n\nthe basis for several of the Committee’s\n\nactiv¬\n\nities during the past year. An article entitled “Some Accomplishments of\nTeacher Retirement Systems,” summarizing data in the report, was sent to\nsecretaries of state teachers associations for publication in the state education\njournals. In November, 1932, representatives of the National Council of\nTeachers’ Retirement Systems and the Committee held a conference at head¬\nquarters. The data included in the 1932 report formed the main topic for\ndiscussion.\nThe Committee has supplied material from its files to assist the Associa¬\ntion in preparing several publications; namely:\n1. “Estimating State School Efficiency.” Research Bulletin 10:75-132; May, 1933.\n2. Graduate Theses on Teacher Retirement, May, 1932. Mimeographed. lOp.\n3. State School Legislation, 1931. Studies in State Educational Administration\nNo. 10, February, 1932.\n4. State School Legislation, 1932. Educational Research Service Circular No. 5,\nApril, 1933.\n\nThe chairman\n\nand other Committee\n\nrepresentatives have answered\n\nquestions during 1932-33. A few of these inquiries were:\n\nmany\n\n"}
{"page": 206, "printed_page": null, "text": "202\n\nNational\n\nEducation\n\nAssociation\n\n1. What age is required for retirement of teachers who have prior-service credit?\nSeventy years old.\n2. What information is available describing retirement provisions for college and\nuniversity professors? In some states the retirement system includes, as I\nread about one state this morning, these institutions. The new law in New\nMexico includes the higher institution and anyone wanting information on\nthis, I will refer to the Carnegie Foundation for the Advancement of Teaching.\n3. What compulsory retirement age has been established by school systems?\nMainly seventy.\n4. What are the names of some of the consulting actuaries employed by teacher\nretirement systems? The names of competent actuaries are furnished by the\nAmerican Institute of Actuaries. This information can also be given to you\nby the Research Division.\n5. Where is information available relating to retirement of teachers in foreign\ncountries? I will refer you to the Carnegie Foundation for the Advancement\nof Teaching.\n\nThe 1932 report developed from a study of 45 state, territorial, and local\nteacher retirement systems in operation. In the present report, the Committee\nbrings up-to-date its 1931 statement concerning current legislation, and the\nnumber and location of the systems in effect. A brief list of publications issued\nduring 1932-33 by the National Education\ntions and authorities, is also included.\n\nAssociation, and other organiza¬\n\nREPORT\n\nON\n\nOF\n\nTHE\n\nCOMMITTEE\n\nWILLIS\n\nA- SUTTON,\n\nSUPERINTENDENT\n\nOF\n\nThe\ntions :\n\nCommitte\n\non Rural Education\n\nRURAL\n\nSCHOOLS,\n\nEDUCATION\n\nATLANTA,\n\n1\n\nGA., Chairman\n\nsubmits the following recommenda¬\n\n( 1 ) Whereas, in the thinking of our agricultural leadership the place and\npurpose of education is definitely defined as never before and the recovery\nof agriculture as a basic industry along with the security of our civilization\ndepends upon the education of our people and their willingness to cooperate\nunselfishly, we declare it to be more important than ever for the schools\nof the farmers’ children to be assured proper support, intelligent direction,\nand efficient operation, to meet the changing needs of this transition period.\nW e recommend that the teachers of the nation, rural and urban, become\nmore sensitive to the needs of the rural schools and more active in properly\ninterpreting them to themselves and to the public.\n(2) In order to accomplish this end, to preserve gains already made, to\nsee that no child is deprived of a minimum program of education, and to\nachieve steadier progress toward the equalization of educational opportunity\nand support, we reiterate our previous finding that rural education should\nbe represented on the staff of the National Education Association and repeat\nthe recommendation that this member of the headquarters staff be given\nthe responsibility of interpreting rural education. Without such specialized\nservice, the progress of meeting the needs of half the school children of our\n1 Presented by Agnes Samuelson,\nin the absence of the chairman.\n\nState Superintendent\n\nof Public\n\nInstruction, Des\n\nMoines,\n\nIowa,\n\n"}
{"page": 207, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n203\n\nland is haphazard, slow, rather than deliberate and accelerated. We hope the\nexigencies of the budget will not too long delay the recommendation of this\nmost important expansion of the service of the office of the National Educa¬\ntion Association.\n(3) We note that the Rural Department has reduced its requests to the\nBudget Committee from $500 to $300 and we respectfully request that the\nsame be allowed, that the Department may continue to function on behalf\nof our rural-school children.\n\n(4) We point out the increased migration from urban to rural commu¬\nnities and the educational implications of the same. We stress the need of a\nconstructive and comprehensive program of rural education during this\nperiod of reconstruction, and to that end we recommend that the Committee\non Rural Education be continued.\n\nREPORT\nTHE\n\nOF\n\nTHE\n\nCOMMITTEE\n\nTO\n\nCOOPERATE\n\nNATIONAL\nASSOCIATION\nOF\nIN COLORED\nSCHOOLS\n\nN. C. NEWBOLD,\n\nSTATE\nOF\n\nDIRECTOR\n\nEDUCATION,\n\nOF\n\nNEGRO\n\nRALEIGH,\n\nEDUCATION,\nN.\n\nWITH\n\nTEACHERS\n\nSTATE\n\nDEPARTMENT\n\nC., Chairman\n\nThis committee was established by the National Education Association at\nthe Philadelphia meeting in 1925 having its duties enlarged at subsequent\nmeetings of the Association. Its main objectives are ( 1 ) to cooperate with\nand encourage the National Association of Teachers in Colored Schools,\n(2) thru subcommittees, to encourage studies in problems of negro educa¬\ntion and life, and (3) to help promote interracial goodwill. This Committee\nholds two annual meetings — -one at the regular summer meeting of the\nNational Education Association, the other at the February meeting of the\nDepartment of Superintendence.\nWhile tentative reports in progress of several of the subcommittees have\nbeen received, only one or two are prepared in written form and included\nin this general report.\nThe subcommittee, working in cooperation with the National Association\nof Teachers in Colored Schools, is doing what it can to help this important\nassociation of teachers keep going at reasonably satisfactory levels in these\ntrying times, but no formal report is filed.\nThe subcommittee to find out what white colleges and universities of the\nSouth are doing to promote wholesome interracial relations, reports that\nmore than forty colleges sent representatives to George Peabody College in\nAugust 1932 for a three-day conference on this subject. R. R. Moton,\nprincipal of Tuskegee Institute, was invited to deliver an address to this\ngroup in conjunction with 2,000 teachers and public-school administrators\nattending Peabody summer school. The report was published in pamphlet\nform under the title of Education and Racial Adjustment by Peabody Col¬\nlege. A similar conference is called to meet at Peabody in August 1933, at\n\n"}
{"page": 208, "printed_page": null, "text": "204\n\nNational\n\nEducation\n\nAssociation\n\nwhich time very definite reports of what these colleges are doing will be\nmade, including a source hook and syllabus on Negro life and education for\nuse in these white colleges.\n\nThe subcommittee to find out and secure the publications of important\ntheses and dissertations that may contribute to the improvement of Negro\neducation and health is doing effective work, but has no formal report at\nthis time.\nNo definite report of the subcommittee\nfunds for Negro education is filed.\n\nto study the distribution of federal\n\nI he subcommittee ( 1 ) to study what is included in elementary and highschool history and civics textbooks, and (2) to promote a moving talking\npicture portraying Negro history and life in America, makes the following\nwritten report of progress.\n\nThe subcommittee appointed in Washington on February 22, 1932, was\nreappointed by President Joseph Rosier in 1932, the present personnel being\nS. L. Smith, Chairman; Charles S. Johnson of Fisk University, Arthur D.\nWright of Washington, and W. T. B. Williams of Tuskegee Institute.\n4 he report of this committee in two parts follows under (a) and (b).\n(a). The Negro in textbooks — Before offering any specific suggestions the Com¬\nmittee is attempting to encourage graduate students and efficient organiza¬\ntions to make careful studies to see to what extent this race is included in\ntextbooks, beginning with history and civics books, adopted in southern states\nfor basal and supplementary textbooks in elementary and high schools.\nThru a small grant from the Southern Interracial Commission, James O.\nButler of Tennessee, a graduate student of Peabody College, majoring in\nhistory, made a. survey in 1932-33 and wrote his thesis for his master’s\ndegree on The Treatment of the Negro in Southern Textbooks. His study\nincludes the examination of sixty textbooks now in use in fifteen southern\nstates. He has found that the writers of history do not ignore the Negro in\nAmerican life but that more space and attention are given to the Negro as a\nslave prior to 1860 than is devoted to this race as citizens and as a factor\nin modern life since 1860. Of the twenty-eight civics and problems of de¬\nmocracy textbooks examined, nineteen make no mention of the Negro.\nAnother graduate student of Peabody College, majoring in problems of a\ndual system of education made a careful study of some textbooks used in upper\nelementary grades to determine to what extent the Negro is included. His\nfindings are substantially the same as those of James O. Butler.\nDuring the past year a committee of white and Negro educators under\nthe direction of Charles S. Johnson of Fisk University and Fred McCuistion\nof the Southern Association of Colleges and Secondary Schools has been pre¬\nparing a source book on the Negro covering the various phases of his de¬\nvelopment and progress. The purpose of this source book is to supply authentic\ninformation and materials for use by instructors in white and Negro colleges\nin courses or discussions dealing with the Negro. Writers of future textbooks\nwould find this source book most helpful in furnishing authentic material for\nintegration into elementary and high-school as well as college textbooks.\nThe subcommittee proposes to encourage further research work on this\nsubject the incoming year, including a careful examination of adopted read¬\ners, and books of literature, music, and art for elementary and high schools,\nand hopes to make a report on these at the meeting of the National Educa¬\ntion Association in 1934. No specific recommendations will be made until the\nfacts have been gathered and carefully analyzed by some of the ablest con-\n\n"}
{"page": 209, "printed_page": null, "text": "Reports\n\nof\n\n205\n\nCommittees\n\nsultants available. In the meantime, the committee hopes that school adminis¬\ntrators, authors, and others may give some thought to this subject and offer\nsuggestions.\n\ne’s progress\n(b). Moving picture portraying Negro life in America — The committework\nhas not\nthe\ntime\nthat\nSince\nago.\nyear\na\nreport on this project was made\ndeveloped much further, due to economic conditions.\nIn recent weeks the chairman of the subcommittee has renewed corre¬\nspondence with the moving picture producers and distributors, and is en¬\ncouraged over the outlook in this project.\nThe committee is of the opinion that the picture should be built around the\nNegro’s contributions to modern progress and civilization thru the medium\nof business, cultural, and educational accomplishments, and that it should\ninclude such entertainment features as will appeal to all races in all sections\nof America. The chairman has had conferences here in Chicago this week\nwith one of the ablest consultants in educational moving pictures of America,\nwho came here from New York for this purpose. He offers important sug¬\ngestions and seems willing to cooperate fully with the committee.\n\nThe subcommittee’s greatest need in both of these projects is a small\namount of money to help do the necessary preliminary studies.\n\nREPORT\n\nANNIE\n\nOF\n\nTHE\n\nC. WOODWARD,\n\nON\nCOMMITTEE\nRELATIONS\nSOMERVILLE\n\nHIGH\n\nINTERNATIONAL\n\nSCHOOL,\n\nSOMERVILLE,\n\nMASS.,\n\nChairman\n\nSince its creation the Committee has sought by every means at its command\nto emphasize the contribution which education can make to the solution of\ninternational difficulties. The report of the chairman this year is intended :\nfirst, to take stock of some\n\nof the most significant progress that has been made\n\nin this field ) and second , to outline some of the problems which now face us.\nRecent\n\nProgress\n\nIn reviewing some of the gains that have recently been registered as a con¬\ntribution of education to international understanding, only a few of the major\nfields can be mentioned.\nCurriculum\n\nrevision — The\n\nlast fifteen years have witnessed great activity\n\nin the revision and improvement of school curriculums in all subjects and at\nall levels. In this process of improvement and modernization it was natural\nthat international attitudes and ideals should receive prominent attention.\nIt is not essential to place in the crowded curriculum of the common schools\nnew courses of study, but to adjust materials to the studies already installed.\nGeography, history, civics, literature, the fine arts, commercial studies, and\napplied science offer abundant opportunities of this adjustment. Care must be\ntaken to keep a level keel and not be carried away by the emotionalism so\ncommon where fundamental changes in attitudes are in the making.\ncourses of study in history, geography, and social science have\nallotted a generous portion of time and material to the study of world probThe newer\n\n"}
{"page": 210, "printed_page": null, "text": "206\n\nNational\n\nEducation\n\nAssociation\n\nlems. Here, for example, are some of the topics from the new state course of\nstudy adopted by South Dakota in 1932:\n1. The development of worldwide methods of exchange\n2. A study of group action\n3. How men learned to overcome distance and time\n\n4. How\n\nnations become\n\ninterdependent\n\nthru the exchange\n\nof commodities.\n\nKansas has also undertaken a statewide program. Thru the initiative of the\nsupei intendent of schools and a group of graduate students, definite work was\nundertaken and a course of study prepared for the high schools of Wichita.\nThis proved so constructive that the World Federation of Education Associa¬\ntions adjusted it to the Herman-Jordan plan. Under the state superintendent\nof public instruction it was placed in all schools as a part of the state course of\nstudy and definite credit given.\n\nIn Ithaca, New York, the last half of the ninth-grade study of social\nscience is entitled. Economic Problems: World Relations” and includes\nthese six main headings:\n1. Producing Goods\n2. Exchanging Goods\n3. Convenience of Trade\n4. Management of Income\n5. The Problems of World\n6. Changing\n\nGovernments\n\nPeace\nand International\n\nRelationships\n\nsince the World\n\nWar.\n\nSimilarly in Denver, Colorado, the last half of the ninth\n-grade social\nscience course is devoted to a unit entitled “Governmental\nCivics and Inter¬\nnational Relations. Some schools follow a definite\nand impartial study of\nthe League of Nations, the World Court, the International\nLabor Organiza¬\ntion, the Pan American Union, and various other types\nof peace machinery.\nThus, young people become informed about these powerful\norganizations to\nwhich our government sends representatives whether\nwe are members or\nnot. It is possible, not only to encourage the scientific\nstudv of these organiza¬\ntions, but also to keep cognizant of the events occur\nring daily in Geneva and\nelsewhere, in connection with such problems as disar\nmament, munitions em¬\nbargoes, war debts, and foreign trade. Emphasis is put\non the Kellogg-Briand\nPact and, most recently, upon the speeches and messa\nges of President Roosevelt These are but a few of the new materials\nand courses of study that\nmight be mentioned which give prominent educ\nation to the international\npoint of view.\nNezv textbooks\n\nAlong with the development\n\nof the course of studv there\n\nhas been a parallel trend in the content of socia\nl science textbooks. Even the\ntit es of some of these newer books, Internat\nional Civics: the Community of\nA at ions. Changing Civilizations in the Modern\nWorld , Nations As Neigh¬\n\nbors Jf orld History , and the like, indi\ncate the emphasis that is being placed\non the international aspects\n\nof the social science curriculum.\n\nSpecial school activities— In addition\nto the revision of courses of study to\n\ninclude references to international problems\n, there have been several attempts\nto develop an independent program of stud\ny and activities in international\n\n"}
{"page": 211, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n207\n\ngoodwill in the elementary and secondary schools. Special courses in interna¬\ntional relations have been offered in colleges and universities for many years\nand the practise of offering such courses is now quite general. The idea of giv¬\ning special emphasis to international problems in high schools is, however, rela¬\ntively new. One of the best illustrations of this development is the program\nof training in the world friendship which has been built up in the publicschool system of Los Angeles. The book describing this course is now in its\nthird edition. Copies of this book have been ordered by the hundreds for use\nin school systems in all parts of the country as well as in the foreign lands of\nFrance, Germany, Japan, Sweden, Switzerland, and South America. The\nLos Angeles program at present includes these phases :\n1. Two or three times a year at the request of the superintendent, a teacher from\neach school in the city attends a meeting to hear a talk on world affairs given by\nsome eminent authority. At these meetings plans for the teaching of international\nrelations are discussed.\n2. Special occasions, such as Armistice Day, November 11, Pan American Day,\nApril 14, and World Goodwill Day, May 18, are celebrated every year by nearly\nevery school in the city. Plays, pageants, songs, and addresses play important parts\nin these celebrations. The World Federation of Education Associations and the\nNational Education Association have jointly prepared suggestions of procedures\nand materials to be used on such occasions. This is one of the most interesting and\nfruitful fields for cultivation. During the assembly period, students may give talks\non important world happenings, may debate issues of various sorts, and present\nshort dramas and musical and artistic exercises.\n3. During the last five years an annual oratorical contest on world friendship\nhas been held. Hundreds of students are involved in this enterprise. The winning\norations are delivered at one of the sessions of the Los Angeles County Teachers\nInstitute.\n4. Over eighty schools exchange portfolios with schools in other lands. This ex¬\nchange is carried on either thru the Junior Red Cross or thru the ministers of\neducation in the foreign countries.\n5. The League of Nations has been studied as an important international enter¬\nprise. Many high schools have presented in dramatic form a reproduction of an\nactual session of the Council or of the Assembly of the League.\n6. World Friendship clubs have been organized in most of the high schools in the\ncity and a federation of these clubs has been created. These organizations now\nhave a membership\ntional subjects.\n\nof over 3000 boys and girls. They\n\nplan programs\n\non interna¬\n\n7. About eighty schools prepared exhibits for the meeting of the National Educa¬\ntion Association in Los Angeles in 1931. These exhibits displayed the interde¬\npendence of all nations.\n\nWhat\n\nis being done in Los Angeles is also being done in similar fashion\n\nby many other school systems. Boston, Minneapolis,\nothers could be mentioned.\nRecent\n\nresearch in world\n\ncitizenship — One\n\nSt. Louis, and many\n\nof the most encouraging\n\ntrends\n\nin the field of education for world citizenship has been the constantly increas¬\ning amount of accurate information on problems related to this field. When\nthe Committee on International Relations was created, practically nothing\nhad been done to study this project objectively. Today a large body of specific\ninformation exists which has a definite relation to our problem. We have\n\n"}
{"page": 212, "printed_page": null, "text": "208\n\nNational\n\nEducation\n\nAssociation\n\nimportant studies on student opinion and public opinion with respect to the\nteaching of international goodwill and peace. We have discovered many tools\nand methods for modifying prevailing points of view toward more construc¬\ntive and wholesome objectives. We have made important progress in our abil¬\nity to measure the results of our efforts.\nActivities of teachers organizations — An\n\nimportant\n\nitem of progress in the\n\nlast fifteen years has been the degree to which local, state, and national teach¬\ners organizations have taken an interest in the relationship which education\n\nmay have to the solution of international problems. In Texas, Massachusetts,\nCalifornia, Colorado, Minnesota, Missouri, Illinois, and elsewhere the state\nand local teachers associations have appointed committees to study this whole\nmatter and see what the schools can do about it. The work of the Colorado\nCommittee is excellent and fairly typical. The Committee aimed to empha¬\nsize the great interest and importance of its field. Representatives were\nappointed in every important school system to cooperate in carrying on activi¬\nties. Circulars weie sent to rural teachers thru the county superintendent.\nThese circulars carried an endorsement by the state superintendent of public\ninstruction and contained suggestions for reading and devices for teaching\ninternational goodwill. On World Goodwill Day programs were given in\nmany schools. A list of recommended books and periodicals for the study of\ninternational problems was published in the journal of the state education\nassociation. The State Federation of Women’s Clubs was very helpful in\nthe\nwork of the Committee. International clubs in the high schools were estab¬\nlished and international correspondence was fostered. In all of its work the\nmain reliance and hope of the Committee has centered around the usual class\ninstruction and school routine. It has not urged the introduction of new\nsubjectmattei , but has sought to capitalize the methods and emphasize the\nattitudes in the teaching of the present program.\nTV orld Federation sof Education\n\nAssociations — The\n\nCommittee\n\non Inter¬\n\nnational Relations has always had close and friendly contact with\nthe World\nFederation of Education Associations. The first chairman of our Commit\ntee\nis now the Secretary-General of the World Federation and his first\nreport as\nchairman of our Committee urged the calling of the conference in San\nFran¬\ncisco in 1923 which resulted in the establishment of the first world\norganiza¬\ntion of educational interests. Since that time the World Federation\nhas held\na series of important biennial meetings and a number of special\nconferences.\nIt has 01 gamzed international committees to study problems of commo\nn inter¬\nest to the school people of all lands. It has encouraged the interna\ntional\nexchange of teachers and students. It recently arranged a most\nsuccessful\ninternational broadcast in recognition of World Goodwill Day.\nIt should in\ntime become a great clearinghouse of ideas and ideals for world\nunderstanding.\nTeachers\n\naccept a new\n\nresponsibility — The\n\nmost important\n\ngain that has\n\nbeen regFteied in the last fifteen years cannot be described in\nstatistical terms.\nIt is, however, the gain which means most to the accomplishment\nof our\nobjective. Teachers thruout the United States have becom\ne increasingly aware\nof their opportunity and responsibility in forming attitudes\nwhich will be\n\n"}
{"page": 213, "printed_page": null, "text": "Reports\n\nof\n\n209\n\nCommittees\n\nfavorable to the peaceful settlement of international issues. Once this atti¬\ntude becomes well established among the teachers of America, it will be a\nmatter of relatively little importance what particular methods are used in\nteaching it. Without this spirit the most elaborate program of international\nactivities and the most effective formal teaching methods are very nearly\nuseless.\nFuture\n\nOur\n\nreview of some\n\nProblems\n\nof the achievements\n\nof the past indicates only too\n\nclearly that most of our work still lies ahead of us. Have we developed suffi¬\ncient world-mindedness to solve the problems that have arisen and will con¬\ntinue to arise in this new interdependent world? Have we reached that stage\nof enlightened nationalism which enables us to understand that no country\ncan prosper at the expense of others? Have we begun to realize that the\nnations of the earth must stop fighting each other and unite against the com¬\nmon enemies of mankind: crime, disease, and poverty? The gains that we\nhave made need to be consolidated and further advances must be made all\nalong the line. As a conclusion to this report a few of the most important\ncurrent problems will be mentioned.\nThe\n\neducation\n\nof teachers — Altho progress has been made\n\nin some institu¬\n\ntions, the education of teachers at present is not adequate in quantity or\nquality to develop the broadminded, well-informed recruits which the teach¬\ning profession must have if it is to make a significant contribution to the\nsolution of any of the great social and economic problems which face us.\nMany of our textbooks on educational philosophy and educational sociology\ngive inadequate attention to the implications of world interdependence for\neducation. Traditional content and methods can no longer serve adequately.\nThere is need for a broadening and enriching of the program of teacher train¬\ning so that there may be added to mere professional technic those social atti¬\ntudes and ideals which are so much more important than any teaching method\ncan possibly be. Many colleges are already working on this idea. Under the\ndirection of Henry L. Smith of the University of Indiana, working with\nthe World Federation of Education Associations, much pioneering has been\ndone. The Herman-Jordan plan will contain valuable materials on this phase\nof the work. Comparative education, comparative governments, international\nlaw, international machinery for settling disputes, world civics, the com¬\nmunity aspect of great literatures, and applied science and its universality are\nappropriate elements of professional training in the field of education.\nInterest on the part of state and local education\n\nassociations — Our\n\nstate\n\nand local education associations have not yet given adequate attention to this\nimportant problem. Every one of these associations should have a committee\non international relations which would consider ways and means for awaken¬\ning the teaching profession to its responsibility in this field. Such a committee\ncould stimulate the holding of round-table conferences in each school system\nin the state to consider ways and means for teaching international understand¬\ning. In all of this work the Committee on International Relations of the\n\n"}
{"page": 214, "printed_page": null, "text": "210\n\nNational\n\nEducation\n\nAssociation\n\nNational Education Association should serve as a center of information and\nas a clearinghouse for facts and procedures.\nInterchange\n\nof students and teachers — The\n\ninterchange\n\nteachers with foreign countries should become much\nis at present.\nA philosophy\n\nof education\n\nin terms of world\n\nmore\n\nof students and\n\ncommon\n\nthan it\n\ncitizenship — Into the work¬\n\ning philosophy of every teacher we must incorporate the concept of world\ncitizenship as an educational goal — not as a separate and unrelated objective,\nbut as an integral part of the whole educational program.\nIt is evident that our young people need training in new fields. To live in\nthis day of rapid steamships, navigation of the air, hourly news service, and\nradio, they need a new training which will enable them to react in a whole¬\nsome way to world news. Newspapers today are filled with news from the\nfour corners of the earth and our students must interpret the happenings in\nLondon, Paris, Geneva, Tokyo, and other distant parts of the earth as readily\nand as accurately as the news from Washington, New York, and Chicago.\nThey need to know something of the elements of international law, treaty\nmaking, comparative government, international trade, international banking,\ninternational exchange, and the exchange of cultures. Persons who have this\nnew training will make better bankers, better importers and exporters, better\nlawyers, better statesmen, and better plain citizens. The schools must not be\nallowed to trail the procession. They must sense the future and the needs of\nthe people in an advanced society.\nContinued\n\ninvestigations — In education\n\nfor world\n\nbecome more and more successful as we come\n\nto know\n\ncitizenship we\n\nshall\n\nmore and more defi¬\n\nnitely about the psychology involved, the social background against which we\nmust work, the tools that we have to use, and the degree of success achieved.\nIt is indeed true in this field as in other fields that research and facts can\nnever be a substitute for enthusiasm and ideals. Nevertheless we can all work\nbetter in the light than in the dark, and there is great need for further\nresearch to throw light on the difficult and complex problems involved in\nhelping boys and girls to become men and women fit to survive in a complex\nand interdependent culture.\nREPORT\n\nFRED\n\nOF\n\nJ. KELLY,\n\nCOMMITTEE\nON SOCIAL-ECONOMIC\nOF AMERICA\n\nGOALS\n\nCHIEF,\n\nSCHOOLS,\n\nU. S. OFFICE\n\nOF\n\nDIVISION\n\nOF\n\nEDUCATION,\n\nCOLLEGES\n\nAND\n\nWASHINGTON,\n\nPROFESSIONAL\nD. C., Chairman\n\nIn recent years, many studies and reports have been made of educational\nobjectives. One of the most significant of such was the report about fifteen\nyears ago by the Commission on the Reorganization of Secondary Education.\nThis report set up seven objectives: health, command of fundamental proc¬\nesses, worthy home membership, vocation, civic education, worthy use of\nleisure, and ethical character. These constituted a conception of education’s\nresponsibility for social welfare far in advance of previously stated objectives.\n\n"}
{"page": 215, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n211\n\nTeachers have been busily at work since the report was issued trying to make\nthe adjustments in curriculum and method which the attainment of these\nobjectives call for.\nIn endeavoring to make these adjustments teachers have been and still are\nconstantly confronted with questions one step more basic than even these\nfundamental objectives. Health education, for example, can do little to cor¬\nrect inherited weaknesses of body and native incapacity of mind. Worthy\nhome membership can hardly be fostered in homes which are themselves\nunworthy. Vocational education can train for vocations but the need is for a\nmore socialized attitude on the part of those controlling man’s work. Civic\neducation, yes, but for what kind of society? Who is the good citizen? Simi¬\nlarly with all the objectives. To fit for social living calls for the answer to a\n\nprior question : “What kind of society is it into which the educated person is\nto fit?”\nIt was for the study of this prior question, “What kind of society does\nAmerica want ? ’ that the National Education Association created the\ncom¬\nmittee on the Social-Economic Goals of America. This committee now\nsub¬\nmits its report in tentative form.\n\nIn a matter so basic as national goals it seemed to the committee\nappropriate\nto invite wide criticism of its first formulation as a basis for furthe\nr consid¬\neration. Members of the Representative Assembly are urged\nto read the report\nand submit their reactions to the Committee.\nHaving submitted the report in printed form, no extended oral\nreport is\ncalled for. What I shall say in brief interpretation of the report\n, is not said\nin the name of the Committee. I shall speak as an individual\nwho merely hap¬\npens to be chairman of the Committee.\nA letter was recently received by the President of the United\nStates from a\nvery intelligent citizen. This citizen, while commending the\npresent national\nprogram of economic rehabilitation, said that there was one seriou\ns omission.\ne young people high-school and college graduates— were not\nbeing\nenlisted in the program. These young people, stunn\ned by the tragedy of\ncoming up to the door of the adult world to find the placar\nd, “no help\nwanted, ^ are wandering away with dejected spirits, and with shattered\nmorale. What is needed,” 'went on this citizen, “is a war.”\n.\n^ not mean a war of guns or a war between nations. But a peace¬\ntime war, a battle for a cause in which the young peopl\ne could enlist. A cause\ninto winch the young people of America could throw their\nenthusiasm, their\nidealism, their courage.\n\nWhen this letter came to my attention I said at once,\n“That’s right. We\nave no cause for which our young people want to\nfight — nothing that binds\nour people together in a common struggle.” Yet,\nprobably at no time in\n,me r ican istory have there been more flagrant and widespre\nad violations of\nt ose simp e uman rights, the historical ideals\nof America for which man\nas a ways been willing to fight than prevail in\n1933. And it is my opinion\n^5 * ^Se y10 a^ons e*ist in large part because, as the frontier has vanished\nan tec no ogv as ushered in, the new day, we\nhave not set up the machinery\n\n"}
{"page": 216, "printed_page": null, "text": "212\n\nNational\n\nEducation\n\nAssociation\n\nwhich is necessary under these conditions to enlist the intelligent men and\nwomen in this country in a crusade to keep those simple human rights as the\nheritage of all the people.\nThe machinery necessary to rebuild a national esprit de corps to electrify\nour young people with a purpose, the basis of a high morale, involves at least\ntwo things. First, the historic ideals of this country must be restated in terms\ncharged with new meaning by the conditions that prevail today. We need a\nsort of 1933 version in social-economic terms of the Declaration of Independ¬\nence and of the Preamble to the Constitution. The Committee Report which\nis in your hands is an attempt at that. The ten goals there stated are put forth\nas the inalienable rights of each individual. Let us name them:\n1. A sound biological endowment.\n2. Physical security. He\n\nEvery\n\nindividual\n\nhas a right to have\n\nhas a right to be well born.\n\nhis inborn strengths conserved.\n\n3. Effective participation in an evolving culture. He has a right to those skills,\nthose knowledges, those standards, those esthetic and ethical values which will\nenable him to get the most out of and to give the most back to the culture of which\nhe is a part.\n4. An active, flexible personality. He has a right to such development as will\nenable him to attain to the highest which his native capacities make possible.\n5. Induction into and progress in a satisfying occupation. He has a right to what¬\never joy the most fitting work can bring.\n6. Economic security. There are goods enough for all. Brains and heart put into\ntheir distribution will prevent the recurrence of disgraceful times like these.\n7. Mental\n\nsecurity. Anguish\n\nof mind\n\n8. Equality of opportunity. This\nDream.\n9. Freedom.\nthe guarantee\n\nThe\n\nis as severe\n\nis the primary\n\nmost basic yearning\n\nas pain of body.\nvirtue of the great American\n\nof the human\n\nspirit.\n\nthat the officials will call all the fouls in the game.\n\nThese ten goals seem basic to the life of today if democratic institutions are\nto persist. Would it not seem possible to enlist our generation in a struggle to\nbring them to realization?\nThe second thing necessary in the machinery required to build up a national\nesprit de corps is education — education\n\nsuch as will assure an understanding\n\nand support of these national goals by the people. Walter\n\nLippmann\n\nwell\n\nsays: “The planning of a better industrial order is the easiest and smallest\npart of our task. The difficult part is not in the domain of the engineer, but in\nthe domain of the statesman and educator. It consists in finding plans that\ncan be made acceptable to democracy.” Strange that we should continue so\nlong to take an understanding of national goals for granted ! Many European\ncountries have long required a period of military training of their young men\nto prepare them to carry out their country’s purpose. Now the need for a\nnational esprit de corps is greater than ever before, but it demands not mili¬\ntary training, but social and civic training. Our young men and women — old\nones too for that matter — need to dedicate themselves as patriotically to the\nstruggle to save our democratic plan of life from the forces that threaten it\nas ever young men dedicated themselves to national conquest or to national\n\n"}
{"page": 217, "printed_page": null, "text": "Reports\n\ndefense.\nagencies.\n\nof\n\n213\n\nCommittees\n\nThis is the real job of the schools, the colleges, the adult education\n\nNo one will suppose that I mean any superficial “hip, hip, hurrah” for the\ngood old U. S. A. This situation calls for no dosing with 100 percent Ameri¬\ncanism. Fundamental changes are needed in materials and methods of educa¬\ntion from the kindergarten thru college. These changes will not be made,\nhowever, unless education accepts its responsibility to prepare our citizenry\nto understand the issues which are now basic in our national life.\n\nOF THE NATIONAL\nJOINT COMMITTEE\nAND THE AMERICAN\nASSOCIATION\nLIBRARY ASSOCIATION\n\nOF THE\nREPORT\nEDUCATION\n\nELEANOR\n\nM.\n\nLIBRARIAN,\n\nWITMER,\n\nSITY,\n\nNEW\n\nTEACHERS\n\nYORK,\n\nCOLLEGE,\n\nUNIVER¬\n\nCOLUMBIA\n\nN. Y., Chairman\n\nThe Joint Committee of the National Education Association and the\nAmerican Library Association has concerned itself during the past year with\nthe following matters:\n1. Setting up and maintaining expert advisory services on school library\nproblems at the annual meetings of the National Education Association and\nof the Department of Superintendence.\n2. Preparing for consideration by the National Society for the Study of\nEducation the detailed outline of a proposed yearbook on school libraries.\n3. Promoting the discussion of school library problems on the general\nprograms of the National Education Association.\n4. Submitting to the Committee on Resolutions of the National Education\nAssociation Department of Superintendence recommendations regarding the\nrevision of standards for libraries in secondary schools.\nREPORT\n\nOF\n\nTHE\n\nNATIONAL\n\nENRICHMENT\nJAMES\n\nA. MOYER,\n\nSTATE\n\nDIRECTOR\nBOSTON,\n\n.OF\n\nCOMMISSION\nADULT\n\nOF UNIVERSITY\nMASS.,\n\nON\n\nTHE\n\nLIFE\n\nEXTENSION,\n\nSTATE\n\nHOUSE,\n\nPresident\n\nThe ideal of educational opportunity for all is being abandoned\n\nin America\n\ntoday, at least temporarily. Reports from many parts of the country reveal\nthe growing force of this reactionary movement. For months there have\nbeen unmistakable indications of such a tendency, especially in adult educa¬\ntion. Today, in the face of enforced economy in municipal and state expendi¬\ntures, there are increasing demands for curtailment of educational opportuni¬\nties, not only for adults, but for children as well.\nA committee of your National Commission on the Enrichment of Adult\nLife has studied the financing of adult education for the last three years. Its\nreport, which is now available for distribution, is a valuable and timely con¬\ntribution to this controversial question. Part of the report presents the recent\n\n"}
{"page": 218, "printed_page": null, "text": "214\n\nNational\n\nEducation\n\nAssociation\n\nnities. The\n\nfindings indicate that in those schools for adults where a fee is\ncharged which is approximately equal to the cost of the instruction, educa¬\ntional and recreational standards have been maintained much more ade¬\nquately than where adult education has been provided on a free basis. In\nmost cases it has been the free program which has suffered drastic reduction\nor complete elimination. We may admit that adult education which is free\nto all is ideal, but in these times, adult education which tends to be more and\nmore self-sustaining, is practical. And if we agree that the preservation of\nprograms of education is our chief concern for the present, then we will do\nwell to take a practical view of the situation.\nWhat effects do the charging of fees have upon numbers of enrolm\nents\nand educational accomplishments? How do these results compa\nre with\nthose in schools which charge no fees ? The committee’s report\ncovers these\nquestions in detail, and in addition to statistics, it includes\nthe answers of\nleadeis in education who have administered or supervised\nprograms under\nboth policies.\n\nIt is to be hoped earnestly that school administrators will\nstudy this report,\nparticularly those in cities and towns in which further curta\nilment of educa¬\ntional and recreational activities is threatened. The\nreport may show the way\nfor a continuance of many adult opportunities that might\notherwise be thrown\noverboard.\n\nAnother committee of the Commission has been\nstudying educational and\nrecreational opportunities for the enrichment of\nadult life, both urban and\nru^a/’ ^act t^lat t^le rural population of America\ntoday is nearly three\nmillions larger than it was in 1928, and, indeed,\nlarger than at any previous\ntime in the history of the country, has led the committee\nto concentrate much\nof its attention upon the rural phase of the probl\nem.\nBefore discussing some of the specific issues of\nrural life today, I should\nlike to review briefly the history and causes of some\nof the recent migrations\nto and from cities.\ni n3^^larSefLrUral p°Pulatlon in thl*s country previous to this year was in\n1910. From 1910 to 1928, there was\na gradual but continuous migration from\nthe farms and rural villages to the cities and large\ntowns, especially to those\nt at had large industries. Since 1929, however,\nthe direction has changed.\nmigration greater than any in recorded history is\nnow taking place, which is\nsuddenly transferring millions of men, women, and\nchildren from the cities\nto the country districts.\n\n.\nre were two important reasons for the transfer of rural famili\nes to the\ncities from 1910 to 1928. The higher compensation\nthat was offered in urban\nindustries in comparison with the pay on the farms\n, was a vital factor. But\nmany families deserted the farms and the rural\nvillages, not for monetary\nreasons, but because parents wanted more and better\neducational and social\nopportunities for their children and themselves.\n\n1 he question may well be asked today, “Will the famil\nies that have recently\ngone to the country be content to remain there when\nindustrial conditions in\nthe urban centers become more normal ?” It is\nunlikely, I believe, that they\n\n"}
{"page": 219, "printed_page": null, "text": "215\nReports\n\nof\n\nCommittees\n\nwill remain where they now live, unless there is considerable improvement\nin educational and recreational opportunities, not only for children, but also\nfor grown-ups.\nWith the assistance of one of the land-grant colleges and the National\nRecreation Association, a committee of the Commission has been investigat¬\ning the usual recreational activities in rural communities. Their data show\nthat there is a wide diversity of recreation, those of men and women in rough\npioneer country being entirely different from the recreations of those living\nin villages. The principal recreations of villagers living near urban centers\nand the inhabitants of suburbs of large cities are : ( 1 ) listening to the radio ;\n(2) seeing motion pictures; (3) riding in automobiles; (4) reading magazines, newspapers, and books from libraries; (5) playing cards ; (6) garden¬\ning; (7) listening to phonograph records; (8) engaging in such out-of-door\ngames as football, baseball, and tennis. In a rough pioneer life, there is usually\nvery little formal recreation, but during slack seasons in northern climates\nthere is hunting in winter and fishing in summer.\nBecause of the lack of satisfying recreation, secluded rural life produces,\n\nny\nespecially for women, many cases of serious mental ill health. Monoto\nwithout suitable recreation is often more than even strong minds can bear.\nFor the family isolated from general community life, the availability of ladio\nbroadcasting equipment has been a means of mental salvation.\nMental ill health has a high percentage of prevalence among rural workers,\nmental ill\ndue largely to the lack of suitable recreation. On the other hand,\ntenders in\nhealth is almost unknown among the male and female machine\nons of em¬\nindustrial villages and towns where there are fairly good conditi\naccident and em¬\nployment, such as adequate housing, factory lunchrooms,\nployment insurance, and old-age pensions.\nIt is\nMental ill health is not confined, as we know, only to rural districts.\nbeyond in¬\na fact that education equivalent to high-school graduation and\nmajority of\ncreases the prevalence of serious mental ill health which, in the\nbe better under¬\ncases, becomes permanent sometime in life. T his fact may\ne tenders\nstood if we assume that half of this audience is made up of machin\nconditions of\nwith only an elementary education, working under wholesome\ngroup with highemployment, and that the other half is a better educated\nthe machine woikschool graduation as a minimum attainment. In that case,\nhealth, but in the\ners would be practically immune from serious mental ill\nme have a very\nbetter educated group, certainly one out of six will someti\nt of a popula¬\nserious mental disorder. In other words, more than 15 percen\nto this convention will\ntion having the educational advantages of the delegates\nt of all hospital\nsometime be inmates in a sanitarium or asylum. Fifty percen\ns.\nbeds are occupied by adults suffering from nervous disease\nstabilizing influ¬\nUntil recent years, the country church had an important\ninstitution. Unfortu¬\nence. It was a really effective social as well as religious\ndwindled as the well-to-do\nnately, the influence of the country church has\nlarge towns and cities. As\npopulation has shifted from rural communities to\n\n"}
{"page": 220, "printed_page": null, "text": "216\n\nNational\n\nEducation\n\nAssociation\n\na result, village and country churches have been seriously\nweakened, and, in\nmost districts, no adequate substitution has been made.\nBecause of this fact, it seems to me that there are enormous\npossibilities for\nthe usefulness of rural consolidated schools in the field of adult\neducation and\nrecreation, especially in those communities in which elementary\nand secondary\nschools aie combined. If a district is populated mostly\nby reasonably progres¬\nsive families living on farms, with a sprinkling of famili\nes living in villages,\nexcellent opportunities for adult education and recreation can\nbe established.\nThe consolidated school building for such a district might\nbe in use nearly\nevery evening in the week for some social activity. On week-ends,\nit might be\nused by the entire rural population of a district on Frida\ny or Saturday\nevenings. The buses or other transportation equipment emplo\nyed to carry\nthe children to and from school could be used to transport the\nparents and\nthe older boys and girls to the adult school for the late afternoon\nand evening\nsessions.\nPublic foiums for the discussion of problems in economics,\ngovernment,\nand current national and local events, have been recently estab\nlished on a\nmore or less expenmental basis in several cities in this country.\nIn Des Moines an interesting and unique experiment in the educat\nional\nuse of leisure by adults has been in progress during five months of\nthe last\nschool year. The plan provides for discussion forums in the public\nschool\nbuildings of the city. The meetings are open to the public without\nadmission\ncharges and without cost to the taxpayer. The entire cost of the exper\niment\nis contributed by the Carnegie Corporation of New York. The control of\nthe\nexperiment, however, rests entirety with the Des Moines Board of Educat\nion.\nMany persons regard this project as one of the most significant and hopeful\nof the i ecent educational enterprises that have been undertaken\nin this\ncountry. Such use of school buildings to lift the level of intelligence\nis a\npromising approach to an informed citizenship.\nIn the case of most city forums, especially in centers with a popula\ntion of\n100,000 or more, the cost is a considerable part of the city budget\n. In Des\nMoines, the annual cost is about $25,000 a year. In a few cities the cost,\nex¬\ncept for heating, lighting, and janitor service, is contributed by those attend¬\ning the forums. In some other cases, the total cost of the forums\nis paid by\ncity taxation.\nIn rural districts, the superintendent of schools or a school principal is fre¬\nquently the forum leader, and any resident of the community is permitted\nto\ntake part in the discussions. As a rule, the groups in attendance are small.\nMost of those who are regular attendants are well acquainted. In\na group of\nthis kind the part that the leader takes is not very difficult. In fact,\nunder\nthese circumstances, a lively discussion is very easily stimulated. For the con¬\nduct of such projects in rural communities, no special school appropriatio\nns\nare necessary, as the expenses are almost negligible; usually the forum leader\nassumes responsibility for the necessary janitor service.\n\n"}
{"page": 221, "printed_page": null, "text": "Reports\n\nAdult\n\nof\n\nStudy Opportunities\n\nCommittees\n\nby Correspondence\n\n217\n\nInstruction\n\nThe increasing adoptions of correspondence instruction as a method of\nadult learning are significant. Needs and ambitions of individuals are varied.\nSocial and economic trends are changing rapidly. To keep pace with progress,\nadult education must be alert to provide generally opportunities for a con¬\ntinuing desire for learning and for the wholesome utilization of leisure time.\nFor these ends, correspondence instruction is in many ways ideally suited.\nOne of the committees of the Commission has presented during the last year\na report on this subject which is now available for distribution.\nIn the adult education schools of large cities usually it is economically\npossible to offer a large number of courses of study in classes ; but in times of\nenforced economy, there is usually considerable curtailment or elimination of\nthese opportunities. In the ordinary-sized evening school, even in small towns\nbut especially in rural sections, the offerings for adult learning are greatly\nlimited and in many cases are not found at all. Supervised correspondence\ninstruction permits the efficient organization of one class or several classes in\nwhich if need be, as many subjects can be taught as there are students, and\nthis is possible by the correspondence method at a reasonable expense under\nthe direction of one able and versatile teacher.\n\nNot only does the correspondence course lend itself favorably to use in\nadult evening schools, but as well to the isolated individual who dwells far\nfrom the centers of learning. To him is offered the opportunity for taking\ncourses in many subjects which lead to an enrichment of life and provide an\nescape from educational stagnation. The recent high-school graduate may\ncontinue his study thru these courses, nurses training in hospitals are employ¬\ning this method for completion of a high-school education, and the correspond¬\nence instruction is lending itself very readily to emergency programs of adult\neducation for the unemployed.\nSeveral hundred communities are using correspondence courses selected\nfrom a list of seventy-five or more offerings. Among others, automobile me¬\nchanics, mechanical drawing, elementary accounting, household management,\naviation, radio, and interior home decoration are popular choices. The work\nso far has been well done and the success is notable. Significant progress in the\ndevelopment of this method of adult education has been made in Massachu¬\nsetts, Michigan, Nebraska, and Pennsylvania, as well as in some of the\nCanadian provinces.\nPlanning\n\nfor Future\n\nLeisure\n\nFar too many people have the idea that when educators speak of leisure,\nthey mean mere idleness. If the almost certain increased leisure of the future\nthat is to come especially to urban communities will result in nothing better\nthan sheer idleness, our present civilization is very much in danger. Let us\nremember that leisure was understood by many of the early Greeks to be a\ntime for study for its own sake, a time which might be devoted to desired\nkinds of wTork. In fact, in the Greek language, the word for leisure and\nschool is the same. Unfortunately, this ancient idea is now only the vision of\nthe idealist and has not gripped the imagination and the desire of the present-\n\n"}
{"page": 222, "printed_page": null, "text": "218\n\nNational\n\nEducation\n\nAssociation\n\nday man\n\nin the street. 1 he latter during his necessary employment has his\nmind still fixed on the expectation of the time — daily, weekly, or annually —\nwhen he does not have to work.\nPauperism and the possession of wealth are both social conditions that indi¬\ncate opposite types of the leisure class. Social status is the separating barrier\nbetween these two leisure classes of society. Civilization advances have\nalways been accomplished, and may be measured by the extent that worthily\noccupied leisure, or what I like to call “busy leisure,” has become available.\nIn the early civilizations, it was the institution of slavery that provided by\nmeans of a compulsory distribution of labor the leisure for a favored few to\npromote advances in civilization. In more recent times, especially since the\nindustrial revolution, the man-power per individual was enormously in¬\ncreased, so that some leisure became available for all in addition to the total\nleisure of a few, as in the period of human slavery. In the human-slavery\nperiod, philosophers, writers, and artists made as a rule, profitable, worth¬\nwhile use of the leisure that the work of slaves made possible for them ; and\ndoubtless, this leisure when thus used produced enriched, more cultured, and\nmore desirable lives. It thereby added a great deal to the progress of civilizing\ninfluences. But as President Cutten, a member of this Commission, points out,\nsuch advancement of civilization was accomplished at the expense of meaner\nand less desirable living on the part of large numbers of slaves, and later of\nmultitudes of free industrial workers employed for long hours per day. This\nhas been the prevailing social condition for many centuries. An earlier gen¬\neration decreed that the whole time of the majority of people should be\ndevoted to work. That phase is now passing, probably never to return. Now,\nwe have a different problem on our hands. It is the workers themselves and\ntheir increasing leisure that we must consider. It is their contribution to the\nupbuilding or lowering of the benefits of civilization that takes place during\nthe leisure that is coming to them in larger and larger amounts, generation\nafter generation, that must be studied.\nDuring the last half century the average work week of those employed in\nindustry has been reduced about 10 hours per week in a generation, and wellinformed economists estimate that by 1940 the average work-week of those\nemployed in industry may be five hours per day for five days in a week.\nEffects of Mechanization\n\nof Industry\n\nOne of the unfortunate effects of the mechanization of industry is the\nstunting of the creative abilities of those employed for machine operation.\nThe old-fashioned worker in a trade had many satisfactions in his daily work,\nand the skilled artisan of other years was often an artist as well as mechanic.\nIn other words, industrial mechanization\n\nhas taken from most workers the\n\njoy of accomplishment that historically has been associated with the handi¬\ncrafts. These are serious deficiencies of modern industrial employment which,\nhowever, can be effectively remedied by worthwhile\n\nand planned leisure-time\n\nactivities, in which recreation must play an important part. Without\n\nwhole-\n\n"}
{"page": 223, "printed_page": null, "text": "Reports\n\nof\n\n219\n\nCommittees\n\nsome, worthwhile recreation, mechanization and commercialization make a\nmockery of leisure time.\nIndustrial employment should not, however, because of these deficiencies,\nbe scorned as, obviously, a return to a less mechanical existence is entirely\nout of the question. Further, the machine age has brought to this generation\nhigher standards of living and more generally distributed culture than there\nhas been in any age in world history. The effect of the machine on the opera¬\ntor has always been exaggerated, especially by those who had very little me¬\nchanical insight or interest. Thus, Carlisle, Thackeray, Tennyson, Brown¬\ning, Goethe, Matthew Arnold, and Phillip Gibbs have railed against the\n“unspiritual civilization” of a machine age, without taking into account the\nfact that from the beginning of history, there have been advances in general\nculture only to the extent that commerce and industry have prospered.\nIt is obviously appropriate at this time to question and investigate how\nleisure time is used by the large numbers of men and women now out of\nemployment. Relatively few persons know what to do with themselves in\nsuch times of emergency. Many stagnate mentally because they have never\ndeveloped any special interests or hobbies, and because their hands have not\nbeen trained for the performance of the socalled skills.\n\nIn many respects the present is a suitable time to look about for the pur¬\npose of discovering the innumerable ways of enriching the lives of men and\nwomen by education and recreation that will provide for their greatest secur¬\nity, comfort, and happiness.\nREPORT\nWILLIAM\n\nOF\n\nTHE\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\nEDUCATION1\n\nC. BAGLEY, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nBIA university, NEW YORK, N. Y., President\n\nCOLUM¬\n\nThe report is a report of the study made for a year by a special committee\nof the Council on the present social-economic situation. The report consists of\na set of twenty-one pronouncements. Fifteen of those were adopted at the\nmeeting of the Council in Minneapolis, and have been published and con¬\nstitute the major part of the report. At the meeting of the Council held imme¬\ndiately prior to this Assembly, the Council added six additional pronounce¬\nments.\n\neducation — meaning primarily\nschools, colleges, universities, and other adult educational agencies — holds\nthe key to social advance. Therefore, organized education, along with other\nsocial institutions must accept its fair share of criticism for the social and\n1. In a modern\n\ndemocracy,\n\norganized\n\neconomic ills which afflict American society. The deep-seated nature of these\nills imposes new and greatly increased responsibilities upon education.\n2. To meet these responsibilities, teachers must be acquainted with the\nbasic principles of the social sciences, conversant with the issues involved in\ncurrent social life, and willing to participate in solving the pressing problems\nnow before the American people.\n1 Presented by Joseph H. Saunders, Superintendent of Schools, Newport\nabsence of the president.\n\nNews,\n\nVirginia, in the\n\n"}
{"page": 224, "printed_page": null, "text": "220\n\nNational\n\nEducation\n\nAssociation\n\n3. The\n\neducation of every prospective teacher should include such social\nscience as will assure an understanding of the principles underlying social\nliving. To accomplish this end, teacher-training institutions are urged to\nmake suitable changes in their curriculums, and certificating agencies are\nurged to include among the requirements for all certificates adequate study\nof the social sciences.\n4. Members\n\nof college faculties who are responsible for the education of\nprospective teachers should themselves be broadly educated and should possess\na keen appreciation of the social significance of scholarship. To this end,\ngraduate schools are urged to modify the curriculums designed to prepare\nfor college teaching so as to avoid over-specialization and to assure an effective\nintegration of the entire program for the education of teachers.\n5. State departments of education, county and city superintendents, and\notheis in like positions of authority and leadership, should encourage and\nultimately require teachers in service to have a broad understanding of social\nand economic issues.\n\n6. As one means of facilitating the in-service training of teachers, in the\nsocial sciences, the National Education Association is invited to devise some\nplan whereby authoritative materials necessary to keep teachers conversant\nwith current social-economic developments may be made most readily avail¬\nable to all the members of the profession.\nREPORT\nDONALD\n\nDU\n\nOF\n\nTHE\n\nSHANE,\n\nCOMMITTEE\n\nSUPERINTENDENT\n\nChairman\n\nON\n\nOF\n\nRESOLUTIONS\n\nSCHOOLS,\n\nCOLUMBUS,\n\nIND.,\n\nThe National Education Association reaffirms as a statement of its general\npolicies the platform adopted at the Atlantic City meeting, July, 1932; and,\nrealizing that the training of children cannot be postponed because of the\neconomic crisis, adopts the following specific resolutions concerning the\npresent emergency in education :\nSchool\n\nI axation — The\n\nFunds\n\nand\n\nSchool\n\nManagement\n\nsolvenc)^ of the schools is dependent\n\nupon\n\nthe application\n\nof scientific principles of taxation. The state governments should immediately\ndesignate tax commissions of experts for the purpose of devising taxation systerns that are both adequate and equitable. There must be mitigation of\nexcessive real estate taxation and a sharing of the burden by equitable taxes\nfrom other sources. The federal government should take whatever measures\nmay be necessary to allow the Reconstruction Finance Corporation to assist\nthe schools directly.\nSchool expenditures\n\nin the light of economic\n\nrecovery — [1] No\n\nschool re¬\n\ntrenchment is truly an economy measure unless it: [a] preserves the educa¬\ntional rights of childhood and [b] is based on scientific professional principles.\n[2] In view of rising price levels, schoolboards should : [a] refrain from\n\n"}
{"page": 225, "printed_page": null, "text": "Reports\n\nof Committees\n\n221\n\nto normal\nfurther cutting of school costs, including salaries; [b] return\nive reductions\nlevels of expenditure as soon as possible in cases where excess\nle services and\nhave already been made; [c] reestablish educationally valuab\ncourses which have been eliminated.\n\nof school\nFirst principles of school management — [1] The management\nng\naffairs must be non-political and professionally directed. [The growi\nl officials and\npractise of political interference in the appointment of schoo\nteachers is unreservedly condemned.]\nhigh-school\n[2] Public education must be free. [The practise of exacting\nmned.]\ntuition charges that has crept into some systems is unqualifiedly conde\nmental, and\n[3] The duty of the state to educate all its children is funda\nstate.\nthe greater part of local education costs should be borne by the\nThe\n\nAmerican\n\nChild and the American\n\nTeacher\n\nchild’s right to unfettered teaching The ability, prepara¬\ntion, and morale of teachers are matters of greatest public concern, inextri¬\nnal\ncably bound up with the welfare of the children of America. The educatio\ndevelopment of our children can be safeguarded only when teachers are\nadequately trained, both academically and professionally, and are assuied\nadequate pay, protection from unjust discharge, professionally conditioned\nThe American\n\nemployment of new teachers, at least nine months of school each year,\nreasonable limitation of size of classes, and freedom from unnecessary worry\nand from hampering restrictions.\n\nRemoval of special discriminations against teachers — [1] Teachers of\nequivalent training and experience doing the same kind of work should\n¬\nreceive equal pay, regardless of sex. [2] Teachers should not be discrimi\nnated against because of marital status.\nKindergarten training for every child — Kindergarten training for every\nchild of kindergarten age is a part of the proper educational equipment of\n¬\nthe population. The Research Division of the National Education Associa\nn\ntion is strongly urged to make a further study of the kindergarten situatio\nthruout the United States.\nInstruction in effects of alcohol and narcotics — The National Education\nAssociation urges complete and specific instruction in the schools regarding\nthe effects of alcohol and narcotics on the human body and on the social\norganization ; and expresses its disapproval of any false advertising or\npropaganda on this subject.\nPublic Relations\n\nPublicity needs of education — The quality and extent of education in any\ncommunity bears a direct relation to the degree of enlightenment of the\npublic opinion of the community. Often skilful secret manipulation of public\nopinion by minority interests interferes with the natural development of a\nfavorable attitude toward its schools on the part of the public. It thus be¬\ncomes civic duty for the teachers and all other workers in the schools to\nserve the children by informing the public of the purposes and work of the\n\n"}
{"page": 226, "printed_page": null, "text": "222\n\nNational\n\nEducation\n\nAssociation\n\nschools, of the facts in regard to\nschool costs, and of the effects of\nproposed\nchanges. The following avenues of\ndisseminating information are sugges\nted •\naddressing meetings of organization\ns, utilizing the opportunities aff\norded by\nexhibitT’ 3nd 'ndUClng parents and other citizens to visit school classes and\nExamination\n\nbchool\n\nof motives\n\nof organized\n\nopponents\n\nexpenditures,\n\nof school\n\nexpenditures —\n\nactivities, and objectives are being\nsystematically at■ \" c . d by certain business and commercia\nl interests and bv organizations\nbearing such names as taxpayers’\nleagues, economy leagues, and citi\nzens’\ncommittees. Such interests and orga\nnizations undoubtedly have the\nright to\nadvocate changes in public expendit\nures and policies. It is, however,\nequally\nlight of the public to know the mem\nbership of such organizations, the\nsouice of the funds used for their cam\npaigns, and the real motives underly¬\ning such campaigns. The Research Divi\nsion of the National Education Asso¬\nciation is requested: [1] to ascertain\nand assemble the facts in regard to\nthese\nmovements against public education,\nand [2] to disseminate those facts\nso\nlat teachers, parents, and all other citi\nzens may know what influences and\ninterests are motivating these orga\nnizations.\nRequest\n\nfor inf or, nation— The\n\nofficers of the National\n\nEducation\n\nAssocia-\n\ntion are requested to provide, thru its Jour\nnal and otherwise, reliable au¬\nthentic information for the use of its\nmembers concerning publicly owned\npublicly controlled, and publicly operated\ngas, electric light and power\nplants, especially as to the following items :\n[1] Name of municipality; [2] Population;\n[3] Rates of service ; [4] Net\nearnings to the municipality; [5] A similar\nshowing concerning comparable\nprivately owned and privately operated utili\nty companies.\nCooperation\n\nwith\n\nother\n\nschools— Lay organizations\n\nhave cooperation\n\norganizations\nworking\n\nworking\n\nfor the welfare\n\nto protect the schools from\n\nof the\n\ninjury should\n\nand appreciation from all teachers and school authoritie\ns.\nProminent among many such organizations in the vario\nus states are: the\nParent-Teacher Associations, the American Asso\nciation of University\nWomen, the National League of Women Voters, the Busin\ness and Profes¬\nsional Women’s Clubs, numerous service clubs, the Amer\nican Federation\nLabor, the American Legion, and many newspapers and\nmagazines.\nProtest\n\nProtest\n\nand\n\nagainst delay and discrimination\n\ntional Education\n\nof\n\nTribute\n\nin payment\n\nof salaries _ The\n\nNa¬\n\nAssociation\n\nvigorously protests against the policy of cities\nand other communities that have unnecessarily failed to pay their teacher\ns\nand that, in meeting public financial obligations, have discriminated against\nteachers. T. he Association looks upon such practises bv public officials as unfair\nand unbusinesslike.\n7 ribute to Chicago teachers — It is especially fitting that the National Edu¬\ncation Association pay tribute to the teachers of Chicago, who, in their long\nexperience of unprecedented financial worries, have shown such loyalty, devo-\n\n"}
{"page": 227, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n223\n\ntion to duty, and zeal in the service of children that they have won the respect\nof their fellow-workers thruout the nation. The National Education Asso¬\nciation commends them to the city of Chicago and to the nation at large as\nworthy examples of all teachers who\ndren of America.\n\nhave made\n\nspecial sacrifices for the chil¬\n\n"}
{"page": 228, "printed_page": null, "text": "'\n\n*\n\n"}
{"page": 229, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n"}
{"page": 230, "printed_page": null, "text": "The national council of education was organized\n\nin 1880, growing out of a paper read by Thomas W.\nBicknell before the Department of Superintendence.\nSee Proceedings , 1880:90-94. The active membership of\nthe Council consists of 60 members chosen by the Council ;\n60 chosen by the Board of Directors of the Association;\nand three chosen by each of the Departments of the Assocation. For constitution and bylaws, see Proceedings ,\n1906:608-11.\nThe officers of the Council for the year 1933-34 are :\nPresident , William C. Bagley, Professor of Education,\nTeachers College, Columbia University, New York, N. Y. ;\nVicepresident , Lida Lee Tall, Principal, State Normal\nSchool, Towson, Md. ; Secretary , Adelaide S. Baylor,\nChief, Home Economics Education Service, Federal Board\nfor Vocational Education, Department of the Interior,\nWashington, D. C. ; Executive Committee: Minnie J. Niel¬\nson, Valley City, N. D. (term expires 1934) ; David A.\nWard, Superintendent of Schools, Chester, Pa. (term ex¬\npires 1935) ; Anna Laura Force, Principal, Lake Junior\nHigh School, Denver, Colo, (term expires 1936).\nThe Council meets twice each year, once in February\nand once in June. Facts relating to the establishment of\nthis Department and the record of meetings are found in\nearlier volumes of Proceedings as follows :\n1880: 90- 94\n1882: 77- 87\n1884 :Pt. 111:1-67\n1885 :405-551\n1886 :259-331\n1887:255-328\n1888:251-321\n1889:345-440\n1890:287-364\n1891 :275-378\n1892:745-806\n\n1893:925\n1894:593-678\n1895:430-509\n1896 :393-470\n1897:317-583\n1898:489-588\n1899 :380-529\n1900:297-364\n1901 :349-499\n1902:306-408\n1903 :301-376\n\n1904:333-377\n1905 :271-340\n1906 :607-623\n1907 :329-454\n1908:313-500\n1909 :331-435\n1910:307-375\n1911:331-476\n1912:499-605\n1913:355-424\n1914:293-404\n\n[ 226 ]\n\n1915:527-627\n1916:195-287\n1917:129-219\n1918:135-149\n1919:675-739\n1920:107-190\n1921 :269-368\n1922 :349-574\n1923 :425-551\n1924 :350-428\n1925 :266-336\n\n1926 :281-327\n1927:247-292\n1928:221-262\n1929 :229-274\n1930:199-245\n1931:275-311\n1932 :221 -257\n\n"}
{"page": 231, "printed_page": null, "text": "DEMOCRACY\nAND\nEDUCATION,\nA DISCUSSION\nOF\nWORK\nOF THE JOINT COMMISSION\nON THE\nEMERGENCY\nIN EDUCATION\nJOY\n\nELMER\n\nMORGAN,\n\nEDITOR,\n\nTHE\n\nASSOCIATION,\n\nJOURNAL\n\nOF\n\nWASHINGTON,\n\nTHE\n\nNATIONAL\n\nTHE\n\nEDUCATION\n\nD. C.\n\nThis Commission came into existence at a particularly difficult time — a\ntime beset by uncertainty, confusion, and rapidly changing conditions, and\nyet a time demanding immediate, vigorous, and farsighted action. That this\nCommission has met these demands is suggested by the chronology which\nhas been submitted to you here. The Commission is made up of members of\nthe profession of broad experience and acknowledged leadership. They were\nappointed early in January and immediately began the task of forming an\nestimate of the situation in the nation and of laying plans for action. An\nexamination of the Commission’s work giv^ important evidence that it went\ninto action at the earliest possible moment and has kept in action steadily\never since ; that it has had what is perhaps the most widespread cooperation\never accorded any such committee in this country, including departments\nof the Association and related organizations ; that it has found in the head¬\nquarters staff of the Association an instrument which it has been able to use\neffectively to accomplish\n\nan important\n\nwork\n\nthat could not have been\n\naccomplished had the profession been less well-organized and prepared at\nthis point.\nThe purposes of the Joint Commission\n\nare:\n\nas set forth in its descriptive leaflet\n\n(1) To collect information regarding the effects of the present economic situation\non the educational program of the nation and of the states.\n(2) To make this information available to everyone.\n(3) To increase the appreciation of the public for the work of the schools.\n(4) To acquaint the public with the loss to childhood which results from unwise\ncuts in school services.\n(5) To suggest constructive measures of economy and of educational support.\n(6) To cooperate with individuals and local groups in the solution of pressing\neducational problems.\n(7) To survey the attitudes of lay agencies toward public education.\n(8) To stimulate every agency which can make a contribution to education in\nthis emergency.\n(9) To coordinate and unify the efforts of agencies already at work\nmaximum results may be obtained.\n(10) To rally the friends of education to the support of education.\n\nso that\n\nIn keeping with the varied situation which it has had to meet, the Com¬\nmission has chosen a variety of methods, each suited to a particular need.\nThese methods as set forth in the announcements of the Commission include :\n(1) The enlistment of a nationwide leadership, consisting of the official repre¬\nsentatives and officers of the organized educational groups thruout the country. This\nhas given the Commission a body of nearly five hundred consultants who are daily\n[ 227 ]\n\n"}
{"page": 232, "printed_page": null, "text": "228\n\nNational\n\nEducation\n\nAssociation\n\non the firing line in education and who are in a position to act on the information\nwhich comes to them and to put into effect wise policies.\n(2) The Commission has conducted a series of regional conferences, including\nmeetings at Kansas City, Chicago, and Atlanta, thru which it has kept in touch with\nprofessional consultants and lay leadership. A review of local school conditions\nwas presented at these conferences by the consultants, including extent of school\ncurtailments, sources of support, effective public relations programs, organization of\nlocal discussion groups with the lay public, and plans for further action. More of\nthese conferences are planned for the school year 1933-34.\n(3) The emergency reports of the Commission describing conditions as they have\ndeveloped, have been issued at frequent intervals to the educational press and to\nothers in a position to influence public opinion. Six letters have been sent to the\nconsultants containing special information and material prepared by. the Divisions\nof Research and Publications of the Association. The Research Division has recently\ncompleted a state-by-state review of the effects that current conditions are having\non the schools. The Division of Publications has prepared material for publication\nin the lay and professional press and in special bulletins issued by the departments\nof the Association.\n(4) Leaflets setting forth essential^facts about the schools have been prepared for\ngeneral distribution. The staff of the Journal of the National Education Association\nhas been developing a series of home and school leaflets which can be sent into the\nhomes thru the children along with their report cards. One of these leaflets, ‘‘Good\nSchools in Bad Times,” will be used in especially large numbers during American\nEducation Week. This plan of home-and-school contact has great possibilities. It can\nbe worked out on a local, state, or national basis, or on a combination of these three.\n(5) Radio addresses on coast-to-coast programs are taking the case for the schools\nto the American people. During April and May there were twenty-six of these\naddresses by leading educators and laymen. Most of them were so arranged over the\nnationwide networks that they would reach well-established listener-groups which\nhad become accustomed at a particular hour to some special feature, such as the\nDepartment of Agriculture Farm and Home Hour. These radio presentations, in\naddition to those which have been carried on under the direction of Florence Hale,\nhave given the radio audience a generous measure of educational information.\n(6) Speakers have carried information about the emergency in education to con¬\nventions, commencements, and public meetings of many sorts.\n(7) Exhibits displaying effective methods of meeting the crisis have been prepared\nfor use at conventions and regional conferences.\n(8) Local discussion groups\nprocess of organization.\n\nto consider educational problems\n\n(9) Newspapers and magazines\nby the Commission.\n\nand policies are in\n\nare carrying to their readers the facts assembled\n\n(10) American Education IV eek, November 6-12, is to be used as never before to\nfocus the attention of the public on the needs and opportunities of the schools. The\nthree sponsors of the occasion — the National Education Association, the American\nLegion, and the United States Office of Education — have developed material around\nthe program and plans of the Joint Commission. The theme for the Week will be\nMeeting the Emergency in Education.\n\nThe philosophy and point of view of the Commission have been set forth\nin the reports and statements made by the chairman and various members of\nthe Commission. It is highly significant that there is essential unanimity\namong the school forces of America on the fundamental philosophy which\nlies at issue in this educational crisis. .The chairman of the Commission has\ngiven expression to it in such phrases as the title of his radio address of April\n\n"}
{"page": 233, "printed_page": null, "text": "National\n\n18, “Peasants or Freemen?”\nMinneapolis convention :\n\nCouncil\n\nof\n\nEducation\n\n229\n\nand in the challenge which he issued at the\n\nThe teachers stand ready to join with industrial, financial, and political\nleaders, and with all other groups, in carrying forward any sound program for\neconomic reconstruction. They will oppose with every resource at their com¬\nmand, both as citizens and as teachers, the effort of any selfish group to create a\npeasant class in the United States. Peasant standards are not necessary in our\ncountry either in educating children or in other areas of life. Teachers will\nstand foursquare with parents and with all intelligent citizens of the nation to\nfight the imposition of such standards upon the American people.\n\nFor a generation two opposing forces have been fast gaining headway\n\nin\n\nAmerica. One of those forces — the ideal of democratic equality of oppor¬\ntunity — is best exemplified in the development of the common school which\neach generation has raised to higher levels of excellence and scope. The other\nof these two forces — the tendency toward a caste system with high con¬\ncentration of wealth and control — is represented by the great financial czars,\nthe gigantic mechanized industries, and the privately owned utilities of\nAmerica. Were one to select from some of these powerful groups which have\nbeen deliberately predatory, the picture would indeed be dark. But even\nif one make the selection from the more ethical and best managed of these\ngreat aggregates of finance and industry, he must still be impressed with its\nessentially undemocratic character. Control is centralized. The worker has\nlittle say or security. The selfish advantages of secrecy, inside manipulation,\nand monopoly are so large that men of great ambition forget that industry\nshould be the servant and not the master of life. It is not surprising under\nconditions like these that the issue between democracy and the caste system\nshould be drawn, and that there should arise in America widespread propa¬\nganda to the effect that democracy is a failure. In my judgment the teaching\nprofession should be the first to proclaim and prove the success of democracy.\nIt should point to the large and inescapable fact that under the egis of\ndemocratic ideals and aspirations, America has made advances unparalleled\nin all history before. It should go farther in the analysis to show just why\nthis progress arises, because under the American democratic system, the\nspiritual and mental as well as the physical energies of the people, have\nbeen freed.\nI can think of no task more appropriate to this Council than that each of\nits members\n\nshould dedicate himself anew\n\nto the work\n\nof interpreting\n\nvigorously and militantly thru every channel -at his command, the strength\nof American democratic ideals, the part which the school plays and must play\nin achieving these ideals, and the relation of these democratic concepts to\nour national wellbeing and advance. Such a program of interpretation of the\ndemocratic philosophy of education will not be easy, particularly in the face\nof reduced budgets, of economic collapse, and of the propaganda of special\ninterests who would profit by destroying democratic ideals. Such an inter¬\npretation cannot stop with mere generalizations and platitudes. In the end\nwe must come to grips with fundamental applications involving our political\n\n"}
{"page": 234, "printed_page": null, "text": "230\n\nNational\n\nEducation\n\nAssociation\n\ninstitutions, our distribution of wealth, and the specific methods by which we\nare to bring democracy into industry or to bring about some sort of demo¬\ncratic control essential to the preservation of our American institutions.\nI can think of no one among our American educators who has been more\neloquent and sustained in his championship of the democratic ideal in edu¬\ncation than the present president of this National Council of Education,\nWilliam C. Bagley. May it not well be that this Council, as a selected group\nof scholars in American education, will take as its special contribution to the\nwork of the Emergency Commission this problem of interpreting the Ameri¬\ncan democratic ideal of equality of educational opportunity in such a way\nthat the entire profession and the citizens of the country will have a clear\nunderstanding of the issues at stake. Let us never forget that our institutions\nmust be born anew with each generation, that we cannot take them for\ngranted if we desire them to survive. If we desire good homes there must be\nworthy parents eagerly teaching their children the significance of good\nhomes. If we desire fine schools there must be consecrated teachers leading\nboth children and the public to understand the significance of good schools.\nIf we desire the democratic outlook in government there must be able\ncitizens who will teach and exemplify the deeper meanings of citizenship.\n\nDiscussion\n\nby Thomas E. Benner, College of Education,\nsity of Illinois, Urbana, Ill.\n\nMr. Morgan\n\nUniver¬\n\nhas suggested that the National Council of Education might\n\nundertake, as its special contribution to the work of the Emergency Commis¬\nsion, the interpretation of the importance of the democratic ideal of equality\nof educational opportunity. It is about that suggestion that I wish to center\nmy discussion.\nPermit me to say, first, that Mr. Morgan, with whom I have “discussed\nthis discussion,” is in agreement with the general point of view which I wish\nto present. I emphasize this lest the use, or misuse, I shall make of his\nsuggestion seem out of harmony with his proposal.\nThe\n\nvast majority of the people of this country, in my\n\nopinion, are no\n\nless interested in “the equalization of educational opportunity” than they\never were. The essential difficulty is that they are less certain what consti¬\ntutes “educational opportunity.”\nIn the past the phrase has always suggested to them an open road to\nwealth and power. They have believed that as long as the road to these\nmaterial ends was open to every individual there wrnuld, as a corollary, be\nindividual and social progress. Only four years ago they thought they were\nseeing the demonstration of that belief. Now they are bitter in their dis¬\nillusionment.\nThey need to be reminded that this great depression resulted from too\nmuch rugged individualism and too little social understanding. This means\ndevelopment of the schools for the better socialization of all as the only\nmeans of insuring the advancement of each.\n\n"}
{"page": 235, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n231\n\nThis introductory statement will perhaps make clear my complete agree¬\nment with the ends which Mr. Morgan has in mind, at the same time that\nit makes clear my objection to the slogan wTich he proposes. To the public\nit implies too much of the individual and too little of the social function of\neducation in a democracy.\nThinking of the future I cannot escape the belief that the great contribu¬\ntion of a body such as this towards helping work our way out of the educa¬\ntional emergency vcould consist in revealing the snarls and tangles which,\nwithin the pattern of our whole scheme of education, obstruct our efforts\nto make our schools more effective social agencies.\nThe\n\nteachers in elementary and secondary schools have not been given\n\nthe breadth of social understanding which would make them ready to par¬\nticipate effectively in making the schools more successful social agencies. This\nis a direct criticism of the nature of our teacher-training programs in teach¬\ners colleges and in colleges of liberal arts.\nThe faculty members of these colleges are in turn inadequately prepared\nto participate in the formulation and conduct of a program of truly liberal\neducation in terms of the world of today. To make clear what I have in\nmind when I say “truly liberal education” let me define it as education which\nseeks to give an understanding of some of the major problems which have\nconfronted man, of the solutions he has attempted, and of the reasons for\ntheir failure or success, and which aids the student to discover the points at\nwhich he may hope to contribute to better solutions.\nThe inadequate preparation of college faculty members for participation\nin the formulation and conduct of such a program as this is the result of the\nexclusive preoccupation of the graduate school with increasingly narrow\nspecialization in the interests of compartmentalized research. There is no\nlonger any room for philosophy in the program\nphilosophy.\n\nof the prospective doctor of\n\nSpecifically, then, my interpretation of Mr. Morgan’s proposal would be\nthat, as a long-time program for meeting the education emergency, this\norganization should study the possibility of another and new type of graduate\ntraining for prospective faculty members who plan to teach on those levels\nin our colleges where the giving of a liberal education is supposed to be our\nobjective. Such a program would aim at the development of breadth as well\nas specialization ; emphasize the social significance of scholarship as well\nas its technics.\nAs a more immediate program there must, of course, be developed better\nand more liberal programs of adult education both for the general public\nand for teachers in service.\nIn summary, to restore public confidence in the vital importance of equal\neducational opportunity, we must solve much more successfully than we\nhave yet been able to do the problem of making the schools effective agencies\nfor social progress, and must emphasize that opportunity for the individual,\ndemocratically conceived, is dependent on the social intelligence of the group.\nThe key to this solution will be found in the graduate school.\n\n"}
{"page": 236, "printed_page": null, "text": "232\n\nNational\n\nTHE\n\nJAMES\n\nPROPOSED\n\nF. HOSIC,\n\nPROFESSOR\n\nEducation\n\nAssociation\n\nYEARBOOK\nON\nINSTRUCTION\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nMATERIALS\n\nTEACHERS\n\nYORK,\n\nN.\n\nCOLLEGE,\n\nOF\n\nCOLUMBIA\n\nY.\n\nIt is appropriate to present to the National Council of Education certain\nfacts concerning a forthcoming yearbook of the Department of Supervisors\nand Directors of Instruction for the reason that the project may be said to\nhave originated in a previous Council program. At the Minneapolis meet¬\ning, Mr. Dondineau, Director of Instruction in Detroit, read a paper that\nresulted in a lively discussion and suggested some definite action.\nMr. Dondineau’s\n\ncontentions were substantially as follows:\n\n1. The use of single, encyclopedic textbooks in our school courses renders the curricul«m static. No substantial progress in changing the curriculum can be made until\nthis condition is changed.\n2. Present social needs demand more adequate presentation of social concepts than\nour present teaching material provides for.\n3. Theoretical advance of the curriculum has proceeded as far as is likely to be\nof value until actual classroom practise has caught up. This depends upon (a) teacher\npreparation, and (b) materials of instruction.\n4. Actual teaching is still carried on mainly by means of books. Hence such ques¬\ntions as what books, how many, and how used are pivotal.\n5. With the possible exception of mathematics no phase of the curriculum can be\nadequately administered by means of a single book.\n6. At present far better provision is made of equipment than of materials. Expen¬\nditures for furniture and fittings is disproportionate; relatively more should be spent\nfor materials of instruction.\n7. Basic texts are essential but library books are just as essential.\n8. Supervision has a great responsibility both as to the supply of proper materials\nand as to their effective use by teachers.\n9. If teachers are to make the contribution to American social life of which they\nare capable, they must be granted the same freedom which they are now expected to\ngrant to their pupils.\nTo these principles the present speaker would add:\n10. While aims and objectives of school work, once they have been cooperatively\narrived at and agreed to, should be regarded as a mandatory, subjectmatter and its\nmethod of utilization should be regarded as optional.\nH. As much care should be exercised by supervisors in providing for the indi¬\nvidual differences of schools and of teachers as they seek to foster in the matter of\nproviding for the differences of pupils.\n12. Our present difficulties in regard to materials of instruction are due largely to\nthe form of school organization employed. The general practitioner in the one-teacher\nschool should be replaced by cooperative groups made up of specialists.\n\nA committee\n\non the yearbook on materials of instruction is in process of\n\nformation. The cooperation of various organizations will be invited. Sug¬\ngestions from any responsible source will be welcome. Since the field to be\ncovered is very large and since other groups are attempting to deal with cer¬\ntain types of materials, this committee will concern itself mainly with books\nand other printed materials. The date of publication will he February 1935.\n\n"}
{"page": 237, "printed_page": null, "text": "National\n\nTHE\nEDWARD\n\nFAR\n\nEAST\n\nC. CARTER,\n\nCouncil\n\nof\n\nIN AMERICAN\n\nSECRETARY,\nPACIFIC\n\nAMERICAN\n\nRELATIONS,\n\nNEW\n\n233\n\nEducation\n\nPUBLIC\n\nEDUCATION\n\nCOUNCIL\n\nOF\n\nYORK,\n\nTHE\n\nINSTITUTE\n\nOF\n\nN. Y.\n\n1. American interests in the Pacific area are rapidly approaching in im¬\nportance those in the Atlantic area. This is true not only of political and\ntrade relations but also of social and cultural contacts.\nNot only the American-born children of Oriental immigrants but also a growing\nnumber of Americans living in the Far East are maintaining contacts between the\ncivilizations\n\nof East\n\nand\n\nWest.\n\nIn 1932, 27,000 Americans\n\nAustralia, and 43,000 people, not including\nthe Orient.\n\nwere\n\nliving in Asia\n\nand\n\nthose on cruises, left American\n\nports for\n\nWe have some 2000 Oriental students in our schools and colleges, many\non their return remain in close contact with American institutions.\n\nof whom\n\nAmerican\n\ninvestments\n\nin China\n\ndollars; and\n\nour trade with Asia\n\ndollars.\n\npurchases\n\nThe\n\nenormously\n\nincreased\n\nand\n\nand\n\nOceania\n\nof American\n\nsince the War:\n\nJapan\n\nalone\n\namount\n\nin 1932 reached\n\nproducts\n\nto over\n\nmillion\n\na total of 700 million\n\nby the peoples\n\nin 1913, they bought\n\n650\n\nof this area\n\n7.9 percent\n\nof our exports,\n\nand in 1932 20.4 percent. Similarly, they now contribute nearly one-third\nimports: 28 percent in 1932, as compared with 17.3 percent in 1913.\nShips across\n\nthe Pacific now\n\nbring to our ports over\n\nports — that is, goods essential\nwith about one quarter before\n\ncollections in our\n\ncultural contacts\nown\n\narts and\n\ninfluenced\nenriched\n\nby the Far\n\nthe United\n\nmuseums,\n\nwith the far shores\n\ncrafts, from\n\nmaterial\n\nStates with\n\nlibraries\n\nof and\n\nneeded\n\nim¬\n\nabout\n\ngoods, and\n\nat the\n\nthe Orient, and\n\nother\n\nof the Pacific are rapidly growing.\n\ngardening\n\nEast.\n\none half of our\n\nof our\n\nfor the economic life of this country — as compared\nthe War. Japan, altho a relatively small country, is\n\nsecond only to Canada in supplying\nsame time our third best customer.\nOriental\n\nhave\n\nto interior\n\nAmerican\n\ndecoration,\n\nagriculture\n\nin recent years by the experience\n\nand\n\nhave\n\nMany\n\nbeen\n\npharmacology\n\nof our\n\nprofoundly\nhave\n\nbeen\n\nof the East.\n\n2. Social Studies in American public schools — including history, geography,\nworld economics, and civics — do not as yet reflect this enlargement of our\nnational interests, except where individual institutions or teachers are ex¬\npressing their awareness of this need in suggestive experiments.\nWhile evidences of anti-Oriental prejudice are rare in the school textbooks most\nwidely used, there are few evidences of positive appreciation for the character of\nOriental\n\npeoples\n\nand\n\ntheir ways\n\nof life. Geographical\n\nand\n\nethnic descriptions\n\nare of an uninteresting routine character. Information given\nand material resources often is erroneous or out of date.\nIn world\n\nhistories the allotment\n\nof space\n\nabout\n\nto the civilizations\n\ncustoms,\n\nof the East\n\noften\nhabits,\n\nis inade¬\n\nquate for an age in which the fortunes of East and West are becoming more in¬\ntimately bound together. Information about the history of Far Eastern nations often\nis given\n\nexclusively\n\nin relation\n\nto their contacts\n\nwith\n\nthe West,\n\nand\n\noften with\n\nan\n\nexaggerated insistence upon foreign contributions toward their prosperity or\nprogress. There is little effort to view Oriental ideas and ways from any but a\nwestern point of view.\nIn the teaching of civics, the countries of the Pacific often are mentioned only as\npotential sources of immigration; and adverse attitudes toward their inhabitants are\ncreated by omitting all references to them except as undesirable immigrants. Oppor¬\ntunities for illustrating the possibilities of international cooperation with examples\nfrom\n\nAmerican\n\nrelations with\n\nthe countries\n\nof the Far\n\nEast\n\nare neglected.\n\n"}
{"page": 238, "printed_page": null, "text": "234\n\nNational\n\nEducation\n\nIn the teaching of world economics,\ntaken from the Atlantic world.\n\nAssociation\n\nillustrations\n\nare\n\nas yet almost\n\nexclusively\n\n3. While it may be open to question whether there is need for the addition\nof special courses, or parts of courses, devoted to the Pacific area or the Far\nEast, there is unquestionable need for an adequate recognition of this area\nand its peoples in all courses that aim to acquaint the American child with\nthe world in which he lives, and with the threads that connect his life and its\ncultural background with the vast populations of the Pacific and their ancient\ncultures.\nMany\n\neducators\n\nwill consider\n\nit undesirable\n\nto enlarge\n\nstudies — except where suggestions for special, voluntary\nteachers a wider range from which to choose, according\nmunity\n\npresent\n\nprograms\n\nof social\n\ncourses are helpful to give\nto the interests of the con>\n\nor of a class.\n\nExisting\n\ngeneral\n\ncourses\n\nin history, geography,\n\nand\n\nother\n\nsocial studies, already\n\nprovide the frame-work that is needed for giving a more balanced presentation of\nthe world we live in and of its historical becoming. An unbalanced treatment —\nsympathetically dealing with some races and peoples, and mentioning others only\nin passing as the recipients of American bounty — makes for misunderstandings and\nadverse attitudes which prevent the formation of accurate judgments as regards the\ncharacter\nThe\n\nof different peoples\n\nsocial studies\n\nglimpses\n\nshould\n\nof its richness\n\nand their contributions\n\nto our\n\ngive children\n\nof their total social heritage;\n\nshould\n\nengender\n\na sense\n\nwelfare.\n\nthe desire to explore\n\nit much\n\nfurther\n\nthan\n\nis possible in the limited time that can be given in the classroom. What is wanted,\nthen, is not simply more information, but a more diversified illustration of social\nfacts and processes from the total area of man’s experience\ncluding the greatest depository of both — the Orient.\n\nand\n\nachievements,\n\nin¬\n\n4. To meet this need, a group composed of teachers and of persons with\nauthoritative knowledge of the history and civilizations of the Pacific, and\nspecifically of the Far East, should cooperate to provide adequate materials\nfor use in the revision of courses and textbooks.\nOne\n\nreason\n\nwhy\n\nOccidental\n\nhistory and civilizations\n\nhave\n\nbeen, and\n\nwill continue\n\nto be, treated much more thoroly in our schools than Oriental history and civiliza¬\ntions is that our own past is deeply rooted in the European past. Another is that it\nhas seemed\n\neasier to enter into the mentality\n\ninto that of other\n\ncivilizations.\n\nBut\n\nof ancient\n\nthis difficulty has\n\nand\n\nbeen\n\nmedieval\n\nEurope\n\nexaggerated.\n\nthan\n\nIt simply\n\nmeans that our knowledge of the East is more recent, as yet less accurately docu¬\nmented (tho some authorities believe that the volume of original records is actually\ngreater) ; and the effort to translate\nlanguage\n\nof our schools, which\n\nauthoritative\n\nhas made\n\ndata\n\ninto the modern\n\naccessible to our children\n\nand\n\nsimple\n\nthe glorious past\n\nof western thought and deed, has yet to be made for the cultures of the Pacific.\nThere is no dearth of sources from which teachers and Oriental specialists may\njointly selected both literary and graphic\nexperimental\n\nfirst survey\n\nof materials\n\nmaterials\n\nalready\n\nof highest pedagogic\n\navailable\n\nin English\n\nvalue.\n\nAn\n\nshow\n\nthe\n\nwould\n\nprospects of further exploration. The purpose of such a survey would not be merely\nto disclose material interesting in itself for which room may or may not be found\nin the social studies, it would\nstudies, with\nupon\n\ntheir present\n\nthe oldest and\n\nmost\n\nalso show\n\nobjectives,\n\nways\n\nmay\n\nin which\n\nbe enriched\n\ninfluential civilizations\n\npresent\n\ncourses\n\nby drawing\n\nof the world.\n\nNot\n\nmore\n\nin social\nlargely\n\nonly this, but the\n\ncontinued existence in the Far East, and in the Pacific, of relatively primitive agri¬\ncultural and handcraft civilizations, and of social systems built up on these, provides\nliving examples\n\nfor a better understanding\n\nof our\n\nown\n\nearly backgrounds.\n\n"}
{"page": 239, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n235\n\nDiscussion by Edith P. Parker, Assistant Professor of the Teach¬\ning of Geography, University of Chicago, Chicago, Ill.\nGeography has a distinctive contribution to make to insight into problems\nof the Far East, and geography teachers should be held responsible for their\npart in fulfilling the obligation Mr. Carter lays fairly and squarely on educa¬\ntors. One cannot learn of the adjustments which people of the Far East\nhave made to their natural surroundings without gaining, as a result of such\nunderstanding, much respect for the peoples involved, and much insight into\nmany of their major problems. Geographic knowledge of the Far East, then,\nfunctions vitally in the development of the attitudes for which Mr. Carter\njustly pleads.\nThe amount of attention given in geography to any part of the world\nshould be proportionate to the importance of that section in American and\nworld affairs. To determine this importance scientifically, one turns to ob¬\njective data of types which Mr. Carter has used. He cites enough data of\nthese types to demonstrate clearly the technic involved, and to show the con¬\nsiderable and increasing importance of problems of the Far East in Amer¬\nican affairs.\nThe amount of emphasis given in geography to the Far East is not to be\nmeasured wholly in terms of the text space and the class time devoted to\nthat part of the world. A given period may be devoted to ideas of little sig¬\nnificance; it may be devoted, instead, to those of great value. A half year’s\nwork in the fourth grade on a given theme means much less stress on it than\na half year’s work on that theme at higher levels, because the background\nchildren can bring to it at the lower level is less than that which they can\nbring at later stages in their development.\nMr. Carter is correct in asserting that uninteresting, routine, inaccurate,\nout-of-date material is common\n\nin socalled geography courses. Such mate¬\nrials have no place, however, in real geography. There is no alibi for ad¬\nministrators and teachers who continue to stress the mere memorization of\nisolated facts grouped in topical outlines and who fail to lead children to\nbecome acquainted in a very human way with what people in a given region\ndo, how they live, and how their activities and attitudes are related to the\nkind of place in which they dwell.\nMuch real damage of the type Mr. Carter notes has resulted, in geography,\nfrom the treatment of China and Japan in the third or fourth grade. The\noutstanding geographic problems of the Far East are not simple enough for\nchildren at these levels to comprehend. The study of the Far East has no\nlegitimate place in the curriculum in geography at a level lower than that\nat which children have enough real geographic background to enable them\nto comprehend the major aspects in the geographic personalities of these\nregions.\nOn the other hand, regions in the Far East should have adequate attention\nat the earliest level at which accurate understanding of the major geographic\nideas involved can be gained. The sooner one has a functioning idea, the\n\n"}
{"page": 240, "printed_page": null, "text": "236\n\nNational\n\nEducation\n\nAssociation\n\ngreater is the opportunity he has for it to function, and every application of\nthe idea to new situations tends to strengthen one’s grasp of the idea itself.\nThe relatively greater significance to Americans of the Far East as compared\nwith that of Latin America is one of the important reasons for the fact that\na rapidly increasing number of geographers is recommending ( 1 ) the study\nof the Far East following that of Anglo-America and western Europe and\npreceding that of Latin America, and (2) the assigning of a minimum of a\nhalf year in late intermediate work chiefly to the great powers of Asia. Fur¬\nther insight into the geography of these regions should be given in connection\nwith later courses dealing with the geography of world relations of the\nUnited States, the geography of world trade, and political geography.\nMajor geographic understandings of the type that function in gaining in¬\nsight into activities and problems of the Far East can be gained only thru\na body of concrete experiences so selected and so directed as to center from\nbeginning to end on those understandings. The same fact is true of any major\nhistorical understanding relating to the Far East. After major historical and\ngeographic ideas have been developed thru separate treatment, they may both\nbe applied in the solution of a given problem. Unless one distinguishes, how¬\never, between socalled fusion in acquisition and fusion in application, the\ncontributions of history and geography to insight into problems of the Far\nEast will be merely potential and will not be effected.\nAs Mr. Carter suggests, there is, in geography, no need for additional\ncourses in order to give appropriate emphasis to the Far East. There is crying\nneed for the inclusion in all current courses relating to the Far East units\nwhich give concise, accurate understandings of a truly geographical type.\nOnly thru distinctive, clear-cut understandings of various types can one gain\nany well-rounded insight of the type for which Mr. Carter ably pleads.\n\nREPORT\nJOHN\n\nOF\n\nS. BRUBACHER,\n\nTHE\nYALE\n\nYEAR’S\nUNIVERSITY,\n\nPROGRESS\nNEW\n\nHAVEN,\n\nCONN.\n\nIn spite of the work of three national educational surveys — finance, teach¬\ners, and secondary schools — of the research of private foundations, and of the\npublication of Recent Social Trends, the fact of absorbing national educa¬\ntional interest is the present dislocation of economic life and its significance\nfor the schools of the country.\n\nSince 1928 the nation’s income has been nearly halved. Between 1913\nand 1930 the percent of national income allocated to taxes has more than\ndoubled. These facts have demanded economy along all lines of\npublic\nexpenditure.\nWhile complete and detailed figures indicating the results of economy\npiograms in public schools are not yet available, the following have been\ncompiled for 41 cities of 100,000 population or more: (1) Budgets reduce\nd\nin the item of current expense, 5 percent; 12 percent, if the New Englan\nd\nand North Atlantic states be not reckoned. (2) Capital outlay for 1933\nhas\nbeen reduced 38 percent; 39 percent, if the Northeastern group of\nstates\n\n"}
{"page": 241, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n237\n\nhe omitted. (3) Teachers’ salaries have been cut 5 percent; 15 percent, not\nincluding the more prosperous area already mentioned. For 1075 cities where\nsize was not a factor, the average reduction wras only 7.5 percent. (4) School\nenrolments are up about 1.5 percent while the number of teachers has been\ncurtailed by a little above 2 percent.\nData gathered from wider sources indicate: (1) an average reduction of\nthe school term in many communities of 10-20 days, the actual closing of\nover one thousand schools in the South Central states; (2) curriculum offer¬\nings too are greatly curtailed, especially kindergartens, night schools, health\nservice, and music; (3) larger classes are the rule almost everywhere; (4)\nthere is a serious oversupply of teachers.\n\nVarious pressure groups have been very active in the matter of school ex¬\npenditures such as the National Economy League, LTnited States Chamber\nof Commerce, American Federation of Labor, the National Education Asso¬\nciation, and numerous local committees. Very significant has been the growth\nof extra-legal groups of laymen, frequently bankers, who thru the control\nof credit have dictated school fiscal policies.\nEducation has not suffered so severely in Europe as in the United States.\n\nWhile England has trimmed her financial outlay, France and Italy have en¬\nlarged theirs, France voting to make all years of secondary education free.\nSpain has tried to laicize its republican system of schools while Russian en¬\nrolments have grown to where it is the largest national system of schools in\nthe world. Russia has also made an important move to raise the quality of its\ninstruction. In Germany the issue of Lern-und-lehrfreiheit has been pushed\nto the fore by the Nazis.\nVarious hypotheses have been suggested to meet the educational crisis in\nthis country. Some have been enacted into law. The chief direction of these\nproposals has been toward revision of systems of taxation and larger adminis¬\ntrative units. Social and economic planning has been especially discussed.\nSome think that the school should take the initiative in building for a new\nsocial order.\nThe “Evaluation of American Education” has been set as the theme of the\n1933 summer meeting of the National Education Association. What value\nshall be attached to the preceding facts? Since hindsight plays so large a part\nin foresight, the historical viewpoint may be mounted to scan three possible\noutcomes of our times.\n\n1. Perhaps this economic cycle is like preceding ones. If so, this “strange\ninterlude” will soon pass and education will not only be restored to its former\nriches but will be promoted to greater ones. Comparison with the depression\nof 1873 bears this out. That recession came about ten years after a major\nwar, as did this one. During its spread of five years reductions occurred in\nall public expenditures ; but not so great as in the national income ; less for\nschools than for other public services ; and in the latter before the schools.\nTeachers’ salaries kept up well in the first two years but were lowest in the\nfourth and fifth years. In 1878 conditions improved and by 1880 losses had\n\n"}
{"page": 242, "printed_page": null, "text": "238\n\nNational\n\nEducation\n\nAssociation\n\nnot only been regained but advances had been made beyond the level of 1873.\n1 he past four years on a point for point comparison reveal highly similar\nconditions. Will the fifth and succeeding ones repeat the cycle?\nThere are many who answer in the negative who think that this depression\nis different because, while other depressions have been limited in scope, this\nis worldwide ; we no longer have a frontier to absorb our economic woes ;\nthe capitalistic industrial system is seriously questioned ; and government is\nabandoning laissez-faire for greater social cooperation.\n2. Some contend that this new social order demands planning. If so, they\nclaim it is the duty of the schools to help create the new social order. This\nclaim seems sound enough. But, should the school select the form of the new\nsocial order? Or, however selected, should the school impose this on the chil¬\ndren? Perhaps from now on the worldwide spread of the present depression\nin comparison with the schools will select the social order, but up to date\nthere is no important record of such a case. The school has always been a\npowerful agency to promote an existing order but never to select it. It fre¬\nquently has promoted one by methods of indoctrination. But our best political\ntradition in the past has been in the evolution of freedom of speech and the\npress. The educational counterpart is academic freedom with no less hard\nwon or distinguished history. If a new social order is in the making, then,\nthe schools function should be neither to select nor to impose it but to pre¬\nserve a fearlessly critical attitude toward it.\n\n3. Both preceding evaluations of the year’s events concede the latter are\nin a state of flux. The first conceives the change as cyclical, that there will be\nlittle or no novelty over preceding change. The second implies rather pro¬\nfound change. A third hypothesis might also confess underlying change but\nat the same time doubt and uncertainty as to its implications for education.\nIt was a quarter of a century and more after the Revolutionary War before\nthe consequences of the great political and economic changes engendered by\nthat struggle became clear for American schools. If changes as fundamental\nare afoot at the present, it may well be some time before we know in which\ndirection to point the schools. If uncertain development of the social fabric\ndoes not necessitate this, our economic exhaustion may. The educational re¬\nvival which has followed each of our preceding major wars has been delayed\nat least a quarter of a century till the country has caught its economic breath.\nBut even if at an early date the trend of events should become clear and\neconomic stability become rehabilitated, it must be remembered that the\nschools will not be the only early birds looking for the first worms of pros¬\nperity. Other social enterprises such as unemployment insurance will be\ncompetitors with such educational projects as universal secondary education.\nPossibly education itself is rounding out an epoch. The present educational\nfabric has been in the weaving since around 1885. The past fifty years repre¬\nsent patterns compounded from the warp of the educational philosophy of\nDewey on the one hand and the woof of the experimental procedures of\nThorndike on the other. While evolving from the Herbartian movement of\nthe nineties they represent a distinct advance beyond the nineteenth century.\n\n"}
{"page": 243, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n239\n\nEducation\n\nThe past two decades have produced no contributions so original. Rather\nhas the past score of years set itself the task of criticizing and refining in\ndetail the implications of the main hypotheses of these leaders. I his may\ncontinue the case during the transition period.\n\nREPORT\n\nWILLIAM\n\nON A NATIONAL\nOF THE COMMITTEE\nOF EDUCATION\nINSTITUTE\n\nA. EVANS,\n\nROTHENBERG\n\nHIGH\n\nJUNIOR\n\nCINCINNATI,\n\nSCHOOL,\n\nOHIO,\n\nChairman\n\nThe first presentation of the plan for an Institute on Education was made\nat the meeting of the National Council of Education held in Washington,\nD. C., February 1932. The president of the Council was instructed to ap¬\npoint a committee whose duty was to consider two things : 1. A study of the\nproposed plan and a consideration of its feasibility as a project of the Coun¬\ncil. 2. If the committee approved the plan a proposal for the organization of\nsuch an Institute, with recommendations\nsented to the Council.\n\nas to organization, should be pre¬\n\nDr. Bagley called a meeting of the committee at the summer session of the\nN. E. A. at Atlantic City. The members of the committee present at this\nmeeting w^ere : W. C. Bagley, L. A. Alderman, Lucille Allard, J. M. Gwinn,\nE. E. Oberholtzer, F. J. Kelly, William A. Evans, Adelaide Baylor (exofficio).\nThe first decision reached by the committee wTas that the plan was a\nfeasible project for the Council. In answer to the second problem set for its\nconsideration the committee approved the plan, made certain additions pro¬\nviding for temporary organization and redrafted the wording of the outline\nof the plan. In order that no time might be lost the committee determined to\npresent the outline to the Council by mail and seek an expression of opinion\nfrom them. The plan as submitted to the members of the Council follows :\nREVISED\nPURPOSE\n\nAND\n\nPLAN— NATIONAL\n\nEDUCATION\n\nINSTITUTE\n\nPLAN\n\nThe purpose of this Institute shall be to promote understanding of the basic pur¬\npose and procedure of education in advancing the socio-economic wellbeing of a\npeople. It shall be conducted principally by group discussion and publication.\nCONTROL\n\nThis Institute will be sponsored by the N. E. A. under the direction of the Na¬\ntional Council of Education thru a Board of Control appointed by it.\nTIME\n\nThe time of holding the Institute shall be fixed by the Board\nbe during the summer period.\n\nof Control, and shall\n\n"}
{"page": 244, "printed_page": null, "text": "240\n\nNational\n\nEducation\n\nAssociation\n\nPLACE\n\nThe center for holding the Institute probably will be some college or other place\nwith proper housing, recreation, and equipment facilities. The location for each\nannual meeting will be determined by the Board of Control.\nPERSONNEL\nThe personnel shall consist of:\nA. Leaders of thought and action both national and international. Some of these\nwould be full time, others part time.\nB. Other members who can profitably participate admitted on application.\nOpportunity extended to cities or institutions to send delegates.\nNumber enrolled to be limited to such size as to permit the group discussion\nprocedure to dominate.\nFINANCE\nA plan of finance will be set up in detail by the Board of Control. Expenses will\nbe borne wholly or in part by the participating group without financial obligation\non the part of the N. E. A.\nPUBLICATIONS\nThere\nmembers\n\nwill be published a record of proceedings\nof the Institute, (2) by sale.\n\nPROVISION\n\nFOR\n\nTEMPORARY\n\nto be disposed of (1) gratis to\n\nORGANIZATION\n\nIn order to provide for preliminary organization of the Institute, the committee\nrecommends the appointment by the president of the Council, of a temporary Board\nof Control of which the president of the Council shall be chairman. This Board of\nControl shall act in the interim before the next meeting of the Council.\n\nThe Council was invited to express its opinion on two questions: 1. Is\nthe plan feasible? 2. Is the plan satisfactory?\nThe result of the poll in which 109 replies were received follows:\nQuestion 1 — Is the plan feasible? Ninety-nine vote unqualifiedly for feasibility.\nOne votes for feasibility provided it does not duplicate existing programs, but leads\nout. Four vote doubtful as to feasibility. Five vote “No” as to feasibility.\nQuestion 2 — Is the plan satisfactory? Sixty-seven of the 109 stated that the plan\nwas satisfactory and made no further comments, except of commendation. Of the\nremaining 42, all but nine voted that the plan was satisfactory, but raised questions\nconcerning it. These questions relate especially to problems of finance, plans to main¬\ntain a democratic organization, selection of leaders, winter vs. summer time for\nholding it, duplication of work already being done in similar fields, confining the\nprogram to social-economic fields, and the like.\n\nDr. Bagley called a meeting of the committee at New York on December\n17, 1932 to review the result of the poll and to consider the replies received\nwhich raised questions pertinent to the initiation of the plan. Perhaps a\nreview of this meeting will best indicate the consideration discussed and\nprogress made.\nDr. Bagley said that altho the function of this committee has been to con¬\nsider and plan for the proposed National Institute of Education, there was\na more vital and immediate need in the present crisis. He thought that this\ncommittee should send a message to the White House Educational Confer¬\nence, in Washington, D. C., on January 4th 1933, pledging the Council\n\n"}
{"page": 245, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n241\n\nEducation\n\nto cooperate in any constructive measures that the Conference may propose\ntoward the solution of the very serious educational problems involved in the\npresent economic crisis.\nDr. Kelly suggested that the proposed Institute idea seemed to be prac¬\ntically impossible now on account of the depression.\nThe chief objection was in regard to financing the Institute. Other objec¬\ntions were fear of duplication with other summer schools, fear of unde¬\nsirable or cheap publicity, fear of limiting subjects discussed by those furnish¬\ning financial support. Dr. Kelly suggested that there should be no conflict\nbetween the Institute and regular summer schools since the aim of each\nwas different. Also in regular summer schools some members of the regular\nstaff are competent to deal with socio-economic questions, but others are not.\nMr. Evans said that he had already approached the Chamber of Commerce\nof Cincinnati and Dr. Pechstein, Dean of the School of Education, Uni¬\nversity of Cincinnati, as to the possibility of getting financial support. Mr.\nOberholtzer had suggested approaching Rice Institute and also the Chamber\nof Commerce in Houston, Texas.\nMr. Evans felt that if the Institute were to be held in the University of\nCincinnati, in June, financial support could be secured. He had delayed any\nofficial request, however, until after the committee meeting. After much dis¬\ncussion the committee decided to attempt to hold the Institute for one week\nin June, if financial aid could be secured. This first meeting would be for\nthe purpose of discussing what can be done.\nDr. Kelly thought that thru this first Institute, or week’s conference,\none might discover what part education should play in the socio-economic\naffairs of the world.\nSeveral suggestions as to how\n\nthe conference was to be conducted were\n\npresented by members of the committee. Dr. Bagley thought that outstand¬\ning speakers might accept the invitation of the group if expenses were paid\nand that $2500 or $3000 might be sufficient to underwrite the conference.\nDr. Kelly thought the plans for the permanent Institute should be postponed\nand that the conference idea should be carried out instead.\nThe question was raised as to what should be the name\n\nof the institute or\n\nconference. Dr. Bagley suggested “An Institute of Education to Consider\nthe Relation of Education to Social and Economic Problems.” The name\nwas accepted.\nDr. Bagley proposed that the next step in the plans was to consider the\npersonnel of the group. First, those who\nthose who might be invited to attend.\n\nmight be lecturers ; and second,\n\nThe names of those who might lecture or lead discussions were to be con¬\nsidered first. These men were to be from the fields of politics, sociology,\neconomics, or the press. After some discussion it was proposed that evening\nmeetings, open to the public, be held and that a fee be charged to help pay\nthe expenses of the conference. Such speakers as Alfred E. Smith, Stuart\nChase, Nicholas Murray\n\nButler, La Follette, Wickersham,\n\nJohn Finley,\n\n"}
{"page": 246, "printed_page": null, "text": "242\n\nNational\n\nEducation\n\nAssociation\n\nLady Astor, Grace Abbott, were to be invited to speak at the large public\ngatherings, and other names were suggested as possibilities for leaders of the\nmorning and afternoon discussion groups.\nIt was proposed that President-elect Roosevelt be invited to the con¬\nference and that Dr. Moley, his adviser, be invited also. Some felt that there\nwas great value in having the President attend ; others felt that his presence\nmight give the conference a political publicity that would not be wholly\ndesirable.\nDr. Kelly thought that the consideration of who was to attend the con¬\nference might influence the speakers in their answers to the invitation. The\nfollowing experts were suggested: Franklin D. Roosevelt, Raymond Moley,\nAlfred E. Smith, Stuart Chase, Frank D. Graham, Howard Scott, Sir James\nArthur Salter, William F. Ogburn, Charles A. Beard, Wesley Mitchell,\nHarold Moulton, Robert M. LaFollette, Herbert B. Swope, Edward A.\nFilene, Mathew Woll, Lewis E. Lawes, G. W. Wickersham, Mr. and Mrs.\nLynd, D. C. Fisher, Charles E. Merriam, Herbert H. Lehman, Leon C.\nMarshall, Murray Seasongood, Irving Fisher, Willford Isbell King, Edwin\nFrancis Gay, Howard Odum.\n\nDr. Bagley suggested that there be morning and afternoon conferences for\nfive days and on Saturday summaries be given and conclusions on proposals\nbe made as a result of the week’s thinking. The plan of the morning\nafternoon conferences should be somewhat as follows :\n\nand\n\nFor example, Stuart Chase would prepare a short paper which could be\nhanded out to the group. He would present this thesis and then there would\nbe questions from the floor.\n\nThere was a suggestion made that a fee of $10 be charged to help\ndefray the expenses of the conference. Dr. Bagley said that he preferred to\nsend out invitations to leaders and have invited guests admitted to all meet¬\nings free. The evening lectures would be open to the public and a fee charged.\nThe committee felt that not more than a hundred invitations should be\nissued — some educators and some in the socio-economic field.\nDr. Bagley suggested that three days be filled with discussions of social\nand economic problems, and the meetings of the other two days be led by\neducators showing the relation of education to social and economic problems.\nNames suggested as leaders for educational groups were, Bode, Dewey,\nCounts, Judd, Overstreet.\nIt was decided to leave the details of the June Conference to Mr. Evans\n\nand Dean Pechstein, the whole plan to be submitted to the February meeting\nof the Council at Minneapolis.\n\nWith the instructions as given, Mr. Evans, accompanied by Dean Pech¬\nstein, conferred with President Walters of the University of Cincinnati. The\nresult of the conference was a statement from President Walters that the\nUniversity might be willing to act as host for the first institute.\nThe brevity of the time in which to do all the things necessary to launch\nan undertaking of this magnitude precluded the June date. There seems to\nbe no reason for declining the proposition of the University of Cincinnati\n\n"}
{"page": 247, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n243\n\nEducation\n\nfor one year hence. The need for some pronounced leadership on the part\nof the National Council was never more desirable. Because no active meas¬\nures were in progress, emphasizing this leadership, the honor of suggesting,\nor actively participating in the President’s conference in January was lost\nto the N. E. A. This same need is presented in the petition, sponsored by\neducators, seeking that President-elect Roosevelt appoint a permanent com¬\nmittee, or congress, to consider the stabilization of those principles in educa¬\ntion and social life which determine the permanence of our civilization. It\nseems like a challenge to the National Council of Education to undertake a\ntask worthy of its name. If this is to shape itself in the “Institute of Educa¬\ntion to Consider the Relation of Education to Social and Economic Prob¬\nlems” certain definite steps must be taken.\n1. The Council must commit itself to the problem.\n2. The leadership must be announced.\n3. The purpose must be definitely stated.\n4. The N. E. A. must assume, in part at least, the underwriting of the\nexpense. Is the N. E. A. too poor to undertake the handling of this problem ?\nThe Ohio Education Association spent $1500 to conduct a survey looking\nto state support of education. Certainly the N. E. A. cannot be niggardly in\nexpenditure concerning a problem touching the welfare of the children, the\nstanding of the teaching profession, and the socio-economic problems involv¬\ning all of us.\nThe poll really is unanimous on the matter of feasibility and satisfaction.\nThe objections are the timorous ones of expense, and even these are exceed¬\ningly few. If this proposition as submitted in the redrafted form, possesses\nthe merit indicated by the poll; by the statement of Dr. Bagiev that “it is\nthe best thing the Council has ever done”; by the approval of the committee\nwhich considered it for five continuous hours at Atlantic City, it surely offers\na medium thru which the Council can serve education in these perilous times.\nTHE\n\nCHARLES\n\nCURRICULUM\nREVISION MOVEMENT\nAMERICAN\nEDUCATION\n\nH. JUDD,\n\nDEAN,\n\nSCHOOL\n\nOF\n\nEDUCATION,\n\nCHICAGO,\n\n1. The fundamental\n\nUNIVERSITY\n\nIN\n\nOF\n\nCHICAGO,\n\nILL.\n\ncauses which resulted in the movement\n\nto revise the\n\ncurriculum are lack of adaptation of traditional curriculums to the require¬\nments of modern life and the great spread of pupil interests which resulted\nfrom the expansion of the school population.\n2. The effort to base the curriculum on past or present habits of life or\non specific objectives derived from the study of presentdav conditions is\ndoomed to failure.\n3. Scientific studies are useful in evaluating experiments with curriculum\nmaterials and in suggesting directions in which reforms should be under¬\ntaken, but no real contribution to curriculum revision is possible without an\nexhibition of invention which is, strictly speaking, not scientific.\n\n"}
{"page": 248, "printed_page": null, "text": "244\n\nNational\n\nEducation\n\nAssociation\n\n4. The curriculum will remain static *so long as American schools are\ndependent to the extent which they now are on highly condensed textbooks\nthat aim to cover in a single volume all the materials on a given subject.\nDiscussion by H. B. Bruner, Professor of Education, Teachers\nCollege, Columbia University, New York, N. Y.\nWhile most of us, I think, would agree that lack of adaptation of tradi¬\ntional curriculums to requirements of modern life is one of the fundamental\ncauses resulting in the movement to revise the curriculum, we must not forget\nthat American education has been growing for decades as evidenced by the\naddition of home economics, manual training, extracurriculum activities, and\nthe like, and by the dropping out in recent years of languages. If the thesis\nmeans by “the movement to revise the curriculum” the recent movement that\nis, within the last decade, we must assume at the very beginning that there\nhas been widespread activity. Fewer than 1500 courses were published prior\nto 1923, while over 3500 have been received in our laboratory since that\ntime. While I am tempted to answer the thesis stated here immediately in\nthe affirmative, I call to mind a few other possible reasons, namely: (1) the\nreadiness of American education to change, (2) the number of pupil fail¬\nures, and (3) the inherent importance of the problem when considered in\ncomparison with administration and supervision.\nEven tho I should agree with the thesis, I cannot refrain from remarking\nthat there has been a great deal of churning around in our revisions, and\nwhile the feeling that traditional curriculums were not adapted to the re¬\nquirements of modern life may have caused the revision we have not at¬\ntained our goals in spite of tremendous activity.\nDr. Judd states that the effort to base the curriculum on past or present\nhabits of life or on specific objectives derived from the study of presentday\n\nconditions is doomed to failure. If we insert the word “entirely” one might\nanswer this statement as more true than false. If, on the other hand, we\nignore completely the study of presentday conditions and habits of life our\nefforts would be equally doomed to failure. It seems to me that an analysis\nof presentday conditions is the starting point for all future efforts. We need\nthis analysis for the purpose of determining where we are and what we have\nin order to know what shortages need to be eliminated to understand more\nfully the best beginning procedures in order to obtain improvement. We must,\nhowever, also envisage the values proposed by frontier thinkers. This, of\ncourse, is implied when we set up criteria for determining which of the\nelements of our present civilization are deemed to be undesirable. While, in\nmy judgment, we must look to the frontier thinkers for directions in which\nwe should move, it would be extremely unwise if we did not begin to build\nour plans for improvement upon promising elements and conditions of the\npresent time.\n1 he third thesis, it seems to me, attempts to center our thinking on the\nmost appropriate place for the scientist and the philosopher. I hope yye are\n\n"}
{"page": 249, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n245\n\nentering a period where we shall not have to decide on a basis of scientist or\nphilosopher but that our scientists will become more philosophical and our\nphilosophers more scientific. It seems to me that the great need at the present\nstage of our curriculum thinking is, first, for fundamental consideration of\nthe requirements of American life ; second, the setting up, in accordance with\nscientific principles, of activities and materials which will seem to contribute\nto the satisfying of such requirements; and third, checking and evaluating\nthe results of these activities and materials in order that they may be used\nin an optimum fashion. While science has some contributions to make in\nthe first step in analyzing present conditions, the chief need is for funda¬\nmental thinking into the question of what ought to be and what the most\npromising possibilities for attaining the goals are. Here, of course, the think¬\ning should be based on all the pertinent data science can supply.\nIn the second step science can play a large part especially in pointing out\nthe necessity of making materials and activities conform to the known laws\nof learning.\nIn the third step, that of evaluating results, science plays a very important\nrole in determining experimental set-ups and securing results but even here\nmuch remains to be developed by science in the way of testing results that\nappear in the form of attitudes and ideals.\n\nDr. Judd’s last statement is in large measure true, since a proper treat¬\nment of the problems of modern life demand a consideration of a spread of\nmaterials which cannot be included in the highly condensed textbooks of\ntoday. As I understand it, the very nature of proper learning demands\n\nthat\n\npupils be trained to recognize important problems, to select pertinent mate¬\nrials bearing upon a solution of these problems, to organize these materials\nand to interpret results. This procedure would be strengthened if many\nsources in addition to textbooks were available. The construction and instal¬\nlation of the type of course of study that calls for more than a single text¬\nbook is usually partially blocked by the following factors: (a) lack of train¬\ning on the part of teachers; (b) the additional financial burdens imposed\nin the purchase of a much wider range and larger quantity of materials ;\n(c) the determined and money-backed opposition of commercial vested inter¬\nests. Viewed from one angle the strongly intrenched and politically involved\ntextbook business is the most immediate and most powerful influence militat¬\ning against the proper revision of curriculums today. On the othei hand, we\nhave within the last decade witnessed the tremendous expansion in both the\nnumber and the size of the textbooks as well as a decided improvement in\nquality. All the blame, therefore, cannot be placed at the doors of the text¬\nbook companies. Some of it will have to be shouldered by the teacher-train¬\nI\ning institutions and the writers of professional and children s materials.\nam of the opinion that many textbook companies have already seen the writ¬\ning on the wall and are not only willing but anxious to publish a vanety of\nmaterials which will treat more adequately the problems of modern life.\n\n"}
{"page": 250, "printed_page": null, "text": "246\n\nNational\n\nDiscussion\n\nby brank\n\nEducation\n\nAssociation\n\nL. Ulapp, University\nMadison, Wis.\n\nof Wisconsin,\n\nThe failure to make advancement thru educational research in the field\nof curriculum construction is due to the fact that in the United States we\nhave no definite concrete political or social philosophy which we dare teach\nin the schools.\nWe believe in democracy in the abstract but when it comes to the ma¬\nchinery of government with which we have tried to realize our ideals of\ndemocracy, we are not so sure of our beliefs. We believe in political equality\nin the abstract, but when it comes to advocating the specific forms in which\nour ideas of political and social equality are expressed we are not so positive.\nThe same general statements may be made concerning our economic sys¬\ntem. Whether we should teach pupils simply to be intelligent and permit\nthem to solve the various political and social problems for themselves, or\nwhether we should attempt to reach some solution for these problems and\nadvocate these solutions to our students is a question which we have not an¬\nswered. A definite political, social, and economic philosophy expressed\nin\nconcrete social institutions and procedures would make it possible\nto put\nthe emphasis in cuinculum construction upon the selection of subjectmatter\nfrom the standpoint of function rather than from the standpoint of relation¬\nship to practical life.\n\nDiscussion\n\nby Arthur Dondineau, Supervising\nInstruction, Detroit, Mich.\n\nDirector\n\nof\n\nThe traditional use of the single and highly condensed textbook which\naims to covei in a single volume all the materials on a given subjec\nt and the\ninfallibility of the printed page in the minds of the great mass of teache\nrs\npiesent leal obstacles in the way of carrying thru a social curriculum\naiming\nto satisfy the requirements of presentday life.\nAny program of education must take into consideration the present status\nof our social and economic order. Those who are guided by\nsuch a program\nmust be aggiessive in their efforts to provide the children with the\noppor¬\ntunity of developing, on appropriate levels, the basic social concepts essenti\nal\nto an understanding of our present social institutions and the intricate\nprob¬\nlems arising out of the confusion of the present decade.\nThe carrying out of the curriculum depends on the training,\ninterest, en¬\nthusiasm, intelligence, skill, and efforts of all these teachers. It\nalso depends\nto a much greater degree than we have recognized or admitted\non the books,\nlibrary, museum, and instructional materials used as the medium\nof instruc¬\ntion. Too little consideration is now given to the means\nof teaching and to\nthe many classroom aids used as the medium of instruction.\nWe may assume\nm our discussion groups, in our writings, and in our course\ns of study that\nthe teacher is teaching children and not subjects, children\nrather than books.\nBut in the classrooms everywhere instruction is carri\ned on thru the me¬\ndium of books; in most subjects, by means of a book. We\nmay talk some-\n\n"}
{"page": 251, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n247\n\nthing else, but the fact remains that books are the chief medium of instruction\nwith the superior teachers as well as the mediocre ones. Now the way to get\naway from a single book is to use two books, better still three books, or ten\nbooks, or a library of books.\nA rich collection of books is just as essential in the classroom as are the\nmaps or the globes or the furniture or ventilation or heat. I am convinced\nthat the aims of the present well-developed curriculum can never be achieved\nuntil we provide our children with books rich in experience and written on\ntheir level of understanding. The text is basic. I think it will remain so. But\nit must be paralleled and supplemented by books less concentrated and more\nillustrated with the appeal that is found in books rich in incident and in\nexperience.\nThere never was time when the American teachers were better prepared\nor were more alert and anxious to make their efforts count in attaining the\npurposes for which the schools exist. As I see it, it is imperative that the\nleaders of the curriculum group now concern themselves with bringing into\nevery classroom materials of instruction appropriate in content, rich in expe¬\nrience, and social in outlook. We must also focus our attention on the task\nof building up the confidence of the teacher in his own ability to use the\nless standardized materials. To this end we must allow the teacher more\nfreedom in the selection of learning activities and the content of his own\nteaching than is at present permitted. Confidence in one’s ability is essential\nto professional growth and success. Anyone who observes a large number\nof teachers at work soon comes to the conclusion that there is a very high\ncorrelation between teaching success and that confidence which the teacher\nhas in his own ability.\nOur teaching profession must recognize its place in the social, economic,\nand political life of the nation. Not until the teachers have developed this\nconfidence in their ability to achieve the social ideals which they know to\nbe right, can we hope to prevent the recurrence of such a period of social\ndemoralization that we are passing thru at the present time. The best\nteachers and the most useful teachers are neither docile nor subservient.\nThey are found expressing themselves frankly and freely on matters pro¬\nfessional and public. The public appreciates public servants with initiative,\nfrankness, and independence.\n\nThis is a thesis in itself, which I must leave undeveloped. Because of its\nimportance to the curriculum, however, I am\nciated with this particular discussion.\n\nunwilling to have it disso¬\n\nhave a new teaching profession in this country of breaking away from\nthe traditional practises in the use of textbooks as they have broken away\nfrom many of the other traditional methods of teaching, if we will but\nsupply the means and grant the same freedom to teachers in matters of\nWe\n\ninstruction that we have done to insist that the teacher grant to the chil¬\ndren in their learning activities.\n\n"}
{"page": 252, "printed_page": null, "text": "248\n\nNational\n\nFUNCTIONS\n\nJESSE\n\nH.\n\nSCHOOL,\n\nOF\n\nNEWLON,\n\nTEACHERS\n\n( 1 ) Educational\n\nEducation\n\nAssociation\n\nPROFESSIONAL\nORGANIZATIONS\nFIELD OF EDUCATION\nPROFESSOR\n\nCOLLEGE,\n\nOF\n\nEDUCATION\n\nCOLUMBIA\n\nassociations should\n\nAND\n\nDIRECTOR\n\nUNIVERSITY,\n\nNEW\n\nstrive to improve\n\nIN\n\nTHE\n\nOF\n\nLINCOLN\n\nYORK,\n\nN. Y.\n\nthe professional\n\ncompetency of their members in order that they may better serve society.\n(2) Since education is a process essential both to the preservation and im¬\nprovement of a culture, educational associations should formulate their views\nwith\n\nreference\n\nto social, economic,\n\npolitical processes and problems, and\nadvise the public as to the kind of education that will most effectively meet\nthe needs of society according to these formulated views.\n\n(3) Educational associations should advise the public! (a) with regard\nto the kind, the quality, and the various forms of organized education that\nwill best serve the needs of society; (b) with regard to the number and\ntypes of educational agencies to be created and maintained, the best forms\nof control, organization, and support of these agencies, and with reference\nto the number and the professional training of the personnel required; (c)\nwith regard to the educative effects of social institutions and social practises.\n(4) Educational\n\nassociations should serve as agencies whereby the teach¬\ners may effectively discharge their responsibility for participation in the\nformulation of broad social policies.\n\n(5) In the United\n\nStates an effectively coordinated\n\nsystem of education\n\ncan be accomplished only thru the cooperation of professional societies repre¬\nsenting all departments of the system.\n(6) Under our economic and social system educational associations maj^\nlegitimately strive to advance and protect the interests of their members.\n\n(7)\n\nI he field of education is so extensive, so varied in character, and\nso highly specialized as to require many types of professional organizations.\n(8) Professional associations in education should in the management of\ntheir own affairs exemplify the highest professional and social ideals. They\nshould summon their ablest minds to leadership.\n(9) Since educational associations perform an essential social function, it\nfollows that all workers in education should take an active interest in those\ngeneral associations upon which falls the heaviest responsibility for advising\nthe public on educational problems.\n(10)\n\nThe\n\nstatus of teachers as employees\n\nof the state intrusted with\n\na\n\nmost important social function requires that they advise the public fearlessly\nwith reference to education conceived in the broadest sense.\n\n(11)\n\nI he National\n\nEducation\n\nAssociation\n\nshould\n\ncreate a commission\n\nr\n(a) to reformulate the social objectives of educational associations; (b)\nto\npropose a plan for the more effective integration of the National Education\nAssociation with state associations and other general associations;\nand (c) to\nformulate a program of action in the period of reconstruction that will\nfellow the depression.\n\n"}
{"page": 253, "printed_page": null, "text": "National\n\nDiscussion\n\nCouncil\n\nof\n\nEducation\n\nby Florence Curtis Hanson, Secretary,\nFederation of Teachers, Chicago, Ill.\n\n249\n\nAmerican\n\nto the theses, Dr. Newlon has written several sentences\nI wish to use as the basis for my remarks. Quoting from Dr. Newlon :\n\nIn his introduction\nwhich\n\n“Organization of workers in various occupational fields is a common and\ninevitable social phenomenon in a complex society. These organizations serve\ncertain broad social purposes. Many seek to improve the professional com¬\npetence of their members. They seek to advance and protect the interests\nof their members, however these interests may be conceived.”\nSpecifically, I conceive of the functions of educational associations to be\ngrouped into three main classes, not according to their importance, for I\nbelieve each to be fundamental :\nand protect the interests of their members.\n2. To improve the professional competence of their members.\n3. To serve certain broad social purposes.\n1. To advance\n\nThese\n\nthree functions may be exercised in various ways. Educators\n\nmay\n\ngroups for certain pur¬\nposes. They may organize into groups that include all workers in the educa¬\ntional field to accomplish other purposes. And it will be necessary for them\nto join with persons wholly outside the educational field, considered in its\n\nform organizations\n\nof various comparatively\n\nnarrow\n\nnarrower\n\nsense, to accomplish others.\nDr. Newlon states in his second thesis that since education\n\nis a process\n\nessential both to the preservation and to the improvement of a culture, edu¬\ncational associations should formulate their views with reference to social,\neconomic,\n\npolitical processes and problems,\n\nand advise the public as to the\n\nkind of education that will most effectively meet the needs of society accord¬\ning to these formulated views. Dr. Newlon says further that educational\ncompetence means understanding, not only of technics, but of the social char¬\nacter and implication of education. How is the teacher to become acquainted\nwith great social changes if he does not associate personally, or thru organi¬\nzations with those outside of his own narrow group ? Educational associations\nhave no business advising society what\n\nto do unless by experiences and con¬\n\ntacts with other groups they know what to do. Quoting, “The teacher is\none of the most highly productive of workers and the best interests of the\nschools and of the people demand an intimate contact and an effective co¬\noperation between the teachers and the other workers of the community\nupon whom the future of democracy must depend.”\nDr. Newlon states in his tenth thesis that it is time for the tradition that\nthe teacher must\n\nbe neutral in political matters\n\nto be smashed.\n\nThat\n\ntime\n\nwas a long time ago. He states that teachers and schools have in general only\nreflected the dominant opinion of the country on crucial issues. He cites the\naction of the largest educational organization in its attitude toward the\nWorld War, beginning at pacifism, following with an ignoring of the issue\njust before American\nHe criticizes the same\n\nparticipation and fervent support after participation.\norganization for no denunciation of public betrayal of\n\n"}
{"page": 254, "printed_page": null, "text": "250\n\nNational\n\nEducation\n\nAssociation\n\ntrust, or of the widespread abject poverty which existed in the wealthiest\ncountry in the world even before the depression. I wish to call attention to\nthe fact that the American Federation of Teachers maintained a consistent\npacifistic attitude toward the war before, during, and after that great world\nblunder. Also that the same organization has since its inception consistently\ndenounced the betrayal of public trusts in both high and low places and has\ncondemned repeatedly and without rest the maldistribution of the national\nincome\n\nwhich\n\nmakes\n\nthe education\n\nineffective. It created quite a storm\nfor a strong statement on banking\n\nwe\n\nare trying to give the children so\nof criticism both by public and teachers\nand bankers\n\n“bankers’ conspiracy.”\nI am especially pleased that Dr. Newlon\n\nand calling attention to a\n\nhas brought up the point of the\n\ntradition that “since the constituency of the school represents all shades of\npolitical, social, economic beliefs, both the school and the teacher must remain\nneutral with regard to controversial social problems.” We have been work¬\ning for seventeen years to overcome that tradition. It was fifteen years ago,\nor thereabouts, that Professor Harry A. Overstreet, then and now a member\nof the American Federation of Teachers, had this to say on that subject:\n“If one stands for the public one stands inevitably for the ideas and activities\nof only a portion of the public and of what portion ? Surely of that portion\nwhich\n\nhas most deeply at heart the fundamental\n\nDiscussion\n\nby S. A.\n\npublic good.”\n\nCourtis, University\nArbor, Mich.\n\nof Michigan,\n\nAnn\n\nTo\n\nthose interested in educational philosophy the reactions of our whole\nnation to the depression, citizens as well as teachers, is most interesting and\nsuggestive. We are all being shocked or driven into an awareness of social\nrelationships of which hitherto, for all practical purposes, we may be said\nto have been totally unconscious. The theses we are discussing today present\na clear illustration of this fact. Each of us in his own little corner has gone\nabout his own\n\nindividual work in his own individual way. Suddenly we find\nthat our work concerns others so vitally they are attempting to meddle with\nit and to control it in most obnoxious ways. Our first reaction is one of\nprotest. Nor\n\nare we\n\nwilling to protest individually. The forces attempting\ncontrol are might5^; we feel corresponding need for professional solidarity.\nA protest backed by a million teachers seems more meaningful. While I have\nno authority to speak for them, I am sure every member of the National\nSociety of College Teachers also feels the need for action and will rejoice\nthat something is being done to meet the need. My opinion is that, in gen¬\neral, the theses Dr. Newlon has presented will receive the support of\ncollege teachers everywhere.\n\nWe were invited to suggest ways in which\nI have three criticisms to offer.\n\nthe theses might be improved.\n\n1. Point of View — It seems to me that the wording of theses might well\nbe changed to express a more cooperative attitude. We talk cooperation, we\nexalt the importance of cooperation, but few of us ever stop to think what\n\n"}
{"page": 255, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n\n251\n\ncooperation really means. The conventional connotation is either “for you to\nhelp me achieve my purpose,” or “for me to help you achieve your purpose,\nwhereas, the real definition of cooperation is “all of us working together to\nachieve our purpose.”\nIn the present situation, and in these theses, we are talking of “social con* trol.” Who is to exert that control ; teachers over education, and bankers\nover banking? Rugged individualism says yes, but if I interpret correctly\nboth the intent of these theses and the action of the groups to whose efforts\nto control education we object, the real answer is no. Has not a banker who\nhas had a fortune of $30,000,000 swept away and who sees a teacher raising\nstrenuous objections to a cut of twenty percent in salary, a right to feel the\nteacher is narrow-minded and unreasonable? President Roosevelt plans on\na $500,000,000 reduction in the national budget ; why should any school or\nuniversity react adversely to a proportionate cut in its budget? It seems to\nme the whole tenor of our protests is wrong. We do not produce the money\navailable for civic purposes and are in no position to advise how much shall\nbe spent on our schools. I suggest that our memorials ought to say, “We\nrealize our country has come upon troublesome times ; we are glad to take\nour share of any reductions that are necessary. Tell us how much money is\navailable and let us plan the spending of the money in the most effective\nways.” As I read the theses, I do not find an expression of such a cooperative\nspirit.\n2. Social Control — “But,” you will protest, “that is not enough. Educa¬\ntion will not be treated fairly. The professional must have a say, not only\nin how money allotted to education is to be spent but in determining how\nmuch shall be allotted. Further, we have been brought into our present diffi¬\nculties by unwise actions on the part of bankers and business men. We want\nto make sure this does not happen again. We believe we should have a say\nin all future planning.” I wonder if we realize, when we make such state¬\nments that bankers and business men feel just the same way about educa¬\ntion. They blame us for present conditions and intend to see that we behave\ndifferently in the future.\nThe truth of the matter is we have all been equally foolish and must all\nrevise our ways. Life is not only individualistic but social and interdependent\nas well. In the past our country has emphasized the individualistic phases of\nlife — freedom, equality, justice. We are now learning that freedom which\nignores social consequences is license ; equality that ignores social relation¬\nships is inequality; justice which considers the individual only is injustice.\nWhy would it not be better if our theses were so worded as to give expres¬\nsion to the ideal of social unity instead of to the idea of group antagonism ?\nWe should ask, it seems to me, for a national planning committee to con¬\nsider the good of the nation as a whole — a committee that shall represent\nevery interest, teachers, bankers, business men, and all the rest. The com¬\nmittee should plan in terms of the common interests ; all plan for banking,\nall plan for education. Can we justly object to control of education in one\nparagraph and demand\n\ncontrol of national affairs in the next? Why\n\nshould\n\n"}
{"page": 256, "printed_page": null, "text": "252\n\nNational\n\nEducation\n\nAssociation\n\nnot one of our present contributions be emphasis upon the need for the addi¬\ntion of the ideal of social unity to the list of distinctive American ideals?\n3. Social Direction — This brings me to the last of my criticisms. It is\neasy to talk of cooperative planning and of social control, but at present there\nis one fatal defect in all such discussions. What is the common good?\nIn\nwhat direction is our nation to move? How shall decision in such matters\n\nbe made\n\nand by whom? American idealism is totally individualistic. Social\nplanning is impossible in such a nation. The bankers desire to reach one\ngoal, the farmers another, the teachers a third. Before there can be anything\nbut acrimonious, antagonistic, sterile debate, and compromise which achieves\nonly the minimum good, there must be agreement as to the common goal\nto which the goal of each group shall be contributory. Consider the paralysis\nwhich has overtaken our national individualistic Congress. In education these\ndays we are giving our students some vision of goals which supply social\ndiiection. My suggestion is that we utilize the present opportunity more to\nmake a distinctive professional contribution to national progress by emphasiz¬\ning the need for national attention to the problem of determining social di¬\niection than to airing our own narrow viewpoints, aims, and irritations.\n\nDiscussion by J. Herbert Kelley, Executive Secretary, Pennsyl¬\nvania State Education Association, Harrisburg, Pa.\nI am\n\nin full accord with the theses submitted by Jesse H. Newlon but\nwould like to suggest a few additional functions of educational associations,\nsuch as, teachei placement, group insurance, credit unions, and welfare work\nboth relief in their own homes for former teachers in financial distress, and\nthe operation of teachers homes for retired teachers who find themselves\nalone in the world\n\nand for convalescent\n\nmajor and worthy\ntion associations.\n\nprojects now\n\nteachers in active service. These\n\nbeing carried on by some\n\nare\n\nof our state educa¬\n\nIn Pennsylvania, we have accepted the challenge to interpret our publicschool program to the laymen and have recently thru our committee on\npublic relations set up an organization that is now functioning in each of\nour sixty-seven counties. This organization consists of two groups : a profes¬\nsional group with legislative, speakers, and publicity chairmen ; and a group\nof laymen, Friends of Education, with three similar chairmen. By issuing a\nweekly bulletin we keep in close touch with these chairmen and supply them\nwith plenty of ammunition for their work. The circulation of this bulletin\nhas increased from 10,000 to 40,000 copies in twelve weeks. To carry on this\nwork our Executive Council recently appropriated $10,000.\nAs further evidence of the interest of our association in social and political\naffairs may I cite a resolution adopted by our House of Delegates, a body of\n600 representing our membership\nplan of government\npublic officials.\n\nof over 60,000, favoring the city manager\nwith the proportional representation method of electing\n\nDr. Newlon’s suggestion for a closer articulation between state and na¬\ntional associations is most timely. With a membership in the N. E. A. of\n\n"}
{"page": 257, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n253\n\nEducation\n\nonly 200,000 of our 600,000 state association members and with approxi¬\nmately 1,000,000 teachers in the United States, we see a clear challenge.\nWhy should we not conduct local, state, and national membership campaigns\nas a unit on the budget plan and make such membership co-inclusive ? This\nprocedure is followed in some states with such gratifying results that in even\nthis sad year of 1933 substantial gains have resulted to all concerned. May\nI pause to state that these membership\n\ndrives are conducted\n\non a purely\n\nvoluntary basis. Their success depends upon professional leadership and the\nskilful use of educational methods: argument, persuasion, demonstration. We\ndo not tolerate coercion either in securing memberships\norganizations\n\nor in achieving our purposes. The\n\nin our professional\n\nuse of coercion in any way\n\nat any time is of itself a confession of the failure of educational\nis foreign to the basic principles of voluntary\n\nmethods.\n\nIt\n\nteachers associations.\n\nAltho teaching has made rapid strides toward becoming a profession dur¬\ning the present century, we have not fully arrived, and are still confronted\nwith factors that seem to make attainment of the goal well-nigh impossible.\nUntil we can appeal successfully to the college and university professor and\ninterest him in the learning and teaching process as well as in subjectmatter,\nuntil we\nmember\n\ncan enlist the interest in professional organization of every faculty\nwho instructs prospective teachers, until we can secure the active\n\ncooperation in our associations of these men and women at the supposed head\nof the teaching fraternity, we can scarcely claim that teaching is a profession.\nAt the other extreme there is a group of teachers who look upon their work\nas a job, a trade, that pays wages and who identify themselves with labor\nunions. For such, teaching is no profession. These fail to see that there is a\nclear line of demarcation\n\nbetween\n\nmechanics,\n\nartisans, labor, and the recog¬\n\nnized professions of law, medicine, engineering, architecture, and account¬\nancy. The hod carrier, altho he does an essential, honorable, and honest piece\nof work, will never feel at ease in an organization\nare workers,\n\nbut the first works\n\nlevel of a profession. Teaching\n\nof skilled surgeons. All\n\non the level of labor, the second\n\nstill has its two\n\nextremes.\n\nBetween\n\non the\nthe two,\n\nhowever, is the great body of professionally-trained, professionally-minded\nteachers who are earnestly and more or less successfully working out the\ndestiny of teaching as a profession.\n\nIn this connection, it is interesting to recall that the American Federation\nof Teachers, whose representative this morning referred to teaching as a\nprofession, published recently a bulletin entitled, Objections Answered in\nwhich\n\nappears the following :\n\n“Teaching is a profession, not a trade. For generations public-school teach¬\ners have salved their pride with this pitiful substitute for adequate remunera¬\ntion and a position of influence in the community. They have refused to face\nthe obvious fact that whereas doctors, lawyers, architects, and other profes¬\nsional men can control their hours, the conditions under which they work,\nand the amount of their fees, teachers, as individuals, have almost no control\nover these matters so vital to their welfare. The results are that the vast\nmajority of teachers receive a smaller annual\n\nwage\n\nthan unskilled laborers,\n\n"}
{"page": 258, "printed_page": null, "text": "254\n\nNational\n\nEducation\n\nAssociation\n\nand exert far less influence in their calling and in the community\nother skilled workers.\n\nthan any\n\n“ The war has surely cleansed us of any remnants of such petty snobbery.\n1 he time has come for the teachers of the country to rid themselves of their\nnarrow caste spirit and join hands with other workers in their assertion of\nindependence and self-respect/’\nThe time is at hand when teachers must think clearly and see to it that\nthey and their voluntary professional organizations meet with firmness and\ngood judgment\nprofession.\n\nDiscussion\n\nthe forces that would\n\ndestroy the solidarity of our coming\n\nby J. W. Crabtree, Secretary, National\nAssociation, Washington, D. C.\n\nEducation\n\nAt one of the annual conventions of our Association over thirty years ago\nI had the honor of escorting our National Commissioner of Education, Wil¬\nliam T. Harris, to one of the department meetings where he was to deliver\nan address. As we\n\npassed thru the hotel lobby he stopped to shake hands\nwith a group of men consisting of Dr. Beardshear, Dr. Seerley, Superintend¬\nent Pearse, Superintendent Soldan, and two or three other physical giants.\nThey had been discussing some important problems of the profession. They\nfired a few questions at Dr. Harris before he could get away.\nAs we\nmen\n\nas\n\nwent\n\non out of the hotel I referred to that “fine-looking group of\nveritable giants.” ‘A es,” Dr. Harris said, “they are giants in more\n\nways than one.” 1 hen as we went along the street he commented in his usual\nphilosophical manner on what it meant to the individual and to society for\nbig minds to have commodious, comfortable dwelling places. In listening to\nMr. Newlon’s remarkably fine address I could not help recalling that early\nincident and of feeling that here is another giant in more ways than one.\nI heartily agree with Mr. Newlon in the fundamental principles which he\nsets forth — in his emphasis on the work of educational associations, his in¬\nsistence that teachers need to study the social and economic problems as well\nas pedagogy, and his urging better leadership for the profession.\nI am glad that in his theses he places primary emphasis on the work which\nour education associations do to improve the professional competency of their\nmembers. This is the foundation stone, and in proportion as the organiza¬\ntions are able to enlist the teachers and to lead them to work on the problems\nof the profession, they will grow in strength and in service to our civilization.\n\n1 he greatest achievement of professional organizations during the past dec¬\nade, and the greatest hope of achievement in the years to come, lie in the\nactive participation of teachers in the development of our professional and\ncivic policies. Teachers are close to child needs. They are close to the homes.\nI hey see the wholesome effect of conditions which are favorable to child\ngrowth, and the devastating effect of unfavorable environments. They are\nsincere in their desire to improve conditions.\n\nW hat teachers need is not so much freedom to say and to teach what ought\nto he said and taught, hut as the speaker made clear, they need more in\n\n"}
{"page": 259, "printed_page": null, "text": "National\n\nCouncil\n\nresearch and more in knowledge.\n\nof\n\n255\n\nEducation\n\nTeachers\n\nare not restrained from expressing\nhonest opinions along social and economic lines half so much from fear of\n\nlosing their positions as from ignorance of the problems involved. \"I he public\nseldom fails to respect the well-informed teacher’s point of view. It will,\nand perhaps should curb the careless, the extremist, and the intolerant. A li¬\ncense to teach ought not necessarily mean a license to put over unreliable\ninformation\n\nor propaganda.\n\nIt must be remembered\n\nthat teachers, like other\n\npeople, have sometimes come forward with new and half-baked ideas, and\nthey sometimes take sides unwisely on emotional or strictly controversial\nissues which could have very little value even\nsuch cases often saves the teacher from himself.\nI liked the way\n\na teacher handled\n\nat best. A\n\nlittle caution in\n\nthe question of technocracy. The\n\nhigh-\n\nschool students asked questions. She said that she didn’t know just how much\nthere was in it. That each of them could understand it as well as she could.\n“You\n\nknow,”\n\nshe said, “some\n\nthings have come\n\nalong before we were\n\nfor them. People’s minds were not ready for the binomial theorem\nfirst came, but you know how simple it is now for all of you.\n“Even\n\nthose other professors up there at Columbia\n\nwho\n\nready\n\nwhen\n\nit\n\nhave been starting\n\nthings don’t see thru technocracy yet. Perhaps our minds,” she said, “will in\nthe course of time develop up to it, or technocracy may yet in some way be\nbrought down\n\nto the compass\n\nof our minds.”\n\nThereupon\n\none of the students\n\nwrote: “Dear Dr. Scott: Our minds get all tangled up in your technocracy.\nCould you not make it as easy for us as the binominal theorem ? Very truly\nyours, John.”\nChanges are taking place so rapidly, that when you start to say a thing\nshould be done, it may come to pass before the sentence is completed. When\nMr.\n\nNewlon\n\nbegan on his theses, and was\n\npointing out the need of a great\n\ncoordinating agency in the Association itself, the presidents of the National\nEducation Association and of the Department of Superintendence impressed\nthemselves with that need, and urged ahead by Mr. Newlon’s point of view\nand that of other leaders were arranging for a joint emergency commission\nto meet the very situation set forth. The commission will present a prelimi¬\nnary report at this convention. While at present the major attention of the\ncommission will be given to problems of the depression to prevent a break¬\ndown in education, its larger purpose would permit it to undertake much\nof that outlined in this address, and I would\n\nlike to see the council recom¬\n\nmend that the commission broaden the scope of its work to include all essen¬\ntials mentioned in this report. I hope the Council will recommend to the\nN. E. A. and to the Department\nto finance the commission\n\nof Superintendence\n\nadequately\n\nthat an effort be made\n\nfor its work. The\n\nendorsement\n\naddress by the Council and its approval of the appointment\nsion would add strength to the movement.\n\nof this\n\nof the commis¬\n\nI have already indicated that I consider this an exceptionally fine address.\nMr. Newlon points out weaknesses, but only to show the need for improve¬\nment. We could mention other weaknesses. But we like the plan followed\nby Mr.\n\nNewlon\n\nin paying more\n\nattention to achievement\n\nthan to mistakes.\n\n"}
{"page": 260, "printed_page": null, "text": "256\n\nNational\n\nHis recommendations\n\nEducation\n\nhave grown\n\nof the association. They\n\nassume\n\nAssociation\n\nout of an intimate knowledge\nthat the achievements\n\nassociations have been outstanding. They\n\nof the work\n\nof state and national\n\nprovide not for tearing down\n\nbut for\n\ngoing ahead. They recognize that there are certain valuable democratic trends\nand seek to increase their momentum. In short his recommendations are\nhighly constructive. They\nand ahead. They\ncould only come\n\nbuild on what\n\nare farsighted. Again\nfrom one who\n\nwe\n\nalready have. They\n\npermit me\n\nis “a giant in more\n\nSECRETARY’S\n\nMinneapolis,\n\nlook up\n\nto say that such theses\nways\n\nthan one.”\n\nMINUTES\n\nMinn.\n\nFirst Session, Friday Morning,\n\nFebruary\n\nThe meeting was called to order by the President\nof the Hotel Radisson.\n\n24, 1933\n\nat 9:45 a.m. in the Flame\n\nRoom\n\nIn the absence of William A. Evans, Chairman of the Committee on an Institute\nof Education, the report of the committee was read by E. E. Oberholtzer, a member\nof the committee.\nAs the letter from the president of the University of Cincinnati, embodied in the\nreport, indicated the possibility of holding a preliminary conference on an Institute\nof Education at the University in 1934, but not in 1933, the chairman of the com¬\nmittee suggested in the report that there seemed no reason for declining this invita¬\ntion for 1934, but he felt that arrangements might still be made for a 1933 conference\nat some place other than the University of Cincinnati, and that the N. E. A. might\nassume some responsibility for defraying the small expense of such a preliminary\nconference.\nThe discussion that followed the reading of this report, centered very largely upon\nthe suggestions of the chairman of the committee as to 1933 conference, especially\nregarding sources of funds.\nIt was thought by Mr. Oberholtzer that a preliminary conference might be called\nin Chicago immediately preceding the 1933 N. E. A. meeting there, with each state\nsending its leaders in education and the expense, which would be light, might be\nborne by the N. E. A. as suggested in the comments of the chairman. He feared the\nundertaking would lose zest if delayed. Mr. Saunders, member of the Board ot\nTrustees of the N. E. A. and thoroly familiar with the finances of that organization,\nsaid the budget for 1933 would not allow of such additional expenditures. Mr.\nGosling was heartily in favor of the proposal as originally set up if a workable and\nfeasible plan could be developed.\nIn the opinion of Mr. Norton, it would be unfortunate to fall down by undue haste\nto do something.\nIt was also suggested by a representative from the University of Chicago, that if\nsuch an Institution were held in Chicago, August would be preferable to the last of\nJune, which would just precede the N. E. A. meeting.\nA motion made by Mr. Oberholtzer and seconded by Mr. Smith, that the Committee\non an Institute of Education be empowered to act according to its best judgment on\nthe possibility, feasibility, and probability of holding a preliminary conference on\nthe relation of education to social and economic changes, was carried and a meeting\nof the committee called for noon Saturday.\nIn the absence of F. J. Kelly, Chairman of the Resolutions Committee, the pre¬\nliminary report for that Committee was read for the consideration of the Council,\nby H. L. Smith, a member of the committee.\nIn the discussion of the report, Mr. Shotwell proposed an addition to the resolu¬\ntions, of one dealing with the teaching of international relationships as part of\nthe educational program of all countries, especially secondary schools and higher\n\n"}
{"page": 261, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n257\n\nEducation\n\ninstitutions of learning, and that all government officials in positions that may in¬\nvolve international relationships, be required to take examinations in subjects\ninvolving international relationship content.\nThe president of the Council called attention to the formal Declaration offered by\nthe American and British delegations to the Disarmament Conference, on the subject\nof moral disarmament, which presents a problem and opens an opportunity to the\neducational authorities of the countries concerned. This proposal, along with all\nother recommendations of the Disarmament Conference, had been referred back\nto the various governments for study and report to the conference when it reconvenes.\nMiss Chari Williams thought some attention might be given by the Committee\nto a resolution dealing with the reorganization of federal agencies in education.\nThis suggestion was also referred to the Committee on Resolutions for consideration\nin making the final draft. Miss Williams was asked by the president of the Council\nto meet with the committee.\nIn connection with these suggestions, which seemed to point directly to certain\ncritical problems to be solved in education, the president of the Council expressed as\nhis opinion, the necessity of making an effort to hold an Institute of Education this\nyear. The possibility of securing financial aid from some foundation or individual\nwas brought out and again the feasibility of holding the institution immediately\npreceding the 1933 meeting of the N. E. A. in Chicago was considered.\nThe secretary called attention to letters from absent members explaining the\nsituations making it impossible for them to attend the Minneapolis meeting, and said if\nthe Council did not object, she would adjust the records of their attendance on the\nbasis of the letters. There was no objection to this suggestion.\nThe secretary read a letter from Mrs. Susan M. Dorsey, for many years an active\nand leading member of the Council, in which she tendered her resignation as a mem¬\nber of the Council as she found it impossible to attend and actively participate in\nfuture meetings of the Council. The resignation was accepted with regret by the\nCouncil.\nBy this action, Mrs.\nCouncil of Education.\nSecond\n\nDorsey\n\nbecomes\n\na life honorary\n\nSession, Friday Afternoon,\n\nmember\n\nFebruary\n\nof the National\n\n24, 1933\n\nThe meeting was called to order by the president at 2 p.m. in the Flame\nthe Hotel Radisson.\nAt this meeting, Dr. Judd\n\npresented\n\ncertain theses previously\n\nprepared\n\non “An Evaluation of the Curriculum Revision Movement in American\nand distributed in advance of the meeting to members of the Council.\n\nRoom\n\nof\n\nby him\n\nEducation,”\n\nDr. Judd briefly set forth his claims for the four theses and his interpretation of\ncertain portions of the same, making further classifications from time to time as\nquestions were raised in connection with program speakers who followed in the\ndiscussion, and in the general discussion. Among other things, he stated that he\ndid not agree with those opposing formal discipline, as he interprets it in education.\nIn answer to the inquiry as to whether he could find a better way for determining\ncurriculum content than thru the use of objectives, he stated that he was not\ninterested in objectives but in trends. In his opinion, we must get children to think\nof civilization as moving in certain directions and this has demanded certain types\nof education. He gave illustrations of good elementary classroom instruction he\nhad observed in writing and arithmetic, and declared his protest against the name\n“tool subjects” common among educators. In his opinion, arithmetic is a social study.\nDr. Judd further expressed the view that economics can be taught in the lower\ngrades as an accumulation of racial experiences.\nThe following scheduled to participate in the discussion of the theses, were present:\nH. B. Bruner, Professor of Education, Teachers College, Columbia University, New\nYork, N. Y., Frank L. Clapp, University of Wisconsin, Madison, Wis., Arthur\n\n"}
{"page": 262, "printed_page": null, "text": "258\n\nNational\n\nEducation\n\nAssociation\n\nDondineau, Supervising Director of Instruction, Public Schools, Detroit, Mich. Their\ncontributions in full, or resumes of the same, appear in this volume.\nA general discussion then followed, in which it was brought out that many causes\nhad operated to retard curriculum revision, among which might be included : 1. Weak¬\nness in programs of teacher-training institutions. 2. Lack of devices for evaluating\nstudies as a basis for evaluating courses of study. 3. The fact that the materials\nof the social sciences and the like differ from, and are less formal than those of\nother subjects. 4. The scarcity of desirable textbooks in newer subjects.\nIt was suggested that textbook writers are responsible for the present situation\nin regard to the school curriculum. The conservatism of publishers and textbook\nwriters was dwelt upon and it was suggested that one way out might be the publica¬\ntion of leaflets dealing with controversial questions not found, or easily included in\ntextbooks.\nDr. Edmonson stated that he and Dr. Judd were members of a committee to meet\nwith executive officers of publishing houses at their annual meeting to study textbook\nproblems. In his opinion, school administrators and teacher-training\nalso be indited for carelessness in the selection of textbooks.\n\ninstitutions may\n\nThose participating in this general discussion, following the presentation and\nscheduled discussion of the theses, were: Thomas W. Gosling, Superintendent of\nSchools, Akron, Ohio., Frank M. Underwood, District Superintendent of Schools, St.\nLouis, Mo., E. E. Oberholtzer, Superintendent of Schools, Houston, Tex., Lotus D.\nCoffman, President, University of Minnesota, Minneapolis, Minn., J. B. Edmonson,\nSchool of Education, University of Michigan, Ann Arbor, Mich., Joseph H. Saunders,\nSuperintendent of City Schools, Newport News, Va., Charles H. Judd, University\nof Chicago, Chicago, Ill., Frank L. Clapp, University of Wisconsin, Madison, Wis.,\nArthur Dondineau, Supervising Director of Instruction, Public Schools, Detroit, Mich.\nOn motion of E. E. Oberholtzer, the National Council of Education voted to create\na special committee to participate in a proposed conference with the editors and\nexecutive officers of firms of publishers of instructional materials, and to bring\nback to the Council a report on the findings of such a conference, the principal aim\nof the conference to be the cultivation of a better understanding of the opinion of\nthe profession relative to the quality and kinds of instructional materials that are\nneeded in the schools.\nThird\n\nSession, Saturday\n\nMorning,\n\nFebruary\n\n25, 1933\n\nThe meeting was called to order by the President at 9:30 a.m. in the Flame\nof the Hotel Radisson.\n\nRoom\n\nThe president named as follows, the special committee for which provision was\nmade at the preceding session of the Council, to confer with editors and executive\nofficers of publishers of instructional materials: J. B. Edmonson, Chairman , School\nof Education, University of Michigan, Ann Arbor, Mich., Charles H. Judd, Uni¬\nversity of Chicago, Chicago, Ill., S. D. Shankland, 1201 16th Street N. W., Washing¬\nton, D. C., E. E. Oberholtzer, Superintendent of Schools, Houston, Tex., Frank M.\nUnderwood, Assistant Superintendent of Schools, St. Louis, Mo., William John\nCooper, U. S. Commissioner of Education, U. S. Office of Education, Department of\nthe Interior, Washington, D. C., Thomas W. Gosling, Superintendent of Schools,\nAkron, Ohio, R. O. Stoops, Superintendent of City Schools, Jacksonville, Ill., Joseph\nH. Saunders, Superintendent of Schools, Newport News, Va., Albert S. Cook, State\nSuperintendent of Public Instruction, Baltimore, Md., Ernest Horn, State University\nof Iowa, Iowa City, Iowa, Paul C. Stetson, Superintendent of Schools, Indianapolis,\nInd., J. M. Gwinn, Superintendent of Schools, San Francisco, Calif., H. B. Bruner,\nProfessor of Education, Teachers College, Columbia University, New York, N. Y.\n\nDr. Newlon presented certain theses prepared by him on “The Function of Pro¬\nfessional Organizations in the Field of Education,” and distributed explanatory com¬\nments to members of the Council for consideration in advance of the meeting.\nDr. Newlon read, with certain brief interpolations, his comments on these theses.\n\n"}
{"page": 263, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n259\n\nEducation\n\nThe following persons formally scheduled to follow Dr. Newlon in the discussion of\nthe theses, were present and participated: Mrs. Florence Curtis Hanson, Secretary,\nAmerican Federation of Teachers, Chicago, Ill., S. A. Courtis, Former Secretary,\nNational Society of College Teachers of Education, University of Michigan, Ann\nArbor, Mich., J. Herbert Kelley, Secretary, Pennsylvania State Education Associa¬\ntion, Harrisburg, Pa., Charles F. Pye, Secretary, Iowa State Teachers Association,\nDes Moines, Iowa, S. D. Shankland, Executive Secretary, Department of Superin¬\ntendence, N. E. A., Washington, D. C., and J. W. Crabtree, Secretary, National\nEducation Association, Washington, D. C.\nThese contributions in full, or briefs of the same, appear in this volume, with two\nexceptions (Charles F. Pye and S. D. Shankland).\nMr. Pye declaring that something must be done, and that first of all we must set\nour own house in order. He felt that there was immediate and pressing need for us\nto determine in some way, how to go about it to solve the problems that had been\nraised by the theses. In his -opinion, Dr. Newlon is many years ahead of the time\nin the theses he has set up. Mr. Pye then asked permission to give the remainder of\nhis time to Dr. Kelly. This was granted. Dr. Kelly briefly referred to the great\nneed for social planning calling attention to the LaFollette Plan which the U. S.\nCongress had been asked to consider. He cited two important points in connection\nwith this plan:\n1. It asks for a council to be appointed by the President of the United States and\napproved by Congress to make reports from time to time to citizens of the United\nStates and reports to councils in the United States for the dissemination of its\nfindings and recommendations.\n2. It would deal with educational\npeople identified with it.\n\nmatters, with no thought of having\n\neducational\n\nIn Dr. Kelly’s opinion, education has a hand in this — it is really educational and\nnot political. There will be created in this country, social and economic councils\nand educators should have a share in the formulation of these policies and plans.\nS. D. Shankland stated that teachers are also citizens of the United States. In\nformer years this was not so true or so apparent as at the present time. He said\nthat after reading the theses, he had read thru the programs of the N. E. A. for\nseveral years and found a distinct change in trends. The earlier programs dealt\nmore largely with technics, procedures, and the like in education, but not large social\nmatters, as is the tendency today. It is not education alone, as usually interpreted,\non which to center attention, but also cooperative leadership.\nMr. Shankland pointed out that Dr. F. J. Kelly is chairman of the N. E. A. com¬\nmission to study social and economic trends and is also a member of the committee\nfor the preparation of the 1935 Yearbook of the Department of Superintendence\non Social and Economic Problems. By this arrangement, Dr. Kelly forms a liaison\nbetween the two organizations in the study of social and economic\nnecessary duplication is avoided.\n\ntrends, and un¬\n\nMr. Shankland feels that we do not want too many groups interfering and over¬\nlapping. A joint steering committee for the N. E. A. and the Department of Super¬\nintendence might show what careful organization can accomplish by way of eliminat¬\ning overlapping and interfering.\nIn the general discussion of the theses that followed, Dr. Newlon earnestly ex¬\npressed himself in favor of a type of education that reaches every child and is\nopposed to a caste system of any kind, which to his thinking is not only not American,\nbut neither Christian nor social.\nMr. Saunders called attention to the activities of Chambers of Commerce, that\npresume to speak authoritatively on all subjects, and declared that we are asleep\nat the switch, and should organize our educational forces in some way to be a more\neffective instrument at this time.\nMrs. Hanson emphasized the stand taken by the American Federation of Labor\nfor higher salaries for teachers and other liberalizing principles as opposed to\nthat taken by Chambers of Commerce.\n\n"}
{"page": 264, "printed_page": null, "text": "260\n\nNational\n\nEducation\n\nAssociation\n\nGrowing out of this discussion, much of which centered on Thesis XI, the Council\nvoted unanimously to submit Thesis XI to the N. E. A. Delegate Assembly for\nconsideration with a view to its endorsement by that body.\nDr. Kelly, chairman of the Committee on Resolutions, presented the final report\nof that committee.\nPrior to the discussion of this report, the president of the Council ruled that these\nresolutions as finally adopted by the Council would be referred to both the Depart¬\nment of Superintendence and the Representative Assembly of the N. E. A. A number\nof questions were raised as to the import of these resolutions, especially Resolutions\n10, 11, and 12, which were answered by the chairman of the committee, and some\nobjection raised to Resolution 14 in its present wording. On motion, Resolution 10\nwas adopted.\nMotions were carried to omit Resolutions 11 and 12, but later such action was\nrescinded thru a motion to leave to the chairman of the committee and the president\nof the Council the revision of 12 to accord with the suggestions from the floor, and\nto modify 10 to include the import of Dr. Newlon’s Thesis XI, Resolution 14 and 15\nwere also adopted, with the understanding that the chairman of the committee and\nthe president of the Council would clear up any wording in both of them necessary\nfor a correct interpretation.\nOn this basis, the 15 resolutions were adopted and a committee consisting of the\nchairman of the Resolutions Committee and the president of the Council was\nempowered by the Council to make such modifications in any of the resolutions\nas seemed necessary for clarification of meaning. The final report as agreed upon\nby the chairman of the Resolutions Committee and the president of the National\nCouncil of Education, follows:\n1. In a democracy equal educational opportunity must be available to all not only\nas the inherent right of every individual, but as the essential safeguard of\ndemocracy.\n\n2. The organized school and college is the principal agency\nto assure every individual this right.\n\nestablished by society\n\n3. This right is being so seriously infringed today that American educators should\nbe aroused to an unaccustomed militancy on behalf of schools. This militancy should\nexpress itself in vigorous insistence that this generation of children shall not be\ndeprived of its only chance.\n4. As the complexity of modern life has increased, the unequal distribution of\nwealth has been accentuated, leaving some communities much less able than others\nto provide an adequate educational program. Therefore we recommend a revision\nof our taxation system, a widening of the tax unit, a substantial increase in the\nproportion of educational expenditures borne by the state and by the federal govern¬\nments with such adjustments as will protect and encourage local initiative.\n5. We affirm the belief that just and equitable taxes based on ability to pay form\nthe most economical means of financing public works of which education is one of\nthe most important.\n\n6. The present crisis in education calls for emphasis upon the unusual phase of\nthe responsibility of education. The present infringement of the rights of children\nis due mostly to the breakdown of our adult social order. This situation bears im¬\npressive testimony to the fact that education must at all times concern itself with\nthe social and economic problems underlying social stability and progress if it is\nnot to see its work with children largely nullified. We recommend, therefore, that\ngreater emphasis be placed on the social studies in the curriculums of colleges, teacher¬\ntraining institutions, and of secondary and elementary schools. Above all, however,\nsince the correction of our social maladjustments calls for active participation by\nall thoughtful persons this present social breakdown makes clear the need of a much\nenlarged and better organized program of adult education, including especially a\nprogram for teachers now in service.\n\n"}
{"page": 265, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n261\n\nEducation\n\n7. The social-economic revolution thru which the world, particularly America, is\npassing is the inevitable accompaniment of the scientific development of recent\ndecades. To build a social order competent to make with minimum social friction and\nindividual hardship the difficult adjustments of such a revolution, is the fundamental\ntask of American education.\n8. That\n\nthese necessary\n\nadjustments\n\nhave\n\nbeen and are still being made\n\nat the\n\nprice of such vast hardships to the people reflects unfavorably upon the achieve¬\nments of education including schools and other agencies in recent decades and calls\nfor a searching examination of the fundamental objectives as well as of the materials\nand methods used in American education.\n9. It is the foremost\n\nobligation of education\n\nto seek out the underlying\n\ncauses of\n\nthe present grievous maladjustments; to forecast, with all the wisdom at its com¬\nmand, the social-economic developments of the near future; and heroically to\nredirect education so as to reduce to a minimum the personal hardships, and the\nsocial stresses and strains which tend to accompany rapid social changes, and at\nthe same time to assure to the largest number of people the abundant life which\ncurrent scientific development should make possible.\n10. To\n\ncarry out this obligation calls for a national council on social-economic\n\nplanning as forecast by the President’s Research Committee on Social Trends, and\nas urged so cogently by the educators who memorialized the President-elect of the\nUnited States urging him to establish such a council.\n11. When established, such a national council should be fully representative of\nour total social life, including agriculture, labor, industrial management, medicine,\nengineering, law, education, and welfare. It should be constituted in such a way\nas to give assurance that everything that is done may be directed with an intelligent\nunderstanding of the larger social issues involved. Inasmuch as such a national\ncouncil will serve inevitably as a powerful educative agency in the formation of\npublic opinion, it should have all the safeguards which other educative agencies\nhave. Such a council we respectfully petition the President of the United States,\nin cooperation with the Congress, to bring into existence at the earliest possible time.\n12. The profession should strengthen its facilities to uphold individual educators\nwho may suffer unjust persecution following their active participation in the solution\nof social and economic problems.\n13. Among the probable and desirable steps likely to be taken in the reorganization\nof the federal government, departments and agencies having to do with education\nshould undoubtedly be coordinated and unified. To this end, we respectfully call\nto the attention of the President of the United States the report of the National Ad¬\nvisory Committee on Education with its significant data and recommendations.\n14. We commend the interest of the Congress in the tragic fate of the youth of\nthis country now thrown among the multitude of the unemployed. When and if some\nmeasure is passed to bring these youth under the protection and care of the govern¬\nment, we urge the absolute necessity that the program of activities arranged for\nthem outside of their housing, feeding, and discipline, should be intrusted to some\neducational agency, and not to the War Department.\n15. We affirm that social-economic problems today are worldwide problems and\nmust be solved on a worldwide basis. We, therefore, commend the efforts and pro¬\ngram of the American and British delegations to the Disarmament Conference, em¬\nbodied in their formal declaration on the subject of Moral Disarmament. These\ndelegations proposed, among other things, that the several nations agree to recom¬\nmend to their competent educational authorities the study of the principles and\napplication of pacific settlement of international disputes and of the renunciation of\nwar as an instrument of national policy, and to prescribe those subjects to all\nexaminations for government positions which may involve relations with other\ncountries, not only in the consular and diplomatic service, but in all branches of the\nnational government.\n\n"}
{"page": 266, "printed_page": null, "text": "262\n\nNational\n\nEducation\n\nChicago,\n\nAssociation\n\nIllinois\n\nFirst Session, Friday Afternoon,\n\nJune 30, 1933\n\nThe meeting was called to order in the South Ballroom of the Stevens Hotel at\n2 p.m., by the president of the Council.\nThe preliminary report of the Committee on Resolutions was presented by the\nchairman, Fred J. Kelly. He gave a brief resume of the comments from Council\nmembers on the resolutions adopted at the winter (1933) meeting of the Council,\nto all of whom copies had been sent by the secretary of the Council for their further\nreaction to the resolutions as a basis for a philosophy of education. These replies\nwere almost unanimously\ntions of the same.\n\nfavorable\n\ncomments\n\non the resolutions, and commenda¬\n\nThe chairman emphasized certain points in the earlier resolutions and read a few\nadditional ones the committee had agreed upon as supplementary to them. These\nsupplementary resolutions will appear in the portion of this record that gives an\naccount of the Council meeting Saturday afternoon, July 1. The chairman stated\nthat after all, the teacher was the real key to the solution of our educational problems\nand commented strongly on the great need of all teachers for increased knowledge\nof the social sciences. He advised that the resolutions had been submitted to the\nRepresentative Assembly of the N. E. A. for action.\nIn the discussion that followed, Superintendent Thomas\n\nW.\n\nGosling, Akron, Ohio,\n\nquestioned the wisdom of the participation of teachers in controversial social prob¬\nlems as yet not clearly understood by leaders themselves, but it was explained that\na careful selection of content must be made, and in the opinion of the chairman,\nall teachers in preemployment training, before entering upon the technical courses\nfor special professional training for teaching, should have pursued a two-year\ncourse following high school, in which social sciences would be much emphasized.\nIn answer to the inquiry as to how this social science content could best reach\nteachers in service, the chairman suggested that certain pages of educational journals\ncould well be devoted to the consideration of social changes, social problems, and\nsocial schemes. Certain phases of these social situations and problems should reach\nteachers as well as school administrators, and the profession itself should assume\nthis responsibility. As dealt with in the daily papers and current magazines, all\nsides of these problems are not presented. The chairman felt that the Research\nDivision of the N. E. A. could well furnish materials for the N. E. A. and other\nprofessional journals.\nIn response to the inquiry of the president of the Council as to whether in the\nopinion of the chairman of the Resolutions Committee a specialist in research in\nthe field of social science should be added to the present N. E. A. staff, the chair¬\nman said that there should be first of all, a selected group of wise sociologists and\neconomists, political scientists and historians, to guide the policies of the N. E. A.\nand unify all services including the N. E. A. Journal in the interest of the social\nscience field. To these suggestions, Joy E. Morgan, editor of the N. E. A. Journal,\nresponded that such had been the policy of the N. E. A. and that specialists had been\nbrought in from time to time, or regularly employed on the staff for this purpose.\nIn the opinion of Florence Hale, former president of the N. E. A. and close to the\nheadquarters organization, no additional staff was needed in the Research Division.\nThe present staff could make the necessary and recommended cooperations and\ncontacts.\nIn the opinion of Superintendent Joseph H. Saunders, Newport News, Virginia,\nsince fields other than social science had not been brought into the picture, there\nmight be some misunderstanding. He raised the question as to why not have the\ncontent of the educational journals confined to professional articles, with occasional\narticles of another type? He felt it best not to push this recommendation at the present\ntime, to the Representative Assembly. The chairman responded that whether or\nnot teachers and educational journals should stay away from these crucial problems,\n\n"}
{"page": 267, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n263\n\nEducation\n\neducators as a whole cannot keep away from them. They must get into them some\nway, and instead of leaving themselves in the hands of those people who do these\nthings, education should have its share in the interpretation of these controversial\nissues. Educators must assume responsibility for social failures as well as successes.\nMr. Gosling stated that we could not secure a concensus. He pointed out the neces¬\nsity, and at the same time the difficulty or impossibility, of bringing to the attention\nof teachers all available materials in these lines. Various opinions could not be\nforced upon them — regimented, so to speak — they must be left to form their own\nopinions on the basis of available materials. It cannot be a. process of indoctrination.\nJ. O. Malott of the U. S. Office of Education, Washington, D. C., felt that to\npopularize such information would not necessarily indoctrinate teachers. Emphasis\nshould be put on facts rather than on interpretations, and such materials made\naccessible in readable, understandable terms.\nFor further work on the resolutions following this discussion of the preliminary\nreport, and in the absence of some members of the Resolutions Committee, Dr.\nBagley, president of the Council, appointed Thomas W. Gosling, A. W. Castle,\nand Rose Pesta as substitute members to work with the Resolutions Committee in\nmaking the final draft for presentation the following day.\nJoy E. Morgan, editor of the N. E. A. Journal, then addressed\n\nthe Council\n\non\n\n“Democracy and Education, A Discussion of the Work of the Joint Commission on\nthe Emergency in Education.” This address appears in full in this volume.\nMr. Morgan commented on the types of work undertaken by the commission and\nthe avenues thru which information had been publicized such as leaflets developed\nin cooperation with the schools. He read excerpts from his paper with clarifying\ncomments.\nThomas E. Benner, dean of the College of Education, University of Illinois,\nUrbana, Illinois, led in the discussion of this address. His paper also appears in\nthis volume.\nDr. Benner felt that in supplementing the education of those who have completed\nundergraduate work, there should be more emphasis on breadth. He believes the\ntraining of graduate students today, is very narrow — there are many Ph.D. degrees\ngranted when not a single course in philosophy has been pursued by the candidate.\nThe president of the Council stated that the Council would be glad to consider a\nresolution on this point. He added that of all civilized countries in this depression,\nthe United States alone is closing schools and cutting salaries of its teachers.\nSecond\n\nSession, Saturday Morning,\n\nJuly 1, 1933\n\nThe meeting was called to order in the South Ballroom of the Stevens Hotel at\n9:30 a.m., by the president of the Council.\nDr. James F. Hosic, Teachers College, Columbia University, New York, N. Y.,\npresented the plan for the proposed yearbook on materials of instruction, to be com¬\npiled by the Department of Supervisors and Directors of Instruction.\nThis yearbook will deal with junior and senior high school curriculum materials.\nDr. Hosic commented on certain points in connection with this proposed outline,\npointing out the need for (1) a variety of texts inasmuch as the same textbook makes\nthe curriculum static; (2) the social science; (3) improved classroom instruction;\n(4) proper teaching materials vs. equipment; (5) supervisors’ recognition of their\nresponsibility for supplying proper teaching materials; (6) aims and objectives\nwhen reached cooperatively being made mandatory; (7) best selection of materials\nto active aims and objectives optional with teacher; (8) acceptance of the neighbor¬\nhood situations as the real test of teaching and the real determinant of teaching\nmaterials.\nDr. Hosic sought cooperation of the Council\nand sources for teaching materials.\nDr. Kelly called attention to the new\nAmerican Council on Education.\n\nin further development\n\nmaterials\n\nof outline\n\nfor instruction developed\n\nby the\n\n"}
{"page": 268, "printed_page": null, "text": "264\n\nEdward\n\nNational\n\nEducation\n\nC. Carter, Secretary of the American\n\nAssociation\n\nCouncil of the Institute of Pacific\n\nRelations, New York City, addressed the Council on “The Far East in American\nPublic Education.” Copies of his address had been distributed to members of the\nCouncil prior to the meeting so that they would have a better basis for discussion\nwhen the topic was presented by Mr. Carter at the meeting.\nMr. Carter said that in relation to familiarizing pupils and people in general\nwith that third of the human family not in our textbooks, the museums were far\nahead of the schools. A knowledge of these peoples enriches life and broadens the\nmind. He referred to the Lincoln School, Columbia University, as the one center of\ninstruction where the Western youth meets Eastern culture.\nChari O. Williams, Field Secretary of the National Education Association, Wash¬\nington, D. C., called attention to the relation of the culture of India to Great Britain\nand the problems of its proper functioning, to which Mr. Carter pointed out that\nthe relations there were very different, being those of master and servant, rather\nthan coordinate natures.\nEdith P. Parker, University of Chicago, led in the discussion of the address of\nMr. Carter. Miss Parker feels that real geography points out how people are taking\nhold of their environment and using it. She emphasized the importance of that\nfunction of geography in relation to world affairs. In her opinion, there is no place\nin the primary grades for a science of geography on which there should be increased\nemphasis in the junior and senior high school.\nErnest Horn of the University of Iowa at Iowa City, Iowa, expressed the belief\nthat educators need to have clearly and concretely in mind just what they expect\nto have in the minds of pupils after a study of the Far East. Concrete inquiry,\njourneys, friezes, and the like, often give pupils an idea of “what is not.”\nDr. Hosic illustrated the narrow conception of a certain Congressman,\n\nwho\n\nsaid,\n\n“I wish I could build a high fence around the United States so no one could come in\nand no one go out.”\nAnna Laura Force, Principal of the Lake Junior High School, Denver, Colorado,\ngave illustrations of letters interchanged between her pupils and children in India,\nas a means of assisting in interpretation of life in other lands.\nIt was the concensus that no attempt be made to develop a course of study in rela¬\ntion to the Far East without adequate background.\nDr. Kelly emphasized the fact that in all this work in social science, any attempt\nto regiment teachers into certain lines of thought would be utterly at variance to\nthe thought of those working in those fields.\nWilliam A. Evans, Principal of the Rothenberg Junior High School, Cincinnati,\nOhio, and chairman of the Committee on an Institute of Education, gave a brief\nresume of the development of the work in that direction.\nThe president of the Council explained that an underwriting of the enterprise\nshould be done soon, and authority granted Mr. Evans and himself to make the\nnecessary approach to interest organizations with funds, in support of such a venture.\nOn motion of Dr. Hosic, seconded by Dr. Kelly, blanket authority was accorded the\nCommittee on an Institute of Education, to proceed with the undertaking as seemed\nbest to the chairman and committee members.\nThird\n\nSession, Saturday Afternoon,\n\nJuly 1, 1933\n\nThe meeting was called to order in the West Ballroom of the Stevens Hotel, at\n2:10 p.m., by the President of the Council. Joseph H. Saunders, Superintendent of\nSchools, Newport News, Virginia, acted as secretary pro tem.\nJohn S. Brubacher, Graduate School of Education, Yale University, ‘New Haven,\nConnecticut, presented a paper entitled “The Annual Review of Educational Happen¬\nings.” This paper was discussed by John Guy Fowlkes, University of Wisconsin,\nMadison, Wisconsin. Mr. Fowlkes defended the general property tax, urged that all\ntaxes should be turned into the general treasury and apportioned according to\nservice, advocated the employment of married teachers, and also the selective process\n\n"}
{"page": 269, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n265\n\nEducation\n\nin teacher-training institutions. Others who participated in this discussion were\nE. E. Oberholtzer, Superintendent of Schools, Houston, Texas; J. A. Lynch, Rice\nInstitute, Texas; Chari O. Williams, Field Secretary, N. E. A., Washington, D. C. ;\nand Frank G. Pickell, Superintendent of Schools, Montclair, New Jersey.\nThe report of the Committee on Membership to supply vacancies in office and\nmembership of the Council, was read by the Secretary pro tem, and unanimously\napproved by the Council. The following were declared duly elected:\nexpiring in 1936:\n\nVicepresident — Lida Lee Tall, Principal, State Normal\nMaryland. To succeed Mrs. Susan M. Dorsey.\n\nSchool, Towson,\n\n:\n\nrs\n\nce\n\nfi\n\nOf\n\n1. Elected with term\n\nMembers, Committee on Membership — Rose Pesta, Windermere\nChicago, Illinois. To succeed Carroll G. Pearse.\nH. L. Smith, Dean, School of Education, Indiana\nton, Indiana. To succeed Robert H. Wright.\n2. Reelected with term expiring in 1936 :\nMember, Executive Committee — Anna\nHigh School, Denver, Colorado.\nII. Membership:\n1. Reelected\n\nLaura\n\nHotel,\n\nUniversity, Blooming¬\n\nForce, Principal, Lake Junior\n\nwith term expiring in 1938 :\n\n(No action was taken by the Council in 1932 on these memberships —\nexpiring in that year — because the new Constitution was being formu¬\nlated.)\nKatherine D. Blake, 101 West 85th Street, New York, N. Y.\nFrank P. Graves, Commissioner of Education, Albany, N. Y.\nF. J. Kelly, Office of Education, Department of the Interior, Washington,\nD. C.\nW. Carson Ryan, Educational Director, Indian Service, Department of\nthe Interior, Washington, D. C.\nHenry Suzzallo, The Carnegie Foundation for the Advancement of\nTeaching, 522 Fifth Avenue, New York, N. Y.\nCaroline S. Woodruff, Principal, State Normal School, Castleton, Vermont.\nJ. C. Wright, 5624 Western Avenue, Chevy Chase, Md.\n2. Reelected with term expiring in 1939 :\nW. C. Bagley, Teachers College, Columbia University, New York, N. Y.\nMilton Bennion, University of Utah, Salt Lake City, Utah.\nIsabel L. Eckles, Superintendent of City Schools, Santa Fe, New Mexico.\nJ. B. Edmonson, School of Education, University of Michigan, Ann Arbor,\nMichigan.\nAnna Laura Force, Principal, Lake Junior High School, Denver, Colorado.\nFrank G. Pickell, Superintendent of Schools, Montclair, New Jersey.\nE. Ruth Pyrtle, Principal, Bancroft School, Lincoln, Nebr.\nMrs. Margaret Smith, 1522 Lafayette Street, Denver, Colo.\nA. L. Threlkeld, Superintendent of Schools, Denver, Colo.\n3. Elected with term expiring in 1939:\nDean T. E. Bener, University of Illinois, Urbana, Ill.\nBess Goodykoontz, Assistant Commissioner of Education, U. S. Depart¬\nment of the Interior, Washington, D. C.\nBoyd H. Bode, Professor of Education, Ohio State University, Columbus,\nOhio.\nGuy M. Whipple, Secretary, National Society for the Study of Education,\nDanvers, Mass.\nMargaret Kiely, Principal, City Normal, Bridgeport, Conn.\nDean William S. Gray, University of Chicago, Chicago, Ill.\nE. D. Roberts, Superintendent of Schools, Cincinnati, Ohio.\n\n"}
{"page": 270, "printed_page": null, "text": "266\n\nNational\n\nEducation\n\nAssociation\n\nL. A. Peckstein, University of Cincinnati, Cincinnati, Ohio.\nL. A. Alderman, U. S. Office of Education, Washington, D. C.\nWilliam Burdick, State Department of Education, Baltimore, Md.\nMarion S. Clark, 205 Mt. Auburn Street, Cambridge, Mass.\n\nJ. Stevens Kadesch, Head Master, Medford High School, Medford, Mass.\nDavid A. Ward, Superintendent of Schools, Chester, Pa.\nR. C. Deming, State Board of Education, Hartford, Conn.\nJ. Cayce Morrison, Assistant Commissioner for Elementary Education,\nAlbany, N. Y.\nWinifred J. Robinson, University of Delaware, Newark, Delaware.\nWill Crawford, Territorial Superintendent of Schools, Honolulu, Hawaii.\nF. J. Kelly, chairman of the Committee on Resolutions, submitted the report for\nthat committee which was unanimously adopted. The resolutions adopted at the\nMinneapolis meeting, February 25, 1933, were readopted by the Committee at the\nChicago meeting on July 1, 1933, with the following additional resolutions:\n“1. In a modern democracy, organized education — meaning primarily schools, col¬\nleges, universities and other adult education agencies — holds the key to social\nadvance. Therefore, organized education, along with other social institutions\nmust accept its fair share of criticism for the social and economic ills which\nafflict American society. The deep-seated nature of these ills imposes new and\ngreatly increased responsibilities upon education.\n2. To meet these responsibilities, teachers must be acquainted with the basic\nprinciples of the social sciences, conversant with the issues involved in current\nsocial life, and willing to participate in solving the pressing problems now\nbefore the American people.\n3. The education of every prospective teacher should include such social science\nas will assure an understanding of the principles underlying social living.\nTo accomplish this end, teacher-training institutions are urged to make suit¬\nable changes in their curriculums, and certificating agencies are urged to\ninclude among the requirements for all certificates adequate study of the\nsocial sciences.\n\n4. Members of college and university faculties in which prospective teachers are\neducated, should themselves be broadly educated and should possess a keen\nappreciation of the social significance of scholarship. To this end, graduate\nschools are urged to modify the curriculums designed to prepare for college\nteaching so as to emphasize broad social education and to assure an effective\nintegration of the entire program for the education of teachers.\n5. State departments of education, county and city superintendents, and others in\nlike positions of authority and leadership, should encourage and ultimately\nrequire teachers in service to have a broad understanding of social and\neconomic issues.\n6. As one means of facilitating the in-service training of teachers, in the social\nsciences, the National Education Association is invited to devise some plan\nwhereby authoritative materials necessary to keep teachers conversant with\ncurrent social-economic developments may be made most readily available to\nall the members of the profession.\nSigned\nCommittee on Resolutions\nA. W. Castle\nThomas W. Gosling\nFred J. Kelly, Chairman.\nRose Pesta\nHenry\nNote:\n\nThese\n\nresolutions\n\nwere\n\nsubmitted\n\nJuly 7, by the Secretary pro tern, and were\ntive Assembly.\n\nLester Smith\n\nLida Lee Tall”\n\nto the Representative\n\nunanimously\n\nAssembly\n\non Friday,\n\nadopted by the Representa¬\n\n"}
{"page": 271, "printed_page": null, "text": "Departments of the Association\n\n"}
{"page": 272, "printed_page": null, "text": "The growth of departments in the Association\n\nbegan in 1870 when the American Normal\nSchool Association became the Department of\nNormal Schools (now Department of Teachers Col¬\nleges), and the National Association of School Su¬\nperintendents became the Department of Superin¬\ntendence.\nAnother great forward step was taken in 1921\n• when departments were given larger independence\nand responsibility. This led to the establishment of\nfees by the stronger departments and to the selection\nof an executive secretary by the Department of Su¬\nperintendence.\nThere are now twenty-three departments. Infor¬\nmation regarding their organization may be found\nin the historical note at the beginning of the section\ndevoted to the department in question. The list of de¬\npartments with years of organization is as follows :\n1. Administrative Women in Education .\n2. Adult Education .\n3. Art Education .\n4. Business Education .\n5. Classroom Teachers .\n6. Deans of Women .\n7. Educational Research .\n8. Elementary School Principals .\n\n1932\n1921\n1933\n1892\n1914\n1918\n1930\n1921\n\n9. Kindergarten-Primary Education .\n10. Lip Reading .\n11. Rural Education .\n\n1884\n1926\n1907\n\n12. School Health and Physical Education .\n13. Science Instruction .\n\n1894\n1894\n\n14. Secondary Education .\n15. Secondary School Principals .\n16. Social Studies .\n\n1886\n1928\n1925\n\n17. Special Education .\n18. Superintendence .\n19. Supervisors and Directors of Instruction .\n20. Supervisors and Teachers of Home Economics .\n21. Teachers Colleges .\n22. Visual Instruction .\n23. Vocational Education .\n\n1930\n1870\n1928\n1930\n1925\n1923\n1875\n\n[ 268 ]\n\n"}
{"page": 273, "printed_page": null, "text": "Department\n\nof Administrative Women\n\nin Education\n\n"}
{"page": 274, "printed_page": null, "text": "The national council op administrative women in\neducation\n\nwas\n\norganized\n\nin Oakland,\n\nCalif., in 1915\n\nby a group of women in attendance at the annual\nmeeting of the National Education Association. One of\nits purposes set forth in its constitution at that time was\nto strengthen the friendly and professional relations of\nadministrative women in educational work and to main¬\ntain high, professional standards among them. It has\nbranches in eighteen states.\nSince its organization the Council has held two meet¬\nings a year, one during the convention of the Department\nof Superintendence in February, and another during the\nannual, meeting of the Association in the summer. At the\nAtlantic City meeting application was made to the Board\nof Directors for the admission of the Council as a Depart¬\nment and favorable action on the application was taken\nby the Representative Assembly on Friday morning,\nJuly 1,1932.\nThe officers of the Department for the year 1933-34 are :\nPresident , Annie C. Woodward, 100 Highland Avenue,\nSomerville, Mass. ; Vicepresident , Anna Laura Force,\nPrincipal, Lake Junior High School, Denver, Colo.; Sec¬\nretary r, Mrs. Margaret Mendenhall Smith, 1522 Lafayette\nStreet, Denver, Colo. ; Treasurer , Elizabeth Wells Robert¬\nson, Supervisor of Art, Public Schools, Chicago, Ill. ; Audi¬\ntor, Evelyn Butler, Butler University, Indianapolis, Ind. ;\nDirectors: Agnes Samuelson, State Superintendent of\nPublic Instruction, Des Moines, Iowa; Sue Powers, Super¬\nintendent, Shelby County Schools, Memphis, Tenn. ; Mary\nE. O’Connor, Supervisor, Elementary Schools, Natick,\nMass.; Eva G. Pinkston, Executive Secretary, Depart¬\nment of Elementary School Principals, 1201 Sixteenth\nStreet. N. W., Washington, D. C. ; Rose Pesta, 460 South\nState Street, Chicago, Ill.\n\n[ 270 ]\n\n"}
{"page": 275, "printed_page": null, "text": "ARE\nROSE\n\nOUR\n\nA. PESTA,\n\nSCHOOLS\nASSISTANT\n\nTRAINING\n\nSUPERINTENDENT\n\nFOR\n\nCITIZENSHIP?\n\nOF SCHOOLS,\n\nCHICAGO,\n\nILL.\n\nI wonder how many of us really know how well our schools are training\nfor citizenship, for the methods of teaching have improved in this field as\nmuch as if not more than in many others. For most of us, I presume citizen¬\nship training consisted mainly in learning the divisions and functions of\ngovernment, and the names of the then officials with something of their\npowers and duties. Nowadays, the training in citizenship, while including\nthat, takes a much more active and practical form. Naturally, in giving\nexamples, I shall cite mainly from the Chicago schools, not because they do\nthis any better than other schools, but because I am more familiar with them.\nThe pupils help to solve the problems that arise because large groups of\nyoung people are gathered together by serving as monitors and marshals of\nvarious sorts. In this way they get some experience, not only in the duties,\nresponsibilities, and honors of office, but some experience too in its tempta¬\ntions. It is so easy to make just a little variation in the application of a rule\nfor a friend. The results of such variations in inefficiency of service, in\nincreased infractions, are so soon apparent. The school tries to help the\npupils to foresee these temptations, to meet and overcome them, to realize\nwhat they are doing to school service if they do not live up to the responsi¬\nbilities of their trust. In the management of the affairs of their clubs, which\nare so definite a part of the school program today, they get experience in\nworking together, in carrying a project to a successful conclusion. And in\nthis work they get all the effect of the failure of each to do his share upon\nthe total enterprise.\nThen in the self-government organizations in the school, the pupils have\nan opportunity to make rules under which they shall live, and in large measure\nthe opportunity of experience in enforcing them.\nThus, in all these ways that I have indicated, the school is trying to train\na generation of young people into a new understanding of government with\na new attitude toward public service, and with some practical experience in\nthe management and the control of government.\nIn regard to all this experience, there have always been, as I have seen it,\ntwo attitudes. The one that these pupil affairs should be more or less un¬\nhampered by direction. Of course, the difference of opinion is in the more or\nless. But as I see it, the one school of thought is willing to let trickery occur,\nis willing to have school elections carried by some irregularity because that\nis the way things occur in regular life. While they regret it, the idea seems\nto be that since that is the way things happen in the real world, if these\nchildren are to be given experience that will help them in the real world,\ngraft and crooked politics must be permitted to exist in the management of\nschool affairs by pupils when they occur. Otherwise there is no real selfgovernment. The other point of view is that school should not be an actual\n\n[ 271 ]\n\n"}
{"page": 276, "printed_page": null, "text": "272\n\nNational\n\nEducation\n\nAssociation\n\npicture of life, it should be simplified living, and that orderly and as near as\npossible ideal living which would mean a large element of direction, assist¬\nance, indeed interference when things are going wrong.\nLet me give an illustration. An election for mayor is occurring. The can¬\ndidate, Candidate A, on one side, or his campaign manager makes a claim\nfor him that is not true. The opposing candidate, whom we shall call Can¬\ndidate B, knows the claim to be untrue. It is a matter of school record, and,\ntherefore, one which the school officials could easily verify. The school office\ntakes the attitude that they do not wish to interfere in an election, that if\nanything is to be done about it Candidate B is publicly to challenge Can¬\ndidate A. Candidate B and his family consider that that would be entering\ninto dirty politics, and if the school will do nothing about it, they will not.\nNow, here you see is a “nice” problem in ethics, and one which I feel illus¬\ntrates very clearly the point I am trying to make. In actual life Candidate B\nor his followers would have had to challenge the statement made by Candi¬\ndate A’s followers. Should it have been so in school politics? I do not think\nit should. This seems to me a clear case in which the school should step in and\nannounce the falsity of the claim. Otherwise the young people are getting\nthe impression that any claims are all right, provided one can get away with\nthem. Furthermore, while one does wish to give young people freedom to\nchoose, to decide, to judge in order to train their ability to choose wisely and\njudge accurately, one must recognize that there is a difference in making\nindividual judgments that affect only themselves, and in making judgments\nthat affect some activity of the school. One can allow for mistakes in judg¬\nment that affect merely themselves. Only by having the opportunity to make\nthese mistakes, and learning by them can the children grow in real and abid¬\ning character. But when it comes to mistakes that affect the whole school,\nthat is the place for the school to take charge and simplify the situation. In\nthe management of school affairs it seems to me to be the job of school people\nto see that no irregularity, no trickery enters into the matter.\nWhichever of the two theories one holds or operates under, it is undoubt¬\nedly safe to say that the typical school situation is decidedly above the\naverage life situation in standards of ethics and personal conduct.\nI believe that the longer we can get the young people to manage\nunder ideal conditions, the more\n\naffairs\n\nestablished will be the habit and the con¬\n\nsciousness that projects can be undertaken, brought to a satisfactory conclu¬\nsion with efficiency and without graft, that elections can be won by honest\nmethods. It is our hope that they will adhere to that habit and belief after\nthey leave us. And that is the only final solution of our civic problems — that\nwe shall train up one generation after another who know that honest,\nstraight-forward methods do work in the efficient management of community\naffairs. It is said that one factor causing man to become so highly developed\nan animal is the long period of infancy. In civic affairs, it seems to me simi¬\nlarly that if we can give our young people a long period of the management\nof affairs under ideal conditions that we work toward the improvement of\n\n"}
{"page": 277, "printed_page": null, "text": "Department\n\nof\n\nAdministrative\n\nWomen\n\nin\n\nEducation\n\n273\n\nthe management of conditions in the real world, for we get more and more\npeople having a belief built upon experience of the efficacy of honest methods.\nWhether or not there is any parallelism this much is true, that our civic\naffairs will never be rightly run until enough of us believe they can be so\nrun. Quite too many of us take graft and corruption as the natural and\ninevitable concomitant of civic affairs to be hopeful of any great and imme¬\ndiate improvement.\nTo return to our forms of citizenship training in our schools, we try to\nteach the proper attitude toward public property thru the public property\nwith which the pupils first come in contact ; namely, street lamps, the school\nbuilding.\nIn our desire to give our young people practical experience in civic matters,\nwe have cooperated with certain activities outside the school, such as safety\npatrol work and clean-up campaigns. In both these campaigns there are cer¬\ntain questionable elements which I have not time to discuss. Both have with¬\nout doubt given the children a greater insight into the problems of the city.\nChicago has now for some years observed a Youth Week. In the various\nprograms, the civic responsibility of youth is emphasized. Speakers are chosen\nfrom among the prominent men who have civic consciousness. On these\noccasions pupils who have been high in scholarship, who have shown especial\nqualities of leadership and civic responsibility, are recognized as honor stu¬\ndents. A certain few are given scholarships to the universities in and about\nChicago.\nAmong the girls there has now been held for two years an all-city highschool girls conference to which delegates are sent from all the high schools.\nIn these conferences they discuss such matters as: “How does high school\nenable us to vote wisely ?” The whole tendency of the conference is to awaken\nthe civic consciousness of the girls, and help them to understand their respon¬\nsibilities as citizens.\nClasses taken to visit the various governing bodies function to an in¬\ncreasing degree. Even up in a small town in Michigan I found the civics\nclass attending a meeting of the County Court, which occurred in an adjoin¬\ning town. The children of our schools are regularly discussing presentdav\nproblems and their solution. Their interest in these problems was strikingly\nillustrated this year in the activity of the Chicago high-school pupils for pay\nfor their teachers. The pupils even sent a delegation to Washington, seeing\nofficials of the National Education Association, and such others as they could\nreach.\nBut at least in one respect I am not at all certain that we are doing as\nmuch as we can for these children. Are we giving them the consciousness\nthat in the field of social planning we lag way behind our progress in the\nmaterial field — the field of science, invention, and, dare we say, business?\nFor example, it is a matter of history that there have always been inflation\nand depression after a war. Why didn’t the government face this and do some\nplanning? Seemingly, it is our practise to handle problems in our social and\npolitical life only when there is a crisis. Social planning means meeting the\n\n"}
{"page": 278, "printed_page": null, "text": "274\n\nNational\n\nproblems\n\nEducation\n\nAssociation\n\nahead of time, forestalling the crisis. It would\n\nseem to me that this\n\nis an idea we could easily put over at least in Chicago, for our pupils all\nknow of the Chicago plan for making the city beautiful. If there needs to be\na plan formulated and adhered to for years in the matter of streets and\nbuildings, how\n\nmuch\n\nmore\n\nnecessary a plan for living together ?\n\nBut some one may say, “How can we make a plan with regard to living\ntogether, since we change our ideals so frequently?” At one time, we believe\nin prohibition, at another time we do not. But the same is true with regard\nto our buildings. The architecture of today is not that of 1893, as is so\nvividly brought out by our fairs. Similarly in living together, society feels a\nresponsibility today for the unemployed that did not exist at all at the time\nof our last world’s fair. While this sense of responsibility exists all over the\nUnited States, and indeed all over the world, it is met quite differently in\ndifferent places. In our smaller places, at least as I know them, for the money\nexpended in relief, definite service in return is exacted, whereas this is not\ntrue in the cities, certainly not in Chicago. This is one of our problems in\nsocial planning in our cities that we must work out. It is a fine illustration\nof the fact that a great many\n\nof these social questions go back to questions of\nfinance. In this field certainly we do not do as much as we should. In any of\nour big cities the problems of finance are very complicated. Yet these problems\nare really in the background of all of our social problems.\nMost public questions are finally ones of finance, just as finance looms\n\nlarge in any decisions in the home. The difficulty of the problem is no excuse\nfor avoiding it altogether. There are, I think, certain fundamental ideas one\nmight start with.\n\nOne\n\nI have already discussed fully. There should be honesty in the running\nof government. It is possible, examples can be given. Only as we expect\nhonesty, and are ourselves honest, can we bring about this condition.\nW e should not expect future generations to pay for what we are now\nusing. As a general rule, bonds issued should be paid up before the thing for\nwhich they are issued wears out. If necessary to issue them in other circum¬\nstances there should\ncircumstances.\n\nbe complete\n\nunderstanding\n\nwith\n\nrespect\n\nto these\n\nI believe that our high-school children might understand not a little of\ninflated values and the precautions to be taken in lending upon them. This\nwhole field of finance, as I am thinking of it, would constitute new ground\nlor our high schools. I believe that we would find we can do much more than\nwe think if we made a start in this field.\n\nDespite the fact that I feel there are some things more for us to do, I am\nvery hopeful of the future. I feel the young people of today are getting prac¬\ntical training in citizenship such as never was had in our schools before.\nThat\n\nfact combined\n\nwith the fact that in our high schools today we have so\nlarge a part of the population makes me confident that the young people of\ntoday will do a better job at governing than has our generation. They may\neven be able to solve the problems of living togethef in large cities, problems\nwhich have thus far baffled us.\n\n"}
{"page": 279, "printed_page": null, "text": "Department of Adult Education\n\n"}
{"page": 280, "printed_page": null, "text": "The department of adult education was established\n\nby vote of the Representative Assembly, July 8, 1921,\nas the Department of Immigrant Education. The first\nmeeting was held in 1922 in Boston. See Proceedings ,\n1922:905. In 1924 the name of the Department was\nchanged to the Department of Adult Education. See Pro¬\nceedings , 1924:566.\nThe officers of the Department for the year 1938-34 are :\nPresident , Mary L. Guyton, Supervisor of Adult Alien\nEducation, State Department of Education, Boston,\nMass.; Secretary , Caroline A. Whipple, Supervisor of\nAdult Education, State Education Department, Albany,\nN. Y. ; Treasurer , Agnes Winn, Director, Division of\nClassroom Service, National Education Association, 1201\nSixteenth Street N. W., Washington, D. C. ; Executive\nDirector , Charles J. Lunak, Assistant Superintendent of\nSchools, Chicago, Ill. ; Editor , Alonzo D. Grace, Professor\nof Education, University of Rochester, Rochester, N. Y. ;\nExecutive Committee: L. R. Alderman, Chief, Service\nDivision, U. S. Office of Education, Washington, D. C. ;\nRobert C. Deming, Supervisor, Division of Field Service,\nState Board of Education, Hartford, Conn.\nThis Department meets once a year in July. Facts relat¬\ning to the establishment of this Department and the record\nof meetings are found in earlier volumes of Proceedings\nas follows :\n1921 :460\n1922:905-968\n1923 :669-703\n\n1924:565-582\n1925 :337-353\n1926 :329-37i\n\n1927:293-334\n1928:263-304\n1929:277-316\n\n[ 276 ]\n\n1930:249-274\n1931:315-341\n1932 :263-281\n\n"}
{"page": 281, "printed_page": null, "text": "EDUCATING\nA.\n\nH.\n\nMAC\n\nCORMICK,\n\nASSISTANT\n\nDEPARTMENT\n\nOF\n\nPRISONER\n\nTHE\nDIRECTOR\n\nJUSTICE,\n\nOF\n\nTHE\n\nBUREAU\n\nWASHINGTON,\n\nOF\n\nPRISONS,\n\nD. C.\n\nAmong the most fruitful fields of effort for those interested in the educa¬\ntion of adults is the American prison. In the institutions for long-term\nprisoners alone, there are 150,000 men and women, and the population of\nshort-term institutions totals nearly half a million. To those who wish to\njoin in the war on crime by use of one of our most constructive agencies,\neducational work for prisoners presents a striking opportunity.\nThat there is a need and a desire for education in our prisons and reforma¬\ntories for adults is well known to penologists. Psychological tests adminis¬\ntered to thousands of prisoners in various sections of the country indicate\nthat their mental status is approximately that of the Army draft group.\nStandard achievement tests show that the great majority cannot pass a sixthgrade test, that at least 10 percent are totally illiterate, and that an addi¬\ntional 15 percent are practically illiterate. Studies of their occupational\nhistories show that only a minority have had adequate vocational training.\nIn those institutions where educational opportunities possessing reality and\nsignificance for the prisoner are offered, a substantial percentage of the pris¬\noners voluntarily enrol for educational work. In the federal penitentiaries,\nfor example, 75 percent of all the prisoners received at two of the institutions\nrequest educational work, and 90 percent at a third. Seventy percent of the\nprisoners in one federal penitentiary are voluntarily taking courses ranging\nfrom Beginners English to Diesel Engineering.\nIn a number of state prisons the possibilities of educational work have\nbeen demonstrated. These institutions range in size from the California\n\nstate prisons at San Quentin and the Michigan\n\nstate prison at Jackson, each\n\nof which has over five thousand prisoners, to the two-hundred-man\nin Utah.\n\nprison\n\nThe most effective educational programs in state institutions are those\ndeveloped with the aid of state educational authorities. San Quentin, where\nover half the prisoners are studying, offers a striking illustration of what\ncooperation can accomplish. Here the state department of education, the\nUniversity of California, and the state library work closely with the prison\nauthorities.\nIn the greater number of our prisons there is no educational program\nworthy of the name. In mv opinion, there will be no substantial extension of\neducational effort in this field on the initiative of prison officials. Leadership\nmust be assumed by educational authorities from outside the walls. Those\ninterested in adult education have alreadv given their backing to the move¬\nment to educate prisoners. Continued effort will gradually overcome that\nofficial apathy which is the chief obstacle to prison education.\n\n[ 277 ]\n\n"}
{"page": 282, "printed_page": null, "text": "278\n\nNational\n\nEducation\n\nBASIC\nMARY\n\nL. GUYTON,\n\nSUPERVISOR\n\nMENT\n\nOF\n\nOF\n\nAssociation\n\nENGLISH\n\nADULT\n\nEDUCATION,\n\nALIEN\n\nEDUCATION,\n\nBOSTON,\n\nSTATE\n\nDEPART'\n\nMASS.\n\nThe chief sponsor of this new international language is C. K. Ogden,\nMagdalen College, Cambridge, England, and Director of the Orthological\nInstitute, Cambridge, England, and author and editor of many books on the\npsychology of languages. In cooperation with him are many of the leading\nscholars the world over. Basic English has been before the public eye for the\nlast ten years in its process of development and trial in many of the great\nnations of the world. Last summer on Mr. Ogden’s visit to America many\ncollege authorities and scientific organizations in the United States became\nextremely interested and believe it is the most promising of mediums\nworld communication.\nThe following two paragraphs appeared in the New\n\nYork\n\nA statement was recently issued by fifty scholars of worldwide\n\nof\n\nTimes :\n\nfame who are cori-\n\nvinced of the urgent need for an international auxiliary language. They feel that\nsome form of simplified English such as Basic English offers will best meet the\ndemand. The statement is signed by Dr. John Dewey, Professor Julian S'. Huxley,\nProfessor E. D. Starbuck, Professor Y. Okakura, George Bernard Shaw, A. Lloyd\nJames, Wickham Steed, and H. G. Wells.\n\nWithin ten years, Mr. Ogden believes, there will be world radio for knitting the\nnations together. A nucleus for it is already forming. Radio experts plan to put\na\ngirdle of common interest around the globe. The language they propose to\nuse,\nwhether Washington, Tokio, Buenos Aires, Stockholm, or Prague does the broad¬\ncasting, is this same Basic English now beginning to win its way. There is no other\npromising language in sight. Great literature is being put into Basic for all nations,\nincluding the greatest book of all, the Bible.\n\nBasic English is by no means a final language, but is thought by many to\nbe a sure foundation on which to build. Mr. Ogden has chosen 850 words\nwhich he states can be made to do the work of twenty thousand words. The\nEnglish thus learned and put into practise sounds like normal English to any¬\none who hears or reads it. It is clear, clean English, a simpler form of English\nthan is commonly used in books, but you can say anything however impor¬\ntant with the help of these 850 words, together with four or five simple rules.\nBasic English is now studied and used by groups of pioneers in Japan,\nIceland, and Czechoslovakia. It would seem that there is little need of argu¬\nment in regard to the need of Basic English as the language for all countries,\n\na.S itha\nW1*dest distribution of any language and there still are great pos¬\nsibilities s\nof expansion.\nI believe it has been quoted that two hundred million\npeople now have English as their everyday language, another three hundred\nmillion are under English rule. When taken into consideration that about\nfour hundred million or more people on the earth desire to speak Englis\nh, it\nwould not seem necessary for much argument in regard to accepting\nEnglish\nas the basic language of the world.\nMr. Ogden has issued a series of books on different phases of Basic Eng¬\nlish, a list of which can be obtained by writing the Orthological Institu\nte,\n\n"}
{"page": 283, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n279\n\n10 King’s Parade, Cambridge, England. I found the A B C of Basic English\nextremely helpful to me in understanding the great work which is being\ndone by these educators.\nI have here a letter from an evening-school teacher in Copenhagen,\nmark, Mrs. Kamma Taylor, which reads as follows:\nDear\n\nDen¬\n\nMr. Ogden:\n\nFor quite some time I have been wanting to write to you and introduce myself as a\nteacher of Basic English, as I thought it might interest you to hear how the studies\nare progressing.\nI am a Dane by birth and a Britisher by marriage, 38 years old and employed at\nthe Council Schools of Copenhagen; I have spent four years in U. S. America, work¬\ning as a bookkeeper and stenographer, have made several long visits to England\nand spoken and written the English language for a period of twelve years.\nWell, last September I suddenly discovered your books and decided to see what\nthey were about, as during the six winter months, I teach English to young girls and\nboys, who attend the free evening classes at the Council Schools of Copenhagen, two\nor three evenings a week.\nThe inspector of the English classes happens to be a teacher at the very school,\nwhere I am working in the day time — and one day I found him reading “The ABC\nof Basic English.” He seemed very interested and asked me, how I would like to\ntake over a class and try your system. He gave me two hours in which to think it\nover. I had already a very fine class of old pupils to start with on October 1 but\nthis was too thrilling— and I could not let this offer go, so my answer was yes, and\nI let the other class go to somebody else.\nOf course it was clear to me, that this was to be an attempt, which, if it turned\nout to be a success might mean a rearranging of the teaching of English in these\nevening classes, and that if it was a failure, it would simply be terrible for me! ! !\nI know now that we shall have a very fine result, and that is why I am writing to\nyou. I hope the length of the letter will not bore you, it is not easy to make it short —\nbut you may skip the uninteresting bits.\nIn the beginning of October I made the start with a class of twenty-two boys and\ngirls between 17 and 25 years of age; they have all voluntarily agreed to try this\nnew way of learning English.\nWell, wTe started, without textbooks of any kind, and have by now learned 450\nwords and all of the elementary grammar quite well. It has meant a tremendous lot\nof homework and planning for me — but with a typewriter and an English husband\nand a great enthusiasm for the job — the work is going strong.\nI have followed your instructions of putting the words into groups in an order in\nwhich they come naturally to the mind, and I have managed to get all the words into\ngroups! In regard to the number of new words which we are able to learn and\ndigest, I think you are little too optimistic but only a little, our average is only be¬\ntween twenty and twenty-five. We are not able to take new words every single time,\nbut have to rest our brains once in a while and repeat what we have learned so far.\nTo each word group my husband (who is greatly interested in the work) makes up\nsome little story, containing all of these particular words, and thus we get reading\nmaterial, which all has to be typed in as many copies as needed.\nEvery lesson lasts one hour and 40 minutes ; and the last half hour is used for these\nDanish-English exercises.\nThe next thing to get started with is conversation, and I intend practising it a\nlot in the time from January to the end of March, when the course finishes.\nAbout two weeks ago the inspector of the English classes visited our class and was\nof\nindeed very satisfied with the result and declared that none of the other classes\nbeginners were by any means so far advanced ; both the pronunciation, the grammar,\n\n"}
{"page": 284, "printed_page": null, "text": "280\n\nNational\n\nEducation\n\nAssociation\n\nand the supply of words were very good, he said. He had to get a special permissi\non\nfrom the Board of Education to make this attempt in Basic English,\nand he has\nw ritten a few articles in a school paper and also in one of our daily\npapers about\nBasic English, so naturally he will be very pleased if the class is a success.\nAs far as I know this is the only and first attempt in Denmark, with\nthe exception\nof a private course in languages, whose advertisement I saw in the paper\na little\nwhile back. I am afraid we shall have to meet a storm of criticism, but\nthat will not\nalter the fact, that the result will be a good one.\nIn conclusion I would like to express my appreciation of and regard\nfor your\nsystem; it certainly is fine and just the thing for grown-up people,\nwho quickly\nwant to be able to make themselves understood and to understand the\nEnglish\nlanguage.\nSincerely yours,\nKamma\n\nLyngbyvej\n\n70, Copenhagen\n\nTaylor.\n\nStr.\n\nAt a seminar course in Supervision of Instruction in Adult Alien Educa¬\ntion, to be given by me under the auspices of the Division of University\nExtension of the Massachusetts Department of Education at Boston Teachers\nCollege this summer, I am planning to experiment with a group of experienced\nsupervisors in preparing them to know the process of teaching Basic English\nfor trial experiments in Massachusetts during the second year 1933-34.\nCATCHING\nWILLIAM\n\nS. GRAY,\n\nPROFESSOR\n\nUP\n\nWITH\n\nLITERACY\n\nOF EDUCATION,\nCHICAGO, ILL.\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nWhen\n\nthe 1930 census returns were reported, general satisfaction was\nexpressed with the progress which had been made during the last decade\ntoward the elimination of illiteracy. The reduction in the percentage\nof\nilliteracy from 6 to 4.3 indicated that the efforts of adult education workers\nhad been very successful.\nGratifying as this pi ogress was, an analysis of the situation reveals various\ncauses for dissatisfaction. Among them are the liberal definition of literacy\nby the census department, the inaccurate reports often made to census takers\nby those scarcely able to read ; the surprisingly low rank of the United States\namong other civilized nations with respect to literacy; the actual inabilit\ny\nof about 20 percent of our population to read a newspaper or to write a letter\n;\nand the failure of millions who have attained literacy to utilize reading\nto\nany significant extent in increasing their personal and social efficiency.\nThe foregoing comments suggest three definite levels at which the problem\nof literacy must be attacked ; the first includes those who have not attaine\nd\ntechnical literacy; the second includes those who have learned to engage\nin\nthe very simplest reading and writing activities but have not attained func¬\ntioning literacy , and the third includes those who have attained functioning\nliteracy but require further guidance in applying reading in enrich\ning life\nand in increasing their personal and civic efficiency.\nTwo methods have been employed in the past in efforts to reduce illiter\nacy.\nOne has been characterized as the pioneer method, accompanied by\nspectacu-\n\n"}
{"page": 285, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n281\n\nlar campaigns. The other has been defined as the professional educational\nprocedure. Both of these methods must still be employed if illiteracy is to\nbe greatly reduced during the next few years. Professional educators should\nsupplement their efforts in the classroom with vigorous campaigns to educate\nthe public and to enlist the cooperation of those of little or no previous\neducation.\nIn teaching those who are illiterate, major emphasis should be given to\ntypes of instruction that will provide a broader understanding of practical\neveryday problems, that will increase their personal and social efficiency, and\nthat will stimulate new interests and aspirations. In addition, a sufficient\namount of instruction should be given in the language arts to determine which\nadults have the capacity and inclination to learn to read and write effectively.\nScientific studies show clearly that a considerable proportion of those who\nhave remained illiterate thus far cannot learn with sufficient ease and rapidity\nto justify the expenditure of the necessary time and effort to teach them to\nread and write. One of the major purposes of early instruction is to deter¬\nmine the kind of training for which individuals are best adapted. 1 hose who\nshow that they can learn to read and write readily should be given appropriate\ntraining until they have attained functioning literacy. Those who learn to\nread only with great difficulty should devote most of their time to types of\ntraining that increase understanding and provide enrichment.\nThe second major obligation in eliminating illiteracy consists in promoting\nfunctioning literacy on the part of those who have demonstrated that they\ncan learn to read and write with reasonable ease. Experience teaches that\nthe necessary training should be carefully organized and skilfully presented.\nOther things being equal, it is advisable to concentrate effort during this\nperiod on a single goal, namely, functioning literacy.\nThe final problem is to provide the necessary guidance in applying read¬\ning to the chief fields of practical interest today, namely, current events,\nhealth, social problems and civic obligations, the simple scientific facts that\nunderlie an understanding of modern life, vocational information, and\nrecreation. Before such help can be provided most effectively, it will be\nnecessary for appropriate materials to be prepared at a sufficient level of\nsimplicity that they can be read easily by adults of limited education.\nIf the next decade witnesses satisfactory progress toward the elimination\nof illiteracy, adult educators must supplement the scientific study of their\n\nproblems with successful salesmanship among\nsuasion among illiterates.\n\nART\n\nTRAINING\n\nELIZABETH\n\nWELLS\n\nIN\n\nPREPARATION\n\nROBERTSON,\nSCHOOLS,\n\nDISTRICT\nCHICAGO,\n\nthe public and effective per¬\n\nFOR\n\nADULT\n\nSUPERVISOR\n\nOF\n\nART,\n\nLEISURE\nPUBLIC\n\nILL.\n\nDuring the war I fought the battle of Occupational Therapy in the Medi¬\ncal Department of the United States Army. I also served with the Invalided\nSoldiers Commission of Montreal. Occupations as a cure intrigued me not\n\n"}
{"page": 286, "printed_page": null, "text": "282\n\nNational\n\nEducation\n\nAssociation\n\nonly for what they could do for the doctors but because thru occupations,\ninjured, shocked, discouraged, and disheartened men not only became inter¬\nested in new avenues of work both as vocations and avocations, but they\nbecame once more interested in life.\nIn the improvised hospital workroom in the chapel of Magill University\nin Montreal, men in all stages of nervous disorders due to shell shock from\nreal concussion of exploded bombs and from being buried alive, and other\nshocking experiences, worked at wood carving and painting. One huge Welsh¬\nman watched me mix colors for some article he had made. The simple pri¬\nmary colors flowed into gorgeous hues and tints much to his amazement and\ndelight.\n“Will you please set down on paper what you did there so that I can tell\nthe missus and the children just how you did it when I go back to the farm?\nWe get our colors one at a time in cans. You have made the sunset.”\nThousands of men and women will go back to work just as soon as the\nwheels of the machine begin to turn again and the smoke belches forth once\nmore from the factory chimneys. They will not go back just as they did\nbefore, however, because their work days will be shorter and there will\nbe fewer days in their work week. People have been liberated by the machine\nso that they may now have time to think of more than just staying alive.\nLeisure has come that could hardly be dreamed of a few years ago. This\nleisure has brought to educators the enormity of the problem of finding\nsatisfactory and worthwhile occupations for adults as well as children.\nIndeed at no time has the responsibility for providing for the enrichment\nfor adult life been as great as now. How are we going to enrich the lives\nof those who are already educated but who cannot find avenues of expres¬\nsion in their vocations? The teaching profession must provide plans for\nwise use of leisure or avocational efficiency just as it has been providing for\nvocational efficiency. Adults must be given opportunities to express their\nfeelings and their talents not for money but for the sheer happiness that\ncomes from creating something from nothing and the great satisfaction that\ncomes from work well done. When men and women make things with\ntheir hands for their homes, there will be better communities and happier\npeople. Right here I want to say a word to the unmarried woman who wants\na home. Every little girl wants a doll house and so it is natural for every\nwoman to want a home whether she is married or single. Build your own\nhome and even if it is one of the new standard houses we hear about in\nthe report on housing you can make the things that go into it and your\npersonality will make your house different from every other house. I have\nhad the satisfaction of building a house and found that almost anything a\nman can do a woman can do if she makes up her mind to do it. I found\nthat the curtains can be woven, the furniture painted and covered, the rugs\nhooked, all in that margin of time that is usually wasted. It is the way\nthat leisure is used that is important.\nKeep creative art in the schools and the adults will go along with them.\nCreative art must be emphasized not only for the pleasure which the child\n\n"}
{"page": 287, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n283\n\nEducation\n\nhas in it, but for the preparation it gives for avocational efficiency when he\nis grown up. The regular school life of the child will stimulate the enrich¬\nment of adult life because the avocations started in youth are usually those\nthat carry over into adult life. We enjoy doing the things that we know\nhow to do well. The regular school program in creative art offers abundant\nopportunities and stimulates desires to create.\nOur universities and colleges for the most part offer only art classes\nwhich bear upon socalled art appreciation. By art appreciation is meant the\nstudy of History of Art from the beginning of civilization to the present day.\nThis affords fine cultural reading of course, but people today want more\nthan that from art courses. Club women want to know how to create and\nthere are art classes in our museums for women who have never studied art.\nThe Business Men’s Art Clubs show how necessary it is for the tired busi¬\nness man to express himself in painting. They want something more prac¬\ntical than art history. They want the joy of making beautiful things that\nis the birthright of us all. We are all artists. Some of us have more talents\nthan others but we all have the inherent love for the beautiful and with\nsome of us the desire for it is so strong that we must have an outlet for\nthat expression of ourselves.\nThe importance of education for leisure is one of the most vital facts\nwhich educators must face squarely now. This is the machine age and\nunless the machine is abolished the people of today must learn to live with\nit. It is the machine age into which we have all been placed and whether we\n\nlike technology or loathe it we must balance it and progress with it.\nThere was a time when people found satisfaction for their talents in their\nwork. Now they must find a place to use skills, tastes and talents in leisure.\nThus education must provide for avocational training. A new day demands\na new education. The machine has brought the new day. Has the new\n\neducation kept pace ?\nWe have been forced to realize recently just how the machine has\nreplaced man power. The machine was intended for the betterment of man.\nIt was intended to put man on a pedestal. Now the machine is on a pedestal\nand man is underneath. It was not until the substitution of the machine for\n\nman became so overwhelming\nthe matter seriously.\n\nThe\n\nReport of the Hoover\n\nin its force that the government\n\nResearch\n\nCommittee\n\nbegan to study\n\non Social Trends\n\nsets\n\nforth that man’s problem today is to catch up with the machine. Many of\nthe ills of the country are attributed by the report to a “cultural lag’’ or\nthe failures of changes in economic life, education, government, and re¬\nligion to move forward at the same rate as mechanical progress. America\nmust bridge the gap between material advance and social progress. It warns\n\nagainst the prolongation of a policy of drift.\nI have been asked to make a contribution to this program because I have\nfound a way out, and for the past few years I have been trying to show other\nwomen how to use the margin of time advantageously by means of an old\nfolk art that is purely American, the art of quilt making. I have given\n\n"}
{"page": 288, "printed_page": null, "text": "284\n\nNational\n\nEducation\n\nAssociation\n\nlectures to women’s clubs, I have talked over the radio, and I have helped\norganize quilt clubs among women on farms; in the suburbs of the city,\nand on the south side of Chicago fifteen quilt clubs resulted.\nOur first American women made quilts because they needed extra warmth.\nThey had no materials with which to make new bed coverings and so they\nsaved all the bits of old materials and combined them with other bits into\nour first American pieced quilt — the crazy quilt. There was no design, no\ncolor harmony — merely a quick way to get a warm bed covering. But the\ninherent love of the beautiful in the colonial women was so real that pattern\nsoon evolved and many delightful quilts resulted. Some were pieced and some\nwere applique.\nToday\n\nthere is just as great a need for these quilts as there was in the\nearly days. We need them for warmth. We need them as a means of using\nup bits of materials and even more than before we need them as a means\nof expressing ourselves. W e need them for our own Occupational Therapy\nto keep our minds from our difficulties and to make an intelligent use of\nleisure.\n\nMy contention is that the quilts of today should have the spirit of the\nold ones, but they must fit the needs and color schemes of today. The tradi¬\ntional designs are fine for historical examples but our modern decorative\nschemes call for larger spaces, freer designs, and finer color. All the train¬\ning that goes into the making of a painting goes into the making of a welldesigned bed covering. The recognition of fine art principles in the making\nof articles for use occurred in Europe long before it did in America. But now\nwith more leisure and a finer culture the general public is demanding a fine\ndesign. However, even now, too many women are making hooked rugs from\npoor designs. They are putting too many hours of work on insignificant quilt\npatterns. One reason for this is that they lack education. They fear to\nexpiess themselves. They have been inhibited too long. Let every child study\nseme sort of art and when he grows up he will be able to discriminate.\nBegin now with the adult wherever he or she can be reached. Buying judg¬\nment and discrimination will result as well as fine applied art.\nFrom a young woman in a small town in central Illinois eight miles from\na railroad, came this note. Eight of us young women here decided to spend\nour time at something more worthwhile than playing cards, so we decided\nto start a little quilt club. We exchange pieces of material and have an\nawfully good time, always feeling when we go home that our time has been\n\nwell spent.”\nFrom Ohio: “I hurried my wash so that I could hear your talk on\nthe\nradio. Quilts and quilting are my hobbies. I am not in the best of health as\n• have low blood pressure and asthma, but let me have a box of scraps and\nI am as happy as a child. From a lonesome soul in Illinois came this note:\n\n“I am asking for information, for collecting quilt patterns and blocks\nmy hobby. I have seven blocks and thirty pieced block samples. I heard are\nin\nyour talk about a lady who has some patterns to spare. I wrote her and now\nu e have been writing and exchanging blocks, books, and patterns ever since.\n\n"}
{"page": 289, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n285\n\nI have four friends I made that way thru your quilt talks on the radio/’\nFrom northern Indiana: “I am a young quilt lover. I enjoy your help\nso much I want to hear all of your talks because they are so different and\nwhat you say about color and design is so different.”\nThis then is one specific adventure into the realms of art in the new edu¬\ncation for leisure. It is only one expression of the many social inventions.\nThink of the many phases of art in the new education.\nENRICHMENT\nLORADO\n\nTAFT,\n\nINSTRUCTOR\n\nOF\n\nADULT\n\nAND\n\nLIFE\n\nLECTURER,\n\nCHICAGO,\n\nTHRU\n\nCHICAGO\n\nART\n\nART\nINSTITUTE,\n\nILL.\n\nhas well said that “success lies in doing the best that one can the\nthing that one can do best.” It is a modern version of the parable of the\ntalents. The implication of the parable is that we are responsible for what\nwe possess and for nothing more. No one is going to hold us to account for\nthe astonishing, enviable gifts of other men. But I glean that we are very\nseriously accountable for our own. With most of us these are ample to keep\nus busy thru a long and active life. Most of us have interests or can cultivate\ninterests, which will make this pilgrimage a fascinating adventure.\nIt has been said that the greatest accomplishment possible in life is the\nmaking of a personality. Whose personality ? Why, our own, of course.\nI once heard a speaker observe that the trouble with all of these beneficial\nmovements, adult education included, was that every one of us was trying\nto improve other people. Why not turn in and try to improve ourselves?\nSomeone\n\nHere is our first responsibility. In any case let’s give up the idea of trying\nto reform character, our own or anybody else’s.\nDuring an enforced leisure last summer my wife read to me, among\nother things, Galsworthy’s Forsyte Saga. The unfolding of the various\ncharacters of that average family was a splendid work of art and the effects\nof this pleasurable prescription were soon evident in my restored health.\nI was just thinking that if every one of us is equally good material for a\nnovel it is because of the infinite variety of our individualities which in spite\nof the standardizing processes of modern education have remained individual ;\nand, further, because each one of us is engaged in “working out the pattern\nwhich Nature has woven into us.” The adventure comes from the fact that\nwe ourselves do not know the sequel. The unfolding of the design we can\nonly guess at. Like the weavers of the Gobelin’s tapestries we work on the\nother side, out of sight of the finished product. So our fabric is full of sur¬\nprises, yet is it bound to be consistent because it is a personal expression\nwith its roots deep within one’s self.\nI have recently read the statement that “a man cannot grow to his height\nwithout self-knowledge.” Cultivating the tastes is a progressive revelation\nof one’s own powers.\nI loved the quotation from Emerson in the current number of the Journal\n\nof Adult Education:\n\n"}
{"page": 290, "printed_page": null, "text": "286\n\nNational\n\nEducation\n\nAssociation\n\n“Each man has his own vocation. The talent is the call. There is\none\ndirection in which all space is open to him. He has faculties silently inviti\nng\nhim thither to endless exertion.”\nIt s like learning to ride a bicycle — if you know what I mean — or\ndriving an auto, or speaking in public. The achievement is such fun that it\ngoes to one’s head. I remember that I could not believe my ears when\nI\n, began to make myself understood in a foreign language. How could they\nunderstand when I did not myself? It was a triumphal progress,\nwith\nenough droll mishaps interpolated to make it plausible.\n\nI was interested in Dean Martin’s advice to the young regarding educa¬\ntion, where he tells them to be serious, but not too blame serious. Many\npursue knowledge with such grim determination that they press all the\njuice and flavor out of it. I have been contrasting in my mind two com¬\nmencements which I have recently attended. In the one many of the gradu¬\nates were so wan and pale that they seemed utterly worn out. The cost\nhad apparently been too great. The certificates were mechanically handed\nthem and stolidly received. Not a courtesy, not a smile. At another college,\ncommencement was a gala day. There were merry and even now and then\nmischievous glances at the young president as the candidates advanced on\nwilling feet. The amenities were gracefully recognized. The “joyous ad¬\nventure of learning” was a reality.\nPresident Butler in a recent commencement address quotes Matthew\nArnold’s definition of culture as “knowledge of the best that has been thought\nand said in the world. Ehe wise doctor continues: “He set a standard\nwhich only those who climb to the mountain tops of the mind can possibly\nreach. The vast majority of men pass thru life equipped with modest intel¬\nlectual furniture and with eyes fixed on the ground immediately in front\nof the spot where their feet happen to be. The best that has been thought\nand said in the world does not concern them, nor have they even suspicion,\nmuch less knowledge, of its existence. So it is that the life of man involves\nstupendous, literally incalculable waste in respect to all those imponderables\nthat are the only things which, in the long run, really matter.”\nThruout the ages there have been men who delighted in whittling, in\ndrawing and painting. They decorated their bodies, their homes, and their\nshrines. Now and then one of these craftsmen had a vision of something\nmore wonderful or more beautiful than anything he had known before —\nan ideal which he felt must be preserved and shared with others. He may\nhave glimpsed the mystery of the “burning bush” or dreamed of “angels\nascending and descending.” Perhaps an inexplicable joy has thrilled him;\nperhaps an overpowering awe. In any case it is something vastly important\nto him ; something which compels him to make in enduring material a record\nof his experience. Studying these emotional expressions of other days, one\nis constantly impressed by their earnestness, their naively passionate appeal.\nAlong with the prophets of Israel and the world’s real poets, these nameless\ntoilers of the centuries came closest, it seems to me, to a fulfillment of\n\n"}
{"page": 291, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n287\n\nNietzsche’s high ideal, “Life means for us constantly to transform into\nlight and flame all that we are or meet with.”\nWe recognize that we come out of mystery and that we depart into\nmystery; we have no notion what it is all about. The whole game would be\na ghastly farce were it not for the assurance felt by most of us that we are\nmaking\n\nprogress. Progress — in what\n\ndirection? To\n\nme\n\nthe most obvious\n\ntoken is in these records of the ages; the appreciable gain in the world’s\nspiritual wealth. Thru poetry and painting and sculpture, life begins to\nexplain itself. The thing most precious, the highest ideal, man has always\nembodied in the form of art and transmitted with his love to those coming\nafter. Hence it is that little lands which all together would not fill one of\nour states, countries like Greece or Palestine, loom large in the past. They\nhave bequeathed to us their treasures, while other enormous territories are\nforgotten because they did nothing for us. Yes, these little countries created,\nand we have “entered into their labors.”\nAside from their intrinsic worth these precious things have another value\nfor us, a message particularly needed in America ; they help us to realize the\ninfinite sequence of life. As a nation we have little accumulated wisdom and\n\nslight appreciation of the gifts of the ages. Our life is casual, without back¬\nground. Our homes seem to be on casters, like our furniture — ever moving,\never changing. Our recreations are hectic — at forty or fifty miles an hour.\nOur music is jazz; our drama the movie; our literature the strident daily.\nTo the other arts we are practically immune. If only we could pause long\nenough to read the message of the centuries! If our people would but listen\nto the invitation : “The eternal court is open unto you with its society, wide\nas the world, multitudinous as its days, the chosen and the mighty of every\ntime and place.” What a companionship is offered us! Here is my oftrepeated confession of faith. I hold that as intelligent people we have a\nright to (1 ) all of the beauty around us, the beauty of nature which most\nof us never perceive; (2) all of the inheritance of the past, of which Ameri¬\ncans are particularly unconscious; and (3) to the talent which springs up\nperennially, but which America’s rushing life is wont\nit takes root.\n\nto extinguish before\n\nThere are ten thousand ways to study art, and to appreciate art there\nare at least ten million, suited to every eye and every perception. Let us\nconsider just two out of this multitude. The first is actually making art,\nor trying to. I agree with your educators who urge that the schools are not\nthe places to make artists any more than to make dentists, but I feel that\nit is a sacred duty of the schools to help every pupil to appreciate art and\nmusic and incidentally to discover and to encourage unusual talent. It so\nhappens, however, that in most cases there is no means of learning quite so\nfruitful as participation. Says Dr. McAndrew, “The English teacher should\nnot be trying to graduate Shakespeares but enjoyers of Shakespeare,” and\nhe quotes aptly Dr. S. Weir Mitchell who used to observe that “one of the\nquickest ways to reach appreciation of a master is to try production in his\nline long enough to realize that he is a genius and you are not.” Dr. Me-\n\n"}
{"page": 292, "printed_page": null, "text": "288\n\nNational\n\nEducation\n\nAssociation\n\nAndrew\n\ncontinues, telling of the protest of an eminent art director of 1891\nwho reproved him for letting his youngsters illustrate their compositions.\n“It’s very bad,” he said, “it familiarizes them with incorrect forms.”\n\n‘ Why not be logical,” asked the great teacher,\nforbid the baby to\ncreep until he has a correct form of walking, or“and\nto speak until he has\nmastered the dictionary?”\nIn my little booklet, The Appreciation of Sculpture , I find these lines:\n“The best way to learn to appreciate sculpture is not to read about it, but\nto try to do it.” It is worth the effort. You may find that you have a knack\nfoi modeling, and you have opened up a whole world of joyous adventure.\nMore likely you will promptly report that you “can’t do a thing with it,”\nbut even then you will have learned something — how difficult it fs, and\nmuch more !\nI wish to describe in a few words my idea of a museum\n\nof art which is\n\nadaptable to every school and university. So completely “sold” am I to my\ndieam museum, and so doubtful that ever I shall see it realized in this\nlife, that I have begun in my studio a miniature model of it. On a table about\neight by fifteen feet in size, we have laid out a tiny world of architecture\nand sculpture. Thru the rugged Eion Gate of Mycenae and a grove of\narchaic Apollos you view the Parthenon front. The “Hera” of Delos, a\nturned newel post, stands in dramatic contrast to the east pediment of that\nglorious building. The floor indicates that only one hundred and fifty years\nseparate them. In parallel aisles are ranged the achievements of various lands.\nHere is Egypt with its incredibly long history. It must be syncopated but\nnotice this: the Lion Gate of Greece was carved about 1350 B. C. Once\ninside it you turn your head to the left and yonder in the Egyptian aisle you\nsee the delicate, exquisite face of Nofratete, the lovely wife of Iknahton,\nthe poet king of Egypt, the first monotheistic ruler of whom we have record.\nHer son-in-law, King Tutankahmin, died in 1350 B. C.\nParallel with the Egyptian procession is the equally long array of Meso¬\npotamia. Like an army with banners do we meet the successive civilizations\nof Chaldea, Babylonia, Assyria, and Persia. Transepts cutting across the\naisles mark the centuries and the milleniums, permitting one to note at any\nsignificant date what was going on in neighboring lands.\nReturn with me for a moment to Greece. We find the majesty of the\nfifth century B. C. gradually giving way to the grace and the pathos of\na new era. The golden art of Praxiteles and the tragic power of Scopas ard\nrecognized ; then we stand where Alexander’s triumphant hosts have swept\nacross a stage now fitly crowned by the Nike of Samothrace. For a con¬\nsiderable distance the sculpture of Greece will fill almost the entire width\nof the building, even as Hellenistic art filled the earth. In its current, how¬\never, we find a series of Etruscan carvings. This strange craftsmanship is\ndestined presently to expand and, united with the Greek tradition, to flood\nthe world of Roman conquest. Writing Laocoon and the dramas of Pergamon lead in their turn to the even more magnificent art of a new world\nempire.\n\n"}
{"page": 293, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n289\n\nIt was only last week I heard Jane Addams say that, to her mind, the\ndifference between an educated and an uneducated person is that the former\nhas a “background.” Doesn’t that sum it up? Maurice Barres speaks of “a\nliterature having the feeling of a greater world and of countries spread over\nthe face of the globe.” This is what my museum aims to give — “a feeling of\na greater world” and the spiritual expression of the “countries spread over\nthe face of the globe.” The exhibits may be plaster casts or paper silhouettes,\nMedici prints and photographs, or only mental images, but let them be\narranged in orderly sequence and so placed that the relationships of the\ndifferent nations and periods are evident.\nI do not need to tell you that the children’s minds never reach saturation\nas long as they are interested. They absorb like a sponge and cry for more.\nI believe that history can be made fascinating to youth if it is illustrated by\nthe significant products of the centuries and if its notable actors are made\nreal by vivid portraiture.\nDr. Suzzallo has beautifully expressed the relation of art to history:\nIn all of human history, art has occupied a large place. In every civilization, in\nevery human culture, everywhere upon the earth, from primitive times until now, the\nartistic technic has been man’s finest and most influential method of crystallizing\nand expressing his appraisals of the worth of what he finds in his life. What he has\nesteemed highly he has enshrined in a temple or a palace; what he has revered\ndeeply he has organized in ritual, ceremony, or good manners; what he has wished\nto glorify he has painted or put in song; what he has treasured for use in war or\nindustry he has decorated with the best designs of his imagination.\nThe arts, all of them, fine and less fine, reveal the working values of their creators\nand appreciators in every time and place where they are found. They are the ap¬\npraising emotional reactions of mankind on the things and events, ideas and ideals,\nsaints and heroes, that touch man’s life with vital significance. They reveal human\naspirations for a better, a more enriched life, one less fearful, less monotonous, less\nugly, more stable, more just, more gracious.\nTo create an art object or expression is to make a personal revelation of one’s\nsoul when aspiring to its best. A national or group art is a folk confession of what\nit thinks and feels about life, when separating the higher from the lower, the best\nfrom the worst.\n\nHere is a great and enviable role for the enthusiastic teacher, but he can\nonly point the way. It is the gold which the student digs for himself which is\nprecious to him. Hence my faith in methods and collections which invite.\nYou remember the words of the sage John Cotton Dana, “Education is\nprimarily a subjective process; no teachers are so competent to teach us as\nwe are to teach ourselves.” (“Hear, hear,” cry the children.)\nIf “education is the process by which one enters into the race mind,”\nwhat a privilege to meet the “race mind” at its highest. Then indeed do we\nknow “the best that has been thought and said.”\nIn a sermon by a friend of mine, a southern pastor, whose name, oddly\nenough, is John Knox, I find these vibrant words:\nLet those who know not Beauty argue whether living has significance or not; they\nwho sometimes see her may be silent. They cannot tell what they know; others would\nnot understand if they did. They\ntabernacle of the Most High.”\n\nhave\n\nbeen\n\nadmitted\n\nto “the secret place of the\n\n"}
{"page": 294, "printed_page": null, "text": "290\n\nHere\n\nNational\n\nonly pure and abounding\n\nEducation\n\nAssociation\n\njoy can be found, whether\n\none be the creator of a\n\nbeautiful thing or the person, equally gifted, who loves it. Only “a thing of beauty is\na joy forever.” He who has had even one beautiful experience can never be com¬\npletely desolate again. The really poor, whether they are peasants or princes, are\nthose who have in their souls no secret room where Beauty comes sometimes to visit\nthem. They are most rich whose lives approximate a succession of beautiful moments.\n\nENRICHMENT\nWILLEM\n\nVAN\n\nDE\n\nWALL,\n\nOF\n\nSTATE\n\nADULT\n\nLIFE\n\nDEPARTMENT\n\nTHRU\n\nOF WELFARE,\n\nMUSIC\nHARRISBURG,\n\nPA.\n\nSome of the particular problems of the moment with which the adult has\nto wrestle are concerned with how he can keep physically, mentally, and\nculturally virile and capable, despite the increased burdens of life. One of\nthe results of this overburdening is the physical, mental or social breakdown\nnow so common. Many of these cases could have been prevented had the\nvictims learned how to achieve a more efficient use and control of mental\npowers in the development of their own lives. We find many people who\nhave matured physically, but not emotionally, and altho some of them may\nhave even attained prominence in the intellectual world, they nevertheless\ncannot settle some of their emotional problems on a higher than infantile\nlevel, for the simple reason that they never learned how to face, understand,\nuse, and control their emotional life as a source of creative power and con¬\nstructive beauty. Somehow in their education there was a failure to recog¬\nnize and develop their possibilities along those lines. Thus it happens that\namong the emotionally frustrated we find many individuals with undevel¬\noped artistic abilities. The practise of the fine arts affords one way of learning\nhow to deal with life as a problem of emotional adjustment.\nWe find also among adult people, the inarticulate, the wondering, and\nthe dissatisfied, who simply drift along without a goal of any kind. Some of\nthese made a good start, but somehow gave up ; others blame untoward cir¬\ncumstances for their not getting anywhere.\nIt is a time when countless men and women are called on to start all over\nagain in one or another particular way. To\n\nhave to start all over again —\n\nwhat courage is needed to throw one’s self with faith, initiative, and force\ninto the herculean task! To succeed there must be a continuous control of\nthe self. This may be accomplished thru sheer will-power, but frequently en¬\nvironmental support, inspiration, and stimulation are necessary. And here it\nis that for the artistically sensitive the arts come to their spiritual support,\nand for the musically inclined this help comes in the form of sound.\nThe variety of the responses to music and interests in music calls for a\nmore diversified utilization of the art as a pedagogical tool in both juvenile\nand adult education. We have, in the past, too exclusively catered to only\none aspect of the various possible responses to music, namely, the aesthetic.\nThere is more to the function of music than the giving of aesthetic satisfac¬\ntion, however important and edifying in itself that may be.\nBut not all people whose lives could be enriched by music are equipped to\nappreciate and benefit from its aesthetic qualities. To many a person music is\npurely a physio-motor experience of pleasing sensory qualities, and it should\n\n"}
{"page": 295, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n291\nbe given to them for all it is worth as such, in other words, as a “kick.” And\nthe older these persons may be, the greater is its value when causing a re¬\nactivation of the physical processes.\nThe dynamic influence of music on the physique is not limited to that of\nan excitant only. Slow musical rhythms may function as brakes on physiomotor action and further muscular relaxation. This is frequently a much\nneeded reaction of therapeutic value.\nClosely connected with the physical influence of music is its effect on the\nemotional life. The sensation of well-being following the listening to or\nplaying of music has definite physical causes and components. Adults more\nfrequently than youths stand in need of such sensations.\nIn the mental influence of music we find perhaps its richest contribution\nto the emotional need of the adult. It is only a very small part of humanity\nthat, like the critic, listens to music objectively, and performs it like the\nartist for objective aesthetic reasons. For the majority of music lovers and\namateur\n\nsingers and players, music is primarily a means\n\nof subjective emo¬\n\ntional experience and expression. Its hearing causes in some people’s minds a\nveritable explosion of phantastic thoughts, and, as they put it, “wonderful\nfeelings” are experienced; something indescribably vague, but nevertheless\noverwhelming and intensely satisfying. That is frequently just what many\nneed and should have amidst the worries of life — a mental vacation and\nrelief from intellectual concentration on an endless chain of vexing and in¬\nsoluble problems. If certain adults could only be gotten away in time from\nhaving the nose continually to the grindstone, how much more bearable\nwould life become to them, how much more agreeable they would be in their\nrelations with others, how much more efficient would they be in their work,\nand how much longer would their powers last.\nVery frequently mental breakdowns\n\nare caused by a too one-sided way of\n\nthinking and living. Adding music to one’s interests in adult life may be a\nfactor in preserving the balance and integration of the personality.\nMusic may act as an isolator from disagreeable and preoccupying thoughts\nand make possible a freer and broader thinking. To be able to react thus to a\nsymphony\n\nmay, in some cases, be a richer and more fruitful experience than\n\nthe mere mechanical tracking of its pattern of construction and instrumen¬\ntation.\nSome people, depending on the individual nature and needs, derive a great\ndeal of direct emotional help from romanticizing, letting their fancy rove\nwhere it will. The number of adults emotionally starving is great. The de¬\npression has added many more to those who, thru changes in their social\nstatus, have been cut off and have themselves cut loose from the company of\nthose they cherished, from the cultural joys which inspired them, from the\nartistic creative and interpretative work which they used to do. Of the pro¬\nfessional and amateur musicians, for whom music-making meant emotional\nliving, expression, communication, meant giving the best they had to give,\nwe find now by the dozens pianists without instruments, violinists having\n\n"}
{"page": 296, "printed_page": null, "text": "292\n\nNational\n\nEducation\n\nAssociation\n\npawned and lost their violins, singers without music to sing from and too\npoor to secure a piano or accompanist.\nAgain, anyone engaged in community work knows of another type of emo¬\ntionally isolated souls, some of whom never had a family and others who at\nsome time cared for as many as ten. There are people who since their parents\ndied have never had a home. There are also people whose daily work keeps\nthem in a basement and who are virtually without social connection or even\ntalking acquaintances, who retire in the evening with a sandwich to a hall\nbedroom. Some of these folks have grown into peculiar persons. How could\nit be otherwise? They tend to become inarticulate, emotionally uncommuni¬\ncative, to become old and ugly, incapable of inspiring or attracting any form\nof friendship or love attachment.\nStill, we know that in these emotionally isolated ones burns a yearning for\nsympathy, sociability, friendship, and love. But they have lost the way, and\nfrequently get confused and unintelligible.\nIt is amazing to note how a little personal attention, a semblance of ro¬\nmance in the form of a party or a picnic, may reinspire these souls, energize\nthem, and give them a new attitude and start in life and work. Music is for\nmany of them, as they hear it in the parks or thru the radio, frequently the\nonly stimulus of inner elation, an experience so tender and caressing that it\nmeans to them, in symbolic, still concrete form, an experience of emotional\nsatisfaction which life has denied to them thru the means of personal rela¬\ntionship ; and the result is similar to that of any experience of satisfying emo¬\ntion — a liberation of energy and a sense of peace and happiness. When the\nwear and tear of adult life cause the individual to lag in interests and to age\nin his attitudes, a new emotional stimulus and interest will often recharge,\nas it were, the vital battery, cause a rejuvenation in attitudes and function,\nand increase the person’s usefulness and happiness to a considerable degree.\nMany adults carry sometimes carefully hidden illusions from the days of\nyouth which were never materialized. Among these is a desire to make music\nin some form. If that idea has persisted thru the years, it will be well worth¬\nwhile to investigate its dynamic origin and value. Again and again it has been\nfound that assisting such persons of riper age in securing the right type of\nmusical instruction, development, and expression resulted in an emotional\nliberation on a wholesome cultural plane and has given them a new objective\nof great inspirational and constructive influence.\nThe aesthetic and spiritual enrichment of life thru music does not need\nelucidation in this address — it is too well known. Naturally, if we can develop\nwithin a person an aesthetic interest in music as a subject of reflective study\nand of artistic practise, we open new channels thru which both inspiring and\ncomforting experiences may come to him. In fact, we may help him thereby\nto change his focus of attention and satisfaction to something more apart\nfrom himself, independent of himself, and so we increase his possibilities for\nfinding relief and strength in something greater, more perfect, than the self,\nwhich is often what man is seeking when he yields to art. From this can be\nexplained the natural thirst of so many\n\nemotionally insecure, sometimes un-\n\n"}
{"page": 297, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\n293\n\nEducation\n\nstable people for aesthetic and artistic experiences. The listening to or mak¬\ning of music is, consciously or unconsciously, their means of stabilization and\nof reaching out for the control of their emotional urges by aesthetically\nconditioned modes of conduct.\nMan has been called a “social animal.” Sometimes he seeks isolation, but\nmore frequently he needs emotional companionship of a congenial nature, to\nreach his own highest level of dealing with himself, with his work and with\nhis fellowmen and to feel inwardly satisfied. Thousands of people go to con¬\ncerts and operas seeking this emotional satisfaction, relaxation and inspira¬\ntion thru music. One of the forms of enrichment of adult life thru music is\nfound in the bringing together thru choruses and orchestras, groups of peo¬\nple on an emotionally and aesthetically inspiring basis, people some of whom\nwould otherwise have no congenial fellowship.\nWhat do we find in our work today in connection with the serious want\nsuffered by untold numbers of adult men and women of musical inclination ?\nWe find a need of musical experiences, which will give them the sorely\nwanted zest to continue to believe in their own reason for existence and to\n“fight the good fight” to the end.\nMany are the causes which contribute to this need. Of a few we have\nspoken ; others we have not touched upon. Life is hard on the present adult\ngeneration and also on many a youth, now cut off not only from a bare liveli¬\nhood and from the completion of his education, but also from the sources of\ncultural inspiration and strength. The paradox of it is, that now, when life\ndemands new, quick, and effective adjustments, when there is a greater\nneed for more education, relaxation, and inspiration than ever, everywhere\nbudgets are being cut, causing teachers to be dismissed, classes stopped,\ncourses abolished, concerts revoked, lopping off just so many sources of\ngrowth, inspiration, comfort, and relief ; and in each case the fine arts and\nculture are condemned to atrophy.\nIn adjustment work with musical adults out of a job, with half a job, and\nwith a job, but without emotional balance and peace, there is a dire need for\nassistance in the pursuit of music as a cultural and spiritual objective.\nFor many, today, occupation with music is the straw to which they are\nclinging, emotionally speaking, to preserve their morale, their personality,\ntheir integrity, their fighting spirit against demoralization. For others it\nmeans a direly wanted self-assertion in a constructive and socialized form.\nFor still other adults, it means the liberation of energy for non-musical,\neconomically constructive thinking, planning, and laboring. For all, this use\nof music implies, instead of a loss of morale and backsliding, the going for¬\nward again, with head up, in faith and hope.\nAN\nDON\n\nADVENTURE\nD. LONGNECKER,\n\nIN ADULT\nPRINCIPAL,\n\nEDUCATION\n\nFAIRVIEW\n\nHIGH\n\nIN\n\nSCHOOL,\n\nDAYTON\nDAYTON,\n\nOHIO\n\nA small group of teachers in the Fairview High School, Dayton, Ohio,\nafter studying the Dewey and Kilpatrick philosophy of education, attempted,\nfour years ago, to apply this philosophy in the enrichment of the lives of its\nadult patrons.\n\n"}
{"page": 298, "printed_page": null, "text": "294\n\nNational\n\nEducation\n\nAssociation\n\nThere was a definite feeling at that time (which has increased since) that\nthe average adult : ( 1 ) did not properly evaluate the purposes of public edu¬\ncation, (2) had certain prejudices and stereotypes making local self-govern¬\nment dangerous, (3) did not have an adequate medium thru which to ex¬\npress his own convictions about local affairs, (4) needed an opportunity to\ngrow in his knowledge of parent problems, social problems, and economics,\n(5) lacked a foundation on which to build a creative interest to take care\nof an increasing amount of leisure time.\nWith these ideas as a background, we set out on an “adventure in com¬\nmunity adult education.” Using six Monday evenings during the winter\nmonths, we offered the first year eight courses with an enrolment of two\nhundred adults. This enrolment has gradually grown to more than one thou¬\nsand adults, last year when the Brown Elementary, the Col. White Junior\nHigh, and the Fairview Senior High (in the same section of the city)\ncombined in a program.\nThe general committee chose as their definition of adult education, “that\norganized type of education designed primarily for individuals beyond reg¬\nular school age, for securing continual adjustment to changing social and\neconomic conditions of contemporary life.” It was the assumption of the\ncommittee that the schools form a natural community center and as such\nshould participate in the life interests of all ages and class groups.\nThe general theme “Security” was adopted for last year’s project. Educa¬\ntional, social, and economic security were special topics, each of which re¬\nceived treatment on different nights by competent speakers. The idea of\nsecurity was\ncourses.\n\nalso developed in the regular class periods in many\n\nof the\n\nThe general plan of the school was to have two one-hour periods each\nevening. On alternate Monday evenings, an assembly for the entire enrol¬\nment was held in the school auditorium. Twenty-seven classes were offered,\nfrom which number any one person might choose two. Classes were organ¬\nized with the informal adult education idea in mind : namely, that anyone\nmight have the privilege at any time of injecting a question or making a\ncomment ; that the class period was so organized that the entire group might\nexchange ideas and grow together. No class had a teacher, but each class had\na discussion leader. There was a conscious attempt to leave indoctrination\nout of the procedure. No\nvalue.\n\ncourse was offered which\n\nhad direct vocational\n\nSuch courses as the following were all popular : The\n\nBaby Gets a Good\n\nStart, The Elementary-School Child, The Junior High-School Boy and\nGirl, The Senior High-School Boy and Girl, After High School — What?,\nCurrent Events, Conversation, English Usage, What to Read, Applied Art,\nCrafts, Salads and Desserts, Songology, Art Appreciation, Social Hygiene,\nPresentday Economic Problems, Social Planning, Dayton Citizenship,\nTravel, Religion in Everyday Life, Home Nursing, Dress Design, Con¬\ntract Bridge, Homemaking, Interior Decorating, Amateur Photography,\nDramatics.\n\n"}
{"page": 299, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n295\n\nTwo months previous to the first session, discussion leaders were called\ntogether, the plan of the school was outlined and all those taking part were\ngiven a common background. In addition to the regular discussion leaders,\npractically every course used special leaders for special topics, with the result\nthat more than seventy took some definite leadership in the school.\nThere was very little dropping in attendance during the course of the\nschool. In fact, the school has become so popular that it has been definitely\ndecided to conduct similar types of adult education groups in five different\ncenters next winter.\nMany\n\nhave volunteered their services to help carry out the project on a\n\ncitywide basis. The P. T. A.’s, League of Women Voters, Federated Clubs,\nand the Council of Social Agencies are just a few of the organizations lend¬\ning the movement their support for 1934.\nIt is as yet too early to prophesy results. We note this, however — our\ncommunity is less critical and more cooperative with the schools. The school\nis more of a community center.\nAltho a mill-levy for school operation failed of passage last year at the\nelection, this particular community gave it strong support.\nOne enthusiastic parent puts the value of the informal adult school this\nway: “Why can’t my boy be taught these same things in the high school?”\nWe believe that we have more or less stumbled upon a means by which we\ncan gradually change public opinion away from traditional “college prepara¬\ntory” courses and in favor of courses at every level, that will educate toward\nadjustment of the individual to “changing problems of contemporary life,”\nthat will stimulate the latent creative abilities, and teach people to “do better\nthe desirable things they are likely to do anyway.”\nPractically no expense was involved in our little project since the time of\nour seventy leaders was donated and the board of education graciously\npermitted us the use of the buildings.\nWe claim no originality in our adventure. We only claim success far\nbeyond our hopes — a success which is carrying us rapidly into a citywide\ninformal adult program.\n\nGLIMPSES\nMAUDE\n\nE. AITON,\n\nDIRECTOR\n\nFROM\nOF\n\nADULT\n\nWASHINGTON,\n\nTHE\n\nFIELD\n\nEDUCATION,\n\nPUBLIC\n\nSCHOOLS,\n\nD. C.\n\nThe full-time adult school of the District of Columbia, known as the\nAmericanization School, is directly under the board of education. An entire\nschool building is used for adult educational work. Classes are open, day and\nnight, for practically the entire year. There is a short vacation in June and\nSeptember.\n\nThis is a school for the whole family. A nursery and kindergarten afford\nan opportunity to bring the youngest members and make possible demom\nstration to the parents the value of child care including health and education.\n\n"}
{"page": 300, "printed_page": null, "text": "296\n\nNational\n\nEducation\n\nAssociation\n\nField teachers carry on many classes in the homes and the Rotary Club\nfurnishes bus transportation for entire home classes, including children, to\nthe central school.\nThe organization of the school provides : ( 1 ) Graded classes of men and\nwomen seeking naturalization. Close contact is maintained with the Court\nand the Naturalization Bureau. (2) Graded classes for adults desiring to\nstudy the English language. (3) Graded classes for the underprivileged,\nboth native and foreign-born who need primary work. (4) Many special\nclasses are organized, such as budget luncheon class, mothers’ sewing groups,\ncurrent topics class, legislative study group, handcraft groups, garden club,\npractical law class, and general science class.\nThe age range (including the nursery) is from babyhood to men and wo¬\nmen of advanced years. The average age varies from the late twenties to the\nearly thirties. The educational range of students is from illiteracy to univer¬\nsity men and women. The nationality range includes over fifty nationalities.\nThe Americanization School Association, an organization initiated by the\nstudents of the school, has functioned for more than eleven years. Its work\nis correlated with the school work and it affords many extracurriculum\nactivities, such as library, orchestra, chorus, bulletin, recreational activities.\nIt also carries on extensive aid and employment work.\nGLIMPSES\nA. W.\n\nCASTLE,\n\nDIRECTOR,\n\nMENT\n\nOF\n\nFROM\n\nEXTENSION\n\nPUBLIC\n\nTHE\n\nEDUCATION\n\nINSTRUCTION,\n\nFIELD\nDIVISION,\n\nHARRISBURG,\n\nSTATE\n\nDEPART¬\n\nPA.\n\nAdult education in Pennsylvania, as in other states, has suffered from and\nprofited by the exigencies and hysteria of the times. One city decides to save\nmoney regardless of ultimate costs, and overnight uproots and destroys its\nentire program of evening schools. Its neighbor girds itself to meet the social\nand industrial demands of technological unemployment and enforced leisure\nand courageously expands its evening school program.\nMost communities of our commonwealth have soberly prorated among\nall school activities the retrenchment found to be necessary, preserving all of\nthem to the best of their ability. Erie and Altoona short-sightedly have ab¬\nruptly and completely wiped out their evening schools, serving thousands of\ndeserving adults, in order that other activities might remain unhampered as\nlargely as possible.\nEllwood City, not far from Erie, recognizing the urgent social and eco¬\nnomic need for adult education, organizes a new and comprehensive evening\nschool program topped by a standard evening high school, and throws wide\nopen its school doors as its contribution to the solution of present problems.\nOther cities and boroughs follow.\nWilliamsport, already famous for its vocational retraining program, cal¬\nculates costs and possible economies but plans a bigger and better program\nof adult education including a new standard evening high school.\nDowningtown teachers point the way to other small communities by giving\nvolunteer teaching service in evening schools as an emergency measure.\n\n"}
{"page": 301, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n297\n\nIn Pennsylvania there is now being prosecuted under the leadership of Dr.\nJames N. Rule, our State Superintendent of Public Instruction, a state\nstudy of educational problems. In this study, among one hundred committees\nnow at work, extension education for adults, embracing school extension,\nuniversity extension, and library extension, has won a place of equal standing\nwith elementary education, secondary education, and higher education.\nThru the slow but effective leavening of our extension education for\nadults, illiteracy with all its social implications, the genuine assimilation of\nour foreign-born, vocational retraining, leisure-time occupation, crime and\njuvenile delinquency, prison education, parent education, the enrichment of\nrural life, home study, library service, social trends and social control — all\nare now, for the first time, getting the serious consideration long due them.\nExtension education for adults will continue in Pennsylvania with rela¬\ntively little specific loss and generally great gains. Our greatest present need\nis for definite and well-understood social objectives upon which there is\ngeneral agreement. Obviously, we cannot arrive until we know exactly\nwhere we want to go and just as definitely why we want to go there.\nThe National Council of Education will soon recommend to the Presi¬\ndent of the United States the creation of a national commission on socialeconomic planning. This recommendation should have the support of every¬\none interested in adult education. No other single field of education has so\nmuch to gain from such a proposed intelligent weighing of our social and\neconomic values and objectives, and of our educational outcomes and needs.\nThe educational implications of increasing leisure, greater vocational ob¬\nsolescence, and the growing need for continuing readjustment of individuals\nto constantly changing conditions, point unmistakably to adult education as\nthe most significant development of coming decades.\nContinuing education for continuing readjustment has taken permanent\nroot in Pennsylvania. No new movement nor infant institution has ever\nbefore, in our democracy, been called upon so suddenly to assume such tre¬\nmendous responsibility. In our commonwealth and elsewhere, the challenge\nis ours to meet.\nGLIMPSES\nKATHERINE\n\nM.\n\nKOHLER,\n\nFROM\n\nDIRECTOR,\n\nTHE\n\nFIELD\n\nEXTENSION\n\nDIVISION,\n\nMINNEAPOLIS,\n\nThe\n\nparamount\n\nPUBLIC\n\nSCHOOLS,\n\nMINN.\n\nquestion in the Adult\n\nEducation\n\nDepartment\n\nof the\n\nMinneapolis Public Schools at the present time is “How can we stretch the\ndollar still more to meet the ever-increasing demands for constructive leisure\ntime activities?”\nDuring the school year just completed, on a reduced budget, we have car¬\nried on a program in elementary, secondary, commercial, and homemaking\neducation and in addition some special projects were initiated.\nTo gain an idea of how the evening schools were serving the unemployed,\nsurveys were made in the evening commercial and in the evening high school\nin May 1933.\n\n"}
{"page": 302, "printed_page": null, "text": "298\n\nNational\n\nThe most common\n\nEducation\n\nAssociation\n\nreasons given by the unemployed\n\nfor attending the com¬\n\nmercial evening school were: “To better myself,” 24 percent; “to acquire a\nbusiness education” or “to learn typewriting or shorthand” or “keep up\nshorthand practise,” 47 percent; “to help secure a position” or “gain a better\nposition,” 21 percent. Approximately 92 percent and perhaps more are\ncoming for some reason pertaining to a job.\n\nThe evening high school presented a very different but an equally interest¬\ning picture. Approximately 34 percent answered that “cultural value” was\nthe determining factor in attending; 35 percent were garnering credit toward\ngraduation and 10 percent toward university entrance.\n\nA large percentage of the students expressed an urgent desire for educa¬\ntional and vocational guidance. It was most encouraging to find that in both\nschools nearly 70 percent were planning to return to evening school next\nfall; 20 percent were undecided and 10 percent either had finished the course\nin which they were interested or had other reasons for not coming back.\nClasses for women — During the past year the department discovered that\nthere was great need to help housewives on reduced incomes and those on\npublic relief to use their food allotments to the best advantage. Thru the\ncooperation of schools, neighborhood houses, and social workers, classes were\nopened. Some of the women needed help in making their budget allowance\ncover the total time allotment; all needed training in food marketing, in\npreparing inexpensive but nourishing dishes, in baking bread, and in planning\nbalanced meals to suit the family needs which varied according to the num¬\nber and age group in each family. To bring the cost within the weekly allow¬\nance for families on the relief rolls, grocery lists were procured from the\nrelief agencies. The work done in these classes resulted in better and more\nsatisfying meals, fewer periods of enforced fasting, and less friction in the\nhomes.\n\nanxious to find day work, were enrolled in laboratory\nThis course included cleaning rooms and furnishings,\nremoving stains, laundering, pressing and ironing, care of household metals\nand plumbing, and the care and use of household appliances. Supplementary\n\nGroups of women,\nclasses in housework.\n\nto the general lessons, demonstrations were given in the care and use of elec¬\ntrical machines and appliances.\nA number of young women, who had been trying vainly to find work,\n\nwere encouraged to enter study groups for self-improvement. Since getting\na job was the girls’ paramount interest, a class in general housekeeping drew\nthose who hoped to qualify for work, either by day or week, as maids or\nwaitresses, or in catering. Practical laboratory lessons in cooking, serving,\nand general housework were given. This course also included lessons in the\nselection and care of clothing and in personal grooming. Incidentally, the\nteacher sought to instil the fact that careful grooming, cleanliness, and neat¬\nness are even more essential than smart wearing apparel. Had the teachers\nbeen able to finish the program by placing each pupil, the project would have\nbeen a complete success. Unfortunately not many employers were found\nwaiting at the end of the course. A few of the girls secured jobs, but more\n\n"}
{"page": 303, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n299\n\nwere disappointed. However,\n\neven the latter realize that their time was\nprofitably spent, that when they do get work they will be better qualified to\ngive satisfaction, and that the knowledge they have gained is useful in their\nown homes.\n\nThru the Minneapolis Urban League a group of Negroes, the majority\nunemployed, petitioned to have a class in janitorial housekeeping. The Adult\nEducation Department provided a course covering the care of different kinds\nof floors and woodwork, and in correct methods of sweeping and dusting\nand cleaning. At the end of the course, the men expressed themselves as\nbeing well satisfied and as wanting further training along the same line.\nThe foregoing projects, carried out as they were mainly among Americanborn young people, do not reveal all the problems of extension work con¬\nfronting the Minneapolis Adult Education Department. A selected picture\nof a complete adult education situation was obtained thru a survey of all\nadults (numbering 1861) within a specified district. The social and eco¬\nnomic levels of this district were low in comparison with other school popu¬\nlations in Minneapolis and elsewhere. Over 55 percent were born in foreign\ncountries and more than 15 percent were not as yet citizens of the United\nStates. Previous education had been limited, few of them having gone be¬\nyond the elementary school. One out of every seven adults could neither read\nnor write English, and one out of every twenty could not read or write in\nany language. The parental responsibility of the mothers was not great in a\nmajority of the cases, and these adults for the most part fell in the age groups\nwhere education is possible and desirable. In our enthusiasm for new projects\nin adult education, the old problems of illiteracy and of providing an ele¬\nmentary education for all the adult population must not be forgotten.\nAll about us in Minneapolis as elsewhere there is convincing proof of the\nimportance of “carrying on” activities for the education of adults. Support\nfor this program should be adequate, particularly in the present situation as\nis so well expressed by Frances Perkins, Secretary of Labor, when she says:\n“Outside the provision of actual funds for food and shelter, I would say that\nthe opening up of new and diversified educational opportunities for adults is\nthe most important movement\nGLIMPSES\nCHARLES\n\nJ. LUNAK,\n\nfor unemployment\nFROM\n\nASSISTANT\n\nTHE\n\nrelief.”\nFIELD\n\nSUPERINTENDENT\n\nCHICAGO,\n\nOF\n\nSCHOOLS,\n\nILL.\n\nAdult education in Chicago is comprised of: (1) evening schools; (2) a\nregular day elementary adult school; (3) day English-to-foreign classes;\n(4) Americanization classes; (5) classes for the unemployed in shelters;\n(6) parent-education classes.\nOwing to a decreased revenue, the appropriation for evening schools was\ncut in half. This necessitated the closing of sixteen opportunity high and\nelementary evening schools. This seems an enormous denial of opportunity,\n\nbut by consolidating small schools, closing hopelessly small schools, and com-\n\n"}
{"page": 304, "printed_page": null, "text": "300\n\nNational\n\nEducation\n\nAssociation\n\nbining classes, we feel that we have a better and a closer knit system which\nallows of better supervision and draws\n\na much\n\ndepriving\nevening.\n\nof securing\n\nThe\n\nanyone\n\nof the opportunity\n\nbetter student body without\nan\n\neducation\n\nsix evening high schools are accredited by the North\n\nation of Secondary\n\nSchools\n\nand\n\nColleges. They\n\ncontain\n\nclasses, elementary\nforeign.\n\nclasses, classes in Americanization,\n\nin the\n\nCentral Associ¬\nhigh-school\nand\n\nshop\n\nEnglish-to-\n\nThe accredited schools have a term of thirty-six weeks, meeting the first\nfour evenings of each week from 6:45 to 9:45, three hours each evening. A\ncharge of $5.00 returnable\n\nregistration fee is made. This fee is returnable\n\nthe student has attended three-fourths\nthe registration fee is made\nment.\nAn\n\ninvestigation\n\ncharges, returnable\nIt was\n\nwas\n\nof the time, and a refund\n\non\n\nthe relation between\n\nregistration fees, and free instruction\n\nfound\n\nthat where\n\nno charge was\n\npercent. When\n\na nominal\n\ntuition fee was\n\nwas 74 percent, and when\naverage\n\nattendance\n\nwas\n\nof one-half\n\nif the student uses tools, machinery,\n\nmade\n\nif\n\nor equip¬\n\nnominal\n\ntuition\n\nand attendance.\n\nmade, the attendance\n\naverages 68\n\ncharged, the average\n\nattendance\n\na returnable registration fee was demanded,\n\n78 percent. It is a question if students\n\nthe\n\nregularly\n\nemployed should not be requested to pay the greater portion of the cost of\ninstruction in the accredited classes.\nWe\n\nattempted\n\nthis year to combine\n\ncommunity\n\ncenter activities with the\n\nevening\n\nschools by giving to the community lectures, debates, dramatics,\norchestra, band, vocal music, and forums. I am not yet ready to endorse this\nexperiment, but we shall try it another year.\n\nThe\n\naccredited high schools had a membership\n\nof 24,963, with 978 in the\n\nclasses below the high-school level. In addition, there are 5480 in Ameri¬\ncanization classes, 467 in the shelters for the unemployed.\nThere seems to be little doubt about offering instruction in English-toforeign and Americanization\nbenefits the community\n\nclasses free of charge. After all, this directly\nand state. It is a question too how long the tax-\n\npaying public is willing to assume\n\nthe burden\n\nof educating self-supporting\n\nadults. Here in Chicago the tax-paying public has assumed the entire respon¬\nsibility, only a small portion of the returnable registration fee going into the\ntreasury of the board of education. Undoubtedly during the financial depres¬\nsion, with its long periods of unemployment, a number of worthy students\nwho cannot pay the registration fee are deprived of the opportunity of at¬\ntending. Even\nance. Our\n\ncarfare is an element\n\nattendance\n\non Monday\n\non Wednesday, and on Thursday\nis no money for carfare.\n\nChicago\n\nwhich\n\nenters into regularity of attend¬\n\nand Tuesday\nit becomes\n\nis almost perfect ; it drops off\nlow because by that time there\n\nis divided by the river into three sections, a North Side, a South\nSide, and a W est Side. Two accredited evening high schools are located in\neach section, so that they are conveniently located.\n\n"}
{"page": 305, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n301\n\nThe\n\nfollowing is a paragraph taken from the Strayer report:\n\nThe study of the evening high schools of Chicago leads to the conclusion that\nthese schools are performing invaluable educational service. Chicago has set for all\nlarge cities in America an example of night high schools sufficient in number, con¬\nveniently located, and comparable with the day high schools in the type of work done.\nIt is recommended that, in spite of the present emergency,\nprogram be continued.\n\nthe evening high-school\n\nI am in hopes, when financial conditions are improved, to open three tech¬\nnical high schools, one for each section of the city, and an additional high\nschool on the South Side for the colored, which shall have accredited classes,\nelementary work, and vocational classes. Four years ago this school for the\ncolored was open and in one room for elementary instruction there were\neight grandmothers, four grandfathers, and four great-grandmothers. One\nwonders why people as old as these come, day after day, to trace laboriously\nwith labor-stiffened fingers one letter after another, and just as laboriously\npick out one word after another. The answer is the answer for the organiza¬\ntion of the first schools. They come so that in the sunset of their lives they\nmight learn to read the scriptures and secure comfort therefrom.\nGLIMPSES\nMRS.\n\nKENNETH\n\nF. RICH,\n\nFROM\n\nTHE\n\nFIELD\n\nDIRECTOR, IMMIGRANTS’\nCHICAGO, ILL.\n\nPROTECTIVE\n\nLEAGUE,\n\nCitizenship has never been more needed by the foreign-born than now.\nThe disabilities that face the alien have never been so great. First of all, in\nmost states he cannot really become a part of the political life of the com¬\nmunity by holding office, by serving on the jury, or by voting. A democratic\ngovernment, however, is dependent upon the participation in it of those\nresident within its boundaries.\nMost states limit the opportunities in many of the professions to those who\nare citizens. In certain parts of the country, for instance, an alien cannot\nbecome a physician, or a lawyer, or a nurse, or a public accountant.\nIn many other certain states aliens are not permitted to hold land, or cer¬\ntain other types of property. Land ownership, perhaps, may not descend to\nthe child of an alien. Perhaps he is barred from mining claims. Perhaps he\ncannot procure a hunter’s license, or even own a hunter’s dog.\nIn many other states, social legislation has not extended to the alien. The\nnon-citizen may be barred from the benefits of the Workmen’s Compensation\nAct, or an old-age pension, or a blind person, or a mother’s pension. If he is so\nunfortunate as to have become caught, with his neighbors born in the United\nStates, in the present economic stringency, he is probably barred from work\nrelief projects, employment on public works, or possibly even a relief budget.\nFrom an immigration standpoint, he cannot bring his wife and children\noutside the quota unless they happen to have been born in the Western\nHemisphere. He, of course, cannot travel on an American passport.\nThe position of the alien in the United States at present is critical in many\nof the relationships of his life. He cannot make an adjustment to it unless he\nbecomes a citizen of this country.\n\n"}
{"page": 306, "printed_page": null, "text": "302\n\nNational\n\nEducation\n\nAssociation\n\nAt the very moment, however, when citizenship is demanded of the alien\nin all this range of his relationships, the path to naturalization has become\nmore and more difficult. Mounting obstacles bar his way. Perhaps he simply\ncannot afford the expense of becoming naturalized — this bill of twenty dol¬\nlars, or perhaps thirty-five dollars, to the government. The high cost of natu¬\nralization has defeated its own end and seems particularly unjust in view of\nthe fact that there is so large a surplus in the naturalization fund, collected\nfrom the fees paid by the applicant. Perhaps he has forgotten the name of\nhis boat and cannot verify the record of his arrival in the United States,\nwhich is now one of the first requirements to naturalization.\nPerhaps he has made a trip abroad and has stayed a little longer than a\nyear, in adjusting matters in the old country relating to property, the care of\nhis parents, or other family obligations. Those prolonged visits may even\nindicate greater, rather than less desirability, among his qualifications for\ncitizenship. More than a year of absence breaks his residence, however, and\nthe five-year period required must begin all over again. Perhaps in renounc¬\ning allegiance to the foreign ruler he has named the wrong king, which has\nhappened so often, since the sweeping changes in territory in Europe after\nthe World War. The little amendment to the Naturalization Act relating\nto renunciation of allegiance was probably too limited in its provisions to\nembrace his dilemma.\nPerhaps the applicant to naturalization has compunctions\n\nabout taking the\n\noath to bear arms, and so perhaps has been disqualified because of his re¬\nligious beliefs, as was a certain Professor of Divinity at Yale University.\nPerhaps it is the color of his skin which makes him ineligible. If he is not\n“free white or of African nativity or descent,’’ in other words, if his skin is\nyellow, not black, nor white, nor red, regardless of the great contribution he\nmay be making in this country, he is barred from naturalization.\nAnother naturalization difficulty is the educational test. In order to be¬\n\ncome a citizen, one must “speak the English language,” sign the petition “in\nhis own handwriting,” and be “attached to the principles of the Constitu¬\ntion.” The socalled educational test for naturalization has not been enacted\nby Congress. In some naturalization districts, however, it is being enforced\nwithout legislation. The list of petitioners described by naturalization exam¬\niners as “found poor in their knowledge of English and form of government”\nhas grown longer and longer and longer! Perhaps that is not true in Massa¬\nchusetts, where so wonderful a system of enrolment of the foreign-born in\nadult classes is in operation under the able direction of Miss Mary Guyton.\nOther states also have adult education programs of which they may well be\nproud. Illinois has a permissive act and aspirations! Chicago has Miss\nFrances Wetmore’s excellent department of adult day classes, but she needs\nten times the appropriation made by the board of education !\nThe filing of any naturalization paper, whether declaration or petition,\n\nshould be the signal for cooperative action between the local public-school\nsystem, and the United States naturalization service. Thru the visiting\nteacher function, there should be enrolment in some kind of class, of every\n\n"}
{"page": 307, "printed_page": null, "text": "Department\n\nof\n\nAdult\n\nEducation\n\n303\n\nsuch applicant. In order that this object may be attained, there must be great\nelasticity of curriculums, and of management of classes, with special respect\nto the hours at which they are held, their location, the number required for\nattendance, and other regulations.\nThe argument for establishing an educational test for naturalization is\nalways a plausible one. It is, however, an entirely unjust one, until publicschool facilities for adults catch pace with such naturalization requirements.\nThe educational opportunity for them, the country over, is far from equal\nand far from adequate. It seems, moreover, entirely unfair and unfortunate\nto raise bars to naturalization when so many legal disabilities face the alien.\nIf the argument for an educational test is based on its relation to the voter,\nit should in all justice, apply to the citizen born in the United States, as well\nas the citizen by adoption. Some states are already experimenting with a\ngeneral educational test for all voters.\nSuch obstacles to naturalization can partly be mitigated by administrative\nprocedure. In many directions, however, they will require amendments to\nthe naturalization law itself. Such a group as this might well adopt an active\nlegislative program for naturalization which would include such items as:\n(1) the immediate reduction of naturalization fees, (2) permission for\nlegalization of entry regardless of date of entry, (3) broader provisions re¬\ngarding renunciation of allegiance, (4) elimination of the discriminations\nnow existing in the naturalization law, as to sex, religion, and race, (5) pre¬\nvention of an educational test until all parts of the United States have\nachieved equality and adequacy of educational opportunity for adults.\nWoodrow\n\nWilson, in speaking to an assembly of newly naturalized citi¬\n\nzens, once said: “You have come to America not only to earn a living . . .\nbut ... to let me know that everywhere in the world there are men who\nwill cross strange oceans, and go where a speech is spoken which is alien to\nthem, if they can but satisfy their quest for what their spirits crave ; know¬\ning that whatever the speech, there is but one longing and utterance of the\nhuman heart, and that is for liberty and justice.”\nA group such as this, by opening the half shut doors to citizenship by\nnaturalization, can make a direct and immediate contribution to the liberty\nand justice they believe is here.\nGLIMPSES\nFRANCES\n\nWETMORE,\n\nFROM\n\nSUPERVISOR\n\nOF\n\nADULT\n\nCHICAGO,\n\nThere\n\nis so much\n\nTHE\n\nFIELD\n\nEDUCATION,\n\nPUBLIC\n\nSCHOOLS,\n\nILL.\n\nof interest and variety in the field of adult education\n\nthat it wTould take many times three minutes to give even a brief survey of\nwhat is taking place in this field.\nIn Chicago we have the problem of illiteracy and the teaching of funda¬\nmentals of the language to the native-born white and colored, as well as\nthe foreign-born. It is found that many of our native-born are unable to\nmake a written application for relief to the Illinois Commission for Relief,\n\n"}
{"page": 308, "printed_page": null, "text": "304\n\nNational\n\nEducation\n\nAssociation\n\nbecause of illiteracy. Thru this agency we hope to come in touch with a\nnew group needing education and giving them a new opportunity. This\ndepartment has functioned a sufficient number of years to have the satisfac¬\ntion of watching the illiterate emerge from illiteracy thru the elementary\nlevel of education into high school.\nWe hold many classes for adults in the public-school buildings. In several\ninstances, three generations from the same family attend the same public\nschool.\nWe have classes meeting in settlements, office buildings, and shelters for\nthe unemployed.\nWe\n\nhave a number of groups meeting for the study of parental care.\nA carefully planned course of study on child care from infancy thru ado¬\nlescence is conducted thruout the school year.\n\nMany of our more advanced classes, including the parental care groups,\nare conducted largely as discussion groups.\nThe work which has developed most rapidly during the past year or two\nis the work in the shelters for the unemployed men and women. We have\nfound, as have many others working with the unemployed groups, a cross\nsection of society presenting various educational needs and interests.\nAfter careful consultant with these groups, we have responded to their\nlequests for English, mathematics,\neconomics.\n\nSpanish, radio making,\n\nsalesmanship,\n\nWe have found the effect of presenting a constructive piece of educational\nwork in this time of enforced idleness, a great factor in keeping up the morale\nof these discouraged men. I believe the result has warranted all our efforts,\neven in the face of our crippled financial condition.\nWhat next! Only a seer and a prophet can tell, but this I know — we\nmust respond to the increasing and changing demands for education on\nthe part of the adult.\nW e must accept this challenge, or we fail in one of our most vital and\nhopeful fields of educational work.\nSECRETARY’S\n\nMINUTES\n\nFirst Session, July 3, 1933\nMary L. Guyton, president, called the meeting to order at 2 p. m. In the absence\nof the secretary, Caroline Whipple, of New York, chair appointed Mrs. M. D. Neufield, of Chicago, as secretary pro tem. After a brief expression of appreciation to\nthe committee for its work for the preceding year, and an announcement of the other\nmeetings to follow in this department, she stated that in accordance with the provi¬\nsion of the bylaws the appointment of a committee on resolutions would be first order\nof business. Committee appointed as follows: A. W. Castle, Pennsylvania, Chairman;\nCharles Lunak, Illinois; Wil Lou Gray, South Carolina; J. O. Hornstein, New York.\nT. he next order of business was the appointment of the nominating committee:\nFrances K. Wetmore, Chicago, Chairman; James A. Moyer, Director, Universi\nty\nExtension, Massachusetts.\nIn the absence of Sydney B. Hall, State Superintendent\nmond, \\ irginia, “J he Report of the Joint Commission\ntion” was presented by William G. Carr.\n\nof Public Instruction, Rich¬\non the Emergency\n\nin Educa¬\n\n"}
{"page": 309, "printed_page": null, "text": "Department\n\nIn the discussion\n\nwhich\n\nfollowed\n\nextent the commission\n\nhad\n\nconsidered\n\nof\n\nEducation\n\nAdult\n\nCastle\n\nMr.\n\nthe need\n\n305\n\nasked\n\nof Pennsylvania\n\nof adult education\n\nto what\n\nin the school sys¬\n\ntem, to which Dr. Carr answered that the commission had given this matter con¬\nsiderable thought and that it is anxious to get suggestions as to how it may proceed\nin this connection. Mr. Castle moved that Dr. Carr convey to the commission the\nrequest of this conference that the commission give its further consideration to the\nof adult education activities in public education and the need of meeting presy.\nentday emergencies and exigencies and to make its recommendations accordingl\nby\nmade\nMotion seconded by Charles Lunak of Chicago. Motion carried. Report\nDr. Carr received and filed.\n\nneed\n\nA. H. MacCormick,\n\nAssistant\n\nof the Bureau\n\nDirector\n\nJustice, Washington, D. C., presented\ndiscussion that followed Miss Guyton\n\nof Prisons,\n\nof\n\nDepartment\n\na paper on “Educating the Prisoner.” In the\nasked how the prison teacher compares with\n\nif the teacher’s\nthe teacher outside. To this question Mr. MacCormick answered that\ndo not know\nusually\nwardens\nsince\nthat\nbut\ngood,\nwork is well supervised it is usually\nor\nwhat it takes to make a good teacher and that since prisoners who were salesmen\nadequate.\nbankers, etc., must be given white-collar jobs, frequently the teaching is not\nMr. MacCormick’s paper was received and filed.\n\na paper on “Basic\nC. K. Ogden, Cambridge, England, who was to have presented\nof some of the\nnce\nConfere\nthe\ntold\nGuyton\nMiss\npresent.\nbe\nEnglish” was unable to\nfrom a\nvalues of the new 850-word vocabulary proposed by Dr. Ogden, read a letter\ngiven in\nteacher in Denmark which was accompanied by a lecture she had\nced that further\nwhich only words from this vocabulary were used, and announ\nS. Ploward\ninformation and literature on this subject may be secured by writing to\nfollowed\n371, 1 Madison Avenue, New York, N. Y. Much discussion\nas the advantages of\nthe presentation of this subject in which the difficulties as well\nthe adoption of this new vocabulary were emphasized.\nEvans,\n\nRoom\n\nDinner\nThe meeting was\nGuyton, presiding.\n\nMiss\n\nJane\n\nappreciation\nment.\n\nAddams,\n\nMeeting, 6:00 p. m.\n\nat the Stevens\n\nheld\n\nHouse,\n\nHull\n\nand\n\nof the values\n\nHotel, in the North\n\nChicago,\n\nthe accomplishments\n\nand\n\ngreetings\n\nbrought\n\nMary\n\nL.\n\nexpressed\n\nher\n\nBallroom,\n\nof the Adult\n\nmove¬\n\nEducation\n\na paper on “Catch¬\nProfessor William S. Gray, University of Chicago, presented\ning Up With Literacy.” Paper filed.\nGreetings from South Carolina were brought by Miss Wil Lou Gray.\nra completed the\nDelightful music by the Lane Technical High School Orchest\nevening.\n\nNational\nJoint Conference of the Department of Adult Education and the\n1933\n5,\nJuly\nLife>,\nAdult\nof\nent\nEnrichm\nthe\non\nmission\n\nCom¬\n\non the Enrichment of\nJames A. Moyer, president of the National Commission\n430-A, Stevens Hotel.\nAdult Life, called the meeting to order at 2:00 p. m., in Room\nerred to the Grand\nBecause of the large number attending the meeting was transf\nBallroom Annex.\nElizabeth\n\nWells\n\nSupervisor\n\nRobertson,\n\nof Art, Public\n\nSchools, Chicago,\n\npresented\n\na\n\n” Having finished her\npaper on “Art Training in Preparation for Adult Leisure.\nmade by her, the Board\npaper, Miss Robertson reported that in response to a request\nof a Department of Art.\nof Directors of the NEA are permitting the establishment\nMiss Robertson’s paper was received and filed.\n\n“Enrichment\nChicago.\n\nPaper\n\nof Adult\nreceived\n\nLife Thru\n\nand\n\nfiled.\n\nArt”\n\nwas\n\npresented\n\nby Lorado\n\nTaft\n\nof\n\n"}
{"page": 310, "printed_page": null, "text": "306\n\nNational\n\nIn the absence\n\nof Willem\n\nEducation\n\nAssociation\n\nvan\n\nde Wall, State Department of Welfare, Harr\nisburg\nhis paper on “Enrichment of Adult Life\nread by Miss Guyton. Same was received and Thru Music” was presented\nfiled.\nAn Adventure in Adult Education\nin Dayton” was presented by Don\nD.\nLongnecker, Principal, Fairview High Schoo\nl, Dayton, Ohio. Paper filed.\nUnder “Glimpses from the Field” the\n’\nfollowing speakers presented their K p\nwhich were fil\npapers,\ned\n:\n1. Mrs.\nKenneth F. Rich, Director, Immigran\nts’ Protective League, Chicago,\nIllinois.\nFa\nand\n\n2. Wil\n\nLou\n\nGray,\n\nSupervisor\n\n3. Charles\n\nLunak,\n\nAssistant\n\n4. Frances\n\nof Adult\n\nSchools, Columbia, South Carolina.\nSuperintendent of Schools, Chicago, Illino\nis.\n\nK. Wetmore, Supervisor, Adult Education,\nPublic Schools, Chicago\nA>. W*Cas?®» Director’ Extension Education Divisi\non, State Department of\nEducation, Harrisburg, Pa.\n\nP ur'Tu\n\n°f a,b,fnu-’ *he PaperS\n\n°f Maude\n\nAiton’ Director of Adult\n\nPubhc Schools, Washington, D. C„ and of\nKatherine M. Kohler,\nDivision Public Schools, Minneapolis, Minn.,\nwere not read.\n\nBusiness\nThe\n\nbusiness\n\nmeeting\n\nMr\n\nMoyer\n\nreported\n\nThe\n\nCommittee\n\nEducation,\n\nDirector, Extension\n\nMeeting\n\nwas conducted by Mary L. Guyton. Trea\nsurer being absent\nfiom the meeting, secretary was requested\nto read excerpts from the treasurer’s\nreport which was voted accepted and filed.\nfor the committee on bulletin. Report accep\nted. Mr. Moyer\nmoved that the special committee on bulle\ntin be continued for the next year and that\nit be authorized to issue four editions if\npossible and to adopt whatever plans in\ndiscretion it deems necessary.\nits\non Bulletin\n\nis composed of the following members:\nJ. A. Mover\nMassachusetts; Robert C. Deming, Conn\n.; C. S. Marsh, New York; Marguerite\nBurnett, Delaware; Alonzo G. Grace, New\nYork.\nA letter from W. C. Smith, Business Mana\nger of the Bulletin, was read bv the\nsecretary; it contained the following excer\npts:\n1. “I ask you to appoint a Business Manager\nfor the following year.”\n2. “lam at the same time asking that all\nright, title, and interest, in the publicatio\nof the Regents Word List heretofore publishe\nn\nd by Adult Education be reserved to\nme, or to be disposed of by me in the liqui\ndation of the affairs not directly concerned\nby the Department.”\n\nMr.\n\nMoyer\n\nmoved\n\nthat a communication\n\nbe addressed to Mr. Smith expressing\ndeep appreaatmn of his services in the capac\nity of business manager during his term\not office. Motion seconded by Miss Wetmore.\nMotion carried.\nWith reference to Excerpt 2, above referred\nto, Mr. Moyer moved that the request\ntherein contained be granted. Motion secon\nded by Miss Wetmore. Motion carried.\nMr. Castle moved that the chairman be\nempowered to appoint a committee to\nstudy the bylaws and to make any recommen\ndations for revision at the next annual\nmeeting of the NEA. Motion seconded by Miss\nGray. Motion carried\nM Miss Wet^ore moved that Article V, Sec. 2, be\namended to include the words\nexcept the Editor.” Motion seconded by Mr.\nMoyer. Motion carried.\nFrances K. Wetmore, Chairman of the\nNominating Committee, presented the\no owing slate: president, Mary L. Guyton; execu\ntive director, Charles Lunak - sec¬\nretary, Caroline Whipple; treasurer, Agnes Winn\n; editor, Alonzo G. Grace.’ Mr.\nMoyer moved that the report of the nominating\ncommittee be accepted and that the\nsecretary be instructed to cast one ballot for\nthe election of these nominees to their\nrespective officers for the ensuing term. Motio\nn seconded by Miss Gray. Motion car¬\nried. Upon announcement by the secretary that\nthe ballot had been cast the above\nnames were elected to their respective office\ns for the ensuing term.\n\n"}
{"page": 311, "printed_page": null, "text": "Department\n\nEducation\n\nAdult\n\nof\n\n307\n\nMr. Castle, chairman of committee on resolutions, presented and read four resolu¬\ntions. After reading resolution No. 1 he moved its acceptance. Motion seconded and\ncarried. After presenting resolution No. 2 Mr. Castle moved its adoption. Motion\nseconded. Motion carried. Mr. Moyer moved that resolution No. 2 be mimeographed\nand copies sent to any organization or Board of Education which may be helpful in\nabout\n\nbringing\n\nits objective. Motion\n\nseconded.\n\ncarried.\n\nMotion\n\nthat it be adopted and that\nauthority to the president of this department to distribute it in the manner referred to\nin relation to resolution No. 2. Motion seconded by Dr. Lunak. Motion carried.\nNo.\n\nresolution\n\nAfter\n\nreading\n\nAfter\n\npresenting\n\nresolution\n\n3, Mr.\n\nmoved\n\nCastle\n\nNo. 4, Mr.\n\nmoved\n\nCastle\n\nwith\n\nthat it be adopted,\n\nthe\n\nprovision that the president and secretary of the department be authorized to change\nthe wording if necessary. Motion seconded. Motion carried.\nThe above resolutions are appended to the minutes of this meeting.\nChair announced that letters were received ; one from H. A. Allan, under date of\nJanuary 12, 1933, addressed to her, and one from Mr. Allan, under date of January\n12, 1933, addressed to Mr. Smith. Miss Wetmore moved that the reading of these\nletters be dispensed with and that the letters be filed with the minutes of this meeting.\n\nMiss Wetmore announced that a tea would be given at the Chicago Women’s\nClub, Thursday, July 6, at 4 o’clock to which all interested in Adult Education are\ninvited. Wil Lou Gray voiced the appreciation of the Department for the splendid\nservices of Mary L. Guyton, its president.\n\nRESOLUTIONS\nof Adult Education\n\nBE IT RESOLVED— That the Department\nEducation\n\ngrateful\n\nAssociation,\n\nconsiderations\n\nfor the many\n\nof the National\n\nextended\n\nits members\n\nas guest of Chicago Public School officials and teachers, formally express its deep\nappreciation of the manifold courtesies received from and the complete conference\ndinner facilities provided by Dr. C. J. Lunak, Miss Frances Wetmore, their assistants,\nand teachers, and\n\nBE IT FURTHER\ndraft\n\nRESOLVED — That our Secretary be instructed to forward\n\nof this resolution\n\nto Dr. William\n\nJ. Bogan,\n\nSuperintendent\n\nPublic Schools, to Dr. C. J. Lunak, Assistant Superintendent\nSchools, and to his assistant, Miss Frances Wetmore.\n\nWHEREAS,\nthe\n\nmost\n\nprogress,\n\na\n\nof the Chicago\nPublic\n\nof the Chicago\n\nIn public education, the education of adults is directly and indirectly\n\nimportant\n\nfactor\n\nin effecting\n\nsocial\n\ncontrol\n\nand\n\nin determining\n\nsocial\n\nand\n\nWHEREAS,\n\nThe present crisis in education necessitates retrenchment in expendi¬\n\ntures in all departments\n\nand\n\nlevels of education.\n\nNOW,\n\nTHEREFORE,\n\nBE IT RESOLVED—\n\n1. That\n\nthe Department\n\nof Adult\n\nEducation\n\nof the National\n\nEducation\n\nAssociation\n\nrespectfully requests and petitions its parent body to set forth unmistakably, by reso¬\nlution, the relative importance of adult education in national and state programs of\npublic education intended to effect social integration.\n2. That\n\nsuch\n\nresolution\n\ndirect\n\nattention\n\nto the wisdom\n\nof prorating\n\nbudgetary reductions among all school activities preserving for\nnucleus about which to construct its certain future developments.\n\n3. That\n\nsuch resolution\n\nreiterate the social and\n\neach\n\nrequired\n\nat least a\n\ncivic necessity of continued\n\nreduc¬\n\ntion of illiteracy and a more effective assimilation of our foreign-born population as\nthe more urgent adjustment needs of these classes of our adult population, restriction\nof immigration notwithstanding.\n\n"}
{"page": 312, "printed_page": null, "text": "308\n\nNational\n\nEducation\n\nAssociation\n\n4. That\n\nsuch resolution emphasize the present urgen\nt need for local provision of\neducational opportunities for our great body\nof high-school graduates and college\nstudents unable to attend college and unabl\ne to find employment, from which is\nspringing our growing army of itinerant American\nyouth.\n5- That\n\nby such resolution attention be forcefully direct\ned to the adult education\nimplications of our rapidly growing leisure, with\nspecial reference to the social and\nrecreational needs of the vast number of under\nprivileged adults especially in rural\nareas whose earlier education opportunities have\nbeen restricted.\n6. That, by whatever means available, these adult\neducation emergency needs and\nrecommendations be brought to the attention\nof officials of public schools, colleges\nand universities, thruout the nation.\n\nWHEREAS,\nof several\n\nof decreased\n\nstates has been\n\nWHEREAS,\ncrease\n\nBecause\nIn some\n\nin budgetary\n\n. {WHEREAS,\ninformed, and\n\nTHEREFORE\n\ncities adult education\n\nappropriation,\n\nNo democracy\neducated,\n\nBE\n\neducational\n\nentirely eliminated,\n\nand\n\ncan long endure\n\nIT RESOLVED — That\n\nrevenues,\n\nadult education\n\nin cities\n\nand\n\nhas suffered a disproportionate\nunless\n\nde¬\n\nits citizenry is literate, well-\n\nno further decrease be made\n\nin appro¬\n\npriations for adult education, or if decrease must\nbe made that only the same proproportionate decrease be made in the appropriat\nion for adult education as is made\nfor all other educational activities.\nMiss Wil Lou Gray\nJ. O. Hornstein\nC. J. Lunak\nA. W. Castle,\n\nChairman\n\n"}
{"page": 313, "printed_page": null, "text": "Department of Art Education\n\n"}
{"page": 314, "printed_page": null, "text": "The department of art education\n\nbecame a part of the National Education Assoeiation by vote of the Representative Assembly on\nJuly 6, 1933. The creation of such a department was\nsuggested “because art is an important subject, neces¬\nsary to the development and culture of the childhood\nof America, and because this is a particularly important period\nits life.” The Department developed\nfrom the Confineren\nce on Art Education.\nAt the business meeting of the Department at the\nChicago convention the following officers were elected\nto serve for the year 1933-34 :\nPresident, Elizabeth Wells Robertson, District\nSupervisor of Art, Public Schools, Chicago, Ill. Secre¬\ntary, Edna E. Hood, Supervisor of Art, Administra¬\ntion Building, Kenosha, Wis. Treasurer, Marcella\nJackson, Director of Art, State Teachers College\nCastleton, Vt.\n\n"}
{"page": 315, "printed_page": null, "text": "The Department\n\nof Business Education\n\n"}
{"page": 316, "printed_page": null, "text": "^department\nof business EDUCA1 VVu was created in response to a petition read\nNew York,\nesSleefmg\nTnIvaiVhi\nduly\n12, 1892,\nfrom the Saratoga\nBusiness Springs,\nEducators’ Associaion, requesting admission as a departmen\nt of the\n1809°^\n^idUoltl0n Association. See Proceedings,\n1892.\ndl - The\nBusiness Educators’ Association was\norganized in New York City in 1878. Its\nconstitution\nwas. revised for acceptance by the Department\nof\nBusiness Education and may be\nfound on page 958\nof the Proceedings of 1894.\n^ s\nThe officers of the Department for the\nyear 1933-34\nare: President, Benjamin R. Haynes\n, Professor of\nBusiness Education, University of So\nuthern Caliq? a1£k VJS Angeles,\n; First vicepresident, M. E.\nStudebaker, Director Calif.\nof Commercial Teacher Train¬\ning Ball State Teachers College, Muncie,\nInd. : Sec¬\nond vicepresident, Clay D. Slinker, Director\nof Com¬\nmercial Education, Public Schools, Des\nMoines, Iowa •\nSecretary-Treasurer, Raymond C. Goodfellow,\nDirec¬\ntor of Commercial Education, Board\nof\nNewark, N J . ; Executive Committee : Paul Education,\nS. Lomax\nAnnie C Woodward Seth B. Carkin,\nDorothy L.\nTravis, B. Frank Kyker, Ernest A.\nZelliot, E. G.\nBlackstone, G. F. Cadisch.\n\nT71 j\n1\n_\nonce each year in Julv.\nI acts relating to the establishment of thi\ns Depart¬\nment and the record of the meetings\nare found in\nearlier volumes of Proceedings as follow\ns :\n1893:787-807\n1894:957-994\n1895:862-890\n1896:791-835\n1897:792-824\n1898:856-892\n1899 :998-1030\n1900:542-581\n\n1901:721-757\n1902:644-701\n1903:719-752\n1904:709-736\n1905:669-705\n1906:637-639\n1907:877-903\n1908:871-906\n\n1909:701-718\n1910:833-872\n1911 :827-868\n1912:1031-1093\n1913:619-635\n1914:649-662\n1915:883-940\n1916:361-395\n\n[ 312 ]\n\n1917:315-344\n1918:235-247\n1919 :259-269\n1920:263-270\n1921:369-376\n1922:575-590\n1923:553-567\n1924:429-438\n\n1925 :354-364\n1926:373-391\n1927:335-35 2\n1928:305-324\n1929 :317-334\n1930:275-292\n1931:343-358\n1932:283-302\n\n"}
{"page": 317, "printed_page": null, "text": "A PRELIMINARY\nSTATEMENT\nOF THE GENERAL\nOBJEC¬\nTIVES AND\nFUNDAMENTAL\nPRINCIPLES OF COM¬\nMERCIAL\nEDUCATION\nIN THE\nPUBLIC\nSECONDARY\nSCHOOLS\nearl\n\nw.\n\nBarnhart,\n\nCHIEF,\n\neditor,\n\nCOMMERCIAL\nFOR\n\nNational\n\nEDUCATION\n\nVOCATIONAL\n\nBusiness\nSERVICE\n\nEDUCATION,\n\nOF\n\nTHE\n\nQuarterly ; and\n\nFEDERAL\n\nWASHINGTON,\n\nBOARD\n\nD. C.\n\nnumber\n\nof the Na¬\n\nQuarterly, there is presented herewith\n\na prelimi¬\n\nIn accordance with the plan announced\ntional Business Education\n\nEducation\n\nin the March\n\nnary draft of a proposed authoritative statement of the General Objectives\nand Fundamental Principles of Commercial Education in Public Secondary\nSchools. It is hoped that this statement will become the basis for a nationally\naccepted comprehensive platform of the realizable objectives and funda¬\nmental principles which will be used by all public-school administrators,\ncurriculum-makers, and teachers of commercial subjects. The need for such\na generally accepted statement is too obvious to be elaborated here.\nThis preliminary draft has been compiled from the papers contributed to\nthe March number of the Quarterly by a select group of distinguished edu¬\ncationists and commercial educators. The thanks of all interested in commer¬\ncial education in this country are due to David Snedden of Columbia Uni¬\nversity, W. W. Charters of Ohio State University, P. W. L. Cox of New\nYork University, John M. Brewer of Harvard University, L. S. Lyon of\nBrookings Institute, F. G. Nichols of Harvard University, James M. Glass\nof Rollins College, Ira W. Kibby of California, L. A. Rice of New Jersey,\nRegina E. Groves of Madison, Wisconsin, and Alexander Massell of New\nYork, N. Y., for their generous help in contributing papers for use in pre¬\nparing this statement.\nThis preliminary draft has been organized as logically as possible from\nthe papers used as the basic contributions. Necessarily some ideas as taken\n\nfrom these papers have had to be rephrased to fit into the topical arrange¬\nment used in the statement. When necessary some ideas have been included\nwithin a more comprehensive generalization and a few items have been\nadded by the compiler for completeness. Unfortunately, due to many dupli¬\ncations in the contributed papers, individual credit cannot be given for the\nvarious items used. In order to present as comprehensively as possible each of\nthe major topics in this statement, certain items have been repeated in the\ndifferent topics with the deliberate intention of showing the necessity for\nconsidering the application of these items to the topic in which they appear.\nThis duplication was necessary for logical completeness in many of the\nmajor topics.\nEach item in this statement both in its phraseology and in its possible sig¬\nnificance to public-school commercial education is to be regarded as a thesis\nfor discussion. The interested cooperation of all educationists and teachers\nof commercial subjects in all parts of this country is solicited for a critical\n[313 ]\n\n"}
{"page": 318, "printed_page": null, "text": "314\n\nNational\n\nEducation\n\nAssociation\n\nexamination and careful revision of this statement. This preliminary\nformu¬\nlation must be subjected to a minute evaluation by every group\ninterested in,\nor connected with, public high-school commercial education before it can\nbe\nlegai ded as an authoritative statement embodying generally accept\ned prin¬\nciples. The expressed and implied significance of each item must be\nfully\nappieciated and generally accepted by the rank and file of teachers of commeicial subjects 5 the application of each item to every high school offeri\nng\ncommercial courses must be understood ] the value of each item in contributing to better educational service to all pupils enrolled in commercial\ncouises must be fully realized. Unless there is such an understanding,\nac¬\nceptance, and realization of these principles so that they are genera\nlly\nfollowed, this statement, or any printed statement will remain only a wellintentioned wish, not a potent instrument for improving the social and\neconomic effectiveness of commercial education in the public high school\ns.\nIt is hoped by the officers of the Department of Business Education that\nduring the coming school year national and local organizations of commer¬\ncial teachers, even those in individual high schools, will provide in their\nmeetings programs for discussions of these objectives and principles, and that\nreports on the outcomes of these discussions will be forwarded to the editor\nof the Quarterly. Any modifications or additions which groups of commer¬\ncial teachers submit for consideration will be carefully evaluated. Sugges¬\ntions for changes are welcomed from individual teachers and educationists.\nIn brief, the compiler of this statement invites the comments and contribu¬\ntions from all interested in the formulation of an authoritative statement\nwhich can be confidently followed by all public-school administrators, cur¬\nriculum makers, and teachers of commercial subjects.\nPlans have been formulated for publishing in the Quarterly during the\ncoming year papers from business men, educationists, and commercial edu¬\ncators on these aspects of commercial education which should contribute\nmost to developing an understanding of our economic life, and to more in¬\ntelligent consumer use of business services. The items presented in these\npapers will be used in a more detailed formulation of the objectives and\nprinciples for these two major topics.\nThis preliminary formulation is now presented to the members of the\nDepartment to be used as the basis of the various conferences constituting\nthe program of the Department at this meeting.\n\nThe general objectives of commercial education in secondary schools are to\ndevelop in each pupil to the maximum possible under controlling school con¬\nditions the abilities needed by the youth of a democracy.\n1. To\n\nunderstand\nsystem ;\n\n2. To\n\nuse intelligently all the business services\nthe business activities of a citizen ;\n\n3. To\n\nenter and succeed in a commercial\nfollow business as a career;\n\nand\n\nsympathetically\n\nappreciate\nand\n\noccupation\n\nthe workings\n\nof our\n\nfacilities needed\nas a beginner\n\neconomic\n\nin conducting\nwho\n\nexpects\n\nto\n\n"}
{"page": 319, "printed_page": null, "text": "Department\n\n4. To\n\nkeep adjusted\n\nof\n\nBusiness\n\nto the constantly changing\n\n315\n\nEducation\n\naffecting workers\n\nconditions\n\neconomic\n\na. Seeking to win or retain a promotional position in a commercial occupation ;\nb. Engaged in managing a small business, whether commercial, industrial,\nagricultural, or homemaking in nature;\n5. To enter some higher kind of commercial school.\n\nII. Principles of Methods\n1. Procedures\n\nfor determining\n\na. Philosophic\n\nin Determining\ngeneral\n\ntrends in the\navailable ;\n\neducational\n\ncommunity\n\nobjectives\n\nas determined\n\nestablished\nscientific data so far as\n\nby\n\non\n\nbased\n\ngroups\n\nand\n\nof individuals\n\nformulations\n\nObjectives\n\nb. Scientific formulations\n\n(1) Deductive by application of certain\neducation to commercial education;\n\nworking\n\n(2) Inductive by generalization from\nteachers of commercial subjects.\n2. Procedures\n\nobjectives\n\nfor deriving\n\na. Select general\neducation ;\n\nof commercial\n\nof education\n\nobjectives\n\nobjectives\n\neducation\n\nwhich\n\nare\n\nobjectives\n\ngeneral\n\naccepted\n\nof superior\n\nby deductive\n\nrelevant\n\nof\n\nprocess\n\nto commercial\n\nb. Reformulate selected general objectives to apply to commercial education\nwith such modifications, eliminations, and supplemental additions as are\nneeded ;\n\nc. Modify learning activities directed by teachers of commercial subjects until\nthese activities are the most effective available for developing the socially\ndesirable outcomes of commercial education.\nfor deriving\n\nobjectives\n\nof commercial\n\nby the\n\ninductive\n\nprocess\na. Collect and compile\n\nthe working\n\nobjectives of superior commercial\n\nteachers;\n\n3. Procedures\n\nb. Generalize\ndividual\n\nthe working\nteachers;\n\nobjectives\n\nwhich\n\neducation\n\nexpress\n\nthe trends\n\nof many\n\nindi-\n\nc. Modify the learning activities directed by teachers of commercial sub¬\njects until these activities are the most effective available for developing\nthe socially desirable outcome objectives of commercial education.\n4. Procedures for deriving working objectives by committee processes\na. Collect and compile answers of teachers of commercial subjects to the\nquestion: What contributions can commercial education make to the\nstudents and the community?\nb. Formulate by a reviewing committee a consolidated statement of objectives;\nc. Refer formulated objectives to classroom teachers for checking teaching\nobjectives and procedures against the accepted and approved objectives.\n5. Procedures for determining vocational objectives for commercial classes\na. For determining\n\nfor what\n\nvocations\n\na given school should\n\ntrain;\n\n(1) Study community or school service area to discover what commercial\nvocations would be of the greatest value to the students and to the\ncommunity ;\n\n(2) Follow up former students to note what commercial vocations were\nmost frequently entered and eventually held by former pupils of\nthe school ;\n(3) Interview employers in the school service area to see what\nwas desired of beginners and candidates for promotion;\n(4) Review literature of occupations\nstudies already indicated;\n\n(5) Get from competent\nconsideration ;\n\nexperts\n\nmost\n\nnational\n\nmentioned\n\nin the\n\nin occupations\n\nunder\n\nfrequently\n\ntrends\n\n(6) Select specific commercial vocations apparently\nstudents — both graduates and drop-outs;\n\ntraining\n\nof greatest\n\nvalue\n\nto\n\n"}
{"page": 320, "printed_page": null, "text": "316\n\nNational\n\nEducation\n\nAssociation\n\n(7) Determine the beginning positions held\nin these vocations by gradu¬\nates and drop-outs immediately after\nleaving school ;\n(8)\nDetermine training needed to suppleme\nnt working experience in\nbeginning and intermediate positions in the\nvocation;\n(9)\nResurvey continually to keep objectives\nadjusted to changes in\nbusiness employments;\nb.\n\nFor determining\n\nwhat learning exercises should be used;\n(1) Make job analyses of each vocation to disco\nver the specific duties\nrequired ;\n\n( ) Analyze each duty into abilities — skills,\nknowledges, attitudes, ideals,\nemotional controls — needed for efficient\nperformance of each duty;\n(3) Determine ability units to be taught in\neach class;\n(4) Select the specific learning\nabilities needed ;\n(5) Measure\nduties.\n\noutcomes\n\nexercises\n\nof learning\n\nIII. Principles of Curriculum\n\nto be used\n\nagainst success in discharging\n\n2. A\n\n3\n\npopulation\n\nthe\n\nspecific\n\nConstruction\n\n1. Objectives of commercial curricul\num of any school depend\na. Thestru\nchara\nand\nfunct\nions\nof the school for which\ncted cter\n;\n\nb. The\n\nfor developing\n\nand community\n\nto be served\n\nupon\nthe curriculum\n\nis con¬\n\nby the school;\n\ngr°Wing and develoPinS social order in the community\n^nJTnatio^ ^\nC\ncommercial curriculum in any school\nshould include all those subjects whic\nh\ncommer\na\nc\ntivities\ncial\n;\n\nb' naVC, theLgreates.t demonstrable use-values in social and\nbusiness\nc. Develop the maximum of adaptabi\nlity in the pupils.\nThe commercial program in any schoo\nl must make provision for\n\n.\n\nupils who cannot\nschool prepares;\n\nqualify\n\nfor the commercial\n\nc. Pupils who can qualify for the comm\nercial\nprepares ;\nd. Pupils who\n\nare preparing\n\nfor commercial\n\nf;e\ne\nHolmi\n\nb. Neighborhood and community\nc. Vocational activities;\n\nvocations\n\nvocations\ncourses\n\nactivities-\n\nfor which\n\nfor which\n\nin higher\n\nthe\n\nthe school\n\nschools\n\nmemberships;\n\nd. Leisure\n\ntime activities;\n\ne. Further\n\neducational\n\nactivities — while\n\na. Juniors\n\nor beginners\n\nor low-level\n\nat work\n\nworkers;\nb. Operative workers or craftsmen — avera\nge-level\nc. Masters — high-level workers.\n\nand\n\nat school.\n\nworkers;\n\na. Should\n\nbe confined to vocational subjects, leav\ning content and place of\nsubjects included for general educational\nvalues to be determined by\ngeneral educators;\n\nb. Should present all subjects with special\nreference to their bearing upon\n. the problems of the vocation ;\nRepres\nentShoul\nc.\na pdropinclude no subjects as essential— even health and civics— unless\nerly b\nof demon\nstrataed\nlanc\nvocat\nvalue;\ned ional\nselecti\non of\nthe co\nmmon\nand sp\necializ\ned\n\n"}
{"page": 321, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\nEducation\n\nd. Should develop those social traits necessary\nadjustments in commercial occupations;\n\ntraining\n\ne. Should provide organized\npersonality development;\nf. Should use school\nperiencing.\n\nbusiness\n\nIV. Principles of Organization\n1. Commercial\nmake\n\ncourses\n\nand\n\nshould\n\nwithin\n\ncommercial\n\nb. Pupils who cannot qualify\nschool prepares ;\nc. Pupils who\n\ndesirable\n\nand\n\ncontrol\n\nto provide\n\nfor successful\n\nfor\n\ncooperative\n\nex¬\n\nand\n\nadministered\n\nto\n\nand Administration\n\ncurriculums\n\nstudy some\n\ndesirable\n\nin emotional\n\nenterprises\n\nsocially effective provision\n\na. Pupils who\n\nand\n\n317\n\nbe organized\n\nthe resources\n\nof the school for\n\nsubjects for general\n\nfor the commercial\n\ncan qualify for the commercial\n\nsocial outcomes;\n\nvocations\n\nvocations\n\nfor\n\nwhich\n\nfor which\n\nthe\n\nthe school\n\nprepares ;\nd. Pupils who prepare for commercial courses in higher schools.\n2. Vocational commercial curriculums should be organized in terms of\na. Preparation for specific office and store occupations;\nb. Specific occupational objectives, not of subjects;\nc. All the commercial occupations in which a reasonable number of drop-outs\nand graduates from the school are known to find initial employment in\nthe school service area;\nd. Known occupational\nlum prepares;\n\nrequirements\n\ne. Preparation for every\noccupation ;\nf. Ability-levels\n\nwithin\n\ng. Time and amount\npations ;\nh. Participation\nbusiness\n\nkind\n\neach\n\nin the vocations\n\nof adjustment\noccupational\n\nof learning\n\nin productive\n\nrequired\n\nwork\n\nactivities on part-time\n\nfor which\n\nrequired\n\ngroup\n\nopen\n\nfor adequate\n\neach curricu¬\n\nof beginners\n\nin each\n\nto beginners;\npreparation\n\nin school, community,\n\nand\n\nfor occu¬\n\ncommercial\n\nbasis;\n\ni. Responsibility for placement and follow-up of all students enrolled.\n3. Admission to vocational commercial curriculums should be determined as to\na. Age\n\nthat is required\n\nprepares;\n\nby employers\n\nin general\n\nminimum\n\ne.g., may be 16 or 17 ;\nb. General or liberal education,\nof ninth grade;\n\npreferably\n\nin the occupations\nage\n\nminimum\ncompletion\n\nof employment\nrequirement\n\naptitudes;\n\nminimum\n\noccupations\n\nfor which\n\nthe school prepares;\n\nmercial\n\nreasonably\n\nrequired\n\ngenerally\n\nfor success\n\nlikely to find initial employment\n\nthe school\n\nin the community;\n\nof tenth or eleventh\n\nc. Determinable\nd. Numbers\narea.\n\nfor which\n\ncompletion\n\ngrade;\n\nin the commercial\n\nin the school\n\nservice\n\ncurricu\n\na. His reasons\n\nlum\nfor selecting the particular\n\nvocation;\n\nb. His possession of the mental and physical resources required\nc. His likelihood of entrance upon and success in that occupation.\n\nupon\na. Accurate\n\ninformation\n\nabout\n\ndifferent kinds\n\nof commercial\n\nfor success;\n\nvocations\n\nto beginners in each ability-level in each commercial occupation;\nb. Enroling in a vocational curriculum only those students reasonably\nto be potentially trainable for and placeable\nof the kind for which the school prepares;\n\nopen\n\ncertain\n\nin clerical or store positions\n\nc. Not admitting pupils not interested in or qualified for commercial\npations, especially those for which the school seeks to prepare;\n\noccu¬\n\n"}
{"page": 322, "printed_page": null, "text": "318\n\nNational\n\nEducation\n\nAssociation\n\nd. Recognizing that some pupils are suited for only the lower\ncertain commercial occupations;\n\ne. Transferring\n\nto some\n\nother\n\ncurriculum\n\nas soon\n\nas the presence\n\nsuccess in the selected\npreparing ;\n\ncourse\n\nany\n\npupil in a vocational\n\nis revealed\n\ncommercial\n\nability-levels of\n\noccupation\n\ncommercial\n\nof any factor preventing\nfor which\n\nthe pupil\n\nis\n\nf. Retaining in a class no student who cannot reach the minimum employable\nlevel in the community in the occupation for which he is preparing.\n6. Standards for graduation from a vocational commercial curriculum\n\n7. Time\n\nspecific ability-level in the occupational\nrequired for completion of the course\n\nfield sought.\n\na. Depends upon the individual’s rate of learning and the amount\nhe must acquire to meet minimum employment requirements.\n8. Teachers of vocational commercial subjects should possess\na. Adequate general education ;\n\nb. Business experience of kind evidencing competency\nwhich their instruction prepares;\nc. Social traits desired in commercial workers.\n\nof learning\n\nin the occupation\n\n9. The institutional location of vocational commercial curriculums will depend\na. The numbers required for economical class administration — for some\nmercial\n\na.\n\nvocations\n\ncentralized\n\nfor\n\nupon\ncom¬\n\nstate schools will be needed;\n\nb. Entrance requirements in the occupation or the ability-level on which pupils\nDemons\nprepare\ntrated tocoenter\nmpetency to\nmini\nmum stpreparing\n(1) Junior colleges maymeet\noffer\ncourses\nhigher levels of\nandards of for\nemployment on\ne\noccupations than high-school graduates can ordinarily enter thupon\ngraduation ;\n(2) Senior high schools may offer courses preparing\nof common beginning office and store occupations.\n\nV. Principles of Education\n1. Justification for commercial\n\nfor Economic\neducation\n\nlevels\n\nUnderstanding\n\nin public schools\n\na. Better informed citizens, “electorate”;\nb. Advancement of individual contributing\n\nfor lower\n\nbased\n\non\n\nto social welfare.\n\n2. Commercial education should include non-vocational\nskills as a contribution to better citizenship;\n\ncommercial\n\nknowledges\n\nand\n\n3. Non-vocational commercial education should include a study of business;\n4. All who actively participate in our economic life need appreciational knowledges\nabout economic activities;\n5. Relatively free and independent personalities require economic\nworld in which finances and business play a large part;\n\nadjustments\n\n6. All producers should become familiar with factors affecting business;\nshould include courses of a social-economic nature.\n\nVE\n\nPrinciples of Education\n\n1. All who\n\nfor Consumer\n\nhence\n\nto\nall\n\nUtilization\n\nactively participate\n\nin the economic life of this country need\na. Adequate working knowledge of the various commercial facilities and\nservices which all use;\n\nb. Training in efficient management\norganization economic activities.\n\nfor their personal,\n\nhome,\n\nand\n\nsocial\n\n2. Many persons can advantageously use certain skills, such as typewriting and\nshorthand in the more effective conduct of their personal affairs;\n3. A course in elementary business information and practises should be offered to\nall junior high-school\n\npupils;\n\n"}
{"page": 323, "printed_page": null, "text": "Department\n\n4. All commercial programs\ning an adequate\n\nof\n\nBusiness\n\nand curriculums\n\nEducation\n\nshould\n\n319\n\ninclude provision\n\nfor develop¬\n\na. Understanding of the operation of our economic working organization ;\nb. Working knowledge of the various commercial facilities and services\nthe community which most people use;\nc. Training in the efficient management of their personal, home,\norganization economic activities;\nd. Skills in more effective commercial and recording activities;\ne. Self-discovery\ncommercial\n\n5. Achievement\n\nof interest and\nvocation.\n\nvocations\n\nVII. Principles of Guidance\nimplies recognition\n\nshould\n\nbe regarded\n\nbeginners should\ncounselling ;\nand\n\nor a specific\n\nin Commercial\n\nas of highly\n\nbe\n\nsignificant\n\nof different abilities and capabilities in youth ;\n\naccumulated\n\ncounselling\n\nuse\n\nEducation\n\n2. Ability to make effective social and emotional adjustments;\n3. Accurate information about different kinds of commercial\n\n4. Guidance\n\nsocial\n\nin the elementary business practise and elementary-personal\n\nlevel — commercial skill courses\ndiagnostic and guidance value.\n\n1. Guidance\n\naptitude for commercial\n\nand\n\nof\n\nin every\n\nis a continuous\n\nschool\n\nprocess\n\nas an\n\nextending\n\nvocations\n\nopen\n\nto\n\naid to individual\nthruout\n\nthe entire\n\nperiod of schooling, for additional information about the duties and require¬\nments in an occupation must be supplied as the learner reaches points where\nhe can understand the significance of the additional information;\n5. Guidance\n\nincludes\n\ndeveloping\n\nan understanding\n\nwill proceed in directing his own learning\n6. For exploratory and guidance value\na. Elementary\n\nbusiness\n\npart of every\n\ninformation\n\ncommercial\n\nin each\n\nstudent\n\nand progress\n\ncourses\n\nshould\n\nafter leaving\n\nschool;\n\nas an integral\nas tryouts for\n\nprogram;\nbe conducted\n\nso as to serve\n\nc. Failure\n\ninformation\n\nand\n\nbusiness\n\nregarded as indicating\nvocations ;\n\nhe\n\nbe offered\n\nb. Elementary skill courses should\ndiscovery of aptitudes ;\nin elementary\n\nas to how\n\nskill courses\n\nshould\n\nbe\n\nlack of aptitude for success in certain commercial\n\n7. All commercial programs should include exploration and tryout experiences\nbefore a selection of a specific occupational goal by a pupil is approved;\n8. School\n\nauthorities\n\na. His reasons\n\nshould\n\nknow\n\nabout\n\neach pupil in a commercial\n\nfor selecting the particular\n\noccupation\n\ncurriculum\n\nas a goal ;\n\nb. His possession of mental and physical resources requisite for success;\nc. Likelihood for entrance upon and success in that occupation.\n9. Success\n\nin vestibule\n\nor elementary\n\ncommercial\n\ntory experiences should be regarded\nticular commercial vocation;\n\nsubjects for purpose\n\nas a prerequisite\n\nof explora¬\n\nto the selection of a par¬\n\n10. Much research is needed to discover learning curves in exploratory and prepara¬\ntory courses as basis for determining probability of success in commercial\nvocations ;\n11. Initial store and clerical jobs are not satisfactory\n12. Only those students clearly potentially\nprepare for commercial occupations.\n\nVIII. Principles of Vocational\n\nend points for business\n\npromotable\n\nCommercial\n\nshould\n\nbe\n\ncareers;\n\nencouraged\n\nto\n\nEducation\n\n1. Schools should provide as many as possible — economically practicable — voca¬\ntional curriculums, each preparing for a specific commercial vocational field;\n2. Each vocational commercial curriculum should be organized and conducted so as\nto prepare\n\nfor\n\n"}
{"page": 324, "printed_page": null, "text": "320\n\nNational\n\na. A\n\nnumber\n\nEducation\n\nof specific commercial\n\nAssociation\n\noccupations\n\nwithin\n\nthe vocational\n\nincluded in the objectives of the curriculum — shorthand,\nsalesmanship are vocational fields, not specific commercial\n\nfield\n\nbookkeeping,\noccupations;\n\nb. Specific ability levels with each occupation or in the vocational\nc. Entrance and success in a known kind of beginning occupation;\n\nfield;\n\nd. Rapid promotion to more responsible positions within the occupational field.\n3. Each vocational commercial curriculum should be organized and conducted so\nas to develop\n\na. The\n\nminimum\n\ndegree of operative skills required for satisfactory\nby a beginner on a particular level in an occupation;\nb. The specific related knowledges and understandings required;\n\nservice\n\nc. A satisfactory degree of occupational judgment — intelligence or job-wisdom;\nd. As wide as possible an amount of related knowledges of business practises\nand relationships of known vocational value;\n\ne. The degree of social adaptability and emotional control necessary for\nmaking social adjustments of the kind required in the occupation;\nf. The ability to maintain an acceptable or attractive personal appearance\nwhile engaged in the activity of the occupation;\ng. The ability to select the particular kind of position in which\ncan render satisfactory service ;\n\nthe individual\n\nh. The ability to locate and obtain a position within the occupational\nwhich the individual can render satisfactory services;\n\ni. The ability to deal effectively with people\nthe occupation ;\n\nin the business\n\nrelationships\n\nj. The ability to preserve physical and mental health including\ncontrol while engaged in the activities of the occupation ;\n\nk. The ability to direct efficiently individual’s own\nin reaching higher levels in the occupation;\nl. The\n\nability to judge\n\npromotional\nbeginners\nm. Continuous\n\n4. Each\n\nown\n\nrequirements\n\nworking\n\ngrowth\n\nin the different\n\nschool\n\nto entrance\n\noccupations\n\nopen\n\nof\n\nemotional\n\nafter leaving\n\nabilities in relation\n\nfield in\n\nand\n\nlocally to\n\nof the individual’s own degree of occupational ability;\npersonal supervision and guidance for each student from\n\nthe\ntime he enrols until he is satisfactorily placed in employment, including\nfollow-up after placement so as to get a fair measure of the effectiveness\nof the training and guidance given.\nvocational commercial curriculum should include\n\na. Working experiences on a part-time\ncommercial business activities;\nb. The use of the tools, materials,\noccupation ;\n\nemployment\n\nprocesses,\n\nand\n\nschedule\n\nother\n\nin school, or\n\ncharacteristics\n\nof the\n\nc. All the different kinds of learning experiences required to develop the.\ndegree of ability required for entrance and promotion within the occu¬\npation ;\nd. The\n\npresentation\n\nof all the different subjects in such a way as to show\nspecial bearing of each subject upon the problems of the occupation.\n\nOBJECTIVES\n\nJOHN\n\ny. beaty,\n\nOF\n\nBUSINESS EDUCATION\nBUSINESS\n\neditor,\n\nBankers Monthly, rand\nCHICAGO, ILL.\n\nAS\n\nmcnally\n\nVIEWED\n\nand\n\nthe\n\nBY\n\ncompany,\n\nBusiness needs young people with a genuine love for business. The routine\nsubjects now taught are merely tools with which business men work. These\ntools — stenography, typing, accounting — are rapidly being replaced by ma¬\nchines. Business needs men who will succeed against every increasing com-\n\n"}
{"page": 325, "printed_page": null, "text": "Department\n\nof Business\n\n321\n\nEducation\n\npetition. When\n\nthe objectives of education are routine rather than creative\ndevelopment, the scholars are not being prepared to meet the requirements of\nmodern daily business. Modern business deals with human relations pri¬\nmarily, and only secondarily with things.\nHow many times have you said at the end of a weary day in school, “Oh,\nif only all of my scholars were like Fred. He gets his lessons every day.\nHe remembers all that he learns. He always gets the best grades.”\nAs a matter of fact, it would be a tragedy if all of your scholars were\nlike Fred. They would be nothing but automatons. They would be little\nmore than dictaphone cylinders. What you dictate to their minds, they re¬\ntain, but they get nothing else. That is not what we need in business. We\nneed thinkers and doers. We need young people in love with business.\nMake your teaching real. If you wish to use a problem that concerns the\nsale of a case of tomato juice, borrow a case of tomato juice from the local\nstore and have that before the class as you talk about it. Borrow the invoice\nthe grocer received when the tomato juice was shipped to him and let the\nscholars handle the actual invoice. If they are studying the making of checks,\nlet them write a check in payment of the invoice. Make their study real.\nLet them get the feel of business and your responsibility of making successful\nbusiness men out of them will be much easier to fulfil.\nGENERAL\nLOUIS\n\nA. RICE,\n\nOBJECTIVES\nASSISTANT\n\nOF\n\nPUBLIC\n\nIN\n\nOF\n\nCOMMERCIAL\n\nSECONDARY\n\nEDUCATION,\n\nINSTRUCTION,\n\nTRENTON,\n\nIn his article in the March\n\nnumber\n\nEDUCATION\nSTATE\n\nDEPARTMENT\n\nN. J.\n\nof the National Business Education\n\nQuarterly , Professor P. W. L. Cox of New York University stated: “The\ngeneral aims of secondary education are to be sought (1 ) in the preparation\nfor participation by youths and adults in the duties of citizenship and in the\nmost directly economic relations of cooperative group life; (2) for their\nparticipation in the production and distribution of economic\n\nutilities; (3)\n\nand for the life of the individual as a relatively free and independent per¬\nsonality.” The first one of these aims deals with appreciational knowledges\nof many business procedures, such as credit, insurance, banking, taxation,\namortization, real estate practise. It is closely akin to what was designated\nas “consumer education.”\nThe second objective listed by Professor Cox\n\nis largely vocational, tho\n\nwith a background of social-economic material, as his article well brings out.\nThe third objective may be divided into two phases: (1) self-discovery\nby the pupil of his abilities and his ambitions; (2) personality adjustment\n\nand development. The first of these is the function of the junior high-school\nbusiness education, or of the exploratory or orienting course of the senior\nschool — probably junior business training. Professor James\n\nM.\n\nGlass in\n\nhis article in the March Quarterly states: “An introductory business course\nto the extent of assuring intelligent appreciation of the common customs\n\n"}
{"page": 326, "printed_page": null, "text": "322\n\nNational\n\nEducation\n\nAssociation\n\nof business is a general need of all pupils. . . . This general survey course\nreveals to the early adolescent, during the period of his first conscious en¬\ndeavor to adjust himself to his everyday environment of business, an intel¬\nligent interpretation of how he is related to it, how he should adapt him¬\nself to it, and how he should use it.” We know from many studies that a\nlarge number of pupils fail in business because of reasons that have nothing\nto do with the ability to do clerical or stenographic work. These are fail¬\nings in human contact or in behavior or in personality. They are just as\nnumerous among pupils who have passed thru other high-school curriculums\nas among those who have passed thru the commercial curriculum. The\nschool must\n\ngive attention to what\n\nthe pupil is, and how\n\ncharacter traits, and general demeanor\n\nmay be improved,\n\nhis appearance,\n\nas it does to what\n\nhis knowledges and skills are. To quote Glass again: “The required ‘intro¬\nduction to business’ course has as strong a claim to a place in the core\ncurriculum of constants as any other branch of general education designed\nto meet the needs of everyday living.”\nIn formulating this part of the philosophy of business education, we\n\nare\n\nreminded of Kilpatrick’s statement that philosophy emerges from conflicts\nof ideas. It seems to fit well here. The objectives of commercial education\nare a series of battles between\n\nforces commanded\n\nGeneral\n\nDesirability on the one hand\n\nGeneral\n\nDisagreement\n\na statement\nseem\n\nby General\n\nand General\n\non the other. While\n\nof objectives that everyone\n\nNecessity and\n\nMisunderstanding\n\nit might be difficult to formulate\n\nwill subscribe to in detail, it does\n\nthat after half a century of intensive business education\n\nable to state in fairly simple language\n\nGUIDANCE\n\nIN\n\njust what\n\nCOMMERCIAL\n\nVOCATIONAL\n\nAND\n\nand\n\nwe\n\nwe\n\nshould be\n\nare after.\n\nEDUCATION\n\nTOWARD\n\nNON-VOCATIONAL\n\nOBJECTIVES\nERNEST\n\nA. ZELLIOT,\n\nUNIVERSITY\n\nOF\n\nDENVER,\n\nDENVER,\n\nCOLO.\n\nGuidance in secondary schools is generally accepted as an all-school func¬\ntion to assist each pupil in developing an understanding about occupations,\nabout education, and about himself that will enable him to choose and pre¬\npare for, more intelligently, a vocation in which he may serve with reasonable\nassurance\ntribute.\n\nof success. In this program,\n\nevery teacher has something\n\nto con¬\n\nOpinions regarding the meaning of the term “commercial education”\ndiffer. Some would limit its use to education which definitely prepares for\nentry to, and advancement\n\nin, a business position. Business subjects pursued\n\nfor non-vocational reasons would be “general education,” not “commercial\neducation.” In the minds of many, any subject pertaining to business or a\nbusiness skill is “commercial education,” regardless of purpose. To avoid\nthe issue, the term “commercial\n\ndepartment”\n\nwill be used in this discussion.\n\n"}
{"page": 327, "printed_page": null, "text": "Department\n\nof\n\nBusiness\n\nEducation\n\n323\n\nIn the commercial department, a range of business subjects (dependent\nupon the size and location of the school) are offered from which pupils\nmay\n\nselect according to needs and purposes. These subjects, separately, or in\ncombination, may emphasize one or more of several objectives. Among the\nobjectives are: (1) the exploratory; (2) personal use; (3) general educa¬\ntion; (4) orientation for the college school of commerce; (5) use in indus¬\ntrial or agricultural courses; (6) preparatory for advanced business study;\n(7) vocational background; (8) vocational skill training.\nWise choices of business subjects for any purpose depend upon effective\nguidance. In this, the commercial teacher has a major responsibility to assist\nthru many of his contacts. Among them are: (1) in the school guidance\nprogram as a whole; (2) as a reliable source for information about busi¬\nness education; (3) a sensible use of commercial tests; (4) in teaching\nexploratory business courses; (5) social business courses; (6) business skill\ncourses;\n\n(7) extracurriculum\n\ncommercial\n\nactivities; (8) placement\n\nand\n\nfollow-up.\nIn guidance within the commercial field, curriculum offerings are im¬\nportant but the attitude, the training, and the ability of the business teacher\nare most vital.\n\nSECRETARY’S\n\nMINUTES\n\nChicago, III.\nFirst Session, Hotel\n\nStevens, Saturday, July 1, 1933, 9:30 a. m.\n\nThe president, Paul S. Lomax, addressed the Association briefly, reviewing the\nprogress of the past year. He then turned the meeting over to J. O. Malott, United\nStates Office of Education, Washington, D. C., the chairman of the morning program\ndevoted to “Objectives of Business Education as Viewed by Classroom Teachers\nof\nCommercial Subjects.”\nMr. Malott stated that as Earl W. Barnhart, Federal Board for Vocational Educa¬\ntion, Washington,\n\nD. C., chairman\n\nof the Monday\n\nafternoon\n\ndiscussion of “Methods\nof Determining Objectives of Business Education,” had been recalled to Washington\nby a telegram just received, he felt it best to exchange time assignments with Mr.\nBarnhart. After some discussion, Mr. Barnhart proceeded with the presentation of\nhis topic, with subsequent discussion from the floor.\n\nSecond\nJoint luncheon\n\nSession, Hotel Stevens, Saturday, July 1, 1933, 12:15 p. m.\nof the Department\n\nof Business Education and the National Associa¬\ntion of Commercial Teacher Training Institutions. Miss Ann Brewington, Universitv\nof Chicago, presided. The address was made by A. L. Threlkeld, Superintendent of\nSchools, Denver, Colorado, who told in a very interesting manner of the activities\nof the N. E. A. Commission on the Emergency in Education.\n\nThird\n\nSession, Hotel\n\nStevens, Monday,\n\nJuly 3, 1933, 12:30 p. m.\n\nThis session opened with a luncheon presided over by B. J. Knauss, Director of\nCommercial Education in the Chicago schools, who introduced the Chairman, Ellis D.\nMcFarland of the Chicago Association of Commerce. McFarland spoke briefly and\nthen introduced John Y. Beaty, editor of the Bankers’ Monthly, who addressed\nDepartment on “Objectives of Business Education as Viewed by Business.”\n\nthe\n\n"}
{"page": 328, "printed_page": null, "text": "324\n\nNational\n\nEducation\n\nAssociation\n\nhis discussion of the \"Objectives of Business Educa¬\nEducation'’ and spoke on this\ntion as Viewed by Classroom Teachers of Commercial\ne, Muncie, Indiana, and\nColleg\ntopic as did M. E. Studebaker of Ball State Teachers’\nOhio.\nbus,\nColum\nLloyd L. Jones, Ohio State University,\nspoke briefly on\nL. A. Rice, State Department of Education, Trenton, N. J., then\ns. This was\n“General Objectives of Commercial Education in Secondary School\n, Valley City,\nfollowed by discussion led by C. C. Crawford, State Teachers College\ne.\naudienc\nthe\nNorth Dakota, participated in by a number of teachers in\nted the problems of\nE. A. Zelliot, University of Denver, Colorado, then presen\nand Non-\\ ocational Ob¬\n“Guidance in Commercial Education Toward Vocational\nMr.\n\nMalott\n\nthen reopened\n\njectives.”\nThis session was followed\n\nimmediately\n\nby the annual\n\nBusiness\n\nbusiness meeting.\n\nMeeting\n\nS. Lomax, of New\nThe business meeting was called to order by President Paul\n19j3.\nYork University, in the Hotel Stevens, Chicago, at 4:45 p. m., July 3,\ntee, Helen\nCommit\nThe first matter considered was the Report of the Resolutions\nby the secretary in the\nReynolds, Ohio University, chairman. This : report was read\nfollows\nas\nwas\nand\nan,\nchairm\nabsence of the\n\nReport\nThe\n\nfollowing\n\nof Resolutions\n\nCommittee\n\nresolutions are presented.\n\nMiss Brevwngton for\n1. We express our appreciation to Mr. Knauss and to\nMonday.\npreparing for us the delightful luncheons of Saturday and\nhealth of Clinton A.\n2. We express our gratification at the improvement in\nr of our\nDepartment of Education, State of New Work, a membe\nReed, ive\ntee.\ncommit\nexecut\nKibby, California\n3. We express our sorrow because of the illness of Ira W.\nive Committee,\nState Department of Education, a member of our Execut\nand our hope for his speedy recovery.\n#\n.\nEducation, Uni¬\n4. We express to D. D. Lessenberry, Director of Business\nbereavement.\nversity of Pittsburgh, our sincere sympathy in his recent\n(Signed)\n\nHelen\n\nW.\n\nReynolds\n\nR. Odell\n\nCommittee\n\non Resolutions.\n\nd and spread on the\nIt was moved and seconded that these resolutions be adopte\ncopies be sent to the\nminutes of the Department of Business Education, and that\n_\nindividuals named therein. Motion carried.\nmeeting which were\nThe Secretary then read the minutes of the last business\napproved.\nJune 24, 1933, was\nThe report of the Treasurer, L. Gilbert Dake, St. Louis, dated\naccepted.\nsecretary. It was moved and seconded that the report be\nthen read by the\nMotion carried.\nan, Clay D.\nreport of the Budget Committee was presented by the Chairm\n1933-34 totaled $1390,\nSlinker, Des Moines. This estimate of expenses for the year\nproposed budget be\nbased on anticipated income. It was moved and seconded that the\nadopted. Motion carried.\n#\nution which was laid\nThe President then called for consideration of the constit\nthe experience of the\non the table at the last business meeting. He explained that\nasked the secretary to\nyear had shown that a few changes were desirable, and\nto. do with\nenumerate them. The secretary explained that these changes had chiefly\nof the Association prior\ncombining the offices of secretary and treasurer, the custom\nvicepresident, together\nto the current year, and establishing the office of second\nseconded that the con¬\nwith a few minor changes of wording. It was moved and\n.\ncarried\nMotion\ns.\nstitution be adopted with these change\nThe\n\n"}
{"page": 329, "printed_page": null, "text": "Department\n\nThe\n\nof\n\nBusiness\n\n325\n\nEducation\n\nPresident\n\nread a letter from Edward J. McNamara of New York, organiza¬\ntion chairman of the proposed American Council of Business Education, asking for\nthe participation and indorsement of the N. E. A. Department of Business Education.\nAfter some discussion, it was moved and seconded that the President appoint a\ndelegate to represent this Department at the organization meeting to be held in\nDecember, and that this Department proceed to cooperate in the formation of such\na Council, provided, however, that any plans for full participation of this Depart¬\nment be subject to approval at the annual business meeting in June, 1934. Motion\ncarried.\nThe\n\nreport\n\nBerkeley,\n\nof the Nominating\n\nCalifornia,\n\nHelen\n\nCommittee,\n\nFrankland,\n\nconsisting\n\nNashville,\n\nof Mrs.\n\nEsta\n\nRoss\n\nStuart,\n\nTennessee,\n\nPaul\n\nA.\n\nCarlson,\n\nWhitewater, Wisconsin, H. G. Shields, University of Chicago, and L. A. Rice,'\nChairman, was read by the chairman. (This report was not signed by Messrs. Carl¬\nson and Shields who were compelled to leave before the committee concluded its\nsessions.)\n\nThe\n\nCommittee\n\npresented\n\nFor President — Benjamin\nAngeles, California\n\nthe following\n\nR. Haynes,\n\nFor First \\ icepresident — M.\nMuncie, Indiana\nFor Second\ntion, Des\n\nE.\n\n\\ icepresident — Clay\nMoines, Iowa\n\nMembers\n\nTerms\n\nof the Executive\n\nExpiring\n\nPaul\n\nUniversity\n\nStudebaker,\n\nof Southern\n\nBall\n\nState\n\nD. Slinker, Director\n\nFor Secretary-Treasurer — Raymond\nEducation, Newark, N. J.\n\nFor\n\nnominations:\n\nC. Goodfellow,\n\nCalifornia,\n\nLos\n\nTeachers\n\nCollege,\n\nof Commercial\n\nEduca¬\n\nDirector\n\nof Commercial\n\nCommittee:\n\n1934:\n\nS. Lomax,\n\nNew\n\n\\ ork L niversitv (retiring president); Annie C.\nWoodward, High School, Somerville, Mass.; Seth B. Carkin, Packard\nSchool, New York; Dorothy L. Travis, High School, Pierre, South\nDakota\n\nTerms\n\nExpiring\n\nB. Frank\n\n1935 :\n\nKyker,\n\nNorth\n\nCarolina\n\nE. A. Zelliot, University\nTerms Expiring 1936:\n\nCollege for Women, Greensboro.\nof Denver, Denver, Colorado\n\nG. F. Cadisch,\n\nState College, Pullman,\nof Iowa, Iowa City, Iowa\n\nUniversity\n\nWashington ; E. G.\n\nN. C. ;\n\nBlackstone,\n\nIt was\n\nmoved and seconded that the report of the nominating committee be\naccepted. Motion carried. The president then called for nominations from the floor;\nthere were none. It was moved and seconded that the secretary be instructed to cast\na ballot for the nominees presented by the nominating committee. Motion carried.\nThe\n\npresident\n\nIt was\n\ndeclared\n\nmoved\n\nthe above-named\n\nofficers elected.\n\nby Miss\n\nWakefield, Fredericksburg, Va., seconded by Dr. Cadisch,\nthat the secretary be instructed to voice the protest of the Department of Business\nEducation against the elimination of federal representatives of commercial educa¬\ntion, to Secretary\nalready\n\nbeen\n\nIckes. Motion carried. The president\ndone, and would be repeated if necessary.\n\nThere being no further\nadjourn. Motion carried.\n\nbusiness, it was\n\nmoved\n\nand\n\nexplained\n\nseconded\n\nthat\n\nthis had\n\nthat the Department\n\n"}
{"page": 330, "printed_page": null, "text": "'\n\n"}
{"page": 331, "printed_page": null, "text": "The Department of Classroom Teachers\n\n"}
{"page": 332, "printed_page": null, "text": "The department of classroom\n\nTEACHERS held its first session at the St.\nPaul meeting, July 8, 1914. It was organized in\nresponse to petitions representing classroom teachers\nin all parts of the country. See Proceedings , 1914 :909.\nThe Department was reorganized under a constitu¬\ntion at the Boston meeting in July, 1922. For the\nconstitution of this Department see pages 352-55 of\nthis volume. For amendments see Proceedings , 1923 :\n578; 1929:365; and 1931:390-91. The Department\nof Classroom Teachers cooperates with the National\nLeague of Teachers' Associations.\nThe officers of the Department for the year 1933-34\nare : President , Faye Read, 131 Vernon Place, Pueblo,\nColo. ; Vicepresident , Mrs. Myrtle Hooper Dahl, 3527\nPillsbury Avenue, Minneapolis, Minn.; Secretary ,\nMrs. Mary D. Barnes, 223 Summit Road, Elizabeth,\nN. J. ; Director exofficio , Mrs. F. Blanche Preble,\n10855 Vernon Avenue, Chicago, Ill. ; Regional Direc¬\ntors: Eastern Section, Daisy Lord, 1027 West Main\nStreet, Waterbury, Conn. (Term expires 1934) ;\nMiddle Section, Mary C. Ralls, 6529 Jefferson Street,\nKansas City, Mo. (Term expires 1935) ; Western\nSection, Albert M. Shaw, 2833 Estara Avenue, Los\nAngeles, Calif. (Term expires 1936).\nThis Department meets at the time of the annual\nmeeting of the Association. Facts relating to the\nestablishment of this Department and record of meet¬\nings are found in earlier volumes of Proceedings as\nfollows :\n1914:909-916\n1915:1161-1177\n1916:637-652\n1917:615-622\n\n1918:381-389\n1919:375-392\n1920:343-355\n1921 :399-406\n\n1922 :683-691\n1923 :569-620\n1924 :460-499\n1925:365-402\n\n[ 328 ]\n\n1926 :393-423\n1927:353-390\n1928 :325-352\n1929 :335-368\n\n1930 :293-307\n1931:359-392\n1932:303-335\n\n"}
{"page": 333, "printed_page": null, "text": "PUBLIC\nCARL\n\nD. THOMPSON,\n\nOWNERSHIP\n\nSECRETARY,\n\nPUBLIC\n\nCHICAGO,\n\nTHE\n\nWAY\n\nOWNERSHIP\n\nOUT\nLEAGUE\n\nOF\n\nAMERICA,\n\nILL.\n\nOur country is in the midst of the most serious crisis in the history of\nmodern civilization. Fifteen million men and women are out of work —\ntheir purchasing power destroyed, their morale degenerating, and techno¬\nlogical development making matters steadily worse.\nFour million farmers driven from their farms. Ten thousand bank fail¬\n\nures — and a banking crisis so serious that at one time every bank in the\ncountry closed. Utilities and industry paralyzed.\nSchools and universities cutting down their terms of service and facilities\njust at the time they are most needed; teachers being dismissed to join the\nranks of the unemployed ; and many thousands of them unpaid for months\nupon months — 14,000 of them here in Chicago alone.\nAnd to this crisis and its needs our overlords and rulers of industry, civics\nand finance have no adequate answer. They can find $90,000,000 to help a\nstranded private banking system here in Chicago ; but when the unpaid\nteachers stormed these temples of the money changers asking for their pay\nthe answer they got was, “To hell with the trouble makers.’’\nBut there is an answer to this tragic crisis — there is a way out. And it is\nthe same answer and the same way out that our American people have\nalways found and used when everything else has failed.\nWhen America faced the problem and the necessity of universal education\n\nour public-school system was the answer and the way out. And in it we\nhave the greatest institution of modern civilization.\nWhen business and industry and the social requirements faced the neces¬\nsity of universal dissemination of information and intercourse the postal\n\nsystem was the answer. And the only bank and banking system that with¬\nstood the storms of general bankruptcy in this present crisis was the U. S.\nPostal Savings Bank.\nWhen the cities of America faced the grim necessity of supplying their\ninhabitants with water in sufficient quantities and in such qualities as would\nprotect the public health and the safety of life and property, municipally\nowned water works was the answer and the way out.\n\nToday there are 7,853 cities, towns, and villages that own and operate\ntheir own water works systems. And that means practically all of them.\nSo today in this present and most serious of all crises public ownership\nof basic utilities is the answer and the way out.\nWe see the United States government driven to the necessity of develop¬\ning the great hydro-electric power project at Muscle Shoals. It is no longer\na question of personal opinion or of social or political belief — it is a matter\nof incorrigible public necessity.\nMen must have work. Private enterprise can not supply it. The public —\nthe government must.\n[ 329 ]\n\n"}
{"page": 334, "printed_page": null, "text": "330\n\nNational\n\nEducation\n\nAssociation\n\nBut the government cannot give men work unless it has work to give.\nHence we are driven by public necessity into public ownership.\nCities, towns, and villages are being driven by the same necessity. Here\nin Chicago we are spending $5,000,000 a month in unemployment and poor\nrelief. Obviously, this cannot go on very long before it will bankrupt the\ncity and impoverish everybody. On the other hand, here is another city,\ntypical of thousands of others — the little city of Washington, Indiana —\nthat is actually making money by keeping its people at work and so keeping\nthem out of the poorhouse.\nAnd how ? The city owns and operates a revenue-producing, money-mak¬\ning electric light and power plant. Out of its surplus earnings it employs\nits unemployed, it reduces its public debt, reduces its taxes 60 percent, while\nother cities are increasing theirs. And when the depression came and its\nchief factory was about to close, the city, out of the surplus earnings of its\nmunicipally owned light and power plant, bought stock in the factory and\nkept it going, and so kept its people at work.\nAnd the city makes 6 percent on its investment and sells the factory\n$8,000 worth of electric current from its municipal light plant besides.\nOther cities are doing even better. Los Angeles, out of the $3,900,000\nprofit it makes every year on its municipally owned water, light, and power\nsystem, appropriates hundreds of thousands of dollars every year for the\nrelief of the unemployed.\nAnd these are but typical examples that could be multiplied almost in¬\ndefinitely, illustrating the manner in which our cities, states, and federal\ngovernment are being driven, whether they will or no, and in spite of all\nour stubborn conservatism and stupidity, to public ownership as the only\nway out of our present dilemma.\n\nCRITICAL\nJESSIE\n\nGRAY,\n\nPRESENTDAY\nPHILADELPHIA\n\nISSUES\n\nNORMAL\n\nIN\n\nSCHOOL,\n\nEDUCATION\nPHILADELPHIA,\n\nPA.\n\nBefore speaking of critical presentday issues in education in Philadelphia\nand Pennsylvania, I shall explain that in my city, we have a board of edu¬\ncation appointed by the Board of Judges and responsible to them alone for\nthe rectitude of their administration.\n\nIn the time since schools were divorced from politics, buildings have im¬\nproved beyond our fondest hope. Our board has had a fine attitude toward\ntheir teachers, and our morale has been built up and strengthened by their\npaternal attitude. The board realized that fine teaching can only emanate\nfrom happy teachers. Their wise procedure has secured to us such fine con¬\nditions that I hesitate to tell of them, because of distressing contrast. It is\nwith the fond hope that other boards will see what can be done with fine\nmanagement that I shall relate what we have been able to hold.\nIn this period of distress and depression, it is not my purpose to boast\nof our good fortune but humbly to testify to a condition that has withstood\n\n"}
{"page": 335, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\nthe assault of bad times, because of the superior management\n\n331\n\nof our funds.\n\nFor over forty years, it was said of the secretary of our board, “William\nDick has had millions of dollars pass thru his hands, but not one cent has\never stuck to them.” After his resignation, the present business manager,\nEdward Merchant, has managed the school funds, collected thru our nine\nand one-half mills school tax, in such a way that, notwithstanding an in¬\ncrease in the percentage of unpaid taxes, the board of education has paid\nall bills currently with the exception of the year 1931. In our schools there\nhas been no reduction in the number of books nor in stationery and supplies.\nThere has been no harmful curtailment in repair work and today the\nbuildings are in better condition than they ever were, and are being kept\nat that standard.\n\nThere have been no reductions at all in teachers’ salaries and no dis¬\nmissals of teachers. As vacancies occurred thru death or resignation, the\nplaces have not been filled. Thereby, in many cases classes have become\nlarger. Our pupil-load, however, is about normal.\nThere has been no shortening of the school term which is fixed by the\nstate.\n\nThe building program has been stopped, but no more than it should be,\nbecause, with changing conditions, it would not have been possible to tell\nthe right location for new buildings.\nIn our state we have held all reductions in our program down to a twoyear period 1933-35.\nWe have been able to hold the retirement law intact. To guarantee the\ncontributions, an act was passed making it optional for teachers to pay on\ntheir peak salary (altho receiving a temporary reduction). If teachers de¬\ncided to do this, it became necessary for the state and local district to do\nlikewise. This safeguards amounts to older teachers within the last ten years\nof service, the average salary for which is the basis for computing the retire¬\nment allowance. This brings great happiness to teachers.\nLegislation was enacted to prohibit salary refunds which boards of school\ndirectors were requesting, in some sections, in lieu of actual salary reductions.\nLegislation permitting salary reductions of ten percent was passed and\nstate subsidies for school districts were reduced approximately ten percent.\nSchool districts were legally permitted to issue and sell bonds to the extent of\n\neighty percent of uncollected taxes, with the proviso that such bonds must\nbe liquidated within ten years thru definite sinking funds or other provisions.\nA bill was enacted to permit groups of teachers to organize and partici¬\npate in credit unions.\n\nmem¬\nTo meet the present crisis our organizations have aroused individual\na\nsted\nsugge\nbers to a realization of the need of definite action which was\nvisit, a letter, a telegram to their legislators.\nKey individuals were carefully selected to contact leaders in groups favor¬\nable to education and opposed to education. Dignified publicity material was\ndisseminated to teachers, taxpayers associations, editors of newspapers and\ncurrent magazines ; the American and State Federation of Labor, the P. O. S.\n\n"}
{"page": 336, "printed_page": null, "text": "332\n\nNational\n\nof A., the American\n\nEducation\n\nLegion, Chambers\n\nAssociation\n\nof Commerce,\n\nof Women Voters, Federation of Women’s\ntions, and the Grange.\n\nRotary Clubs, League\n\nClubs, Parent-Teacher\n\nAssocia¬\n\nEvery time we teachers could arouse lay groups to defend educational pro¬\ngrams, we had not only a first but a second and stronger line of defense.\nCRITICAL\nROBERT\n\nPRESENTDAY\n\nC. KEENAN,\n\nHIGH\n\nISSUES\n\nSCHOOL\n\nIN\n\nTEACHER,\n\nEDUCATION\nCHICAGO,\n\nILL.\n\nThe question is asked, what more can organizations do in this crisis? I\nthink they can and should do a lot more. It seems to me that organizations\nare apt to lose sight of the reason for their existence, until the organization\nbecomes an object in itself. Officers are too likely to determine the value of\ntheir services in terms of bigger and better memberships, rather than in actual\naccomplishmnts redounding to the benefit of their members. The criterion of\nsuccess does not appear to me to be the erection of a fine headquarters building, the publication of a handsome and self-laudatory house organ, or the\nholding of monthly, semi-annual, or annual talk fests. Americans seem to\nhave a mania for conventions. Chicago is having so many this year that\nwe\nhope to see at least a local return of prosperity, perhaps sufficient for this\nhotel to pay its long overdue taxes. But aside from providing an opportunity\nfor tired business men to get a little vacation away from the home fireside,\nand for the fortunate delegates to get a trip at the expense of the Brother\nElks, I don t know just how much good is accomplished at most conven¬\ntions, unless you call an accomplishment, the passing of a lot of resolutions\nwhich are straightway buried in the files. I do not say this of N. E. A. con¬\nventions for I never attended any, but I have attended others, business and\neducational. Usually they are just a lot of talk, dealing in generalities\nand\nplatitudes and flag waving and beautiful theories, with little concrete result.\nI don t know how much of all this abuse of organizations applies to the\nN. E. A. for, as I said, I am a novice. I suspect, however, some of it does\napply. I certainly feel that if a national organization with the power that\nthis gioup could wield had functioned with proper efficiency during the past\ntwelve months the schools would long since have shared with the banks, in¬\nsurance companies, railroads, farms, public improvements, and all the rest,\nin the right to federal aid in bridging this emergency.\nIt has been stated that R. F. C. funds will be supplied to Russia for\nthe\npurchase of cotton. China is to be given the use of R. F. C. funds\nto buy\nwheat. In this city we have the famous or notorious bank that borrow\ned\n$90,000,000 from the R. F. C. ; and I observed the statement a few\ndays\nago that the Northwestern Railroad would probably refund its\nmaturing\nbonds by borrowing 50 percent of the amount from the R. F. C. Yet the\nschools of this nation are denied the right to employ federal credit\nat a time\nwhen the natural sources of credit, the banks, have practically\ndried up. This\n\n"}
{"page": 337, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n333\n\nin Washington last\nis not Chicago’s problem alone. I attended a conference\ncountry pleaded for the\nFebruary at which mayors from cities all over the\nwho take advantage\ngovernment to rescue them from the banker Shylocks\nin exorbitant interest\nof this critical time to demand the last pound of flesh\nsecurities. Had\nrates and mutilated budgets before they will buy municipal\nit, there is no\nthe teachers thruout the land acted vigorously and in conce\nleast on a level with\ndoubt that Congress would have considered education at\nrealize, I am sure,\nbankrupt railways and sewage disposal plants. You all\npast that you have ob¬\nthat it is only by such vigorous united action in the\nenjoys in your\ntained from your state legislatures whatever benefits education\nand P. T. A. of a\nstate. A few days ago I read a story about the teachers\navert a cut in the\ntown in Alabama who got together in public prayer to\nprayer, but I\neducational budget. Far be it from me to deny the efficacy of\nobjected because\nam reminded that .when some of the Continental Congress\nd shower his Divine Wis¬\nthe Chaplain prayed, as usual, that the Lord woul\nthat it could do no harm\ndom upon the king, Benjamin Franklin pointed out\nthe king showed\nfor they had been offering that prayer for many years and\nnot with flowers\nno wisdom yet. To influence our statesmen you must say it,\nbut with votes.\npublic edu¬\nin Chicago believe there is a nationwide plot to cripple\nman’s children and restrict\ncation, to take it out of the reach of the common\npoint of the plot is Chi¬\nit to those who can pay for it. We think the focal\nled citizens’ committees is\ncago, but we know that the attack led by socal\nThese committees are made\ngoing on in the same way all over the country.\nare answerable for their\nup of men of power and wealth and position. They\nse they are not elected\nactions to none unless their boards of directors, becau\nof the press for they lepthe people. They have behind them the support\nby\nresent the large advertisers.\n.\n. .\nthe country giving\nOne of our Chicago newspaper publishers goes about\nse to paying taxes.\ntalks against high taxes. His paper has always been adver\nh it rented from the schoolFor many years it occupied tax free land whic\nagainst fads and frills he fails\nboard at an absurdly low figure. In crying out\nand its advertising rates\nto point out that tho his paper raised both its price\nwhile inveighing against\nduring boom times it has never reduced them. And\nal elaborate building and\nschool buildings, his paper erects a highly ornament\nI’m sick of looking at them.\ncontinues to publish so many pictures of it that\nself-appointed group\nAnother Chicago gentleman, one of the leaders in our\nread last January in\nof city saviors, wrote an article which you may have\nined that the large tax¬\nthe esteemed Saturday Evening Post. In it he expla\nagain release control. He\npayers had taken control here and would never\nbut in publishing this\nhimself termed the committee an “extra legal body,\n. Teachers all over the\narticle the magazine gave us a hint as to our power\nover, a good many of\ncountry wrote letters of protest to the publisher. More\nin the P ost. This was hit¬\nthem wrote similar letters to those who advertise\npocketbook. Last April Mr.\nting tho magazine where it hurt most— in the\nWe\n\n"}
{"page": 338, "printed_page": null, "text": "334\n\nNational\n\nEducation\n\nAssociation\n\nCrabtree showed\n\nme a letter he had received from the publisher. It stated\nthat the teachers were not only influencing subscriptions but\nwere actually\ninterfering with advertisers! That’s horrible, isn’t it? The most\ninteresting\nthing, however, happened just last week. The same magazine publi\nshed an\narticle entitled, Blank Pay Days,” purported to be writt\nen by a Chicago\nteacher . This was plainly an effort to retrieve the previous\nerror, and so\nanxious was the editor to have us all read it that he sent\nevery Chicago\nteachei a postcard telling about it. Of course it is a weak articl\ne which does\nnot attempt to answer the one to which we objected, but it\nshows that the\nSaturday\n\nEvening\n\nour wrath.\n\nPost has a somewhat\n\npenitent spirit and wants\n\nto placate\n\nIf our organizations would temporarily at least spend less time\nconsider¬\ning methods of teaching, curriculums, character training, health\neducation,\nand the other proper subjects of peace times, and instead devote\nthemselves\nwholeheartedly to the war with greed and special interests they\nwould better\nseive theii members and would find memberships growi\nng as a consequence\nof the appreciation of the common teacher.\nWe\n\nteachers need make\n\nno apology for our stand. We\n\ndo not object to true\n\neconomies; we advocate elimination of waste and non-essentia\nls. We can\nshow that our enemies are not sincere. For example, in\nChicago our janitor\nsystem is the highest paid in the country while our teachers rank\nlow among\ncities comparable in size. The fact is notorious; yet our citize\nns committee\nhas not changed it. While the board of education shortens the\nschool term\nand searches for more means to save another six millio\nn, you may have\nnoticed in the papers last week that the city is planning to\nbuild another\nisland out in the lake at an initial cost of $8,000,000 in\norder to bring the\nairport fifty minutes closer to the center of the city.\nThe old slogan is reversed. It is now “Millions for airpl\nanes, concrete\nroads, stop and go lights, or world’s fairs, but very few cents for educa\ntion.”\nBut the public still wants its children educated. The\nparents will not\ntolerate the destruction of the schools, if they are infor\nmed. We have the\nbest machinery in the country for molding public opinion\nfor we come in\ncontact with all the people. Let us inform them of the true\nfacts. Let us\ntake up the gauntlet hurled at us by big business; let us, too,\nfight for a new\ndeal.\nSOME\n\nPRESENTDAY\nMRS.\n\nJOHANNA\n\nISSUES\n\nLINDLOF,\n\nNEW\n\nIN\n\nEDUCATION\n\nYORK,\n\nN. Y.\n\nThe City of New York has been no exception in the campa\nign to reduce\neducational costs. Last winter they held a special sessio\nn of the legislature\nand reduced the salaries of the teachers $20,000,000.\nHowever, because the\nteachers were awake and were organized, we were able\nto refuse to take a\nvoluntary cut as our then worthy mayor has suggested\nto us during the\nsummer vacation and we were successful in having the\nbill that was passed\nprovide a graded cut, which made it easier for those who\nhad the lowest\nsalaries.\n\n"}
{"page": 339, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n335\n\nThere is one other thing I would like to say about the New York teachers\nour\norganizations. We feel that we have been able to hold the foit for\nteachers and for educational standards in the state, because w e have been\nza¬\nunited as one great body, altho we have so many varied teachers organi\none\ntions in the city. Whenever we appear before the legislature we come as\nunited group and they listen to us.\nEven at that special session, when our salaries were reduced, we made\nan attempt and even the governor of the state attempted, altho futilely to\non of\nget the bankers of the state to agree to a stated time for the durati\nthe cut, but that “worthy” gentleman, Mr. Mitchell, representing the\ncom¬\nbankers at the other end of the wire absolutely refused. So we were\npelled to take the cut for an indefinite period.\nrs of\nNow, I want to tell you a little bit about the bankers and teache\norium\nNew York. Last September we held a very large meeting in the audit\ntold the\nof one of the schools of the city and our speakers on that occasion\nrs among\nteachers what the bankers were about to do and there were teache\nion,\nus at that time who felt that our speakers were over-stating the situat\ny would\nthat these worthy men who have control of the finances of the countr\nand Mr.\nnever think of doing these things. My friends, what Dr. Lefkowitz\nhas been\nLewis told us that day did not half express the situation. What\nmore.\nrevealed by the Senate investigation has told us ten times\nEconomic Situa¬\nWe have issued a little pamphlet called, Teachers and the\ntion, which\n\ngives you facts which\n\nevery teacher in this nation should know.\n\nthe 1 eachers’ Union,\nThis has been published by three groups in New York:\nthe Teachers’ Wel¬\nLocal No. 5 of the American Federation of Teachers,\niation. Dr. Abraham\nfare League, and the Kindergarten 6-B Teachers’ Assoc\nr. We have 500\nLefkowitz, one of the ablest teachers in our city, is the autho\nd fiee of chaige to\ncopies of this pamphlet here which are to be distribute\nbly obtain a\nall who wish to have them. I hope that nobody who can possi\ning it, and imparting\ncopy will go away without getting one, reading it, study\n, not only to\nthe information it gives to all whom you can get to listen\nre.\nteachers but to parents and citizens everywhe\nwill tell you\nYou want to know what teachers organizations can do. I\ners of the nation.\nwhat the teachers can and should do. You are the teach\na poor government,\nYou are training the citizens of this nation. If we have\nconfined their efforts\nwhose is the responsibility but the teachers who have\nso afraid to delve into\nto teaching the academic subjects, who have been\nto thinking about\nsocial sciences, who have been afraid to get the pupils\nern us?\nthings outside of the classroom that conc\nwe are being told that\nI have been pleased at this convention to find that\nm as well as within ; that\nwe have rights to consider outside of the classroo\nthat happen all around us. Far\nour jobs concern the lives and the things\nto add, multiply, and divide\nmore important than teaching our pupils how\nthat we are living not to our¬\nis it to teach them to think and understand\nhave built up to be nothing but\nselves alone and that this civilization which we\nthe new deal, if it shall mean\nan acquisitive civilization is all wrong ; that\n\n"}
{"page": 340, "printed_page": null, "text": "336\n\nNational\n\nEducation\n\nAssociation\n\nanything shall mean what this man told us here today — that this shall be\none of the important things that you are going to go out and\nteach your\nchildren.\n\nI have belonged for many years and I hope to belong as long as I live,\nto\nanother organization of teachers, as well as this — the American Federation\nof Teachers, which is a body for all the teachers of this nation, just as the\nNational Education Association is. I hope and believe that the time\nwill\ncome when these two bodies, the American Federation of Teachers and\nthe National Education Association will join together in one vast\nbody\nto mold public opinion, to work for the same ends. Our goal should be to\nbring about the kind of civilization that will not let any child starve, that\nwill let no child go unclothed, and let no men or women go hungry\n, that\nwill let no one be without food or shelter when there is plenty all about\nus,\nand the means should be right here for everyone to live in comfort and make\nthis world something like the place so many of you talk about when\nyou\nthink of heaven, a place where everybody will be happy.\nWhy need we acquire millions thru the exploitation of other human\nbeings? Why do we permit a situation of that sort? Why? Because we have\ngrown up in a civilization where that was the common thing. Must we\ncontinue to think that way ? This man today has shown you what is done by\nthese public utilities, that they take the money from you and then ask you to\nreduce your salaries when what they are stealing — that is the word that\ndescribes it from all of us could be well used to give educational oppor¬\ntunities to all the people.\nNow what can be done by a publication like this one which I have here\nfor distribution, can be done in many other ways and let us hope that the\nteachers of this nation, thru the medium of speakers, such as the guest\nspeaker here today, and thru the study of economics and of ethical standards\nshall go out with a message to the nation that will prove that depressions are\nunnecessary, that there is enough and to spare for all, and that we can and\nshould do our part to make that situation possible.\nREPORT\nMRS.\n\nThe\n\nF. BLANCHE\n\nDepartment\n\nPREBLE,\n\nOF\nVAN\n\nof Classroom\n\nTHE\n\nPRESIDENT\n\nVLISSINGEN\n\nSCHOOL,\n\nCHICAGO,\n\nILL.\n\nTeachers\n\nof the National Education As¬\nsociation has been called upon constantly during the year by both local and\nstate groups of teachers for advice and assistance. Your president has en¬\ndeavored to meet the calls, but many times she was not able to respond due\nto conflicting dates and other causes.\nI have spoken to 35 groups of teachers in 27 cities and 1 1 states. In all my\ncontacts with the teachers I have tried to emphasize the importance of local,\nstate, and national organizations and especially the necessity for classroom\nteachers being organized locally in groups where administrators are not\npresent. I have told them of course that all-inclusive groups have a place but\nthat the great mass of the teachers on whom we must depend for defense\n\n"}
{"page": 341, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n337\n\nagainst such attacks as are being made on education today cannot be aroused\nto their full strength and interest unless the natural leaders among them can\nhave the opportunity of working with the teachers in groups by themselves.\nIn making plans for addressing teachers in various cities I have tried\nalways to appear before a meeting called by the teachers. This makes the\nmeeting their own project and makes them interested and enthusiastic about\nit in advance, and thus it is much easier to reach them with my message than\nif they were called together by some one in authority. I have found the super¬\nintendents and other administrators very friendly toward the National Edu¬\ncation Association and the Classroom Department and very anxious to have\nus do anything we can to arouse interest and enthusiasm in the teachers.\nWhen I have gone into the principles underlying the necessities for having\nteachers organized by themselves I have been met with understanding and\nsympathy from the administrators even tho in many instances they seem not\nto have thought of these underlying principles before.\nOn July 20 I spoke before summer school students of the Michigan State\nNormal College at Ypsilanti at a special assembly called for the occasion.\nMany of them were experienced teachers and I found them keenly interested\nin the problems of the profession as we find them today.\nOn October Hand 15 I attended the annual meeting of the Southeastern\nDivision of the Illinois State Teachers Association at Flora, Ill., and spoke\ntwice on the general program, each time to an audience of 1200 teachers.\nThis section of the state is definitely rural and feels especially the discrimina¬\ntion against agriculture thru revenue laws based on a state constitution\nadopted in 1870 before the rise of great industrial cities of wealth. Such a\nconstitution provides no effective method of equitably distributing the tax\nburden. Now at the end of a year of intensive campaigning by the teachers\noDIllinois the leaders of the teachers feel that the lines have been held fairly\nwell so far as school legislation goes but practically no progress has been\nmade toward a permanent solution of financial problems of the state.\nIn New York, N. Y., on October 171 met the officers of the High School\nTeachers Association at a dinner conference, and on October 24 I conferred\nwith the president of the Kindergarten-6B Association and the teacher\nmembers of the pension board. Both these conferences were arranged by\nSara Fahey, director exofficio of the Department. These two large associa¬\ntions of classroom teachers have made remarkable contributions to the schools\nin their own city and state. Let us hope that they will in the future make\ntheir influence felt more strongly in the councils of the National Education\nAssociation and of the Classroom Department. The combined membership\nof the two New York groups is so great that if all of them were repre¬\nsented in the delegate assembly of the National Education Association the\nclassroom teacher movement would take on a new significance.\nOn the afternoon of October 18 1 spoke to the Teachers Association in\nRahway, N. J. A number of teacher leaders from the neighboring city of\nElizabeth attended the meeting also. The elementary teachers of that state\nsucceeded last year in forming a department in the state association.\n\n"}
{"page": 342, "printed_page": null, "text": "338\n\nNational\n\nEducation\n\nAssociation\n\nI spent October 19 and 20 in the headquarters at Washington getting\nacquainted with the work there. Mr. Crabtree called a special meeting of\nthe staff at which we discussed the work of the Department. Miss Winn\nand I also went over in detail the plans for the year. Even this short stay at\nheadquarters added very much to my appreciation of the power and im¬\nportance of the National Education Association.\nOn October 22 I spoke at Greensboro, N. C., on the general program of\nthe annual meeting of the Northwestern District Teachers of the North\nCarolina Education Association, and also at a meeting of the classroom\nteachers of the district. Three hundred teachers gathered in the cafeteria\nof the senior high school for a six o’clock dinner which was followed by a\nbusiness meeting. At that time the teachers voted to organize a classroom\ndepartment for the district, adopted a constitution, and elected officers. It\nwas the hope of the North Carolina teacher leaders that a classroom depart¬\nment might be formed in each district of the state during the year.\n\nOn October 27 and 28 I attended the meeting of the Minnesota Educa¬\ntion Association at St. Paul. There I addressed the Classroom Department\nof the State Association at a luncheon which was attended by about 650\nteachers. As in all sections of the country that I have visited, the Minnesota\nteachers were very much disturbed by actual and threatened cuts in educa¬\ntional budgets. They are fortunate, however, in having a number of strong\nlocal associations of classroom teachers in the state to back up the school\nadministrators in Minnesota in their efforts to save educational budgets\nfrom ruinous reductions.\nOn November 16 I spoke at the annual dinner of the Elementary Teach¬\ners Association at Springfield, Ill. This group has been organized less than\ntwo years but already shows progress. They have been working with the\nHigh School Teachers Association of Springfield, together with some other\ngroups in the state in making plans for a State League of Teachers Associa¬\ntions.\n\nThe next evening, November 17, I spoke at the annual dinner of the\nMilwaukee Teachers Association. This occasion showed that the teachers\nwere able to laugh at their own troubles in the little drama they put on and\nalso that they were guarding the interests of Milwaukee schools in their\nusual effective way.\nDecember 2 and 3 found me working among the teachers of Rockford,\nIll. Conferences began upon my arrival at six o’clock in the evening, and ran\nalmost continuously thru the next day. The climax was a luncheon given\nby the Rockford Teachers Association. This group is very earnest about\nteacher welfare and has committees working on plans for group insurance,\na credit union, and other definite activities.\nThe period from December 8 to 17 was spent in southern Michigan. I\nspoke before the Albion Teachers Club, a group of teachers from Hillsdale\nCounty, and the Association of Teachers Clubs from Southeastern Michi¬\ngan. The latter association includes clubs from seven counties of that part\nof the state, banded together with the hope that they may be able to protect\n\n"}
{"page": 343, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n339\n\nthe children from the consequences of the depressed economic conditions of\nthis industrial section. According to the information received recently, at\nleast two classroom groups have been organized in that part of the state —\none in Highland Park and one in Detroit.\n\nOn this trip I visited the campuses of Albion College, Hillsdale College,\nMichigan State Normal College, and the University of Michigan. In all four\nschools I spoke to classes in the departments of education. The Michigan\nteachers then were thinking very seriously about the financial problems of\nthe schools of their state in view of the fact that their state constitution was\namended last November so that the tax rate on real and personal property\nmust not be greater than 15 mills on a dollar. They have been working very\nhard with their legislature to try to save the schools and at present I am not\nable to say what success they have had.\nOn April 8 I attended the annual meeting of the Southwestern Division\nof the Illinois State Teachers Association at East St. Louis. Here I made\na short address on the main program, but the chief event of my day there\nwas a luncheon for classroom teachers sponsored by the East St. Louis\n\nGrade Teachers’ Fellowship Society. Nearly 300 teachers were in attend¬\nance and listened with gratifying attention to my address on the aims of the\nClassroom Department, and on the contribution that classroom teachers\nshould make toward helping to solve the problems now facing public educa¬\ntion in America.\nThe Classroom Teachers Association of Tulsa, Okla., invited me to speak\nat its annual business meeting on April 20. I found this group very progres¬\nsive and most eager to stand by the local schools in the present crisis. After\nthe meeting I attended a dinner with the executive board of the association.\nThe committee in charge of securing speakers for the St. Joseph, Mo.,\nTeachers Institute asked me to be the speaker at their final institute held on\nApril 22. The attendance was practically 100 percent and I found the\nteachers of this city most willing to work together in the difficult task of\nsaving education. On the evening before the meeting the St. Joseph Teachers\nClub gave a very fine reception for me which was attended by a large num¬\nber of the teachers and principals, and the superintendent and his wife.\nThe Association of High School Women of Kansas City, Mo., sponsored\na dinner at which I spoke on the evening of April 22. All teachers in the\ncity were invited and a large number responded. The dinner was a delight¬\nful affair and I found the teachers there very much interested in under¬\nstanding and warding off the nationwide attack on the schools.\nDuring the month of May I traveled in New York state where I made\na series of ten addresses in nine different cities. The trip was planned by\nEmily Tarbell, president of the Teachers Welfare League of New York\nstate. My first stop was at Jamestown where I spoke on May 1 at a dinner\ngiven by the Women Teachers Club. This Club has some very fine leaders\nand the true classroom teachers’ spirit.\nOn May 3 I spoke at a dinner in Elmira which was arranged by the\n\nWomen\n\nTeachers’ Club\n\nof that city. I found them\n\na very enterprising\n\n"}
{"page": 344, "printed_page": null, "text": "340\n\nNational\n\nEducation\n\nAssociation\n\ngroup determined to see that education takes no more than a fair share of the\neconomies resulting from the depression. In the afternoon I spoke for fifteen\nminutes over the local radio station on “The National Emergency in Educa¬\ntion.” The next address was given on May 4 before the teachers of the\nCortland schools. This was an afternoon meeting and was well attended by\nteachers eager to find a way out of present difficulties.\nThe Syracuse Teachers Association arranged for an afternoon meeting\nfor May 5. This group showed unusual appreciation of the difficulties fac¬\ning education and are taking a leading part in the struggle in New York\nstate. The meeting was followed by a dinner conference with the officers\nof the association. On Saturday, May 6, I spoke in Syracuse at a regional\nconference called by Miss Tarbell, at which nine cities and towns were\nrepresented — Auburn, Binghamton, Elmira, Geddes, Oneida, Rome, Solvay, Syracuse, and Weedsport. Luncheon was served at the Hotel Syracuse\nand the discussion lasted thruout the afternoon. In the midst of the confer¬\nence I left for a fifteen minute broadcast, and then returned to find the dis¬\ncussion still going on.\nThe Elementary Teachers Association of Troy held an evening meeting\nat which I spoke on May 8. This, too, is an earnest group of women devoted\nto the interests of the schools.\n\nIn the City of New York the Kindergarten-6B Association held a special\nmeeting which I addressed on May 9. This group is ever on guard in the\ninterests of children and teachers and should be given much credit for the\nway in which the lines have been held in their city this year. The meeting\nwas followed by a dinner conference with the officers. On the evening of\nMay 1 1 I attended a dinner given by the executive board of the High School\nTeachers Association of the City of New York. I found this a stimulating\nand well-informed group.\nDaisy Lord, our eastern regional director, met me in New York City on\n\nhome near Mil¬\nSaturday, May 13, and we went together to her summer\nford, Conn. There I conferred with teachers from New Haven, Bridgeport,\nwell\nWaterbury, Norwich, and New London. This little state is very\norganized as far as teachers are concerned and is making a real contribution\nin these troublous times.\nOn the way back to Chicago I stopped at Rome, N. Y., and spent a day\nall the\nthere, May 16, where I spoke at an afternoon meeting attended by\nteachers. This was followed by a dinner conference arranged especially for\ne\nteachers interested in forming a classroom organization for Rome. Definit\nplans were made which will undoubtedly result in such an organization.\nOn May 23 I was called to South Bend to speak before the Teachers\nFederation there. Like so many groups of teachers they have had drastic cuts\ncarry\nand are facing great uncertainty next year; but they are determined to\non as best they can and to save everything possible for education.\napolis\nThe meeting of our Department at the winter conference in Minne\ncity,\nwas most successful. The cooperation of Superintendent Reed of that\nthe chairand the enthusiastic work of the local committee of teachers under\n\n"}
{"page": 345, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n341\nmanship of Myrtle Hooper Dahl resulted in the largest midwinter luncheon\nand conference ever held by the Department. Nearly 600 people were in\nattendance and most of them remained thruout the afternoon for the dis¬\ncussion conference on “Recent Significant Changes Affecting the Pupils\nand Teachers in the Public Schools.” All the speakers for the conference\nwere classroom teacher leaders from various sections of the country and the\nmembers of the executive board of the Department. Intelligent interest was\nshown in all the facts brought out and the originality and freedom of the\ndiscussion was pronounced.\nThis meeting was an outstanding example of the way classroom teachers\n\ncan work together in presenting and evaluating significant information re¬\ngarding public education. A quotation from our Department president’s\nreport of last year is quite pertinent in describing the Minneapolis confer¬\nence: “The keen analysis of the situation made by these teachers and others\nwho were drawn into the discussion, and the interest manifested by the\naudience demonstrated clearly that teachers are ready to discuss their own\nproblems, and are willing to profit by such discussion. The old myth, that\nit is necessary to secure a widely-known\n\nspeaker for our winter meeting in\n\norder to draw an audience, was laid low by this conference of teachers.”\nAll the members of the executive board of the Department were kept very\nbusy thruout the week with meetings of the board, with attending the meet¬\nings to hear the inspirational addresses given by speakers of national note,\nand in visits to the schools of Minneapolis.\nThere has been little committee activity in the Department this year be¬\ncause of the fact that teacher leaders thruout the country have been so\nabsorbed in local problems. At the annual business meeting a year ago a\ncommittee on academic freedom of the teacher was recommended. Professor\nKarl Guenther of Ypsilanti, Mich., was appointed chairman of such a com¬\nmittee and he and the other members have been at work for some months\non a report to be presented at the business meeting in Chicago. The com¬\nmittee on resolutions was appointed with Anna Thompson of Kansas City,\na former president of the Department, as chairman. This committee will\nalso report in Chicago. The Eighth Yearbook committee has done remark¬\nably fine work this year. This volume probably will be published early\nin 1934.\n\nAt the meeting in Minneapolis the National Education Association and\nthe Department of Superintendence set up the Joint Commission on the\nEmergency in Education. The commission consists of seven members : three\ncity superintendents, one state superintendent, one dean of education, a\ncollege professor of school administration, and a classroom teacher. Your\npresident is the classroom teacher member. The other members are John K.\nNorton,\n\nchairman,\n\nprofessor of education, Teachers\n\nCollege, Columbia\n\nUniversity, New York, N. Y. ; J. B. Edmonson, dean, School of Educa¬\ntion, University of Michigan, Ann Arbor, Mich.; Sydney B. Hall, state\nsuperintendent of public instruction, Richmond, Va. ; A. L. Threlkeld,\nsuperintendent of schools, Denver, Colo.; Herbert S. Weet, superintendent\n\n"}
{"page": 346, "printed_page": null, "text": "342\n\nNational\n\nEducation\n\nAssociation\n\nof schools, Rochester, N. Y. ; and David\nschools, Baltimore, Md.\n\nE. Weglein,\n\nsuperintendent of\n\nThe commission\n\nhas had meetings in seven cities — Cleveland, Minneapo¬\nlis, Kansas City, Chicago, Atlanta, Cincinnati, and Washington — and I have\nattended all of the meetings except the one in Atlanta. In Kansas City,\nChicago, Atlanta, and Cincinnati we held what we term regional confer¬\nences. At these gatherings we call into the centers chosen a list of consul¬\ntants from five or six near-by states and go into conference with them for the\npurpose of getting first-hand facts about conditions in each state, and advice\nas to how the commission can help with the problems in the different states.\nThe consultants are selected because of their key positions in education and\nthere are about 450 in all. All the members of the executive board of our\nDepartment have been appointed. The results of each conference have been\nwritten up in the form of minutes and sent to each member of the commis¬\nsion and to each consultant who has been appointed for the region in which\nthe conference was held. The work on the commission has been most inter¬\nesting to me and I feel sure that we have been helpful to many educational\nleaders who have been hard pressed this year in their efforts to defend\neducation.\nFormer presidents of the Department have reported many times on the\nappointment of our officers to important places on N. E. A. committees and\non those of other departments. This year, besides acting on the Joint Com¬\nmission on the Emergency in Education, your president has been the mem¬\nber from Illinois on the N. E. A. Resolutions Committee. I have been in¬\nvited by President Rosier to speak before the Representative Assembly at the\nconvention in Chicago and am also to speak at the meeting of the Depart¬\nment of School Health at its annual meeting.\nAt this point I wish to acknowledge the splendid support the Department\nhas had during this trying year from Secretary Crabtree and all other mem¬\nbers of the headquarters staff. Miss Winn, director of Classroom Service,\nhas been especially helpful. The\nand cooperative.\n\nBoard\n\nof Directors has been most loyal\n\nAnd now I cannot close this report without paying some words of tribute\nto the leaders I have met on my conference trips about the country for the\nmany kindnesses they have shown to me which have added much to my\ncomfort and happiness. The leaders that classroom teachers choose when\nthey are directing their own affairs with no suggestion from those in author¬\nity stand out as people far above the average. Not only have they impressed\nme by their gracious hospitality and their delightful social qualities but by\nthe other qualities of real leadership which they possess. The contacts that\nI have had this year have given me much more faith in democracy than I\nhave ever had before. That is why I am so insistent in saying that classroom\nteachers must be organized by themselves. A classroom teacher group organ¬\nized with the right machinery can be a pure democracy. If we sometimes\nfeel that democracy has not been highly successful in this country careful\nthought will lead us to realize that insofar as our government has failed to\n\n"}
{"page": 347, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n343\n\ngive the greatest good to the greatest number it has been because of too little\ndemocracy rather than too much.\nIn working out all the numerous details in connection with the summer\nmeeting to be held in my own city of Chicago there has been with me an\nundercurrent of gladness because I was thinking always of the joy there\nwould be in seeing again the fine leaders I have met in the many cities I have\nvisited ; the joy that would come in renewing friendships founded on devo¬\ntion to a common cause. I hope that officers of the Department will always\nfeel that one of the important parts of our conference work is the cementing\nof friendship between\n\nus and the nation’s teacher leaders.\n\n(Reports of the other officers may be found in the Department’s\n\nOfficial\n\nReport , June, 1933.)\n\nOF\n\nTHE\n\nFAHEY,\n\nGIRLS\n\nA HISTORY\n\nSARA\n\nH.\n\nDEPARTMENT— A RECORD\nFUTURE\nCOMMERCIAL\n\nHIGH\n\nSCHOOL,\n\nWITH\n\nBROOKLYN,\n\nA\n\nN. Y.\n\nThe rapid development in recent years of associations of teachers, which\ninfluence the policies of the National Education Association and participate\nin its work, forms an interesting chapter in the history of the Association.\nIn order to realize better how far forward they have traveled it is well\noccasionally for teachers to glance backward. By so doing they realize, too,\nhow much they owe to pioneer members of their vocation who daringly\nblazed the trail in so many directions when the world around them, and the\nfrequently reactionary members of their own group, blocked their progress\nwith all the impact of a stone wall. Moreover, it makes them realize that\nit is possible to reach the goal toward which they are now striving despite\nthe grave obstacles that at times threaten to make the way impassable.\nSixty-three years ago, the Department of Superintendence was organized\nin the National Education Association in response to a felt need of adminis¬\ntrators and supervisors. The department thus formed established the practise\nof holding a winter convention and soon became the policy forming body in\nthe N. E. A. Problems were discussed at these midwinter meetings, and\nrecommendations based on the findings were submitted the following sum¬\nmer at the annual meeting.\nAt last a few leaders of local organizations, realizing the power and\ninfluence exerted by the Department of Superintendence, decided that a\n\ndepartment for classroom teachers was the next necessary step. In 1912, a\npetition was presented by Margaret Haley of Chicago asking that such a\ndepartment be established. At first, teachers were told that their interests\nwere being cared for by the Department of Elementary Education which\nhad been organized some years before. But as this department was directed\nwholly by people in supervisory positions, and dealt quite exclusively with\nquestions of methods and administration, the classroom teachers did not\nrelax their efforts. They continued to appeal for a department of their own.\n\n"}
{"page": 348, "printed_page": null, "text": "344\n\nNational\n\nEducation\n\nAssociation\n\nThis was gi anted the next year. The Department of Classroom Teachers\nheld its first session at the annual convention in St. Paul, July\n8, 1914.\nThus it was given official recognition by the N. E. A., as a body\ntrying to\nsolve its own special problems.\nFrom the very outset, the Department declared its aims to be, “To\nencourage higher qualifications for entrance into the teaching profess\nion;\nto promote teacher participation in school management ; to aid in securin\ng\nadequate salaries, sound retirement systems, tenure, and such other improve¬\nment in conditions as will enable teachers properly to function as a\nvital\nfactor in educational progress.” Some years later it added: “To promote,\nencourage, and assist organizations of classroom teachers and to promote\ncooperation among such organizations and the members thereof.”\nFrom 1914 to 1922, the formative years of the organization, it had no\nappropriation from the National Education Association with the exception\nof twenty-five dollars allowed for stationery and postage. The income of\nthe Association during those years was very uncertain. However, with the\nreorganization of the N. E. A. on a delegate basis in 1920, a new policy\nwas\nadopted. Under President Ethel Gardner of Milwaukee, a constitution was\nadopted in 1922 at Boston which greatly widened the scope of the Depart¬\nment’s activities. A request for a budget of five thousand dollars was made.\nThis sum was appropriated by the N. E. A. and the work as outlined was\nbegun. The constitution provided for conferences held in all parts of the\ncountry and this has become one of the major activities of the officers. Thru\nthis means teachers who are unable to attend the N. E. A. convention have\nthe opportunity of discussing their problems with the officers and are often\nsuccessful in finding a solution.\nThe Department began also to send its officers to the midwinter meeting\nin order that they might keep in touch with the objectives of the Department\nof Superintendence so that their attitude would be an enlightened and co¬\noperative one. At this time a conference is held for classroom teachers in\nattendance for the discussion of vital problems.\nFrom 1914 to 1922, the work of the Department was confined largely to\npreparing the programs for the annual convention. As there were no finan¬\ncial resources for use in carrying on independent studies, the writer, who was\npresident during five of those early years, aimed to excel in program making.\nThe purpose was to interest educators in the possibilities of this Department,\nand to bring home to each group the truth that the success of all was de¬\npendent on the success of each. One who is interested in the history of the\nDepartment may discover from the pages of the N. E. A. Annual Proceed¬\nings that the names of some of the ablest educators in the nation are to be\nfound in these early programs. It will be seen also that the Department has\nheld steadily to the field laid out for itself at the beginning.\nThe work of the Department is carried on by its officers, its standing com¬\nmittees, and the generous volunteer work of many of its members. The\nheadquarters staff of the National Education Association is ready to assist at\nall times. The joint editing of the News Bulletin of the Department by\n\n"}
{"page": 349, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n345\n\nAgnes Winn, director of Classroom Service, and Daisy Lord, Eastern\nregional director, has been a most valued contribution. The numbers sent\nout this school year have been especially noted for their excellence.\nIn 1926, the Department issued its first Yearbook. It contained a state¬\nment of the aims and policies of the Department and a discussion of large\nteacher problems which furnished a basis for work which followed. In 1927,\nThe\n\nChild and His\n\nTeacher\n\nwas\n\ngiven over to the study of the attitudes,\n\nand the appreciation of child life. In 1928, Problems\nTeaching\n\nattempted\n\nto point the way\n\nand Opportunities in\n\nthru teacher welfare to pupil welfare.\n\nIn 1929, Creative Teaching and Professional Problems described actual\nclassroom procedure. In 1930, Teaching as a Creative Art was intended\nto be a continuation of the theme of 1929 in response to the requests of many\nteachers. The\n\n1931 volume\n\ndealt with The\n\nEconomic\n\nWelfare\n\nof Teach¬\n\ners, a study which is of the utmost value at the present time. In 1932, The\nClassroom Teacher and Character Education attracted wide attention.\n\nThe present Yearbook Committee is at work on a very timely subject deal¬\ning with effective publicity for education. The foregoing important research\nactivities involve large expenditures which have brought an enlargement of\nthe appropriations of the N. E. A. for the work, the present budget being\n\n$10,100.\n\nBecause of consciousness on the part of teachers that the Department is\nvital to their interests, the organization has grown most rapidly. With every\npassing year it has increased its usefulness, and has amply justified the faith\nof its leaders in the growth of its power to contribute to progressive thought.\nIt is helping to win for teachers the standing and place to which they are\nentitled thru their important work in the field of education.\n\nSUMMARY\nTHE\nKARL\n\nFIRST\nOF THE\nON\nCOMMITTEE\n\nGUENTHER,\n\nMICHIGAN\n\nSTATE\n\nREPORT\nPRELIMINARY\nFREEDOM\nACADEMIC\nNORMAL\n\nCOLLEGE,\n\nYPSILANTI,\n\nOF\n\nMICH.\n\nAcademic freedom has two chief aspects: the freedom of the student to\nlearn ; and second, the freedom of the teacher.\nIt is a right which it is particularly important to preserve and extend in a\ntime which, like the present, is one of rapid social change. Freedom facili¬\ntates peaceful and orderly social adaptation to changing conditions of life.\nThe American Association of University Professors has championed this\ncause since 1915. As a consequence it has revealed and measurably rectified\nshameful abuses in the profession of college teaching. A similar and greater\ntask confronts the teachers in the other branches of the profession.\nThe committee authorized by the Department at the 1932 convention\napproaches the subject with an awareness of the responsibilities as well as\n\nthe advantages of academic freedom. It seeks greater freedom than at pres¬\nent exists with a view to enhancing the usefulness of the teaching profession.\nFreedom is sought, not for the benefit of the injudicious and the ill-prepared,\n\n"}
{"page": 350, "printed_page": null, "text": "346\n\nNational\n\nEducation\n\nAssociation\n\nbut for the competent, professionally trained and professionally minded\nteacher, and with a view to enlisting the interest of all teachers in higher\nstandards for the profession.\nThe freedom to learn seems, at present, to be a matter of great importance\nto teachers who are themselves students. Especially important is it that\nteachers should be able to study the problems confronting them as members\nof organized groups of teachers. To this end the committee recommends the\nestablishment by local or regional teachers associations of “study-your-ownproblems” classes which may study, for college credit and under an instructor\nselected by the group, the problems which are confronting the group. The\ncommittee will aid those who are interested in the organization of such\nclasses and has available an outline for such courses which may be had by\ninterested teachers.1\nTurning to a consideration of the freedom of the teachers two additional\nelements in the problem present themselves. The first involves the right of\nthe teacher to expound the truth and knowledge as at present known with¬\nout constraint except that which is imposed by the professional obligation to\nbe judicious, to present fairly all sides of controversial questions, to avoid\nmaking unverified statements and using intemperate modes of expression.\nViolations of these professional rights and obligations of teachers should be\njudged in the first instance, not by lay groups, but by bodies composed of\nmembers of the teaching profession. To this end it is important that steps be\ntaken to create such judicial bodies.\nA second element in the teachers’ freedom is the right of extra-mural\nutterance and action. Subject to the obligations mentioned above teachers\nshould have the same rights of free speech which other citizens enjoy. Their\nconduct, outside of school, should be subject to few, if any, external controls\nto which other citizens are not subjected. They should be free, furthermore,\nto support actively, if they choose, organized movements which they consider\nto be in the public interest.\nAn important special aspect of the general problem of academic freedom\nis involved in connection with the activities of teachers in teachers associa¬\ntions. The policy of these associations, it is believed, is often unduly influ¬\nenced by the administrative staff. By virtue of their often arbitrary control\nover rating salary, transfer, tenure and recommendations, administrators\nhold a powerful whip over teachers which can be used to penalize those who\ndissent from their policies.\nIn consequence it is often difficult to know whether the policies of an\nassociation represent the considered opinions and wishes of the rank and file\nor whether the policies merely reflect the wishes of administrators.\nA partial escape from this situation has often and successfully been sought\nthru the creation of organizations whose membership is limited to classroom\nteachers.\n1 For further information in regard to these classes communicate\nClinton St., Elmira, N. Y.\n\nwith Miss Rena Rockwell, 364 W.\n\n"}
{"page": 351, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n347\n\nAltho not necessarily due to abuses of authority it is probable that the\ninfluence of classroom teachers has been very small in the affairs of state\nteachers associations.\n\nA study of the California Teachers’ Association in a recent year showed\nthat only about one-third of the governing body were classroom teachers and\nfurther that this group, which constitutes about 95 percent of the profession,\nhad only 22.5 percent representation on committees and only 14.25 percent\nrepresentation among the chairmen of committees. A similar study of the\nMichigan Education Association in 1932 showed only 13.2 percent classroom\nteacher representation on the most important standing committees and 6.25\npercent representation\n\non the board of directors.\n\nWhere the exceptional influence of administrators in teacher association\naffairs is due to subtle pressure or open coercion or other abuses of authority\nit should be checked. To note cases of this kind and to take steps to correct\nthem should be a special responsibility of the Department’s committee.\nIn attempting to maintain and extend academic freedom the Department\nof Classroom Teachers may meet its professional responsibilities by con¬\ntributing as effectively as it may to the building up of a public opinion both\nwithin and without the teaching profession which will appreciate and defend\nacademic freedom as one of the important liberties to be cherished by a free\n\npeople. In connection with this work the committee has prepared a bibli¬\nography which should be of value.\nA second course is to develop judicial bodies within the profession which\n\nwill be competent\ndemic freedom.\n\nto hear and to pass judgment\n\nupon\n\ncases involving aca¬\n\nis to take steps to insure that those teachers who have\nunjustly been dismissed in connection with cases of this kind shall have\nspecial help extended to them in securing new positions.\nAs a first step towards these ends the committee requests the Department\nA third procedure\n\nof Classroom Teachers to authorize the committee, in its discretion, to in¬\nvestigate, in such ways as it deems proper, cases which seem to involve\nacademic freedom and also to authorize it to take steps to secure, when it\ncom¬\nseems expedient, the creation of a joint council on academic freedom\nposed of representatives of organizations which have manifested an interest\nin the problem.\n\nSECRETARY’S\n\nMINUTES\n\nChicago, Illinois\nSecond\n\nSession, Thursday\n\nAfternoon,\n\nJuly 6, 1933\n\nThe annual business meeting was convened at 2:25 p. m. in the North Ballroom\nof the Stevens Hotel. Mrs. F. Blanche Preble, the president, presided and opened the\nmeeting with a brief report of her activities for the year, expressing her appreciation\nof the opportunity that had been given her to serve the Department. She said in part:\n“I have kept as busy as time and money and strength would permit and have\nvisited 35 groups of teachers, held conferences with 35 groups of teachers in 37 cities\n\n"}
{"page": 352, "printed_page": null, "text": "348\n\nNational\n\nEducation\n\nAssociation\n\nand 11 states. I know now why the people who were charter members of our Depart¬\nment have always said and have continued to say that the conference work is by far\nthe most important part of the work of the Department. I also know why they have\nalwa}'s insisted it shall be adequately financed because I see more than ever before\nwhat these personal contacts mean, not only that the officers get to know the teachers\nand the teachers get to know the officers so that when they come to the convention\nwe can join hands and work together, but because the officers in visiting the different\nsections and communities of the country can understand the problems so much better\nthan in any other way. So I am very sure the Department is going to continue that\npart of the work, the holding of conferences.”\nMrs. Preble then called attention to her complete report in the printed Official\nReport of the Department, copies of which were distributed at the meeting, and\nannounced that no yearbook would be published in 1933. She then recommended the\nfollowing order of business which was unanimously adopted: (1) president’s report;\n(2) election of officers; (3) report of Committee on Academic Freedom; (4) report\nof Committee on Resolutions; (5) report of Yearbook Committee; (6) reports of\nofficers.\nBefore proceeding with the election, announcement was made of the annual dinner\nto be held that evening in the Grand Ballroom of the Stevens and Mr. Guenther\nannounced that he would like to have the presidents or other officers of state depart¬\nments of classroom teachers meet with him immediately at the close of the session.\nFrances G. Harden of Chicago, was then asked to take the chair and explain a plan\nof election procedure which she had worked out and which was adopted by the\nexecutive board. The plan was to be given a trial and then whatever changes seemed\nnecessary were to be made before final adoption for another year. Viola Kelley of\nSan Francisco and Emily Tarbell of Syracuse, N. Y., were appointed judges of the\nelection and Josephine Wilson of Dallas, Texas, and M. E. Hurst of Tulsa, Okla.\nwere appointed clerks.\nThe following nominations were made: president, Faye Read of Pueblo, Colo,\nnominated by Dorothy Hall of Pueblo and seconded by C. W. Jackson of California\nand others; vicepresident, Mrs. Myrtle Hooper Dahl of Minneapolis nominated by\nHarriet Scofield of Minneapolis and seconded by Daisy Brown of Stillwater, Minn.,\nand others; secretary, Mrs. Mary D. Barnes of Elizabeth, N. J., nominated by Agnes\nMathews of Roselle, N. J., seconded by Mildred Hardester of Salem, N. J., and\nothers; western regional director, Albert Shaw of Los Angeles nominated by Helen\nHolt of Alameda, Calif., seconded by Rena Rockwell of Elmira, N. Y., and others.\nThe nominations were then declared closed and the balloting took place according to\nMiss Harden’s plan. The results of the election follow: president, Faye Read; vicepresident, Mrs. Myrtle Hooper Dahl; secretary, Mary D. Barnes; western regional\ndirector, Albert M. Shaw. Other regional directors are, Daisy Lord of Waterbury,\nConn, and Mary Ralls of Kansas City, Mo.\nMrs. Preble then recognized Karl W. Guenther of the Michigan State Normal\nCollege at Ypsilanti, chairman of the Committee on Academic Freedom, authorized\nlast year, who presented a summary of a preliminary report. Before presenting it,\n\nMr. Guenther said: “The interest in the subject of academic freedom has grown a\ngood deal during the last six years. In consulting with your president with regard\nto the matter of creating the committee, it was felt it would be wise to try to get one\nwhich was representative, as nearly as possible, of the classroom teachers thruout\nthe country. For that reason the officers of the various state departments of class¬\nroom teachers were asked to name a representative to serve on this committee, the\npoint of that method of selection being that we wanted to get people who would be\nrepresentative of the classroom teachers of the states so far as possible, and, secondly,\nto get a wide distribution of opinion from people who had the confidence of their\nown\n\nconstituent groups.”\n\n"}
{"page": 353, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n349\n\nthe adoption of the full report\nAfter reading the summary the chairman moved\nthe report then took place center¬\nand it was duly seconded. A lengthy discussion of\nr conduct (teachers), outside of\ning mainly around the following declaration: “Thei\ncontrols to which other citizens are\nschool, should be subject to few, if any, external\nmoved to amend it by sub¬\nnot subjected.” Mrs. Johanna Lindlof of New York City\nded by D. K. Stewart of\nstituting the word “no” for “few, if any,” and it was secon\ndiscussion were: Mrs. Lindlof,\nRaleigh, N. C. Among those who took part in the\nMallory of Los Angeles,\nMr. Immel of California, Christine Jacobsen and Gertrude\nStager of California, Sara\nMiss Kent, Mr. Wright, Hester Smith of Denver, Mr.\ngo.\nFahey of New York City, Robert Keenan of Chica\nttee was lost and the amend¬\nA motion to refer the amendment back to the commi\nand carried. After a discussion as to\nment presented by Mrs. Lindlof was voted on\nthe summary which had been\nwhether the entire report should be adopted or just\nal opinion that the vote should be\nplaced in the hands of all present it was the gener\nhe was willing to accept this\ntaken on the summary. Mr. Guenther stated that\nary as amended which authorizes\nchange. It was then voted to adopt the summ\ntigate cases which seem to involve\nthe committee to continue its work and to inves\nrs of the Department.\nacademic freedom in consultation with the office\nthe resolutions committee by the\nThe next order of business was the report of\nAfter the adoption of two amendments\nchairman, Anna Thompson of Kansas City.\nReports of the officers followed Each\nthe report was accepted as given on page 350.\ntheir complete reports were referred\nspoke briefly and those interested in reading\none\nto the printed Official Report.\n.\nshe felt should be of interest to eveiy\nMiss Harden then presented a matter which\nto the N. E. A. bylaws which were\nclassroom teacher, the proposed amendments\nprovide for a reduction in the num er\nintroduced at the Atlantic City meeting. These\nto 16 for the purpose of bringing\nof ex-officio delegates to the Assembly from 156\nAssociation. She stated that as it had\nabout greater democracy in the business of the\nfor another year she would like to\nbeen suggested that the question be postponed\nit. It was moved by Mrs. Myrt e\nknow the feeling of the Department relative to\nahead and present the amendments\nHooper Dahl and seconded that Miss Harden go\nwere urged to remain thru the\non Friday morning. All classroom teacher delegates\nmatter and Miss Jacobsen of\nAssembly session in order to vote on this important\nrning the amendments also\nLos Angeles recommended that an announcement conce\nng.\nbe made at the dinner that eveni\nleadership of Mrs. Preble as\nMrs. Gilligan of Chicago then spoke of the splendid\nthanks be given to her for her\npresident of the Department and asked that a vote of\nr of Fort Worth, Texas, a\nuntiring work. A hearty vote was given. Eula Hunte\nofficers who have carried on in\nformer president, expressed her appreciation to the\nPreble for the work which she\nsuch a fine way this year, and especially to Mrs.\nhas done.\n.\nthe Chicago teachers as\nA brief discussion took place relative to the N. E. A. and\nof Los Angeles expressed\nto what had been done to help the situation. Miss Kemp\nE. A. in support of the teachers\nthe view that definite steps had been taken by the N.\nhad in her possession. Some\nbasing her statements on extensive correspondence she\nwas late the discussion was\nquestioned her about her information but as the hour\nLindlof: “I believe if you want\nbrought to a close by the following statement by Mrs.\nwe should wholeheartedly\nto have the N. E. A. do something for the Chicago teachers\ntted to the Representative\nsupport the resolution which I believe will be submi\ndent and the Reconsti uction\nAssembly on Friday morning calling upon the Presi\nin need of aid to maintain\nFinance Corporation to extend aid to localities which are\ne it^should have our\nthe birthright of the children in the educational line. I believ\ngive.”\nwholehearted support, and that is the greatest help we could\nThe meeting adjourned at 5:30 o’clock.\n\n"}
{"page": 354, "printed_page": null, "text": "350\n\nNational\n\nEducation\n\nAnnual\n\nAssociation\n\nBanquet\n\nThe annual banquet was held in the Grand Ballr\noom of the Stevens, Thursday\nJuly 6 at 6 p. m. with Mrs. F. Blanche Preble of Chica\ngo, presiding. Nearly eight\nundred guests were in attendance. Among the speak\ners were Joseph Rosier presi¬\ndent of the National Education Association, Willi\nam J. Bogan, superintendent of\nthe Chicago schools, Francis G. Blair, state superinten\ndent of public instruction for\nIllinois, and Margaret Haley, business representative\nof the Chicago Teachers’\n^deration. A musical comedy, “A Century of Progress in\nTeacher Training” was\ngiven by the Chicago teachers.\nResolutions\n\nThe Department reaffirms its stand on many quest\nions coming up in former years\nand expresses its opinion on the vital problems confr\nonting the teachers of the\nnation at the present time.\nEntrance requirements — We affirm our previous endor\nsement of higher qualifi¬\ncations for certification of teachers in order to raise the profes\nsional status of class¬\nroom teachers and to improve the teaching service.\nProfessional spirit — We urge that all classroom teache\nrs participate actively in\nlocal, state, and national teacher organizations. We believe\nthat in teacher-training\ncourses, instruction should be given in the proper relationship\ns of teachers to their\nprofessional organizations and in the ethics of the profession.\nWe also believe that\nteachers should take an active part in civic and community\naffairs.\nTraining in civic and economic responsibility — We urge\nthat all training schools\nfor teachers include courses acquainting their studen\nts with presentday civic and\neconomic conditions, thus developing leadership in solvin\ng the financial problems of\nthe schools.\nRating— We approve constructive rating of teachers but\nwe believe every teacher\nshould be given an exact copy of her rating card in order\nthat she may correct any\napparent weaknesses and we disapprove the basing of salari\nes upon rating. We also\nendorse reciprocal rating, believing that supervisors and princi\npals should be rated\nby classroom teachers and the combined findings be turned over\nto the board of\neducation.\nTeacher load— We stand firmly against increasing the teache\nr load as a means of\nretrenchment in this emergency in education. We believe it\nwould redound much\nmore to the welfare of the children to curtail, as a temporary\nmeasure, such activi¬\nties as a curriculum department, research department, studen\nt counseling depart¬\nment, thus releasing those workers for classroom instruction rather\nthan to over¬\nburden teachers to the point where effective teaching is impossi\nble.\nTenure— We continue to favor a sound law which provides\nfor an indefinite tenure\nfollowing a sufficiently long probationary period. We believe\nthat a committee of\nclassroom teachers should participate in decisions which involv\ne the dismissal of\nclassroom teachers.\n\nRetirement laws — We continue to endorse legislation\nproviding for reasonable\nand financially sound retirement laws in which the\nstate participates with the\nteachers.\nCumulative\n\nsick leave— We\n\napprove\n\nof a sick leave of sufficient length that the\nhealth and the welfare of the pupils are conserved. We\nbelieve that the days not\nused each year of the number granted should be allowed to\naccumulate to be used in\ncase of a prolonged illness on the part of a teacher.\nSingle salary schedule— We reaffirm our belief in the princi\nple of equal salary for\nequal service, training experience, and responsibility. We believ\ne that all teachers\nwhose services are satisfactory should be given a salary\nincrease each year until\nthey have reached the maximum salary.\n\n"}
{"page": 355, "printed_page": null, "text": "Department\n\nof\n\nClassroom\n\nTeachers\n\n351\n\nTeacher participation in shaping school policies — We urge that teachers be given\nopportunities to assist in shaping school policies, and that whatever policy concerns\nthe school as a whole should be the result of concerted thought and effort on the part\nof the entire faculty.\nEqual opportunities — We believe that women whether married or single should\nhave the same opportunities in the teaching profession as men, and that no discrimi¬\nnation in salary should be made when the preparation, the load carried and the\nresponsibilities are the same.\nin their\nProfessional improvement — We reiterate our belief in freedom for teachers\ndesire no\nchoice of subjects in the summer sessions of colleges and universities, but\ncurtailment of the broadening influence of wide educational training.\nSabbatical leave— We reaffirm our belief that a leave of absence for study and\nwith\ntravel should be granted teachers periodically in order that they may return\nenlarged vision and renewed energy.\n\nschoolroom\nSimplification of reports and records— Realizing that “the child in the\nis the object of the school,” we ask that classroom teachers be permitted to give more\nof their time and efforts to the child and less to the keeping of complicated reports\nand records. We believe that the latter should be reduced to the minimum for\nefficiency and that all duplications of records should be avoided.\nSources of larger revenue — We recommend that every classroom organization\nform a committee to study the tax situation and disseminate information regarding\nother sources of revenue to take the place of the antiquated property tax on which\nour schools are now dependent.\n¬\nWelfare of teachers— Mutual benefit associations— We approve of the organiza\ntion of mutual benefit associations in each large school system.\nHospitalization plan— We endorse a plan for the hospitalization of the teachers\nin a system when the need arises.\nCredit unions — We favor the establishment of credit unions in all school systems\nlarge enough to support them in order that teachers may\ntant rates of interest and to be mutually helpful.\n\nbe protected from\n\nexorbi¬\n\nPublicity — We endorse the use of the radio and the press in interpreting educa¬\ntional policies and problems to the public.\nIlliteracy — We endorse the campaign to stamp out illiteracy in America, and\npledge our assistance in the effort to have every adult in our nation possess the\nequivalent of a grammar-school education.\nChild labor — We favor an amendment to the federal Constitution which will\npermit the enactment of a national child labor law in order that every American*\nchild may have an equal opportunity for an education.\nWorld Federation of Education Associations — We approve the activities of this\nAssociation and endorse its program for world peace, friendship, and understand¬\ning, and urge that teachers actively cooperate to bring about the realization of these\naims.\nthat when\nService of teachers — We believe the “laborer is worthy of his hire” and\npay.\nwithout\nteach\nto\nexpected\nor\nasked\nbe\nnot\nshould\nteachers\nexhausted\nfunds are\nPeople must be made aware that the problem of educating their children is theirs,\nand that resources for carrying on this essential function of the state must be found,\njust as funds are raised for road building or any other desired services.\nService of Chicago teachers — The teachers of the nation express to the Chicago\nteachers and other teachers similarly situated their admiration and respect for the\nloyalty, devotion, and fortitude which they have shown in the trying ordeal thru\nwhich they have passed, and we deplore and condemn the political tactics which\nhave resulted in such a condition of affairs.\nLocal hospitality — We express our sincere appreciation to the classroom teachers\nand administrative staff of the Chicago schools and to all those in the community\nand state whose courtesies and hospitality have contributed so greatly to our comfort\nand happiness during this convention.\n\n"}
{"page": 356, "printed_page": null, "text": "352\n\nNational\n\nEducation\n\nAssociation\n\nCONSTITUTION\n\n(Adopted\n\nat Boston, Mass., July, 1922. Amended at Oakland, Calif., July,\n1923, Atlanta, Ga., July, 1929, Los Angeles, Calif., July, 1931, and\nAtlantic City, N. J., June, 1932.)\n\nARTICLE\n\nI— NAME\n\nThe name of this department shall be the Department\nTeachers of the National Education Association.\nARTICLE\nSection\n\n1. To\n\nII— OBJECTS\n\nencourage\n\nhigher\n\nAND\n\nof Classroom\n\nPURPOSES\n\nqualifications\n\nfor\n\nentrance\n\ninto\n\nthe\n\nteaching profession ; to promote teacher participation in school management ;\nto aid in securing adequate salaries, sound retirement systems, tenure,\nand\nsuch other improvement in conditions as will enable teachers properl\ny to\nfunction as a vital factor in educational progress.\n\nSection\n\n2. To promote, encourage, and assist organizations of classroom\n\nteachers and to promote\nmembers thereof.\n\nSection\n\ncooperation\n\namong\n\nsuch organizations\n\nand\n\nthe\n\n3. To cooperate with parent-teacher associations and other civic\n\nbodies having educational objectives, in order to secure better community\nunderstanding and appreciation of the problems and the value of the public\nschools.\nARTICLE\n\nIII— MEMBERSHIP\n\nMembers\nclassroom\n\nof the National Education Association who are employed as\nteachers and all members of classroom teacher organizations act¬\n\ning as officers or agents of such organizations, whether\nt or ncT\n\nand\n\nretired\n\nclassroom\n\nteachers,\n\nemployed\n\nas teachers\n\nshall be eligible to membership\n\nin this\n\nDepartment, provided that no person shall be eligible to membership herein\nunless such person shall be a member of the National Education Association.\nARTICLE\n\nIV— OFFICERS\n\nAND\n\nDUTIES\n\nThe\n\nofficers of this Department shall be a president, a vicepresident,\nand\na secretary, and all such officers shall be elected by a majority vote of\nthe\nmembers present at the annual meeting of the Department. The officers\nshall serve for a term of one year from the date of their election and until\ntheir successors are elected, and shall perform the usual duties pertaining\nto\nthe respective offices which they hold and such other duties as may be im¬\nposed upon them by this constitution and the bylaws of the Department. It\nshall be the special duty of the president of the Department to prepare a\nprogram for the annual meeting of the Department by and with the advice\nand consent of the executive committee and advisory council. On the ex¬\npiration of his term of office as president he shall automatically\nmember of the Executive Committee for the ensuing year.\n\nbecome\n\na\n\n"}
{"page": 357, "printed_page": null, "text": "Department\n\nARTICLE\n\nSection\n\nof\n\nClassroom\n\nV— EXECUTIVE\n\n1. Election — The\n\n353\n\nTeachers\n\nCOMMITTEE\n\npresident, the vicepresident,\n\nthe secretary,\n\nthe\n\nretiring president, and three members of the Department, to be called re¬\ngional directors, who shall represent three different sections of the country,\nto be elected in the manner hereinafter provided, shall constitute the execu¬\ntive committee. Elections to the executive committee shall be made by the\nthis constitution is adopted. The candi¬\ndate receiving the highest number of votes shall serve on the executive com¬\nmittee for a term of three years; the candidate receiving the next highest\nnumber of votes shall serve on the executive committee for a term of two\nat the meeting at which\n\nDepartment\n\nreceiving the next highest number of votes shall\nthere¬\nserve on the executive committee for a term of one year. Annually\ncommittee\nafter, the Department shall elect one member of the executive\nof the executive\nin place of the member whose term expires and the members\ncommittee so chosen shall thereafter serve for a term of three years.\n\nyears ; and the candidate\n\nSection\n\n2. Persons\n\nEligible — No\n\nperson\n\nshall be eligible to office in this\n\nsome\nDepartment who is not, at the time of election, regularly engaged in\nphase of classroom teaching.\nShould any officer of this Department leave the profession to engage in\nother business, his office shall be declared vacant and shall be filled in the\nsame\n\nmanner\n\nprovided for other vacancies.\n\nany officer of this Department accept an administrative position,\nor retire from active teaching, such officer shall serve only until the next\nsucceeding annual election, and any vacancies so occasioned shall be filled\nShould\n\nby election at the annual meeting.\nProvided, however, that this section shall not be construed to apply to any\nperson holding office in this Department at the time this section is adopted ;\nbut any such person shall serve until the expiration of the period for which\nhe was elected.\nSection\n\nin preparing\n\n3. Duties — The\n\nthe annual\n\nexecutive\n\nprograms\n\ncommittee\n\nshall assist the president\n\nand shall perform\n\nsuch other duties as\n\nmay be imposed upon it by the Department. The executive committee shall\nhave power to employ an assistant secretary and such other employees as it\nmay deem necessary to carry on the work of the Department, and, subject\nto the ratification of the Department, to fix the terms for which such em¬\nployees shall be employed and the salaries to be paid to such employees and\nto prescribe the duties of such employees, in addition to the duties imposed\nupon such employees by this constitution and any bylaws adopted by the\nDepartment. The executive committee shall have power to designate cen¬\nters at which regional conferences of the Department shall be held. The\nexecutive committee shall conduct the business of the Department in the\ninterim between the annual meetings of the Department. The executive\ncommittee shall be authorized to fill all vacancies in its own membership.\nAll such interim appointments\nelection.\n\nshall be filled by election at the next annual\n\n"}
{"page": 358, "printed_page": null, "text": "354\n\nNational\n\nSection\n\n4. Budget — On\n\nexecutive committee\n\nEducation\n\nAssociation\n\nor before the first day of June\n\n(of this Department)\n\nshall prepare\n\nin each year, the\n\nand submit\n\nto the\n\nexecutive committee, the board of directors, and the representative assembly\nof the National Education Association, thru the secretary of the Association,\na budget setting forth the proposed expenditures to be made by this Depart¬\nment during the ensuing year and the purposes for which such proposed ex¬\npenditures are to be made, except that the executive committee shall have\nthe power to reapportion such funds when necessary. Such budget shall set\nforth a statement of the estimated receipts of this Department during the\nensuing year from membership dues levied under the provisions of Section 9\nof Article V of the bylaws of the National Education Association, and a\nstatement of the amount of money estimated to be necessary to be appropri¬\nated from the funds of the Association for this Department for the ensuing\nyear. It shall be the further duty of the executive committee to see that the\nfunds so set aside and so appropriated\nthis Department\n\nin the manner\n\nARTICLE\n\nSection\n\nexecutive\n\nshall be disbursed for the purposes\nprovided for in the budget.\n\nVI— CONFERENCES\n\n1. Purposes — Conferences\n\ncommittee\n\nof\n\nshall be held by the members\n\nof the Department\n\nwith\n\nlocal organizations\n\nof the\n\nof class¬\n\nroom\n\nteachers or with other groups of teachers for the purpose of (a) dis¬\ncussing, formulating, and carrying into effect the policies and programs of\nthe Department, (b) assisting local groups with their problems, and (c)\nstimulating interest in professional organization work. Former members of\nthe executive committee, who are members of the Department, may be\nauthorized by the executive committee to conduct conferences and perform\nother services for the Department.\nSection\n\n2. Officers — The\n\nand a secretary. Members\n\nofficers of such conferences\n\nshall be a chairman\n\nof the executive committee\n\nand others authorized\noffice of the National\n\nto conduct\n\nconferences\n\nshall send to the headquarters\n\nEducation\n\nAssociation\n\nin Washington\n\nwritten\n\nreports of all such confer¬\n\nences, and a list of those held during the year shall be published in the Year¬\nbook of the Department.\n\nARTICLE\n\nThe\n\nannual\n\nmeeting\n\nVII— MEETINGS\n\nof this Department\n\nshall be held at the same\n\ntime\n\nand place as the annual meeting of the National Education Association, and\nshall consist of business sessions and such programs as may be authorized\nby the executive\nteachers only.\n\nA\n\ncommittee.\n\nBusiness\n\nsessions shall be open\n\nto classroom\n\nconference\n\nof the officers, executive committee, advisory council, and\nother members of the Department shall be held at the same time and place\nas the meeting of the Department of Superintendence of the National Edu¬\ncation Association. The president of the Department\nthe duty of preparing a program for such conference.\n\nshall be charged with\n\n"}
{"page": 359, "printed_page": null, "text": "Department\n\nARTICLE\n\nof\n\nClassroom\n\nTeachers\n\n355\n\nVIII— AMENDMENTS\n\nThis constitution may be amended by a two-thirds vote of the members\npresent at the annual business meeting of the Department, provided notice\nin writing of such proposed amendment\ntary of the Department\n\nshall have been filed with the secre¬\n\nat least sixty (60) days prior to such annual meeting\n\nand published in the issue of the Journal of the National Education Asso¬\nciation next preceding the annual meeting of the Association, and in the\nissue of the News Bulletin of this Department\nmeeting of the Department.\n\nnext preceding\n\nthe annual\n\n"}
{"page": 360, "printed_page": null, "text": "*\n\n'\n\n‘\n\n.\n\n"}
{"page": 361, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n\n"}
{"page": 362, "printed_page": null, "text": "The department of deans of women (National\n\nAssociation of Deans of Women) associated itself\nwith the National Education Association in 1918.\nIts meeting is first reported in Proceedings , 1918:\n391-417.\nThe officers of the Department for the year\n1933-34 are : President , Agnes Ellen Harris, Dean of\nWomen, University of Alabama, University, Ala.;\nFirst Vicepresident , Harriett M. Allyn, Academic\nDean, Mount Holyoke College, South Hadley, Mass. ;\nSecond Vicepresident , Jessie Coope, Assistant Prin¬\ncipal, and Dean of Girls, McKinley Technical High\nSchool, Washington, D. C. ; Secretary , Sara Norris,\nDean of Women, State Teachers College, Mankato,\nMinn. ; Treasurer , Elsie M. Smithies, Assistant\nPrincipal, University of Chicago High School, Chi¬\ncago, Ill.; Headquarters Secretary , Gwladys W.\nJones, 1201 Sixteenth Street, N. W., Washington,\n\nD. C.\n\nFacts relating to the establishment of this Depart¬\nment and records of its meetings will be found in\nearlier volumes of Proceedings , as follows :\n1919:393-426\n1920:357-364\n1921 : 407-420\n1922:693-793\n\n1923 :621-636\n\n1927:391-418\n\n1924:500-536\n1925 :403-449\n\n1928:353-374\n1929:369-390\n1930:309-330\n\n1926:425-457\n\n[ 358 ]\n\n1931 :393-413\n1932:337-356\n\n"}
{"page": 363, "printed_page": null, "text": "HELPING\nADA\n\nTHEM\n\nL. COMSTOCK,\n\nTO\n\nPRESIDENT,\n\nSTAND\nRADCLIFFE\n\nON\n\nOUR\n\nCOLLEGE,\n\nSHOULDERS\nCAMBRIDGE,\n\nMASS.\n\nMy subject, I fear, like the introduction which has been given me,\npromises more than the speaker will perform.\nI am reminded of a story which I heard Harry Emerson Fosdick tell the\nother day about a church which had the custom of holding yearly a straw¬\nberry festival. It appears that last June, in the church notice, the announce¬\nment was made: “The annual strawberry festival will be held on June 15\nat the parsonage, admission twenty-five cents. Note: In view of the depres¬\nsion, prunes will be served.”\nIn view of a consistent and steady and permanent mental depression, I\nfear prunes may be served tonight, but I had an idea in my mind when I\nchose my subject. It was based on a picture — a recollection which I had of\na day in Paris some thirty years ago. It was in the fall of 1903, and the King\nand Queen of Italy were being entertained in Paris with high festival and\npageantry. I shall never forget how beautiful Paris was or what a revelation\nI had of the taste of the French nation in the decoration of a city and in the\nreception of royal guests.\n\nOne day, one Sunday afternoon, the King and Queen were to be taken\nto the left bank of the river for some purpose, perhaps to visit the tomb of\nNapoleon. I went to see the procession, taking with me a little boy seven\nyears of age. When we got to the bridge over the Seine, where we thought\nwe might see the procession, the crowd was so great that he could see nothing\nat all. He perched on my shoulder and saw something of it, and I recorded\nin my diary that my shoulder was very lame from holding Edmund up to see\nthe procession. I thought of that experience as I was considering the subject\non which I shall talk tonight, because I suppose, in a sense, it expresses our\nobject in education, the function which education performs in society, and\nour own personal ambition as to what we should like to do for the young\npeople who come under our care.\nI suppose that just now with the world in the state in which it is, we desire\nmore than ever to give those in our charge the benefit of our experience.\nWe have ceased congratulating ourselves just now on the control which the\nworld has been able to take of the physical forces of nature, the control of\nfamine, the control of disease, the control of so many of those disasters which\nused to sweep over humanity, and we realize that now a new control must\nbe established over the forces of society. These are the economic forces —\nwar, crime — the conditions which come about in a great and complicated\nsociety like ours ; and we desire, as we have never desired before, to be able\nto pass on what little wisdom we have, what bitter experience has taught us,\nto those who are following us ; and we wonder by what means we can help\nthem to see farther than we have seen and to do better than we have done.\nWe, every one, are asking it, and we who are known by the obnoxious term\n“educators” are wondering\n\nmost of all what we can do.\nf 359 ]\n\n"}
{"page": 364, "printed_page": null, "text": "360\n\nNational\n\nEducation\n\nAssociation\n\nIt seems to me that there are certain very clear essentials which we must\nhave in mind in helping the younger generation to stand or perch on our\nshoulders, and one of those essentials is that our own feet should be firmly\nplanted and should be planted on the earth, not on a chair, not on a platform,\nnot on dogma which has been unthinkingly accepted, but on the earth which\nwe have come to know ourselves thru our own living and our own expe¬\nrience, the mud and the rocks and the snow of which we know by having\ntried to walk over them and thru them ; the paths and the highways of which\nwe have discovered for ourselves ; the mountains that we have learned by\nascending them, and the valleys that we have learned by going down into\nthem, and in this state, I may say, the blizzards in which we have sometimes\nlost our way, but thru which we have finally come.\nI know that I date myself irretrievably by quoting Kipling and yet I\nremember what I used to read about Tomlinson. You will recall that when\nhe wTas asked to prove either his virtues or his sins, I forget which — “Now\nthis I have read, quoth Tomlinson, and this has been noised abroad, and this\nI took from a Belgian Book on the word of a dead French lord.” We can’t\nbe Tomlinsons if we are going to be of assistance to the oncoming generation.\nSome people think that school and college life ought to be made more\nnearly a part of the adult life of the time, that a good share of our effort in\nschool and college ought to be devoted to making the students realize current\nconditions and understand the problems of the day. I think there is something\nin that, but not everything because, after all, school life and college life are\nvery precious periods in that they are set aside from the labor, the turmoil\nof daily life, and to try too much to bring the market place and the forum\nand the responsibilities of adult life into the school and the college is to make\n\na mistake. It must be thru adults and especially thru their teachers that stu¬\ndents make their contacts with life ; and for that reason it is particularly\nessential that their teachers themselves should know life and should know\nthis earth on which we live. We are the transmitters, and our contacts ought\nto be with the thing itself.\nAnd another thing which seems to me one of the essentials, if we are to\nhelp them stand on our shoulders, is that our mental bodies should be in\ncondition, exercised and developed and fit. I am confident that no static\nperson can be really a teacher.\nWe hear in colleges a good deal of criticism of the appointment of teachers\nwho are devoted to research on the ground that often they lack the teaching\ngift. It is quite true that they often lack it, but a really good research person,\nsomebody who is enthusiastically engaged in a piece of study on his own\naccount, has something certainly to give students who are advanced, who\nare eager, and who are willing to dig a little bit for the gold which he has\nto offer them ; whereas, the good teacher who has not refreshed his mind and\nwhose mind has ceased to grow has sometimes almost nothing to give. I say,\nbeware of yourself if you have the teaching gift, because you may be led to\nsubstitute it sometimes for the learning which should be transmitted thru\n\n"}
{"page": 365, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n361\n\nthat gift, but which may sink lower and lower until the fountain is dry and\nyou have nothing but the technic of teaching to offer your students.\nIt is pleasant to speak in this state and in this place of the necessity of con¬\nstant growth on the part of the teacher, because it was in this state that I\ncame to know a woman who seemed to me to exemplify most strikingly that\nparticular characteristic. Some of you knew her. Her name was Maria San¬\nford and her name is still great in Minnesota. She began to teach when she\nwTas sixteen years old and she taught, so far as I know, without a year of\nabsence until she was retired from her teaching at the University at the age\nof seventy. She fought poverty and discouragement and every kind of diffi¬\nculty which could confront a human being. She never lost her intellectual\nappetite ; she never ceased to study ; she had an enthusiasm — an intellectual\nenthusiasm which I have rarely seen equalled. I remember asking her when\nshe was seventy-five years old whether she had had a good year. “I never\nhad a better year,” she said, “I have discovered the Flemish painters this\nyear; I never knew before how great they were.” She died when she was, I\nthink, eighty years old at the close of a day she described to someone as the\nhappiest day in her life. Now, in certain respects, as a teacher of a specific\nsubject, she was not so good as other people whom I have known, but she gave\nher students, all of them, the impression of a mind which never ceased to\ndevelop and for which there were always surprises, for which the world was\nalways full of wonder and of a mind and a character developed steadily\nthruout her life. The athletic quality of mind is something which we must\nhave if those who follow us are to stand on our shoulders.\nTho we are supposed to stand somewhat apart from active living, it seems\nto me that we are responsible for what is seen from our shoulders, that we\ncannot divorce ourselves from responsibility for what happens in the city\nin which we live, in the state in which we live, in the country in which we\nlive, and in the world in which we live, and that we owe it to ourselves\nand to our students to take some part in the life of our times. How can we\nteach them, for instance, any high conception of citizenshp if they see around\nthem corruption and inefficiency, the disregard of law, and the kind of\nfrivolity toward public service which make\n\nthat opera which many\n\nof you\n\nhave seen and heard, “Of Thee I Sing,” much less of a travesty than we wish\nit were. The state of the world itself is a part of our responsibility. You may\nremember that Sir Walter Raleigh, that famous teacher of English at\nOxford, said once in regard to teaching: “It’s no good making other people\ndo things; you must do them yourself and trust to infection to spread it.”\nAnd the first duty of a teacher, as it seems to me, concerns what he makes\nof himself and what he does in the world in which he lives.\nWell, in a way, what I have just said applies to everybody who hopes to\nbe a good citizen and who hopes to make the world better for those who\nare to follow after, but it isn’t enough, of course, for us who are gathered\nhere tonight to try to be strong and to be helpful and to let young people,\nif they will, scramble up to our shoulders. To help them do the scrambling\nis our particular profession — a profession which has its principles, its meth-\n\n"}
{"page": 366, "printed_page": null, "text": "362\n\nNational\n\nEducation\n\nAssociation\n\nods, its technic; and it is of those principles and methods and technic that\nI suppose we ought to speak.\nIt has seemed to me, in spite of certain disquieting action which has been\ntaken by state legislatures, in the last week or so, that our profession was\nnever more esteemed than it is at the present time. We all know what efforts\nare being made by parents to keep their children in school and college, how\nthe education of their children is the last thing on which they are willing to\neconomize, in which they are willing to retrench. We know how many\npeople believe in these troublous times that education must be the way out,\nand we know how many people outside of our own ranks are resolved that\nwhatever else suffers, the quality and the quantity of education in this coun¬\ntry shall not suffer. And yet, of course, on the other hand, education was\nnever more challenged. Certain groups of people in our colleges are particu¬\nlarly challenged; the economists are suffering under the same blight which\nhas fallen upon business men, the leaders of business, and we know that a\ngood many people think it strange that after America has done so much for\nthe education of its people, we should, in crises, show so little knowledge of\nhow to behave wisely and advisedly.\nAnother story of a church notice comes to my mind. It read in this way:\n“Sermon by the pastor; subject — ‘Spiritual Gains Resulting from the De¬\npression.’ Soprano solo by Mrs. Brown — ‘Search Me.’ ” A good many people\nhave felt that the gains which were supposed to result from education in\nthis country are well described by the title of Mrs. Brown’s solo. People\nare dissatisfied, of course, with what education has done and is doing, but no\none is so dissatisfied as we ourselves, and some of us are discouraged.\nI was talking not long ago with a man known to many of you who has\nbeen head for many years of a well-known college settlement and who has\nalso been one of the heads of a well-known school. He told me that he was\nold enough now to have seen the pupils whom he had known in the school\nand in the settlement grow up and take their places in life, and he said it\ndiscouraged him very much to find that as far as he was able to judge they\nwere little better, if any, than those who had had fewer privileges, who had\nnot had their experience. It seemed to him that they didn’t justify, finally, in\ntheir lives the effort which had gone into molding them.\nMy own impression is very different from that: I am old enough, too,\nnow, to have seen the students whom I have known at the University of\nMinnesota, and at Smith and at Radcliffe, go out and take their places in\nlife. Perhaps I wear too rosy spectacles, but it has seemed to me that they\nand others like them were thinking a little more clearly, were acting a little\nmore helpfully than those who had not had the same kind of opportunity.\nAnd yet, no one of us is content. We all realize that we could do better than\nwe do, and we all hope to do better in the future than we have done. It is\nright for us, I think, to consider our situation and to ask ourselves whether\nour ways, our methods, our principles, are valid.\nMy own view of our present situation is something like this : I think that\njust at this time some of the limitations under which we have suffered are\n\n"}
{"page": 367, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n363\n\nbeing stripped away. Certain artificial restrictions on women, for instance,\nhave disappeared in the last twenty or twenty-five years. The outward re¬\nstrictions are nearly gone. Women have full rights of citizenship; almost all\noccupations are open to them ; the inward limitations are yielding. I think\nthat qualities of mind, rugged qualities of character, physical strength and\nskill, are much more respected among women, much more desired by them\nthan they used to be. I think there is still a considerable distance to go in\nthat regard. Fathers still say to me, “My little girl is spoiled, but that is\nwhat little girls are for” ; and I feel that girls still need less cushioning than\nthey get. I think that they need to be laughed at more than they are. I think\nthe qualities of sportsmanship still need to be asked of them more than they\nare, more than they have been in the past; and nobody believes more firmly\nthan I that they will meet every such challenge which is given them.\nThe artificial social distinctions, I think, are disappearing in these times\nand are giving those of us who are now in schools and colleges a great op¬\nportunity. There is less extravagance ; there is less emphasis on distinctions\nwhich show themselves in segregation in clubs and sororities and cliques.\nThere is a much freer field, as it seems to me, in which to work than we have\nhad for many years.\nMiss Raymond said to me a while ago that almost all discussion of school\nmethods, college methods, was strikingly lacking in the “how.” We all know\nwhat we desire to do, what our aspirations are, what our ideals are, but how\nto achieve them, how to bring them about — that is so difficult.\nIn discussing improvement that might be made in schools and colleges, we\nsometimes talk about the subjectmatter and say that we must have a com¬\nplete change of subjectmatter in the curriculum of the school, the curriculum\nof the college. I, myself, have never been one to shed blood over curriculum.\nI have never been able to get up much excitement over whether there should\nor should not be Latin or whether there should or should not be so much\nmathematics, or so much of this or so much of that. I am a conservative per¬\nson, however, and I am distrustful of choices made by students which are\nbased merely on the preference of the moment, and there are certain things\nwhich I believe that the content of the curriculum in school or in college\nought to yield. One of those things is a sense of the reality and the stubborn¬\nness of fact; and certain rather humdrum subjects appear to me to yield a\nsense of that kind of reality.\nI heard the other day of a little boy who belongs to one of those clubs in\nwhich topics are discussed on the merits of which a vote is taken when the\ndiscussion is concluded. A friend of his met him on the street and said,\n“Johnny, what did you discuss at your club last night?” “Well,” he said,\n• >>was the subject we talked about: ‘Is there a God?’ but we didn’t vote\n“this\non it.\nOne thing which the curriculum ought to yield is the sense that there are\nsome subjects on which you cannot vote, that are not matters of opinion —\nthat there are some things which appear to be indubitably so and which have\nto be reckoned with. And another thing which the curriculum ought to yield\n\n"}
{"page": 368, "printed_page": null, "text": "364\n\nNational\n\nEducation\n\nAssociation\n\nis the opportunity for the weighing and the balancing of evidence, this side\nand that side, pro and con. And, of course, there should be opportunity in\nthe curriculum for the play of the imagination, and there are certain tools\nfor future use which must be provided.\nNow those ends, if they are sought, are likely to bring about a course of\nstudy which, so far as subjectmatter is concerned, does not differ so amaz¬\ningly from the course of study which we offer in most of our schools and\ncolleges; but this I do think: that the mode\nmatter requires a good dead of revision.\n\nof presentation of our subject-\n\nCertain subjects are playing a new part in the lives of our students — the\nlanguages, for example. When I was a young woman, languages were very\nlargely a polite accomplishment or a means of obtaining a knowledge of the\nliterature of foreign countries. They are still that, but they have become a\nmuch more important medium of communication with the people of other\ncountries. Any of our youngsters who wish to make themselves citizens of\nthe world, who wish to become members of international organizations, who\nhope to play a part in the settlement of the difficulties of the world, ought\nto have command of languages. All of us who go to international meetings\nare ashamed of our own inexpertness in the use of other tongues as compared\nwith the women of Scandinavia, as compared with the women from Hol¬\nland and the smaller European countries, as compared with women of almost\nany country except our own.\n\nLanguages as a tool, languages as a real means of expression, should be\ntaught in our schools and in our colleges. When I was a young girl, we all\nhad a great desire to learn to write. We regarded English as an art medium\nin which we hoped to acquire some proficiency. The literary magazine in\nschool, in college, was an extremely important publication, and to be an\neditor of it was to stand on a pinnacle of fame. It isn’t so now. At least, it\nisn’t so in a great many institutions I know. The literary magazine is non¬\nexistent or a struggling affair. The girl who writes best in the school isn’t\nnecessarily the one to whom all the others look up with the greatest admira¬\ntion. There is a differentiation there, and as it seems to me, we need to teach\nEnglish with that differentiation in mind. Our students, for the most part,\nare not so eager to write novels and poems and plays as they used to be, but\nthey need English as they never needed it before for the defining of issues,\nas a tool of thought.\n\nOne who reads the general examinations in one of our fields of concentra¬\ntion at Radcliffe was telling me the other day that both at Harvard and at\nRadcliffe the contents of the examinations written now by our students was\neasily 100 percent better than it was ten years ago. He said they knew more;\nthey had read more widely ; they had a much greater command of fact ; but\nhe said that their mode of expression was easily 50 percent worse. They\nhaven t been taught to use English as a tool of thought, as a means of making\ndelicate discriminations. The teaching of English needs to be revised as to\nits aims and methods.\n\n"}
{"page": 369, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n365\n\nu¬\nThe social sciences are obviously more important as a part of the curric\nthe\nlum of school and college than they have ever been before. They are of\nand that\ngreatest importance, but there is one great danger in regard to them\nis that we shall try to use them as a means of indoctrination.\nA book has been put on the market recently, which is the result in part\nof the work of a commission of the American Historical Association, on the\nteaching of the social sciences in the schools. It is called A Charter of the\nSocial Sciences , and Charles\n\nBeard\n\nis the author.\n\nIt is an excellent book, and yet, one gets the impression from it that the\nsocial sciences offer a great opportunity for teaching attitudes toward social\nthe\nquestions, for communicating a sense of values, and I think I agree with\ncritic of that book who wrote in this way after discussion with a group of\nhis colleagues : “We do not believe that the social sciences on any level should\ntion\nbe used consciously for the purposes of indoctrination or for the inculca\nof standards, values, attitudes, no matter how generally acceptable or ap¬\nbe\nparently desirable, and for this reason: in all probability, tomorrow will\njust as different from today as today is from yesterday, and any attitudes and\nany standards which you may try to inculcate consciously, may easily be out¬\nworn before the time comes for their use. To make human relationships\nunderstandable, intelligible — that is the great function of the social sciences\nand for that purpose we cannot make too great use of them.\nAs for the method of teaching, I don’t need to say today that it ought not\nto be cut and dried — that is not our danger ; but perhaps it is necessary to\nremind ourselves that it is a laissez faire method which is perhaps too\nfashionable today.\nI don’t know whether you have had the experience which has been mine,\nof having a perfectly delightful class to come to which was a daily pleasure\nand in which the students seemed to be having an extremely good time, and\nthen of realizing at the end of the year that no one of them had really\ngained anything in power and ability. It is the easiest thing in the world to\ndeceive yourself and if you are enjoying the teaching of a class, to be over¬\nsanguine as to the results which your teaching is achieving ; I am sure that\nall of us need constantly to be on our guard, to see that we are insisting on\ncertain acquisition of fact, that it shall be precise, that it shall be accurate,\nthat we shall not slide over details too easily at the same time that we are\ntrying to stimulate thought and imagination.\nAn article which I read the other day defines in this way the aim of educa¬\ntion : “The sense of the past, the sense of wonder, perspective and imagina¬\ntion, awareness, and power — these are the ends of education.”\nThere is one thing which I think is absolutely certain in regard to teach¬\ning, and that is that it is a highly expensive process for the teacher. To arrive\nat such ends as those which I have just mentioned means inevitably that one\nmust give the best treasure that one has of thought and of effort and of\nenergy. There is no formula in the world, there is no method in the world,\nthat takes the place of that. To give the student such treasures as those I\nhave mentioned means that the teacher himself must spend himself to the\n\n"}
{"page": 370, "printed_page": null, "text": "366\n\nNational\n\nEducation\n\nAssociation\n\npoint of exhaustion. It is easy to say all this, to think of the students as\nif\nwe could make them what we will, as if they were plastic in our hands,\nbut,\nof course, they are not.\nI spoke a while ago of a little boy in Paris who saw a procession. Fd like,\nin closing, to tell you about another little boy whom I saw last year\nin\nChina. I was visiting the tomb of Sun Yat Sen in Nanking, and half\nway up\nthe thousand steps that led to that tomb I saw a family group, a\nChinese\nfather and mother with a little fat Chinese boy about so high, in the\nbrightly\ncolored wadded robes that a Chinese child wears in the winter months. He\nwas on his father’s shoulder, and he was screaming at the top of\nhis lungs,\nbeating his father s head. At last his father, with a look of patience and resig¬\nnation on his face put him down, and he proceeded quietly and\namiably\nalong without any further display of temper. What he wanted was to be on\nhis own feet. And there are some of our students who never will perch\non\nour shoulders, who prefer to make their own way. All of them who are\nworth anything sooner or later climb down and go up the steps on their own\naccount. There is something baffling, disturbing about that, but there\nis\nsomething comforting about it, and I think if we reflect on it, it may\ndo\nsomething to cure in us what I regard as the besetting sin in our profess\nion\n— taking ourselves too seriously.\nSTUDENT\n— WITH\nGRACE\n\nWhen\n\nECONOMIC\nSPECIAL\nS. M.\n\nPROBLEMS\n\nREFERENCE\n\nTO\n\nAND\n\nTHE\n\nWOMEN\n\nZORBAUGH, ASSOCIATE DEAN OF WOMEN,\nUNIVERSITY, COLUMBUS, OHIO\n\nEsther Allen Gaw\n\nundertook\n\nCOUNSELOR\nSTUDENTS\nOHIO\n\nSTATE\n\nher work as dean of women\n\non our\n\ncampus, she began by visualizing the job. Social adjustment, she concluded,\nis essentially and urgently the objective of all students whether men or\nwomen. And relative to this objective the major function of a dean\nis\nteaching. Counseling of students, if intelligently done, is teaching. Her\nidea\nof teaching, however, while including direct counseling, was farther reaching than that , it extended to the teaching of teachers , in other words, of\ncounselors,, who would thereupon apply what they had learned to teaching\nor .counseling their own groups. Around this central conception of social\nadjustment as the main objective of students and of teaching as the functio\nn\nof the dean or counselor, Dean Gaw gradually evolved the activities and\nservices which today constitute a going concern on our campus. Two of\nus,\nherself and myself, are the teaching members of the staff with a faculty rank\n:\nhers, professor of psychology, mine, associate professor of economics.\nThe work of a dean of women’s office cannot, as you know, be divide\nd off\ninto water-tight compartments. Generally speaking, however, my\nfunction\nas an economist is to supervise existing economic developments in our work\nand largely to provide the initiative for further economic developments as\nthey are seen to be needed ; to conduct all economic research in the interest\nof students, which includes research designed to improve our efficiency\nin\nserving students, and to give a course paralleling the dean’s three-credit\n\n"}
{"page": 371, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n367\n\nsurvey course, Student Psychological Problems and the Counselor. My threecredit survey course is called Student Economic Problems and the Counselor.\nThese two courses are open to upper classmen and graduate students. In the\nspring we offer a very brief non-credit training period open to lower classmen who desire to become eligible in the fall to be what we call student\nassistants. In this brief period we try to get across to would-be student assist¬\nants some ideas as to sound, homely advice which they should get across — if\nthey are to be really helpful — to new students, -especially to freshmen.\nFirst, let us glance at the three-credit survey course in Student Economic\nProblems. We start with the question, “What do women students, when\nthey go to college, think they are there for, think is up to them?” Members\nof the class suggest this and that with the result that presently we have com¬\npiled quite a list of interests: good time, making a sorority, preparing to earn\na living, acquiring culture (someone suggests acquiring a husband), and so\non. But what, in the opinion of the counselors-to-be, are the fundamental\ninterests of women students ? Each one must arrive at some sort of answer if\nshe is to evaluate sanely the problems of students. This implies her having\na philosophy of educated young women. Each participant will be asked to\nattempt to formulate her philosophy. Meanwhile, in order to provoke dis¬\ncussion, disagreement, and thought, some tentative philosophy is put to them\nrelative to educated young people in general. For example, this:\nEducated young people are only a few years in college. All the remainder\nof their lives will be lived in the world. Is not the first question, then, not\nwhat is up to them in college but what is up to them in the world ? What¬\never that is, is that not what young people are in college to prepare them¬\nselves for? Tentatively, let us take it to be a proposition consisting of four\nlife problems:\nFirst, the problem — primal for all human beings — of existing is an eco¬\nnomic problem: the inexorable urge for food, shelter, and clothing. Some\nmeans of livelihood must be sought by every one. If it is not a gainful occu¬\npation, it will be one of several other things: marriage, inheritance, borrow¬\ning, charity, prostitution, or robbing.\nSecond, the problem of human beings possessing reasonable intelligence\nis the problem of living. It, too, is essentially an economic problem, in the\nmain a consumer’s problem. It is the more or less fumbling effort of every\nperson to achieve maximum satisfactions from goods and services consumed.\nHe has a certain ideal, not necessarily a high one, for his personal develop¬\nment; that is, he has a standard of living. How achievable is it? That de¬\npends on his ability to discriminate between values, in other words, his judg¬\nment in making choices. But his power to make choices is limited by the\namount and dependability of his annual income. So how far he can succeed\nin solving this second problem very much\n\ndepends on how well he has solved\n\nthe first — that of existing.\nThird, is the problem of human beings who are more than reasonably in¬\ntelligent ; it is because they are highly intelligent that they are likewise\nsocially minded. This is the problem of enabling others as well as oneself to\n\n"}
{"page": 372, "printed_page": null, "text": "368\n\nNational\n\nEducation\n\nAssociation\n\nlive. 7 o solve it requires not merely individual effort but group effort — for\nthe purpose of elevating for the whole group of people, first the average\nstandard of living, second and consequently the average plane of living. Both\nof these social objectives are only to be achieved, in the main, by economic\nways and means such, for example, as provision of revenue for public\neducation.\nFourth, the problem, which like the problem of existing comes home to\nall human beings, of sex relations. This, too, is essentially an economic prob¬\nlem, which we see in the case of prostitution. Economically, prostitution is\none of the gainful occupations. Someone asks, “How about marriage ? Wasn’t\nthat mentioned in connection with the first problem as a means for insuring\na livelihood?” Well, answering a question with a question, are there any\nwho marry in order to escape self-support? Possibly we agree that the\nsolution of this problem turns very much on a person’s attitude towards\nwhat is the nub of the first problem, namely, responsibility for self-support.\nWhat is the likely outcome of such a discussion as I have briefly sketched ?\nSubstantial agreement, perhaps, as to the philosophy of educated youth. But\nwould there be agreement that precisely this philosophy applies to the half\nof educated youth in whom we are interested — educated young women?\nThat is a question. However, the discussion will have served a good purpose\nif it does nothing else but stir all the participants to think out afresh and\n\nobjectively what, in each one’s belief, are the fundamental interests of\nwomen students. In so doing they will perceive, I believe, the importance of\na good training in economic principles both for themselves preparing to be\ncounselors, and for students endeavoring to achieve adequate social adjust¬\nment.\nTo epitomize: some sort of philosophy of educated young women the\ncounselor must have to enable her to evaluate sanely the various economic\nproblems of students — the temporary ones cropping up only during the col¬\nlege years, the permanent ones which will persist thruout life.\nNine interests and problems have been selected for discussion in this\ncourse, as follows :\n1. Financial status of entering students\n2. Whether students should try to earn while attending the university\n3. How we can cooperate with those who do undertake to earn\n\n4\n\nand 5. Economic\ntheir ill health\n\ncauses\n\nof students’ emotional\n\nmaladjustments\n\nand\n\nalso of\n\n6. Students’ account keeping\n7. Students’ food and lodging\n8. Students’ cultural development\n9. Students’ future gainful occupation.\n\nEvery one of these interests, or problems, entails on our part either activi¬\nties or research or both. An account of it all would require too much time.\nSo I shall stress certain topics, touching the others lightly.\n1. Financial status. I cite one example. We found thru research, in 1931,\nthat students from farms, while constituting only 13 percent of the whole\nbody of women students, form a third of the group which, in order to live\n\n"}
{"page": 373, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n369\n\ncheaply, resides outside the university dormitory, and half of the group which\nearns room and board by doing housework in private homes. Having dis¬\ncovered these facts, what did we do? We developed more facilities for cheap\nliving — what we call kitchen privilege houses. And we intensified our efforts\nto promote social life for these two groups.\n2. Should students try to earn while attending the university? As a rule,\nstudents are not encouraged to come unless they are reasonably certain of\nfunds to meet necessary expenses for a year. I said “as a rule.” There are\nalways exceptions. But the longer the depression continues, the more wary we\nare about exceptions. They are always in peril of arriving in the bread line.\n3. What about cooperation with students who do undertake to earn while\nattending the university?\nSome of my students1 in consumption economics have helped us recently\nwith research which has yielded, among other facts, these: Out of something\nover 2200 women students from whom we received information, 8 percent\nare entirely self-financing ; 1 1 percent are to a considerable extent self¬\nfinancing, while another 23 percent are earning a little towards their ex¬\npenses. This leaves about 58 percent who are financed entirely by their\nfamilies. Our task of cooperation, which is a challenging and difficult one\nthese days, relates chiefly, then, to about 20 percent of the students and\nespecially to the 8 percent who are entirely self-financing. What do we .do\nfor those who apply to us for cooperation? First, and foremost, you may\nwell believe we try to connect them with possible jobs. This means we put\nmuch effort on intensive cultivation of employers — but not merely that.\nThe preliminary interview with students almost invariably involves at least\nthe beginning of vocational counseling. For two groups of the self-financing\nstudents we do another thing. Before connecting them with possible em¬\nployers, we give them a test. One group consists of students with commercial\ntraining, the other of students who wish to work in private homes for their\nroom and board.\nAny of you who\n\nare interested in learning more\n\nabout our cooperation\n\nwith self-financing students are referred to a recent article of mine which\nis entitled “Part-time Placing and Vocational Counseling of Women.”2\n4 and 5. Happily, the vast majority of students are normal, wholesome\npersons. And\n\nthey, rather than the minority of pathological cases, consti¬\n\ntute the main responsibility of a dean of women’s office. Therefore, I shall\nmerely call your attention in passing to topics 4 and 5 — economic causes of\nstudents’ emotional maladjustments and of their ill health. They are apt\nto be root causes — we must explore to the root and apply our healing there,\nif restoration is to take place.\n6. Next, and briefly, is keeping account\nvirtue in account-keeping as such. What\n\nof expenditures. There\n\nis no\n\nmakes it worth doing for a time is\n\nif, as a result, the students become choice-conscious and full of desire to\nstudy the principles of choice making, in other words, of consumption\neconomics.\n1 Ruth Davis, M.A., assisted by Emma Edwards and Margery Keith.\n9 The Ohio State Unir — sity Educational Research Bulletin, Vol. XI, No. 16, Dec. 7, 1932.\n\n"}
{"page": 374, "printed_page": null, "text": "370\n\nNational\n\nEducation\n\nAssociation\n\nAll campuses of the size of ours have numerous women’s organizations —\nfraternal, special interest, such as dramatic, musical, athletic, and religious,\nsocial clubs, governing boards such as Women’s Student Government Asso¬\nciation and Panhellenic, and so on. At no time is the group spending of each\norganization a negligible matter ; at present, when funds are harder to get,\nit is uncommonly important. The largest single category of such organiza¬\ntions is the fraternal. We have approximately 25 active sororities. Most of\nthem own or rent and operate houses. They are required to file not only\nwith their national officers but with the dean of women, at regular intervals,\na full report of assets and liabilities, of income and outgo. These data will\nbe utilized for an early economic research project. The results may materially\ninfluence subsequent sorority policy and action.\n7. The next topic — food and lodging. It is at all times, especially now, a\nmajor interest of students. This, if for no other reason than the high pro¬\nportion which it absorbs of the student’s income, approximately half in the\ncase of the entirely self-financing students.\nIn our university the living arrangements of students are of seven general\ntypes in the following approximate proportions :\nStudents living in own homes .\nUniversity dormitories .\nPrivate houses .\n\n50%\n17%\n10%\n\nUniversity approved houses .\nSorority houses .\nDenominational dormitories .\n\n7%\n7%\n7%\n\nPrivate homes\n\n2%\n\nA pronounced\n\nworking\n\nfor board\n\nand room .\n\neffect of the depression has been to bring down, all along\n\nthe line, the price charged or value imputed for room and board, a reduc¬\ntion, so far, of approximately 15 percent. With a view to next year, it may\nhave to go down still lower. Mere cheapness, however, does not mainly in¬\nterest us. What does deeply concern us is, first, an adequate standard of\nroom and food, and second, the lowest possible price at which that standard\ncan be secured.\nTo these two objectives, first, standard, and second maintaining that\nstandard at the most economical price, we are now devoting considerable\nresearch. I might say that the house operators have cordially cooperated in\nthe study. One of them seems already convinced that for years, without\nhaving known it, she has operated at a loss. About that I am not yet sure.\nAnother matter which we are not only investigating but are experiment¬\ning with is in connection with that group of students who are forced to\nkeep living expenses down to the very minimum possible. A good many\nour university houses meet this demand by offering kitchen privileges.\nWhen\n\nof\n\nthe time is propitious — when we are again in a period of compara¬\n\ntive prosperity — we hope an educational experiment may be made, i.e., a\ngenuine cooperative house.\n8. The next topic, students’ cultural development, we all agree is of su¬\npreme importance. Dean Gaw is one of a number who have carefully in-\n\n"}
{"page": 375, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n\n371\n\nvestigated students’ expenditure of time. I refer you to her article, “Advising\nStudents in Their Distribution of Time,” the Ohio College Association\nBulletin No. 86. These comparative figures indicate that four to five out of\nevery twenty-four hours of the student’s time, on an average, constitute free\ntime — that is, the residuum after allowing for all the time spent in sleep,\nmeals, study, classes and conferences, travel, activities pertaining to the care\nof the person, and, if a working student, work for pay. What happens in\nthis free time? Here is the clue to the interests of the students. The range\nand quality of these interests, plus the student’s major and minor choices on\nthe curricular side, may be said to constitute his culture. And his culture\nfinds overt expression in his standard of living.\nOur department of sociology, in a recent study of 204 freshmen’s use of\ntime, found a fourth of them spending no time in organized extra-curricular\nactivities, over a third were engaged in only one — that as a general rule for\nless than an hour a day. This group was composed of both men and women.\nIn a small study of women students recently made by a colleague and my¬\nself, we distinguished between organized extra-curricular activities and\nvoluntary activities, organized or otherwise, off the campus. We did this\nbecause half of our women students live in town and have town interests.\nWe found with rare exceptions that more of their free time was spent in offthe-campus activities than in campus activities. If this is generally true of\nour students, it seems to me to call for careful consideration.\nThe free time of students, likewise the free time of all people, is a great\nunoccupied frontier — an unorganized opportunity for education.\n9. Our final topic is students’ future gainful occupation. At the present\ntime this, one would think, is the absorbing interest of students. But I am\nnot so sure. It is a singular thing, but true in our experience, that where\nseven or eight students take the initiative in asking us to help them get\npart-time work, one will take the initiative in seeking vocational counsel.\nPerhaps, on the whole, vocational counseling is the most difficult of our\nproblems because of the inertia we have to overcome.\nI should like to speak of at least two guiding principles in vocational\ncounseling. These are guiding principles only. There are many cases where\nthey cannot very well be applied. First, we try to focus the student’s at¬\ntention at the start on her free time, then on her future working time. The\nwhole trend in our generation is toward shorter working hours per day, a\nshorter working week ; I dare say a shorter working year. When it comes to\nthe working life, possibly it is tending or will tend to be somewhat pro¬\nlonged. At most, however, the working period for every student will ter¬\nminate relatively early in her life, whereas, thruout her life she will always\nhave free time. Furthermore, in her free time she is more mistress of herself\nthan in her working time. The next principle follows — namely, to focus\nher attention first on the choice of an avocation, and then on the choice of\na future gainful occupation. By avocation I do not mean a mere hobby, altho I very much believe in hobbies. What I mean is an absorbing interest\nwhich the student can transmute into a socially significant voluntary activity.\n\n"}
{"page": 376, "printed_page": null, "text": "372\n\nNational\n\nCASE\n\nSTUDIES\n\nERNEST\n\nHORN,\n\nEducation\n\nAssociation\n\nIN THE DEVELOPMENT\nATTITUDES\nSTATE\n\nUNIVERSITY\n\nOF\n\nIOWA,\n\nIOWA\n\nOF\n\nSOCIAL\n\nCITY,\n\nIOWA\n\nFor the last eight years I have been working with a series of committees\nwhich have been formed to study the problems of social education. From the\ndiscussions in the meetings of these committees I have been led to form two\nconvictions : first, that everyone has a right to be happy, and second, that the\nsocial sciences should contribute to happiness by teaching people how to live\ntogether well. Since these are fundamental and specific objectives for all\nsocial education, it may be worthwhile to report very briefly the way in\nwhich we are attempting to study them in our own institution.\nIt is always necessary to form some sort of hypothesis before one starts\nany investigation. Of the many hypotheses which I have used, the most\nprofitable pertains to the relationship between law and ethics. It assumes\nthat in the court decisions which have been given by judges as case after\ncase, in country after country, has come before them, there has gradually\nbeen accumulated a kind of racial wisdom as to the ways of living together\nthat have been found, by and large, to work the best. With the advice of\nthe faculty of our law school and with the assistance of graduate students,\nI have been attempting to study what is involved in the social maladjust¬\nments which bring people before the court. I shall refer very briefly to three\ntypes of such situations: first, those involving lost and found articles, second,\nthose involving trespass, and third, those involving slander.\nArticles that are lost and found, represent a special case in the general\nfield of private property. If you will examine a few issues of any local news¬\npaper, you will see that it is only rarely that something is advertised as\nfound, if the finder can use it or hide it so that nobody can discover it. Over¬\ncoats that will not fit may be reported, along with spectacles or keys, but\npurses, tools, and fountain pens are rarely advertised. The number of valua¬\nble things which are advertised in the lost column and which must of\nnecessity have been found but were never so advertised is astonishing. The\ninvestigation of the attitudes which people have toward found articles helps\nto explain the discrepancy between the number of articles which are reported\nas lost and the number reported as found. The slogan “Finders, keepers”\nis still an agreeable salve to the conscience of many people. On the other\nhand, if one finds something to the value of ten dollars and does not ad¬\nvertise it, the punishment in most states, upon conviction, is almost as severe\n•as though the object had been stolen. Both law and ethics dictate that every\nreasonable effort be made to discover the rightful owner to the property\nand that a failure to do so should be a punishable offense.\nDr. Ray Latham investigated the attitudes of people at different age\nlevels toward various problems arising in connection with trespass. His con¬\nclusions are :\na. In general, there seemed\n\nto be no significant difference between\n\nthe concepts\n\nconcerning trespass on real estate, possessed by boys and by girls. In certain particu-\n\n"}
{"page": 377, "printed_page": null, "text": "Department\n\nlar instances\n\nwere\n\ndifferences\n\ndo with the minor\nsidered.\n\nand\n\nof Women\n\nof Deans\n\nnoticeable,\n\nless consequential\n\nbut such differences\nphases\n\n373\nnearly\n\nalways\n\nsituations\n\nof the concrete\n\nhad\n\nto\n\nbeing con¬\n\nb. In general, a larger percentage of the children on each succeeding level of the\ngrade scale thought that the welfare of society could be better served by protecting\nthe interests of the real estate owner than by assuming a tolerant attitude towards\nthe trespasser. Or, stated in another way, the higher on the grade scale pupils were\nenrolled, the greater was the percentage of pupils who gave what seemed to be the\nmost\n\nto the questions\n\nintelligent answers\n\ninvolving\n\ncertain\n\nissues\n\nrelative\n\nto the\n\nmatter of trespassing. There were, however, exceptions to this generalization. In¬\nstances were found where a larger percentage of Grade IV, than of Grade XII,\npupils made a better response to the ethical phases of trespass situations. The pupils\non lower grade levels seemed to agree with court decisions on certain points to a\nmuch\n\ngreater\n\nextent than\n\ndid the pupils on higher\n\ngrade\n\nlevels.\n\nc. The pupils of widely separated environments of different types showed notice¬\nable differences of opinion concerning (1) the amount of protection which real estate\nowners should have against various types of trespass; (2) the amount of tolerance\nand generosity which real estate owners should exercise towards various kinds of\ntrespass; (3) the means for preventing trespass which real estate owners should\nemploy; (4) the right of redress which real estate owners should have against\nproperty loss and unusual annoyance caused by trespassers, and (5) the right of\nredress which those individuals should have who receive injuries while crossing\nover\n\nor using the property\n\nof others with or without\n\npermission.\n\nd. The presence of numerous defects, shortcomings, and imperfections in the con¬\ncepts, ideals, and attitudes of the pupils on all grade levels of all environments\nconstitutes a call for concrete, systematic, and directed training.\n\nthird type of situations has to do with slander. I shall dwell upon\nthis in greater detail, partly because the most important research upon it\nhas been completed by Dr. Yates, who has had experience as an adviser of\nwomen, and partly because slander is apparently a universal type of social\nThe\n\nmaladjustment.\n\nYou\n\nwill recall that one of the Ten\n\nCommandments,\n\nthat\n\nrestricted list of rules for living together well, deals with this\nproblem. There can be no question about its importance. I suspect that, in\nany community represented in this room, as much sorrow is caused by slander\ngreat and\n\nand by careless and malicious gossip as by any other single factor. We have\nhad since the time of Moses, and probably long before that if records were\navailable, constant advice of a sound nature to the effect that we should not\nbear false witness against our neighbors.\nSlander seems to be attached to almost all forms of social relationships,\nand some of the problems involved are of an exceedingly complicated charac¬\nter. We have striven, on the one hand, to preserve the right of free speech\nand, on the other, the right to protect our good names. It is easy to see that\nthese two principles may at times come into conflict. There are occasions\nwhen\n\nthe good of the community\n\nthat one shall say things which\nthey are said. In other situations the\n\ndemands\n\nmay injure the individual about whom\nobligation to make a statement may seem to be nicely balanced against the\nobligation to keep silent. Most reputations are damaged, however, without\n\nany justification whatever.\nIn the investigation by Dr. Yates the attempt was made to take only\nsuch cases as had persisted in coming before the court for a considerable\n\n"}
{"page": 378, "printed_page": null, "text": "374\n\nNational\n\nEducation\n\nAssociation\n\nperiod of time and which were, in addition, common in all English-speaking\ncountries. An examination of these cases shows that the motives which cause\nslander in these universal instances are many: personal dislike, jealousy, of¬\nfense, malicious or idle gossip, and the like. The same things that prompt\ngossip now, apparently have always prompted it. No age seems to be im¬\nmune. Almost the first thing that a young child learns to say is slanderous.\nThe three-year-old has already learned to say, “Brother is a bad boy; sister\nis a bad girl.” Few children talk six months without slandering, and the\nfundamental motives lying back of that childish slander are much the same\nas are found in the slander of adults.\nOne of the cases which Dr. \\ ates included in her study of slander has\nto do with talebearing, where the individual does not actually start the\nrumor but helps to spread it. It does just as much harm to spread gossip as\nto start it. Both from the standpoint of our best ethical thought and from\nthe standpoint of the court it is perfectly evident that the race has agreed\nthat we must not be talebearers. What are the convictions of students in\nthis matter? In grade nine, the last year of the junior high-school level,\nonly 22 percent of the students agreed with the principle established by law\nand ethics. Judgments on this case were secured also from prospective teach¬\ners in college. Only 31 percent of these college students agreed with the\njudgment of the court. This means that two-thirds of these prospective\nteachers have, in this instance, ethical judgments which may bring them and\ntheir pupils before the court.\n\nThe average results from tests on cases of unprivileged communication\ngive an arresting picture. One state code defines privileged communication\nas “a communication without malice to a person interested therein by one\nwho is also interested, or by one who stands in such a relation to the person\ninterested as to afford a reasonable ground for supposing the motive for the\ncommunication innocent, or who is requested by the person interested to\ngive the information.” For example, if the daughter of a friend of yours\nwere to become interested in a man that you know to be a thoro reprobate,\nyou would feel privileged to warn your friend in confidence. You can readily\nsee that most gossip or slander is not privileged.\n\nFifty-two percent of the children in grade six agreed in their judgments\nwith the court in the matter of unprivileged communication, but only 35\npercent of the students in the last year of the high school and only 34 per¬\ncent of prospective teachers agreed with the court. The situation involved by\nthis last percentage is most disturbing, for these persons will soon have the\nresponsibility of guiding the growth of the moral concepts of pupils; yet\ntwo-thirds of them are wrong in the judgments which they would\nthese common unprivileged communications.\n\nmake on\n\nTradition has it that gossip is a feminine attribute and that it is peculiar\nto the small towns. Neither of these beliefs is borne out by the evidence in\nDr. Yates investigation. Boys did show a somewhat greater tendency to\ninquire into the truth of slanderous statements, but, by and large, the differ¬\nences between the sexes were not important. There were few significant\n\n"}
{"page": 379, "printed_page": null, "text": "Department\n\nof Deans\n\nof Women\n\n375\n\ndifferences between the concepts and attitudes of the children of small towns\nand those of large cities.\nI should like now to point out a few deductions and implications from\nthese investigations. Perhaps most important of all is the problem created\nby the lack of agreement in all these instances as to what type of behavior\nis most desirable. It is not easy to develop right conduct in children even\nwhen we know precisely what it is that we want to develop and even when\nthe adults of the community are in agreement as to the mode of behavior.\nWe should doubtless all agree that it is a good thing for every person to\nhave a good speaking voice and to be able to speak well in public, but it\nis not easy to develop that ability. We all agree that it is a fine thing to\nhave good posture, but it is difficult to develop good posture. We agree that\neveryone should be able to spell, but even with the best methods that are\navailable, it is hard to teach people to spell. But in the field of morals there\nis an additional difficulty; namely, the adults of the community are not al¬\nways in agreement as to how one should behave. Still more serious is the\nsituation created by those who give lip service to a form of conduct in which\nthey really do not believe, as shown by their private conduct. Such investiga¬\ntions as have been completed show that adults are not in agreement as to\nhow to behave even in those situations about which there can be little doubt.\nThe lack of agreement, on the part of many persons, with the almost uni¬\nversal opinions of the courts in all civilized countries constitutes a very\nserious problem. It means that the moral climate in which our boys and girls\nare supposed to thrive — the climate which impinges upon them at the break¬\nfast table, on the street, and in school, is of a sort to make it difficult for them\nto live with other people as they should.\n\nLet me repeat that it is not easy to teach something even when we all agree\nas to the desirability of what is to be taught, and even when we, as adults,\nwill practise what we preach. And when the college or the high school or\nthe elementary school is confronted with the problem of teaching something\nabout which there is no agreement among adults, or agreement in lip service\nonly, then the school is confronted with a very serious problem indeed.\nThe large amount of disagreement, on many items, between the judg¬\nments of the court and the judgments of children is very significant. It con¬\nstitutes a challenge to every teacher in the school. One of the purposes of\neducation is to develop law-abiding citizens, but evidently there is much to\nbe done before students are able to make right judgments concerning their\nconduct, and still more to be done to insure that these judgments will be\ncarried into action. The investigations by Latham and Yates show that there\nis a gradual improvement in social concepts as pupils progress thru the school.\nOn the other hand, both investigators report that in several instances the\nconcepts of college students were inferior to those of elementary-school stu¬\ndents. The serious misconceptions and wrong attitudes thruout the grades\nindicate that the schools should make specific plans for the development of\nmore intelligent attitudes toward the law.\n\n"}
{"page": 380, "printed_page": null, "text": "376\n\nNational\n\nEducation\n\nAssociation\n\nWriters on character education are not in agreement as to whether instruc¬\ntion should be direct or incidental. It is my conviction that there must be\nsome direct teaching, but whether\n\ninstruction is direct or indirect, teachers\n\nmust be provided with better analyses of social behavior than are now\nable. We\n\nhave found these analyses very difficult to make.\n\nThe\n\navail¬\n\nsocial rela¬\n\ntionships which are involved in problems of conduct are almost always com¬\nplicated. In almost every case there is a conflict of interests. The resolution\nof these conflicts requires a large amount of insight. It is well to stress the\ncontribution of insight and sheer knowledge to living together well, for these\nfactors have been underestimated of late. Yet even those who profess to believe\nthat knowledge\nignorance moves\n\ndoes not lead to virtue would\nin that direction. On\n\nhardly defend the position that\n\nthe contrary, both modern\n\nthe results of research indicate that belief, which is knowledge\n\ntheory and\n\nassimilated and\n\nsincerely accepted, does tend to lead to virtue. It is conceivable that this organ¬\nization could do no more useful work than to make a list of the typical cases\nwith which you deal, define the issues involved in each type of problem, and\nrecord the most successful ways in which these problems have been solved.\n\n"}
{"page": 381, "printed_page": null, "text": "Department\n\nof Educational\n\nResearch\n\n"}
{"page": 382, "printed_page": null, "text": "THE AMERICAN EDUCATIONAL RESEARCH ASSOCIA¬\nTION\n\napplied\n\nin 1929\n\nto become\n\nthe\n\nDepartment\n\nof Educational Research in the National Educa¬\ntion Association. The proper notice was given at the\nAtlanta meeting in 1929, and final action in creating\nthe Department was taken at the Columbus, Ohio,\nmeeting on July 3, 1930. The research organization\nbrings with it. a history rich in achievements and\nplaces the National Education Association in closer\ntouch with colleges, universities, and research\nagencies.\nOfficers of the Department for the year 1933-34\nare . President y Paul T. Rankin, Supervising Director\nof Research and Adjustment, Board of Education,\nDetroit, Mich.* Vicepresident , T. C. Holy, Professor\nof .Education, Ohio State University, Columbus\nOhio; Secretary-Treasurer , William G. Carr, Direc¬\ntor, Research. Division, National Education Associa¬\ntion, 1201 Sixteenth Street, N. W., Washington,’\nD. C. , Executive Committee: Paul T. Rankin, Super¬\nvising Director of Research and Adjustment, Board\nof Education, Detroit, Mich. ; William G. Carr, Direc¬\ntor, Research Division, National Education Associa¬\ntion, 1201 Sixteenth Street, N. W., Washington,\nD. C. ; W. W. Charters, Director, Bureau of Educa¬\ntional Research, Ohio State University, Columbus,\nOhio; John L. Stenquist, Director, Bureau of Educa¬\ntional Research,. Public Schools, Baltimore, Md. ; Wil¬\nliam S. Gray, Director of Teacher Training, Univer¬\nsity of Chicago, Chicago, Ill.\nFacts i elating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of Proceedings as follows :\n1931:415-431\n\n1932:357-375\n\n[ 378 ]\n\n"}
{"page": 383, "printed_page": null, "text": "THE\nGEORGE\n\nSTATUS\n\nOF\n\nSTRAYER,\n\nDRAYTON\n\nCOLUMBIA\n\nTHE\n\nSCIENCE\n\nPROFESSOR\n\nTEACHERS\n\nEDUCATION,\n\nOF\n\nUNIVERSITY,\n\nEDUCATION1\n\nOF\n\nNEW\n\nYORK,\n\nN.\n\nCOLLEGE,\n\nY.\n\nAny adequate account of the present status of the science of education\nwould call for a review of some thousands of scientific studies of greater\nor less importance\nphysical and mental\n\ndealing with\ngrowth\n\nthe fields of teaching and of learning, of\n\nand health, of the curriculums\n\nof elementary,\n\nsecondary, and higher educational institutions, and of the financing, man¬\nagement, and control of education in modern society.\nScientific work in education found its initial impulse in and was developed\ndone in other social sciences. The establishment of a psy¬\nchological laboratory in Johns Hopkins University under the direction of\nG. Stanley Hall marked an important transition in the development of this\nscience and laid a foundation for scientific inquiry in the field of learning\n\nout of the work\n\nand teaching. The\n\napplication of statistical and\n\nexperimental\n\nmethods\n\nto\n\nby J. McKeen Cattell furnished the foundation upon which\nand others developed and perfected these methods and their\napplication in the whole range of educational problems. In like manner,\n\npsychology\nThorndike\n\nof the sciences of biology, sociology, economics, and gov¬\nernment have made their contribution to the development of methods ap¬\nplicable to the field of education.\n\nthe development\n\nIt may be said for the science of education\n\nthat it is no longer necessary\n\namong a group of professional workers to argue the case for scientific pro¬\ncedures in the solution of the problems of education. This may seem a very\nlimited claim to the younger members of our group, but it may astonish them\nto know that such a statement could not have been made truthfully as little\nas twenty-five years ago.\nThere have been scientific inquiries concerned\n\nwith\n\n(1 ) governmental\n\ncontrol and the arrangements for interpretation of the desires of the com¬\nmunity for education; (2) the financing of the educational program; (3)\nthe registration of those subject to compulsory education and the securing\nof their regular attendance at school; (4) the organization of schools and\nof classes with reference to the differences which exist among pupils in in¬\ntelligence, in physical condition, and in vocational outlook; (5) the training,\nassignment, supervision, remuneration and tenure of the staff employed in the\nschools; (6) the provision of building and equipment suitable for the most\neffective development of the program of education conducted in them ; and\n(7) the technics essential for the efficient administration\naffairs of schools and school systems.\n\nof the business\n\nIn each case scientific inquiry has resulted in a modification of our prac¬\ntises. We have arrived at the place where we can predict the results that\n1 This and the following eight papers were presented before the first three general sessions of the\nDepartment at the Minneapolis meeting and constitute all of the material available from these sessions\nwith the exception of the address by Leo J. Brueckner, “The Validity and Reliability of Educational\nDiagnosis,” which appears in the Journal of Educational Research for November, 1932. Space limita¬\ntions do not permit publication of the material presented before the five sectional meetings.\n\n[ 379 ]\n\n"}
{"page": 384, "printed_page": null, "text": "380\n\nNational\n\nwill follow from\n\nchanges in procedure.\n\nEducation\n\nAssociation\n\nWe\n\nhave learned how\n\nexperiments scientifically, and the administrator\nbe guided by the results.\n\nhas shown\n\nto conduct\n\nwillingness to\n\nIn summary it may be proposed that the scientific method has been ap¬\nplied to all sorts of educational problems. Results have been achieved which\nhave increased the efficiency of our practise. There is recognition among\nscientific workers of the necessity for attacking the problems of education\ndirectly while at the same time utilizing the results made available by the\nsciences fundamental to education. One may safely propose upon the basis\nof work already accomplished that we are developing a science of education.\n\nNEEDED\nFRANK\n\nN.\n\nDEVELOPMENTS\n\nAND\n\nEXPANSIONS\n\nFREEMAN,\nPROFESSOR OF EDUCATIONAL\nPSYCHOLOGY,\nUNIVERSITY OF CHICAGO, CHICAGO, ILL.\n\nEducational research is of three types: discovery, invention, and\ntesting.\nThey should be carried on in this order : discovery leads to fundam\nental\nfacts and principals, invention puts the knowledge that we secure from\ndiscovery to practical use, and testing evaluates our inventions. Testin\ng is,\ntherefore, useful chiefly after discovery and invention have been carried\non.\nIn our educational lesearch we have reversed the order and the\nemphasis.\nWe have perfected measurement to a high degree but we have not had\nvery\nmuch to measure. The need of the hour seems to be for social invent\nion to\nmatch\n\nour technological invention. This need is as urgent in education\nas\nin other social enterprises. Our research departments, therefore,\nshould be\nchaiged with the responsibility of systematic invention of new educat\nional\nprocedures as well as of testing or measurement.\nRECENT\n\nMALCOLM\n\nThe\n\nM.\n\nSOCIAL\n\nWILLEY,\n\nCHANGES\nAND\nRESEARCH\n\nUNIVERSITY\n\nrapidity of modern\n\nOF\n\nEDUCATIONAL\n\nMINNESOTA,\n\nsocial change\n\nMINNEAPOLIS,\n\nis introducing\n\nnew\n\nMINN.\n\nproblems\n\nfoi\n\neducational research. There is need for examination and investigation of\nthe assumptions of modern education to find if they conform to the needs of\nthe new world which science and the machine are creating, and more espe¬\ncially to insure that the school readjusts itself to the new social environment\nwhich is in process of formation.\nPopulation changes, for example, may result in a shift in emphasis from\nelementary and secondary education, to the adult field. In 1930 there were\nfewer children in the United States under the age of five than in 1920; in\n1940 there will be a million less children of the school ages nine to sixteen\nthan there were in 1930. The birth rate is falling, while more people are\nattaining the upper reaches of life. The problem of the future will be to\nprovide\n\nmeans\n\nfor continuing\n\nthe education\n\nof these older groups. In a\n\n"}
{"page": 385, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\nResearch\n\n381\n\nrapidly changing world formal education of early years becomes quickly\nobsolete, and educational researchers of the present must begin to plan for\nvocational and cultural education for increasing numbers of adults in the\nfuture. The\n\nin 1820 to 26.4 in 1930\n\nfrom\n\nage of the population\n\nincrease of the median\n\nsuggests that as a nation we\n\n16.7 years\n\nare growing\n\nolder;\n\nolder age normally means conservatism unless deliberately counteracted. One\nproblem of educational research in the face of increasing numbers of oldei\npeople, is how to prevent the conservatism that would normally inhibit the\nand scien¬\n\nchanges in attitude and belief that are imperative in a mechanical\ntific world.\nEspecially important\n\nfor investigation are problems\n\nrelating to the ability\n\nof the school to train men and women to resist the bombardment of sugges¬\ntion and misinformation that reaches them thru the mass communication\nnetwork\n\nthat has developed\n\nduring the past decade. It is important\n\nif ideas inculcated by formal\n\neducation\n\nof vigorous appeal that comes\n\nfrom\n\ncan and do withstand\n\nnon-school\n\nsources.\n\nto know\n\nthe onslaught\n\nIf not, the school\n\nhas been defeated in its avowed purpose of providing citizens with the knowl¬\nedge and attitudes upon which to base their lives.\nFinally, there is need for educational research to ascertain if the school\nis now inculcating the social values which will enable the individual to make\n\na successful personal adjustment\n\nto modern\n\nsocial changes. The\n\nschool must\n\nthe impression of chaos that a survey of modern\nlife presents, and the seeking must be in terms of social values that gear in\nwith modern life as it actually is.\nThe discussion as a whole is based upon the recently issued Report of the\n\nseek the way\n\nto counteract\n\nPresident’s Committee on Social Trends,\nthis report for educational research.\n\nCOMMON\n\nPERCIVAL\n\nM.\n\nFAULTS\n\nSYMONDS,\n\nand points out implications\n\nIN GRADUATE\nEDUCATION\n\nTEACHERS\nNEW\n\nCOLLEGE,\n\nYORK,\n\nRESEARCH\n\nCOLUMBIA\n\nof\n\nIN\n\nUNIVERSITY,\n\nN. Y.\n\nI propose to discuss current graduate research in education under six heads:\n\n1. Several years ago the phrase “the scientific study of education” was\nwidely used and there was considerable hope that by the application of scien¬\ntific methods, educational practises, procedures, and policies could be put\non an indisputable basis. Emphasis in the scientific method was on the gather¬\ning of facts. At that time the school survey was having its vogue and every\nschool survey placed considerable emphasis on the gathering of facts con¬\ncerning the achievement and intelligence of the pupils, the adequacy of the\nschool buildings, the preparation of teachers. This practise of gathering facts\nhas persisted as a shibboleth even tho the value or significance of these facts\nhas often been obscured.\n2. Many\ninformation\n\nstudents undertake a problem with inadequate background\nand understanding. In our American universities it seems\n\nof\nas\n\n"}
{"page": 386, "printed_page": null, "text": "382\n\nNational\n\nEducation\n\nAssociation\n\ntho we lack the thoro scholarship that is often claimed for and found in Euro¬\npean universities. Our students apparently first wish to propose and attack\na problem\n\nand then gain their understanding\n\nof the problem\n\nand its ramifica¬\n\ntions as they proceed. Students, for instance, will undertake problems of\nlegal requirements of education with only a meager acquaintance with the\nlaw, or problems on the planning and construction of school buildings or\ndormitories with little or no understanding of the principles of architecture,\nor problems with regard to pupil attitudes and interests with but limited\nbackground\n\nin psychology. We should require that students undertake prob¬\nlems that are related to their previous preparation. No one can do adequate\nthinking in a field in which he has not had thoro and fundamental training.\nThinking on a problem is not something that can be undertaken in a dilettante\nfashion. The work for the doctor’s degree should be the climax of years of\nstudy and should be the result of mature thinking in a field with which the\nstudent has had long acquaintance. Were this principle more closely adhered\nto, many mediocre dissertations would never have been undertaken.\n\n3. Much of our research in education has failed to be consciously aware\nof certain fundamental assumptions that have been made. Much of the re¬\nsearch in education has been done under the guidance of those whose expe¬\nrience has been in the fields of intelligence and achievement testing and the\nresearch has been colored by the assumptions which underlay work in this\nfield. I can best illustrate my point by giving an example.\nA number of investigators have studied the significance of class size. The\ntraditional experimental attack is to give achievement tests of school subjects\nto classes which have been large and other classes which have been small and\nnote the differences in achievement. The assumption that has been tacitly\nmade in these studies is that all of the worthwhile values of education are\ncontained\n\nin the results of tests of achievement.\n\nthere are many\n\nvalues for which\n\nno adequate\n\nNow\n\nit is well known\n\nthat\n\ntests have yet been devised.\n\nFor instance, ability to participate in group discussion is a value the impor¬\ntance of which is becoming increasingly felt. Has anyone made studies of the\nextent to which pupils tend to participate in group discussion in large classes\nas compared with smaller classes?\n4. Another\n\nfault which\n\nis occasionally found\n\nin graduate\n\nresearch is the\n\nbias that comes from catering to or working\n\nfor a professional group. This is\nmost clearly seen in studies that are sponsored and financed by organizations.\nWhen the Association Against the Prohibition Amendment sponsored a\nseries of research bulletins a few years ago it was quite evident that, how¬\never honest the investigator himself was, the conclusions reached by re¬\nsearch sponsored\n\nby such an organization\n\nthe story. In like manner\nelectric power\n\nwould\n\nstudies sponsored\n\nemphasize\n\nonly one side of\n\nby correspondence\n\nschools, by\n\ncompanies,\n\nby food corporations, by the Red Cross, by the\nD. A. R., and the like, must always be suspected of bias. If the investigator\nis being financed by some such organization no matter how honest he can\n\nbe, his results must\n\ninevitably be colored by the fact that he feels a certain\nresponsibility to the organization that is backing his study. That the same\n\n"}
{"page": 387, "printed_page": null, "text": "Department\n\ntendency\n\nof\n\nEducational\n\nholds true with students sponsored\n\nResearch\n\n383\n\nby professional groups\n\nwithin\n\neducation is not so generally recognized. Any professional group in educa¬\ntion, however, has certain interests to further. It may be the sponsors of\nadult education, it may be the science teachers, it may be the guidance coun¬\nselors, whatever the group and however honest their motives they still have\nan interest in maintaining their service. This is^ true partly because they\nreally believe in the value of what they are doing. It may also be true\nbecause we all tend to try to favor our own group in our own decisions.\nWe\n\nresearch in education\n\nhave been fortunate in having so much\n\nsponsored\n\nby the large impersonal foundations established by Rockefeller, Carnegie,\nRussell Sage and others. The investigator who works under a grant from\none of these foundations feels no obligation to support any platform oi\norganized group and consequently these investigations have been remarkably\nfree from bias.\n\n5. Graduate research in education sometimes makes a poor choice of re¬\nsearch methods and instruments of investigation. For instance, so many\nstudents wishing to include in the study some measure of intelligence, interest,\nattitude or socio-economic status will propose using some readily accessible\nscale or test which\n\ncan be commercially\n\npurchased. Because\n\na test is called an\n\nintelligence test or an interest questionnaire many students will accept these\ntitles without challenge and will proceed to use these instruments and inter¬\npret the results in terms of the printed title. Often in recent work in which\nattitudes toward ability grouping or interests in certain types of activity are\nto be studied there are no instruments at present available which exactly\nsatisfy these purposes. It is then up to the student to construct his own test\nor questionnaire.\n6. My last point has to do with certain technical faults to be found in\ndissertations in education. I have time only to mention two or three that\nhave been recently brought to my attention. One concerns the reporting of\ndifferences that are not reliable. I think it only human nature that a student\nshould want to make some outstanding discovery or to prove something that\nis not already known\n\nand recognized.\n\nTo\n\nspend\n\na year or so in tedious\n\ndrudgery on a problem only to end up with negative conclusions is at least\ndiscouraging if not indicative of poor guesswork at the beginning. As a\nmatter of fact, to prove that relationships do not exist where they may have\nbeen suspected is as important a contribution as to discover or prove rela¬\ntionships, and no one should have his research rejected because he has not\nbeen able to get significant differences between groups or to get coefficients\nor correlations which depart in a reliable way from zero.\nOne wonders how frequently numerical errors appear in statistical com¬\nputations. I am quite sure that the immense volume of statistics that annually\nappear in graduate research in education is not checked over as it should\nbe by those who are responsible for it. I am of the opinion that a clever\nstudent could manufacture out of nothing test scores, averages, standard\ndeviations, and coefficients or correlations without having anyone check up\non the accuracy of his work. We\n\nsometimes\n\nexpect a good deal of our students\n\n"}
{"page": 388, "printed_page": null, "text": "384\n\nNational\n\nwhen\n\nwe\n\nEducation\n\nrequire them to score hundreds\n\nAssociation\n\nof tests, tabulate hundreds\n\nof ques¬\n\ntionnaires, and carry thru statistical computations with accuracy when ap¬\nparently no check is made on the carefulness with which the work is done.\nFinally the form of the manuscript\nThere\n\nare many\n\nmanuals\n\nas it is submitted\n\ngiving standards\n\nis often unsatisfactory.\n\nfor style for such matters\n\nas\n\npreparation of graphs and tables and bibliographies, and students should con¬\nsult these manuals and bring their manuscripts into conformity with these\nstandards.\nIn conclusion, research is not something\n\nthat can be ground\n\nout as by a\n\nmachine. Genuine research must be an exploration, a gamble, and every stu¬\ndent who undertakes to do research must, of necessity, be taking a chance.\nThe\n\nsure-fire problem\n\nthe end of which\n\nis visible from\n\nthe beginning\n\ndoes\n\nnot constitute genuine research. Any student who wishes to undertake re¬\nsearch in education must be willing to take a venture into the unknown and\nonly by so doing will he bring back the fruits of genuine\nTHE\n\nADVANTAGES\n\nAND\n\nLIMITATIONS\n\nSAMPLING\nJOHN\n\nE. ANDERSON,\nUNIVERSITY\n\nDIRECTOR,\nOF\n\nOF\n\ndiscovery.\nTHE\n\nTIME\n\nMETHOD\nINSTITUTE\n\nMINNESOTA,\n\nOF\n\nCHILD\n\nMINNEAPOLIS,\n\nWELFARE,\n\nMINN.\n\nThe technic of time sampling grows logically out of the technic of behav¬\nior unit. Some kinds of behavior occur with a sufficiently high degree of\nfrequency\n\nand are sufficiently common\n\nso that by observing the child for a\n\npredetermined\n\nperiod of time and recording his behavior\n\nin accordance\n\nwith criteria laid down\n\nwhich\n\nin advance,\n\nduring that period\n\na sample can be secured\n\nmay be indicative of the frequency of the behavior over a longer period\n\nof time. Keeping\n\nthis time constant introduces\n\nfacilitates the handling\nA limited number\n\nan element\n\nof the data. In all scientific work\n\nof experiments\n\nare performed\n\nof control which\nsampling\n\nis used.\n\nin the laboratory on selected\n\nsubjects. From the results obtained generalizations are made as to the inter¬\nrelations of certain phenomena. It is not necessary to observe a subject\ntwenty-four hours a day in order to draw conclusions about his behavior.\nThe assumption that underlies the use of the time sampling technic is that\na sample of behavior is indicative of behavior\nand that the appearance\nto the appearance\n\nover a longer period of time\n\nof a particular response on one occasion is related\n\nof that response on another occasion. The\n\nextent to which\n\na time sample has predictive value also can be determined.\nA\n\nnumber\n\nof methodological\n\none so far as I know\n\nproblems\n\nhas attacked\n\nhowever\n\nthe problem\n\nstill wait solution. No\n\nof the optimum\n\nlength of\n\ntime to be used in sampling. In some studies five-minute samples have been\nused, in others two minutes, and in others one minute, and in others half\nminutes. Further investigations may reveal that with some traits a fiveminute period is preferable to a one-minute period, while for others a oneminute\n\nperiod is preferable to a five-minute\n\none.\n\n"}
{"page": 389, "printed_page": null, "text": "Department\n\nA second problem\nthe time sampling\n\nof\n\nof much\n\nEducational\n\n385\n\nResearch\n\ninterest centers about the predictive value of\n\ntechnic over a period of time. The\n\nstudies so far under¬\n\ntaken have been completed within a single school year. What is the relation¬\nship between scores based on samples taken at the age of two years, and\nscores based on samples taken at the age of four or five years?\nA third problem is that of checking the length and number\ntraits of samples against detailed observations\nmethod\n\nover\n\nmeasured\n\na long period of time. For\n\nfor six hours or eight hours\n\nof various\n\nobtained by the behavior\n\nlog\n\ninstance if an activity could\n\nbe\n\na day for a number\n\nof days there\n\nwould be the problem of how adequately one-minute or two-minute\nminute time samples picture the longer measure of behavior.\nI wish to point out that there are three methods\n\nor five-\n\nof studying behavior\n\nas\n\nit occurs under natural as distinct from artificial conditions which have ap¬\npeared recently. Of these the first is the method of situational analysis in\nwhich emphasis is placed upon the observation of the reactions of children to\nfrequently occurring situations by placing trained observers at critical points.\nThe second, the method of behavior unit, involves a categorization or de¬\nscription of behavior, either simple or complex, and a study of the conditions\nunder which\n\nthis behavior occurs, without particular reference to the length\n\nof the period of observation, but with an attempt\nall the accessory conditions which\n\nto obtain information\n\nmight lead to its interpretation. The\n\non\n\nthird\n\ntechnic, that of time sampling, involves the making of observations in accord¬\nance with categories laid down in advance, during intervals which are kept\nconstant. From\n\nthe results generalizations can be made\n\nor possibility of the particular behavior\n\noccurring in larger units of time\n\nand scores obtained that can be correlated with measures\nof more\n\nas to the likelihood\nobtained by the use\n\ntraditional technics. Of the three methods, the time sampling technic\n\nlends itself most\n\nreadily to statistical treatment\n\nas many\n\nas necessary\n\nsamples\n\nthree methods\nrunning\n\nto obtain stable series of measures.\n\nyield quantitative\n\naccounts\n\nsince it is possible to secure\n\nresults and\n\nBut\n\nare a distinct advance\n\nor qualitative descriptions of behavior. Up\n\nall\nover\n\nto the present\n\ntime, the possibilities of these methods\n\nhardly have been explored. Altho\n\nmany\n\nto be solved, their future is bright\n\nquestions of technic still remain\n\nwhether or not fulfillment comes up to anticipation. Thru them our concept\ntion of child development should be broadened and many phases of human\nbehavior that now lie outside the realm of quantification and systematic ob¬\nservation brought within the realm of science.\nTHE\n\nCOORDINATION\nOF RESEARCH\nAMONG\nPROFESSIONAL\nORGANIZATIONS\nWILLIAM\n\nJOHN\n\nCOOPER,\n\nU. S. COMMISSIONER\n\nWASHINGTON,\n\nWhen\n\nthis decade opened there was\n\nmuch\n\nOF\n\nNATIONAL\n\nEDUCATION,\n\nD. C.\n\neducational\n\nresearch under way.\n\nNothing was any longer assumed. Everything had to have an objective back¬\nground. Not only were the colleges and universities interested in research\n\n"}
{"page": 390, "printed_page": null, "text": "386\n\nNational\n\nbut their departments\n\nEducation\n\nof education\n\nwere\n\nAssociation\n\nvigorously hunting\n\nfor facts. In\n\nover half the state departments of education had a division of re¬\nsearch. More than one hundred twenty-five cities also reported research de¬\npartments and these were turning out reports which while primarily of\n1932\n\ninterest to the city concerned\nsearch in education.\n\nwere\n\nof course of some\n\nvalue to general re¬\n\nIn addition to all this, the United States Government was supporting an\nOffice of Education which was passing its administrative functions in Alaska\nover to other offices and giving itself almost entirely to the fields of educa¬\ntional research and investigation and service.\n\nThe\n\nquestion arises, what\n\ncan this office do that other officials cannot do ?\n\nThe law creating it provides “that there shall be established ... an\nOffice of Education for the purpose of collecting such statistics and facts as\nshall show the condition and progress of education in the several states and\nterritories and of diffusing such information respecting the organization of\nmanagement of schools and school systems . . . thruout the country.\nThis law assumes the gathering of certain statistics. These statistics have\nbeen collected ever since the time of the second commissioner,\n\nJohn Eaton,\n\nand have been gathered in increasing amounts beginning with the administra¬\ntion of Commissioner Tigert. Not wanting to depend upon questionnaires\nand correspondence alone, Commissioner Tigert secured an appropriation\nfor four assistant statisticians of education. These men every other year spend\nof their time in the field and gather the figures first hand.\nOur figures are now estimated to be about 95 percent complete. They give the\ng that\nbest picture of education in the United States that we have. Grantin\nthese statistics should be collected, the question arises, can they be gathered\nabout five months\n\nthat\nby anyone else? I myself think that there is no educational association\ncould put forth the effort necessary to collect them. I am sure that no state\nthem¬\ndepartment of education could do it for if it were left to the states\nits\nselves to do there would be forty-eight such organizations each making\nwork, how¬\nown appeal in its own way. There would be no uniformity. We\never, with a state and thru these traveling statisticians gradually bring the\nvarying states into uniformity in length of year, length of day, etc. Unques¬\nis at a\ntionably the best place for these figures to be gathered and kept\ncentral federal office in Washington. Moreover, after statistics have been\ngathered the federal office can speak for the country to each of the fortyeight states and to the other civilized countries of the world, for in most\nforeign countries there is a ministry of education which gathers similar fig¬\nures. Thru the State Department our Office of Education is in touch with\nall of these other nations. At present we gather and publish at regular\nintervals statistics with regard to state school systems, city school systems,\nhigher institutions of education, public and private secondary schools, and\nprivate elementary schools. At four- or five-year intervals our statistical\ndivision gathers data on private commercial schools, on nurse-training schools,\nand on special schools for the blind, deaf, crippled, and defective. It also\n\n"}
{"page": 391, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\nResearch\n\n387\n\ngathers every four or five years the figures on libraries whether\nby the public, by societies, or by schools.\nThese give an idea of the studies we\n\nmake\n\nmaintained\n\nat regular intervals, either\n\nbiennially, or at four- or five-year intervals. In addition there are several\nspecial studies which may be made only once. For example, during the past\nyear we have given attention to the following topics: economic\nhigher education, economic\n\noutlook in\n\noutlook in city schools, effects of the depression\n\non rural schools, trade and technical schools, cost of textbooks, expenditures\nin liberal arts colleges, and Negro\n\neducation.\n\nIn addition to this work we keep track of what is going on in the sepa¬\nrate states. One of our men is especially equipped in the matter of school\nlegislation. It is his duty to report on what\nFor\n\nexample,\n\nthe legislatures in each state do.\n\nat the present time there are some\n\ntenure laws for teachers. The\nthan this number\nfunds are made\n\ngist of these laws he knows.\n\nof states which\nup and how\n\nstates which\n\nhave teacher-retirement\n\nthey are administered\n\nThere\n\nare more\n\nlaws. How\n\nthese\n\nare questions on which\n\nhe issues bulletins from time to time. He gives information\nstate does with its exceptional children, that is, how\n\nhave state\n\nabout what\n\neach\n\nthey care for the blind,\n\nthe deaf, the crippled, the delinquent, the subnormal. Frequently informa¬\ntion of this kind is put into the form of bulletins and issued to any who are\ninterested in it.\nBut\n\nwe\n\nare able to do some\n\ndirect experimental\n\nwork\n\nin spite of the\n\nfact that we have no laboratory facilities. This is usually done in coopera¬\ntion with other agencies. Among the studies which have required consid¬\nerable coordination of our office is a study of the peoples of the southern\nmountain\n\nareas. Here\n\nit was\n\ncounty superintendents\neconomic\n\nby some\n\nto coordinate\n\nthe work\n\nof several\n\nin different states. This is a general sociological and\n\nstudy of the whole\n\nundertaken\n\nnecessary\nSouthern\n\nAppalachian\n\nRegion.\n\nprivate agencies and the government\n\nunder the chairmanship\n\nof the Department\n\nof Agriculture.\n\nIt has been\n\nworking\n\ntogether,\n\nEach cooperating\n\nagency is assigned its part and is solely responsible. Our man has assumed\nthe work in elementary and secondary education. This represents only a\npart, however, of his regular assignment\nsions in sparsely settled areas.\nThe\n\nOffice of Education\n\nschool systems in many\n\nof the study of educational\n\nserves as a coordinating\n\nprovi¬\n\ninfluence for the city\n\nways. At the present time a study is being made\n\nto discover administration measures and teaching procedures which will re¬\nduce retardation in the early grades. In cooperation with the city school\nsupervisors our kindergarten-primary specialists are now studying the exist¬\ning organization in primary grades in Philadelphia, Battle Creek, Mich.,\nBaltimore,\n\nMontclair,\n\nMinneapolis,\n\nand Terre\n\ndifferent problems\nIt is hoped\n\nN. J., Bronxville, N. Y., Seattle, Greenwich,\nHaute, Ind. The\n\norganization\n\nConn.,\n\nof each city presents\n\nin providing for the regular progress of primary children.\n\nthat the results of such experiments\n\nas that of “three or four\n\nsemesters for two” in Baltimore, of no promotion till the end of the third\nyear in Montclair, of two years to a teacher plan in Bronxville, and others\n\n"}
{"page": 392, "printed_page": null, "text": "388\n\nNational\n\nEducation\n\nAssociation\n\nwill contribute valuable suggestions to schools thruout the country when\ntheir findings can be pooled.\nIn addition to these pieces of research work which the office does and to\nthe ways in which it attempts to coordinate research thru the country, we\nhave organized at the request of the state superintendents and commis'\nsioners of education a National Advisory Council on School Building Prob¬\nlems. This cooperates with the Office of Education in doing research on\nschool buildings.\nAs an indispensable aid to research the office maintains a library of ap~\nproximately 140,000 volumes. About 20,000 of these books are textbooks\nwhich have been used in American schools at different times. Here will be\nfound the McGuffy Readers, Webster Blue Back Speller, and other books\nwhich have been famous. Only about half of these textbooks have been\ncataloged so far due first to shortage of help, and second, to lack of space.\nIt is hoped that as appropriations make it possible, these defects may be\novercome. When these textbooks are finally in service, it is proposed to issue\na short bibliography each on reading, on writing, on spelling, on arithmetic,\netc. Books which we know we have not we shall endeavor to get, for when\nthe history of American education is finally written it must be written with\nthese books as documental evidence. Here also are the records from the\nvarious states on their school systems. Here will be found the catalogs of\ncolleges and universities thruout these states.\n\nThis in a general way gives a view of the Office of Education as it usually\nfunctions in research. During the present administration we have accom¬\nplished some large pieces of direct research. In these fields we projected a\nNational Survey of Secondary Education, a National Survey of the Educa¬\ntion of Teachers, and a National Survey of School Finance. The first two\nwill be completed by June of this year. One will be published and the second\nready for the publisher. The study on the education of teachers, however,\nwas reduced 10 percent in the present (third) year and the study of school\nfinance was entirely eliminated in the interest of economy after it had run\none year. In these studies a group of educators who are well posted in the\nfield are selected to serve as consultants. A recognized authority in the field\nis always selected as associate director of the survey. The three men who\nhave done this work have been Dr. L. V. Koos of the University of Chi¬\ncago, Dr. E. S. Evenden, and Dr. Paul R. Mort, both of Teachers College,\nColumbia University.\n\nThe Survey of Secondary Education which was completed last June and\nwhich is now being printed, will consist of some 28 monographs embracing\nabout 3,500 pages.\nThe Teacher Education Survey which will be completed this June, will\n\ngive a picture of what teachers are required in the schools, what education\nand professional preparation they have, and where they come from. Charts\ngiving much information have already been published in School Life. A 100page bibliography on the education of teachers has been published as Vol. I\nof Bulletin No. 10, 1933 Series. Our specialists found it necessary to prepare\n\n"}
{"page": 393, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\n389\n\nResearch\n\nthis bibliography before they could proceed very far with their studies. There\nare in course of preparation the following : a history of the professional edu¬\ncation of teachers in the United States, an investigation and evaluation of\nthe curriculum for the education of teachers in both the teachers colleges\nand in the liberal arts colleges, a special study on the preparation of Negro\nteachers, a measurement of teaching ability, an analysis of laboratory school\nfacilities and practises in different types of institutions, a comparison of the\npresent situation with Coffman’s study of 1911, and reading interests of\nteachers compared with other groups.\nThe study of school finance will be brought to a conclusion before this\npaper is ready. It consists of but three volumes: first, an annotated bibliog¬\nraphy, bringing the bibliography of the educational finance inquiry down to\ndate ; second, a report on the state support of education, showing how edu¬\ncational opportunity differs in different states of the Union and in different\nparts of the same state ; and third, a volume of the study which will bring\ntogether the problems that had been outlined for study under the heading,\n“Needed Research in School Finance.” Both of these latter volumes are pro¬\nduced by the generous aid of the General Education Board, which appro¬\npriated $25,000 when Congress saw fit to discontinue its money.\nTHE\n\nWARREN\n\nCOORDINATION\nOF RESEARCH\nBY\nDEPARTMENTS\nOF EDUCATION\n\nSTATE\n\nW.\n\nRESEARCH,\n\nCOXE,\n\nDIRECTOR,\n\nDIVISION\n\nALBANY,\n\nOF\n\nEDUCATIONAL\n\nN. Y.\n\nThe activities of state education departments in regard to research are best\nunderstood against a background of the theories which have controlled the\nduties of state educational officers. According to one theory a state depart¬\nment of education is a passive statistical agent, a distributor of state monies\nand an “arbitrary, technical and legal enforcing authority.” Such duties do\nnot require much professional training or leadership. According to another\ntheory a state department of education is “an active, energetic agent working\nconsistently and intelligently for the moral, intellectual, and social improve¬\nment and advancement of the people and the betterment of educational con¬\nditions thruout the state.”\nIn many of our states today there is an inconsistent intermingling of these\ntwo theories in the actual operation of departments of education. I believe\nit is correct to say, however, that the conception of a state education depart¬\nment as a high-grade clerical office, merely, is rapidly passing and is being\nreplaced by the conception of a department as exercising educational leader¬\nship within the state. This latter view is in accordance with the provisions\nof our federal Constitution, for it was obviously intended that leadership in\neducational matters should not be a federal function but that it should be\ndelegated to the several states.\nTo my mind, this obligation of educational leadership imposed upon state\neducation departments is the primary justification for the organization of\n\n"}
{"page": 394, "printed_page": null, "text": "390\n\nNational\n\nEducation\n\nAssociation\n\nresearch in such departments. My paper deals not with the research studies\nwhich are conducted by state departments of education but with the efforts\nwhich these departments exercise to coordinate the research efforts not only\nwithin their own organizations but within the states for which they are\nresponsible. The subject, therefore, naturally divides itself into two parts:\npolicies and organizations which tend to bring about an integration of\nresearch activities within a state department of education, and the activities\nwhich tend to integrate the research efforts of the whole state.\nFirst, research which is primarily statistical and routine, while usually a\nnecessary first step, is a passing phase. More and more, research in state\ndepartments is concerning itself with the study of problems, particularly\nthose which are basal to the formulation of state education policies. This is\nin accord with the increasing amount of leadership which is being exercised\nby state departments. As progress along these lines is made there must be\nprovision for greater coordination of research activities between the members\nof the staff.\nA second trend I would call to your attention is the growing recognition\nthat the state department is in a strategic position to coordinate the research\nactivities of a state, with no evidence of a desire to interpret this as control\nor domination of research. The reason for this increased coordination is\nprobably to be found in the growing importance of educational problems of\na statewide nature. The purposes of the coordination are better understand¬\ning of the problems to be studied and encouragement of those capable of and\ninterested in research.\nDESIRABLE\nTHE\nFRED\n\nJ. KELLY,\n\nRESEARCH\nSTEPS IN COORDINATING\nLEVEL\nAND UNIVERSITY\nCOLLEGE\nCHIEF,\n\nDIVISION\n\nEDUCATION,\n\nOF\n\nHIGHER\n\nEDUCATION,\n\nWASHINGTON,\n\nAT\n\nU. S. OFFICE\n\nOF\n\nD. C.\n\nI am beginning to be impressed with the need of a research worker’s code\nof ethics. I think, therefore, that I shall propose such a code as an introduc¬\ntion to my paper. If by a stroke of luck this code coincides with the codes\nheld by any considerable number of those present, and if then those who\nbelieve in this code would practise it (an even more unlikely hypothesis) a\ngreat advance in coordinating research would be made thereby. My code of\nethics contains two clauses :\n1. Research workers, both for themselves and their students, should not under¬\ntake problems for which they lack the essential desiderata. What I mean is, that if\nsome graduate student turns up, let us say, at the University of Nebraska with a\nburning interest in the educational implications of salt water bathing beach prac¬\ntises, he should be told that the University of Nebraska has only meager facilities\nfor observing salt water bathing beach practises, and therefore the student should\nseek a more appropriate place for his research.\n2. Inexperienced research workers ought not to engage in studies involving the\ncooperative effort of others without the backing of an experienced research worker,\nwhich backing is made clear in the request for cooperation.\n\n"}
{"page": 395, "printed_page": null, "text": "Department\n\nof Educational\n\n391\n\nResearch\n\nIf this brief code of ethics is followed, it will help all coordination efforts.\nDo only what you are prepared to do well, and expect cooperation only on\nproperly sponsored projects.\nDesirable steps in coordinating research at the college and university level,\nmay be grouped around two separate types of problems: (1) cooperative\nprojects and (2) individual projects. In either group of problems, the object\nof coordination is twofold — first to facilitate progress in the project itself,\nand second, to avoid waste and duplication of effort.\nCooperative\n\nprojects — The\n\nfirst type of cooperative projects is that where\n\nthe research worker is alone in devising the procedures and instruments of\nresearch, and he seeks cooperation of others who merely comply with his\nrequests or follow his instructions. This type includes questionnaire studies,\nmost state testing programs, and surveys.\nFor this type of project, there is need for an agency to assure both the\nsoundness of the procedure and the proper construction of the instruments\nlike questionnaires. This type of research is in great danger of slow but sure\ndeath for want of such protection as the above suggestion affords. Even\nwell-conceived studies, making use of carefully constructed questionnaires\nare endangered by the rising tide of resentment occasioned by the flood of\nstudies not well conceived and by the almost daily receipt by busy educators\nof questionnaires which are obviously bad. If there were some agency, say a\ncommittee of this research association, whose approval of a questionnaire was\nnecessary before members of this association would fill it out, it would do\nwonders to improve the quality both of the project, and of the questionnaire.\nIf such a committee were created, you would undoubtedly desire to know\nwhat principles the committee would use in reaching its decisions to approve\nor disapprove before the association would vote to support the committee and\nrefuse to cooperate with unapproved\n\nprojects. A committee\n\nwould\n\nno doubt\n\nrequire time for the formulation of such a set of principles, but would\n\nnot\n\nwish to go forward with their task of approving projects without submitting\ntheir plans and policies to the Association.\nWhat\n\nwould\n\nsuch principles or policies probably cover? At least three\n\nthings, as it seems to me: first, that the worker shows evidence of acquain¬\ntance with the literature on the subject, and does not cover ground already\ncovered unless he is definitely checking on previous research ; second, that\nthe project does not duplicate some\n\nother project already under way;\n\nand\n\nthird, that the plan, including the proposed questionnaire, meets the require¬\nments and specifications set up for satisfactory research technic. For carrying\nout the last safeguard, it might be found desirable to prepare a brief set of\nspecifications with which a questionnaire would need to conform in order to\nbe approved.\nLet no one be deceived. The\n\ntask I am proposing for this committee\n\nor\n\nother approving agency, is no light one. I am convinced, however, that no\nequal amount of labor spent otherwise would yield so high a return in raising\nthe standard of research and in working possible studies which are coming\n\n"}
{"page": 396, "printed_page": null, "text": "392\n\nNational\n\nEducation\n\nAssociation\n\nnow to be nearly impossible because of rebellion among those who are asked\nto fill out questionnaires. The cost of the committee service might be carried\nby a fee, scaled to the amount of labor required by each application for ap¬\nproval, and charged against the individual or institution asking for approval.\nThe second type of cooperative project is that where several research\nworkers join in devising the project, and divide among themselves the several\n\nsegments of the study. This is the type employed in seminar classes, particu¬\nlarly where the students carry on field work as a part of the project. This is\nnow common and affords one of the most fruitful fields for research.\nIndividual\n\nprojects — What\n\nis necessary to bring about helpful coordina¬\n\ntion among the projects being carried on by faculty members or advanced\nstudents in the colleges and universities thruout the land seems clear. There\nis need first for a clearing-house by means of which each research worker\nmay know what others are doing. Second, there is need for opportunity of\nresearch workers to get together by states or other suitable regions to hear\nand criticize one another’s reports. Third, there is need for a national meeting\nannually of those most interested to look critically at the technics of research\nbeing employed, and to guide the general development of the program of\nresearch ; and fourth, there is need for a more adequate channel of publi¬\ncation. By the clearing-house step, each worker could coordinate his efforts\nwith those of other workers in the same or related fields. By the regional\nconferences neighboring research workers could become acquainted and the\nwork of each strengthened by the criticism of the others. By publication of\nreports, each could have the advantage of what the others had done.\nHow best to carry out the above program is by no means clear. I felt so\n\nkeenly its high value to college and university education that it was my prin¬\ncipal reason in going to the U. S. Office of Education eighteen months ago\nto assist in carrying it out. It seemed to me that in the early stages of the\ndevelopment of the program of research on the college level, the U. S. Office\nmight undertake to collect a list of projects in progress, mimeograph them,\nand circulate them among the workers. This was done last year. Instead of\ncommunicating with the thousand colleges separately, effort was made to\na\nwork thru either a state college association or a higher education section of\nstate teachers association in each state in order to encourage the foundation\nof research groups in each state. Because of following this plan, not all the\nted\ncolleges were reached, but a list of 486 projects was compiled and distribu\nto the workers.\nTo summarize, cooperative research calls for the services of a committee\nauthorized to approve questionnaire projects as a prerequisite to cooperation\nby members of the Research Association. Individual research calls for some\ncentral office to serve as a clearing house to bring persons of like interest to\none another’s attention, and to foster conferences at which reports may be\nmade and criticized. Only in this way can the technics of research be vali¬\ndated and these isolated workers inspired to persist in what is too often a\nrather thankless task.\n\n"}
{"page": 397, "printed_page": null, "text": "Department\n\nTHE\n\nCHARLES\n\nof Educational\n\n393\n\nResearch\n\nCOOPERATION\nOF PUBLIC ADMINISTRATORS\nAND EDUCATORS\nIN RESEARCH\nASCHER,\n\nSECRETARY,\n\nPUBLIC ADMINISTRATION\nCHICAGO, ILL.\n\nCLEARING\n\nHOUSE,\n\nWith\n\nthe current general onslaught on governmental expenditures which\nthreatens the mutilation of the services which forward-looking citizens have\ncome to recognize as vital, it particularly behooves those working in the field\nof educational administration to form close ranks with students of public\nadministration in general. Each can profitably learn from the other. Par¬\nticularly unfortunate situations arise at the present time in communities\nwhere various branches of governmental service seem to compete with one\nanother for shares in the reduced fund available for taxes. Those responsible\nfor general local government feel that the important thing to bring home to\nthe public is the vital role of government. If all governmental groups do not\npresent this picture in a united way, the attack on one service is likely to carry\ndown others.\n\nSpecifically in the field of research in administration, this means that every\ndevice for reducing the unit cost of services must be used in every branch,\nand it is suggested that educators who have not done so familiarize them¬\nselves with the progress that has been made in other branches of the public\nservice toward this end thru centralized purchasing, stores and equipment\ncontrol, unit cost accounting, budgetary control and allotments, and public\nreporting.\n\nBeyond this educators must work with other students of government for\nthe simplification of the structure of government, the present antiquated\ncomplexity of which accounts for so large a part of the waste which threatens\nthe extinction of the services. The fiscal relations of school authorities to\nlocal communities and to states must be worked out, not in a spirit of con¬\ntest, but in a spirit which will make the citizen feel that his legitimate prob¬\nlems are being dealt with sympathetically and fairly.\nThe bureaus of municipal research which exist in more than seventy\ncities,\nthe workers of which are organized in the Governmental Research Associa¬\ntion, and the associations of forward-looking public administrators who\nare\nattempting to build up in their several disciplines the same spirit of profes¬\nsionalism which the educators have long had, welcome cooper\nation from\nthose in educational research and plead for it. Notable among such\nassocia¬\ntions are the International City Managers’ Association, the\nMunicipal\nFinance Officers Association, the American Municipal Associ\nation, and\nmany others which can be reached thru the Public Administration Cleari\nng\nHouse.\n\nSECRETARY’S\n\nMinneapolis,\n\nMINUTES\n\nMinnesota\n\nThe annual business meeting of the American Educa\ntional Research Association\nwas held February 25, 1933. The secretary-treasurer\nreported an increase of 26\n\n"}
{"page": 398, "printed_page": null, "text": "394\n\nNational\n\nEducation\n\nAssociation\n\nactive members, 20 subscribers to the Review of Educational Research, and 52 single\ncopies of the Review sold during the year 1932. The full report was distributed to\nall members.\n\nThe Auditing Committee, M. M. Proffitt, chairman, reported that the accounts\nof the Association were in correct and accurate condition.\nThe Editorial Board, Frank N. Freeman, chairman, submitted a report outlining\nplans for the second cycle of the Review of Educational Research.\nThe Necrology Committee, W. W. Theisen, chairman, reported that the following\nactive members of the Association had died during the past year: Robert D. Cole,\nprofessor of secondary education, University of North Dakota; and Arthur W.\nKallom, director, Department of Educational Investigation, Boston, Massachusetts.\nA report was received from George D. Stoddard, repesentative of the Association\nto the National Research Council.\n\nE. J. Ashbaugh, the representative to the National Committee on Research in\nSecondary Education, submitted a request for an appropriation of $50 for the work\nof the committee. Later in the week the Executive Committee appropriated this sum.\nEdward S. Evenden was appointed to represent the Association\non the National Council of Education.\nFrank N. Freeman was appointed\nmember of the Editorial Board.\n\nfor a six-year term\n\nto succeed himself for a three-year term\n\nas a\n\nThe Committee on Membership, B. R. Buckingham, chairman, submitted a pre¬\nliminary report. The committee was continued with the request that a report be filed\nwith the Executive Committee, on needed changes in the constitution and procedure\nconcerning the selection of members of the Association.\nThe Nominating Committee, M. R. Trabue, chairman, submitted the following\nnominations: For president, Paul T. Rankin, supervising director of research and\nadjustment, Board of Education, Detroit, Michigan; for vicepresident, T. C. Holy,\nprofessor of education, Ohio State University, Columbus, Ohio. There were no other\nnominations, and the secretary was instructed to cast a ballot for these two officers\nand they were declared elected.\n\n"}
{"page": 399, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool Principals\n\n"}
{"page": 400, "printed_page": null, "text": "The department of elementary school prin¬\ncipals, temporarily organized as the National\n\nAssociation of Elementary School Principals at\nthe Atlantic City meeting of the Department of\nSuperintendence in February, 1921, became a depart¬\nment of the National Education Association at Des\nMoines, in July 1921.\nThe officers of the Department for the year 1933-34\nare: President , Aaron Kline, Principal, Pullman\nSchool, Chicago, Ill. ; First Vicepresident , Elizabeth\nMcCormick, Principal, Timothy 0. Howe School,\nSuperior, Wis. ; Second Vicepresident , Mason A.\nStratton, Principal, Brighton Avenue School, Atlan¬\ntic City, N. J. ; Third Vicepresident , M. Emma\nBrookes, Principal, Miles School, Cleveland, Ohio;\nFourth Vicepresident , Ernest L. Markley, Principal,\nRitchie Platoon School, Wheeling, W. Va. ; Fifth\nVicepresident , Margaret C. Mackintosh, Principal,\nPublic School 140, Brooklyn, N. Y. ; Executive Secre¬\ntary , Eva G. Pinkston, National Education Associa¬\ntion, 1201 Sixteenth Street, N. W., Washington,\nD. C. ; Executive Committee: A. B. Heacock, Prin¬\ncipal, Los Feliz School, Los Angeles, Calif. (Term ex¬\npires 1934) ; Herbert C. Hansen, Principal, Talcott\nSchool, Chicago, Ill. (Term expires 1935) ; Cassie F.\nRoys, Principal, Walnut Hill School, Omaha, Nebr.\n(Term expires 1936) ; Earl R. Laing, Principal, Burt\nSchool, Detroit, Mich. (Term expires 1937).\nThis Department meets twice each year, in Feb¬\nruary and in July. Facts relating to the establish¬\nment of this Department and the record of meetings\nare found in earlier volumes of Proceedings as fol¬\nlows:\n1921:453\n1922:851-886\n1923:653-666\n\n1924:545-564\n1925:450-477\n1926:459-495\n\nI 396 ]\n\n1927:419-455\n1928:375-409\n1929:391-424\n\n1930:333-365\n1931:433-465\n1932:377-406\n\n"}
{"page": 401, "printed_page": null, "text": "EDUCATION\nBESS\n\nGOODYKOONTZ,\n\nFOR\n\nWORTHY\n\nASSISTANT\n\nU.\n\nHOME\n\nMEMBERSHIP\n\nS. COMMISSIONER\n\nWASHINGTON,\n\nOF\n\nEDUCATION,\n\nD. C.\n\nHomes are different now from what they were in the days of our grand¬\nparents, or our parents, or, in fact, from the homes we knew when we were\nthe age of the children with whom elementary-school principals work. Most\nhomes now are town or city homes, not farm homes. This means living\nrelatively closer together, but not having neighbors, having less privacy, be¬\ncoming accustomed to noise, taking children out of the yards and rearing\nthem in four-room apartments.\nThe connection between these rapid shifts in patterns of home life and\nthe need for emphasis upon worthy home membership is evident. Parents\nare facing living conditions — economic and social — for which they have\nhad no preparation. Old standards and attitudes and practises seem not to\nwork. Developing new patterns which give back to children the things which\ncity life has taken away, must be included in education for worthy home\nmembership.\n\nI should like to suggest as one step forward a perfectly definite practical\nstep which can be taken as soon as we all reach home again, that a survey\nbe made of the course of study in each grade of the elementary school to see\njust where, in what activities or chapters or subjects, provision is made for\nworking with homes in developing worthwhile skills and habits and inter¬\nests for those eighteen hours out of every twenty-four that children are in\ntheir own homes or under home supervision. It cannot be too strongly em¬\nphasized that setting up standards and goals for these home hours must\nbe done by homes and schools together, otherwise children are ground be¬\ntween two programs.\nThere is, for example, the child who has always drunk milk for breakfast\nbut now that he goes to a kindergarten where milk-drinking is socially neces¬\nsary, he refuses to drink his milk for breakfast. One program conflicts with\nthe other. There is the other child whose father has always insisted that\nwhatever is worth doing at all is worth doing well — that a drawing, a toy\ncart, a valentine once begun should be done as well as the boy is capable of\ndoing. But at school spontaneity, interest, dash, breadth of interests, quick¬\nness, swinging push-pulls instead of meticulous capital A’s are emphasized.\nH is home program and his school program conflict.\nPossibly, then, the step forward I am suggesting may include really three\nsteps : first, an inventory of the homes represented in the elementary-school\ngroup, to discover the possibilities for work at home, for home play, and for\ngetting help at home, with especial notice of the gaps that are evident ;\n\nsecond, an inventory of the places in each grade’s study program in which\nattention may be given to the interests and activities and attitudes which\nstrengthen home life ; and third, a definite plan whereby each grade will con¬\ntribute something toward that elusive but valuable goal of worthy home\nmembership.\n\n[ 397 ]\n\n"}
{"page": 402, "printed_page": null, "text": "398\n\nNational\nTHE\n\nROSS\n\nN. YOUNG,\n\nADVANCE\n\nPRINCIPAL,\n\nEducation\nOF\n\nMARSHALL\n\nAssociation\n\nSCHOOL\nHIGH\n\nFINANCE\n\nSCHOOL,\n\nMINNEAPOLIS,\n\nMINN.\n\nSchool financing cannot be accomplished by piecemeal methods. It is\nnecessary to take a broad view of general principles. Social and economic\nconditions are changing so rapidly that a new concept of taxation must be\nhad.\nThe\n\nrights of the various interested groups run in this order: child and\n\nsociety, teachers, taxpayers, other interested groups. The rights and wel¬\nfare of the child and of society are of so much greater importance that\nteacher and taxpayer must keep their interests in the background. The wel¬\nfare of the whole community is superior to the welfare of a single group of\ntaxpayers.\nThe problem must be recognized. The rise in prices from 1896 to 1929,\nthe tremendous increase in high-school enrolment, the humane care of the\nunfortunate have increased greatly the gross amount of educational ex¬\npenditures. The new leisure will send millions of children and adults into\nthe day and night schools. These things mean that we cannot escape paying\na greater proportion of the social income to the public schools.\nWe need, therefore, an entirely new system of taxation. The heavy taxes\non real and personal property must go. We must have new sources of taxa¬\ntion. We must think of taxation as a division of the total social income\nand not as so many dollars and cents. A country that suffers from over¬\nproduction cannot say that it cannot spend more on schools. Increased ap¬\npropriations for public schools are a necessary corollary to an economic so¬\nciety based upon the machine. Only when we suffer from under-production\ndo we need to devote less of the social income to education.\n\nTo provide the funds necessary for these things, there must be taxes on\nincomes, inheritances, gifts, amusements, and sales. Tax-exempt securities\nshould be made illegal. The state must help the poor communities. The\nprogress of the Minnesota\nsuggestions.\n\nJunior Taxpayers’\n\nAssociation offers valuable\n\nThe schools must accept depression conditions, eliminate the incompetent\nand selfish employee, eliminate such expensive practises as mid-year promo¬\ntion, equalize the loads between the elementary and senior high schools, ar¬\nrange better floor plans and better movable equipment, avoid false economies,\ngive extra pay for extra service, and insure a full return on every dollar.\nThe school children and the general public of this country are between\n\ntwo groups of racketeers. On one side is the highly organized “taxpayers”\nassociation, the leading spirits of which are tax-dodgers who send their chil¬\ndren to private schools. On the other side are time-serving teachers and prin¬\ncipals who are selfish and who draw the maximum amount of pay for the\nminimum amount of work. It is time for the cheated small taxpayers, the\nparents of American children, and the rank and file of principals and\nteachers to organize for militant action to insure the best interests of chil¬\ndren and of the whole public rather than the favored few.\n\n"}
{"page": 403, "printed_page": null, "text": "Department\n\nA FORWARD\nORVILLE\n\nC. PRATT,\n\nof\n\nElementary\n\nSTEP\n\nIN\n\nSchool\n\nSCHOOL\n\nSUPERINTENDENT\n\nOF\n\n399\n\nPrincipals\n\nFINANCING\n\nSCHOOLS,\n\nSPOKANE,\n\nWASH.\n\nA forward step in school financing demands that the tax base be broad¬\nened ; that the general property tax be supplemented by other forms of\ntaxation so that real estate will no longer carry its present impossible bur¬\nden ; and that all may again pay taxes in proportion to ability.\nA second much needed forward step in educational financing is the equal¬\nization of educational opportunity and of taxation. In former times when\nagriculture was the chief occupation, wealth and population were distributed\nat least in rough proportion to each other ; the supporting wealth back of\na school child in one part of a state was not greatly different in amount from\nthat back of a child in any other part of the state. With modern industrial\ndevelopment this has long since ceased to be true.\nA third much needed step in school financing is the enlargement of the\nfinancial unit. Whatever may be thought of the county as an administrative\nschool unit, it certainly is true that many present inequalities of school op¬\nportunity and taxation would disappear if the county had a uniform tax\nlevy for school purposes. In some school districts in the state of Washington\nthe tax rate is eighty times as high as in others, and the high-rate districts\nusually still have the poorer schools.\nA fourth step needed in school financing is budgetary control. In the\npast, budget making has received altogether too little attention in the ad¬\nministration of schools. Administrators have been too much like the minister\nwho took his text, straightway departed from it, and never came back to\nit. In rich districts, especially, relative values were not carefully weighed\nand balanced. Now, in these depression days, we are all in danger of hav¬\ning legitimate school activities ruthlessly cut off by ignorant but influential\nlaymen placed on budgetary control boards.\nPerhaps the chief weakness of a democracy is its inability to learn and\nto follow expert opinion. What we need to do far more than we have is to\ntake a leaf from our leading industrial concerns. Without exception they\nmaintain research laboratories for ascertaining present truth and for dis¬\ncovering new truth. Then they go to great pains to inform their stock¬\nholders about the progress made. The public generally constitutes our stock¬\nholders. What we do to inform patrons is incidental or, worse still, acci¬\ndental. Many city systems have research departments, but these are too\nexclusively directed to teaching problems. Financial problems ought also\nto receive expert and prolonged study. Then the necessary machinery should\nbe set up for acquainting the public with the facts.\nThe truth about school financing is fairly well agreed on by experts, but\nit is not well known among school people. A program such as this augurs\nwell for the future. First we must know ; then we must make known what\nwe know. The latter is much the more difficult as a forward step in school\nfinancing.\n\n"}
{"page": 404, "printed_page": null, "text": "400\n\nNational\n\nEDUCATING\nCHARLES\n\nH. JUDD,\n\nEducation\n\nTO\n\nAssociation\n\nTHE\n\nPUBLIC\n\nUNDERSTAND\n\nDEAN,\n\nSCHOOL OF EDUCATION,\nCHICAGO, ILL.\n\nUNIVERSITY\n\nSCHOOLS\nOF\n\nCHICAGO,\n\nThere is a form of adult education which school systems should provide\nin order to insure their own preservation. It is the education of the people\nwith regard to the changes which are taking place in American schools and\nwith regard to the reasons for these changes. The failure of schools in the\npast to make clear what they are attempting to do has led to some of the\ndisastrous retrenchments which are now being forced upon school systems\nduring the present economic stringency.\nSchool officers are likely to assume that everybody understands the rea¬\nsons for the expansion of the curriculum and for the adoption of new methods\nof teaching. The fact is that the newer educational procedures are not\nalways understood even by teachers. The ordinary parent is far less in¬\nformed than are the teachers. The reason for the general lack of knowledge\nabout education is that many of the changes which take place in schools\noccur gradually in response to social conditions which influence the cur¬\nriculum and methods of teaching in subtle and indirect ways.\nExamples of developments within the educational system which have\nresulted from the comparatively unobserved influence of great social forces\nare to be found in the American adoption of a unit educational system which\ncontrasts sharply with the dual system common in Europe; in the reading\nmethods of learning and teaching practised in American schools; and in\nthe great expansion of our school population resulting from the industrial\nevolution of recent decades. The fact that the costs of education have\nmounted rapidly since 1910 is now widely advertised by critics of the schools,\nbut the fundamental reasons for these costs are little understood.\n\nIf the need for education of the people in American communities is recog¬\nnized, there naturally arises the question : How is this education to be pro¬\nvided ? There seems to be only one real answer to this question. School ad¬\nministrators who are in intimate contact with the older members of the\ncommunity must see to it that information is constantly transmitted to\npatrons of schools as to the kind of progress that is being aimed at by the\nrevision of the curriculum and by changes in methods of teaching. The\nDepartment of Elementary School Principals could very advantageously\ndevote some of the energy of its yearbook committees to the task of prepar¬\ning in detail the types of information which citizens need to know.\n\nThe proposal which is here made is intended to emphasize the importance\nof attention to the large social problems which school officers need in these\ndays to study and master. Too often school principals concentrate all their\nenergies on problems of internal management. They should recognize the\nfact that someone has to keep up communication between the school and\nthe general public. The teachers cannot do this, and the superintendent of\nschools is far less intimately acquainted with the patrons of schools than\nis the principal.\n\n"}
{"page": 405, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nREPORT\nJOHN\n\nThe\n\nS. THOMAS,\n\nON\n\nPRINCIPAL,\n\nSchool\n\n401\n\nPrincipals\n\n1934 YEARBOOK\nCLIPPERT\n\n1934 yearbook of the Department\n\nSCHOOL,\n\nDETROIT,\n\nof Elementary\n\nMICH.\n\nSchool Principals\n\nis to develop the subject of The Principal and Aids to Teaching. To pro¬\nduce a yearbook during times of stress and difficulty demands the actively\ninterested participation of all members of the Department.\nThe chief purpose of this yearbook is to provide a handbook for the use\nof principals. Previous yearbooks have given the principal collections of\npractical articles on administration, supervision, the community, and the\nlibraries. This yearbook will compile effective ideas on the uses of the various\naids to the teacher and the textbook.\nEmphasis is placed deliberately on the use of different aids to provide\npossibilities for enriching the instructional program of the elementary school.\nDuring times when the broadened curriculum of the school is under at¬\ntack, this yearbook will discuss means to provide more than a drab routine\nteaching of the three R’s. Principals must be constantly alert to the pos¬\nsibilities available in teaching the core of the elementary curriculum thru\na variety of materials and methods.\nThe proposed outline of the yearbook includes chapters on the following\ngroups of subjects: maps, globes, and charts; mounted pictures, newspaper\nclippings, and magazine illustrations; posters, exhibits, displays, and mu¬\nseums; trips, excursions, and lectures; duplicating and mimeographing de¬\nvices; stereopticons, balopticons, and lanterns; phonographs; silent and\ntalking pitcures ; and radios. While these may not be all the aids to teach¬\ning, they are the ones that are used most frequently.\nPrincipals are urged to begin the prepartion of articles at an early date.\nSubmission of outlines of proposed articles to the Editorial Committee is\nfrequently of great assistance both to contributors and to the Committee.\nMembers are asked to contribute articles which give practical answers to\nquestions raised under the topics of the proposed yearbook outline.\n\nWHICH\nWILLIAM\n\nC. KNOELK,\n\nWAY\nASSISTANT\n\nIS FORWARD?\nSUPERINTENDENT\n\nMILWAUKEE,\n\nThe\n\nOF\n\nSCHOOLS,\n\nWIS.\n\nfrontier-fostered concepts of individual action, of relief from eco¬\n\nnomic and social restraint, of limitless amounts of “free” land and lumber,\nmust be either abandoned or changed greatly. Extreme individualization has\nto give way to a more conscious group welfare.\nDifficult as is the economic phase of this transition, the social — with its\nemotional concomitants — is positively tragic.\nIn attempting to make the rule of the majority square with reason and\nintelligence we find that we have neglected the principal factor — the atti¬\ntude of the individual.\n\n"}
{"page": 406, "printed_page": null, "text": "402\n\nNational\n\nEducation\n\nAssociation\n\nWe may well start with the principle of preparing for change by teach¬\ning adjustment to change. This means that our pupils shall be taught and\ngiven — insofar as nature permits — physical, mental, and emotional health,\nand habits that will progressively accommodate the individuals to “make\nthe greatest possible contribution to society and at the same time give them\nthe greatest possible personal satisfaction.”\nOn the basis of this, the following plan for educating for greater social\nefficiency is suggested as the proper way forward :\n( 1 ) Education must be recognized as much wider than the school, and\nother agencies of education must\njectives.\n\nalso be made\n\nto fulfill the newer\n\nob¬\n\n(2) When the child is with us only thirty hours a week out of a 168hour week and is in bed for, say, only fifty of the sixty-three that should\nbe allotted to that item, what can we say of the false emotional stimulation\nthat comes thru lurid scenes in the movie theater and thru tense situations\nbroadcast over the radio?\n\n(3) We must recognize in the classroom what the term “democracy”\nand training for democratic ideals implies.\n(4) Is it not barely possible that what we deemed absolutely essential\nto an educated and well-prepared child in a democratic society was not at\nall imperative?\n(5) We must have recognition of the emotional nature of the pupils in\nsocialization and in stimulating the “immeasurable qualities” of school ac¬\ntivities. Emotions and attitudes are more important in determining con¬\nduct than knowledge.\n(6) As Wickman’s study indicates, the complaint, submissive, dependent\nbehavior is no longer adequate.\n\n(7) The symptoms displayed by the submissive pupil may indicate emo¬\ntional maladjustments more imperatively in need of correction than the\nimpertinence of the independent trouble-maker.\n(8) We must have in the classroom recognition of the value of openmindedness, tolerance, courage, fairness, and unselfishness. Greed is not\nscientific.\n\nTHE\nJULIA\n\nTEACHER\n\nL. ANDERSON,\n\nLOOKS\n\nTIMOTHY\n\nAT\n\nO. HOWE\n\nTHE\n\nPRINCIPAL\n\nSCHOOL,\n\nSUPERIOR,\n\nWIS.\n\nEvery principal should have vision. In our present era of democratic\nteaching it is most necessary for both teacher and principal to have a de¬\nfinite vision of what is to be accomplished. The architect plans a cathedral.\nThe principal works with finer materials — the possibilities of children.\nThe purposes are the building of character and guidance in living. The\nvision of the principal should extend even farther. He is the director of\nthe many personalities in his school. Having vision the principal can generate\ncourage, hope, enthusiasm, confidence, trust, and faith in his teachers.\n\n"}
{"page": 407, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n403\n\nThe second quality I feel every principal should have is faith in his\nteachers. He should think of his teachers as specialists in their own line.\nHe should trust his teachers and make them feel he really appreciates them.\nHe should be constructive in his criticisms and see the forest beyond the\ntrees.\nThe third quality should be mutual understanding between teacher and\nprincipal. Teaching is an invisible process. It is an influence of mind upon\nmind. This influence should be made positive thru the law of mutual\nderstanding.\n\nun¬\n\nFourth, every principal should have tolerance. Tolerance is to realize\nthat to every human being, life is an individual and personal problem. It\nis to allow to each individual perfect freedom of thought and action, cul¬\ntivating gratitude, patience, charity, and faith in his fellow workers.\nWHICH\nAARON\n\nKLINE,\n\nPRINCIPAL,\n\nWORLD?\nPULLMAN\n\nSCHOOL,\n\nCHICAGO,\n\nILL\n\nThe last fifteen years have brought us radical changes in our schools. The\n“do not whisper, stay in your seat” attitude has given way to a freer, home¬\nlike atmosphere. The normal life of the child as found in our most intelli¬\ngently managed homes has been brought into the school world. By this change\nboth the school world and the world outside of the school have been made\nbetter for our children.\nEducators, notably Dr. Meiklejohn of the University of Wisconsin, are\nnow calling attention to another abnormal school world. In the school world\nattitudes toward certain virtues are made on the ideal plane. Honesty and\ntruthfulness are abstract virtues never to be violated. In this make-believe\nschool world unselfish service to mankind is exalted. Great feats of engineers\nand of financial barons are looked upon as evidences of the business world’s\ndevotion to public interests. Railroad companies and great industrial cor¬\nporations are seen as unselfishly contributing to the needs of modern society.\nFinally the young man is ready to leave this ideal make-believe school\nworld to enter that other world of adult life for which he is supposed to be\nprepared. He soon discovers that he is in a strange world for which he is not\nprepared. Here he finds that service to humanity is generally not the unselfish\nkind he learned about in school. Dollar patriots get contracts for their com¬\npanies at immense profits, politicians feed the poor with money from graft,\nand professional men move about for personal gain with little regard for\nopportunities of service.\nBusiness acumen consists of ability to get greater profits for the corpora¬\ntion and still stay within the provisions of the law. Individual business honor\nhides behind boards of directors. Justice from courts and juries is of one\nbrand for the poor and quite another for the rich.\nWhat can be done about it? The school will not soon give up its idealism,\nnor will the world of adult life adopt the idealism of the school world. Since\nneither world will adopt the other in toto, is there an intermediate ground\n\n"}
{"page": 408, "printed_page": null, "text": "404\n\nNational\n\nEducation\n\nAssociation\n\nthat might be acceptable to both? If there is no intermediate ground will the\nbusiness world permit the tax-supported free public schools to teach what is,\nin contrast to what should be?\n\nBusiness is in a state of paralysis. Abundance of goods for consumption, and\nplenty of consumers, but we seem to be unable to bring the two together. For\nwhat part of this situation are the schools responsible ?\nTax-supported schools have helped to solve other problems in our national\nlife. Will the public permit them to help in this dilemma? Certainly the evils\nof business and adult life will not be aued unless the dangers that now exist\nare pointed out to the new generations.\nMUSIC\nCHARLES\n\nWITH\n\nC. WEIDEMANN,\n\nHOMEMADE\n\nINSTRUMENTS\n\nTEACHERS\nCOLLEGE,\nLINCOLN, NEBR.\n\nUNIVERSITY\n\nOF\n\nNEBRASKA,\n\nThe present economic crisis is testing the resourcefulness of teachers in\nutilizing the common materials in their immediate environment as a means\nof instruction of youth. This is true in the field of music as it is in other sub¬\njects. One of the difficulties of organizing and promoting public-school in¬\nstrumental music is the fact that musical instruments are relatively quite\nexpensive. In the elementary school, the problem has been partially settled\nthru the commercial production of kindergarten rhythm bands and har¬\nmonica bands. An extension of the answer may be found in the direction of\nutilizing materials common to the everyday life of the child. Wood, pottery,\npaper, glass jars, bottles, rubber bands, bamboo, and iron are examples of\nmaterials that in one way or another may be made to produce musical sounds.\nIt is possible to construct as many as twenty instruments for a total cost\nnot to exceed fifty cents. This fact alone makes its appeal to boards of educa¬\ntion ; but this is secondary to the prime fact that the child directly lives and\nenjoys the activities associated with the construction of an instrument of his\nown choice.\n\nThis movement\n\nis not new. Homemade\n\nmusical instruments have been\nmade for thousands of years, if the historical records of musical instruments\nin our museums are to be trusted. Furthermore, innumerable evidences of\nsuch instruments are in our midst, in the schools and homes of young people.\nWHAT\nO. H. PLENZKE,\n\nIS MENTAL\n\nASSISTANT\n\nSTATE\n\nINSTRUCTION,\n\nHEALTH?\n\nSUPERINTENDENT\n\nMADISON,\n\nOF\n\nPUBLIC\n\nWIS.\n\nIt will be admitted that the attempted answer to the question does not rest\nupon the firm foundation of scholarly research. It is not a conclusion ob¬\ntained by laboratory labor. Nor is it the answer of a specialist in mental\nhealth. Being devoid of correlations, deviations, and validities, the round¬\nabout definition here suggested is, at best, only a summary of open impres¬\nsions openly arrived at.\n\n"}
{"page": 409, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n405\n\nThe past two decades have witnessed a great extensiv n in the training\nperiod for teachers. There is available an overwhelming mass of professional\nknowledge for the improvement of our craft. Methods have been refined.\nPlanned supervisory programs have replaced hit-and-miss inspections. Attrac¬\ntive and practical textbooks are supplemented by splendid teaching helps.\nAdministration is concerning itself more and more with the improvement of\ninstruction. Under such favorable conditions one might expect teacher fail¬\nures to approach zero. But, despite our progress in these lines, too many\nschool people fail. There must be factors apart from preparation which are\nvital to success in school work.\nIt happens to be one of my duties to administrate the state certification\nlaws. Annual reports upon the success of every applicant are received. Too\nfrequently the report advises against reissuance of the certificate for reasons\ngiven. In some instances the sad fact of a dismissal is recorded. A graduate\nof a fine college or university, who should have made good, has lost out.\nAnother hard-earned college degree and all the homes built thereupon come\nto an unhappy ending as far as teaching usefulness is concerned. You will\ninsist that many dismissals are based upon excuses and trivialities rather than\nvalid reasons. That is granted.\nThe state certification bureau reveals that many unfavorable reports con¬\nsist of indefinite general terms such as poor personality, weak character, and\nother attributes which bear an unknown relationship to academic attain¬\nments. Analysis of these general descriptions indicates that the applicants may\nbe slaves to prejudices, inhibitions, and fears. Their mind-set may be hard¬\nened against adaptation to changing conditions, in fact, their nervous system\nmay be insulated with respect to society in general. They are bound to the\nbeliefs and credos of bygone days, the guidance of new evidence notwith¬\nstanding. They cannot grow, i.e., increase their ability to meet and evaluate\nnew situations. Others just cannot get along with people. Obviously, in these\ncases, an unhealthy mentality directs activity which throws them into con¬\nflict with reality and the everyday world. They are out of step and out of\ntune. Let us enumerate a few reported causes of failure resulting from un¬\nsocial attitudes and ways of thinking. Of course, they cover a wide range and\npermit only rough grouping. The first seem to grow out of failure to accept\nthe fact that education is a cooperative enterprise in which all must function,\nnot as rugged individualists but as components of interdependent levels and\nparts. This unfortunate\ntaken from reports:\n\ninclination is reflected in the following criticisms\n\n1. Will not cooperate with others. This\n2. Refuses to take suggestions.\n3. Invites suggestions,\n\nlistens to them,\n\n4. Considers his department\ninterest in matters of general\n\nshortcoming\nand\n\n6. Cannot\n\nto hold\n\nget along\n\nwith\n\nthen disregards\n\nthe only important\nstudent welfare.\n\nstudents to unwarranted\nto high percentage of failures.\n5. Tries\n\nco-workers.\n\nis the mode\n\nin the distribution.\n\nthem.\n\none in the school and displays little\n\nstandards\n\nof performance,\n\nthus leading\n\n"}
{"page": 410, "printed_page": null, "text": "406\n\nNational\n\nEducation\n\nAssociation\n\nOther criticisms appear to be outgrowths of fundamental weakness, lack\nof stamina, and vacillating judgment. Under this general heading we find\nreports such as :\n1. Lack of confidence\n2. Doesn’t stand up under questioning\n3. Inability to chart a course and follow it\n4. Cannot settle matters and forget about them. Worries\nof decisions made.\nfore it is due.\n\nThis deplorable time-consuming\n\n5. Applicant is crushed and downhearted\nof confidence is the underlying defect.\n6. Argues constantly with pupils\n7. No ambition or initiative\n\nabout the consequences\n\ntrait brings on senility long be¬\n\nover poor test results. Here\n\nagain, lack\n\n8. Not resourceful in solution of problems\n9. Pities himself\n10. Too\n\nnervous, goes to pieces\n\n11. Afraid to admit difficulty and too self-sufficient to seek help\n12. Phlegmatic in every way.\n\nAnother\n\nbarrier to success is due to faulty conception of our purposes.\nMany applicants receive negative ratings because of a distorted point of view.\nNo basic philosophy of life or education is manifest. Comments upon this\ntype are:\nUnwillingness to abandon old beliefs, emphases, or methods. This person has no\npioneer spirit, never experiments and is content to follow routine. The deficiency\ncannot be laid at the doors of training schools or mental inflexibility due to ad¬\nvancing age.\n\nStill another type, deserving more pity than censure, is the teacher who, in\naddition to meeting the arduous responsibilities of teaching, enters into a\nsolemn compact with himself to reconstruct the life of the community, purge\nit of all iniquity and make it safe for future generations. With all their sin¬\ncerity and desire to do good, many of these crusaders have been relieved of\nteaching duties to devote their undivided time and enthusiasm to reforming\nthe world. This sort seems to revel in the tactical error of opening up tense\ncontroversial issues in the classroom. While free inquiry must be respected\nthe public has not yet approved classroom discussion of all economic, social,\nor moral issues, especially if the subject is pertinent to the locality. Zealots in\nthese ranks court trouble by continually condemning that which they dis¬\navow. They forget that, according to character education studies, it is better\nto elucidate the good than to condemn the bad. The danger of over-aggres¬\nsiveness in reforming community standards is plain, yet there is a sort of\nblurred mental state which sees the desired end but fails to comprehend con¬\nsequences. Too many cut their careers by over-indulgence in reform activity.\nOne more type will conclude the list. There is a mentality which is ab¬\nsolute, unyielding and uncompromising. In the classroom he is plaintiff,\njudge, jury, and bailiff. The school doesn’t exist for the pupils whose par¬\nticipation is about nil. Criticisms of this group are as follows :\n1. Unsympathetic\n\nwith parents\n\n2. Treats pupils as a mass\n\nwithout regard for varying personalities\n\n"}
{"page": 411, "printed_page": null, "text": "of\n\nDepartment\n\nElementary\n\nSchool\n\n3. Unreasonably strict disciplinarian. Will have\n4. Resorts to ridicule and sarcasm\n\n407\n\nPrincipals\n\norder at any cost\n\n5. Will not concede anything. Does not recognize this is a give-and-take\n6. Insists upon prerogatives in the adjustment of difficulties.\n\nworld\n\nYou are correct in your assumption that the foregoing is not a positive or\ndirect definition of mental health. Its localization and analysis are negative —\nan attempt to show what mental health is not. The inexhaustible cases show\nthat mental health is a composite of innumerable elements and that lack of\nit militates seriously against professional efficiency. Their fears, their preju¬\ndices, their unsocial reactions to their fellows, their ego-centric tendencies,\ntheir absolutism, their sealed minds, their defensive attitude, each in turn,\narrest mental growth so indispensable in the cooperative scheme of organized\nschool education. Mental health, I finally venture to say, is the antonym,\nthe reverse of the undesirable traits and mental habits presented above.\n\nWhat, if anything, can be done about it? The possible remedy or rehabili¬\ntation falls within the province of mental hygiene.\n\nCOORDINATION\nMENTAL\nVIRGIL\n\nFOR\nAGENCIES\nOF COMMUNITY\nPEOPLE\nOF YOUNG\nHEALTH\n\nE. DICKSON,\n\nASSISTANT\n\nSUPERINTENDENT\n\nBERKELEY,\n\nOF\n\nTHE\n\nSCHOOLS,\n\nCALIF.\n\nMental health is probably the most significant factor to be considered in\nthe adjustment of behavior difficulties of youth in any community. I think\nit is not an exaggeration to say that there is almost unanimous agreement\namong students of social difficulties that if we are to reduce crime and mis¬\nbehavior in a lasting way it must come thru a greater use of preventive meas¬\nures than from measures of punishment. If we are to prevent the misbehavior\nof youth, therefore, we must study to discover the causes or the symptoms of\ntrouble early enough to fit the behavior of the youth into constructive chan¬\nnels instead of allowing it to drift into destructive channels.\nIt was with this thought in mind that the heads of various departments\ndealing with youth in the city of Berkeley more than 12 years ago planned\nan organization for cooperative effort. This organization is called the Co¬\nordinating Council. The chiefs or heads of the following city departments\nare ex-officio members of this Coordinating Council : the Schools, the Police\nDepartment, the Health Department, the Recreation and Playgrounds De¬\npartment, the Department of Charities and Social Welfare, the Judge of\nthe Justice Court, the Chief of the Probation Office and Juvenile Court.\nThe purpose of this Coordinating Council is to study the community\nactivities and interests of the city for the purpose of developing the best pos¬\nsible program for the proper guidance and control of youth in the city. The\nCouncil is a deliberative body or planning commission. It meets for one hour\neach week. Each department\n\nsubmits policies and plans of that department\n\nfor suggestion and criticism. Each department may if it chooses submit prob-\n\n"}
{"page": 412, "printed_page": null, "text": "408\n\nNational\n\nEducation\n\nAssociation\n\nlems that are difficult to solve. The Council has no executive or administra¬\ntive authority whatsoever and never votes to determine what shall be the\npolicy of any individual department. As a matter of fact, it exists only as a\ncounseling group with no power to act except that which is embraced in each\ndepartment separately. However, there sits at the council table each week\nthe executive head of each department of the city government having official\ncharge or control of the welfare of the youth of the city. Here rests the\nexecutive authority to do whatever the city can do for its youth.\nFrequently agreements as to policies to be followed are worked out in the\nCouncil and the policies recorded in our minutes so that all departments may\nbe familiar with the plans for community activity. Each department keeps its\nown records of cases of social adjustment but these records are freely ex¬\nchanged between departments whenever occasion seems to warrant. This\navoids much useless duplication.\n\nSerious cases of maladjustment are brought before the Coordinating Coun¬\ncil for discussion, the purpose being to develop a clearer understanding of all\ndepartments or a better method of handling these difficult cases. Case records\nare kept of successes or failures in each department together with the apparent\ncauses for each. These become the bases for change of policy. The Council\nnot only endeavors to educate the various departments in its own organiza¬\ntion, but endeavors to give such education or spread such information as will\nbe helpful in establishing a better community\nagencies and the general public.\n\nsupport among\n\ncooperating\n\nDuring recent years partially, at least, thru the efforts of the Coordinating\nCouncil there has been made available thru the public-school system of the\ncity for difficult cases of maladjustment of children and youth, the services\nof a psychiatrist, a physician, a psychologist, and a staff of social case workers.\nBy means of this expert service it is hoped not only to prevent delinquency\nand misbehavior in the serious cases under study and treatment, but to keep\nsuch accurate records of causes of misbehavior, of successes and failures in\ntreatment, that we may develop a better technic for the management\nyouth of the community.\n\nof the\n\nWe\n\nbelieve that the Berkeley Coordinating Council, with such adapta¬\ntions as are suitable to fit the needs of various cities or communities, is a step\nin the right direction for the development of a better mental health program\namong\n\nyoung people. The drifting process so commonly found, the quarrel¬\nsomeness and distrust between departments working in the same community,\nthe overlapping of records and of activities so common in many cities, we\nbelieve can best be smoothed out by a coordinating council similar to the\nBerkeley plan.\n\nWe cannot hope to solve our problems by each going his own way or by the\ndrifting process. This Council furnishes a social planning commission com¬\nposed of the responsible heads and executives of the official social agencies\nof the community.\n\n"}
{"page": 413, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n409\n\nINSTITUTIONS\nRESPONSIBILITY OF TEACHER-TRAINING\nOF PROSPECTIVE\nHEALTH\nFOR THE MENTAL\nTEACHERS\nCAROLINE\n\nB. ZACHRY,\n\nDIRECTOR,\n\nMENTAL\n\nTEACHERS\n\nCOLLEGE,\n\nUPPER\n\nIn the face of our national emergency\n\nHYGIENE\n\nMONTCLAIR,\n\nINSTITUTE,\n\nSTATE\n\nN. J.\n\nthe only hope of security for our\n\nchildren is their security in adults. Are we preparing teachers who are emo¬\ntionally mature enough to provide this sense of security for our children ?\nAre classroom teachers being prepared to understand the emotional needs\nof the child ? Altho mental hygiene training is vitally important for the class¬\nroom teacher, it is only a small part of the total picture. Fhe most important\nservice that we can give toward the mental health of the school child is thru\nour care of the mental health of the school teacher. Only stable, mature\nadults can develop stability and maturity in children.\nThe work of the Mental Hygiene Institute at the State Teachers College\nbegins with the college freshmen. The first contact of these freshmen with the\nMental Hygiene Institute comes thru a course in hygiene which is based\n\nentirely on their own problems — emotional, social, and physical. In the\nsophomore year these young people approach their study of psychology and\nmental hygiene entirely thru the problems of real children. Students have a\npractical opportunity to do remedial work with children.\nThis training impresses the student-teacher with the fact that he is not\n\nHe\nmerely teaching subjectmatter but the total personality of the child.\nlearns to look upon the child’s integration as his definite aim in education.\nThe child’s social adjustment is just as truly the teacher’s responsibility as is\nhis arithmetic. Likewise, our responsibility for the teacher s total personality\nis quite as great as our responsibility for his total training.\nDiscussions of children’s problems lead to problems of pupil-teacher rela¬\ntionship, and the student-teacher is easily led to realize his responsibility for\nbeing a well-integrated person and for having the personality qualifications\nthat lead to success in teaching. From the objective point of view of trying to\nunderstand the child’s behavior, he arrives at the realization of his need to\nknow more about the origin of his own behavior. At this point he finds ade¬\nquately trained mental hygienists ready to help him with his personal\nproblems.\nThe purpose of this set-up is to train teachers so that :\n1. They may attain better insight into their own personalities.\n2. They may have a proper sensitivity to the effects of the atmosphere\nclassrooms.\n\nof their own\n\n3. They may gain ability to handle mild problems that arise daily in the classroom.\n4. They may gain ability to recognize incipient problems of a more serious nature\nand to cooperate with experts in the handling of these problems.\n\n"}
{"page": 414, "printed_page": null, "text": "410\n\nNational\n\nIMPORTANCE\n\nW.\n\nR. DAVIES,\n\nEducation\n\nAssociation\n\nOF MENTAL\nHEALTH\nIN\nTARY-SCHOOL\nPRINCIPAL\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nTHE\n\nSUPERIOR,\n\nELEMEN¬\n\nWIS.\n\nSince I believe so thoroly that “as the principal, so the school” I would\nexpect to find the mental health of a principal reflecting itself in the attitude\nof his school, including every individual pupil, teacher, and custodian under\nhis direction. And this thing called building personality is no myth — it often\nforces itself upon you before you have been in the building a minute — in the\nattitude of the custodian, in the reaction of the teacher in the corridor as he\ngreets you, in the whole manner of the group of children as they pass you\nby — yet this and more does not entirely express how fundamental is this\nexpression of character in a school building. Like the more important and\nworthwhile things in life, you can feel it, rather than sense it, thru any of\nthe other avenues of perception.\nHow then can a principal attain mental health for himself and a desirable\npersonality for his building — a building one instinctively likes to enter?\nFirst of all, by cultivating a calm philosophical outlook on life, and by\nfacing the everyday problems of a principal in that spirit. Equanimity is a\nwonderful asset for one who would direct the activities of a school. It is the\nvery trait that many a parent, teacher, or pupil does not expect or want to\nfind when they come to the office to explode or to receive punishment. It need\nnot mean lack of force or the inability to reach a decision and stick to it, but\nthis characteristic has meant the difference between the success or failure of\nmany a school man or woman.\nThe second attribute of a principal who has real mental health is an un¬\nbounded enthusiasm for the activities of the school, whether of the regular\nclassroom or extracurriculum type. It offsets, in a measure, the equanimity\nwhich is so desirable in a principal’s actions toward pupils, parents, teachers,\nand custodians. If the principal is not vitally concerned, then no one in the\nbuilding is apt to get enthusiastic about the task of directing children in their\nactivities. And the wise principal when he finds this enthusiasm waning will\nseek complete rest and relaxation in order that he may return to his work\nwith an enthusiasm that will be contagious and which will give his school\npep and spirit.\nThe mentally well principal will, in the third place, possess and keep a\nsublime faith in the potentialities of each of his pupils and teachers. The\nworst symptom in the lag of mental health will be the irritation produced by\nthe mere presence of children about him. Here it is of utmost importance that\n\nthe principal get a new grip on things, so that he will think of the potential\ngood and in a measure discredit the negative tendencies of teacher and pupils.\nAgain, perhaps the finest indication of real mental alertness manifests itself\nin just being human. How this quality is appreciated by parents, teachers, and\npupils! Those with whom you come in contact may admire you for your\nability to run the school, but they will love you only as you are human.\n\n"}
{"page": 415, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n411\n\nas of\nFinally, no one engaged in the work of a teacher of teachers, as well\ngood\npupils, can run a real school unless he has a firm belief in the ultimate\neduca¬\nof human existence, the progressive improvement of humankind thru\nall\ntion, and in the American dream of a better, richer, and happier life for\nOne\nour citizens of every rank. Without such an outlook all else is in vain.\nto ap¬\nwho lives intimately with throbbing, vigorous life, and still is unable\nin need\npreciate the beauty and grandeur of it all, is ill in mind and soul, and\nof the physician.\n\nMENTAL\n\nTHE STANDPOINT\nFROM\nHEALTH\nOF MEDICINE\nDOCTOR\n\nR. A. JEFFERSON,\n\nMENTAL\nMILWAUKEE\nMILWAUKEE,\nWIS.\n\nHYGIENE\n\nOF\n\nTHE\n\nCOUNCIL,\n\nMost mental illness can be thought of as the sum of a long series of faulty\nadaptations to life situations. If this be true there is but one place to intenupt\ns of\nthe forging of this binding chain and that is at its inception. This busines\ninteiests\nnipping these pathological processes in the bud is one of the majoi\nand responsibilities of the mental hygiene movement. Activity such as this\ncan be thought of as preventive but is more rightfully considered as thera¬\nrs\npeutic since it consists largely in the treatment of socalled behavior disoide\nin children. This is the element in mental hygiene which is clinical and which\nhas called for the formation of child guidance clinics, behavior clinics, and\nresearch organizations which are studying the foundations of personality in\ninfancy and childhood. Such organizations are manned, as a rule, by specially\ntrained personnel such as psychologists, psychiatrists, and psychiatric social\nworkers.\nBut there is another element in mental hygiene which lies deeper than this\nand is preventive in the truest sense of the word and this factor is so clearly\nlinked to education as to have become inseparable from it. In this sense mental\nhygiene is far more than the prevention of mental illness. It is a way of life.\nIt is creative in the positive sense, and has to do with the building of social\nof\nhabits, the finding and fostering of creative tendencies, the development\nthose elements within the personality which are considered by our contem¬\nporary society as wholesome and useful.\nMan, uneducated, uninfluenced, is a vast inchoate reservoir of diverse and\noften conflicting strivings. Potentially he is a killer, a thief, a wanton brute.\n\nHe also may be a well-mannered, safe-to-meet-on-the-street sort of a person.\nWhatever he becomes is partly a matter of circumstance and of what is\ndemanded of him. He is limited here and prodigally endowed theie according\nto the configuration of his genetic or hereditary background. Too often theie\nis set for him a sort of standardized social pattern into which he is expected\nto fit. Home, school, society expect performance according to some poorly\ndefined norm. Whenever there is too great a discrepancy between the capacity\nfor achievement on the one hand and the demands for performance from\n\n"}
{"page": 416, "printed_page": null, "text": "412\n\nNational\n\nEducation\n\nAssociation\n\nfamily or school or society on the other, there will be trouble\nunless the source\nof the incapacity can be arrived at, understood, and allowed\nfor, and the other\npotentialities of the individual developed so as to compe\nnsate the inadequacy.\nNot that all incapacities and disabilities arise out of genet\nic determinants.\nI here are few, if any, hereditary factors which in themselves alone\ndetermine\ncharacter traits or, as a psychiatrist would prefer to say, behav\nior characteris¬\ntics. There is ever present the potent force of environmental\ninfluence. The\nneurotic character is perhaps constitutionally disposed but\ncertainly environ¬\nmentally determined. Many individuals demonstrate in\ntheir infancy and\nchildhood a behavior constellation which indicates the\nneurotic disposition\nyet their future as to sickness or health— both physically\nand mentally— de¬\npends very largely upon the type of environment with which\nthey must cope.\nIf this environment can include understanding of their\nneeds, their disabili¬\nties, their fears and conflicts — if it can provide a\nhealthy background for\nphysical and emotional development their future will becom\ne the more secure.\nAs this is accomplished society will have taken a major\nstep toward the solu¬\ntion of the vast problems of mental illness and social\nunfitness in general.\nIn this second phase, then, mental hygiene is largely a matter of\neducation\nand as such becomes, essentially, the province of the educator.\nToday, pro¬\ngressive education, with its acceptance of the task of building\nthe emotional\nas well as the intellectual structure of the personality,\nis confronted by the\nforces of reaction, frequently, the socalled need for econo\nmy but masks the\nmoie fundamental antagonisms to the newer developments.\nSociety continues\nto expend countless millions giving custodial care to its misfits\n, the mentally\nill and the criminals, and at the same time interferes with the\ndevelopment of\nthe only rational program for reduction of these classes. I am not\none of those\nwho count all criminals insane yet there is ample evidence to indica\nte that a\ngoodly number perhaps as high as 40 percent — show pathological deviat\nion\nfrom socalled normal intellectual and emotional attributes.\nParalleling the problem of the criminal is that of the socalled insane, the\nname given to those persons so ill mentally as to make social adaptation im¬\npossible. Their number is legion. In Colorado the doors of the state mental\nhospital have been closed to new admissions because it is so overcrowded.\nIn\nthis country there are more beds devoted to the care of the mentally ill\nthan\nthere are for all of the other sick and ailing lumped together. In view\nof this\nwho can denj^ that mental illness is a major health problem? Furthermore,\nit is only too true that the great bulk of individuals suffering from such con¬\nditions never enter mental hospitals.\nWith these facts in mind we must ask ourselves where lies the soluti\non to\nthis problem. Is there a rational hope for the development of a cure\nor of\ncures for the insane and neurotic individuals ? The answer is\nyes — in part,\nfor, of the insane, approximately 30 percent suffer from organic illness which\nis potentially remedial by medical treatment. Moreover, with the new analyt\nic\napproach, the psychoneuroses are distinctly treatable altho it is highly ques¬\ntionable whether treatment is now relatively successful in more than\n50 per¬\ncent of the cases. Also, treatment of this type is so expensive and time-c\non-\n\n"}
{"page": 417, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n413\n\nPrincipals\n\nsuming as to be prohibitive to all but a very few. On the other hand, 70\npercent of the insane suffer not from organic illness but from defective\nheredity plus inimical environment. This group, combined with the vast\nnumber of psychoneurotics who, either thru lack of funds or native equip¬\nment, cannot avail themselves of the best therapy, makes up the great bulk\nof the mentally ill. This is the mass which really makes of mental illness a\nsocial problem. From the social standpoint there is no doubt but that the\nultimate answer lies in prevention. Treatment of disease is the province of\nthe physician but prevention is the common responsibility of all. Prevention\nis not only a matter of instituting safeguards but of mass education. Preven¬\ntion of mental illness in particular must be in addition a matter for thoro and\nwidespread study and research. It must encourage the development of a\ndiscipline which allows for rational and controlled experimentation. The\nonly pathology demonstrable in the great bulk of the mentally ill is psycho¬\npathology. Every indication points to the probability that this pathology is\npreventable thru the building of sound and adequate mental, physical, and\nsocial habits. The building of habits is accomplished largely thru education\nand the breaking of habits as well. The ways and means whereby disabilities\nand defects may be discounted and the individual capacities developed in\nchildren of good and bad heredity alike constitute the major problem in edu¬\ncation. Experiment is indicated since there are few, if any, charted ways or\ntested principles. Above all, if the mental hygiene movement is to succeed and\nif child guidance and progressive education are to fulfill the hope which we\nhave pinned upon them there must be the most intimate and wholehearted\ncooperation.\nMy introduction to this field came thru medicine to psychiatry to ortho or\npreventive psychiatry. Later I learned about the developments in the field of\neducation and after witnessing some of these and learning first-hand about\nthem it has become impossible for me to separate child guidance on the one\nhand and progressive education on the other. In their fundamental aspects\nthey are essentially one and the same. The greatest need of the present perhaps\nis a universal recognition of this fact so that psychiatrists and educators may\nmeet on the common plane of the classroom and playground and clinic to\nstudy jointly the problem at hand.\nCONDITIONS\nOF SCHOOL\nENVIRONMENT\nCAUSING\nMENTAL\nILL HEALTH\nOF CHILDREN\nCATHARINE\n\nThe\n\nWhite\n\nANNA\n\nHouse\n\nCALDWELL,\n\nConference\n\nPUBLIC\n\nSCHOOLS,\n\nSCRANTON,\n\nPA.\n\nReports tell us that one of everv three\n\napparently normal children of self-sustaining families is sufficiently mal¬\nadjusted mentally or socially to necessitate special treatment. It points out\nthat at a cost three times that of public education five hundred thousand are\ntodav being cared for in our institutions for the anti-social and the socially\ninadequate.\n\n"}
{"page": 418, "printed_page": null, "text": "414\n\nNational\n\nEducation\n\nAssociation\n\nWe know that the schools are not to blame for all of this, but we must\nassume part of it. We are the only organization which gets all children of all\nclasses from early childhood. The hopes of this troubled world are entrusted\nto us. Are we preparing them to understand\nproblems ?\n\nlife and to meet democracy’s\n\nWould that I were in a position to place in the hands of everyone inter¬\nested in childhood Psychiatry in Education written by Dr. V. V. Anderson\nof the Anderson\n\nSchool, Stattsburgh-on-Hudson,\n\nNew\n\nYork.\n\nHe says: “Each year seventy thousand new patients enter state hospitals\nfor insane in this country, joining that large army of between four and five\nhundred thousand individuals confined as mental cases. The conditions from\nwhich these individuals suffer are largely the outgrowth of personality prob¬\nlems in youth, issues that are recognizable by teachers and parents as ‘nervous¬\nness’ but commonly not dealt with intelligently. If mental hygiene principles\nare applied, prevention of this insanity is in a large measure possible.”\nHe shows by the case method how this is to a considerable degree accom¬\nplished in his experimental school.\nWhen we consider some\nwhat do we find ?\nMore\n\nschools from the standpoint of mental hygiene\n\nchildren than dogs have been ruined by blunders in training. Some\n\nare antagonized\n\nthru too much\n\ndomination, going into life with “moral\n\ncrutches instead of moral nerve.” The Prussian type of discipline is so much\neasier for the teacher, so much more spectacular and sometimes achieves an\neffect admired by principals — the type which is not represented here today.\nIn The Normal Mind, Dr. William H. Burnham says, “In the light of\nour war experience and the modern study of psychiatry, the need of a thorogoing reconstruction of the discipline of the schools from the point of view of\nmorals and mental hygiene is strangely emphasized.”\nDr. Burnham frowns upon that type of discipline which zealously cares\nfor the academic needs and loses sight of the integration of the personality.\nThere are schools where the discipline is even more destructive. The re¬\nsponsibility for behavior is placed upon the teacher instead of upon the pupil\nresulting in a most unhealthful teacher-pupil relationship.\nOther unhygienic procedures known\n\nto have been used are demotion\n\nbe¬\n\ncause of non-conformity ; use of fear and punishment as motivating forces ;\nindulgence in sarcasm, nagging, and other mental cruelty.\nSuch abuses of one’s authority degrade the personalities of students and\nmay result in permanent harm. Adults think little of the damage that is\nsometimes done to the child who is labeled “dumb-bell.” Attitudes of in¬\nferiority may be formed which will cause even a child of potentialities to be¬\ncome a misfit for life.\nOne may have a university degree and know\n\nlittle of the development\n\npersonality traits in children. And what happens? Sometimes\nof problems are considered without looking into causes.\n\nof\n\nthe symptoms\n\n"}
{"page": 419, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n415\n\nIf the child is not guided in the school environment to become socially\nuseful and able to cope with realities where will he receive this guidance and\nwhat will prevent his becoming an enemy to society ?\n“But,” someone says, “the public will not stand for these ‘fads and\nfrills.’ ” Then, we say, we realize the necessity today for adjustments and\nreadjustments, in education as in banking. Society used to tell the schools\nwhat it wanted. Now we must educate society as to what it needs and\ngraciously give up the real frills.\nIf in this mechanical age there is no provision for education for leisure, it\nis not difficult to prophesy that there will be a large percentage of increase in\nthe psychopathic population.\nA danger to the mental health of children is sometimes in our systems of\n\ngrouping or in our methods of teaching, and sometimes in our testing. Ob¬\nviously, it is not well from the standpoint of mental happiness for those\nchildren who are from abnormal homes and deprived of associations with\nwell-adjusted children to be grouped together. How often we find the un¬\nhappy socalled problem children herded together in this section with little\nremedial work being done and less chance for their experiencing success. For\nthere are “problem” teachers who feel that they are not doing their duty\nunless a large percentage of this group are failures. Tho these children of\nsuch a different level of ability may have received the same identical examina¬\ntion as the high I. Q’s they find themselves with no credit for the achieve¬\nment which they have made.\n\nThis brings us to the need for curriculum reconstruction. Present condi¬\ntions have reemphasized that ui]tss we bring about a sufficient degree of\nflexibility to provide for individual differences and halt the disaster brought\non, social inadequacy now extant in some states will become insolvent.\nWe want to know what is being done for the exceptional children. Taxdodging corporations should be shown the lack of economy in not providing\nfor the crippled, the deaf, those with sight and speech defects, the sub¬\nnormal and backward children, and the gifted or mentally accelerated, who,\nby the way, should have gifted teachers and an enriched curriculum. If we\nare a democracy with “justice for all” the care which these underprivileged\nneed will be provided even tho the state governor is fanatical about road¬\nbuilding.\nIt was Emerson who said that the greatest human enterprise is the care\nand the culture of men.\n\nExecutive\n\nSECRETARY’S\n\nMINUTES\n\nMinneapolis,\n\nMinnesota\n\nCommittee\n\nMeeting,\n\nMonday\n\nMorning,\n\nFebruary\n\n27, 1933\n\nThe first meeting of the Executive Committee of the Department of Elementary\nSchool Principals of the National Education Association was held in the parlor of\nPresident Elizabeth McCormick’s suite, Nicollet Hotel.\n\n"}
{"page": 420, "printed_page": null, "text": "416\n\nNational\n\nEducation\n\nAssociation\n\nThe following persons were present: Elizabeth McCormick, president; John S.\nThomas, representing Earl R. Laing, first vicepresident; Margaret C. Mackintosh,\nfourth vicepresident; M. Emma Brookes, Herbert C. Hansen, and Cassie F. Roys\nof the Executive Committee; Aaron Kline, retiring member of the Editorial Com¬\nmittee ; and Eva G. Pinkston, executive secretary.\nPresident McCormick called the group to order. The usual procedure of business\nwas suspended and a discussion of the Chicago program took place. It was decided\nto have only one department breakfast at the summer meeting and this to take place\non Monday. This change was made so that the members of the department would\nhave an opportunity to attend their state breakfasts on Tuesday.\nThe representatives of the Chicago meeting were strongly urged not to allow our\nhosts to prepare for lavish entertainment of their guests.\nA motion was made by Miss Brookes and seconded by Miss Mackintosh to suspend\nthe reading of the minutes of the Atlantic City meeting, each member having read\nthem in the October issue of the National Elementary Principal. Motion carried.\nThere was a discussion of different ways to increase the membership in the Depart¬\nment. A motion was made by Miss Mackintosh and seconded by Miss Roys that\nwherever conditions warranted it in certain states that district enrolment chairmen\nbe appointed instead of state chairmen. Motion carried.\nA motion was made by Mr. Hansen and seconded by Miss Brookes that a letter\nbe sent to all state enrolment chairmen expressing appreciation for their cooperation\nand for the splendid work done in enrolling and interesting members in joining\nthe Department this past year. Motion carried.\nA motion was made by Miss Roys and seconded by Miss Brookes that the Executive\nCommittee extend to Dr. Frank W. Hubbard, a vote of appreciation for his very\nexcellent work on the bulletins for this past year.\nLetters and telegrams expressing regrets that they couldn’t be present were read\nfrom Earl Laing, A. B. Heacock, Lillian Towne, and H. B. Norton.\nJohn S. Thomas, chairman of the 1934 yearbook, reported that the thirteenth year¬\nbook will be as follows:\n1. The\n\nname\n\nwill be The Principal and Aids to Teaching.\n\n2. It will contain eleven chapters.\n\n3. Instead of sub-topics under each heading there will be specific questions.\n4. Generally speaking there will be modifications and change of plans so that in\nthe future better and better yearbooks are produced.\n5. Yearbook\nto teaching.\n\nto be more\n\nand more\n\na handbook\n\nin evolving and administering\n\naids\n\n6. Leaflet will be sent to all prospective contributors soon after 1933 yearbook is out.\nMr. Thomas presented the following recommendations of the Yearbook Com¬\nmittee :\n\na. Follow the plan of this year and have only one meeting. This meeting to precede\nthe meeting of the Department of Superintendence.\nb. Suggest that a report be prepared by Editorial Committee\nread at Chicago by president or executive secretary.\nc. Individual stationery be given each member of committee.\n\nand such report be\n\nMr. Thomas expressed the appreciation of the committee for the much extra work\ndone at headquarters.\nA motion was made by Mr. Hansen and seconded by Miss Brookes that the report\nbe accepted and appreciation be expressed for the splendid work done. The Execu¬\ntive Committee realized the extra burden caused by having only one meeting. Motion\ncarried.\nNo action was taken about recommendations of Editorial Committee.\nMeeting adjourned.\n\n"}
{"page": 421, "printed_page": null, "text": "Department\n\nExecutive\n\nCommittee\n\nThe second meeting\nsuite, Nicollet Hotel.\n\nwas\n\nof\n\nElementary\n\nMeeting,\n\nTuesday\n\n417\n\nSchool\n\nPrincipals\n\nMorning,\n\nFebruary\n\n28, 1933\n\nElizabeth\n\nMcCormick’s\n\nheld in the parlor of President\n\nThe following persons were present: Elizabeth McCormick, president; John S.\nThomas, representing Earl R. Laing, first vicepresident; Margaret C. Mackintosh,\nfourth vicepresident; M. Emma Brookes, Herbert C. Hansen, and Cassie F. Roys\nof the Executive Committee; Aaron Kline, retiring member of the Editorial Com¬\nmittee; Bess Clement, new member of the Editorial Committee; Frank W. Hubbard,\nassociate director of research department of the National Education Association; and\nEva G. Pinkston, executive secretary.\nThe president called the meeting to order. The minutes of the meeting on Monday,\nFebruary 27, 1933, were read and approved.\nA motion wras made by Miss Brookes and seconded by Mr. Hansen that the report\nof the executive secretary be accepted and appreciation expressed for the detailed\nway in which it was presented. Motion carried.\nAn informal discussion was held about plans for the summer meeting at Chicago.\nMr. Kline was again instructed not to allow the principals of Chicago to embarrass\nthemselves by planning lavish entertainments. He was asked to keep prices within\nthe reach of all. At the request of the president the Chicago principals were to be\nasked to take full charge of the annual banquet.\nA motion was made by Mr. Hansen and seconded by Miss Roys that the Depart¬\nment of Elementary School Principals offer to the Joint Commission on the Emer¬\ngency in Education, space in the National Elementary Principal for June, if they\nwished to use it. Motion carried.\nThere was a discussion about the sale of previous yearbooks. A motion was made\nby Mr. Thomas and seconded by Miss Mackintosh that yearbooks previous to the last\nissue be reduced in price and that a sliding scale be used. The price is to be deter¬\nmined by the executive secretary. Motion carried.\nMiss Bess Clement of the Editorial Committee gave a brief report of the tentative\nplans and titles selected for future yearbooks:\n\nA motion was made by Mr. Hansen and seconded by Miss Roys that Miss Clement’s\nreport be accepted. Motion carried.\nDue to the absence of Miss Shove, Mr. Thomas read her report of the work of the\nEditorial Committee of this year. Miss Roys made a motion, seconded by Miss\nMackintosh, that Miss Shove’s report be accepted and hearty appreciation be ex¬\npressed to the committee for the work done and that the report be made a part of the\nminutes. Motion carried.\nMiss Shove’s report was:\n\nFebruary\n\n27, 1933.\n\nReport of Editorial Committee — 1933\nHelen B. Shove, Chairman\nMadame President, Executive Committee Members, Executive Secretary:\nBeing unable to be present, I desire to make a brief statement for the Editorial\nCommittee having the Twelfth (1933) Yearbook of the Department of Elementary\nSchool Principals. The book is ready for the press with but one exception, after in¬\ntensive work on the part of the committee, Dr. Frank Hubbard and assistants in\nthe Research office. Some over a hundred manuscripts were received from the\nschool and library fields. What suited the purposes of the Yearbook have been\nwelded into a unified volume which, we hope, will interest and serve both school\nand library folks.\n\nWe have labored better to organize and reduce the page volume of the book.\nWe have tried a simple evaluation sheet which may be improved the coming year.\n\n"}
{"page": 422, "printed_page": null, "text": "418\n\nNational\n\nEducation\n\nAssociation\n\nWe believe the method of having all manuscripts read and evaluated by each mem¬\nber before reaching Dr. Hubbard is an advance over our previous method. The\nthree-day meeting, previous to the Superintendence convention, with such prepara¬\ntion, has seemed most fruitful and inspiring. Dr. Hubbard and the Research Divi¬\nsion have been exceedingly helpful at all times. The executive secretary, Miss\nPinkston, has advised constructively and has done a great deal to promote the\nbest interests of the Yearbook thru the Bulletin.\nThe committee members, Aaron Kline and John Thomas, have been tireless in\ntheir efforts for the Department and have given a service that few can fully ap¬\npreciate. The broad experience, unselfish interest, and sane leadership of Aaron\nKline should be utilized by the Department as he concludes his splendid service\non this committee. The plan and organization for the 1934 Yearbook under the\nleadership of John Thomas promises outstanding success.\nThe new member, Miss Bess Clement, gave real help at her initial meeting with\nthe committee and promises unusual abilities and interest.\nThe chairman wishes to express appreciation for the opportunities of service\nwhich membership on this committee offers, but regrets that a combination of the\ntimes and unusual circumstances has not permitted a greater contribution. Anticipat¬\ning the coming year as one which will challenge and interest, and, we trust, be of\nincreasing value to the Department, I am\nMost respectfully yours,\n{Signed, Helen\n\nB. Shove)\n\nHelen B. Shove, Chairman , 1933\nJohn Thomas\nAaron Kline\nA motion was made by Miss Brookes and seconded by Miss Roys that the Depart¬\nment of Elementary School Principals consider the advisability of holding a joint\nmeeting with the Department of Supervisors and Directors of Instruction at the\nsummer meeting in Chicago and appoint Miss Mackintosh of New York to confer\nwith Dr. Hosic and Mr. Hansen to select an impartial chairman from Chicago.\nMotion carried.\n\nAfter a discussion of the various ways of holding the election of officers a motion\nwas made by Miss Brookes and seconded by Miss Roys that the present method of\nthe election be changed so as to vote by ballot. Motion carried.\nA motion was made by Mr. Hansen, seconded by Mr. Thomas, that the executive\nsecretary be instructed to make a plan of honoring people who have been longest in\nthe service, this person or persons to be the guests of the Department at the banquet\nat the Chicago meeting. Motion carried.\nMiss Mackintosh offered resolutions from the New York City Principals Associa¬\ntion. Mr. Hansen made a motion, seconded by Miss Roys, that these resolutions be\naccepted and be given publicity in the June issue of the Bulletin. Motion carried.\nThese resolutions were read by the executive secretary at the Wednesday after¬\nnoon, March 1, program of the Department.\nResolutions from the Boston Principals Association, sent by Miss Lillian Towne,\nwere read by the executive secretary. Miss Roys made a motion, seconded by Mr.\nThomas, that appreciation be expressed to the Boston club for their thoughtfulness\nand their interest in the Department.\n\nMotion was made by Mr. Thomas and seconded by Miss Brookes that Miss Roys,\nMiss Mackintosh, and the executive secretary be intrusted to write a letter to the\nMinneapolis Principals Forum and chairmen of committees expressing appreciation\nfor the arrangements made by them for the meetings of the Department and for their\nlovely hospitality. Motion carried.\nMeeting adjourned.\n\n"}
{"page": 423, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n419\n\nChicago, Illinois\nThe Department of Elementary School Principals held two general sessions in the\nUpper Tower Ballroom, Stevens Hotel. The beautiful musical programs which\npreceded each session were given by an elementary-school orchestra composed of\n250 members from the Kay and Ella Flagg Young Schools, directed by E. H. Bergh,\nand a rhythm band from the Lowell School, composed of 200 kindergarten chil¬\ndren, directed by Mary Helen Blaney.\nW. R. Davies presented President McCormick with a gavel made of the steer¬\ning gear of the first trading vessel to enter Lake Superior. The gift was made pos¬\nsible thru the courtesy of one of Superior’s old residents.\nThe topics and speakers for the meetings were as follows:\n\nFirst Session, Monday\nA Symposium\nWhat\n\nIs Mental\n\nHealth?\n\non Mental\n\nPlenzke,\n\nof Community\nof\n\nProspective\n\nAgencies\n\nfor\n\nTeacher-Training\n\nTeachers,\n\nState Teachers\nImportance\n\nDavies,\nMental\n\nof\n\nCaroline\n\nCollege, Upper\n\nMental\n\nHealth\n\nsuperintendent\n\nHealth\n\nfrom\n\nof\n\nCatharine\nReport\n\non\n\nMich.\n\nSchool\n\nAnna\n\n1934\n\nthe\n\nthe\n\nJoint\n\nChildren\n\nof the\n\nReports\n\nof Young\n\nfor\n\nthe\n\ndirector,\n\nMental\n\nMental\n\nHealth\n\nHygiene\n\nof\n\nInstitute,\n\nin\n\nthe\n\nElementary-School\n\nPrincipal,\n\nof\n\nthe\n\nDoctor\n\nof\n\nMedicine,\n\nW.\n\nR.\n\nR. A. Jeffer¬\n\nHygiene\n\nCouncil, Milwaukee,\n\nWis.\n\nCausing\n\nMental\n\nof\n\nJohn\n\nthe\n\nIII\n\nHealth\n\nChildren.\n\npublic schools, Scranton, Pa.\nS. Thomas,\n\nSession, Wednesday\n\non\n\nPeople,\n\nMontclair, N. J.\n\nClippert\n\nSchool,\n\nDetroit,\n\nJuly 5, 1933\n\nthe Emergency\n\nEmergency\n\nin Education,\n\nCollege, Columbia\n\nDepression,\n\nprincipal,\n\nAfternoon,\n\nJoseph\n\nJohn\n\nUniversity, New\n\nRosier,\n\nsociation; and president, State Teachers\nBusiness\n\nHealth\n\nMental\n\nof education, Teachers\nThe\n\nof public\n\nEnvironment\n\nYearbook,\n\nCommission\n\nsuperintendent\n\nof schools, Berkeley, Calif.\n\nB. Zachry,\n\nMeeting\nThe\n\nMental\n\nInstitutions\n\nStandpoint\n\nCaldwell,\n\nSecond\n\nstate\n\nof schools, Superior, Wis.\n\nson, director, Milwaukee\nConditions\n\nHygiene\n\nassistant\n\nVirgil E. Dickson, assistant superintendent\nResponsibility\n\nJuly 3, 1933\n\nWis.\n\ninstruction, Madison,\nCoordination\n\nO. H.\n\nAfternoon,\n\npresident,\n\nK.\n\nNorton,\n\nYork, N. Y.\n\nNational\n\nCollege, Fairmont,\n\nprofessor\n\nW.\n\nEducation\n\nAs¬\n\nVa.\n\nMeeting\nof Committees\n\nA delicious “brunch” was served Monday, 11:00 a. m., at the Chicago Woman’s\nClub. At this delightful family get-together there were more than two hundred\npresent. President Elizabeth McCormick in her greetings stressed the importance\nof cooperation and organization, especially during these trying times. She an¬\nnounced the following nominating committee: Cassie F. Roys, Omaha, Nebraska,\nchairman; A. B. Heacock, Los Angeles, California; L. Daisy Hammond, Dayton,\nOhio; E. G. Grafton, Dallas, Texas; and Ellen M. Sanders, Chicago, Illinois.\nIn the Spanish Room of the Medical and Dental Arts Building, 185 North Wabash\nAvenue, where the Chicago Principals have their club rooms, the semi-annual din¬\nner was held at 6:00 p. m., July 4. The national holiday motif was carried out.\nI he beautiful surroundings and a splendidly arranged program made this occasion\none of the interesting events of the convention.\n\n"}
{"page": 424, "printed_page": null, "text": "420\n\nNational\n\nEducation\n\nAssociation\n\nto visit¬\nOn Wednesday afternoon, July 5, the Chicago Principals were at home\n“Strangest\ning principals from 4 to 6 in their club rooms. An enjoyable skit from the\nserved.\nwere\nments\nRefresh\ned.\nInterlude” was present\nAt the business meeting on Wednesday afternoon, July 5, the president gave an\nhow sub¬\ninspiring talk about keeping the curriculum as it is today. She showed\nlife. Re¬\njects which are considered by some as fads and frills are so essential for\nInter¬\nports from the following committees were read and approved: Committee on\nEmma\nM.\n,\nNecrology\non\ne\nCommitte\n;\nchairman\nnational Relations, Mason A. Stratton,\nBrookes, chairman; Committee on Resolutions, A. B. Heacock, chairman; Report\nof 1935 Yearbook, Bess Clement, chairman.\nFrank\nDue to the absence of John S. Thomas, chairman of the 1934 Yearbook,\nAssociation,\nW. Hubbard, associate director of research of the National Education\nk\nwas asked by President McCormick to report the progress of the present yearboo\nand to tell about the 1934 Yearbook. He called particular attention to the helpful¬\nness to principals which the 1933 Yearbook will render and he urged members\nof the Department to send in articles for the 1934 Yearbook.\nOn motion of Cassie F. Roys, Omaha, Nebraska, chairman of the Nominating\nCommittee, seconded by William E. Hendrie, New York, N. Y., the following offi¬\ncers were elected for the ensuing year: Aaron Kline, Chicago, Illinois, president,\nElizabeth McCormick, Superior, Wisconsin, first vicepresident; Mason A. Strat¬\nton, Atlantic City, New Jersey, second vicepresident; M. Emma Brookes, Cleve¬\nland, Ohio, third vicepresident; Ernest L. Markley, Wheeling, West Virginia,\nfourth vicepresident; Margaret C. Mackintosh, Brooklyn, New \\ ork, fifth vicepresident; Executive Committee: A. B. Heacock, Los Angeles, California, Herbert\nC. Hansen, Chicago, Illinois, Cassie F. Roys, Omaha, Nebraska, and Earl R. Laing,\nDetroit, Michigan.\nThe president directed the executive secretary to read the telegram received\nfrom the Honorable John Boyd Thacher, mayor of the city of Albany, inviting the\nDepartment to hold its next meeting in that city. The executive\nstructed to write Mr. Thacher thanking him for the invitation.\nMeeting adjourned.\n\nExecutive\n\nCommittee\n\nMeeting,\n\nMonday\n\nMorning,\n\nsecretary was\n\nin¬\n\nJuly 3, 1933\n\nStevens\nThe meeting was called to order by President McCormick in Room 451-A,\nt,\npresiden\nick,\nMcCorm\nth\nElizabe\n:\npresent\nwere\nHotel. The following persons\nB.\nEarl R. Laing, first vicepresident; Lillian M. Towne, second vicepresident; H.\nNorton, third vicepresident; Mason A. Stratton, fifth vicepresident, M. Emma\ne\nBrookes, A. B. Heacock, Herbert C. Hansen, and Cassie F. Roys of the Executiv\nCommittee; and Eva G. Pinkston, executive secretary.\nBefore any business was transacted Earl R. Laing introduced Lillian M. Towne,\nwho presented to President McCormick, a gavel made from the railing of a stair¬\nway of a school built in Boston in 1792. It was the first public school of more than\none room. (For story of the gavel see October Bulletin.)\nMinutes of the Minneapolis meeting were omitted on motion of Herbert C. Han¬\nsen, seconded by Cassie F. Roys. Meeting recessed to 9 a. m., Tuesday, so that\ngroup could attend “brunch” at the Chicago Woman’s Club.\n\nExecutive\nThe\nHotel.\n\nCommittee\n\nMeeting,\n\nsecond meeting of the Executive\n\nTuesday\n\nCommittee\n\nMorning,\n\nJuly 4, 1933\n\nwas held in room\n\n451-A, Stevens\n\nThe following persons were present: Elizabeth McCormick, president; Earl R.\nLaing, first vicepresident; Lillian M. Towne, second vicepresident; H. B. Norton,\nthird vicepresident; Mason A. Stratton, fifth vicepresident; M. Emma Brookes,\n\n"}
{"page": 425, "printed_page": null, "text": "Department\n\nof Elementary\n\nSchool\n\nPrincipals\n\n421\n\nA. B. Heacock, Herbert C. Hansen, and Cassie F. Roys of the Executive Commit¬\ntee; and Eva G. Pinkston, executive secretary.\nPresident McCormick called the meeting to order and asked for a reading of the\nminutes of the previous meeting. Minutes of the meeting of July 3 were read and\napproved.\nThe report of the executive secretary was read and discussed. An expression of\nappreciation of the work done at headquarters the past year was made in a motion\nby Miss Brookes and seconded by Mr. Hansen. Motion carried.\nIn studying the problems of finance, the Budget Committee was asked to make\na proposed budget for the Department for the year 1933-34. Herbert C. Hansen,\nchairman of the Budget Committee, submitted the following report:\n\nBudget\n\n1933-34\n\nTotal estimated receipts .\nOffice expenditures and salaries .\nTravel .\nPrinting and postage .\nPermanent fund and annuities .\nInsurance\n\nand\n\ncontingent\n\nfund .\n\n$17,500\n$7,000\n1,000\n7,500\n1,200\n800\n\n$17,500\n\nOn motion of Mr. Laing, seconded\nCommittee for 1933-34 was approved.\n\nby Miss\n\nBrookes,\n\nthe report of the Budget\n\nMr. Heacock asked that plans be studied for paying of the expenses of the Execu¬\ntive Committee to the summer and winter meetings. He suggested that letters be\nwritten to boards of education and superintendents stating the importance of the\nattendance of the Executive Committee and asking that they pay the expense of the\nperson who has been honored in their city.\nMotion by Mr. Laing, seconded by Mr. Heacock, that the executive secretary be\ndirected to exercise every possible economy in publishing the yearbook and the\nBulletin. Types of economies suggested were — bids on publications, time of pub¬\nlishing, number of pages, graphs, cuts, etc. Motion carried. On motion of Mr.\nHeacock, seconded by Mr. Stratton, it was ordered that for this next year the\ntime of publishing the yearbook be left to the executive secretary. Motion carried.\nMotion by Miss Brookes, seconded by Mr. Norton, that the financial reports for\n1932 and 1933 be placed in the October Bulletin. Motion carried.\nMotion by Miss Towne, seconded by Miss Roys, that the sale of yearbooks be\nleft to the discretion of the Executive Secretary. Motion carried.\nMotion by Mr. Heacock, seconded by Miss Brookes, that the price of the bulletin,\nThe National Elementary Principal, be twenty-five cents as long as it is a thirty-two\npage publication. Motion carried.\nMotion by Mr. Hansen, seconded by Mr. Heacock, that a vote of appreciation\nbe sent to those who have made possible the many fine changes in the bulletin,\nexpressing at the same time the hearty cooperation of the executive committee.\nMotion carried.\nMotion by Miss Roys, seconded by Mr. Laing, that a letter be sent to Dr. George\nF. Zook, United States commissioner of education, asking that a study be made of\nelementary education of the United States, similar to the study on secondary edu¬\ncation recently completed by his office. Motion carried.\nPresident McCormick explained fully the reasons as to why a joint program\nwith the Department of Supervisors and Directors of Instruction was not given\nat this time. She expressed\ntime in the near future.\n\nthe hope that such a meeting\n\nmight be arranged\n\nsome¬\n\n"}
{"page": 426, "printed_page": null, "text": "422\n\nNational\n\nMiss Towne\n\nEducation\n\nAssociation\n\ntold of the suggestion by Dr. Emerson\n\nthat a committee\n\nbe formed\n\nfor the study of alcohol and narcotics and made a motion seconded by Mr. Strat¬\nton that the Department of Elementary School Principals ask to be represented on\nDr. Emerson’s Committee. Motion carried.\nMotion by Miss Roys, seconded by Miss\n\nBrookes,\n\nthat the executive\n\nsecretary\n\nwrite the New York City Principals’ Association commending them for the fine\ncontribution made by the Committee on Health of their association, and expressing\nto them thanks for copies received. Motion carried.\nMotion by Miss Brookes, seconded by Miss Roys, that appreciation be expressed\nto our president, Elizabeth McCormick, for the efficient service which she has\nrendered the Department this year and that she be commended for the worth¬\nwhile and instructive programs which she arranged for both the Minneapolis and\nChicago meetings. Motion carried.\nA motion was made by Miss Brookes and seconded by Mr. Heacock, that a vote\nof appreciation be given the principals of Chicago for their delightful hospitality\nand that they be thanked for their personal service in making this meeting most\nprofitable and enjoyable. Motion carried.\nA motion was made by Miss Brookes and seconded by Miss Towne, that an\nexpression of appreciation be sent to the Evanston Teachers Association for in¬\nviting the officers of the Department of Elementary School Principals to their en¬\njoyable reception and tea at the Shawnee Country Club on Sunday, July 2. Motion\ncarried.\nMeeting\n\nadjourned.\n\n"}
{"page": 427, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\n"}
{"page": 428, "printed_page": null, "text": "The department of kindergarten education\n\ngrew out of a meeting of the Froebel Institute of\nNorth America, which met in connection with the\nAssociation’s meeting in Madison, Wisconsin, in\n1884. See Proceedings , 1884 :74.\nThe name of the Department was changed in 1927\nthe Department of Kindergarten-Primary Educa¬\nto\ntion.\nThe officers of the Department for the year 1933-34\nare: President , Mrs. Livia Youngquist Peterson, 328\nDempster Street, Evanston, Ill. ; Vicepresident ,\nNorma Smith, State Supervisor of Elementary Edu¬\ncation, Montgomery, Ala. ; Secretary , Edith Alden\nRosa, 401 Fullerton Parkway, Chicago, Ill..\nFacts relating to the establishment of this Depart¬\nment and records of its meetings will be found in\nearlier volumes of Proceedings as follows :\n1884: 74\n1885 :349-368\n1886:500-559\n1887:331-361\n1888:323-359\n1889 :441-482\n1890:543-581\n1891:527-568\n1892:251-303\n1893 :321-381\n\n1894:679-704\n1895:510-560\n1896:471-514\n1897:584-613\n1898:589-619\n1899:530-574\n1900 :365-402\n1901 :500-539\n1902 :409-429\n1903 :377-406\n\n1904 :415-437\n1905 :341-372\n1906 :626-629\n1907:455-474\n1908:501-541\n1909 :437-456\n1910:375-415\n1911:477-515\n1912:607-632\n1913:425-445\n\n[ 424 ]\n\n1914:405-420\n1915:629-671\n1916:289-310\n1917:417-429\n1918:151-155\n1919:171-178\n1920:191-202\n1921:461-469\n1922 :969-985\n1923:705-718\n\n1924:583-596\n1925:478-503\n1926 :497-527\n1927:457-472\n1928:411-433\n1929 :425-448\n1930:367-389\n1931:467-481\n1932:407-414\n\n"}
{"page": 429, "printed_page": null, "text": "HIGH\n\nLIGHTS OF THE DENVER\nCONVENTION\nOF\nASSOCIATION\nFOR CHILDHOOD\nEDUCATION\n\nMARY\n\nE.\n\nLEEPER,\n\nEXECUTIVE\n\nSECRETARY,\n\nEDUCATION,\n\nASSOCIATION\n\nWASHINGTON,\n\nFOR\n\nTHE\n\nCHILDHOOD\n\nD. C.\n\nLights strongly influence our daily lives. There are guiding lights that\nhold us to the safe course and show us the way just as the high, clear and\nstrong lights point out the path for the night mail planes. There are protect¬\ning lights that tell us when\n\nto stop and change and go, the red, yellow, and\n\ngreen traffic lights. There are inspirational lights, warming and comforting,\nlike candlelight and the light of an open fire. All of these lights we found\nin Denver.\nThere were many guiding lights pointing out the safest courses for teach¬\ners of young children to follow. These were found in the morning spent in\nvisiting the Denver schools, the educational and commercial exhibits, the\ngroup discussions where there was active participation by many teachers.\nThe discussion on reading disabilities was of intense interest to many.\nThe discussion of the conference period particularly emphasized the needs\nof the individual child, the need of the teacher to organize her own thinking,\nand the dangers of routine criticism.\nThe group discussing creative music not only listened to excellent talks\non underlying theories but saw instruments made by children in the Denver\nschools and heard songs whose words and music had developed from the\nexperiences and emotions of those children.\n\nThe discussion on meeting the present emergency in education brought\nout studies of the various methods used by different communities to retain\nkindergartens when their existence was threatened. These case studies came\nfrom Massachusetts, Minnesota, California, Oklahoma and Wisconsin. All\npointed to the fact that a community truly aroused to the needs of little\nchildren will not let their kindergartens close. It was at this conference that\nMary Dabney Davis of the Office of Education urged every primary and\nkindergarten teacher to undertake some piece of systematic research in order\nthat she might have real facts concerning children’s learnings and develop¬\nment to place before the citizens of her own community. Dr. Davis volun¬\nteered to assist in such an undertaking anyone who would write to her and\nask for help.\nAt this same conference Miss Wahlert of St. Louis, said :\nToday more than ever, parents and teachers must get together to think in terms\nof child welfare, take an inventory of what the home can do — where the school must\nsupplement if children are to come thru this era with fewer scars. Parents have had\nno preparation for these rapid social and economic changes. With the rapid shifting\nin the patterns of home life, with practises and attitudes no longer accepted or seem¬\ning to work can children stand the stress and strain? This common interest — the\nwelfare\n\nof children — can bring the home and the teacher closer together. It will be\nthe teacher’s responsibility to bring this about.\nEverywhere about us we are aware of the insecurity of institutions, ideals, old\nstandards. Unfortunately there are many places in this country where insecurity\nis\nfelt by the teacher as well as by the rest of the wage-earners, but she puts aside all\n1 425 ]\n\n"}
{"page": 430, "printed_page": null, "text": "426\n\nNational\n\nEducation\n\nAssociation\n\nfeeling of self and helps the children get their only feeling of security from her. The\nschool is just the same happy place even if the rest of the world is in a sorry mess.\nThe teacher is the one who is the same.\n\nFrom our guiding lights we turn to the traffic lights of red, yellow, and\ngreen. These lights prevent our accidents, demanding that we stop, or\nchange, or go. Dr. Reynolds of the Horace Mann School provided the red\nstop light, the light that makes us pause and consider, when he called atten¬\ntion to the 28,000,000 children and the schools set up to prepare them for\nlife. Dr. Reynolds believes the modern school for the modern child should\ndevelop within him four simple powers: to know things; to do things; to\nthink things; to feel things.\nA modern\n\nschool should determine\n\nas scientifically as possible, what, out of the\n\ngreat mass of human learning, it is worthwhile for a boy or girl to know.\nYes, the modern school should teach children to know the truth. Let them know\nthe truth about our politics, our economic system, our social injustice, our wars. Let\nthem know what liberty is, but let them also know where it does not exist: let them\nget the American concept of equality but let them know where in America equality\nis but a name.\nIt is not enough to know the problems of life: they won’t be solved unless somebody\ndoes something about them. A good school is one in which the children learn to do\nthings. You want the school to build character into your boy. It won’t do it by preach¬\ning to him — nor can character be built by beating. A good school and incidentally a\ngood home is one which constantly sets up situations in which doing the right thing is\ndesirable to the child. In that way, and that way only can character be developed.\nAnd next, the modern school should teach a child to think — not do his thinking for\nhim. I believe that the school owes it to me to help me teach my child how to think\nstraight — in the face of objective evidence. An eminent lawyer once told me that a\ngood citizen is one who has the qualities of an honest juryman; that is, a good citizen\nlike an honest juryman is one who, when faced with a civic decision, weighs all the\nevidence on this side of the case then on the other and by means of straight thinking\narrives at an honest conclusion.\nAnd finally a good school should develop within children the power to feel things.\nWhat we know does not make us what we are. What we think does not necessarily\ndistinguish us as individuals. Even what we do is not an index of our real selves, as\nmodern psychology will substantiate, but, what we feel, and no one in the world\nknows what that is except ourselves — what we feel, that we are. Knowing, doing,\nthinking are after all more or less artificial ; feeling is reality. Nothing great was\never thought or done which was not first greatly felt.\n\nThe yellow traffic light announces “Prepare to change.” Dr. Hall who\nspoke of “The Teacher as an Individual” gave us our signal for “prepare\nto change.”\nWe\n\nhave been attacked from\n\nall sides as never before. We\n\nknow\n\nthat it is not a\n\nbad thing for our schools to be criticized if the sympathy behind the criticism makes\nthe attack stimulating rather than discouraging. We acknowledge with all humility\nthat probably we would have profited by more criticism in the past.\nIt is hard to accept the fact that along with money and a sense of security, we have\nalso lost a certain professional prestige or standing in public esteem. But it has made\nus think — and that is something for which to be thankful. I believe we have chal¬\nlenged our own work as never before and that we have reached certain conclusions\nwhich will motivate us next year.\n\n"}
{"page": 431, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nWhat the individual is in all his human\ncommunity.\n\nEducation\n\nrelationships determines\n\n427\n\nhis value to the\n\nWe who teach all the children of all the people must not develop a professional\nclannishness which keeps us apart from community life.\nThere seems to be a peculiar engrossment in teaching, which tends to crowd out\nnormal interests necessary to balanced living. There also seems to be a tendency to\nlose perspective and thus to magnify details and to become limited to shop talk in\nour contacts with our friends and neighbors. The inevitable attrition of the school¬\nroom may wear thin our saving sense of humor, and we may take ourselves too\nseriously.\nConservation of her individuality is as much the problem of the teacher as is pro¬\nfessional growth. It is of vital importance that she secure sufficient freedom in\nthought and action for development\nand color to her vocation.\nThe\n\nanswer\n\nto the question “Can\n\nof her individuality. This only will give sincerity\none be a teacher and at the same\n\ntime an indi¬\n\nvidual ?” is Yes. The proof lies in the successful personal lives of many teachers.\nBut I am convinced that it is never accidental. It is the result of a definite plan and\na controlling purpose.\n\nIn the informal atmosphere of a modern classroom, where pupils participate freely\nin all activities, the teacher can be herself — natural, direct, genuine, spontaneous.\nIndeed, in this way only can she find and give happiness and help in her association\nwith responsive children. Children recognize sincerity. It is their touchstone and the\nteacher’s open sesame.\nA teacher must recognize her responsibilities as a citizen and inform herself upon\npublic issues of importance. We say that, but do we avail ourselves of these oppor¬\ntunities, not obligations? Are our convictions formed by the brilliant woman whose\ncurrent events class we attend, or do we also listen to the man in the garage, the\nwoman who runs the club or restaurant where we eat, adviser at the bank, or the\nsaleswoman in the shop we patronize? Do we know and respect and digest the opin¬\nions of a large number of people, or do we fall back on the Reader’s Digest ?\nHave we discovered any compelling interest in the world of nature which pulls us\nout of doors in spite of ourselves and provides the safest possible escape mechanism?\nHas any art or craft recently given our unskilled hands and brain a new source of\nsatisfaction, not in the product but in the process?\n\nDare we live out our lives without another degree (even under salary pressure)\nwhen we need long periods of rest and relaxation or time for other pursuits which,\nalas, bring no credits, nothing but inner satisfaction.\nIt takes a real person to be real ; but children will accept no spurious leadership.\nIt is a great adventure to live a life filled to the brim with human experiences. Such\na life is a challenge to every power we possess. It is comparatively easy to learn\nhow to teach ; but it takes a lifetime of schooling to learn how to live with under¬\nstanding, tolerance, and sympathy. Professional training may give us pride in mental\nachievement. Living with our fellows gives us humility. We rejoice in every bit of\nskill which makes us more helpful to children; but we must take our direction anew\neach day. “Seek ye the Kingdom\nshall be added unto you.”\n\nof God\n\nand His righteousness\n\nand all these things\n\nIt is usually easier to obey the green light that says “Go”\nthe red and yellow lights.\n\nthan it is to heed\n\nDr. Threlkeld speaking on “Educating the Whole Child” urges us to\nattempt new things, to attempt new responsibilities, to go forward. He asks\nthese questions : “Do we have the kind of society that makes it possible for\nthe whole personality constructively to express itself? Is our society failing\n\n"}
{"page": 432, "printed_page": null, "text": "428\n\nNational\n\nEducation\n\nAssociation\n\nto provide the proper conditions for the constructive expression of the whole\nchild?”\n\nHow many of us feel that we are doing the thing in life which we would rather do\nas compared to all other vocations available? No matter how much we talk about\neducating the whole child, the child, when he grows up, will be denied a certain very\nimportant component of complete living if he is not privileged to follow a vocational\npursuit which he can follow zestfully. There must be a place for everyone, a job, if\nyou please, in which he can not only make a living but, more important still, one in\nwhich he can express himself constructively.\nIt is possible for each person to have a function to perform in life which he can\nidentify with the most noble purpose which it is possible for him to conceive. But if\nwe are to have a social situation appropriate to the individual who has been edu¬\ncated in accordance with the concept of the whole, integrated personality that the\nnewer education seeks to develop, we must, as adults, bring about the social changes\nnecessary to produce a condition in which the individual may, by reasonable effort,\nprocure security thruout his lifetime and express himself in his leisure time, and\nat all times for that matter, in terms of an ever-growing, ever-enriching life.\nThere is a vast social frontier here. We shall have to become social explorers and\nengineers if we\n\nare to conquer it.\n\nIt is in one of those periods calling for rapid adjustment of the social order that\nwe live at the present moment. We should not be afraid of the challenge. We should\nlook upon it as the greatest of all possible challenges to our leadership in social engi¬\nneering. Many significant adjustments apparently are now under way. How they will\nwork will depend upon the extent to which the people themselves give intelligent\nconsideration to them.\nWe school teachers have been in the habit of thinking that our sole duty with refer¬\nence to social problems lies in teaching the young certain concepts of living. But let\nus bear in mind that this is not enough. We must give attention to the social changes\nthat must be made if life at large is to synchronize with the ideal we have in mind\nfor the life of the individual.\nWe must be active in leading the way in social reconstruction.\n\nThe third group of convention lights I shall compare to the intimate soft\nglow of candlelight and firelight — not too obvious. They are the quiet lights\nthat bring beauty of thought and feeling — that bring peace to the inner man\nand lasting strength for daily living. There were myriads of these soft happy\nlights :\nThe lovely music that preceded many of the programs\nThe beautiful pictures in color of the Colorado wild\nflowers with which an evening program opened\nA friendly tea at the Museum of Art\nThe lecture on Poetry and the Child\nThe drive of sixty-five miles thru the mountain\nEven-tide at Red Rocks\n\nparks\n\nThe thoughtful hospitality of our Denver hostesses\nThe music and dancing of Indians\nContacts with 706 kindergarten and primary teachers\nregistered at the convention.\nSpeeches may soon be forgotten ; but the pleasures of friendship, the\nmemories of mountainsides of blue larkspur, the confidence imparted by the\neverlasting hills — these remain to glow and shine within us always,\n\n"}
{"page": 433, "printed_page": null, "text": "Department\n\nMUCH\nMARJORIE\n\nHARDY,\n\nof\n\nKindergarten-Primary\n\nADO\n\nABOUT\n\nPRINCIPAL,\n\nREPORT\n\nFRIENDS\n\nSCHOOL,\n\nEducation\n\n429\n\nCARDS\nGERMANTOWN,\n\nPA.\n\nMuch ado about report cards in our kindergarten-primary school was a\nwholesome agitation which became a point of departure for organizing a\nparents’ group for the purpose of explaining present practises in school, and\nthe subsequent doing away with report cards.\nThe fact that report cards in 1930-31 were being sent home twice a year\ninstead of four times a year concerned some of the parents who were in the\nhabit of thinking of their children’s progress in terms of academic standing\nrather than developing character, personality, and real learning.\n\nAs a result of the parents’ meetings there was a more active interest in the\nschool by parents who always had been interested and who had stood behind\nthe school and its endeavors but knew not how they might best help the\nschool. Discussions in grade groups of the purposes and outcomes of present\nschool practises led to the question of an intelligent way to give a report of\nthe pupil’s progress in school. This led to the formulation of a report card\nby the teachers of a kind that would clinch the points discussed in meetings\nand that would satisfy the parents. Incidentally, later, when it was sent\nhome it brought to parents who did not attend meetings these purposes and\noutcomes in a way that assured the school they would be pondered over, for\nthere was a column on the report card into which the parents were to put\ntheir checks on many\n\nof the same items checked by the teachers.\n\nHowever, before this report card was put in its final form for use in 193132 a mimeographed copy of it was given to the parents asking them for\ncriticisms and suggestions. More helpful suggestions were received from\nparents after the cards had been checked, signed, and returned to school near\nthe end of the second semester than were given before.\nThe report card just described served a very definite purpose at this time.\nThe parents of each child were reached in a way that assured the school of\nsome reaction on the part of parents. The chief criticism of the card was that\neven tho detailed, it gave neither a picture of the child nor the understand¬\ning of the school which the school wished to give. Consequently the next\nstep in 1932-33 was to send no report cards home, but substitute for them\nthe individual conferences with parents, one near the end of the first semes¬\nter, and one near the end of the second semester.\nTo go from this rather detailed report card, which was sent home twice\na year, to no report card may seem an abrupt change. It was, but the school\nfelt that the parents were ready for it. It was felt that thru the means of\nhaving individual conferences with parents would come: (1) a better\nunderstanding of the school curriculum; (2) a better understanding of the\nchild for the teacher as well as for the parent; (3) a better understanding\nof the problem the school has in giving a report of pupil progress in a\nsatisfactory way; (4) a stronger bond formed between home and school;\nand (5) a means of educating the public to the worth of school practises.\n\n"}
{"page": 434, "printed_page": null, "text": "430\n\nNational\n\nEducation\n\nAssociation\n\nIn preparation for the conferences the teacher’s part was to be able to tell\nhow the child had progressed during the year, using a goal sheet prepared by\nthe school for each grade level as a basis for judging (each teacher had 25\nor more children) ; and to have ready to show to parents samples of the\nchild’s written work of various kinds.\nThe\n\nschedules for conferences were\n\ntaken care of in the kindergarten¬\n\nprimary office and with the teachers’ approval were mailed to the parents\non form sheets prepared for the purpose. Parents with more than one child\nwere, for their convenience, scheduled for more than one conference on the\nsame day. Accompanying\n\neach notice of conference was a mimeographed\n\nsheet\n\nstating the school’s philosophy. The principal and the teachers planned a\nprocedure to use in giving the reports at the conferences which would con¬\nserve the time of both parents and teacher. Suggestions were given the\nteacher for meeting individual differences in parents. The school counselor,\nwho gave the children standardized tests, prepared for the teacher individual\ngraphs for each child showing his progress and that of the group, and in\nthe cases of children who fell below the median a line showing what the\nchild had done sometime previous with the same kind of test.\nAt the time of conference the teacher (1 ) gave the parents an unchecked\ngoal sheet for them to use as the teacher discussed the child in the light of\nthat sheet (the parents could take home\n\nthe goal sheet) ; (2) showed\n\nthe\n\ngraph sheet after first stating its purpose and the use made of it; and (3)\nasked parents any questions about the child she wished and gave parents\nan opportunity to ask questions, to make comments, and to give suggestions.\nAt the last conference the parents were given a written statement to keep\nwhich summed up the child’s characteristics. The kindergarten-primary\nprincipal was present at each conference which concerned a child who in\nany way was having great difficulty in social behavior or in school work.\nThe\n\nteachers had one more\n\nthing to do, something upon\n\nwhich\n\nmuch\n\nimportance was placed by the school, and that was\n\na brief record of the\n\nconference written by the teacher in an examination\n\nbook provided for the\n\npurpose — one book each for the parents of each child and to be used thruout\nthe primary grades for recording conferences. Such points as the following\nwere recorded : whether or not both parents attended the conference ; the\nreaction of parents to this conference method\n\nof giving reports; a list of\n\nquestions asked by parents and comments and suggestions given ; and signifi¬\ncant facts gleaned by the teacher from the parents about the child.\nIt must be stated that 100 percent of the teachers were for this method\n\nof reporting pupil’s progress. The light thrown on the child thru parent\ncontacts as well as light thrown on the parents helped the teachers to go\nabout their work of dealing with personalities more intelligently.\n\nLet us see what was revealed by some\nferences and thru observation of parents.\n\nof the teachers’ records of con¬\n\n"}
{"page": 435, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n431\n\n1. One mother said she liked this way of getting reports. She was surprised\nto have the teacher say one nice thing about her child.\n2. Several parents told spontaneously of what parent the child was the favorite.\n3. Interference and bullying of older brothers and sisters were reported.\nshe could see now that returning to school late in the fall\n4. Aer mother\nBett\nunderssaid\ntandin\ng of the child by teacher and parent\ndid handicap a child.\n5. The sudden nervousness in school of a child was understood when the\n\nI.\n\nmother reported that the child had been locked for half an hour in the\nrumble seat of a car, and a few days later had the experience of being at\nthe circus while a hurricane was raging which infuriated the animals and\ncrashed tent poles. The child told his mother that if he had his life to live\nover he would not have so many awful things happen to him!\n6. The teachers could sense many things in parent-child relationship from\nthe conferences.\n\nconferences gave opportunities for teachers to help parents set up\ngoals for home where eighteen of the twenty-four hours are spent. The\nparents were led to see that home and school programs should not interfere\nwith each other.\nThe\n\nParents who had a great deal they wished to talk over with the teacher\nwere urged to come at another time and continue the discussion.\n\n1. Parents were glad to know more specifically than a card could tell just how\nthe habits of behavior were expected to vary at the different age levels.\n2. Several mothers remarked that they could see that the school was trying\nto do what the home was trying to do.\n3. The following questions asked by a parent indicate that he considered things\nother than academic standing of importance.\na. Is Mary a good sport?\nb. Is her disposition aggressive?\nc. Has she the kind of mind that retains what\n\nshe learns?\n\nd. Is she over-competitive?\n4. The goal sheets eliminated\n\nany question or doubts on the part of parents\nas to the place of the three R’s in the curriculum. The graphs showed that\nobjective evidence as well as subjective evidence was used in determining\nprogress in the tool subjects.\n5. Several parents expressed relief in knowing what their part was in the\n\nchild’s learning.\n6. A father (a lawyer) expressed great surprise and interest when shown\nhow each child’s errors and difficulties in reading were diagnosed.\n7. As a direct result of the conferences two children who had been withdrawn\nfrom school and entered in other school (the parents sensing no difference\nin schools), were\n\n.\n\nund\n\ners\n\ntan\n\ndin\n\ng o\n\nreentered\n\nin our school.\n\npupil progress\n\nf tNinety-eigh\nt percent of parents liked this way of reporting.\n1.\nhe s\nchoo e fathers came to the conferences with the mothers.\n2. Thirty-fiv\nl\n3. Parents saw the place of the standardized test. They saw that while the\ngraph showed the child’s progress based on objective evidence it was the\nresult of one test only and was a test of achievement rather than of ability.\n\n"}
{"page": 436, "printed_page": null, "text": "432\n\nNational\n\nEducation\n\nAssociation\n\nIV. Stronger bond between school and home\n1. A greater number\n\nof parents visited school.\n\n2. There was a better attendance and more activity at group grade\nmeetings.\n3. Theie was a better attendance, especially of fathers at the evening\nmeetings.\n4. Fewer complaints have come to the school started from a person’s misunde\nr¬\nstanding of school practise. Good constructive suggestions based on\nan\nintelligent understanding of school practises have been given by\nparents.\n\nV. Educating the public\n1. An\n\neldeily man with no children in the school greeted the principal outside\nof school, with, “I think it fine the way the school knows each child and\nw hat he needs. Wonderful! ’ (Of course the school has studied individual\nneeds for years but the public didn’t realize it.)\n2. More children from new families were entered for next year than\nwas\nexpected there would be in this time of depression.\n\nIt has been pointed out by educators how the “school’s failure to make\nclear what the school is doing has led to disastrous retrenchments which are\nnow being forced on the school systems during the present crisis.” It has been\nsuggested that superintendents and teachers are not in a position to enlighten\nthe public but that the principals are. My belief is that it is up to the teachers\nto do it. They can do it thru better teaching, the results of which speak for\nthemselves, and they can do it thru individual conferences with parents\nfor these reasons:\n1. No one understands better than the teacher the children in her care.\n2. No one understands the school curriculum as it is put into practise better\nthan the teacher.\n3. The intimate contact with the parent over the concern of his child, his\nmost precious possession, is far-reaching and compelling, and it is at this\ntime that it is best to make clear what the school is doing.\n\nMy plea is for more scheduled, intelligently directed conferences with\npatents in which attention is focused on the child and school and home as a\nmeans\n\nof making home\n\nand school places for developing a race of people\n\nwho will learn a way of living” which demands unselfishness, tolerance,\ndependableness, industriousness, good habits of work and an emotional re¬\nsponsiveness to rich emotional stimuli, with an appreciation of the beautiful\nin music, in representative arts, in nature, in literature, in speech, coupled\nwith moral obligation to realize it ; and educating the public to their re¬\nsponsibility in making possible home and school conditions for this develop¬\nment — and by so doing at this time they help to meet the present crisis in\nthe schools. \"I hink what it would mean to the education of children if the\nparents of each kindergarten-primary school child met the teacher of his\nchild in an intelligently directed conference.\n\n"}
{"page": 437, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nSECRETARY’S\n\nEducation\n\n433\n\nMINUTES\n\nChicago, Illinois\nThe officers for the Department of Kindergarten-Primary Education elected at\nAtlantic City in 1932 were unable to serve. For that reason the Association requested\nMiss Julia Wade Abbot to sponsor a program\ngram followed a luncheon given by the Chicago\nAssociation.\n\nfor the Chicago meeting. This pro¬\nPublic School Kindergarten Primary\n\nMr. William J. Bogan, Superintendent of Chicago Public Schools, gave a brief\nbut inspiring talk before presenting Miss Abbot, who spoke about the Denver meet¬\ning of the Association of Childhood Education. Miss Abbot presented Dr. Mary\nDabney Davis of the Office of Education, who gave a brief outline of the work in\nher Department. Miss Mary Leeper, Secretary of the Association of Childhood\nEducation, gave the high spots of the Denver meeting.\n\n“Much Ado about Report Cards” was the subject of a talk by Miss\nHardy, principal, Primary School, Philadelphia, Pa.\nThis closed the luncheon program. A business session followed.\n\nMarjorie\n\nMrs. Jones, President of the State Kindergarten Association of California, was\nelected chairman of this session. This action was necessary as the Department was\nwithout officers.\nThe report of the Nominating Committee which had been authorized by the Asso¬\nciation was accepted and the following officers were unanimously elected: president,\nMrs. Livia Youngquist Peterson; vicepresident, Miss Norma Smith; secretary, Miss\nEdith Alden Rosa.\nMotions\nMiss Anna Jenkins of Los Angeles, California: That the President of the Depart¬\nment appoint a committee to determine the best means of cooperation between this\nDepartment and the Association of Childhood Education. Seconded and carried.\nMi ss Helen Baldwin of California: That the incoming officers of the Department\nbe requested to ask for representation on the Joint Commission on Emergency in\nEducation, and that state representatives be notified of regional meetings, to the end\nthat the Department may have representation at such meetings. Seconded and carried.\nMotion from the floor: That a Nominating Committee of five be appointed — two\nfrom the floor, and three by the President of the Department — to prepare a slate to\nbe acted upon in 1934. Seconded and carried.\nThe names of Miss Helen Baldwin of Oakland, California, and Miss Ethel Roseland of Los Angeles, California, were presented from the floor; the other three are\nto be appointed by the President of the Department.\nMeeting adjourned.\n\n"}
{"page": 438, "printed_page": null, "text": ".\n\n♦\n\n"}
{"page": 439, "printed_page": null, "text": "Department\n\nof Lip Reading\n\n"}
{"page": 440, "printed_page": null, "text": "The department of lip reading was established\n\nat the Philadelphia meeting of the National Edu¬\ncation Association, in July 1926, following the\nrequired successive meetings of the group, and after\na petition had been presented to the Association.\nThe officers for the year 1933-34 are: President ,\nCoralie N. Kenfield, Teacher of Lip Reading, San\nFrancisco Public Schools, 617 Shreve Building, San\nFrancisco, Calif. ; Vicepresident , Estelle E. Samuelson, Supervisor, Education and Employment Work,\nNew York League for the Hard of Hearing, Inc., 480\nLexington Avenue, New York, N. Y. ; SecretaryTreasurer, Jane Cronholm, 1213 Seventh Avenue,\nRock Island, Ill.\nMeetings are held once each year in July. Facts re¬\nlating to the establishment of this Department and\nthe record of meetings are to be found in earlier\nvolumes of Proceedings as follows :\n1926 :1067-1 100\n1927:473-486\n\n1928 :435-449\n1929:449-462\n\n[ 436 1\n\n1930 :391-400\n1931:483-494\n\n1932 :415-422\n\n"}
{"page": 441, "printed_page": null, "text": "SPECIAL\nFRANK\n\nEDUCATION\n\nG. BRUNER,\n\nDIRECTOR\n\nAND\nOF\n\nEDUCATION,\n\nTHE\nSPECIAL\nCHICAGO,\n\nHEARING\n\nHARD\n\nOF\n\nSCHOOLS,\n\nDEPARTMENT\n\nOF\n\nILL.\n\nspite of\nModern society is thoroly convinced of the value of education in\nchild\nthe carpings of certain newspapers. There is a conviction too, that every\nplace in\nhas a right to the kind of education that will best fit him to take his\nto edu¬\nthe world. Regardless of the character of his handicap, he is entitled\ncational training up to the full measure of his ability to learn.\nto a\nAssuming, then, that a hearing defect constitutes a serious handicap\nchild in his school work, the problem of the hard of hearing obviously falls\nof\nwithin the province of special education. Some cities take care of the hard\nhearing in classes with the deaf. Others have special schools or classes for\nthem, while still others keep these children in the regular classes, and provide\nsupplementary instruction in lip reading two or three class periods a week by\na specially trained teacher who travels from one school to another for this\npurpose.\nThat the hard-of-hearing child should not be placed in a class with the\ndeaf seems reasonably certain. They already have their speech and language\nbackground and, if it seems advisable, may be taught by means of voice am¬\nplifying devices. Their rate of progress should be much more rapid than that\nof deaf children. Then, too, in classes with the deaf, hard-of-hearing children\ninevitably take on the mannerisms and habits peculiar to this group.\nWhether a hard-of-hearing child can carry on his school work in classes\nwith children of normal hearing, provided he is given additional instruction\nin lip reading, will depend upon his intelligence and on his hearing loss. No\nchild should be removed from normal contacts except when it becomes abso¬\nlutely necessary. Our experience in Chicago has been that most children with\nvery serious hearing defects require an educational regimen which differs\nradically from that of the regular grades. They do satisfactory school work\nonly when placed in special classes where the membership is small and where\nthe instruction is individual. With a hearing loss of 20 to 30 percent their\nspeech often becomes defective or unnatural, and they require more attention\nthan can be given in two or three lessons a week by a peripatetic lip-reading\nteacher. Where the hearing loss is less than 20 percent, several lip-reading\nlessons a week may be very valuable against the day when the hearing be¬\ncomes more defective, or lost entirely.\nThe first step in a program for hard-of-hearing children is the discovery\nof those who require special attention. Determining the amount of hearing\nloss, its cause, and its probable development are clearly matters for otologists.\nBut there are not a sufficient number of otologists in the country to examine\nadequately the ears of all children of school age. The first selection must\ntherefore be made by some other agency. Experience has demonstrated that\nclassrooom teachers who have not been carefully trained to test hearing, do\nit very unsatisfactorily. Nor are the examinations made by school medical\ninspectors on the whole any more satisfactory. Tests with the 4- A Graybar\n[ 437 ]\n\n"}
{"page": 442, "printed_page": null, "text": "438\n\nNational\n\nEducation\n\nAssociation\n\nAudiometei\n\nin the hands of a nurse or a teacher carefully trained in its use,\nbring good results when the findings are checked by competent otologists.\nThis is the method we are trying to follow in Chicago.\nOui next problem is to determine just how many children suffering with\nmore than 12 percent hearing loss in one or both ears should have lip-reading\ninstruction. Clearly not all, nor indeed any considerable proportion of them.\nMany w ill be found to have nose, throat, and middle ear congestions which\n\"\nrespond to medical and surgical treatment. To my mind this is the most\nimportant result of a testing program, as these complications, if\nneglected,\nmight lead to serious hearing losses, if not to deafness itself.\nI am not altogether familiar with the results obtained where\nchildren\nenrolled in regular hearing classes, are given lip-reading instru\nction by peri¬\npatetic teachers. If such a plan were followed consistently 8000\nhard-ofhearing children would require this instruction in the\ncity of Chicago,\nwhereas at the present time we are reaching less than 300.\nWe were about\nready to launch a more extensive lip-reading program when\nthe depression\nhit us.\nUnquestionably the greatest need presented by the hard-of-hearing school\nchild, and the one which is most inadequately met, is his prepar\nation for\nemployment. These chddren should have vocational guidance and\nafter they\nhave gone to work, their careers should be carefully followed and directe\nd.\nI know of no place where this type of program is being carried out in\na satis¬\nfactory manner. It is however, the cornerstone to success in the educat\nion of\nthe hard of hearing.\nLoss, of hearing is not a handicap which need affect an individual’s eco¬\nnomic independence, his social usefulness, his happiness,\nor his leadership in\nthe community. It is our province as educators, and a challen\nge in particular\nto those of us engaged in special education, to so train the\nhard of hearing in\nschool that they may go out into the world wholly self-respectin\ng and selfsustaining members of society.\n\nA CENTURY\nMRS.\n\nHARRIET\n\nANDREWS\nVOLTA\n\nOF\n\nPROGRESS\n\nIN\n\nLIP\n\nMONTAGUE,\nASSISTANT\nBUREAU, WASHINGTON,\n\nREADING\n\nEDITOR,\nD. C.\n\nVolta\n\nReview ,\n\nThere\n\nhas not been a century of progress in lip reading. The\nactual\nprogress in teaching lip reading to adults covers a perio\nd of forty years.\nNeither adults nor children received instruction in this\nart in the United\nStates prior to 1860. This was partly due to Thomas Gallaudet’\ns introduc¬\ntion of the manual system of teaching the deaf. The first\noral schools for deaf\nchildren were opened in 1867 and the following\nyears. Adults applied to\nthese schools for lip-reading lessons, but the teachers\nhad not developed a\nsystem adapted to the hard of hearing, and the instructio\nn was slow and\ndifficult.\n\nAlexander Graham Bell did much to further the cause\nof lip reading. He\ncalled the first lip-reading conference in Chautauqua in\n1894. This marked\n\n"}
{"page": 443, "printed_page": null, "text": "Department\n\nof\n\nLip\n\nReading\n\n439\n\nthe beginning of the modern period of lip reading. The forty years since that\ndate may be divided into decades which show roughly the progress made.\nFrom 1894 to 1904, the first private schools of lip reading for adults were\nopened. Edward B. Nitchie of New York and Martha E. Bruhn of Boston\nbegan to develop their methods. From 1904 to 1914, private schools in¬\ncreased rapidly in number, as graduates of the Bruhn and Nitchie schools\nopened classes in the larger cities thruout the country. From 1914 to 1924,\nlip reading was introduced into the public schools. Evening classes for adults\nwere established, and lip reading was taught to hard-of-hearing children in\nthe grammar grades. The period from 1924 to 1933 has seen a great expan¬\nsion in public interest, and lip reading has attained a definite place in public\nsystems of education.\nThe modern tendency is toward making lip reading entirely a publicschool activity. This means that the standards for training teachers will be\nhigher and more exacting. There may also be developed tests of lip-reading\nability, which are now lacking.\n\nAmong modern departures are the Jena Method, taught in Michigan\nState Normal College ; the use of motion pictures in lip-reading instruction,\nbeing experimented with at Ohio State University; the vibration method\nbeing taught in schools for the deaf, which develops phenomenal lip-reading\nability; and the psychological experiments being carried on at Clarke School.\nTEACHING\n\nTHE\n\nLEARNING\n\nAND\n\nBESSIE\n\nL. WHITAKER,\n\nASSOCIATE\n\nNORMAL\n\nPROFESSOR\n\nCOLLEGE,\n\nOF\nOF\n\nSPEECH\n\nSPECIAL\n\nYPSILANTI,\n\nREADING\n\nEDUCATION,\n\nSTATE\n\nMICH.\n\nWhen visible effects of the movements of the organs of speech are under¬\nstood in terms of meanings as audible effects are understood, there is speech\nreading, that is, there is what might be termed speech seeing. Normally there\nis what might be termed speech hearing. Speech reading, in the sense used in\nthis discussion, becomes necessary when there is a cut-off in the auditory\npathway to the brain because of the failure of the conducting mechanism\n(the ear), which normally receives the air vibrations that are set in motion\nas one person speaks to another. The object of this discussion is the consider¬\nation of the way in which speech-reading ability is acquired.\nThe direct approach to the subject is chosen. We seek to point out a con¬\nception of the process of learning speech reading that is in line with physio¬\nlogical psychology. We consider it as what has been termed in the speech\nlaboratory the genetic development of the interpretative process of speech.\nIn the nature of speech lie the problems of our interpretation of speech.\nAs one talks the speaking is seen in its total effects of natural phrase inter¬\nplay. Speech is not simply a phonetic event. The difficulties of interpretation\non a phonetic basis, on the assumption that movement effects in talking\ncorrespond definitely to individual sounds, are well known. Hence the\nfutility of training in the phonetics of facial alphabets.\n\n"}
{"page": 444, "printed_page": null, "text": "440\n\nNational\n\nEducation\n\nAssociation\n\nBut the complete pattern of actual speech, including the rhythm of speech,\nmust be aroused by means of the seemingly inadequate slight tho constantly\noccuiring visual stimuli. These must be made adequate — and here is the\npoint of the discussion — thru the arousal of the complete kinesthetic or musculai -sensation pattern of actual speech in one’s own speaking\nprocesses.\n1 his is brought about by a full association process, a fusion of the full pattern\nof speech with the slight visual appearance. When these visual appearances,\n•acting as stimuli, arouse the complete motor pattern and this is established\nin habit, the speech-reading ability is functioning.\nSensations reach the different areas of the brain and fuse. To effect this\nmete must be expenence registered in the brain thru one pathway — the\nmuscular-sensation pathway — coincidentally with the experience thru an¬\nother pathway — the open pathway of vision of movement. The slight visual\nstimuli then become the means of the speech interpretation.\nI he foundation for the arousal of the muscular sensations in speaking is\nin the organic feelings. The shifting of dominance from the old auditory\npathway to vision of movement and kinesthesis is in the genetic order of the\ndevelopment of sensory paths, the order of the process of original (infant)\norientation and speech development: (1) organic feeling, (2) kinesthesis and\ntouch and pressure, (3) hearing, (4) and (5) vision of movement, vision of\nletters.\n\nSo much of the conditions for speech reading, just indicated, is in the\nmechanism of the association process, involving the auditory, the visual,\nand\nthe motor-speech areas of the brain. Of course there is operative at the same\ntime the con elated functioning of the brain at higher levels and centers for\nthe meaning patterns, as in all perceiving.\nBut vision of movement for speech interpretation or speech reading is\nmade effective thru the rearousal of the muscular-sensation or kinesthetic\npathway. This emphasis of kinesthesis is the central idea of our work in the\nMichigan State Normal college at Ypsilanti.\nThe practical significance of speech reading is in the significance of speech\nas a means of human intercourse. Without intercourse one is cut off from life.\nFINDING\nHAZEL\n\nWALKER,\n\nTHE\n\nAUDIOMETER\n\nHARD-OF-HEARING\nEXAMINER,\n\nPUBLIC\n\nCHILD\n\nSCHOOLS,\n\nCHICAGO,\n\nILL.\n\nDeafness in children, as in adults tends to conceal itself, tho not for the\nsame reason. Children who do not hear perfectly are not always aware of\nthe fact. I have found many children who have never had an earache or any\ntrouble with their ears who have imperfect hearing. Children who are back¬\nward in school wTork are often retarded because of defective hearing, while\nthis condition may not even be suspected by the instructor or the child\nhimself.\nDefects in school children’s hearing vary from slight defects that are\nscarcely noticeable, to deafness so severe that segregation of such children in\nseparate smaller classes is necessary. The first objective in our hearing tests\n\n"}
{"page": 445, "printed_page": null, "text": "Department\n\nof\n\nLip\n\nReading\n\n441\n\nshould be to detect the children who are severely handicapped, and segregate\nthem in smaller classes where they can be given lip reading. The second\nobjective is to find the group of children with moderate defects who do not\nrequire segregation, but can overcome the handicap with treatment, and a\nrecognition of the situation by the child and the teacher. Many of these chil¬\ndren should be given a foundation of lip reading for future insurance altho\nmany of them will have the defect cleared up permanently.\n\nThe hearing tests which I have been carrying on in the Chicago Schools\nhave been done with the 4-A Audiometer and the 2-A Audiometer. The 4-A\nAudiometer, for those who are not familiar with it, is a machine for survey\nwork. It is a machine similar to a victrola. Ear phones are attached. Eight\nto forty children may be tested at one time, or an individual test may be given\nto a child too small to write numbers. The children with ear phones on one\near listen to numbers from a record, writing what they hear on a sheet of\npaper. The numbers come thru in weaker and weaker tones as tho the person\nspeaking were walking away from them. The test shows in black and white\nwhere the child stops hearing. It shows quickly the child with normal hear¬\ning. If a child hears no numbers on this record his hearing loss is over 30\npercent. It is the showing in black and white that has the effect on the child,\nthe parent and the teacher. These tests must be made very carefully however.\nThe result of the first test should not be taken as final. Concentration and\nattention have much to do with hearing. Nervousness and fear affect con¬\ncentration and attention. The child comes for a second chance interested in\ndoing his best. Consequently the results of a second test are more accurate.\nWhisper tests are given to children in the kindergarten, first and second\ngrades, and those children who fail to hear at fifteen or twenty feet are given\nan individual audiometer test, the examiner writing the numbers as the child\ntells her what he hears. These children are not hard to test if a game is made\nof it.\n\nThe follow-up work is very important in this work. Due to present finan¬\ncial conditions in Chicago we have had to leave it to the principals and the\nteachers to follow up the cases found in their schools. I believe I can safely\nsay this work has been done rather well under the circumstances.\nThe cooperation of the clinics and the otologists of the city has been splen¬\ndid. Hundreds of tonsils and adenoids have been removed due to these tests,\nand many, many cases have been treated without charge. Many of the\nparents follow me up after the child has had treatment for a retest, and it is\nvery gratifying to realize the improvement brought about by a few treat¬\nments by a doctor who understands the condition.\nProper seating in the classroom is very necessary for these children. I do\nnot advocate the front seat, but a seat second or third back in the middle of\nthe room, for these children have to hear what is said in the back of the room\nas well as what is said in the front of the room. They should be allowed to\nmove around the room when they need a more advantageous seat. The\nknowledge of the teacher of the child’s defect helps as she often talks more\ndirectly to him.\n\n"}
{"page": 446, "printed_page": null, "text": "442\n\nNational\n\nEducation\n\nAssociation\n\nI have been talking of the cases which can be helped and adjusted in the\ngroup, and they are numerous, but there is the group which should for their\nown good be segregated. I do not believe, however, in segregating a child\nuntil it has been shown that there is nothing that can be done to help the\ncondition. If the prognosis is “nerve involvement progressive deafness,” then\nthe sooner the child can be given lip reading the better. These are the children\nwho are put in our hard-of-hearing department. A small percentage of chil¬\ndren have been sent to these departments this year. There is often parental\nobjection to this segregation.\nAt the Bell School one of the larger centers for the deaf and hard of\nhearing, Miss Mattocks has tried out the experiment of letting these chil¬\ndren be enrolled in the regular classes but has released them for lip reading\ncertain periods of the day. This has worked out very nicely and to date these\nchildren have been able to hold their own. There are 75 or 100 children with\nmarked\n\nhearing defects carrying on in their grade work\n\nin the regular\n\nschools, in spite of this handicap. They are the natural lip-readers. They\nshould have some formal work in lip reading and it is my hope that next year\nwe will be able to handle this for them. However before leaving the schools\nwhere I have found these children I have called them to me and given them\na talk on the necessity and possibility of lip reading.\nThe 2-A Audiometer for those who do not understand this machine, is a\ndifferent test, used for those children who show more than a 30 percent loss\nof hearing. It is an individual test and shows to the examiner and to the\notologist whether high or low tones are gone, apparently making it easier for\nthe doctor to ascertain more readily where the trouble lies. In very deaf\nchildren remnants of hearing may often be detected by the 2-A Audiometer.\nI am only scratching the surface of this work in Chicago. I have a plan\nfor next year I am hoping to be able to carry out. The financial situation in\nall school systems at the present makes it impossible to be allowed larger\nappropriations for the work. With the cooperation of the otologists interested\nin this work, I am hoping to be able to have them go into the schools and\nteach the teachers to give whisper tests to all children. This will eliminate\nthe defective cases quickly and give me more time to check up and follow up\nthe defective cases with the Audiometers. To date it is only a hope, another\nyear will prove whether it can be done successfully.\n\nSECRETARY’S\n\nMINUTES\n\nChicago, Illinois\nThe seventh annual meeting of the Department of Lip Reading of the National\nEducation Association was called to order on July 4, 1933 at Hotel Stevens, Chicago,\nCoralie N. Kenfield, president, presiding. The minutes of the previous meeting were\nread and approved. A letter of greeting from Caroline F. Kimball, first president of\nthe Department, was read. The reports of the secretary-treasurer were read and\napproved. As no official reports from committee chairmen had been received, the\nsecretary’s reports on the publicity committee, the program committee,\nvision of the constitution committee were read and approved.\n\nand the re¬\n\n"}
{"page": 447, "printed_page": null, "text": "Department\n\nIn reviewing\n\nthe work\n\nof\n\nLip\n\nReading\n\n443\n\nof the past year the president said that the Department\n\nwas\n\ninterested in the welfare of three groups, namely, the hard-of-hearing child, the\nhard-of-hearing adult, and the teacher of the hard of hearing. She spoke of the\nmimeographed publication Method and T echnique as being one way of bringing\nteachers into closer touch with each other thru the exchange of new ideas in present¬\ning material. With reference to the memorandum for the Department of Lip Reading\nas compiled by the Department of Research, N. E. A., and entitled The Education of\nthe Deaf and the Hard of Hearing she felt that teachers should from time to time\nsend in statistics regarding registration figures, or any data throwing light on the\nwork for the hard of hearing in any given district in the United States. She said that\nthe memorandum merely offered a hint as to what teachers might accomplish thru\ntheir membership in the Department of Lip Reading of the National Education\nAssociation. The president urged teachers to help local libraries, and especially\nteachers’ libraries of the public schools, to secure lip-reading texts, and books and\npamphlets dealing with deafness. She cited the fact that she herself contributed her\ncopies of the Volta Review\nSan Francisco.\n\nand of the Auditory\n\nOutlook to the Teachers’\n\nLibrary in\n\nA letter from Elise H. Martens, president of the Department of Special Education\nwas read. In this letter the Department of Special Education cordially invited the\nDepartment of Lip Reading to associate with and to become a part of the Department\nof Special Education. “It is understood that such action is not to prevent those whose\nmajor interest is the education of the deaf and hard of hearing from organizing\nthemselves into a section of the Department of Special Education should this be the\ndesire of a sufficient number.” Action was left to the incoming administration.\nThe constitution in its revised form was read and voted on, article by article, and\nthen adopted as a whole.\nBefore calling for nominations for officers the president stated that altho there was\nno provision in the bylaws, it was an unwritten law in the Department that no officer\nshould serve more than two years in succession. She said that the present secretary\nhad devoted a great deal of time and effort in carrying out the duties of the office\nduring the past two years, and had rendered most efficient service but that she was\nnot a candidate for re-election. The following officers were elected for 1933-34:\nCoralie N. Kenfield, San Francisco, president; Estelle E. Samuelson, New York,\nvicepresident, and Jane Cronholm, Rock Inland, Ill., secretary-treasurer.\nThe president then appointed Helen Scriver a committee of one to confer with the\nofficers of the Department of Special Education to devise ways and means whereby\nthe Department of Lip Reading might associate with and become a part of the De¬\npartment of Special Education and yet not lose its own identity. A vote of thanks was\ngiven to the Sonotone Corporation for wiring the hall. The secretary was asked to\nwrite the usual notes of thanks, and to send to each member a copy of the constitu¬\ntion as adopted. It was reported that 90 people had been in attendance at the program\nand that the fifty ear phones furnished by the Sonotone Corporation had all been in\nuse. Registrations at the exhibit booth on the lower floor of the hotel exceeded 100.\nMeeting adjourned.\n\n"}
{"page": 448, "printed_page": null, "text": "■\n\n"}
{"page": 449, "printed_page": null, "text": "Department\n\nof Rural Education\n\n"}
{"page": 450, "printed_page": null, "text": "The department of rural education grew out\n\nof the Department of Rural and Agricultural\nEducation which was authorized by the Board of\nDirectors in 1907. See Proceedings , 1907 :44-45. At\nthe Chicago meeting in 1919, the Department was re¬\norganized with three organized rural groups then\nexisting — the National Association of State Super¬\nvisors and Inspectors of Rural Schools, the County\nSuperintendents' section of the National Education\nAssociation, and the National Association of Persons\nEngaged in the Preparation of Rural Teachers —\nunder the name of the Department of Rural Educa¬\ntion. See Proceedings , 1920:279.\nThe officers of the Department of Rural Education\nfor the year 1933-34 are: President , Agnes Samuelson, State Superintendent of Public Instruction, Des\nMoines, Iowa; Vice-president, R. E. Jaggers, Director\nof Teacher Training, State Department of Educa¬\ntion, Frankfort, Ky. ; Secretary , Mrs. Katherine M.\nCook, Chief, Division of Special Problems, U. S. Office\nof Education, Washington, D. C. ; Executive Com¬\nmittee: M. S. Pittman, Director of Rural Education,\nState Normal College, Ypsilanti, Mich. (Term ex¬\npires 1934) ; Helen Hay Heyl, Assistant in Rural\nEducation, State Education Department, Albany,\nN. Y. (Term expires 1935) ; 0. H. Plenzke, Assistant\nState Superintendent of Public Instruction, Madison,\nWis. (Term expires 1936) ; Fannie W. Dunn, Profes¬\nsor of Rural Education, Teachers College, Columbia\nUniversity, New York, N. Y. (Term expires 1937) ;\nSue Powers, Superintendent of Shelby County\nSchools, Memphis, Tenn. (Term expires 1938).\nThe Department meets twice each year, in Febru¬\nary and in July. Facts relating to the establishment\nof this Department and the record of meetings are\nfound in earlier volumes of Proceedings as follows :\n1907: 44- 45\n1908:1187-1215\n1909: 953- 992\n1910:1081-1114\n1911:1117-1161\n1912:1365-1413\n1913: 801- 818\n\n1914: 877- 907\n1915:1131-1159\n1916: 613- 636\n1917: 599- 613\n1918: 271- 293\n1919: 281- 288\n1920: 271- 303\n\n1921: 523- 616\n1222\n1922:1099841\n1923: 745714\n1924: 651576\n1925: 522600\n1926: 5371927: 497-\n\n[ 446 ]\n\n559\n\n1928:\n19291930:\n1931:\n1932:\n\n543\n453541\n463499\n401540\n495- 453\n423-\n\n"}
{"page": 451, "printed_page": null, "text": "TO\n\nMEET\n\nASSISTANT\n\nSTATE\n\nA PROGRAM\nO. H.\n\nPLENZKE,\n\nINSTRUCTION,\n\nTHE\n\nSITUATION\nOF\n\nSUPERINTENDENT\n\nMADISON,\n\nPUBLIC\n\nWIS.\n\nWhat the public needs is understandable information about education.\nThe teaching profession as a whole has been too smug in its reliance upon\nuniversal desire for good schools. That general desire is now being scuttled\nby economic fear, distortion of facts on school costs, and continual pressure\nto reduce property taxes upon which, unfortunately, schools still have to\ndepend for support.\nThe foes of education have easy entree to the best means of disseminating\npropaganda to drive the harassed citizen to desperation in seeking relief\nwithout a clear conception that the hard-won gains of years may be destroyed.\nEach state should so organize its forces that the people may be given accu¬\nrate information about school costs and services. An apologetic defense must\ngive way to aggressive sponsorship of education. Under-cover and lateral\nattacks must be met with a vigorous offense which not only justifies educa¬\ntion in good times but makes it all the more imperative to maintain standards\nduring “off” periods. The only business that has had a heavier load to carry\nsince 1929 is education.\n\nThe best agency to correlate a program of fact-projection is the state edu¬\ncation association. Under its leadership the state department, the National\nCongress of Parents and Teachers, League of Women Voters, American\nLegion, and other groups may be made an effective aggregate in behalf of\neducation.\n\nTHE\n\nEFFECT\n\nWILLIAM\n\nOF\n\nTHE\n\nPRESENT\n\nON\n\nRURAL\n\nA. BOERGER,\n\nCOUNTY\n\nSITUATION\n\nSCHOOLS\nSUPERINTENDENT\n\nST. CLOUD,\n\nWhile\n\nECONOMIC\n\nOF\n\nSCHOOLS,\n\nMINN.\n\nin some sections conditions are still encouraging, the area in which\n\nnon-payment of taxes threatens to impair rural-school activities greatly ex¬\nceeds that of the former kind. This situation grows out of the general depres¬\nsion and will not yield to efforts based exclusively upon educational plans.\nThe condition is nationwide, but the remedy must be purely local and must\ninclude the efforts of financiers, manufacturers, and legislators. Cause and\neffect are too widely separated, in actual physical distance as well as in their\neconomic interrelation, to enable any single group to devise and put in opera¬\ntion a general emergency plan aiming at a lasting solution.\nActual sacrifice on the part of all concerned will play a large part in local\nalleviation, and a wise program of future activities will act as a safeguard\nagainst the return of the malady. Rural sections must be made to appreciate\nthe cultural value of a school-acquired education, as distinguished from its\nmoney-getting ability, and the dollar standard of measuring results will have\n\n[447]\n\n"}
{"page": 452, "printed_page": null, "text": "448\n\nNational\n\nEducation\n\nAssociation\n\nto be translated into terms of service, tho that service be rendered in the\nhumblest of farm labors which the school must help to raise to an equal\ndignity with other occupations and professions.\nTwo great factors will have to cooperate toward bringing about these\nresults. On the one hand rural people must be filled and inspired with a\nwholehearted confidence. This can only come thru a sincere and honest dis¬\ncharge of duty on the part of those engaged in the work, without any efforts\ntoward catering to unrelated commercial interests. On the other hand our\nrural teachers will have to abandon their present readiness to apologize for\nthe line of work in which they are engaged, and to substitute therefor a great,\nennobling pride !\n\nCURRICULUM\n\nCHARACTERISTICS\n\nRURAL\nEMORY\n\nN. FERRISS,\n\nGRADUATE\n\nSECONDARY\nSCHOOL\nITHACA,\n\nAND\n\nTRENDS\n\nIN\n\nSCHOOLS\n\nOF EDUCATION,\n\nCORNELL\n\nUNIVERSITY,\n\nN. Y.\n\nThe problem of providing a curriculum-offering meeting modern de¬\nmands and sufficiently extensive and varied to suit the abilities, interests,\nand purposes of rural youth has several angles. All studies of the subjects\noffered by the rural high school have forced one to the conclusion that its\nprogram is predominantly academic in character and that the central core\nis most frequently composed of the more traditional subjects. Altho the\ninvestigation of requirements for graduation indicates some gain in the direc¬\ntion of . flexibility the traditional idea of discipline seems even yet to hold\nmuch influence. The data on trends or changes, on the other hand, seem to\nshow rather clearly that subjects are being introduced that have possibilities\nin the direction of closer relations to modern life and modern problems.\nAgain, the data indicate that the curriculum offerings have been becoming\nmore extensive each year. In a sense, each of these inferences is probably\ncorrect.\nAltho the data indicate that all size-groups of rural high schools are add¬\ning to their curriculum offerings more than they are dropping, two facts not\nmentioned before indicate that schools with enrolments of fewer than 150\npupils, and they comprise at present about 90 percent of the rural high\nschools, cannot extend their offerings much beyond what they are now offer¬\ning. The first fact is that, with the present teaching staff, the pupil-teacher\nratio in those schools is less than fifteen to one. The second fact is that the\nmedian teaching load of teachers in those schools at present is about four\ndifferent subjects representing two major subjectmatter fields. Unless a new\norganization of subjectmatter reducing the number of subjects, or a new\nmethod making it possible for one teacher to handle successfully two or more\nsubjects at a time, comes to our aid, some solution to the problem of cur¬\nriculum offerings must be found apparently other than that of merely adding\nnew subjects. Again, correspondence courses cannot, it would seem, be looked\n\n"}
{"page": 453, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n449\nto for a solution because of a number of inherent weaknesses, such as teachers\nuntrained in courses pursued, and the lack of personal contact on the part\nof the pupil with persons interested in the subject studied.\nThere is, it would appear, a fundamental problem to he solved before\nadequate and suitable programs of studies can be provided in rural high\nschools. The data on characteristics of programs of studies and on require¬\nments for graduation indicate the persistence of the theory of curriculum\nemphasizing the traditional academic core and the disciplinary value of\ncertain specific subjects. The data on changes or trends indicate the entrance\nof the theory of subjects related to individual and social needs. These are\nreally two irreconcilable points of view. According to the former all pupils\nin rural high schools, since we do not know what they may do ultimately,\nshould be required to study the subjects ordinarily demanded for college\nentrance and of general value as disciplines. This point of view is supported\nby those who maintain that these traditional subjects should be the core of\nall rural high-school curriculums and that in the smaller schools they should\nbe the curriculum. The second point of view which is less clearly defined\nand which has resulted in the introduction of the newer subjects, particularly\nin the larger schools, cannot be successful in the fullest sense so long as the\ntraditional view has the weight it now has in rural high schools. Yet, this\nsecond point of view must, it seems to the writer, prevail ultimately, if the\nrural high school, particularly the smaller school, is to meet most adequately\nits educational responsibilities.\nIn the writer’s judgment, the second point of view as it should be defined,\nwill represent the application in the curriculum of the rural high school of a\nphilosophy of secondary education with three major tenets: (1) that the\ncurriculum offerings of the rural high school must contain educative mate¬\nrials representing all the various types of learning situations necessary for a\nrich and well-rounded growth and promotive of exploration of the various\ntypes of abilities; (2) that the subjects, or units of subjectmatter required of\nall pupils must be reduced to the minimum and must possess high proven\nvalues in promoting those personal and social characteristics and adjustments\nessential or highly desirable for all normal persons rather than those subjects\nregarded as valuable in the training of a select group with pronounced aca¬\ndemic interests and abilities; and (3) that in the upper years there will not\nbe one core but opportunity increasingly afforded the pupil to select and\npursue one or more cores or sequences according to his interests, abilities,\nand needs. The adequate interpretation of such a philosophy of curriculum\nofferings will require the intimate study and analysis of the educational\ninterests and needs of all children living in rural areas.\nIn conclusion, the consideration of the curriculum characteristics and\ntrends in rural high schools indicates the operation of two conflicting and\nirreconcilable theories of secondary education. In practise we are still in large\nmeasure trying to meet the educational needs of all pupils thru curriculum\nmaterials originally designed to prepare a select group for entrance to college\nwhen the idea of general discipline was prevailing. Newer subjects of more\n\n"}
{"page": 454, "printed_page": null, "text": "450\n\nNational\n\nEducation\n\nAssociation\n\ndirect relation to the everyday affairs and activities of modern life as lived by\nthe ordinary man and woman, and in which great group most of the pupils\nat present in our high schools will ultimately find their place, have been in\nrecent years gaining some recognition in the curriculum offerings of rural\nhigh schools. They have become, however, only supplemental to the older\nvested subjects, rather than subjects regarded as having within themselves\nvital growth materials. Since the curriculum offerings of rural high schools\nare often severely limited, the most immediate and serious problem appears\nto be the determination of the major responsibilities and objectives of the\nsmaller secondary schools and the development of primary curriculum offer¬\nings designed to yield the most in the way of direct values to the greatest\nnumber of rural boys and girls. Schools able to do more should then, it would\nseem, develop additional sequences and cores, as far as possible, or feasible,\ndirectly bearing upon the special interests and needs of specific groups and\npupils.\nSOME\n\nMAJOR\n\n\\\n\nWILLIAM\n\nH.\n\nCURRICULUM\nPROBLEMS\nSECONDARY\nSCHOOL\n\nBRISTOW,\n\nDEPUTY\n\nINSTRUCTION,\n\nSTATE\n\nIN\n\nTHE\n\nSUPERINTENDENT\n\nHARRISBURG,\n\nOF\n\nRURAL\n\nPUBLIC\n\nPA.\n\nA study made under the direction of the Society for the Study of Educa¬\ntion in 1931 called attention to the fact that schools that were organized on\nthe junior-senior high school basis seemed to offer the greatest amount of\npromise in connection with programs of rural education. Other studies which\nhave been made have also found this to be true. The findings of Professor\nSpaulding in connection with the National Survey for Secondary Education,\nindicate very definitely that schools which have been reorganized on the\njunior-senior high school basis do offer to the boys and girls a more satisfac¬\ntory program. These materials will be contained in detail in the report of the\nSurvey.\nThe overlapping and inefficiency of the very small high school is generally\nrecognized. Suggestions for improving the situation in isolated schools have\nbeen offered by many, particularly Mr. Gaumnitz of the United States Office\nof Education and Professor Winds, formerly of that office and now of the\nUniversity of Virginia. Professor Winds is working intensively on a project\nin schools in one of the Virginia counties. In discussing the problem Mr.\nGaumnitz has said :\nEqualization in providing educational opportunities results in the establishment\nof many small high schools and the small high school as now commonly organized\nand administered, cannot provide equality of educational opportunity. Curriculum\nofferings in these small high schools are too limited and stereotyped to fit either the\ncollected or individual needs of the children whose lives they touch.\n\nMr.\n\nGaumnitz\n\nThus\n\nthe secondary\n\nis in most\n\ncases\n\nfurther states:\neducation\n\ncircumscribed\n\nof the child attending\nby an\n\nuntrained\n\nand\n\nthe rural or small\nover-burdened\n\nhigh school\n\nteaching\n\nstaff;\n\n"}
{"page": 455, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n451\n\nit is limited to a narrow and maladjusted program of educational activities; and it\nis handicapped by the meagerness or the entire absence of educational equipment.\nThe number of pupils available in the average local high-school district in rural\ncommunities is so small that in most cases it is impossible to furnish at reasonable\ncosts a quality of secondary education commensurate with social need, and if such\nquality of education is undertaken, the cost is apt to become very high.\nFirst, What is the worth to the development of rural children of the educational\nopportunities offered in these small high schools? Do the values obtained justify the\nexpenditures? Are the social services resulting from the establishment and main¬\ntenance of a high school in every local community such as to warrant extreme\nefforts and costs?\nSecond, Can the same\n\nresults and the same\n\nvalues be achieved thru better planning\n\nand better organization of our secondary-school program? Can these results be ob¬\ntained at greatly reduced costs? Can plans be effected thru which equal expenditures\nwill buy for the rural child a higher quality and a more useful type of secondary\neducation than he now\n\nobtains?1\n\nThere are many hopeful signs of progress along the line of forming a\nlarger unit of school administration. Pennsylvania is now attempting to\norganize education with a larger unit of school administration. A local effort\nto reorganize schools in one county is described as follows :\nAn attempt is now being made in Columbia County to meet more satisfactorily\nthe needs of the boys and girls of the community thru the organization of a series of\nsmall junior high schools. For the most part these schools take the place of organiza¬\ntions which previously included grades 9, 10, and 11. The years included in the\njunior high schools are grades 7, 8, 9, and 10.\nIn Columbia County the organization of three junior high schools has been made\na part of the consolidation program and in a number of cases an attempt is also\nbeing made to work out a system of vocational agriculture and vocational home\neconomics for pupils in grades 9 and 10.\n\nThe\n\nrecent efforts in Missouri\n\nseem to hold the greatest possibility in\n\nreadjusting the rural high-school program. In the Missouri program a com¬\nplete system of junior-senior high schools has been suggested.\nThe problem of curriculum reorganization which confronts all secondary\nschools is even more important for small units. Suggestions which seem to\nbe most pertinent are : (1 ) The integration and correlation of certain sub¬\njects, and the elimination of subjectmatter which is not pertinent to modern\nlife; and (2) The reorganization of courses so as to be within the experience\nof rural boys and girls.\nFor a number of years suggestions have been made as to the use of cor¬\nrespondence courses in extending the work of the small secondary school.\nThis is one of the most hopeful possibilities yet offered. Such correspondence\ncourses would not only fit into the work of the day school, but would also\nprovide opportunities for extending the services of the school to adults. It\nwould eliminate the present tendency to have the whole program of studies\nof the school conditioned by those who are most influential in the community\nand who must have four years of Latin or some other special requirement\n1 Gaumnitz, Walter H. The Smallness of America’s Rural High Schools, U. S. Department of the\nInterior, Office of Education, Bulletin, 1930, No. 13. Washington, D. C.: Government Printing Office,\n1930, p. 66, 68, and 69.\n\n"}
{"page": 456, "printed_page": null, "text": "452\n\nNational\n\nEducation\n\nAssociation\n\nto meet certain specific college requirements. It would make possible an ex¬\ntension of present opportunities which can never be hoped for except as\nsome plan of directed study is made a part of the program of the small school.\nThe administration of these courses will vary with local conditions.\nThe development of pupil personnel programs and guidance practises is\nas much needed in the small rural secondary school as in the larger school.\nA personnel program to accompany the other administrative readjustments\nin the school seems to be necessary, if we are to place in effect our sugges¬\ntions with reference to individualizing pupil programs. Modification of\nrecords such as those developed by the American Council on Education to\nmeet the needs of small schools, and to be used in solving individual curric¬\nulum problems, will be helpful.\nIt is a difficult task to convince teachers and principals in small schools\nthat they do not know “all that should be known about their pupils.” Close\ninvestigation reveals that the very situation in many of these schools prevents\nthe school from having significant and meaningful information on which\nto guide and help the pupil.\n\nSTRENGTH\nFRANCIS\n\nAND\n\nG. BLAIR,\n\nOF\n\nWEAKNESS\nSTATE\n\npractical man\n\nand must\n\non the job who\n\nPUBLIC\n\nOF\n\nSUPERINTENDENT\nSPRINGFIELD,\n\nThe\n\nONE-TEACHER\n\nSCHOOLS\n\nINSTRUCTION,\n\nILL.\n\nsees that children are coming\n\nbe given the best educational\n\nopportunity\n\nto school\n\npossible while they are\n\nthere, makes this one criticism — that some of the radical proponents of the\nlarger system seem unwilling that any effort should be made to improve the\ninstruction and the quality and quantity of educational opportunity in the oneteacher schools. It would\n\nlook as if they were\n\nafraid that if the one-room\n\nschool could be improved so that it gave a really rich or worthwhile educa¬\ntional opportunity that one of the main arguments for the larger unit would\nbe taken away. However\nsuperintendents\n\nthis may\n\nbe from\n\na theoretical standpoint, state\n\nof public instruction and county\n\na very real and a very practical duty to perform\nways\n\nand means\n\nas well as new\n\nfor providing new\nphysical equipment\n\nprograms\nto make\n\nsuperintendents\nwill continue\n\nand new\n\nwho\n\nhave\n\nto seek out\n\ntechnics of teaching\n\nthe education\n\nof the rural child\n\nas interesting and as valuable as possible. Having attended a one-room school\nand having taught in one I find is both an advantage and a disadvantage to\nme. I have never been able to share the ultra-pessimism\nhave never had such experiences in a one-teacher\nI am\n\nconvinced\n\nthat many\n\nof the one-room\n\nof some\n\npeople who\n\nrural school. And\n\nwhile\n\nschools in Illinois should be dis¬\n\ncontinued, I am also convinced that they can be made a very effective instru¬\nment for giving the young people a thoro and worthwhile education.\nA recent survey in Illinois has shown that the children who come from the\nrural schools thru the small two- and three-year high schools into the senior\nhigh schools rank very high in their standing with those who have come up\nfrom the larger town\n\nand city systems. This, of course, may be due in part\n\n"}
{"page": 457, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n453\n\nEducation\n\nto the education that comes from the life on the farm. But I am\nopinion that many\n\nof the\n\nof the sweeping criticisms which are leveled today against\n\nthe one-teacher school have in mind the kind of school which has largely\ndisappeared. Every year in Illinois it is my custom to visit one-teacher schools\nin a number of counties of the state. In those schools where they have in¬\nstalled what may be called the individual study plan for the pupils in the\nupper grades and where competent teachers are employed, I have seen as\ngood a quality of teaching as I have found in the very best city-school systems.\nThe old school where every class came up for recitation each day and where\nthe teacher’s time was largely given over to discipline and to hearing pupils\nrecite little bits that they had committed to memory, may still exist here and\nthere, but it is not the characteristic school. In some of the counties of Illinois\nthere are rural school music supervisors employed by the several districts,\nwho visit these schools and I have been surprised to find how effective and\nworthwhile this work is. In certain counties special teachers of reading from\nthe teachers colleges meet with the younger rural-school teachers on Satur¬\nday and give them immediate aid in meeting their pressing difficulties. More¬\nover, each of the five teachers colleges has taken over a number of rural\nschools where the students who are preparing to teach in the rural schools\nmake observations and assist the teachers in charge. They get that first-hand\nknowledge of how to organize and to instruct a one-teacher school. If anyone\nwill take the trouble to visit these rural training schools and to see the spirit\nof enthusiasm and the unusual results which follow, they would at least be\nforced to conclude that there are one-room schools which are providing a\nvery high-grade educational opportunity for their pupils.\nEDUCATIONAL\nWILLIAM\n\nJOHN\n\nCOOPER,\n\nU.\n\nLEGISLATION\n\nIN\n\n1933\n\nS. COMMISSIONER\n\nOF\n\nEDUCATION,\n\nWASHINGTON,\n\nD. C.\n\nThis year some 44 state legislatures were in session at one time or another.\nIt appeared to be a most important time for schools in view of the crisis. In\ngeneral, we may say that education held its own. That is, in most of the\nstates, it did not receive any serious set-backs. Furthermore, some of the\nlegislators voted for reforms for which educators have worked for many\nyears. In general, however, the movements for a larger school district and\nfor higher qualifications for teachers which have had the approval of school\nexperts for many years were left alone. Some of the more promising pieces of\nlegislation passed are the following:\nAlaska this year undid the damage which the legislature of four years\nago did. It created a territorial board of education of five members appointed\nby the governor with the approval of both houses of the legislature. Each\nmember will serve for six years and this board will appoint the commissioner\nof education. Anybody who knows Alaska and the difficulty of travel therein\nwill realize how ridiculous it was for a man who was to receive $5000 a\nyear to seek public election in that vast territory.\n\n"}
{"page": 458, "printed_page": null, "text": "454\n\nNational\n\nEducation\n\nAssociation\n\nlegislature provided that a board of education may establish\na kindergarten upon the filing of a petition signed by the parents or guardians\nof twenty-five or more children of kindergarten age. This is a step in the\nright direction and we believe will lead to more kindergartens.\nIndiana made provision for state reimbursements of school corporations\nThe\n\nIowa\n\nof $600 per annum.\n\nin the amount\n\nsalary shall not be less than $800\nhigh-school teachers.\nIn Maine,\n\nIt further provided that the minimum\nfor elementary teachers and $1000 for\n\nthe legislature provided\n\nfor the appointment\n\nof a commission\n\nof fifteen representative citizens to study public-school finances. The\nmission is empowered to employ such experts as, in its judgment,\nadvisable.\n\ncom¬\nseem\n\nprovided for free textbooks to all the school children of the\nstate. These are to be paid for from an excise tax of four cents per gallon on\nlubricating oil. The legislature also provided for the abolition of county\nboards of education and created a school district which shall be known as\nNew\n\nMexico\n\nCounty, New Mexico.” Such school district\nthe “Rural schools of — may take in any territory not already a part of it or annexed to a rural\nmunicipal independent district. The boards will consist of five members\nelected for six-year terms. It also provided a statewide retirement system for\nteachers.\n\nNew\n\nYork\n\nhas provided\n\nfor fewer\n\nsupervisory\n\ndistricts. Whenever\n\na\n\nshall occur in the office of a superintendent the state department\nis required to conduct a survey and ascertain whether or not it is necessary\nto fill this place.\nNorth Carolina established a statewide eight-month school system in\n\nvacancy\n\nplace of the six-month system which it created in 1931.\nThe Oregon legislature set up an educational commission composed of\nseven citizens appointed by the governor to study the matters of organiza¬\ntion and finance in the elementary and secondary schools of the state.\n\nlegislature provided for greater equalization of publicschool support by increased state contributions. Of this legislation, Superin¬\ntendent Showalter wrote:\nThe\n\nWashington\n\nThe legislature just closed has given us some of the most progressive educational\nmeasures ever enacted in this state. Indeed, more important school law has been writ¬\nten during the last sixty days than has been passed during an entire decade. This has\nhave\nbeen primarily due to two things. First, the educational forces of the state\nschool\nstood as a unit, with all of their friends cooperating in support of the\nmeasures introduced. Second, the governor of our state has stood squarely back\nattain¬\nof his promises to improve our school conditions. The first is a mark of higher\ned\nment in professional attitude. The second is the fulfillment of a man’s unqualifi\n.\n.\n.\n.\neducation\nhool\npublic-sc\nof\nfaith in the worth\n\nVirginia has abolished all independent school\ndistricts and has vested the control of schools in a new county board of edu¬\ncation. It has provided for the election of the county superintendents here¬\nafter by this county board. It also fixes higher qualifications for schoolboard\nThe\n\nlegislature of West\n\n"}
{"page": 459, "printed_page": null, "text": "Department\n\nmembers\n\nand for county\n\nminimum\n\nterm for elementary\n\nof\n\nRural\n\nsuperintendents.\n\npart thereof as the maximum\n\n455\n\nEducation\n\nThe\n\nlegislature provided\n\nthat the\n\nand high schools shall be nine months\n\nor such\n\nlevy and state equalization fund will permit.\n\nMany citizens, and including school people of course, have been eager\nto learn where sufficient funds have been provided to avoid serious loss in\neducational\n\nfacilities. Some\n\nof schools may\nWashington.\nIdaho\n\nof the outstanding\n\ntax legislation for the support\n\nbe noted in Idaho, Indiana, Minnesota,\n\nSouth\n\nDakota,\n\nand\n\nhas levied a tax on chain stores of $5 for one store to $500 for 20\n\nstores. This money\nthe state.\n\nIndiana\n\nimposed\n\ngoes to the support\n\nof the school equalization\n\na tax on intangible property. Ten\n\nfund of\n\npercent of this goes to\n\nthe state and 90 percent to the county. Of the latter, three-fourths\ndistributed to the school corporations.\n\nare to be\n\nIn Minnesota, the legislature provided first for an income tax and the\ncreation of a fund from this tax to be distributed to the state on the basis\nof compulsory school age population. It, too, provided\nstores, the revenue from which is to go to the schools.\nSouth\n\nDakota\n\nalso enacted a gross income\n\nfor a tax on chain\n\ntax which\n\nit is estimated\n\nwill\n\nenrich the schools by approximately four million dollars per year.\nWashington enacted a business and occupational excise tax which\n\nit is\n\nestimated will approximate eight million dollars per year, all of which is\nto be used for the current school funds. This legislature also enacted a tax\non chain stores, 90 percent\n\nof the revenue\n\nfrom\n\nwhich\n\nis to be used for\n\nare also among\n\nthe states which\n\nschool appropriations.\nIdaho, New\n\nMexico,\n\nhave enacted improved\nWe must\na backward\n\nmethods\n\nfor equalizing their school funds.\n\nat this time, however, express our regret at what seems to be\nstep in the state of Arkansas. This state abolished the state\n\nsuperintendency\npower\n\nand Washington\n\nand the state board\n\nto appoint a temporary\n\nof education, giving the governor the\nboard to serve until a state superintendent\n\ncan be elected by the people. It also abolished all county superintendents\n\nand\n\nplaced their duties in the hands\n\nof a county\n\nby\n\nthe county court for a two-year\nof $650 per year.\n\nterm\n\nFrom\n\nMaine,\n\nexaminer\n\nto be appointed\n\nand to receive a salary not in excess\n\nwe have a report of a reduction\n\nof $250,000\n\nin the state\n\nbudget for schools. Maine is one of those states in which the state’s propor¬\ntion of the schools has been about the same percentage for the past forty years.\nIn 1930 it was a little over 2 percent less than it was\nthat the legislature saw fit to make this reduction.\n\nin 1890. We\n\nIn Iowa, we note that a bill providing for standardization\n\nregret\n\nand centraliza¬\n\ntion of the purchase of supplies was defeated. We do not know anything of\nthe merits of the particular bill under discussion, but we do wish to observe\nthat in general this is a backward step.\nWe note with regret reductions in teachers’ salaries in many states. Idaho\nhas reduced its appropriation from 20 to 39 percent of the amount appro-\n\n"}
{"page": 460, "printed_page": null, "text": "456\n\nNational\n\nEducation\n\nAssociation\n\npriated in the last biennium. Iowa, we are told has fixed a $40 per month\nminimum flat salary for teachers holding all types of certificates and with\nall kinds of experience.\nMaryland is reported to have reduced all county taxes from 67 cents to\n47 cents per hundred dollars of assessed valuation.\nPreliminary reports from the election, June 17, from California seem\n\nto indicate that a constitutional amendment having to do with school sup¬\nport has passed. This would appear to put more of the burden of school sup¬\nport upon the state. We cannot be sure however at this distance.\nAll in all educators must feel thankful that in a day of such distress with\nso many people out of work, that support for the schools seems to be forth¬\ncoming in most of the districts. The schools that have been closed because\nof finances have been remarkably few and they have been in the hardest\nhit portions of the country.\n\nMEETING\n\nTHE\n\nC. P. ARCHER,\n\nPROBLEMS\nEMERGENCY\nDATED\nSCHOOLS\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nIN\n\nMOORHEAD,\n\nCONSOLI¬\n\nMINN.\n\nEmergency problems in consolidated schools are much the same type as\nin other schools ; namely, those relating to finance. Evidence collected by\nthe United States Office of Education and by the writer indicates that the\nmost frequent method of meeting the emergency is to cut the budget and\nreduce the salaries of teachers and other employees. Evidence collected from\nseven midwestern states indicates that the reduction trends previously re¬\nported by the United States Office of Education for the past two years will be\neven greater for the school year 1933-34 than for any previous years. If we are\nto judge by recent reports, we are also facing a radical rise in commodity\nprices. The probable decrease in the value of the dollar will mean much\nhardship for teachers who have received for 1933-34 the sharpest reduction\nin salary of any year, and this deep cut is made without regard to the fact\nthat salaries have been seriously reduced for the past two or three years.\nIn addition to salary reductions for teachers, janitors, and bus drivers,\nthere is some evidence of curtailment of activities such as music, art, and\noccasionally athletics. Some teaching combinations have been effected which\nenable schools to discharge a few teachers and thus save some money. In\nsome cases, bus routes have been lengthened to reduce costs. In most cases\nthere is evidence of an effort on the part of teachers to accept the responsi¬\nbility and carry on a full program of activities, even with a larger load and\non a reduced salary.\nFew changes have occurred which indicate permanent improvements in\neducation. The depression, which should have brought many needed reforms,\nhas brought little. It should be the mission of those of us who are interested\nin the future welfare of education to keep before the minds of the people\nthe lessons of the depression, and exert every effort to secure permanent\n\nchanges which will help prevent a return or continuation of present condi¬\ntions. Some needed changes are as follows:\n\n"}
{"page": 461, "printed_page": null, "text": "Department\n\nof\n\nRural\n\n457\n\nEducation\n\n1. A new system of taxation — This means the substitution of income taxes, sales\ntaxes, luxury taxes, and the like for a part of our present property tax.\n2. Larger units of taxation and administration — Records of consolidated and\nrural schools reveal enormous waste of money and effort in the purchase of supplies\nand in the employment of teachers. The county or larger district unit should be used.\n3. Radical changes in curriculum — We must prepare boys and create, and thus\nmake new jobs, rather than merely prepare for the old ones in the same way. Farm\nboys and girls must also be taught all the way thru school how to take their places\nin the political and social life of our nation. They must also learn to cooperate for\ncommon economic gain, if they are to compete with other industries.\n4. The elimination of our useless and inefficient system of teacher appointments\nby the application method — Teacher appointment and promotion should be based on\nrecords of fitness without solicitation of the teachers themselves.\n\nSAFEGUARDING\nRAY\n\nP. SNYDER,\n\nINSTRUCTION\n\nDIRECTOR,\n\nRURAL\n\nIN\n\nEDUCATION\n\nDEPARTMENT,\n\nALBANY,\n\nTHE\n\nDIVISION,\nN.\n\nEMERGENCY\nSTATE\n\nEDUCATION\n\nY.\n\nThe rural-school problem is an economic problem. School finance consists\nof at least two factors — wealth and organized ability to use wealth wisely\nand efficiently. Quality of instruction is dependent upon both factors.\nPeople want trained teachers when they are so organized that they can\nexpress their desires in a community of interest by the selection of efficient\nschool officials.\nUp to its capacity the small school is not inherently weak. It is what lies\nback of the small school — the district unit of administration — that is weak.\nSome small schools are very progressive schools.\nDue to a scientific system of state aid, instruction has been maintained in\nNew\n\nYork in all schools of all types for the school year of thirty-eight weeks.\n\nThe equalization quota is the “gold standard” of New York’s system of\nstate aid around which revolve all other quotas and types of aid. Its chief\nfactors are valuation and number\n\nof pupils in school attendance. The\n\npro¬\n\ntective value of this system of aid is due to the fact that New York’s budget\nis derived entirely from sources of indirect taxation. Thus, real estate is\nbenefited by this plan of aid.\nFew states have the resources of indirect taxation that New York has.\nTherefore, for the benefit of America\n\nthe federal government\n\nmust find a\n\nscientific way to distribute school aid to the less wealthy states and par¬\nticularly to those that are largely agricultural.\nIf it were not for a scientific system of aid many schools in rural areas\nof New York would now be closed as they are closed in some states of the\nunion. Budgets have been slashed and salaries lowered but nevertheless,\nbecause of a sound plan of aid, all New York state’s schools have been kept\nopen. New central districts have been organized, transportation has been\nprovided for high-school children, rural training departments\norganized.\n\nhave been\n\nA program of instruction in rural areas on a basis of equality of oppor¬\ntunity is impossible without equalization of school support.\n\n"}
{"page": 462, "printed_page": null, "text": "458\n\nNational\n\nRURAL\n\nMRS.\n\nPROBLEMS\n\nCORA\n\nB. RYMAN,\n\nEducation\n\nAND\n\nAssociation\n\nTHE COUNTY\nOF SCHOOLS\n\nSUPERINTENDENT\n\nSUPERINTENDENT,\n\nDECATUR\n\nSCHOOLS,\n\nILL.\n\nDECATUR,\n\nCOUNTY\n\nPUBLIC\n\nI wish to acknowledge at the beginning of this discussion that it is much\neasier to enumerate the problems confronting those of us who serve in rural\ndistricts than to suggest cures for them.\nDiversified and manifold\n\nare the duties imposed\n\nupon\n\nthe county superin¬\n\ntendent of schools. In fact, other than the three specific duties as adminis¬\ntrator, supervisor, and clerical machine, the county superintendent’s office\nmust be a clearing house, a sort of refuge for a multitude of details that do\nnot rightfully belong there but have no home elsewhere.\nSell the school to the community — The county superintendent should\nbe a good salesman. To be sure, the school belongs to the community, but\n\nvery few fully appreciate the benefits derived from\n\nit. Selling the school to\n\nthe community requires personal contact on the part of the county superin¬\ntendent and the teacher. Never miss an opportunity to talk with school di¬\nrectors and the community about the school. Community clubs and parentteacher associations afford a splendid opportunity to create school interest\nand sell the school to the community. Educational progress is in direct pro¬\nportion to the public opinion of the community. In order to provide better\nschool advantages we must improve public sentiment.\n\nOrganize school officers — In my county we have a School Officers Asso¬\nciation. We meet twice each year, in March and in August, and talk over\nschool problems. Out of this cooperation have developed many helpful fac¬\ntors. At the close of the school year each board meets with the teacher and\nalso the superintendent. Plans are made for the coming year, a school budget\nis outlined, and the tax levy is then made accordingly.\nIt pays to cultivate schoolboards, always striving to be diplomatic and\ntactful, and never losing our sense of humor. This must be the aim of the\ncounty superintendent. I trust the time will soon come when qualifications\nwill be required for those serving on schoolboards, the one heading the list\nto be an interest in and knowledge of school affairs. This would lessen the\nwork\n\nof the county superintendent.\n\nwith all agencies that are organized for the good of the com¬\nmunity — The school is only one agency in the great field of education. Per¬\nhaps it is the one that most of us are serving and the one we are most inter¬\nested in. The school and the county superintendent must cooperate with all\nCooperate\n\nagencies that are working for the helpfulness of boys and girls and the\nbetterment of the community. Let us teach cooperation and sympathetic\nunderstanding. Let us teach the Golden Rule, and this must be done in our\nrural communities\n\nby personal contact.\n\nCurriculum — Too long we have endeavored to fit our children to the\ncurriculum rather than plan the course to meet the needs of the children.\nToo long have we put all the children thru the same mill and how sadly\nhave we been disappointed when\n\nwe did not have a uniform\n\ngrist. Happily\n\n"}
{"page": 463, "printed_page": null, "text": "Department\n\nof\n\nRural\n\nEducation\n\n459\n\nthis fallacy is being rapidly corrected and the curriculum is made so elastic\nthat it conforms to the idiosyncrasies of each particular child. This can be\ndone only thru the good judgment and common sense of the teacher and\nthe cooperation of the parents.\nThe\n\nteacher — Down\n\nthru the years, one\n\nof the problems\n\nof the rural\n\ndistrict was to secure competent and qualified teachers. The old theory that\nanyone can teach in a rural district has been exploded and schoolboards are\ndemanding that teachers be properly trained and qualified to teach the oneroom country school. In my county our boards require one year of normal\nor college training and many of our rural teachers are college graduates.\nThese standards have been brought about thru the interest of our school\nofficers.\nIn my section of the country it is not so much lack of training on the part\nof the teacher as it is lack of sympathy and understanding of rural life and\nits environment. The art of knowing how to get along with the community\nis a great asset to the rural teacher. We covet for all rural teachers adequate\npreparation and sufficient training for efficient teaching, but we also realize\nthat with all this must come energy and persistence to use these required\nfacilities. Meager training plus an abundance of energy and determination\nto succeed often spell success, while splendid training and preparation coupled\nwith little desire to succeed usually spell failure.\nSeemingly the all-important problem facing our public-school system is\nthe financial situation. I do not agree that it is. I have faith in our great\ncommonwealth, in the American taxpayer. I have faith to believe that out\nof this overwhelming crisis will dawn a new day for our republic, a day\nwhen those ideals of righteousness and truth will prevail over greed, selfish¬\nness, and political chicanery. Our people must and will realize in a keener\nway that the perpetuity of our government rests upon the training, the\nculture of our youth, and we can progress only thru the enlightenment and\ncharacter of our young people.\nThis sentiment will surely hasten the day when here in our United States\nwe will be willing and anxious to spend our money keeping children in\nschool rather than incarcerated in our penal institutions. Statistics today\nshow that we are spending approximately ten times as much for the main¬\ntenance of penal institutions as on the upkeep of our schools. They also show\nthat only a very small percent of children graduating from the eighth grade\never darken the door of such institutions. Last year in Illinois we spent\n$150,000,000 for schools, $520,000,000 for luxuries, and $850,000,000\nfor automobiles and upkeep. Only two and a half cents out of each American\ndollar is spent for the maintenance of the public schools and twenty-two\ncents is spent for luxuries.\nUpon the rural schools of today is imposed a perplexing and challenging\ntask. They must educate youth for the new conditions of rural life. The\nschool must not turn the dreams of the ambitious youth to the city as the\nonly challenge for worthy achievement, but must make the farm a more\nattractive place in which to live and stimulate material prosperity and\nhappiness of the nation.\n\n"}
{"page": 464, "printed_page": null, "text": "460\n\nNational\n\nPRESERVING\n\nEducation\n\nESSENTIALS\n\nIN\n\nAssociation\n\nTEACHING\n\nCOUNTRY\n\nSCHOOLS\nFLORENCE\n\nHALE,\n\nFIRST\n\nThe\n\nVICEPRESIDENT\n\nGrade\n\nOF\n\nTeacher , new\n\nTHE\n\nYork,\n\nN. E. A.; AND\n\nEDITOR,\n\nn. y.\n\nWhat are the essentials in the education of rural children? They may be\ndivided under two heads: (a) The socalled practical subjects necessary for\nearning a living, and (b) the cultural subjects necessary for a well-rounded\nlife. These two essential objectives are very closely related to each other.\nIn the large, they do not differ widely from the objectives of the town or\ncity-school system. Because of the isolation of his environment, the rural\nchild in many instances needs to have much more emphasis placed upon the\ncultural subjects.\nReading, arithmetic, penmanship, geography and history are probably\nunquestioned everywhere as essential subjects and are in no great danger\nof elimination in this emergency. Cultural subjects, such as music, art, to¬\ngether with some of the newer subjects like health education, home eco¬\nnomics (meaning homemaking) and industrial arts or vocational education\nare not as well understood in rural communities and are under fire at the\npresent time.\nThere is no question in the minds of educators as to the importance of\nthese subjects and no need of taking time to argue about their merits. The\nquestion is, as my subject indicates, how to acquaint the public with their\nimportance in order that they shall not be eliminated from the curric¬\nulum. The need of the interpretation of these subjects to the public is not\nconfined, however, to rural communities. In my opinion, one great reason\nfor the attack on all these school subjects is that the educators have not\nlearned how to explain their methods to the taxpayers in simple, non-technical language that can be easily understood, that sounds sensible, and that\nshows plainly why people should be spending their money to support the\nschools and to pay for the teaching of these subjects. The greatest need dur¬\ning the coming year in rural communities is for teachers and county super¬\nintendents to make definite plans for explaining the curriculum and methods\nto the everyday citizen in this simple language. If any of these subjects can¬\nnot be explained in this way, then I should have great doubts of the wisdom\nof retaining them in the curriculum.\nTeachers get together in their meetings and spend hours and hundreds of\nwords in explaining their purposes to one another, but the public at home\nremains in the same hazy condition of mind regarding the school regardless\nof these meetings. The men and women in the rural communities are work¬\ning hard to pay their taxes, to feed and clothe their children, and cannot be\nexpected to read educational journals or to study education. They base their\ncriticisms of the school largely upon the way they were taught when they\nwent to school. Many of them had no music or art in their schools and so\nit seems to them a foolish expenditure. If the educator can only learn how,\nthru the press, thru public meetings, and thru personal visits to the home, to\n\n"}
{"page": 465, "printed_page": null, "text": "Department\n\nof\n\nRural\n\ntranslate his school language into common,\n\nEducation\n\n461\n\neveryday, sensible English and\n\nto formulate his arguments in words that the ordinary person can under¬\nstand, half the battle for all the school subjects will be won.\nParents have been blamed too much for not visiting the schools. Fathers\nand mothers are having a hard struggle during the busy working day to\nearn a living. The school and its interests must be brought to them thru\nevening gatherings and thru the newspapers. Educators will do well thru\nthe coming critical months to give attention to this matter and to work\nout a careful systematic plan for this interpretation of the schools to the\npublic.\n\n"}
{"page": 466, "printed_page": null, "text": "■\n\nl V\n\n.\n\n"}
{"page": 467, "printed_page": null, "text": "Department of School Health and Physical Education\n\n"}
{"page": 468, "printed_page": null, "text": "The department of school health and physi¬\ncal\n\neducation\n\nhad\n\nits beginning\n\nas the Depart¬\n\nment of Child Study which was created at the\nAsbury Park meeting in 1894. See p. 40 of the 1894\nProceedings. In 1911 the name was changed to the\nDepartment of Child Hygiene. See Proceedings 1911 :\n870. In July, 1924, the Department was merged with\nthe Department of Physical and Health Education\nunder the name of the Department of School Health\nand Physical Education. See Proceedings 1924:96.\nThe officers of the Department for the year 1933-34\nare: President , A. W. Thompson, State Director of\nHealth and Physical Education, State Capitol, Lan¬\nsing, Mich. ; Vice-president, Edna W. Bailey, Associ¬\nate Professor of Education, University of California,\nBerkeley, Calif.; Secretary-Treasurer , James E.\nRogers, Director, National Physical Education Serv¬\nice, 315 Fourth Avenue, New York, N. Y. ; Executive\nCommittee: A. G. Ireland, State Director of Health\nand Physical Education, 1208 Trenton Trust Build¬\ning, Trenton, N. J. (Term expires 1934) ; William E.\nBurdick, State Director of Physical Education, 7 East\nMulberry Street, Baltimore, Md. (Term expires\n1935) ; Ethel Perrin, American Child Health Asso¬\nciation, 450 Seventh Avenue, New York, N. Y. (Term\nexpires 1936) ; F. W. Maroney, Columbia University,\nNew York, N. Y. (Term expires 1937) .\nThe Department meets once each year, in June.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of Proceedings as follows :\n1893: 615-678\n1895: 944-950\n1896: 893-936\n1897: 870-915\n1898: 929-959\n1899:1064-1096\n1901: 758-770\n1902: 739-758\n\n1903:\n1904:\n1905:\n1906:\n1907:\n1908:\n1909:\n1910:\n\n817-846\n803-841\n755-779\n711-713\n925-950\n998-1045\n745-788\n921-948\n\n1911: 905-938\n1912:1141-1151\n1913: 667-694\n1914: 683-720\n1915: 971-994\n1916: 681-698\n1917: 521-533\n1918: 339-357\n\n[ 464 ]\n\n1919: 315-321 1927: 561-581\n1920: 311-321 1928: 545-567\n1921: 517-522 1929: 543-558\n1922:1085-1098 1930: 501-527\n1923: 744\n1931: 541-560\n1924: 637-649 1932: 455-466\n1925: 577-597\n1926: 601-624\n\n"}
{"page": 469, "printed_page": null, "text": "GROWTH\n\nFLOYD\n\nCOMPARISON\nOF ATHLETES\nATHLETES\n\nA. ROWE,\n\nDIRECTOR,\n\nBUREAU\nOF PHYSICAL\nSCHOOLS, CLEVELAND, OHIO\n\nAND\n\nNON¬\n\nWELFARE,\n\nPUBLIC\n\nIn a questionnaire gotten out to the teachers of physical education in\njunior and senior high schools, the teachers were asked to report on the\nheight and weight increases of boys on football squads and also on a com¬\nparable group of boys not taking part in football.\n\nThe result of this investigation showed in a crude way, and particularly\nin junior high school, that boys taking part in football (and we play touch ,\nnot the regulation game) did not grow either in height or weight as much\nas did boys who only took part in the required physical education program.\nThere appeared to be without question an appreciable slowing up of the\ngrowth process for the boys taking part in athletics during the period of\ncompetition, as compared with boys not so taking part. This slowing up of\ngrowth processes was sufficiently large so that it was a measurable thing,\nboth for increase in height and increase in weight. Another noticeable fact\nwas that more boys taking part in athletics lost weight, and that they lost\nmore weight than did the boys of the non-athletic group. The change in rate\nof growth in senior high school, while noticeable, was not as marked as it\nwas in junior high school. This, no doubt, because the older boys are nearer\ntheir maximum sizes and the rate of growth is not as great as in the younger\n“teen” age boys — the growth curve either weight or height in general flat¬\ntening out as the boys reach maturity. The gross records coming in from\nall the schools, however, were not sufficiently accurate to warrant the\nplacing of a great deal of dependence upon them, since in some instances the\nchecking of height and weight had no doubt been left to boys and some\nrather apparent inaccuracies appeared.\nRecords were next taken of the boys taking part in athletics as opposed\nto those not active in athletics in junior high schools only. The importance\nof accuracy was stressed and in carefully checking the results turned in, the\nreports from three schools contained no discoverable apparent inaccuracies.\nThis group consisted of 67 boys in the athletic group and 65 boys in the\nnon-athletic group, paired according to weight and height at the beginning\nof the study.\nFrom these two groups, it was discovered that between the period Septem¬\nber 1 to December 1, the sixty-five non-athletic boys gained in weight an\naverage of 3.15 pounds per boy and gained in height an average of 35/100\nof an inch, just over one-third of an inch. The group of sixty-seven boys\ncompeting in athletics gained on the average of 1.18 lbs. per boy and gained\nin height an average of 28/100 of an inch, just over a quarter of an inch.\n1 hese figures are gross figures covering boys of all ages and sizes and for\nthat reason are possibly not particularly impressive, altho certainly they\nare highly suggestive.\n1 465 1\n\n"}
{"page": 470, "printed_page": null, "text": "466\n\nNational\n\nEducation\n\nAssociation\n\nThe next step in the investigation consisted of a study of two groups one\nof twenty-five boys and the other of twenty-eight boys, observed very care¬\nfully over the period September 23 to December 2. The results obtained\nchecked with those first quoted ; namely, a substantial positive increase in\ngrowth as measured by weight and height for the non-athletic group as\ncompared with the athletic.\nFollowing this study attention was directed to a study by Boas who\npoints out that there is a different growth rate for boys of the same age\nbut of different initial heights.\nThe\n\nexperiment was therefore continued in a school where\n\nthe boys in\n\nthe two groups were carefully equated as follows. Each of the boys com¬\npeting in athletics was matched with a boy not in athletics on the following\npoints at the beginning of the experiment : Age, weight, height, and P.L.R.\n(Probable Learning Rate — equivalent to EQ.), thus eliminating in large\nmeasure the problem of the influence of age, weight, and height on growth,\nas suggested by Boas. That is, one boy seventeen years old weighing 150\nlbs., being 65 inches tall, probably does not have the same probability of\ngrowth a boy aged seventeen years, weighing 120 lbs., being 60 inches tall\nhas. An attempt was made as described above to hold constant experiment¬\nally — not statistically — the three items of age, weight, and height. The\naverage gain for the group of boys in athletics was 1.06 lbs.; the average\ngain for the boys not in athletics was 2.43. Again a positive height incre¬\nment was discovered in favor of the non-athletic boys.\nThree items were considered in the data next presented which were\ncollected by Mr. Riley of Fairmount\nweight, height, and lung capacity. The\n\nJunior High School. They were:\nfollowing data are presented, then,\n\nfor all the boys over the total three-year period. Because the school is a\nsmall one, and population shifting, the final groups contained only some\nthirty boys each — a highly selected group but one considered representative\nnevertheless.\nYour\n\nattention is directed to the known\n\nand recorded fact that the boys\n\nunder observation were either participants or non-participants in athletics\nfor the entire three-year period. This item is of importance.\nConsidering, then, first, weight — the average increase in weight per boy\nfor the athletic group for the three-year period was 23.7 lbs., while that\nof non-athletic boys was 30.85 lbs. Using Garrett’s Formula to determine\nthe reliability of the difference between two averages, one finds that were\nthe experiment to be repeated one hundred times under similar conditions\nlike results would be received regarding increases in weight between\nletic and non-athletic groups ninety-eight times.\n\nath¬\n\nRegarding the height increase as between the non-athletic group and the\nathletic group over the three-year period, Riley finds the average increment\nof growth in height for the non-athletic group 3.79 inches, while for the\nathletic group he finds 1.85 inches. Treating these data statistically as de¬\nscribed before, one finds that there is an absolute certainty that the non-\n\n"}
{"page": 471, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand Physical\n\nEducation\n\n467\n\nathletic group will gain more in height than the athletic group were the\nexperiment to be performed an indefinite number of times under similar con¬\nditions. For the statistically-minded, the standard deviation of the sigma\nof the differences of the two averages is plus or minus l1/*.\nConsidering now, lung capacity, the average increase in lung capacity\nover the three-year period for the athletic group is 37.9 units. For the non-\n\nathletic group 54.5 units. From Garrett’s Formula, we find that were we\nto repeat this experiment 100 times under similar conditions, like results\nwould be secured 99.5 times.\nWhen\n\nthe average ages of the two groups of boys were\n\nconsidered, it\n\nwas discovered that there was exactly one year’s difference between the\naverage of the groups. The average age of boys taking part in athletics was\n16 years 8 months, while the average age of the boys not taking part in\nathletics was 15 years 8 months — this at the end of the three-year period.\nTherefore, in order to equate the ages experimentally, the growth data for\nthe first year of the boys not taking part in athletics were eliminated and\ncompared with the growth data of the same items for the first two years\nof the boys participating in athletics. This means then that the following\ndata apply to two groups of boys — one taking part in athletics, and one\nnot taking part in athletics, but over the same two-year age period, namely\n13 years 8 months to 15 years 8 months.\n\nSo far as weight is concerned, it is discovered that the non-athletic group\ngained 18.65 pounds and the athletic group gained 17.75 pounds. Treating\nthese data as described before, were the experiment to be conducted one\nhundred times under similar conditions, the non-athletic group\ngain the most sixty-five times.\n\nwould\n\nSo far as height is concerned, the average gain being 3.06 inches for non¬\nathletes and 1.27 inches for athletes, there are 9999.95 chances out of 10,000\nthat were the experiment performed as described, the boys taking part in\nathletics will not be found to gain as much in height as those not taking\npart, or statistically speaking the standard deviation or sigma of the differ¬\nences of the means would be zb5.5.\nSo far as lung capacity is concerned, it is discovered that the chances are\n98.4 out of every 100 that the non-athletic group will have a greater de¬\nvelopment in lung capacity than will the athletic group. The averages found\naie 45 units increase for the non-athletes as opposed to 21 units increase\nof the athletes, or zb 2. 14 sigmas. All of these figures are, even in spite\nof\nthe small number of boys observed, startlingly thought-provoking.\nA consideration of these data then seems to indicate a substantial\ndifference\n\niii the growth rate of boys in junior high school according\nto year. Further,\nthe growth late for height appears to be appreciably different\nfrom that of\nweight.\n\nBoas points out that growth rates for boys of the same age\nbut noticeably\nifferent sizes is sure to be different, The non-athlet\ne in the group studied\n\n"}
{"page": 472, "printed_page": null, "text": "468\n\nNational\n\nEducation\n\nAssociation\n\nis 1 inch shorter than the athlete, but 3.6 inches heavier, age constant. These\ndifferences do not seem sufficiently large to affect the results of the study.\nAfter the validity of all the data presented has been carefully considered,\nthere remains the question or problem as to whether or not anything of a\nvital nature has been discovered. The groups compared have been selected\nby the natural process of the inclination of the individual ; that is, no boy\nin the athletic group had any compulsion placed upon him to take part in\nathletics. In other words, he had a desire to compete. At the same time, no\nboy in the non-athletic group was required to refrain from competition.\nHe just didn’t have the desire to compete. Therefore, since these two groups\nare separated by a marked difference of desire and are natural and rather\nhighly selected groups (selection being contingent upon the single character¬\nistic of desire to compete in athletics) one cannot help but ask the following\nquestions. Were the boys in the athletic group denied the privilege of com¬\npetition, would they have gained more in height and weight than they did?\nThe second question, of course, is the reverse of this : were the boys in the\nnon-athletic group required to compete in athletics, would their growth\nhave been any the less?\n\nThere appears to be little or no possibility of securing data directly which\nwould even tend to suggest answers to these two questions. Those of us\nwho have had experience in coaching athletic teams have many times at¬\ntempted to interest large, strong, healthy boys in athletic competition, only\nto discover that the competitive spirit was entirely lacking and, therefore,\nexpected performance was not obtained.\nAll of us are entirely familiar with the fact that two boys or men of\n\nrily\nexactly the same size and weight to the pound and inch are not necessa\nevenly matched in any competitive enterprise.\nve Uni¬\nDr. T. Wingate Todd of the Brush Foundation, Western Reser\nworthy of con¬\nversity, suggests a solution to the problem which is at least\ntemper¬\nsiderable thought. Dr. Todd’s suggestion is that boys of athletic\nthat\nament mature earlier than do boys of non-athletic temperament, and\nmatured\ntherefore, since the athletic group is composed of boys who have\nathletic boy\nearlier, age considered, than the group of non-athletic boys, the\nstudied.\nis not going to grow as much as the non-athletic boy over the period\nfor\nIn other words, the curve of average growth either of weight or height\nunced\nathletic boys would be found to lie above and to have a more prono\nten to\nslope than that of the non-athletic boys thru the earlier years— from\ncurve\ntwelve or even fourteen years of age. After this point the slope of the\n\ntherefore\nof the growth for the athletic group would naturally fall off, and\nnon-athletic\nbe found to have a less pronounced slope than that for the\ngroup.\nthe rate\nThere remains then the outstanding job of determining not only\ncompetition but the\nof growth of two groups during the period of athletic\nrate of growth of two groups prior to athletic competition.\nA study to determine the truth or falsity of Dr. Todd\n\ns suggestion would\n\n"}
{"page": 473, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n469\n\ncover a five- to eight-year period, but it seems to be well worth the time\nand effort spent since certainly no one wishes to condemn interschool ath¬\nletic competition on incomplete data with so large a possibility that after\nall, the data, while telling the truth over the period named, is but a halftruth which is at all times most dangerous and damaging.\nBoas points out that the period of maximum average growth is 14 years\n6 months ± eleven months — or from 13 years 5 months to 15 years 7\nmonths or corresponding to the junior high-school age. Therefore, if the\nphysical education program is important anywhere as affecting growth,\nit is most important in the junior high-school years.\nIn conclusion, more problems are thrown in just to complicate the situ¬\nation further. If the growth increments in weight, height, and lung\ncapacity are affected by competition in athletics as indicated in the studies\nreported\n(a) Who\naffected ?\n\nknows\n\nbut that the growth\n\nor development\n\nof the mind\n\nmay\n\n(b) Is it the nervous strain of athletics or the excessive expenditure\nwhich causes the difference?\n\nalso be\n\nof energy\n\n(c) Can it be determined by controlled experiment?\n(d) What part does maturity take in athletics?\n(e) Do the more mature boys only compete?\n(f) Is there a permanent loss for the boy in athletics, or does he have a period\nof accelerated growth compensating for the loss during the athletic season?\n(g) Does the boy of rapid growth during his fourteenth year become the athlete?\n(h) Would it be better to have physical education five periods per week\ntain age groups and excuse older or younger boys entirely?\n\nThese are but a few of the problems suggested. Many\nimportance have no doubt suggested themselves to you.\nTHE\n\nfor cer¬\n\nothers of greater\n\nCONTRIBUTION\nOF CHILD HEALTH\nDEMONSTRA¬\nTIONS TO THE HEALTH\nEDUCATION\nPROGRAM\nMAUDE\n\nA. BROWN,\n\nUNIVERSITY\n\nOF\n\nKANSAS,\n\nLAWRENCE,\n\nKANS.\n\nDemonstrations will, in this paper, be interpreted as including those proj¬\nects whose purpose is to put into practise the conclusions of research. They\nare not research but are the essential next step, working out ways and means\nby which the truths uncovered by research may be utilized in the ordinary\ncourse of human existence. Demonstrations take the results of research out\nof the laboratory into life. They work out the difficulties to be encountered\nin making use of the accepted conclusions of research and, if unsurmountable\nobstacles are met with, they refer the problem back to the research workers.\nLater on then, when research has reached a new level, another demonstra¬\ntion group somewhere, under another name it may be, will put results into\ntrial practise. Thus, progress.\nThe long series of these oscillations between research and demonstration\nwhich have marked the development of health education would, if it were\npossible to trace, be outside the scope of this paper. Finally, the time seemed\n\n"}
{"page": 474, "printed_page": null, "text": "470\n\nNational\n\nEducation\n\nAssociation\n\nripe for a more comprehensive try-out of the net conclusions thus far gen¬\nerally agreed upon as to the essentials of child health. A group of more\ncomprehensive projects, called child health demonstrations, were launched\nby the Commonwealth Fund and have now become public health history.\nIn the perspective of the intervening years, some generalizations stand out\nwhich have stood the test of subsequent thinking, of paramount importance,\nincluding all the rest, is that of the power of coordinated effort, the utter\nineffectiveness of discrete. From this major assumption of the essential unit\nnature of the problem follow certain corollaries.\n1. That health education is not a specific member of the curriculum but\nthat the connotation of the word is twofold and may more accurately be\nexpressed as health in education and education in health.\n2. That the problem of teaching health is the same as the teaching problem\nin general. In other words — the trouble with health is that it is being taught\nas badly, or almost as badly, as are the other subjects.\n3. That all functions of the child (including the learning process) are\nfunctions of the whole organism.\n4. That this organism is an organic part of the whole community and no\none of its problems can be considered apart from its membership in the social\ngroup. Education cannot be carried on in sections, by an arbitrary time-table.\n5. That this organism cannot be dealt with in cross section but is literally\na part of an infinite and unbroken physical chain, extending back to remotest\nancestry.\n\n6. That the acceptance of the unit nature of the responsibility for the\neducation of the child does not complicate but simplifies, and that any sincere\ncooperative effort bears fruit amazingly out of proportion to the effort ex¬\npended by any one individual of the group. And conversely, that one weak\nlink nullifies the effort of the rest.\n7. That our great need is to revive the power which we seem literally to\nhave lost, of governing our behavior by our judgment, to act from reasoned\npremises. We accept the testimony of scientific authority as to what is neces¬\nsary to do in order to bear and rear healthy children. And in spite of a facile\nemotionality in our declared love of children, we act in direct denial of the\ndicta of unquestioned authority.\n8. That this inability to act from reasoned premises is itself the most\nserious health problem in education. It is the logical, the inescapable result\n\nof our acceptance of the easiest way — the substitution for real teaching of the\nlazy-backs of artificial incentives. The child is so used to the rewards and\npunishments which have no causal relationship to the behavior which calls\nthem forth, that it is not strange that by the time high school is reached there\nis literally no power to order his own conduct by his own thinking.\n9. That the highest aim of education, the development of the highest\n\ndegree of individuality in the pupil, is reached by supplying all most uni¬\nformly with the fundamental essentials of vigorous development common to\nall. The individual differences were provided for a generation or a thousand\n\n"}
{"page": 475, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand Physical\n\nEducation\n\n471\n\ngenerations ago, and individual characteristics flower most diversely on the\nsturdiest stock. This, in the opinion of the writer, is thus far the culminating\ncontribution of the long series of efforts alternating between research and\ndemonstration, to bring fundamental order out of the chaos of individual\neducation: to tell the teacher and the parent that this is not the bewildering\nproblem of planning for diversity, but the comprehensible one of planning\nfor the few universally accepted and demonstratedly attainable essentials\nfor building a vigorous child — not a bright child, nor a musical child, nor a\nbeautiful child, not even a white child, but a child. Then surround it with\nnothing but freedom, and individuality takes care of itself.\n\nBut neglect one essential, let one member of the coordinating human en¬\nvironment of the child deny his responsibility, and the work of the rest\nmight as well have been left undone.\n\nOF TEACHER-TRAINING\nON THE EVALUATION\nREPORT\nSER¬\nFOR\nTEACHERS\nPREPARING\nINSTITUTIONS\nAND PHYSICAL EDUCATION\nVICE IN HEALTH\nN.\n\nP. NEILSON,\nSTATE\n\nCHIEF,\n\nDIVISION\n\nDEPARTMENT\n\nOF\n\nOF\n\nHEALTH\n\nEDUCATION,\n\nAND\n\nPHYSICAL\n\nSACRAMENTO,\n\nEDUCATION,\nCALIF.\n\nIt appears ( 1 ) that every child in the elementary and secondary schools\nis entitled to be influenced by a health and physical education program\nadapted to his varied and changing needs; (2) that every child is entitled to\nbe taught by a carefully selected and well-prepared teacher ; (3) that teachers\nmust be selected and trained in an institution according to some plan ; and\n(4) that these things should be guaranteed to the child by the state.\nThe state has at least five avenues thru which it can exercise the function\nof guaranteeing to the child the opportunity for an education: (1) legal\nenactments; (2) distribution of financial aid; (3) the granting of certificates\nto teachers; (4) the approval of institutions for teacher-training purposes;\n\nand (5) the approval of local courses of study. States differ in their willing¬\nness to exercise control thru these and other avenues and also differ in their\nstandards. We can agree that the functions mentioned are legitimate state\nfunctions.\nBoards of education, school superintendents, and principals generally de¬\nsire to employ well-qualified teachers. In the fields of health and physical\neducation they are much confused because they do not know which teacher¬\npre¬\ntraining institutions are doing good work. The ability of institutions to\nstaff\npare teachers, from the standpoint of number and quality of their\nschool\nmembers, facilities, and course offerings, varies greatly. How can the\nadministrator who interviews an applicant for a position in health and physi¬\ncal education be sure the professional preparation has been of good quality ?\npro¬\nCan a set of standards be formulated and then be used in evaluating the\nteachers\ngrams of institutions professing to train health and physical education\nschool\nfor certain types of positions? Can we assist administrators to improve\n\n"}
{"page": 476, "printed_page": null, "text": "472\n\nNational\n\nEducation\n\nAssociation\n\nprograms thru better teachers, and help teacher-training institutions them¬\nselves to see and do their work better by developing standards which they\nmust meet and maintain before their names appear on a certified list as\nproviding an adequate teacher-training program ?\nIn developing a set of standards with which to evaluate the ability of an\ninstitution to prepare teachers for service in health and physical education,\nthe point of beginning is with the needs of the child who is to be taught\nby the teacher. A study of the physical, mental, and social needs of children\nwill determine for us the program of health and physical education to be\nprovided in a particular school segment. The program must be taught by a\nteacher. The teacher must be prepared in an institution. The teacher-training\ninstitution should provide the staff, facilities, and courses which will prepare\nthe teacher to teach well the program of health and physical education which\nthe child needs. It is the business of the state to choose the institutions which\nmay prepare teachers for certain fields of service and then grant certificates\nwhich entitle the trainee to teach after he has completed satisfactorily the\nprescribed course, and has met other requirements.\nWhile state certification requirements and teacher-training curriculums\nare intimately related, agreement on the former should not precede agree¬\nment on the latter. State certification requirements should grow out of a\nknowledge of the teacher-training program necessary for the preparation of\nteachers so they will be competent to teach the program the child needs.\nIn our problem, therefore, we need not be greatly disturbed over the in¬\nequality between states in their standards of certification. The real problem\nfor us is to secure substantial agreement on what constitutes an adequate\nteacher-training program\ncan be measured.\n\nin health and physical education, and how\n\nthis\n\nTeacher-training institutions professing to prepare teachers for service in\nhealth and physical education in the elementary and secondary schools must\nbe familiar with the programs which are taught and which should be taught\nin these schools to meet the health and physical education needs of children.\nThe common and basic characteristics of an adequate health and physical\neducation program in the elementary and secondary schools are :\n1. Every pupil enrolled in the elementary and secondary schools should\nhave a health and physical education program daily. Physical activity is\nessential for normal growth and development and for health maintenance.\n2. The length of physical education periods should be related to the age\nof pupils. The instructional period in elementary schools should be from\n20 to 30 minutes in length; in junior high schools from 40 to 50 minutes;\nin the senior high schools from 50 to 60 minutes; and in the junior college\n60 minutes. Pupils of elementary-school age need from 3 to 5 hours of\nphysical activity each day in order to develop the organic vitality needed as\na basis for good health. Periods before school, morning recess, noon hour,\nafternoon recess, and after school should be utilized as additional play\nperiods under the supervision of competent\n\nteachers.\n\n"}
{"page": 477, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\n3. An educative and protective program\nshould be provided.\n4. The\n\nphysical education\n\nrather than formal. Play which\n\nPhysical\n\nbe largely natural\n\nin type,\n\ninvolves natural bodily movements\n\nand the\n\nprogram\n\nshould\n\nhealth and physical education\n\nthan participation in formal\n\nprogram\n\nshould\n\non the instructional, intramural,\n\ninclude a large\n\na general and specific\n\nvariety of activities. Each type of activity should make\ncontribution to the development of children.\n6. Emphasis\n\n473\n\nin health and physical education\n\nbig muscles is more interesting to children\nexercises invented by adults.\n5. The\n\nEducation\n\ninterschool and play day\n\nprograms in physical education should be well balanced. Girls should not\nengage in interschool athletic contests ; intramural athletics and play days are\nmore developmental\nchampionships\n\nfor the great mass of girls. For boys, interschool athletic\n\nmight well be limited to sensibly arranged\n\nlocal leagues, and\n\nwinning games should not be the main objective. No highly organized inter¬\nschool athletic competition should be provided for pupils below the seventh\ngrade.\n7. Above the sixth grade, separate classes in physical education should be\narranged for boys and girls. Men teachers should teach boys, and women\n\nteachers teach girls. For social development, boys’ and girls’ classes should\noccasionally be combined for activities which permit, such as swimming,\ntennis, archery, volley ball, and social dancing.\n8. In the secondary\n\nschool, considerable\n\nemphasis\n\nshould be placed on\n\nphysical education activities which are useful to adolescents and adults dur¬\ning their leisure time. Swimming, tennis, handball, volley ball, golf, and\nrhythms are examples of such activities.\n\nfor participation in health and physical education\nactivities, if given at all, should be limited to awards having little money\n9. Extraneous\n\nawards\n\nvalue. The joy which comes from participation and accomplishment\ntivities is more lasting than the satisfaction of receiving awards.\n10. The\nmeet\n\nschool should provide a health protection program\n\nthe needs of all pupils. This\n\nprogram\n\nshould\n\nin ac¬\n\nsufficient to\n\ninclude protection of\n\nphysical, mental, and social health. Every child should be physically and\nemotionally well before the school should spend money in trying to educate\nhim. The services of physicians, nurses, dentists, and other health service\nexperts are necessary. Every effort should be made\nvironment safe and hygienic.\n\nto make\n\nthe school en¬\n\n11. Records of pupils’ condition, behavior, and attainments in health and\nphysical education should be kept. Records of health examinations, physical\nexaminations, enrollment, class and activity assignments, and achievements\nin various phases of the program should be kept and used to the advantage\not the child.\n12. The\n\nhealth and physical education program\n\nshould be adapted to the\n\nneeds, capacities, and interests of the child. Pupils’ needs should be deter¬\nmined thru examinations conducted by health service experts and teachers.\nChildren\n\ndiffer in their physical, mental, and social needs. The\n\nhealth and\n\n"}
{"page": 478, "printed_page": null, "text": "474\n\nNational\n\nEducation\n\nAssociation\n\nphysical education program should contribute to the development\npupil according to his needs.\n\nof every\n\n13. Provision for exemption of pupils from health or physical examina¬\ntions should be made for those who object to such examinations. Exemp¬\ntion from examinations should not excuse pupils from the health and physical\neducation program. No pupil should be excused from physical education.\n14. The school should work closely with the home in an effort to secure\nthe correction of defects found thru the examination of pupils. Community\nagencies should secure the correction of remedial defects of pupils from\nindigent families.\n15. Pupils returning to school after a long illness should for a time have\na modified program of physical education. Vigorous physical activity during\na period of convalescence may prove detrimental to the health of the pupil.\n16. Pupils should be classified for activity. Age, weight, organic power,\nstrength, skill, interest, and structural and functional defects are some of\n\nthe factors to be considered when classifying pupils for activity.\n17. Achievement tests should be given to determine pupil improvement.\nKnowledge of the pupil’s development should be used as the basis for\nmodifying the pupil’s program.\n18. The health and physical education programs should be carried on\nunder competent leadership. Teachers should be well prepared. Their train¬\ning in the physical, biological, and social sciences should be extensive. In\naddition, they must know education in general, and have specific preparation\nin physical education activities and in the health and physical education\nsciences.\n19. Only those teachers of health and physical education who represent\nthe highest ideals in morals and personal character should be selected to\nteach health and physical education. Pupils develop character qualities thru\nphysical education activities. Teaching thru example is more powerful than\nteaching thru precept.\n20. Teachers of health and physical education should have teaching abil¬\nity of a high order. The complexity of the problem of pupil differences and\nthe infinite variety of problems connected with the many kinds of health\nand physical education activities require that the teacher have rare ability\nif he is to be successful.\n21. Management of the health and physical education program should be\nin the hands of school authorities. Outside groups frequently gain control\nof some phases of the program. Many of the evils connected with the com¬\nmercialization of athletics are due to non-school control of athletics.\n22. Local and state supervision of health and physical education pro¬\ngrams should be established and maintained. General and technical service\nis useful in advancing the program and assists teachers and administrators\nin making their work more effective.\n23. Adequate facilities, equipment, and supplies should be available for\nthe conduct of the health and physical education program. The school site\nshould be level and large enough to accommodate\n\nthe various types of ac-\n\n"}
{"page": 479, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n475\n\ntivities in the program. The number of different kinds of play areas required\nis related to the number of pupils to be accommodated. Courts and fields\nshould be properly arranged and prepared, and boundary lines kept marked.\n24. Indoor facilities should be provided for the health and physical edu¬\ncation program. Exercise floors, health unit rooms, offices, dressing rooms,\nshower rooms, special rooms, a swimming pool, and lockers are needed in\nthe secondary school.\n25. The amount of equipment and supplies necessary for the health and\nphysical education program depends on the nature of the activity and the\nnumber of pupils participating.\n26. Facilities, equipment, and supplies should be safe to use. The play¬\nground area should be fenced ; separate and well protected play areas should\nbe arranged for small children ; developmental types of playground equip¬\nment for elementary schools should be properly installed ; and frequent\ninspection of all materials for safety should obtain.\n27. There should be no discrimination in the provision of facilities, equip¬\nment, and supplies for the boys’ and girls’ health and physical education\nprograms. Neither program should be favored to the exclusion or detriment\nof the other.\n\n"}
{"page": 480, "printed_page": null, "text": "*\n\n--\n\n„\n\n.\n\n'\n\n"}
{"page": 481, "printed_page": null, "text": "Department\n\nof Science Instruction\n\n"}
{"page": 482, "printed_page": null, "text": "The department of science instruction is an\n\noutgrowth of a State Department of Natural\nScience Teachers which was organized at a meet¬\ning of the Colorado State Teachers Association in\n1894. See Proceedings , 1894 : 951. It was first known\nas the Department of Natural Science Instruction.\nThe officers of the Department for the year 1933-34\nare: President , Ellen Eddy Shaw, Curator of Ele¬\nmentary Instruction, Brooklyn Botanic Garden, 1000\nWashington Avenue, Brooklyn, N. Y. ; Vicepresident ,\nIra C. Davis, University High School, Madison,\nWis. ; Secretary , Mildred Fahy, Principal, Schneider\nSchool, Chicago, Ill. ; Treasurer , Ralph C. Bedell, 3619\nWyandotte Street, Kansas City, Mo.\nThis Department meets once each year, in July.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of Proceedings as follows :\n1895: 951-958\n1896: 937-967\n1897: 916-958\n1898: 959-984\n1899:1097-1117\n1900: 592-608\n1901: 771-802\n1902: 759-789\n\n1903:\n1904:\n1905:\n1906:\n1907:\n1908:\n1909:\n1910:\n\n847-895\n843-896\n781-825\n719-720\n951-957\n965-998\n789-828\n949-967\n\n1911: 939-992\n1912:1153-1193\n1913: 695-716\n1914: 721-773\n1915: 995-1028\n1916: 699-749\n1917: 535-555\n1918: 295\n\n[ 478 ]\n\n1919: 289\n1920: 305-308\n1921: 663-666\n1922:1239-1265\n1923: 843-860\n1924: 753-774\n1925: 598-608\n1926: 625-636\n\n1927:\n1928:\n1929:\n1930:\n1931:\n1932:\n\n583-597\n569-589\n559-577\n529-542\n561-575\n467-480\n\n"}
{"page": 483, "printed_page": null, "text": "NATURE\nELLIOT\n\nR. DOWNING,\n\nDEPARTMENT\n\nOF\n\nSTUDY— FOUNDATION\nASSOCIATE\nEDUCATION,\n\nPROFESSOR\nUNIVERSITY\n\nOF\n\nFOR\n\nTHE\nOF\n\nWHAT?\n\nTEACHING\n\nCHICAGO,\n\nOF\n\nSCIENCE,\n\nCHICAGO,\n\nILL.\n\nScience as an instrument of public-school education should impart to the\nindividual those major values which science has contributed to the progress\nof the race, namely, skill in the use of scientific laws for the solution of life\nproblems, ability to think in a scientific manner, and certain motivating\ndesires, ideals, and attitudes. These major goals can only be accomplished\nif and when the energies of all the science teachers are concentrated upon\nthem, because the time allotted to science is brief.\nNature study has never been very clear as to its objectives. It has been\nprone to adopt as major goals things that are but parts of a whole, parts\nthat are quite irrelevant in themselves and only significant when taken in\nconjunction with the rest of the whole. If one reads the literature dealing\nwith the aims of nature study he finds the most frequently mentioned aim\nto be “to teach children to observe.” So nature study has often resulted,\nperhaps in many schools still results, in cluttering the minds of pupils with\na lot of useless facts. Real observation is always and only one element in\nscientific thinking. It is a part of the whole job of problem solving. To try\nto teach observation by and for itself is like trying to train one leg of a\nhorse to race when it is severed from the rest of the animal. One cannot\nconceive Pasteur or Faraday starting a day’s work and saying to himself,\n“Now, this is my observation day.”\nClem Thompson in his analysis of some eighty-four state and city courses\nof study in grade-school science (1920) found that the courses aimed\nchiefly at an acquaintance of pupils with the names and life habits of com¬\nmon animals and plants and with a few physical phenomena. Lois Mathis’\nrecent analysis of the newer courses (1932) shows that they are concerned\nmuch more with acquainting pupils with those scientific ideas that have\nbeen significant in giving men an understanding and control of their physical\nand biological environment. This is a difference that indicates a move in the\nright direction. There is little evidence even in these late courses that nature\nstudy is trying to participate in establishing either desirable emotionalized\nstandards or skill in scientific thinking. John Dewey calls this last objective\nthe most important aim of science in the schools.\nNature study has been prone to set up its own objectives and formulate\nits own course of study with little regard to what science work came later\nin the school. The same may be said of general science, biology, chemistry,\nand physics. Each science has gone its own way and paid little attention to\nits predecessors or successors. We have, therefore, no generally recognized\nstandards of accomplishment for the various grade levels in science. The\nsupervisory officer demands that the pupil graduating from the grades shall\nhave the ability to read, speak, and write simple English with some degree\nof facility, and he demands skill in addition, subtraction, multiplication, and\n[ 479 ]\n\n"}
{"page": 484, "printed_page": null, "text": "480\n\nNational\n\nEducation\n\nAssociation\n\ndivision of integers and fractions. But so far as I know, no school yet rec¬\nognizes similarly definite outcomes of science instruction as essential tc\ngraduation from the grade school.\nThe science curriculum must be a unified whole, not, as it is largely at\npresent, a series of disjoined incoherent fragments. It should be stated in\nterms of the skills, abilities, and attitudes to be achieved rather than in terms\nof the subjectmatter to be handled. It must be planned from the top down\nfor one must know what the superstructure is to be before he can lay\nfoundations.\nNature study, or for that matter, any science, will never come into its\nown as a potent factor contributing to the important outcomes of education\nuntil all science teachers cooperate to produce a unified science course with\ndefinite outcomes for each grade level, these outcomes so sequential that the\nearly ones will be recognized as essential prerequisites to the later.\nThe new nature study course cannot be built by patching together selec¬\ntions from existing courses. Present courses are not the result of the survival\nof the fit. They are for the most part based on the whim or fancy of the\nindividuals who wield the scissors and paste-brush to produce them.\nNor can we depend on the experts in the several fields of science to tell\nus what should go into the elementary science course. They are too far re¬\nmoved from childhood as a rule to be familiar with the psychology of grade\npupils. They are, moreover, saturated with the subjectmatter and method\nof producer science while public-school pupils need consumer science.\nThe selection and organization of the course cannot be based on studies\nof children’s interests. The studies thus far made in this field are absolutely\ncontradictory in their results. They show, if anything, that children’s inter¬\nests in nature materials are a result of what they have been taught rather\nthan an indication of what they should be taught.\nThe one feasible way to determine the knowledge content of the science\ncurriculum is to go out into life and find out what science Mr. Everyman\nneeds to solve the problems involving science that arise in his life, and\nmake that the subjectmatter of the science instruction.\nThere are two possible ways of attacking this job. First, you may list all\nthe problems of a scientific nature that arise in your community and teach\npupils how to react to each, how to adjust a lawn mower, how to put in a\nnew fuse when the electric lights go out, what to eat for each meal each\nday in the month, to plant orchard trees on a hill top rather than in the\nvalley, to turn out the gas rather than blow it out. The list of such prob¬\nlematic situations is too long to make it possible to habituate pupils to the\nproper reactions, to even the more important ones. Herriott listed 576 in\nhis community in the field of physics alone. Moreover, you have no assur¬\nance that the pupil will remain in his community. He likely will go where\nan entirely different set of adjustments must be made. And you may be quite\nsure that the problems of a scientific character that will confront him\ntwenty or thirty years hence will be largely unlike those of the present day\nand generation. This first alternative seems therefore quite impracticable.\n\n"}
{"page": 485, "printed_page": null, "text": "Department\n\nof\n\nScience\n\nInstruction\n\n481\n\nSecond, pupils may be given a mastery of the most important principles\nof science, i. e., taught not only to understand the principles but to apply\nthem to problems of the sort that arise in life. Principles are judged im¬\nportant in proportion as they are needed in actual life situations. The 576\nthings that Herriott found needed to be done in the field of physics in his\ncommunity involve only a dozen principles. Principles are universally\napplicable both in time and place.\nThe more important principles have been fairly well determined in the\n\norder of importance by a number of objective studies in the fields of chem¬\nistry, physics, and biology. These principles become the more specific objec¬\ntives of instruction under the major knowledge goal. Similarly the important\nelements and safeguards of scientific thinking and the more significant emo¬\ntionalized stands to be achieved by science instruction must be listed as the\nspecific objectives under these major goals.\nEach of these specific objectives — each principle, for instance — must be\nanalyzed in order to see what are the elements of the apperceptive mass\nneeded to assure its mastery. To illustrate, the law of the conservation of\nenergy has been found, by the objective studies, to be the most important\n\nprinciple of physics. It should be placed as low in grade instruction as possi¬\nble in order that no pupil will leave school without a mastery of this law\nof greatest significance in this field. Miss Murdoch’s experimental study\nshows it can be reasonably mastered at the eighth grade level but that many\nminor concepts needed as a basis of its understanding can be clarified in\nlower grades.\nThis law states that energy cannot be created or destroyed ; it may be\nchanged from one form to another, always in equivalent amounts. Now\nevidently before the law itself can be mastered pupils must know what is\nmeant by energy, creation, destruction, and the forms of energy. The clari¬\nfication is always based on sensory experiences. Pupils may fly kites to feel\nthe force of moving air. They may drive nails with a hammer and feel how\nmechanical energy is changed to heat when they touch the hot nail heads.\nThey may connect up a battery to a motor and see how electric energy is\nchanged to energy of motion, or they may operate a hand dynamo to light a\nsmall electric light and experience that the faster they turn the dynamo the\nbrighter the light glows.\n\nSuch experiences, interesting and significant at the grade level — third,\nfourth, or fifth perhaps — where they are introduced, are given pupils to\nclarify concepts needed to comprehend the law of the conservation of energy\nthe mastery of which is to be attempted at the eighth grade. This accom¬\nplishes one of the specific objectives of the major goal of imparting to pupils\nthat knowledge of science which is and has been of greatest significance\nto mankind. Thus and only thus can we make each bit of science instruction\npurposeful and make it fit into a unified science course that will accomplish\nthe major goals we set out to reach.\nOnly as we have the knowledge of science which we possess in the form\nof principles can we use it to solve the problems we encounter whether\n\n"}
{"page": 486, "printed_page": null, "text": "482\n\nNational\n\nEducation\n\nAssociation\n\nthey may be problems concerning which we have to do something in a\npractical way or problems we solve to satisfy our intellectual curiosity. I\nam traveling in the club car at the front of the train on the Michigan\n\nCen¬\n\ntral’s “Wolverine.” As the engine, running at high speed, scoops up water\nfrom the trough between the rails, great drops are thrown up onto the\nwindows of the car. I notice that these do not run straight down the window\npane but diagonally from the upper corner near the engine to the lower\ncorner farther from the engine. I wonder why. I hunt around in my store\nof knowledge for some scientific principle that will apply to this problematic\nsituation. At last I hit upon the law of composition of forces. Then I see\nthat the drops are acted upon by gravity at the same time the window\n\npane\n\nis slipping under them with the speed of the train. Can I calculate approx¬\nimately the speed of the train from this diagram of the composition of forces,\ndrawn by the drops on the window pane? Here I have a quantitive problem\nthat whiles away the tedium of journey. If you will look back in your own\nexperiences to those occasions when you have applied your science to the\nsolution of a problem you will find that you have similarly made use of some\nprinciple you know.\nSome of these important yet fairly simple principles can be mastered by\npupils in the intermediate grades, others must be placed in later levels of the\nschool. The nature study teacher, even in primary grades, can be clarifying\nconcepts necessary to their understanding — concepts which are in themselves\nworthwhile to pupils of the lower grades.\nTime will not permit outlining in detail the formulation of curriculum\nmaterial and its appropriate grade placement to accomplish the other major\ngoals of science teaching. I should like to have pupils, as a result of their\npublic-school science, achieve such emotionalized standards as ( 1 ) a pro¬\nfound feeling of wonder, awe, and reverence for the magnitude and com¬\nplexity of the universe in which we live; (2) a lively admiration for the\nself-sacrificing devotion of such men as Pasteur, Faraday, Kepler, Lavosier,\nwho have contributed to the welfare of mankind rather than devoting their\nenergies to exploiting their fellows for their own selfish ends, and (3) an\nattitude of mind that impels the individual to consult experts in fields where\nhis own knowledge is inadequate.\nIt is one of the main functions of science instruction to transform the\nimmature, illogical thinking of the pupil who is swayed by fancy, whim\n\nand\n\ncurrent unfounded beliefs to scientific thinking — to make him skillful in\nusing the elements and safeguards of good reflective thought. The child\ncan think quite as efficiently as the adult provided the problems with which\nhe is faced deal with concrete situations. He is usually discouraged, however,\nin his efforts. He is spanked for taking the clock to pieces to see what makes\nit go or for cutting into his drum to see where the noise comes from altho\nhe is using a perfectly good scientific method to satisfy his curiosity.\nThe author has given a test in the use of the elements and safeguards of\nscientific thinking to thousands of pupils in junior and senior high schools.\nThe results show that pupils who\n\nhave had much\n\nscience are no more pro-\n\n"}
{"page": 487, "printed_page": null, "text": "Department\n\nof\n\nScience\n\n483\n\nInstruction\n\nficient than those who have had little or none. In other words, science as it\nis now taught neglects quite completely this important outcome.\nThe nature study teacher, then, should be giving pupils a mastery of some\nof the important yet simple principles of science even well down in the\ngrades. He should be giving his pupils such experiences as will clarify the\nconcepts needed as a basis of understanding other principles that will come at\nlater school levels. He should begin the development of skill in problem solv¬\ning or scientific thinking, at least set a good example of such even with kinder¬\ngarteners, for youngsters early learn by imitation. He should lead pupils\nin those activities which will help to establish important emotionalized stand¬\nards. In a word, his work is foundational. It must be part of a whole, not\na disconnected fragment. While some of his work is preparatory to that\nwhich will come at later levels, it must also be significant in the life needs\nof pupils at the grade level where it is introduced.\n\nA\nRALPH\n\nTECHNIC\nC. BEDELL,\n\nFOR\n\nHANDLING\n\nLARGE\n\nCLASSES\n\nSCIENCE\n\nDEPARTMENT,\n\nSOUTHWEST\n\nHIGH\n\nKANSAS\n\nCITY,\n\nSCHOOL,\n\nMO.\n\nThe purpose of this paper is to describe a technic of teaching large general\nscience classes and demonstrate the influence of class size on the results\nobtained when this technic of instruction is used. The results, in general,\nconfirm other studies of class size which show that measurable student out¬\ncomes are not affected when the number of students in a class is increased\nfrom thirty-five to sixty.\nThe technic of instruction employed is called the work sheet procedure.\n4 he course was organized into units and each unit was taught in as nearly\nthe same manner as its subjectmatter would permit. Each unit was intro¬\nduced by a preview of about twenty minutes’ length given orally by the\nteacher, the purpose of which was to give the students a general idea of the\nunit and to stimulate them to study. The oral preview was followed by the\nstudents reading the section in the text entitled “What You May Expect To\nFind in This Unit.” The students then turned slowly thru the pages of the\ntext which made up the main body of the unit to notice the main headings,\nproblems, and illustrations. This process was intended to orient the student\nto the unit and in most cases consumed approximately one class hour.\nAs soon as a student had completed the above he was given the first page\nof the work sheet material for the unit. On each work sheet there was a\nmimeographed list of questions and problems to which the student wrote\nthe answers in the space provided. As soon as the student had finished the\nfirst sheet, he turned it in and received the second, and so on until all of the\nwork for the unit had been completed. At the end of each day the teacher\nmarked all sheets that had been turned in, filed those that were satisfactory,\nand returned to the students those that contained errors. Each student then\n\n"}
{"page": 488, "printed_page": null, "text": "484\n\nNational\n\nEducation\n\nAssociation\n\ncorrected his errors and turned in the sheet again. This process was continued\nuntil all answers on the sheet were correct. All correct sheets were kept by\nthe teacher. In marking the errors the teacher used a check mark to indicate\nthe incorrect answer if only a minor error had been made. If the answer\nshowed that the student had made a serious mistake in thinking, suggestions\nwere written on the margin of the sheet. In those cases where it seemed\nadvisable for the teacher to give the student individual assistance, a note\nto that effect was made on the paper, and the following day the student\nwould receive the needed assistance during the regular class hour. The class\nhour was spent by the students in working out their work sheets and in\nconference with the teacher regarding any portion of the work which was\nnot clear to them. These conferences were usually with only one student\nat a time, but where several students were having the same difficulty a con¬\nference was held with those students in one group. In no case did the teacher\ngive the exact answer required by any question on the work sheets, but did\ngive the necessary information and explanation to enable the students to\nwork out the required answer provided such additional help was necessary.\nAll laboratory work was by teacher demonstration and was performed\nat a time best suited to the majority of the class. Laboratory equipment was\nleft on the demonstration table for two or three days after the demonstration\nto permit students to examine it or to repeat the demonstration if necessary.\nThere was no time limit set for the solution of any one work sheet, but\nthere was a time limit set for the completion of the entire unit. Since the\nwork sheet material was divided into three levels of achievement, it was\n\nnecessary for the student to roughly budget his time if he expected to reach\nhis goal. On the date set for the close of the unit, a comprehensive objective\nexamination over the material was given. The results of this examination\nwere the principal factor in determining marks.\nIt is essential that the work sheet material be properly constructed if this\ntechnic is to be successful. In this instance all such material was written by\nthe teacher. The first step in constructing the work sheets for a given unit\nwas to make a list of the important facts and principles which were considered\nas desirable outcomes of the unit. These were then divided into three groups\naccording to the teacher’s opinion as to the difficulty and the importance of\neach fact or principle. Those that were considered as essential to the course\nand within the comprehension of the majority of the students were placed\nin the M group. Those considered next most difficult were placed in the S\ngroup, and those most difficult and requiring the broadest scope of information\nwere placed in the E group. For each fact or principle, exercises or problems\nwere devised which required the use of the given fact or principle for their\nsolution. These exercises or problems were then divided into the above\nmentioned groups. In several instances exercises were inserted in the S and\nE groups which covered the same principle as an exercise in the M group,\nbut such exercises in the more advanced groups always involved a broader\napplication of the given principle than the exercise used in the M group. The\nthree levels, or groups, of exercises, thus, were determined on the basis of\n\n"}
{"page": 489, "printed_page": null, "text": "Department\n\nminimum\ninvolved.\n\nof\n\nScience\n\nInstruction\n\n485\n\nessentials, difficulty, and extent of application of the principle\n\nThe\n\nconstruction of the exercises, in every case possible, was done in\nsuch a way that the student would be required to study the material in\nthe text and interpret it for the answer to the exercise. That is, in nearly\nall cases, the student could not answer an exercise by merely finding a word\nor phrase in the text and copying it on the work sheet. The exercises were\narranged to follow the text used, General Science for Today by Watkins\nand Bedell (Macmillan) . At the conclusion of the M group of exercises each\nstudent was required to make an outline of the subjectmatter in the unit.\nIn the S and E groups the student was required to do a certain amount of\noutside reading from books related to the unit. A list of books available in\nthe school library was given to each student for each unit. If the student\nfinished his work sheet material ahead of time, he was permitted to go to\nthe library during class hour to do this reading. The library was available\nto any student at any hour in the day during which he had a study hall or\nat any time after school hours. The students were permitted to do projects\nconnected with the unit. At the end of the unit, those students who had done\noutside reading reported orally to the entire class, and those who had done\nprojects presented them to the class. This usually required from one to\ntwo days of time, after which the unit examination was given.\nThe examinations were all of the objective type, either true-false or\nmultiple choice. In constructing them care was taken to devise questions on\neach of the facts and principles developed in the unit. As far as possible\nthe questions were worded in such a way as to require thinking on the part\nof the student instead of mere memory. This was done by setting science\nsituations and requiring the student to react to interpretations or causes\nwhich might or might not be the correct ones. All students took the same\nexaminations.\nTo determine the effect of class size on the efficiency of instruction by the\nabove technic one class with an enrolment of 61 was compared with two\nsmaller classes, each of which had an enrolment of 38. The average daily\nattendance of the large class was 57.8 while that for the two small classes\nwas 35.2 and 36.5. All classes were taught by the above method and by\nthe same teacher. The classes consisted of boys and girls regularly enrolled\nfor general science in Southwest High School, Kansas City, Missouri.\nStudents in the large, or experimental, class were paired with students\nfrom the small, or control, classes on the basis of ability rating, chronologi¬\ncal age, and results from the Terman Group Test of Mental Ability, the\nHaggerty Reading Test, and the Kansas City General Science Test. Initial\nand final tests were given to permit the measurement of gains. For either\ngains in knowledge or scores on final tests, the results show no statistically\nsignificant differences between the large and small groups.\nThe author believes that a highly trained teacher with a capable assistant\ncould handle five classes of approximately sixty each without undue strain\nto either teacher or assistant.\n\n"}
{"page": 490, "printed_page": null, "text": "486\n\nNational\n\nNATURAL\nIRVING\n\nF. PEARSON,\n\nEducation\n\nSCIENCE\n\nIN\n\nAssociation\n\nTHE\n\nSUPERINTENDENT,\nROCKFORD,\n\nRURAL\n\nWINNEBAGO\n\nSCHOOLS\nCOUNTY\n\nSCHOOLS,\n\nILL.\n\nBy definition natural science is organized knowledge concerning the\nphysical universe. The elementary study of natural science may therefore\ninclude many traditional elementary-school subjects such as physiology,\nhygiene, nature study, agriculture, and most phases of geography. For the\npurposes of this presentation this inclusive interpretation of elementary\nscience will be employed.\nThe rural-school field presents an excellent opportunity for the introduc¬\ntion of a unified course in elementary science. It is exceedingly unfortunate\nthat in the midst of environment which lends itself most effectively to the\npractical study of this subject, so little of it is found. In spite of the advance\nof consolidation, tens of thousands of small rural schools still exist and will\nbe with us for many decades yet to come. If one rural school per day\nwere to be abandoned, twenty-eight years will have elapsed before the last\nrural school in the state of Illinois will have disappeared. In the midst of\nscientific educational contributions to the advancement of other institutions\nare school people going to continue to neglect the little rural school?\ntrust not.\n\nWe\n\nModern rural-school organization and procedure will yield very nicely\nto the introduction and use of a unified course in natural science. The com¬\nplicated organization (or lack of organization) in the old-time rural school\nhas been alleviated by the alternation and grouping of subjects, and more\nrecently by the introduction of an adaptation of the individualized instruction\nsystem. Both of these plans, by the way, are largely the contribution of the\nstate of Illinois, and the late Mr. U. J. Hoffman, assistant state super¬\nintendent of schools, a true friend of the rural school.\nIn spite of the continued improvement in rural-school practise there is\nneed of greater consolidation of subjects with resultant effects in the increase\nof the length of the study periods and more consistent and effective effort\ngenerally. Subject unions could be effected under the headings of English,\nwhich may include reading, composition, spelling, language or grammar ;\nsocial sciences, which may include history, civics, and economics, as per\nDr. Rugg’s plan ; and certainly natural science which may include the\nsubjects mentioned heretofore.\nIndividualized instruction in rural schools provides a technic which allows\nan individual, after mastering the minimum essentials of an assignment by\nof vertical advancement, to expand as far horizontally in his unit of\nstudy as his time and ability will permit. The slow pupil will master the\nessentials only, while the more brilliant pupils are released to work upon\nrelated projects, experiments, notebooks, workbooks, encyclopedic and library\n\nway\n\nstudy, and socialized activities. The new program of rural-school instruc¬\ntion involves on occasion the use of supervised or directed study, socialized\n\n"}
{"page": 491, "printed_page": null, "text": "Department\n\nof\n\nScience\n\nInstruction\n\n487\n\nrecitation, group and individual activities and, in fact, affords the oppor¬\ntunity for the employment of most of the modern teaching devices and\nmethods.\nHow\n\nmay a unified course of natural science study best serve the modern\n\nrural school ? It should follow closely the recommendations of your Depart¬\nment of Science Instruction and those of the Thirty-first Yearbook of the\nNational Society for the Study of Education, as well as scientific guides\nwhich may be produced later. %\n\nThe Thirty-first Yearbook of the National Society for the Study of\nEducation suggests the following as points of study about which an ele¬\nmentary science course should be centered : the universe, the earth, the earth’s\natmosphere, life, conditions essential to life, variety of life, the physical\nenvironment of life, adaptations of life, interdependence of life, health,\nchemical and physical changes, light, electricity and magnetism, and inven¬\ntions in the home and in industry. For rural-school purposes this list should\nbe extended, where necessary, to include all subjects now presented in\ngeography, physiology, hygiene, agriculture and nature study.\nThe elementary course in natural science in rural schools should take\ncognizance of the many natural opportunities for practical observation and\nstudy presented in rural environment. The greatest laboratory available,\nnature itself, is vibrantly present at all times. It should be used, respected,\nand loved.\nThe natural science materials which are to be presented must be scien¬\ntifically graded, vocabularly tested, and centered about the subjects of\ngreatest natural interest to the pupils of the respective grades and ages. Too\noften are these items neglected in the production of courses of study because\nthose who produce them are professionally interested in the content and\nnot so well versed in the methods of presenting it.\nThe elementary science course of study should capitalize the use of modern\nteaching devices, particularly the workbook and other work-type material,\nsimple experimentation, project making, and unit study.\nThe material must be attractively organized and presented, rather than\nformal and fearful as judged by the child. It, of course, must develop the\ndesire to know more and more about the marvelous order and activity of\nthings about us, rather than to burden the child with an antipathy toward\nscientific study, engendered by unwise pedagogy. The organization and\nmethod employed must have all the naturalness that a science of nature in\nitself reveals.\nFinally, the course of study in elementary natural science must impart\na respect for the beauty, the orderliness, the exactitude, and the truth of\ncreation, thereby constituting a tremendous force for moral and cultural\ngood.\nThousands\n\nof rural schools of America\n\nwill gladly receive and use a\n\ncourse of study in elementary science which course respects modern ruralschool organization and teaching technic and which in a natural way employs\nthe natural advantages of a rural setting.\n\n"}
{"page": 492, "printed_page": null, "text": ""}
{"page": 493, "printed_page": null, "text": "Department\n\nof Secondary Education\n\n"}
{"page": 494, "printed_page": null, "text": "The department of secondary education was\n\nestablished in 1886. It lapsed temporarily in\n1924. In 1931 it was revived by the Delegate As¬\nsembly of the National Education Association at its\nannual convention in Los Angeles.\nThe officers of the Department for the year 1933-34\nare: President , Ernest D. Lewis, Room 1901, 130\nWest 42nd Street, New York, N. Y. ; Vicepresident ,\nFrank E. Barr, Balboa High School, San Francisco,\nCalif.; Secretary , Ann E. Ryder, Dickinson High\nSchool, Jersey City, N. J. ; Treasurer , George M.\nStrong, East High School, Columbus, Ohio; Regional\nDirectors: Grace M. Davis, Modesto High School,\nModesto, Calif. ; Asa E. Foster, Starling Junior High\nSchool, Columbus, Ohio; Robert W. House, Salem\nHigh School, Salem, Va. ; Grace Kenehan, Chester S.\nMorey Junior High School, Denver, Colo. ; Augustus\nLudwig, Pershing Junior High School, Brooklyn,\nN. Y.\nThis Department meets once a year in July. Facts\nrelating to the establishment of the Department, its\nrevival, and the record of meetings are found in\nearlier volumes of Proceedings as follows :\n1887: 393-442\n1888: 401-433\n1889: 497-533\n1890: 613-655\n1891: 615-687\n1892: 333-373\n1893: 177-242\n1894: 743-794\n\n1895:\n1896:\n1897:\n1898:\n1899:\n1900:\n1901:\n1902:\n\n579-635\n557-619\n644-699\n664-700\n601-817\n428-453\n565-604\n455-492\n\n1903:\n1904:\n1905:\n1906:\n1907:\n1908:\n1909:\n1910:\n\n429-486\n473-536\n423-479\n633-636\n521-710\n577-667\n479-522\n443-533\n\n[ 490 ]\n\n1911: 555-657\n1912: 663-765\n1913: 469-499\n1914: 445-488\n1915: 723-753\n1916: 517-574\n1917: 253-284\n1918: 177-189\n\n1919: 195-204\n1920: 209-230\n1921: 667-678\n1922:1267-1293\n1923: 861-880\n1924: 775-802\n1932: 481-492\n\n"}
{"page": 495, "printed_page": null, "text": "MATHEMATICS\n\nEDWIN\n\nIN THE CHANGING\nCURRICULUM\nTHE HIGH SCHOOL\n\nS. LIDE,\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nCHICAGO,\n\nOF\n\nILL.\n\nIn a survey of instruction in mathematics, as a part of the National Survey\nof Secondary Education completed in 1932, outstanding practises were\nsought thru analysis of more than a hundred courses of study and thru per¬\nsonal visitation to selected schools.\nIn all particulars, junior high-school courses were constructed with more\ncare than were those of senior high school: in the case of objectives, the\njunior high school emphasized the more practical, while the senior high\nschool emphasized disciplinary and cultural values; newer and richer ma¬\nterials appear in junior high-school courses, embodying algebra and intuitive\ngeometry and social and economic uses of arithmetic, while those of senior\nhigh school remain largely traditional; interest of junior high-school pupils\nis sought thru the application of mathematics to the needs of mankind thru\nthe ages and thru the use of practical problems, while in senior high school\ncollege preparation largely dominates. In junior high school the recommenda¬\ntions of the National Committee on Reorganization, except with respect to\nthe development of functional thinking and emphasis on college preparation\nin grade nine have been carefully followed. A few senior high schools are\npointing the way to better correlation and more practical emphasis on\nmaterials of instruction.\n\nCourses of study are for the most part of a formal nature. What may be\nindicative of future trends is the attempt in some centers to concentrate on\nrevealed weaknesses and to give more attention to general orientation,\nindividual differences, and measurement of results.\nTHE\n\nCHANGING\n\nLEONARD\n\nV. KOOS,\n\nCHICAGO,\n\nCURRICULUM\nPROFESSOR\n\nOF\n\nIN SECONDARY\n\nSECONDARY\n\nEDUCATION,\n\nCHICAGO, ILL. ; AND ASSOCIATE DIRECTOR,\nSURVEY OF SECONDARY\nEDUCATION\n\nSCHOOLS\n\nUNIVERSITY\n\nOF\n\nNATIONAL\n\nThe changes in the secondary-school curriculum reported are those dis¬\nclosed in a number of investigations made in connection with the National\nSurvey of Secondary Education. These investigations differ from most\nstudies of trends by ascertaining the changes in the programs in identical\ngroups of schools at two different periods, one set of programs for each group\nof schools being those in use in 1930 and the other the programs in use at\nsome earlier period.\nTrends were studied for both junior and senior high schools. In junior\nhigh schools there has been a rapid increase in the proportion of work in\nnon-academic subjects somewhat at the expense of academic subjects. The\nonly academic group experiencing a notable gain was the social studies,\n[ 491 ]\n\n"}
{"page": 496, "printed_page": null, "text": "492\n\nNational\n\nAssociation\n\nEducation\n\nwhereas the other increments were in the fine and practical arts, and physical\neducation. In addition, increased amounts of time were being devoted to\nwhat may be called the “social-integrative activities, such as homeroom\nactivities, clubs, and activities in the assembly or auditorium. Another marked\ntrend is in the disappearance of specialized aspects of subjects, such as “gram¬\nmar,” “composition,” “reading,” “spelling,” and the emergence in their\nplace of more general titles like “English.” This trend appears in several\nsubject fields. The changes are in line with the acknowledged special pur¬\nposes of the junior high school.\nAt the senior high-school level a chief change is in the addition of many\n\nnew courses, the additions affecting all subject groups, but science, mathe¬\nmatics, and foreign language less than others. The trend in required work\nat this level is away from mathematics and foreign language and toward\nEnglish, the social studies, and physical education. The displacement of\nspecialized by general courses has progressed more slowly than at the junior\nhigh-school level. An investigation of the work actually taken by graduates\nwhile in high school shows a striking shift away from foreign language and\nmathematics\nsubjects.\n\nand toward\n\nEnglish, the social studies, and the non-academic\n\nFor the most part the shifts at both levels are in the direction of the\nrecommendations of those who have been urging curriculum reform. These\npersons are primarily impatient at the rate of change.\n\nENGLISH\n\nIN\n\nTHE\n\nHIGH\nDORA\n\nV. SMITH,\n\nCOLLEGE\n\nCURRICULUM\n\nCHANGING\n\nOF\n\nOF\n\nTHE\n\nSCHOOL\n\nEDUCATION,\n\nMINNEAPOLIS,\n\nUNIVERSITY\n\nOF\n\nMINNESOTA,\n\nMINN.\n\nWhat are the major trends concerning English revealed by the National\nSurvey of Secondary Education?\nFirst, there has been a general reduction of time devoted to English as a\nsubject in the junior high-school years.\nSecond, certain trends in the teaching of composition stand out clearly.\nAnalysis of aims from 156 courses shows large emphasis upon the funda¬\nmentals of expression and a correspondingly low place accorded to elements\nof style, forms of discourse, and the technical study of rhetorical principles.\nThird, there is a tendency to place relatively little stress upon oral\nEnglish and letter-writing in comparison with their importance in everyday\nlife. The findings are so contrary to the recommendations of experts as\nwell as to the results of scientific investigations into curriculum problems\nthat they would seem to merit the serious concern of those engaged in\ncurriculum revision. There is evidence, however, that when oral composi¬\ntion is engaged in, the activities are nearer life situations than are the cor¬\nresponding activities of written composition.\n\n"}
{"page": 497, "printed_page": null, "text": "Department\n\nof Secondary\n\n493\n\nEducation\n\nA fourth tendency appearing in certain recent courses of study is the re¬\norganization of composition about functional centers like those suggested\nby the investigations of Dr. Roy I. Johnson and the Clapp committee of the\nNational Council. The proposed centers are seven in number: (1) conversa¬\ntion and discussion; (2) instructions, directions, and explanations; (3)\nannouncements, reports, and speeches; (4) story-telling, (5) writing expla¬\nnations, stories, and poems; (6) letter-writing; and (7) word study and\nspelling.\nThe final trend in the teaching of composition concerns the program of\nstudy in grammar. The 156 courses examined are unanimous in their purpose\nto teach that amount of grammar which is necessary to function in correct\nspeech and writing. No other aims are mentioned with the exception of\ngrammar as an aid to literary interpretation, which occurs in three courses\nout of the 156. In spite of this agreement upon a functional content in gram¬\nmar, the number of topics listed for study varies from 45 to 149. Once more\nwe are forcibly reminded of the fact that nobody knows what grammar is\nfunctional and what is not. Clearly one of the first steps in any program of\ncurriculum making in English is the scientific investigation of this problem\nthru controlled experimentation in the classroom.\nFOREIGN\n\nLANGUAGES\nOF\n\nHELEN\n\nM.\n\nEDDY,\n\nIN THE\n\nTHE\n\nCHANGING\n\nHIGH\n\nUNIVERSITY\n\nHIGH\n\nIOWA\n\nCURRICULUM\n\nSCHOOL\nSCHOOL,\n\nCITY,\n\nUNIVERSITY\n\nOF\n\nIOWA,\n\nIOWA\n\nInstruction in the modern foreign languages is at present in a transition\nstage. Because of the lack of authoritative objective data, courses of study\nhave been organized until very recently almost wholly on the basis of sub¬\njective opinion and an analysis of the processes of language learning and\nteaching, with little experimental support. Steps have been taken by the\nModern Foreign Language Study to put the teaching of modern languages\non a scientific basis. The Committee on Investigation has set forth the\nfollowing guiding principles for the organization of a rational modernlanguage program. The objectives proposed for any course must take into\naccount the realities of the situation, such as the time at the disposal of the\nmajority of the pupils, their age, ability, knowledge, and interests; the\nlinguistic and personal equipment of the teacher ; and all pertinent adminis¬\ntrative conditions. The content of the course is to be chosen and organized\nwith conscious reference to the aims and is to consist of learning activities\nas nearly like the proposed outcomes as the classroom situation will allow.\nThe criterion for the selection of subjectmatter and classroom procedure\nis objective evidence that these are the materials and activities best adapted\nto the attainment of the proposed aims within the allotted time and under\nthe conditions that prevail in the classroom. Objective standards of achieve¬\nment are to be set up based upon actual classroom performance.\n\n"}
{"page": 498, "printed_page": null, "text": "494\n\nNational\n\nEducation\n\nAssociation\n\nWithin the limited time at its disposal, the Committee\n\non Investigation\n\nfor the Study was unable to complete or even to initiate research or experi¬\nmentation upon all of the problems that need solution. The Committee’s\nproposed list of problems for investigation and research includes over a\nhundred items.\nThe foreign language situation in the junior high school is still in a\nchaotic state. Courses are offered in modern languages, in Latin, and in a\nconsiderable number of schools, in general language, and may be found to\nbegin in every term except the second semester of the ninth grade.\nObservation of selected classes in foreign language in the junior high\nschool indicates that the best teachers, at least, have been eminently success¬\nful in shaping course content and in devising pupil activities suited to the\nearly adolescent. The problem of proper articulation of the work of the\njunior high school in foreign language with continuation courses in the\nsenior high school remains, however, a perplexing one. Nor is a decisive\nanswer available to the question of the value of the earlier beginning.\nThe general language course offers a possible solution to the problem of\narticulation, while serving also to some degree as an exploratory course in\nforeign language and providing general information in itself. The aims,\ncontent, and values of the course in general language, however, need to be\nmore sharply defined on the basis of objective data derived from careful\nexperimentation.\n\nFOREIGN\n\nLANGUAGES\nOF\n\nCHARLES\n\nH.\n\nMODERN\n\nHANDSCHIN,\nLANGUAGE\n\nIN THE\n\nTHE\n\nCHANGING\n\nHIGH\n\nPRESIDENT\nTEACHERS,\n\nOF\n\nMIAMI\n\nCURRICULUM\n\nSCHOOL\nTHE\n\nNATIONAL\n\nUNIVERSITY,\n\nFEDERATION\n\nOXFORD,\n\nOF\n\nOHIO\n\nAll are agreed that reading, real reading, is the prime aim. There is a\nproblem for each teacher to solve. It is this. I must teach a reading knowledge\nin two to four years in high school, or two years in college. How much time\ncan I put on speaking and grammar and still achieve the former? Every\nteacher solves this problem for himself, according to his lights and circum¬\nstances; that is, every teacher who has freedom.\nModern language teachers are doing better than some years ago. More is\nbeing read thruout ; less stress is being laid on speaking. Segregation into good\nand poor sections with no stress on speaking for the poor sections is coming\nin college and must come in high school. If we wish to guarantee a reading\nknowledge in two years these two points must be taken advantage of to the\nfull. But it must not mean merely old-style translation. A passable pro¬\nnunciation must be taught and made habitual the opening week or weeks.\nOther devices are being and must be used instead of mere translation. Be¬\nsides, we have come\nextensive.\n\nto make\n\nuse of two kinds of reading — intensive and\n\n"}
{"page": 499, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\n495\n\nEducation\n\nModern language teaching has been very creditable for many years in\nspite of what many may suppose as I shall show from the statistics of the\nCollege Entrance Examination Board. This poor opinion of modern language\nteaching on the part of many is due to two things: First, the misconception\nthat since we were advocating a direct method, the public expected our\nstudents to be able to speak the language taught, and since we paid con¬\nsiderable attention to speaking, reading received less attention and so suffered.\nSecond, the public expected too much. A speaking knowledge cannot be\ntaught in two years nor even a reading knowledge in two years in high\nschool, unless under exceptional circumstances. But modern language has\nbeen as well taught as any other subject and better than many, according\nto statistics of the College Entrance Examination Board, “It has, for the\nlast twenty-five years, stood consistently well above the average (roughly\n800,000 papers enter into the tabulation) which is true of no other subject\nexcept Greek. This, however, with 15,000 papers is not comparable to\nmodern languages with 140,000 papers which means, as we know, that Greek\nclasses were much smaller.”\nI believe the educationists who have been critical of modern language\ninstruction will be willing to grant this contention if we can guarantee a\ngood reading knowledge after two years in high school. We need not attain\nany speaking knowledge in high school and very little in college to satisfy\nthis sort of opposition. I believe, however, it will be better for modern\nlanguage to have it taught in the senior high school than in the junior, for\nin the senior high school we shall have a better chance of achieving a reading\nability in worthwhile material.\nAs a contribution to the question mentioned above the speaker proposes\na new philosophy of modern language teaching. The present philosophies are\n(1 ) diagnostic (help after the damage is done) ; (2) teaching pattern forms\nin the hope that they may be useful in the future. The new proposal is to\ncreate a classroom situation in which the student desires to express himself —\nin English in poor sections, in the foreign language in good sections. A new\ntechnic of creating such a situation is reported concretely by records of actual\nclassroom discussions.\n\nSOCIAL\n\nSTUDIES\n\nIN\n\nTHE\n\nTHE\n\nW.\n\nG. KIMMEL,\n\nCHANGING\n\nHIGH\n\nCURRICULUM\n\nOF\n\nSCHOOL\n\nCOLUMBIA\nUNIVERSITY, NEW YORK, N. Y. ,' AND\nN. E. A. DEPARTMENT\nOF SOCIAL STUDIES\n\nPRESIDENT,\n\nA teacher of the social studies in Atlantis, possessed of an independent\nincome, decided to take a leave of absence from his activities and visit foreign\ncountries to make a firsthand investigation of instruction in his field of\nmajor interest. Among the countries visited, he became so interested in what\nseemed to him to be certain anomalies in social-studies situations in the\n\n"}
{"page": 500, "printed_page": null, "text": "496\n\nNational\n\nEducation\n\nAssociation\n\nsecondary schools of the United States that he decided to make a more\nintensive investigation of courses of study, classroom situations, and the\nrelation of instruction in these subjects to typical environmental situations in\nAmerican life today.\nWhile the youth of Europe are marching under the banners of Stalin,\nMussolini, and Hitler, with compasses, charts, points of reference, and an\nenthusiasm for the journey, regardless of uncertainties as to the destination,\nour youth, according to this observer, are floundering in confusion, trying\nwithout adequate points of reference or appealing symbols, to find their\nuncertain way thru the ever-widening area between American ideals or\nfictions and realities. That our youth, confused by the maze of contradictions\nbetween pretenses and realities, try to gain their bearings amidst the multi¬\nplicity of appeals of institutions and entrenched groups, retraces its steps,\nand then advances boldly in an uncertain direction, is not surprising to the\nobserver, because our youth, with many misgivings and reservations, are\nmerely imitating the adult population to a greater or less extent in their\ndesire for approval and prestige. Adult groups and institutions, according\nto our critically-minded observer, are much more concerned with the induc¬\ntion of youth into conventional stereotypes than with provisions for their\nguidance thru the maze of institutional arrangements towards patterns of\nconduct that will eventuate into the good life for them.\nAfter considerable reflection upon the entire situation in the teaching of\nthe social studies in our country, he finally concluded that when the Ameri¬\ncans as a people — not merely 10 or 20 percent of them — shall begin to dis¬\nplace wishful thinking and sentimentalism by logical and fearless thinking\nand other evidence of intellectual poise and maturity, when American\neducators shall be governed by basic ideas rather than slogans in their think¬\ning about the contributions which the social studies may legitimately be\nexpected to make to the social education of youth, when they shall apprehend\nthe basic purposes in the teaching of the social studies as the search for\nand comprehension of ideas in ever-widening and many-sided relationships\nrather than chasing phantom dreams about reforming contemporary society\nby magic formulas and platitudes, when they shall emphasize instruction\nin the inalienable rights, and their implications, possessed by citizens rather\nthan merely stress conformity to platitudes and stereotypes, a great improve¬\nment in the quality of instruction in the social studies may reasonably be\nexpected. Then, he presumed, youth might have an even chance to cope with\nsocial situations of all kinds with the aid of trained minds, flexible powders\nof thought, a more intelligent conception of citizenship, and an alertness in\ndetecting superstitions, propaganda, and fallacies in reasoning imposed upon\nthem by dominant groups and institutions; in short, he predicted that intelli¬\ngence and greater maturity in thought and responsibility in action might\nthen be expected to eventuate into the good life for youth, and that they\nmight be expected to use these attributes in pioneering toward a better social\norder.\n\n"}
{"page": 501, "printed_page": null, "text": "Department\n\nMUSIC\n\nIN\n\nTHE\n\nof\n\nCHANGING\nHIGH\n\nANNE\n\nE. PIERCE,\n\nSecondary\n\nUNIVERSITY\nIOWA\n\n497\n\nEducation\n\nCURRICULUM\n\nOF\n\nTHE\n\nSCHOOL\n\nHIGH\n\nSCHOOL,\n\nCITY,\n\nIOWA\n\nLess than one hundred years ago Lowell Mason\npublic elementary schools of Boston. Somewhat\n\nUNIVERSITY\n\nintroduced\n\nOF\n\nIOWA,\n\nmusic into the\n\nlater, as the high school\n\nan agency in the educational process of the United States it gradually\nfound recognition as a part of secondary education. Since its inception in the\nschool program, music has from time to time undergone various changes in\n\nbecame\n\naims, content\n\nof the course of study and methods\n\nof teaching. It has, how¬\n\never, attained virility as a school subject only within the past few years —\nyears which have witnessed its expansion from compulsory chorus meeting\nonce or twice a week without credit to credited offerings in theory, history,\nappreciation, instrumental and vocal music.\nAltho showing a phenomenal development\n\nin the character\n\nand\n\nextent\n\nof its offerings since the early years of this century, music as yet does not\nhold a large share of time in the program of the majority of schools. Yet,\ndespite its place on the schedule and the confusion which sometimes attends\naccording to the Biennial Survey of Secondary Education,\n1926-28, over 26 percent of the students in high schools reporting studies\n\nits administration,\n\nwere registered in some form of music instruction — more than in drawing\nand art, home economics, Latin, French, German, Spanish, geometry,\nphysics, chemistry, shorthand, and typewriting. In 1930 the quinquennial\nreport of secondary schools approved by the North Central Association\nshowed that in the schools represented more than 38 percent of the students\nincluded some form of music in their secondary training.\nIt must be admitted that at the present time the problems of educators\n\nare multiplied by the current\n\neconomic\n\nrecession which\n\nhas brought\n\nabout\n\na “fad and frill” crusade, a movement not new, however, in the educational\nworld. Probably music is the oldest of the educational fads for the term was\napplied to it at its introduction into the school system many years ago.\nAltho not always wisely taught and administered, it has without doubt\njustified itself as an educational\n\ntool. Whatever\n\nits faults in the school\n\nsystem may be, they are not inherent in the subject itself. Thruout the ages\nit has proved to be one of the most useful of social cements and a healthy\noutlet for the emotions. Certainly teaching boys and girls to recognize the\ndifference between good music and poor music and to prefer the good is an\nindubitable contribution to their lives as civilized people and to the national\nstandards and ideals. The present crisis will not be in vain if it serves to\narouse in teachers of music a desire to correct defects now\ninstruction of their subject and causes them\n\nto reconstruct\n\nas to meet\n\nthe challenge of a social and economic\n\nundergoing\n\nchange.\n\norganism\n\napparent\n\nin the\n\ntheir courses\n\nso\n\nobviously now\n\n"}
{"page": 502, "printed_page": null, "text": "498\n\nNational\n\nMUSIC\n\nH.\n\nAND\n\nROSABEL\n\nART\n\nAssociation\n\nIN THE\nCHANGING\nTHE\nHIGH\nSCHOOL\n\nMCDONALD,\nROOSEVELT\n\nOur\n\nEducation\n\nCHAIRMAN,\nHIGH\n\nSCHOOL,\n\nART\nNEW\n\nCURRICULUM\n\nDEPARTMENT,\nYORK,\n\nOF\n\nTHEODORE\n\nN. Y.\n\naverage presentday classroom practises differ little, in my observation,\n\nfrom those of ten or twenty-five years ago, except that in general they are\nmore chaotic, less disciplined, less directed, more theoretical, more technical,\nmore\n\ntricky, less realistic, less honest. We\n\nare busy with:\n\n1. Making designs for things, posters, textiles, objects of art\n2. Learning design principles\n3. Learning facts about art works and artists\n4. Learning short-cut, fool-proof methods to get design and composition via\ndynamic symmetry\n5. Expressing ourselves in the latest French manner or according to the style of\nthe best selling American magazine illustrator or commercial artist.\n\nSkill must\n\ncome\n\nlast, expression, first. By expression, I do not mean\n\nthe\n\nchaotic, modern arty stuff there is no excuse for. I mean those things that\nhonest children do when fear of media is removed, that represents themselves,\ntheir kind of vision, their interpretation of their world. Abstractions\n\nare not\n\nnatural or interesting to many young adolescents. They do not express them¬\nselves in or by abstract relationships in art unless especially influenced to\ndo so. The\n\nnatural thing for them\n\npersonal. Therefore,\nthings.\n\nis the concrete and the dramatic\n\ntheir art expressions should\n\nbe allowed\n\nand the\n\nto be these\n\nExpression, as an educational goal, means the freeing of man, the return¬\ning to him of the use of his natural equipment of eye, voice, and movement\nthat modern civilization robs him of. If we find art has a particular function\nin this process of developing\n\nexpression capacity, and we\n\nactually use it to\n\nthis end, then we do not have to go further to justify its place in our cur¬\nriculum. The trouble will be found then to be with the rest of the curriculum.\n\nit gives, not only thru art classes, but thru all the subjectmatter\nstudies, as great an opportunity to expression of individual reaction as it\ndoes to the acquisition of facts, it will keep on producing another generation\nof adults such as have produced our present crisis, unconscious of their real\nUnless\n\nselves, of their social environment, acquisitive to the last degree, to get some¬\nthing out of every source from every authority other than the authority of\ntheir own courageous individual reaction, their own personal response.\nOur fundamental educational basis must be on the psychological needs of\nman as an individual and the function of the particular nature of art work\nin relation to this need. It is an old idea, but we\n\nart teachers seem\n\nto have\n\nlost sight of it in the making of organized courses of study if, indeed, it ever\nwas used as the primary consideration in art teaching in secondary schools.\nWe need to do a lot more clear thinking before we can be sufficiently con¬\nvincing even to the thinking public that art is a fundamental educational\ntool.\n\n"}
{"page": 503, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nEducation\n\n499\n\nCOMMERCIAL\nCHANGING\n\nAND\nVOCATIONAL\nSUBJECTS\nIN THE\nCURRICULUM\nOF THE\nHIGH\nSCHOOL\n\nVICTOR\n\nINSTITUTE\n\nH.\n\nNOLL,\n\nCOLLEGE,\n\nComparison\n\nOF\n\nCOLUMBIA\n\nof the number\n\nSCHOOL\n\nEXPERIMENTATION,\n\nUNIVERSITY,\n\nNEW\n\nYORK,\n\nof different courses\n\nand vocational lines by secondary\n\nTEACHERS\n\nN. Y.\n\noffered in commercial\n\nschools today with similar data for about\n\neight years ago, shows a greatly increased diversification and specialization.\nIn commercial work more than twice as many differently named courses\nare now found as were listed by Counts in his study of the senior high-school\ncurriculum. Among the most commonly offered subjects in the commercial\nfield are bookkeeping,\norganization,\n\nbusiness English, business management\n\ncommercial\n\nlaw, general busi¬\nness training, journalism, machine calculation, office practise, retail distribu¬\ntion, salesmanship, shorthand, and typewriting. It is interesting to find that\nthe comprehensive\n\narithmetic,\n\ngeography,\n\nor business\n\nand\n\nhigh school offers on the average,\n\nat least as great a\n\nvariety of commercial subjects as the high school of commerce. The tendency\nis for the former to offer a greater variety of subjects whereas the latter\nprovides greater opportunity for specialization.\nThe\n\ncontrast in industrial arts is even greater. In 1924, Counts\n\nthat approximately\n\ntwo-thirds\n\nof all the time devoted\n\nreported\n\nto this type of work\n\nin\n\nthe schools included in his study was devoted to the two subjects of mechani¬\ncal drawing\n\nand manual\n\ntraining. Today\n\nauto mechanics,\n\ncarpentry, cloth¬\ning construction, electricity, machine shop, millinery, printing, sheet-metal\nwork, bench and mill work are commonly offered in many general high\nschools. Of course, not all schools offer all those mentioned. Some schools,\nhowever, offer all these and more. The amount of work offered in each sub¬\nject varies widely, being in some cases hardly more than a smattering, perhaps\na half unit of work, the class meeting less than five periods a week, to rather\nintensive specialization for one or two and even three or four years. 4 he\ngreatest opportunity for specialization is found in the socalled specialized\nschools. This is true for commercial work in high schools of commerce and\nfor industrial training in technical high schools and trade schools. 4 he ex¬\nception to this statement is the large cosmopolitan or comprehensive high\nschool where a program of studies is offered that is very broad and which\nsometimes provides opportunity for considerable specialization as well.\n\ntraining on the secondary level is broadening its scope and also\nincreasing the opportunities for specialization. One is tempted to suspect,\nVocational\n\nhowever, that except for commercial training in commercial and compre¬\nhensive high schools, and trade training in trade schools, what we offer as\nvocational training in most secondary schools is mostly bait for holding the\nreluctant or unwilling in school and essentially play-work rather than seri¬\nous vocational training. The firsthand observation of all types of secondary\nschools substantiates this viewpoint. On the other hand, it may not be the\ntraining that is at fault, but the pupil. Many get into an occupation\nspecific training for it while others with such training fail to get in.\n\nwithout\n\n"}
{"page": 504, "printed_page": null, "text": "500\n\nNational\n\nEducation\n\nAssociation\n\nVOCATIONAL\nSUBJECTS\nIN THE\nCHANGING\nCURRICULUM\nOF THE\nHIGH\nSCHOOL\nFRANKLIN\n\nJ. KELLER,\n\nDIRECTOR,\n\nNATIONAL\n\nNEW\n\nYORK,\n\nA little over two years ago the New\npointed a Vocational\n\nSurvey Committee\n\nOCCUPATIONAL\n\nCONFERENCE,\n\nN. Y.\n\nYork\n\nCity Board\n\nof Education\n\nap¬\n\nto survey the vocational opportuni¬\n\nties in New York City and, on the basis of its findings, to formulate a com¬\nprehensive program of vocational education. These findings are printed\nin a report called General Recommendations on Vocational Education and\nGuidance\n\nin New\n\nYork\n\nCity.\n\nThey\n\nindicate how\n\nthe curriculum\n\nought to\n\nbe changed, in which institutions it should be carried out, and the kind of\nteachers and supervisors who should be responsible for its administration.\nThe\n\nprincipal recommendations\n\n1. That\n\nvocational\n\neducation\n\nwere:\nis a phase of secondary\n\nboys and girls in industrial high, continuation,\n\neducation, and the\n\nand other vocational\n\nschools,\n\nare entitled to teachers, buildings, equipment, and all other facilities con¬\nsistent with their needs and exactly the same high quality as that in the\nbest high schools.\n2. That in connection with the planning of every vocational school build¬\ning there be organized for a centralized school embracing one trade or a\nrelated group of trades, a strong advisory committee of employers and em¬\nployes ; and for a general neighborhood school, that is, a vocational high\nschool, an advisory committee or representatives of local organizations of\nemployers, employes, parents, and other civic groups.\n3. That\n\nthe board of education\n\norganize two types of schools and develop\n\nto the full extent of its potentialities an existing third type, namely:\na limited number\n\nof central special schools, each of them\n\ndents taking instruction in one trade or group\n\nhousing\n\n(1)\n\nall stu¬\n\nof related trades (full-time,\n\npart-time, apprentice, and evening), (2) regional general schools (voca¬\ntional high schools) the main function of which shall be continued voca¬\ntional guidance thru try-out and social science courses for all students beyond\nthe junior high-school level and of all ages beyond fifteen, with short unit\ntraining courses in those vocations not covered in central schools; and (3)\njunior high schools in every neighborhood which shall provide try-out and\noccupational information courses for all students up to the age of fifteen and\nfor retarded pupils up to the age of sixteen.\n\nCOMMERCIAL\nSUBJECTS\nIN THE\nCHANGING\nCURRICULUM\nOF THE\nHIGH\nSCHOOL\nLLOYD\n\nOur\n\nL. JONES,\n\ngovernment\n\nOHIO\n\nSTATE\n\nUNIVERSITY,\n\nCOLUMBUS,\n\nOHIO\n\nhas gone into business. It will affect everyone\n\njobs, our pocketbooks,\n\nand our living. Education\n\nis the need of the hour. Education\n\nfor economic\n\nin our\n\ncitizenship\n\nfor businesslike living is the only thing\n\n"}
{"page": 505, "printed_page": null, "text": "Department\n\nof Secondary\n\nEducation\n501\n\nthat can pull this country of ours out of the mire of depression and out of\nthe bog of economic illiteracy.\nClosing\n\nschools, pleading\n\nschool\n\nadministrators,\n\nfrantic teachers, bad\n\nbusiness, unsocial industrialism, questionable banking — all are reflections of\neconomic illiteracy. For these many centuries, education has been warring\nagainst all kinds of illiteracy except the kind that is closest to the happiness\nand the stomachs of all people. It is simply unthinkable — this persistent\nneglect of general business information for all persons !\nWhen schools and communities get into business or financial difficulties,\nwe shout in desperation for people to help. We even try to talk business\nto our public but we have seen to it that our public schools have given educa¬\ntion in every field and area except education for businesslike living. No\nwonder that we are in trouble. Where have people been able to get some\nidea of what business is all about and how it affects them? How are we\ngoing to expect sympathetic\n\nand\n\nenthusiastic\n\neconomic recovery acts from people who\nmentary business undertaking?\n\ncooperation\n\nin the pending\n\ndo not have the foundations\n\nof ele¬\n\nprinciple that people are afraid of and usually stand\nthey do not understand. Now if you are going to stand\n\nIt is a fundamental\nagainst that which\n\nby while the federal Congress passes recovery acts that reach down into your\npockets, your business, your hours of work and your jobs, then you ought\nto provide some means of educating people for whom you provide such\nlegislation.\nCommercial education in the changing curriculum of the high school has\nbeen pleading for the past three years for school administration to do some¬\nthing about education for economic citizenship — for general business in¬\nformation. If the foundational business information course is not good and\nadequate and sound, how can the super-structure — the commercial sciences\nin the eleventh and twelfth grades be sound and worthy and adequate?\nEducation for the consumer is in the making. Young people are going\nto get economic information from the schools or elsewhere. It certainly\nwould be much better to provide in the schools a basis for economic guidance\nrather than allow events to shape themselves by a strictly academic and\nnegative attitude. The problem of education for economic citizenship is on\nour front door step. The issue cannot be dodged.\n\nHEALTH\n\nAND\n\nPHYSICAL\n\nCURRICULUM\nJAMES\n\nEDWARD\n\nROGERS,\n\nNATIONAL\n\nDuring\n\nIN THE CHANGING\nEDUCATION\nSCHOOL\nHIGH\nOF THE\n\nDIRECTOR,\n\nRECREATION\n\nNATIONAL\n\nPHYSICAL\n\nASSOCIATION,\n\nNEW\n\nEDUCATION\nN.\n\nYORK,\n\nthe past ten years, no subject has progressed more\n\nSERVICE,\n\nY.\n\nrapidly in the\n\ncurriculum of secondary education than that of health and physical educa¬\ntion. Some of the outstanding developments are :\n1. The health service program\nhome, community, and school.\n\nof schools is a combined\n\nresponsibility of\n\n"}
{"page": 506, "printed_page": null, "text": "502\n\nNational\n\n2. The\n\nEducation\n\nhealth service work\n\ncational problem,\n\nwithin the school is not a medical, but an edu¬\n\nhence it comes\n\nunder\n\nthe general supervision of the edu¬\n\ncational administrators — superintendents\n3. Health\n\nAssociation\n\nand principals.\n\neducation — instruction in hygiene or healthful living — is not\n\nconcerned with old-fashioned anatomy and physiology, but with wholesome\nliving. There have been changes in the content of health education texts. We\nare not concerned\n\nwith\n\nthe knowledge\n\nof subjectmatter\n\nhealthful living thru right habits and wholesome\n4. There\n\nare better health courses\n\nso much\n\nattitudes.\n\nof study that are graded\n\nupon individual needs and follow modern\n\nas with\n\ncurriculum-making\n\n5. There has been a vast improvement in the program\ntion activities. These programs are no longer concerned\n\nand based\n\nprocedures.\n\nof physical educa¬\nwith exercise, the\n\nbuilding of muscles, or with the coaching of athletes. Physical education\n\nis\n\nnow planned to give a well-rounded program of games, sports, athletics,\naquatics, rhythms, gymnastics, graded and based upon individual needs. It\nis very much\n\nconcerned\n\nwith outcomes.\n\nIts objectives are health, physical fit¬\n\nness, and neuro-muscular coordination, development of play habits for the\nwise use of leisure time, sports for sportsmanship — hence character training\nand education not of, but education thru, physical activities.\nThere\n\nis a marked\n\ngrowth\n\nin the development\n\nof intramural\n\nparticipation is being preferred to varsity championship\nideal — a game\n\nRELATION\n\nOF\n\nThe\n\nBRAMMELL,\n\nSCHOOL\n\nathletics rather than spectator ath¬\n\nSECONDARY\n\nHIGHER\nOF\n\nSCHOOLS\n\nTO\n\nINSTITUTIONS\nEDUCATION,\n\nSTORRS,\n\nOne\n\ntournaments.\n\nfor every boy and girl and every boy and girl in a game — is\n\nrapidly becoming a reality. Educational\nletics is rapidly growing in favor.\n\nP. ROY\n\nsports. Mass\n\nCONNECTICUT\n\nSTATE\n\nCOLLEGE,\n\nCONN.\n\nof the viewpoints of this paper is that, in line with the reorganization\n\nof education\n\nin the United\n\nStates, the concept that there are distinct units of\n\nsecondary and higher education\n\nwhich need to be articulated should give way\n\nas rapidly as possible to a concept which views these units as integral parts of\na single educational\n\nexperience. Not\n\nall pupils will reach the same\n\nstages\n\nin this experience, but all should be privileged to go as far as their capacities\nwill permit. If the junior high school and the junior college are properly\n“isthmian” in their function, then education is properly a single mainland,\nand the dark rivers which used to separate the units, and which become the\neducational valley of death\nfrom our system.\nAnother\n\nto many\n\nyoung\n\nconcept is that the subjectmatter\n\npeople, should\n\nofferings and requirements\n\nsecondary schools and higher institutions should be modified\ntheir known\n\nbe eliminated\nof\n\nin the light of\n\ndirect relationships, or lack of it, to the offering above or below.\n\nThis is not set down\n\nin conflict with the excellent principle that the learn-\n\n"}
{"page": 507, "printed_page": null, "text": "Department\n\ning materials\n\nof\n\nSecondary\n\nof the school should\n\nEducation\n\n503\n\nfit the present life and\n\nlearners. In fact, if all the subjects required at present which\ndirectly to success on either the upper\nthe programs\n\nor lower level were\n\nof studies, ample opportunity\n\nwould\n\nneeds\n\nof the\n\nare not related\neliminated\n\nfrom\nexist for schools to enrich\n\ntheir offerings to suit the diversified needs of the learners and of the com¬\nmunities in which the schools are located. It is generally admitted that such\na concept as the one just stated would\nsubjects.\nThe\n\ncut out at least some\n\nthird concept is that along with the elimination\n\nof the traditional\n\nof the barriers that\n\nunits there must be developed\n\nhave existed at the junctions of the educational\n\nan effective system of guidance which gets pupils into schools appropriate to\ntheir abilities and interests and which tends to bring about the discontinuance,\nwith the success feeling, of the educational experience at the close of an\nappropriate level of study. Whatever the plan of guidance developed to bring\nabout such an adjustment of pupils, it is clear that it must be a cooperative\nenterprise, not thought of as terminating at any particular junction of units\nbut continuing uninterrupted\n\nRELATIONS\n\nMARY\n\nBETWEEN\n\nE. COURTENAY,\n\nexperience continues.\n\nas long as the educational\n\nTHE\n\nHIGH\n\nTHE\n\nCOLLEGE\n\nDEAN\n\nOF\n\nGIRLS,\n\nCHICAGO,\n\nSCHOOL\n\nLINDBLOM\n\nHIGH\n\nAND\n\nSCHOOL,\n\nILL.\n\nThere is a deep-seated conviction among many teachers that the one-time\ndominance of the college over the secondary school, inherent in the original\nnature\n\nand purpose\n\nof both, is a lingering handicap\n\nto complete\n\nefficiency.\n\nTrue, the dictatorship of the university has yielded slowly to the democratic\npressure of increasing numbers and changing values in education. Accredit¬\ning agencies have gradually responded to the demand for modified entrance\nrequirements. The higher institutions show a growing generosity in the con¬\nsideration of recommendations and the interpretation of credits. Selective\nprocesses of securing enrolment\n\nhave become\n\nsteadily less selective. Despite\n\nthese significant signs of greater latitude, however,\n\nthe university still exerts\n\na determining and often a deterring influence over the organization, the cur¬\nriculum, and, most of all, the attitude of the teacher in the secondary school.\nThus the high school of today retains the traditional organization borrowed\nin its infancy from higher institutions. Its curriculum, expanded to include\nvocational and technical training, and enriched by a wide range of cultural\nextras still echoes the traditional conviction that the real business of the sec¬\nondary school is to lay a firm foundation for a superstructure of higher edu¬\ncation, and that the training provided for those preparing for college is the\nbest for those not going to college. The average high-school teacher, with\nthis academic background and aspirations, is loath to admit that college is\nnot the summum bonum of all desirable development. He finds it difficult\nto reconcile himself to what he terms lowering the standards, and what\n\n"}
{"page": 508, "printed_page": null, "text": "504\n\nNational\n\nEducation\n\nAssociation\n\nreally is facing the situation honestly and intelligently, and dealing with it\neffectively.\nMass\n\neducation, thrust upon the secondary school without adequate pro¬\nvision, confronts the high school with a twofold obligation : to give to the\nfew, who are able and eager to profit by further academic training, the best\npossible preparation ; and to give to the many, who have neither the desire\nnor the capacity for higher education, but are equally worthy of develop¬\nment, the fullest possible development. We must be honest enough to admit\nthat all pupils are not educable to the same degree or by the same means; that\nthe academic or bookminded type is not the only one to render valuable serv¬\nice to society ; and that each type is deserving of the development of which\nhe is capable both in measure and in kind. We must be willing to segregate\nstudents according to their aptitudes and interests.\nThe\n\ncolleges and universities have not escaped the inroads of mass educa¬\ntion which has multiplied and intensified the problems of the secondary\nschool, and offered a new challenge to every unit in our educational system.\nIn the frank recognition, by the school, the college, and the university, of\nthe fact that there are fundamentally different types of students, with differ¬\nent capacities for education, but all worthy of the training of which they are\ncapable, lies the source of greater power and broader service. The secondary\nschool must dedicate itself to a thoro investigation of its facilities, its pos¬\nsibilities, and its responsibilities, and whatever rebirth is necessary for in¬\ncreased effectiveness. The colleges and universities must be prepared to lead\nwith growing generosity and wiser guidance in this period of unprecedented\nchanges and unparalleled demands.\n\nRELATIONS\n\nGEORGE\n\nBETWEEN\nTHE\nCOLLEGE\nHIGH\nSCHOOL\n\nWORKS,\n\nDEAN\n\nOF\n\nUNIVERSITY\n\nOne\n\nof the most\n\ncommonly\n\nSTUDENTS\nOF\n\nAND\n\nCHICAGO,\n\nAND\n\nUNIVERSITY\n\nCHICAGO,\n\nPUBLIC\n\nEXAMINER,\n\nILL.\n\nused criteria for admission\n\nof students\n\nto\n\ncollege is conformity of credits offered to a specified curriculum pattern.\nMay I call your attention to the results of two recent studies of this question ?\nThe study by Holzinger using records of approximately 600 students who\nwere graduated during the four-year period from 1926-27 to 1929-30 and\nfor whom scores on the psychological examination of the American Council\non Education\n\nwere\n\navailable, leads one to the conclusion\n\nthat, when\n\nintel¬\n\nligence is taken into account, high-school and junior-college preparation in\nany of the standard academic subjects here studied is- about equally good\npreparation for later college work.\nDouglas has made a study of 305 members of the 1930 class in the Uni¬\nversity of Oregon, all of whom were in residence for five consecutive terms.\nStudents presenting two units of credit in foreign language did no better on\nthe average in college than students who presented no units in that field. No\n\n"}
{"page": 509, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\neffective threshold to bar poor students may\n\nEducation\n\n505\n\nbe set at less than five units of\n\nforeign language. Setting such a threshold at any number of units in for¬\neign languages operates to bar practically as many superior students as poor\nones. Similar conclusions may be drawn in the case of other subjects. Not\nonly was there no relation between pattern of high-school credits and col¬\nlege success, but apparently there is little relation between the mastery of\nany particular subject and college success.\nOne seems forced to conclude that, at best, pattern of high-school units\nas a means of selecting good college risks is but another way of measuring\nintelligence and industry, and a distinctly inferior one at that. Compared\nthe basis of predictive usefulness\n\nto psychological\n\non\n\ntest scores, high-school\n\nmarks, and principal’s ratings on college promise, the pattern of high-school\ncredits is obviously definitely inferior. The author of this study feels certain\nthat a few decades hence our present practise of selecting college entrants on\nthe basis of minimum credits in certain fields of high-school credits will seem\na curious and inexplicable anomaly.\nThe\n\nabandonment\n\nof all prescriptions of subjects except as they may\n\nessential prerequisites for certain fields of work,\n\ne.g., engineering,\n\nbe\n\nis sug¬\n\ngested.\nThe results of this procedure would be: (1) Entrance of capable indi¬\nviduals would not be barred; (2) the secondary school would be freed to\nmeet the needs of its clientele.\n\nSECRETARY’S\n\nMINUTES\n\nChicago, Illinois\nFirst Session, July 3, 1933\n“The Changing Curriculum of the High School” as revealed by the series of\nstudies made by the National Survey of Secondary Education was the focal point\nof all conferences held by the Department of Secondary Education at the Chicago\nmeeting.\nLeonard\n\nThe entire first session was given over to papers read by Associate Director\nV. Koos and a large number of survey specialists. This session consisted\n\nof a general meeting and eight subjectmatter roundtable conferences. The com¬\nplete success of these conferences points unmistakably to the desire on the part of\nsecondary-school\n\nteachers\n\nfor other such opportunities.\n\nAn\n\ninformal\n\ntalk was\n\ngiven\n\nat this general meeting by James B. Edmonson, of the University of Michigan,\ngarding the activities of the Joint Commission on the Emergency in Education.\n\nLuncheon\nA luncheon\n\nconference\n\nConference,\n\nat the Auditorium\n\nHotel\n\nre¬\n\nJuly 4\nwas\n\nbriefly addressed\n\nby William\n\nJohn Cooper who, by virtue of his office as Commissioner of Education, was in gen¬\neral charge of the Survey, and by Charles Judd of Chicago University, one of the\nSurvey\n\n“consultants.”\n\nSecond\n\nSession, July 5\n\nThe second general session dealt with “The Relations between the College and\nthe Public High School.” Papers were read by P. Roy Brammell, School of Educa¬\ntion, Connecticut State College, a Survey specialist; by Mary E. Courtenay, dean\n\n"}
{"page": 510, "printed_page": null, "text": "National\n\n506\nof girls, Lindblom\nand\n\nuniversity\n\nthose read\n\nHigh\n\nEducation\n\nSchool, Chicago;\n\nexaminer,\n\nUniversity\n\nat the first session may\n\nFollowing\nwas\n\nthe second\n\nbe found\n\nregular\n\ncalled to order\n\nEducation.\n\nwere\n\nby the secretary, Ann\n\nread\n\napproved.\nduring\n\nThe\n\nThe\n\npresident\n\nthe past year\n\nand\n\nsession\n\nminutes\ngave\n\nby George\nAbstracts\n\non preceding\n\ndean\n\nof students\n\nof these papers\n\nand\n\nof\n\npages.\n\nof the\n\nDepartment,\n\nthe\n\nannual\n\nbusiness\n\nD. Lewis,\n\npresident\n\nof the Department\n\nof the previous\n\nmeeting,\n\nheld\n\nE. Ryder,\n\nDickinson\n\na brief survey\n\nsuggested\n\nWorks,\n\nMeeting, July 5\n\nby Ernest\n\nSecondary\n\nand\n\nof Chicago.\n\nBusiness\n\nmeeting\n\nAssociation\n\nHigh\n\nat Atlantic\n\nof\n\nCity,\n\nSchool, Jersey City, and\n\nof the activities of the Department\n\nprofitable work\n\nstill to be done.\n\nThe treasurer’s report, in the absence of the treasurer, was read by F. A. Sheri¬\ndan, president of the Columbus, Ohio, High School Teachers Association. The re¬\nport showed a balance of $235.73 on June 29 with unpaid bills amounting to $443.21.\nThe\n\nloan made\n\nby the New\n\nto the report, had\nDuring\nNew\n\nYork\n\nbeen\n\nwith\n\nreduced\n\nCity High\n\nby the payment\n\nCity High\n\nAssociation,\n\nSchool\n\nbetter results than\n\nTeachers\n\nas the times\na new\n\ngroup.\n\nmade by L. Sullivan of Cincinnati,\nbus, Ohio, and was carried.\nadjourned.\n\nwere\n\nthe work\n\nLolabel\n\nmotion\n\nOhio, and\n\nAssociation,\n\npresided.\n\ndone\n\nand\n\naccording\n\n27.\n\nHall, vicepresident\n\ncritical, it would\n\nalready\nA\n\nTeachers\n\nof $50 on March\n\nfollowed,\n\nofficers as they knew\n\nMeeting\n\nSchool\n\nthe election of officers, which\n\nthe floor that inasmuch\npresent\n\nYork\n\nIt was\nbe wise\n\nwould\n\nsuggested\n\nfrom\n\nto reelect the\n\nbe apt to carry\n\nto reelect all the officers was\n\nseconded\n\nof the\n\nby E. R. Johnson\n\non\n\nthen\n\nof Colum¬\n\n"}
{"page": 511, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\nPrincipals\n\n"}
{"page": 512, "printed_page": null, "text": "The department of secondary school princi¬\npals\n\nwas\n\norganized\n\nin Topeka,\n\nKansas,\n\nin 1886,\n\nunder the name of the Department of Secondary\nInstruction. See Proceedings , 1887:393. Anticipat¬\ning the proposed merger of the National Association\nof Secondary Principals with the National Educa¬\ntion Association, the name of the Department was\nchanged to the Department of Secondary School\nPrincipals.\nThe officers for the year 1933-34 are: President ,\nRobert B. Clem, Principal, Shawnee High School,\nLouisville, Ky. ; First Vicepresident , Charles F. Allen,\nSupervisor of Secondary Education, Public Schools,\nLittle Rock, Ark.; Second Vicepresidenty Harrison\nC. Lyseth, State Supervisor of Secondary Education,\nAugusta, Maine; Secretary-Treasurer , H. V. Church,\n3129 Wenonah Avenue, Berwyn, Ill.; Executive\nCommittee : William E. Burkard, Principal, Tilden\nJunior High School, Philadelphia, Pa. ; D. A. Morgan,\nPrincipal, Shawnee Mission Rural High School, Merriam, Kans. ; W. W. Haggard, Superintendent, Town¬\nship High School and Junior College, Joliet, Ill.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of Proceedings as follows :\n1887:\n1888:\n1889:\n1890:\n1891:\n1892:\n1893:\n1894:\n1895:\n1896:\n\n393-442\n401-433\n497-533\n613-655\n615-687\n333-373\n177-242\n743-794\n579-635\n557-619\n\n1897: 644-699\n1898: 664-700\n1899: 601-817\n1900: 428-453\n1901: 565-604\n1902: 455-492\n1903: 429-486\n1904: 473-536\n1905: 423-479\n1906: 633-636\n\n1907:\n1908:\n1909:\n1910:\n1911:\n1912:\n1913:\n1914:\n1915:\n1916:\n\n521-710\n577-667\n479-522\n443-533\n555-657\n663-765\n469-499\n445-488\n723-753\n517-574\n\n[ 508 ]\n\n1917: 253-284\n1918: 177-189\n1919: 195-204\n1920: 209-230\n1921: 667-678\n1922:1267-1293\n1923: 861-880\n1924: 775-802\n1925: 450-477\n1926: 637-652\n\n1927:\n1928:\n1929:\n1930:\n1931:\n1932:\n\n599-677\n591-650\n579-632\n543-595\n577-620\n493-524\n\n"}
{"page": 513, "printed_page": null, "text": "THE\n\nSTATE\n\nE. W. BUTTERFIELD,\n\nSTATE\n\nAND\n\nITS\n\nHIGH\n\nCOMMISSIONER\n\nSCHOOLS\n\nOF EDUCATION,\n\nHARTFORD,\n\nCONN.\n\nThis statement is now being much discussed: “In Europe they plan a\nsecondary-school education for only 10 percent of all children. Here we\nseek such an education for all children. Can we afford to give opportunities\nof secondary education\n\nmore\n\nto all? Shall we not revise our plan to approach\n\nclosely the European standard?”\nIn a republic public education is not a gift, not charity, not a contribution\nto the needs of poor and unfortunate\ncitizens to a growing\nand perpetuate\n\nparents. Its purpose is to adjust growing\n\nworld. We\n\neducate not to relieve parents but to protect\n\nour investment\n\nin culture and civilization. Yet this question\n\nasks if we, that is, the rich, the intellectual, the cultured, the old families can\nafford to give, can we tax ourselves and also tax the poor, the mediocreminded, the uncouth, and those of foreign birth so that we can make a present\nof secondary\n\neducation\n\nto those not of our own\n\npersonal status? It may\n\nwell be that four out of five college professors and college graduates\n\nwill\n\nnod with approval to a plan which would restrict high-school education\nto 10 percent of all children, provided that their children and those of\ntheir neighbors be in the 10 percent.\n\nBesides the fallacy which the word “give” connotes, a very practical\nquestion arises. The question that faces us is not what we can give to the\nchild, but what can we to our own advantage do with the child until he\nreaches the age of competence\nthe state must\nto work.\n\ndo something\n\nand employment.\n\nVery\n\nbluntly, parents\n\nand\n\nwith children until they are old enough\nuntil they were\n\nFifty years ago this meant\n\nuntil they are eighteen. Children\nIf only 10 percent are allowed\n\nfourteen, now\n\nreach the secondary-school\n\nto enter, some\n\nto go\nit means\n\nemployment\n\ndoor at fourteen.\nmust be found\n\nfor\n\nthe 90 percent.\nLet us begin with the girls. Every main avenue for employment at fourteen\nhas now been closed. The factories will not receive them. Even in the cotton\nmills larger and\n\nmore\n\ncomplicated\n\nmachinery\n\nhas forever put an\n\nend\n\nto\n\nchild labor at the loom. The department stores no longer want these chil¬\ndren. These stores are run by men and women, and except for the Christmas\nrush, the stores want\nclosed to them\n\nyoung\n\ntoo. This was\n\npeople but no children. Housework\nvery common\n\nin 1900 but today houses have\n\nelectrical and other appliances and the kitchen girl is not employed.\nmore, marriage is closed to them.\nFor boys the story is not different. The\nspecial farm activities gave employment\nand continues to do this in European\nwith us is now\n\ngone. Changes\n\nhas been\n\nFurther¬\n\ncare of horses, the milking of cows,\nto thousands\n\nof farm\n\nboys in 1890\n\ncountries. In great measure\n\nhave come\n\nso that the presence\n\nindustry up to the age of eighteen by our certain knowledge\nup to the time of majority at twenty-one\n[ 509 ]\n\nis an economic\n\nthis work\n\nof minors\n\nin\n\nand probably\n\ndisadvantage.\n\n"}
{"page": 514, "printed_page": null, "text": "510\n\nNational\n\nThere\n\nEducation\n\nis, then, but one answer.\n\nIf we\n\nAssociation\n\nadopt the European\n\nstatus of 10\n\npercent of fourteen- to eighteen-year-old children in school, we must accept\nthe standard of living that produces employment for 90 percent of these\nchildren. This means\n\na reduction\n\nof child labor in the cities. We\neducation\n\nto a status of peasantry\n\nhave outgrown\n\non the farm\n\nthis and in America\n\npublic\n\nwill continue to be offered to all children of secondary-school\n\nIMPROVEMENT\nR. R. COOK,\n\nPRINCIPAL,\n\nAND\n\nECONOMY\n\nTHEODORE\n\nThere are three possible ways\neducational\n\nROOSEVELT\nIOWA\n\nIN\n\nand\nage.\n\nINSTRUCTION\n\nHIGH\n\nSCHOOL,\n\nDES\n\nMOINES,\n\nof reducing instructional costs: (1) reduce\n\nofferings; (2) reduce teachers’ salaries; (3) increase the num¬\n\nber of pupils per teacher. The average taxpayer does not want his children’s\neducational opportunities to suffer. Teachers do not want their salaries cut.\nIt may be possible to meet a goodly portion of the necessary\nschool taxes by finding more efficient teaching methods.\nWe\n\nneed to make\n\nefficient methods,\n\nmore\n\nextensive use of our stronger\n\nsuch teachers should be enabled\n\nreduction\n\nin\n\nteachers. By more\n\nto teach larger numbers\n\nof pupils. If so, the public can afford to pay them good salaries.\nIn two of the Des Moines high schools there are at the present time experi¬\nmental units in each of which a master teacher, with the assistance of a\nwell trained but inexperienced\n\napprentice, is teaching five classes of sixty-\n\nfive pupils each. The instructor makes extensive use of mimeographed out¬\nlines and tests. He has two rooms, one a classroom for recitation purposes,\nthe other a workroom\n\nfor the use of the apprentice. The\n\napprentice grades\n\npapers, prepares outlines and tests, gathers and tabulates reference readings,\nassists absentees in making up their work, aids slow pupils and keeps class\nrecords. General class recitations and lectures are reduced to a minimum.\nThirty-minute discussions are held two or three times each week, some of\nthese consisting of group discussions in which the class is broken up into\nsmall units, each under\n\nits own\n\nstudent leader. Short tests are given every\n\nfew days and major tests at the close of each unit of work.\nThe\n\nresults up to date indicate that pupils of ability are benefiting from\n\nthe challenge to greater independence and initiative. They are being thrown\nmore on their own resources and have more time and incentive to work.\nThe weak pupils are receiving more individual help and guidance than\nformerly. Test scores and marks at the close of the fall semester show results\nas good as those secured in the past in small classes, by the same instructor.\nThe\n\nexperiment\n\nwill result in a financial saving to the school district of\n\nabout 20 percent of the salary of two experienced\n\nteachers.\n\n'The writer wishes to challenge others to carry on similar experiments in\ndifferent subjects and with different methods, believing that secondary\nschools have only made\n\na beginning\n\nand greater efficiency in classroom\n\nin their movement\n\nmethods.\n\ntoward\n\nimprovement\n\n"}
{"page": 515, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n511\nDIRECTED\nROY\n\nO. BILLETT,\n\nLEARNING\n\nAND\n\nTHE\n\nSPECIALIST\n\nSCHOOL\n\nADMINISTRATION,\n\nIN\n\nEDUCATION,\n\nUNIT\n\nWASHINGTON,\n\nASSIGNMENT\nU.\n\nS. OFFICE\n\nOF\n\nD. C.\n\nAll learning originates in the interaction of the individual with his en¬\nvironment, that is, in experience. From unguided experience the individual\nreceives no guarantee\n\nof his own\n\nobtains no promise of continuous\ntions of the school, education\n\ngrowth, success, and happiness, and society\nimprovement.\n\nHence, in terms of the func¬\n\nmust be the result of “guided\n\nexperience”\n\nand\n\nsynonymous with “directed learning.”\nThe modern educator has caught a vision of the possibilities inherent in\ndirected learning both for the individual and for society. He perceives that\nif these possibilities are to be realized the random efforts of individual edu¬\ncators and school systems must be replaced by collective action. Five aspects\nof the work\n\nto be done may be noted. First, valid objectives toward\n\npupils should work\nharmonious\n\nmust be established. These\n\nseries from\n\nand immediate.\n\nwhich\n\nobjectives should range in a\n\nthe most general and ultimate to the most\n\nIn the formulation\n\nof these objectives due\n\nspecific\n\nconsideration\n\nmust be given to the pupil’s hereditary make-up, to his normal processes\nof growth, and to the nature of the social order in which he will participate.\nSecond, a controlled\nmeans\n\nenvironment\n\nmust\n\nbe created wherein\n\nof planned activities and experiences may\n\nthe pupil, by\n\nattain the various objectives\n\nin optimum sequence. Third, the pupil’s activities and experiences must be\nintelligently supervised and directed. Fourth, valid and reliable methods\nmust\n\nbe employed\n\nto determine\n\nFifth, each objective must\n\nwhen\n\neach objective has been\n\nattained.\n\nbe so attained that the pupil is challenged\n\nmove toward new objectives which\nbeyond the new horizon.\n\nhave appeared, by no means\n\nAs a part of a general movement\ndirection of learning, the fundamental\n\ntoward\n\nthe more\n\nchanges which\n\nto\n\naccidentally,\n\nefficient and valid\n\nhave occurred\n\nduring\n\nthe past quarter of a century in the philosophy, the psychology, and the\nprinciples of education have been followed or paralleled by radical changes\nin classroom procedure. In the secondary school the most thoro-going change\nhas been introduced under the name of one or another of ten plans, methods\nor technics which\n\nin the aggregate\n\nmay be designated as “plans characterized\n\nby the unit assignment.” These plans are known in educational literature\nas (1) the project method, (2) the problem method, (3) differentiated\nassignments, (4) long-unit assignments, (5) the contract plan, (6) the\nlaboratory plan, (7) individualized instruction, (8) the Morrison plan or\nsome\n\nmodification,\n\n(9) the Winnetka\n\n(10) the Dalton plan or some\nwith the National\n\nSurvey\n\ntechnic or some\n\nmodification.\n\nof Secondary\n\nthe actual practises of outstanding\n\nStudies conducted\n\nEducation\n\nsecondary\n\nmodification,\n\nhave\n\nand\n\nin connection\n\nrevealed\n\nthat in\n\nschools these procedures\n\ndiffer\n\nin name only. A central feature of each plan is the direction of learning by\nmeans of some form of the unit assignment, with resultant modifications\nof classroom procedure.\n\n"}
{"page": 516, "printed_page": null, "text": "512\n\nNational\n\nEducation\n\nIn the use of plans characterized\ncan be avoided\n\nAssociation\n\nby the unit assignment\n\nif a clear distinction is maintained\n\nthe “unit assignment.”\n\nStudies made\n\nin connection\n\nmuch\n\nbetween\n\nconfusion\n\nthe “unit” and\n\nwith the survey indicate\n\nthat the “unit” is best defined as a concept, attitude, appreciation, knowledge,\nor skill to be acquired by the pupil, which if acquired will presumably\nmodify his thinking or his other behavior\n\nin a desirable way. Thus\n\nthe units of a course are the objectives of the course. On\n\ndefined,\n\nthe other hand, the\n\n“unit assignment” should be regarded as consisting of those required ac¬\ntivities and experiences which have been planned by the teacher to enable the\npupil to master\n\nthe unit.\n\nIn outstanding\n\nschools in which\n\none\n\nor another\n\nof the various plans\n\ncharacterized by the unit assignment is used, a well-defined teaching and\nlearning cycle has evolved. This cycle is typically divided into four phases:\n(1) the introduction, (2) the individual-work\n\n(or laboratory)\n\nperiod, (3)\n\nthe period of class discussion, and (4) the testing period. Detailed discus¬\nsion of the purposes of each of these phases and of the methods used in each\nis impossible in this brief abstract. However, it should be said that the re¬\nsulting classroom procedure bears little if any resemblance to the traditional\n“recitation.”\nThe possibilities of successful direction of learning by means\n\nof the unit\n\nassignment and by means of the accompanying changes in classroom pro¬\ncedure far transcend anything so far accomplished, largely because the units\nand unit assignments\n\nnow\n\nin use in the best secondary\n\nschools are purely\n\nthe results of empirical and often hasty analyses of existing subjectmatter.\nOnly\n\nrarely do the units and unit assignments\n\nin use rest on even\n\nmeager\n\nresearch into pupils’ normal activities, psychological stages of growth,\npresent needs, immediate interests, or probable adult needs. Such strikingly\nimportant\n\nmatters\n\nas the determination\n\nthe correlation of assignments,\n\nof the optimum\n\nsequence\n\nof units,\n\nthe differentiation of units and assignments\n\nfor pupils of different interests, abilities, needs, and aims, for the most part\nare arrived at unsystematically\n\nlaboring under the pressure of\nteaching and administrative burdens which preclude the use of the methods\nof scientific research even if the workers were trained in the use of such\nprocedures.\nThe improvement\nconjunction\n\nby workers\n\nof practise could\n\nbe immeasurably\n\nwith the present widespread,\n\nof directed learning, a constant\n\naccelerated\n\nif, in\n\nempirical attack on the problem\n\nresearch program\n\nwere\n\nkept continuously\navailable. Much of the\n\nunder way directed by the ablest research workers\nresearch work would produce materials of nationwide\n\nusefulness, certainly\n\nneeding only minor modifications for local situations. Classroom teachers\nand supervisors would be constantly supplied with the products of research\nand would give such materials the acid test of classroom use. The research\nprogram would be constantly\nfrom the classroom.\nThe\n\nproblem\n\nof correlating\n\npresent widespread\n\noriented\nan\n\nby criticisms emanating\n\nextensive\n\nempirical attempts\n\nresearch program\n\nto improve\n\nunits and\n\ndirectly\nwith\n\nthe\n\nunit assign-\n\n"}
{"page": 517, "printed_page": null, "text": "Department\n\nments\n\nnow\n\nof\n\nSecondary\n\nin use, is one which\n\nnational organizations\n\nshould\n\nSchool\n\nreceive the attention of state and\n\ninterested in secondary\nto improve\n\neducation.\n\nof effort now\n\nbeing expended\n\nbe coordinated\nbe assured.\n\nand a greater certainty of continuous\n\nTHE\n\nOF\n\nRELATIONSHIP\nAGENCIES\n\nTO\n\nJ. B.\n\nEDMONSON,\n\nDEAN,\n\nREGIONAL\n\nTHIS\n\nSCHOOL\n\nMICHIGAN,\n\nANN\n\nOF\n\nThe\n\nvast amount\n\nthe direction of learning should\n\nSECONDARY\n\nDURING\n\n513\n\nPrincipals\n\nimprovement\n\nshould\n\nACCREDITING\n\nEDUCATION\n\nCRISIS\nEDUCATION,\n\nARBOR,\n\nUNIVERSITY\n\nOF\n\nMICH.\n\nIt has been proposed that the regional agencies should suspend their\nstandards during this period. I have no sympathy with any such proposal\nunless it is agreed that the standards have possessed no great degree of\nvalidity during the past decade. If the regional associations were to declare\na moratorium,\nthe mercy\n\nthe secondary\n\nof persons who\n\nschools in many\n\ncommunities\n\nwould\n\nbe at\n\nhave no interest in providing an adequate program\n\nof secondary-school instruction. In such a period as this the standardizing\nagencies can be of great help to secondary schools by being lenient in de¬\nserving cases and by being severe in treating bogus claims.\nThe regional associations should be lenient in the application of standaids for accrediting in those cases where the school authorities and the\ncommunities are making an honest and determined effort to meet the re¬\nquirements. There are scores of cases where schools deserve a marked\ndegree of leniency. In all probability there are some\nand flimsy excuses, are offered for failure to meet\n\ncases where\n\nreasonable\n\neven in periods of prosperity such evasions and excuses were\nschool authorities and some communities.\nThe\n\nregional agencies should\n\nproblem\n\nof effective articulation\n\nbecome\n\nmore\n\nbetween\n\nalibis\n\nrequirements ;\n\noffered by some\n\naggressive in attacking the\n\nthe colleges and\n\nthe secondary\n\nschools. Too long the secondary schools and the colleges have been friendly\nenemies. The time has come when there are so many common enemies of\nboth secondary and higher education\n\nthat we must\n\neliminate any unnecessary\n\nfeuds within the profession. Possibly we need to cease talking about coopera¬\ntion between colleges and secondary schools and devote our attention to a\ndiscussion of a vigorous defense of education by united forces.\n\nThe\n\nregional associations should\n\nas to the real philosophy\na determined\n\nattempt\n\nof American\n\neffort to have\n\nto develop a better agreement\nsecondary education and then make\n\nthis philosophy\n\nunderstood\n\nby teachers and\n\nlaymen. Unless we can reach a better agreement on the scope and objectives\nof secondary education, we shall find it extremely difficult to evaluate\npresent programs\n\nand to make\n\nplans for the future.\n\n"}
{"page": 518, "printed_page": null, "text": "National\n\n514\nTHE\n\nWILLIAM\n\nEducation\n\nAssociation\n\nRELATIONSHIP\nOF STATE DEPARTMENTS\nEDUCATION\nTO SECONDARY\nEDUCATION\nDURING\nTHIS CRISIS\nH.\n\nBRISTOW,\n\nDEPUTY\n\nPUBLIC\n\nSUPERINTENDENT,\n\nINSTRUCTION,\n\nBecause of social and economic\n\nDEPARTMENT\n\nSTATE\n\nHARRISBURG,\n\nOF\n\nOF\n\nPA.\n\nuncertainty it becomes\n\nincreasingly im¬\n\nportant that the state, representing society’s administrative agency, deter¬\nmine the direction in which education should be going.\nThis should not mean a stereotyped, predetermined program which will\ncondition boys and girls to set ways of action. It does mean, however, that\neducational objectives should be clarified and that out of our present\n\nseeming confusion should come some agreement as to what schools are for.\nThe Youth Movement in America is in the American high school, now\nenrolling over 50 percent of those eligible to attend. Courses of study\noffered to this vast army of young citizens must be organized around\nsocial, economic, political, and industrial problems of real interest. Indi¬\nvidual needs must also be considered if we hope to conserve for democracy\nand the future this vast reservoir of potential strength, if we wish to de¬\nvelop an American personality able and willing to face squarely problems\nof personal, state and national concern.\n\nThe present emergency threatens to disorganize and devitalize second¬\nary education programs in many respects. State departments of education\nshould act as a steadying influence in helping local districts to stabilize\neducational programs and prevent wholesale reorganization without thought\nto the consequences which such reorganization will have upon the equity\nwhich presentday youth have in the future — an equity which can be\nsafeguarded only by guaranteeing to them these present educational\nopportunities.\nTHE\n\nRELATIONSHIP\nOF COLLEGE\nENTRANCE\nBOARDS\nTO SECONDARY\nSCHOOLS\nIN THIS CRISIS\n\nMAURICE\n\nJ. LACY,\n\nHEADMASTER,\nBOSTON,\n\nJAMAICA\n\nPLAIN\n\nHIGH\n\nSCHOOL,\n\nMASS.\n\nI join Dean Edmonson in his belief, that in the present crisis, in view\nof the wave of criticism of American education that is sweeping thru the\ncountry, it is incumbent upon every element in our educational system\nto have a self-examination to ascertain what features of our educational\nsystem have met the test of time and what require adjustments.\nDean Edmonson’s second recommendation is that regional agencies\nbecome more aggressive in attacking the problem of effective articulation\nbetween colleges and secondary schools. The fact which he stated that,\ninstead of accepting pupils merely on the basis of their ability to pass\nexaminations, many colleges are making use of high scholarship tests,\n\n"}
{"page": 519, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n515\n\nmeasures of ability, and records made in high schools in a variety of fields\nof work, is a hopeful sign. Progress is being made along that line and the\ncharge that colleges are indissolubly wedded to the “entrance by examina¬\ntion polic)^ is rapidly being disproved. Further articulation between colleges\nand secondary schools, as a result of joint study by both groups, will heal\nup the sore spot in their relations.\n\nDean Edmonson’s third recommendation “that the problem of\nthe cur¬\nriculum of the secondary school should be re-attacked in the light\nof the\nsocial and economic development of the last few years” is, I believ\ne, the\nmost important of his five recommendations. ^Training in economics\nin\nits various phases, I believe, is the most clamoring need of the secondaryschool curriculum. By economics, I include every branch that treats\nof\nproper saving or wise spending of the money we earn. If colleges would\ngive an impetus to instruction along this line, if they would give as much\ncredit to such causes as they do to the conventional language and mathe¬\nmatics courses, the secondary schools would be given an inspiration that\nwould aid them to develop these thrift courses for all their pupils.\nAgain, I believe that greater training in citizenship must be given in\nour secondary schools, if our country is to prosper. In general, our pupils,\nother than those enrolled in the college course, receive an elementary\ntraining in civics. As a rule, such a course generally not accredited by col¬\nleges, is omitted from the college curriculum. Intensive and realistic training in government should be a feature of all secondary-school courses\nto the end that a higher type of citizenship will prevail thruout the land.\nI would also recommend an elementary course in law for every secondaryschool pupil. The woeful results occasioned frequently by the abyssmal\nignorance of our citizens in the matter of civil law is an indictment of\nour educational system. Between a year of mathematics or a foreign lan¬\nguage and a year of instruction in law, I recommend the latter.\nIndications point to the fact that in the future the working hours of our\ncitizens will be lessened and the time for leisure will be correspondingly\nincreased. How are we training future citizens for the use of this leisure?\nWhat are we doing in cultivating an appreciation of the fine arts? For\nexample, music, perhaps, of all the fine arts, has the most general appeal\namong all people. What are secondary schools and colleges doing to foster\nan appreciation of music? If colleges would credit a course along this line,\nagain great impetus would be given to the work.\nThere are a few instances of changes in curriculum that could be made.\n\nOf course, some of the conventional college preparatory course would have\nto be removed, but are not the substitutes in thrift training, in law, in\ncitizenship, in music appreciation, worthy of serious consideration? In this\ncrisis, as never before, comes the opportunity to make adjustments in cur¬\nriculum. This is the chief duty just now\nschools.\n\nof both colleges and secondary\n\n"}
{"page": 520, "printed_page": null, "text": "516\n\nNational\n\nEducation\n\nAssociation\n\nThe fourth recommendation is “that regional associations should be\nlenient in the application of standards for accrediting in these cases where\nthe school authorities and the communities\n\nare making\n\nan honest and de¬\n\ntermined effort to meet requirements.” Let me cite the custom of Harvard\nwhich admits without examinations any member of the upper seventh of\na class in a school of the above category. The test of such a system depends\nupon the ability of such pupils to maintain the required standing in the\ncollege. In general, I believe that colleges are considerate in this respect.\nIn return, secondary schools enjoying this privilege must prove worthy\nof the trust placed in them by the colleges.\n\nfifth, and final, recommendation “that regional associations should\nencourage a greater amount of experimentation in our secondary schools”\n1 heartily endorse. It is only by such experimentation that educational\nprogress can be obtained.\nWhen colleges encourage such experimentation and accredit this work,\nThe\n\nsecondary schools will feel free to experiment with their college prepara¬\ntory pupils. The fear that such experimentation conflicts with the pre¬\nscribed college preparatory curriculum makes secondary schools timid about\nengaging in this desirable experimentation.\nMight it not be well, if the impending\n\nadjustments\n\nin our system of\n\nsecondary education are to come, to have these adjustments made by coun¬\ncils of secondary school and college administrators with the assistance and\nadvice of leaders in thought outside our ranks? They are the ones who\nactually have tested in various walks of life the value of the education the\nschoolmen have given them. I leave this idea as a final suggestion for\nconsideration. The application of this idea, iconoclastic tho it be, may\naid educators in their efforts to improve our system of secondary education.\nIMPROVEMENT\n\nJESSE\n\nH.\n\nNEWLON,\n\nAND\n\nECONOMY\nIN\nCURRICULUM\n\nDIRECTOR,\n\nCOLUMBIA\n\nLINCOLN\n\nUNIVERSITY,\n\nTHE\n\nSCHOOL,\n\nNEW\n\nYORK,\n\nHIGH-SCHOOL\n\nTEACHERS\n\nCOLLEGE,\n\nN. Y.\n\nThe depression and its attendant hysteria are forcing decreased expendi¬\ntures, but let us not deceive ourselves into believing that these cuts are\nin any justifiable sense economies. The educational program should be re¬\ntained intact. Capital expenditures can be postponed ; staffs can be reduced\nby not filling vacancies. Salaries should be decreased as little as possible.\nTeachers should give evidence of their willingness to share the public\nburdens, but we should also show that we have some intelligence and\nrealistic appreciation of the facts of the situation.\nIt is essential that the educative process should be carried on in the most\neffective manner with the least possible dawdling and waste. Some have\ncontended that the period of secondary education should be shortened. Is\nsuch a proposal wise or possible ? This question cannot be answered merely\n\n"}
{"page": 521, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n517\n\nin terms of experimentation within the existing school organization, for\nthat leaves out of consideration powerful social and economic factors.\nIt can be answered\nresources.\n\nadequately only in terms of national aspirations and\n\nJust now we are in the paradoxical position of being poor because we\ncan easily produce great wealth. Obviously the situation demands the\napplication of intelligence. It means that the period of youth will be\nlengthened and that universal education must be provided up to eighteen\nor twenty, or possibly twenty-two years of age, and that such work as\nyouth may do will be increasingly for educational and less for productive\npurposes.\nGiven our modern technology, have we still the natural resources\nrequisite to such an educational program? Our resources and technology\nwill not only support universal education thru high school but will\ncompel it.\nWhere, then, is the waste in the high school ? Is the high school deficient\nin that it does not employ good methods of teaching? Is it inefficient in that\nthe students do not learn well the subjectmatter set out to be learned ? Is the\nhigh school providing for American youth today the education that con¬\ntemporary American life demands? The great demand of our time is for a\nsocial intelligence and leadership capable of finding solutions for the problems\nof today, and it is here that we find the challenge to the American high school.\nThe high school will render its best service if it gives the individual an\nunderstanding of the culture in which he lives, of the social, economic, and\npolitical problems which flow from the onward rush of the industrial revolu¬\ntion. Does the high school provide such education? It is at this point that we\nfind the waste in the American high school.\nThe present situation calls for nothing less than a redirection of our\n\nwhole secondary-school curriculum. By what process shall we go about this\nredirection ? First of all, a thoro-going analysis of our American culture\nin all its major aspects is required — a study of the status of esthetics, of the\nfamily and other institutions, of the role of science and technology, of the\neconomic and industrial system, of government, of international relation¬\nships, social and moral problems, of education itself. This is a practical\nmeasure that can be undertaken by any high-school faculty.\nThere is no reason to suppose that America cannot support an adequate\nprogram of secondary education. The logic of our resources and technology\nwill inevitably bring universal education in American to age eighteen or\ntwenty. To utilize our resources for the benefit of all requires minds equipped\nwith the social concepts and outlook of today and tomorrow. Secondary\neducation must be reconstructed in the light of these principles. If the\nDepartment of Secondary School Principals will think in large terms and\ncourageously, it will exercise great influence in the period of reconstruction\nupon which we are entering. But we must go beyond the walls of the school\nto find the answers to many of our educational problems.\n\n"}
{"page": 522, "printed_page": null, "text": "518\n\nNational\n\nADAPTING\n\nAssociation\n\nCURRICULUM\nHIGH-SCHOOL\nJUNIOR\nTHE\nTO THE NEEDS OF THE PUPILS\nPROFESSOR\n\nR. DOUGLASS,\n\nHARL\n\nEducation\n\nOF\n\nEDUCATION,\n\nMINNEAPOLIS,\n\nUNIVERSITY\n\nOF\n\nMINNESOTA,\n\nMINN.\n\nThe high-school curriculum should be formulated with the purpose of\ncontributing to the welfare of the nation. In the past the central theme has\nbeen the individual interest of the pupil.\nThe maintenance\n\nof secondary schools by taxes paid by all of the people\ncannot be justified, if education is to be regarded merely as a means of\naiding some individuals to get ahead of others or to possess some intellectual\nor cultural adornment which others do not possess.\nThe advocates of the public high school who persuaded the public to take\nover the support of secondary education were not interested ultimately in\nthe individual pupil who would go to them. They were concerned with the\nincreased welfare of the nation which they believed would result from\n\nproviding for secondary education. They believed that free secondary educa¬\ntion would operate to insure honest democratic government, to reduce crime,\nand to promote general economic prosperity.\nHigh-school enrolments have doubled every decade since 1880. Yet in\n1933 we now witness the tragedy of thousands of lawbreakers being paroled\nto prey upon the people because the workhouses and penitentiaries are\ncrowded ; municipal and, to a lesser extent, state and national government,\nreek with legal and illegal bad faith and dishonesty; a quarter of our popu¬\nlation are dependent upon charity; the machine and the money-lender are\ndetaching men from their jobs and farmers from their land in such numbers\nthat we are on the verge of a return to feudalism. All this in spite of a national\nsurplus of labor, food, raw materials, machines, and transportation.\nThe high-school curriculum and the high-school teachers must be faced\nin the direction of making the contribution to the solution of these problems\nwhich the nation has every right to expect. This contribution can be made\nonly when young men and women leave the high school with sound ideals\nof civic righteousness and of social justice, and with a greater knowledge of\ngovernment, economics, and current affairs than the average college graduate\nnow has. This will not only mean a revision of the high-school curriculum\nbut a new type of training of high-school teachers.\nTHE\n\nH.\n\nTEACHING\nAND LEARNING\nSITUATION\nHIGH-SCHOOL\nCLASSROOMS\nH. RYAN,\n\nPRINCIPAL,\n\nWISCONSIN\n\nWISCONSIN,\n\nHIGH\n\nMADISON,\n\nSCHOOL,\n\nIN JUNIOR\n\nUNIVERSITY\n\nOF\n\nWIS.\n\nin school finance compels the junior high school\nto give careful consideration to relative values. Some of the activities of the\nschool day must be eliminated to save expense. The question is, what\nactivities?\nThe\n\nneed for economy\n\n"}
{"page": 523, "printed_page": null, "text": "519\nDepartment\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\nMany thoughtful parents show an unmistakable interest in the type of\nschool activity which we call extracurriculum. Some of the things that\nparents say and do in this connection suggest a decidedly greater importance\nand value for these activities than for the items which appear in the program\nof studies. Perhaps these parental attitudes should be credited more than we\nhave credited them, as criteria of the worth of various school activities.\nThe demand of the socalled taxpayers’ alliances in various parts of the\n\ncountry that the frills” be eliminated from the school program should lead\nparents and teachers to reflect that there are subjects in the secondaryschool curriculum which are there because they have always been there,\nbecause it is eminently respectable to offer them, in spite of the fact that\nonly the scantiest intellectual or social profits can be traced to them. If\n“frills” are things that are ornamental rather than useful, such subject\nas\nLatin and algebra will have to fight to survive the housecleaning. sThe\nactual frills are not at all what the apostles of minimum school expendi¬\ntures have in mind when they inveigh against “frills.”\nThe social problems of this country and of the world in general are so\ntremendous as to demand first place in the thoughts of secondary-school\npupils. Critical economic and sociological facts must be so thoroly taught\nto adolescents that junior high-school graduates will never be content with\nanything less than a real and constructive solution of these problems. Even\nif solutions were now ready, they could not be introduced into the political\norder without a persistent demand for better things, from a people united in\nthe conviction that a crime ridden society of technological paupers is utterly\nunnecessary.\nPUBLIC\nG. H.\n\nRELATIONS\n\nVANDE\n\nBOGART,\n\nOF\n\nTHE\n\nJUNIOR\n\nPRESIDENT, NORTHERN\nHAVRE, MONT.\n\nCOLLEGE\n\nMONTANA\n\nCOLLEGE,\n\nThe junior college, new as it is, has proved during the past three decades\nof its existence the fact that it is doing, and is prepared to do with still greater\neffectiveness, a most essential work in American education. Vitally impor¬\ntant as is the junior college, it is most essential that the public know of its\ndistinctive place in education, of the service that it is giving, and that it\nbids fair to extend in greater measure as it assumes a larger range of functions\nand as its potentialities become realizations. It is obvious that no institution\nmay progress far beyond the understanding of the community which it serves.\nIt is equally obvious that the able and far-sighted administrator will recognize\nthe problem of public relations as one of the major divisions of his work.\nThe subject of public relations of the junior college will be presented by\nconsidering three practical questions, each of which occurs to us immediately\nwhen we consider this phase of administrative responsibilities. These ques¬\ntions may be stated as follows :\n1. What\n\nmaterials\n\nare to be supplied\n\n2. Thru what media may\nthe community be reached?\n\nthe various\n\nin the field of educational\n\ninformation?\n\norganizations,\n\nindividuals\n\ngroups,\n\nand\n\nof\n\n"}
{"page": 524, "printed_page": null, "text": "520\n\nNational\n\n3. What further developments\nof our junior colleges?\n\nEducation\n\nmay\n\nAssociation\n\nbe effectively attained\n\nin the public relations\n\nMuch research of value has been completed in the field of public-school\npublicity. Attention has been given for many years, also, to the scientific study\nof public relations of higher institutions. In the case of the junior college,\nad¬\nmuch of our earlier study of publicity must be re-evaluated in terms of\njustment of these important institutions to the economic conditions of the\nthe\npresent day as they are reflected in our schools. The very newness of\njunior college has given it flexibility of program and of policies, and has\nmade it especially alert to opportunities for service to its community and\nfor adjustment and reorganization as these have become necessary at the\npresent time. A new fund of information must be collected, organized, and\nplaced consistently, continuously, and completely, before the public. Welljunior\nprepared publicity is an asset not only to the local institution but to the\ncollege movement as a whole.\n\nOF STATE\nPROGRAM\nCAROLINA\nHIGH SCHOOLS\nAS AFFECTING\n\nTHE\n\nNORTH\n\nELMER\n\nH. GARINGER,\n\nPRINCIPAL,\n\nCENTRAL\n\nHIGH\n\nSCHOOL,\n\nSUPPORT\n\nCHARLOTTE,\n\nN. C.\n\nNorth Carolina has equalized educational opportunity to the extent of a\nsix months’ term. The state in 1931 took over the complete support and op¬\neration of all public schools for six months. Money is collected from property\nneeds\nand income where it is, but is distributed evenly where the educational\nof that\nare. In the past the current expense for the rural child was 46 percent\nonal\nof the largest cities. Six times as much effort to support a given educati\nlegislation\nprogram was necessary in some counties as in others. The new\ncounties where\nprovides equal opportunity at greatly reduced costs in most\non an average\nlevies on property for current operation of schools are reduced\nUnless\nof 61 percent. Many districts have better schools and longer terms.\nwould not have\npooling of funds had taken place a great number of schools\nkept open.\nand\nDissatisfaction with the plan of state control comes from the cities\n\nthe prin¬\ncounties that find the State Board of Equalization committed to\nin these\nciple of limiting all budgets. Education is demoted, not promoted\nof\nplaces. Is this limitation the sign of a “new frontier the supplanting\nlocal autonomy for state bureaucracy? Should cities that want and can pay\nfor better schools than the state minimum provides not be allowed to have\nthem?\n\nstate con¬\nFew object to the principle of state support. Does it follow that\nwork\ntrol is necessary or wise ? Will it not mean a deadening uniformity of\nfeel that such\nand a stultifying of effort? Many North Carolina schoolmen\nis the case after their experience of two years.\nim¬\nState support is a notable achievement. It has given life and hope to\nfor\npoverished rural communities. Under a state board of education set up not\n\n"}
{"page": 525, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n521\nreduction of taxes primarily, but to give the most effective education to the\nyouth of the state, the plan of state control might operate differently.\nANALYZING\nRUSSELL\n\nV. MORGAN,\n\nASSOCIATE\nSERVE\n\nOBJECTIVES\nDIRECTOR\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\n\nIN MUSIC\n\nOF MUSIC,\n\nMUSIC,\n\nCLEVELAND,\n\nCLEVELAND\n\nSCHOOL\n\nOF\n\nEDUCATION\nPUBLIC\n\nSCHOOLS\n\nAND\n\nEDUCATION,\n\nWESTERN\n\nRE¬\n\nOHIO\n\nThe prime objective in music education is the development of emotional\npower to be expressed thru skills and controlled by musical intelligence, pro¬\nvided with proper life relationship and by understanding of its vital place in\nthe everyday life of man thruout all ages.\nDifferentiation in opportunity should provide not only different avenues\nfor development of musical ability but should also quite definitely provide\ndifferent levels and amounts of training for the varying talent levels of the\nstudent body.\n\nIt is necessary to realize the four pathways to musical reaction, namely :\n(1) physical; (2) sensuous; (3) intellectual; (4) emotional. Each of these\npathways must be utilized and the value of our training depends upon the\nbalance we secure among these four approaches. The specific objectives in the\nstudy of music might well be expressed as follows : ( 1 ) emotional expression ;\n(2) satisfaction in skills; (3) development of musical intelligence ; (4) crea¬\ntive power; (5) a background of musical history and vocal and instrumental\nliterature; (6) aesthetic appreciation ; (7) social relationships.\nIf the proper balance is secured in the procedures aimed at these objectives,\nmusic education will not be a dry technical study lacking inspiration, nor will\n\nit be an emotional “spilling over” without controls. It should result in an in¬\ntelligent performance or hearing of music that has back of it the throbbing\npower of emotion which gives it vitality.\n\nANALYZING\nINDIANOLA\n\nART\n\nWILLCUTS,\n\nOBJECTIVES\nSUPERVISOR\n\nIN THE\n\nHIGH\n\nOF ART EDUCATION,\nDULUTH,\nMINN.\n\nSCHOOL\n\nPUBLIC\n\nSCHOOLS,\n\nThe art program for secondary schools has changed. Freehand drawing no\nlonger appears on the curriculum. Art appreciation has taken its place.\nNew courses of study are being made on art appreciation thruout the\nUnited States, but of those on the market at present, perhaps that by Forrest\nGrant for the secondary schools of New York City is the most outstanding.\nAn analysis of this course will be the best analysis of art objectives in the\nhigh schools.\n\nThe printed course called “Art Appreciation” is an art product in itself\nand worthy to be displayed on the table of any art room.\n\nMr. Grant says that the purpose of the course “is to reveal to the pupil the\nbeauty of nature and the arts so that he may recognize and enjoy the world\n\n"}
{"page": 526, "printed_page": null, "text": "522\n\nNational\n\nEducation\n\nAssociation\n\nof beautiful things about him and gain an appreciation of the finest, which\nwill reflect beauty in his life and in his living.”\nHe gives as his aims the following:\n(1) To\n\nengender\n\nlove of beauty by bringing\n\npupils into personal contact with\n\nbeautiful things — a Lalique bowl, a tapestry from\nrangement.\n\nPerugia, a delightful flower ar¬\n\n(2) To develop good taste by helping the pupil to cultivate the habit of thought¬\nful consideration before making decisions — For which room is this picture best\nsuited? This room is on the north side of the house. Shall the overdrapes be in\nwarm or cool colors?\n(3) To enrich life and train for leisure by acquainting the pupil with the finest\nexpressions of the past — thru pictures, museums, and books.\n(4) To gratify a desire to create by affording the pupil an opportunity to exercise\nhis imagination thru creative design — by blockprinting a wall hanging or making\na beautiful box, etc.\n(5) To encourage talent by discovering the gifted pupil — by permitting classes\nto use various mediums in different problems, he may discover the one medium in\nwhich he can work most efficiently.\n\nBecause of this present emphasis on “creating” there have come about two\nkinds of creative problems — those which are the products of children who\nhave been taught a technic and products by those who have been allowed just\nto “create.”\nConcerning this “creating,” William H. Kilpatrick, professor of education,\nTeachers College, states the following tasks for art teachers:\nthe power\n\nFirst of all, develop or aid or build or encourage\ncreate.\n\nand\n\ndisposition to\n\nSecond, teach an appropriate technic.\nThird, build or develop art appreciation.\n\nThe kind of creating for which Dr. Kilpatrick stands is the kind for which\nwe must all stand if products are to be worthy of the name of “art” products.\nFinally, “Let us agree,” says Mr. Wiseltier, “that it is not our main pur¬\npose to produce artists. We are teaching art appreciation that will function\nin everyday life.”\nINDUSTRIAL\n\nHOMER\n\nJ. SMITH,\n\nARTS OBJECTIVES\nATTAINMENT\n\nPROFESSOR\n\nOF\n\nMINNESOTA,\n\nINDUSTRIAL\nMINNEAPOLIS,\n\nAND\n\nEDUCATION,\n\nTHEIR\n\nUNIVERSITY\n\nOF\n\nMINN.\n\nProposed objectives of industrial arts are:\n(1) to develop skill in the use of common tools; (2) to afford industrial\nInformation and social intelligence; (3) to foster appreciation of good ma¬\nterials and workmanship; (4) to further intelligent choices of life occupa¬\ntions; (5) to inculcate worthy personal traits and attitudes; and (6) to\nprovide a measure of specific occupational training.\nWe must stress our courses as worthy parts of the fundamental training\nof all boys. We\n\nmust show that our subjects and methods make a contribution\n\n"}
{"page": 527, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\n523\n\nPrincipals\n\nthat is unique and that should be denied to none. And, this privilege should\nbe extended to the boys in private and parochial schools. If industrial arts is\nreally a function of full development, we stand rebuked until every American\nboy has these advantages regardless of his school connections. Our slogan may\nwell be: Industrial arts for every American boy, and trade or technical train¬\ning for carefully selected boys in the number\nEveryone\n\nshould have some knowledge\n\nthat can be placed.\n\nof the purposes, the working\n\ncon¬\n\nditions, and the employment possibilities of our industrial society. One’s edu¬\ncation is not complete in these days without some understanding of the history\nand trends of manufacture\n\nand exchange. So many people are either directly\nconcerned or so clearly affected that industrial information and insights have\nbecome a necessity.\nThe elementary six-grade school can encourage self-expression of manual\ntype and insure acquaintance with the rudiments of work life and work rela¬\ntionships. It will suffice if elementary children learn that industry is impor¬\ntant, that it is greatly diversified, that men work so that they and others may\nlive, and that sooner or later each child of today must play his part in the labor\nthat is life.\nThe\n\nindustrial work\n\nof the junior high school is best conceived\n\nas informa¬\n\ntional and exploratory. The chief aims at this level are physical coordination,\nindustrial intelligence, and a start in the direction of occupational choice. To\nattempt\n\nto match\n\nmajor purposes\n\nthe community type and need at this level is to deny the\nof the junior high school.\n\nThere must be increased provision for vocational courses in the offering of\nthe senior high school. The industrial arts work in this unit should tend to\nthe highly practical under an elective system. One of the chief needs just now\nis to make the high schools so democratic and so attractive that young people\nwill be kept longer out of competition\nso much.\nRECENT\n\nW.\n\nW.\n\nCARPENTER,\n\nwith their elders who\n\nneed the work\n\nDEVELOPMENTS\nIN JUNIOR-COLLEGE\nADMINISTRATION\nPROFESSOR\n\nJunior colleges come\n\nOF EDUCATION,\nCOLUMBIA, MO.\n\nUNIVERSITY\n\nand go but the total number\n\nOF\n\nMISSOURI,\n\nand the total enrolment\n\nare rapidly increasing. The percentage of change in the administrative head\nof the junior college lowered from 15 percent in 1932 to 12 percent in 1933.\nI his would indicate growing stability in the face of the depression. A com¬\nparison of the directories of 1932 and 1933 also indicated that the two-year\norganization is growing in popularity.\n\nThere\n\nseems to be a rather unusual movement, probably as a result of the\ndepression, to advocate reducing teachers colleges to junior colleges. The staff\nappointed to survey the higher-education program of the state of North Caro¬\nlina recommended that two teacher-training institutions be reduced to junior\ncolleges. The staff appointed to make a study of the government of the state\n\n"}
{"page": 528, "printed_page": null, "text": "524\n\nNational\n\nEducation\n\nAssociation\n\nof Texas recommended that four teachers colleges be made junior colleges\nand become branches of the University of Texas.\nThe report of the survey of higher education in California sponsored by\n\nthe Carnegie Foundation for the Advancement\nlowing recommendations:\n\nof Teaching\n\nmakes the fol¬\n\n. that the junior college should be recognized as the completion unit of\nfree, tax-supported, public education; that graduation from it should be marked\nby the title of “Associate in Arts” ; that the curriculum should be broadened espe¬\n.\n\ncially along the lines of “social intelligence” and adult education; that increased\nemphasis should be placed upon better counseling and guidance; that education of\nfreshman and sophomore grades, whether given in junior colleges, in teachers col¬\nleges, or in the university, should be upon the same basis, as far as possible, espe¬\ncially as regards preparation of instructors and financial support; and that under\npresent conditions the development of four-year, independent, regional colleges from\njunior colleges should not be permitted.\n\nKansas City, Missouri, under the auspices of the North Central Associa¬\ntion of Schools and Colleges is carrying on an experiment to determine if the\ntime usually devoted to the work of the high school and junior college can\nbe shortened by one year. The first class under the new plan will graduate\nin 1933. The Universities of Missouri and Kansas have agreed to cooperate\nwith the experiment by admitting the graduates of the new plan with junior\nstanding.\nThe problems of the high-school postgraduates are closely related to the\nproblems of the junior college. The number of postgraduates in our high\nschools has been increasing over a series of years. It has been estimated that\nthe army of unemployed graduates knocking at the high-school door numbers\n100,000. The presence of large numbers of such students offers a real chal¬\nlenge to our school systems. Can work be organized for them that will not\nonly keep them off the streets and employed but also that will better equip\nthem for service? The problems confronting those dealing with the highschool postgraduate are largely those being successfully handled by our\njunior colleges. The junior college may be called upon to make many an in¬\nvestigation and many a contribution to school reorganization and adjustment\nduring the period of this crisis.\nA STUDY\n\nL. W.\n\nPUPIL POPULATION\nOF HIGH-SCHOOL\nOF THE REVISION OF THE CURRICULUM\nSMITH,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nBERKELEY,\n\nIN\n\nAID\n\nCALIF.\n\nThe staff of the Berkeley public schools, like those in many other cities, is\nin the process of continuous revision of its curriculum. Many problems arise\nin connection with such a project which it is difficult to follow because of the\nlack of dependable information. During the last few years it has been the\npractise to carry on researches of various kinds from a practical point of view\nto provide as much of this needed data as possible.\n\n"}
{"page": 529, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n525\n\nThe high-school courses are based upon what are supposed to be the courses\ngiven in the elementary schools and the junior high schools of the city. In\nhow far is it possible to depend upon the principle that the foundation work\nis laid by the curriculum as taught in the Berkeley public schools? A question¬\nnaire was prepared and filled out by every pupil in the Berkeley high school\non October 4, 1932. There were approximately 2700 pupils in the senior\nhigh school.\nOne of the purposes of the questionnaire was to find out how many of the\nstudents now enrolled had gone thru the Berkeley system. Another question\nwe wished to answer was how many students had had an opportunity to take\nthe exploratory courses given in the junior high schools.\nSummarizing the results, 34 percent of the students now enrolled in\nBerkeley high school attended Berkeley schools continuously from first grade\nto date. Some students attended in Berkeley for a time, dropped out, and re¬\nturned later. Percents attending each grade in Berkeley schools from first to\nninth ranged from 42 percent attending the first grade in Berkeley to 80 per¬\ncent attending the ninth. Eighty-two percent of all students enrolled attended\na junior high school in grades seven and eight. How much work of an ex¬\nploratory nature was offered by those junior high schools outside of Berkeley\nwe have no means\nmar school.\n\nof knowing. Nine percent attended an eight-grade gram¬\n\nMaterial on hand as a result of this research shows clearly that the highschool courses cannot be completely set up on the assumption that certain\ntypes of work have been done in the curriculum in the lower grades and in\nthe junior high school. In this connection the data herein developed indicate\nthat the pupils going thru the junior high schools must, as far as it is at all\npracticable, be exposed to the exploratory courses and these courses must be\nconducted in such a way as to establish clearly in the minds of the pupils the\ncharacter and significance of the trial courses which they are taking. It is\nfurther made clear that the counselling department should see to it that all\nof the pupils shall have had at least the minimum number of trial courses\nprovided for.\nAnother important conclusion is that the general and trial courses already\nestablished in the high school must be fully utilized for the benefit of those\npupils who for one reason or another did not have opportunity of taking these\ncourses on the junior high-school level.\nTHE SECONDARY-SCHOOL\nIMPLICATIONS\nINDUSTRIAL\nSTUDIES IN EMPLOYMENT\nVERNE\n\nC. FRYKLUND,\nOF\n\nINSTRUCTOR,\nMINNESOTA,\n\nINDUSTRIAL\n\nMINNEAPOLIS,\n\nOF CERTAIN\nRESEARCH\n\nEDUCATION,\n\nUNIVERSITY\n\nMINN.\n\nA wide variety of tests administered to groups of factory workers prove\nthat classification of workers according to abilities, duties performed, and\ntraining time required for proficiency is possible.\n\n"}
{"page": 530, "printed_page": null, "text": "526\n\nNational\n\nEducation\n\nAssociation\n\nA classification consisting of five classes — A, B, C, D, and E — was made at\nthe Employment Stabilization Research Institute, University of Minnesota.\nThere are 2.8 percent class A workers, 7.8 percent class B workers, 33.7 per¬\ncent class C workers, 44.5 percent class D workers, and 11.1 percent class E\nworkers found in industry. They are listed in order of the abilities they pos¬\nsess. Class A is the highest type of worker and Class E is the lowest, or the\ncommon laborer. Tests sucessfully differentiated these workers according to\nclasses.\nFactory workers are eighth graders and practically no mathematics is re¬\nquired of them. Only .3 percent of a total of 4040 factory workers of all\nkinds needed to make calculations of any sort and these calculations involve\nonly the simplest arithmetic.\n\nIt would be well for the administrator, who knows that a particular boy is\ndestined to leave school for factory work, to permit him to spend considerable\ntime in the shops and give less time to formal subjects. Let him become ver¬\nsatile in the use of machines and in performing operations on them. Let the\nshop teacher teach him what little arithmetic he needs. Even the development\nof ordinary reading ability, for those boys who must leave school early, could\nbe left to the shop teacher thru his utilization of written instruction sheets.\nOnly classes in civics and hygiene need be taught formally for these boys\nwho must leave school early for factory work.\nCOOPERATIVE\n\nGEORGE\n\nM.\n\nWILEY,\n\nSTUDIES\nIN NEW\n\nIN SECONDARY\nYORK STATE\n\nASSISTANT\n\nCOMMISSIONER\n\nEDUCATION\n\nDEPARTMENT,\n\nOF\n\nALBANY,\n\nEDUCATION\n\nEDUCATION,\n\nSTATE\n\nN. Y.\n\nThe major interest in progressive secondary education in New York state\nduring the past four years has been centered in the cooperative studies which\nhave been carried on by groups of principals representing every section of the\nstate and also every type of school. Furthermore, the significant feature of\nthis activity is found in the word “cooperative.” Many principals were en¬\ngaged in these studies and in attacking these problems. The large number of\nmen and women\nthe membership\n\nin administrative work in secondary education who made up\nof these groups insured a breadth of vision and a common\n\ndenominator of thinking without which no progressive program in any level\nof education can be developed.\nAs illustrative of the cooperative character of these studies even in these\nearly stages it may be noted that the superintendents, principals, and highschool teachers were kept in close touch with the work that was being carried\n\nforward. The first tentative draft of functions or “theses” as they were called,\nwas sent out to thousands of teachers inviting their comment and urging a\nfull expression of their point of view. These reactions from the teaching staff\nwere analyzed and used in the two later revisions.\n\n"}
{"page": 531, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n527\n\nThe fact that each teacher was invited to express his or her own thought\nin detail regarding these proposals had a profound influence on the thinking\nof the entire teaching staff. In other words, a new philosophy was beginning\nto modify the practises in secondary education long before any formal report\nappeared. Another phase of the initial work was of no less significance, the\ncooperation invited from pupil groups.\nThe second step brought us face to face with specific problems dealing with\nthe readjustments needed in secondary schools. As an aid toward insuring\nreasonably adequate factual data regarding the nature of the adolescent\ngroups in junior and senior high schools several research studies were carried\non by the research division of the state department in addition to those\nalready mentioned.\nIt will be appreciated that we were confronted with many more issues than\ncould be given prompt consideration. After careful consideration the follow¬\ning problems were selected for study, each assigned to a separate subcom¬\nmittee.\n1. The\n\nreorganization\n\nmodern\n2. The\n\nof the social studies to meet\n\nthe needs\n\nof adolescents\n\nin a\n\nsocial democracy\n\nfunction\n\nof directed\n\nsecondary education\n3. The problem of constants\n4. The place of guidance\nsecondary school\n\nstudy\n\nas\n\na classroom\n\ntechnic\n\nin the redirection\n\nof\n\nin the curriculum\nas an\n\naid\n\nin the realization\n\nof the purposes\n\nof the\n\n5. What types of secondary schools should be organized and what reorganization\nof present high schools are advisable to serve more adequately the adolescent\npopulation\n\n?\n\nAn immediate result of these cooperative studies, and one of far-reaching\nsignificance, is the fact that the large majority of secondary teachers of the\nstate are now thinking purposefully regarding the philosophy underlying\nsecondary education. Another immediate outcome is the coordinating effort\nof research workers, school administrators, and classroom teachers. Possibly\nthe most immediate outcome is a changed point of view. The thinking of the\nteacher has been thoroly aroused. Even some principals have been awakened to\nthe fact that secondary education has deep social significance. As a result,\npurposeful and constructive experimentation is being carried on in scores of\nschools and centers thruout the state.\nAll such studies and experimentation should be continuing as well as co¬\noperative. We have no thought that the five problems which have been men¬\ntioned will be in any sense finally settled when the several reports appear in\nprinted form. The challenge is in the problem rather than in its final solution.\nThe school system which assumes that it has solved all curriculum problems\nis ready for burial. The constantly changing complexity of the social, indus¬\ntrial, and economic order in which we live compels the school to use every\nresource at its command in readjusting its work to meet these rapidly chang¬\ning conditions. Only as such problems are recognized as continuing in\ncharacter will reasonably satisfactory outcomes be attained.\n\n"}
{"page": 532, "printed_page": null, "text": "National\n\n528\n\nSECONDARY\nH.\n\nL. DONOVAN,\n\nEducation\n\nEDUCATION\n\nPRESIDENT,\n\nEASTERN\n\nCOLLEGE,\n\nAssociation\n\nIN THE\nKENTUCKY\n\nRICHMOND,\n\nNEW\nSTATE\n\nDEAL\nTEACHERS\n\nKY.\n\nWhat will be the attitude of the spokesmen of the new deal toward edu¬\ncation? This is a question of no small consequence. The answer to this ques¬\ntion will have an important bearing on the final outcome of this issue. It is\na well-known fact that the opponents of the new deal are enlisted behind a\nmovement to curtail the educational opportunities of the children of this\ncountry. Special privilege, everywhere entrenched, would like to liquidate\nintelligence. Many agencies are devoting their utmost energies to block the\nspread of education. They have decreed a moratorium on secondary and\nhigher education. Will they succeed? It is our opinion that the ultimate\ndestiny of the new deal hangs on the answer to this question.\nIt cannot be said for America today that we have yet provided universal\nsecondary education. In the new deal will we permit the accident of one’s\nplace of birth or the chance of one’s abode to determine his opportunities for\nintellectual development? We expect the new deal to take cognizance of the\nforgotten children of our country as well as the forgotten men. We confi¬\ndently expect to see the high-school enrolment continue to increase until at\nleast 80 or 90 percent of all the children of secondary-school age will be in\nattendance.\nIf the 2,000,000 children of high-school age could be sent back to school\nthis fall, thus releasing their jobs to adults, what effect would this have upon\nunemployment? Have the spokesmen for the new deal considered the possi¬\nbilities for at least a partial solution of the problem of unemployment that\nmay lie in this direction? Would\n\nit not be wise to spend a few millions of\n\nthese billions of dollars in the erection of public high schools? Without de¬\npreciating the value of a road or bridge, is not the school of equal value to\na civilization?\nIf some of these billions can be used to erect secondary schools, the unem¬\nployed can be set to work building structures that will prove a benediction\nto our present and future generations. If the educators of America could\nring the school bell next September and summon back to school the 2,000,000\nyouth now employed, national recovery would be advanced more than by\nany proposal so far advocated.\nLet us examine another side of this picture. A study of the 1930 census\nshows that there are approximately 11,500,000 children in our nation in the\nage group 14-17 years inclusive. If 5,387,000 are in school and 2,000,000\ngainfully employed, this would account for 7,387,000. But there are 11,500,000. Where are the other 4,113,000? Are they listed in this vast army\nof twelve to fourteen millions of unemployed or are they the forgotten chil¬\ndren of America and not counted anywhere? I have not the data with which\nto answer the question, but if they are registered as a part of the unemployed\nthis problem may be solved by education. Where are these four million chil¬\ndren of high-school age who are neither employed nor attending school?\n\n"}
{"page": 533, "printed_page": null, "text": "Department\n\nWhat\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n529\n\nare they doing? Is there any association between their idleness and the\n\nwidespread crime wave of our country? Society should have long ago recog¬\nnized that youth will be served. We have the choice between spending more\nmoney for education or more money for courts, jails, and penitentiaries, for,\nagain I repeat, youth will be served. I cannot conceive a new deal for man¬\nkind without a corresponding new deal for the children of our nation.\nOne of the major problems of secondary education in the new deal is the\ninstruction of youth in the constructive use of their leisure. If secondary edu¬\ncation is to achieve results in this direction, it will necessarily give new em¬\nphasis to what the conservative, reactionary, and stupid people term fads and\nfrills in education. Whenever this opprobrium is applied to that work of the\nschools designed to prepare children for the leisure they will assuredly have\nin the new deal, you may be sure it has been used by unthinking individuals\nwho have not analyzed the problem or by selfish persons who are attempting\nto escape taxes.\nIf the citizen is to achieve the high purposes for which the new deal stands\nhe will have to become both a more intelligent and a more active participant\nin the social order. The secondary school of the future will, therefore, be com¬\npelled to give increasing emphasis to government, politics, economics, soci¬\nology, and industry. These subjects will necessarily have to be interpreted to\nthe adolescent student in terms he can comprehend. A zeal comparable to\nhis enthusiasm for athletics and sports should be engendered. Contemporary\ncivilization should be analyzed ; the good idealized ; the bad anathematized.\nAdolescence is a period of life when ideals can be most effectively planted in\nthe minds of children. Advantage should be taken of this period to sow the\nseed of good government and give the youth a vision of the possibilities of a\nbetter social order.\nAs the schools of America have been of inestimable value in helping the\nnation to meet calmly and with fortitude the critical period thru which we\nhave been passing, likewise the schools of tomorrow — more especially the\nsecondary schools — will be the most potent of all social forces in bringing\ninto existence the new deal with its potentialities for the social redemption\nof our people. The old order has been well served by the American publicschool system ; its contribution to the new deal will be of even greater\nsignificance.\nMAINTAINING\nC. E. HINSHAW,\n\nHIGH-SCHOOL\nSTANDARDS\nPRESENT\nCONDITIONS\n\nPRINCIPAL,\n\nKOKOMO\n\nHIGH\n\nSCHOOL,\n\nUNDER\n\nKOKOMO,\n\nIND.\n\nThe economy wave which is sweeping the country is making it extremely\ndifficult for the schools to function efficiently.\nAlready, the agitation carried on by certain groups in the interest of econ¬\nomy is having its effect, (a) Building construction has been practically sus¬\npended. As a consequence, thousands of pupils are attending school on a parttime basis, while other thousands are insufficiently housed, (b) Approxi¬\nmately, 100 city school systems have been forced to reduce their terms by\n\n"}
{"page": 534, "printed_page": null, "text": "530\n\nNational\n\nEducation\n\nAssociation\n\ntwenty or more days, (c) The teacher load has been greatly increased, thereby\ngiving the individual pupil less personal attention from the teacher. This is\ndue to an unusually large increase in the enrolment in high schools without\na corresponding increase in the teaching force, (d) Teachers’ salaries, always\nlow, have been reduced to a point where the first signs of a revival in the busi¬\nness world will cause hundreds of our best teachers to leave the schools for\nmore lucrative employment, (e) Libraries and school equipment have been\nallowed to deteriorate, due to lack of funds with which to make replacements.\nWhat can be done to arrest this wave of false economy, so that the boys and\ngirls of today may not be deprived of their educational opportunities? First,\nthere is need for strictest economy in all school expenditures. These economies\nmust fall most heavily upon those items which interfere least with the prog¬\nress of the child’s education. Second, we must resell the educational program\nto the public. We will never have any better schools than the people want.\nA desire for the best schools must be recreated. Third, there must be a re¬\nvamping of our entire tax system. Local communities can no longer support\ntheir schools. The state and local community must join in this enterprise.\nORGANIZATION\nOF EXTRACURRICULUM\nACTIVITIES\nIN THE MODERN\nHIGH SCHOOL\nJOSEPH\n\nROEMER,\n\nDIRECTOR\n\nOF\n\nINSTRUCTION\n\nCOLLEGE - DEMONSTRATION\n\nSCHOOL,\n\nIN THE\n\nPEABODY\n\nNASHVILLE,\n\nIn the growth and development of extracurriculum\nschools there is a growing tendency :\n\nJUNIOR\n\nTENN.\n\nactivities in high\n\n1. To place an “activities period” in the regular daily schedule.\n2. To evolve a permanent system of office records and reports.\n3. To devise means\n\nof measuring the “outcomes”\n\nof the program.\n4. To organize a graded course of activities that will “lead on” from\ngrade to grade.\n5. To stabilize the programs by articulating them with the curriculum\nlife of the school (intracurriculum).\n6. To insist on teachers having definite and specific training in sponsor¬\ning the various pupil activities.\n7. To centralize all matters of finance thru a system of internal account¬\ning under one person, by means of a budget.\n8. To eliminate “athletic abuses” by reducing all the major sports thru\ncompetition\n\nto their rightful place in the program.\n\n9. To organize supervisory programs\n\nas in curriculum\n\nactivities.\n\n10. To devise a system of “checks and balances” thru some kind of a\n“point scale” whereby balance may be secured in pupil participation.\n11. To require certain “credit for graduation” thus insuring a minimum\nsocial and moral training for all pupils.\n12. To employ “directors” of extracurriculum activities.\n13. To do guidance thru the extracurriculum activities.\n14. To initiate some research work in the solution of many\nproblems.\n\nof the\n\n"}
{"page": 535, "printed_page": null, "text": "Department\n\nof Social Studies\n\n"}
{"page": 536, "printed_page": null, "text": "he department of social studies was formerly\nthe National Council for the Social Studies and\nwas created as a Department of the National\nEducation Association by the Board of Directors at\nthe Indianapolis meeting of the Association in 1925.\nThe officers of the Department for the year 1933-34\nare: President , W. G. Kimmel, 1004 Physics Build¬\ning, Columbia University, New York, N. Y. ; First\nVice-president, Howard Wilson, Graduate School of\nEducation, Harvard University, Cambridge, Mass. ;\nSecond Vicepresident , Edgar Wesley, Assistant Pro¬\nfessor of Education, University of Minnesota, Min¬\nneapolis, Minn. ; Secretary-Treasurer , Bessie L.\nPierce, Associate Professor of American History,\nUniversity of Chicago, Chicago, Ill. ; Board of Direc¬\ntors: Erling M. Hunt, Assistant Professor of History,\nTeachers College, Columbia University, New York,\nN. Y. (term expires 1934) ; R. L. Ashley, Head, De¬\npartment of Social Science, Junior College, Pasadena,\nCalif, (term expires 1934).\nFacts relating to the establishment of this De¬\npartment and the record of meetings are found in\nearlier volumes of Proceedings as follows :\n1926 :653-663\n1927 :679-695\n\n1928 :651-654\n1929 :633-642\n\n[ 532 1\n\n1930 :597-606\n1931 :621-632\n\n1932 :525-532\n\n"}
{"page": 537, "printed_page": null, "text": "THE\n\nOF\n\nINVESTIGATION\n\nSCHOOLS:\nA. C. KREY,\n\nPROFESSOR\n\nOF\n\nSOCIAL\n\nTHE\n\nTHE\n\nFIFTH\n\nSTUDIES\n\nMINNEAPOLIS,\n\nTHE\n\nYEAR1\n\nUNIVERSITY\n\nHISTORY,\n\nIN\n\nMINNESOTA,\n\nOF\n\nMINN.\n\nIt has been customary during the past five years to have at this meeting\na report of the progress which the Commission on the Social Studies in the\nSchools is making. This is the fifth and last year of that investigation. By\naction of the Commission all fact-finding studies were to be completed by\nJune 30. The committee appointed to sift that material for issues and recom¬\nmendations to place before the Commission is now at work. The Commis¬\nsion is to meet in the fall and is to complete its deliberations before the close\nof the present calendar year. It is scheduled to make its report to the American\nHistorical Association under whose auspices the investigation has been con¬\nducted at the annual meeting to be held this year at Urbana, Illinois, during\nthe last week in December.\nwhich lies before the Commission during the half year\nwhich remains to it. Tho every year has presented its problems and its diffi¬\nculties to the Commission, there is no member of that body who is not will¬\ning to admit that the half year which remains promises to be the most difficult.\nTime and circumstance have exercised their sway over the work of the\nCommission as over so many other human affairs. It was the hope of the\nCommission that the various studies which were made for it should likewise\nSuch is the program\n\nbe available to the teachers, administrators, parents, and general public in¬\nterested in this field of instruction before the work was completed. This was\ncontemplated as a means of enlisting the criticism, advice, and suggestions\nwhich might be of service in formulating its final recommendations. Only\nthree of the studies have as yet definitely appeared — the first, a statement of\nthe problem as the Commission saw it. Charles A. Beard drafted this state¬\nment for the Commission and it was published under the title A Charter for\nthe Social Sciences in the Schools. The\n\nsecond furnished\n\na background\n\nfor\n\nthe problem — An Introduction to the History of the Social Sciences in the\nSchools. This work\n\nwas drawn\n\nfrom the vast knowledge\n\nof the history of the\n\nteaching of these subjects which had been accumulated during a lifetime by\nHenry Johnson. Compelled by time to forego a comprehensive history of the\nsubject, the author succeeded nevertheless in touching upon an amazing num¬\nber of its aspects in his brief exploratory survey and doing so in the vivid,\nsparkling, and incisive manner which is peculiarly his own. The third vol¬\nume, Citizens’ Organizations and the Civic Training of Youth by Bessie L.\nPierce, is likewise the fruit of much antecedent labor and reflection. In this\nwork are set forth the educational programs of the more important and more\ntypical public organizations which are concerned about the teaching in the\nschools. This material which in practise has often been so highly influential\nhad never been brought together before where teachers and administrators\n1 Papers by R. M. Tryon, professor of the teaching of history, University of Chicago, and Ernest\nare\nHorn, professor of education, University of Iowa, delivered before this Department at Chicago,\npublished in full elsewhere.\n\n[ 533 ]\n\n"}
{"page": 538, "printed_page": null, "text": "534\n\nNational\n\nEducation\n\nAssociation\n\ncould view it as a whole. The author has been widely praised for the rare\njudgment displayed in selecting the important and typical from the more than\n1000 organizations which she investigated and even more for the scholarly\nimpartiality with which she has presented the views of these organizations.\nI wo other works are now in press. The volume describing the experience\nof the Commission with the new-type test contains the accounts of the various\ntests by Edgar Wesley, Mary Kelty, Marion Clark, Luella C. Pressey,\nR. M. I rabue, and A. M. Jordan. Truman L. Kelley who directed this\nwork describes the methods used. The volume also contains a critical ap¬\npraisal of tests as an aid to teachers of social science subjects, by the chairman\nof the Commission.\nI he volume on the service of geography to the social sciences is by Isaiah\nBowman and includes supplementary studies by Edith Parker and Rose B.\nClark. This volume brings together material and ideas in a way not touched\nby either geographers or social scientists and yet of intimate interest to both.\nI his volume will be read with great interest by a wide audience.\nI he other volumes of the report now nearly ready for the press will, it is\n\nhoped, appear before the end of the year. C. E. Merriam has brought to¬\ngether out of the richness of his long study and intimate acquaintance with\nthe political problems of the times a statement of the new civic education\nwhich teachers and public alike will read with interest and profit.\nG. S. Counts, who has directed research for the investigation during the\npast year, has completed his vigorous and clear statement of the changed out¬\nlook of education in an industrial age. This will be of interest to all educa¬\ntors as well as teachers in this field. It likewise should appear early in autumn.\nJesse H. Newlon has made a study of the relations of the school adminis¬\ntrators to the problem of the social studies and its teachers. This work brings\ntogether the fruits of many studies of schoolboards and school administrators\nand should help to give school administrators a new orientation in the social\nscene. It should likewise help the teacher to a fuller understanding of the\nproblems which the administrators face.\nI he work of Merle Curti on the social ideas of educational leaders\npromises to be of great interest to educators, school administrators, and teach¬\ners as well as a significant contribution to the intellectual history of this\ncountry.\nBridging the gap between the administrator and the teacher, Howard\nBeale has made a study of the growth of tolerance in the teaching of the\nsocial studies. He has confined his attention to the schools, elementary and\nsecondary. The problem has usually been treated at the university and col¬\nlege level. His work therefore constitutes the first systematic study of this\nproblem as it appears in the schools.\n\nL. C. Marshall has prepared for the Commission the most complete ex¬\nposition thus far made of the process approach to social education upon which\nhe has been working so many years. Those who have followed his work will\nwelcome this extended treatment and all teachers, not only of social science,\nwill find it stimulating.\n\n"}
{"page": 539, "printed_page": null, "text": "Department\n\nof\n\nSocial\n\nStudies\n\n535\n\nThe Commission has cooperated with the American Council on Education\nin supporting the experimental reading material project directed by C. H.\nJudd. Many in this audience are probably familiar with the six pamphlets\nwhich have already appeared and are looking forward to the others which\nare announced.\n\nW. C. Bagley and G. S. Ford are preparing a volume on the teacher.\nThis will include supplementary studies by T. Alexander, W. G. Kimmel,\nand others. Dependent as this work is upon the other phases of the investiga¬\ntion it will be among the last to appear.\n\nNothing has as yet been said about the two studies which deal most di¬\nrectly with the problems of the classroom — the curriculum and method. The\ntwo scholars to whom the Commission has entrusted the presentation of\nthese vital topics are both to address you today. They will give you a fuller\nand clearer account of the problems which they have faced than I can do.\nThis resume of the separate studies which the Commission plans to publish\nis only a part of the story. It leaves out of account the contribution which\nthe thousands of teachers and administrators and officers of public organi¬\nzations all over the country and some abroad have made in various ways.\nWhile each of the volumes will make some acknowledgment of this assist¬\nance this will represent only a fraction of the debt. I would like to take this\nopportunity in behalf of the Commission to thank those of you who have re¬\nsponded to questionnaires, submitted to interviews, undergone inspection,\ncriticized manuscripts, judged tests, and written letters describing treatments\nof various problems. The character and quality of this report owe much to\nthis help, more in fact than can ever be adequately acknowledged.\nIn the preparation of its final conclusions and recommendations which\nwill constitute the last volume of its report, the Commission will draw not\nonly upon the studies which have been here listed, and the supplementary\n\nreports which have been made to it, but likewise upon all the major investi¬\ngations which have been made in recent years. The national surveys by our\ncolleagues in other subjectmatter fields, mathematics, classical languages and\nmodern foreign language have been used. More directly related to our work,\nthe comparative Study of Civic Training published by the University of\nChicago Press, and the reports of the International Committee on the Teach¬\ning of History are on the desks of all the Commission members; also the\nUnited States Census of 1930, the several surveys conducted by the United\nStates Office of Education, the reports of the national commissions on law\nenforcement, child welfare, cost of medical care, housing, economic trends\nand most recently the social trends. With most of these investigations the\nCommission has had direct contact thru the active participation of its in¬\ndividual members. The published reports have furnished constant advice and\nguidance.\nThe appreciation and appraisal of this vast accumulation of records is a\nstaggering task for even well-trained scholars. We can only hope that the\nCommission includes members of unlimited scholarly capacity who can em¬\nbrace it all without losing a true perspective and balanced outlook on life.\n\n"}
{"page": 540, "printed_page": null, "text": "536\n\nNational\n\nEducation\n\nAssociation\n\n\\\n\nWe hope the Commission\n\nwill be able to see our society whole despite this\ngreat mass of detail — all the more accurately because of the detail. We hope\nthat, recognizing the demands of the growing youth in the schools, it will\noutline a program which will prepare that youth more adequately to grapple\nwith the problems of society than we ourselves were prepared. That the Com¬\nmission is fully aware of the challenge is certain, and that it meets the chal¬\nlenge with courage to do its best is equally certain. That its best will be\nequal to the task is a hope which it can only share with you.\n\nSECRETARY’S\n\nMINUTES\n\nChicago, Illinois\nFirst Session, Monday\n\nAfternoon, June 29, 1933\n\nThe Department of Social Studies held a Joint Session with the Department of\nSecondary Education in the Lower Tower Ballroom in the Stevens Hotel. Attendance\nwas limited to about 300 persons by the size of the room, with a large number of\npersons\n\nturned\n\naway\n\nbecause\n\nof lack of space in the crowded\n\nroom. Sarah A. Stokes,\nParker-Junior High School, Chicago, presided. The program was based on the\nSocial Studies Section of the National Survey of Secondary Education.\n\nSocial Studies in the\nW.\n\nG. Kimmel,\n\nChanging\n\nColumbia\n\nCurriculum\n\nUniversity,\n\nDiscussion Leader: Winfield\nSchools, New York, N. Y.\n\nof the High\n\nNew\n\nYork,\n\nSchool\n\nN. Y.\n\nL. Rice, acting director of high school civics, Public\n\nA\n\nspirited discussion of various aspects of the social studies in secondary\ntion, in which many persons contributed, concluded this program.\n\nSecond\n\nSession, Wednesday\n\neduca¬\n\nAfternoon, July 5, 1933\n\nThe\n\nprogram was devoted to the Social Studies Investigation sponsored by the\nAmerican Historical Association. Approximately 350 persons were in attendance,\nwith an estimated equal number turned away because of the size of the room.\nPapers included;\n\nThe Progress\nFifth Year\n\nof the\n\nA. C. Krey,\napolis, Minn.\n\ndirector;\n\nOne\n\nYears of History\n\nHundred\n\nInvestigation\nand professor\n\nR. M. Tryon,\nIll.\n\nprofessor\n\nThe Problem\nStudies\n\nof Meaning\n\nErnest\n\nHorn,\n\nof the\n\nSocial Studies\n\nof history, University\n\nin the Secondary\n\nof the teaching\n\nin Reading\n\nSchools\n\nSpecial\n\nSchools:\n\nof Minnesota,\n\nof the United\n\nof history, University\n\nWith\n\nin the\n\nof Chicago,\n\nReference\n\nthe\n\nMinne¬\n\nStates\nChicago,\n\nto the\n\nSocial\n\nprofessor\n\nof education, University of Iowa, Iowa City, Iowa.\nSupervisor of Social Sciences, Chicago Public Schools, de¬\nscribed the Social Science Exhibit in Connection with the Century of Progress and\nthe National Education Association.\nCatherine\n\nTierney,\n\nA brief discussion\nStudies\n\nInvestigation,\n\nThe Report\nN. Y.\n\ndealing\n\nwith the papers\n\nthe several\n\nis published\n\nread, the different aspects of the Social\nparts of its Report, and allied phases, followed.\n\nby Charles\n\nScribner’s\n\nSons, 597 Fifth Avenue,\n\nNew\n\nYork,\n\nOfficers of the Department-National Council for the Social Studies — elected at its\nsessions held in connection with the annual meeting of the American Historical As¬\nsociation in Toronto, December,\nsitions. (See historical note.)\n\n1932 — will continue\n\nto serve\n\nin their respective\n\npo¬\n\n"}
{"page": 541, "printed_page": null, "text": "Department\n\nof Special Education\n\n"}
{"page": 542, "printed_page": null, "text": "A PPLICATION FOR THE ESTABLISHMENT of a Department of Special Education was made at the\nAtlanta convention in 1929. A petition bearing\nmore than 250 names was presented at that time.\nThe creation of the Department was authorized a\nyear later at the convention in Columbus.\nIn Los Angeles the group of teachers and adminis¬\ntrators interested in special education met on July 2\nand final plans for the creation of the Department\nwere made and a constitution was adopted. The fol¬\nlowing officers have been elected for the year 1933-34 :\nPresident , Lavilla Ward, Supervisor, State Depart¬\nment of Education, Madison, Wis. ; Vicepresident,\nFlorence N. Beaman, Montefiore School, Chicago,\nIll.; Secretary -Treasurer, Vesta Thompson, Haven\nSchool, Portsmouth, N. H.\nFacts relating to the establishment of this De¬\npartment and the record of meetings are found in\nearlier volumes of Proceedings as follows :\n1931:633-644\n\n1932:533-542\n\n"}
{"page": 543, "printed_page": null, "text": "ENRICHING\n\nPAUL\n\nA. WITTY,\n\nTHE\n\nLIFE\n\nPROFESSOR\n\nEXPERIENCE\nCHILDREN\n\nOF\n\nEXCEPTIONAL\n\nOF EDUCATION, NORTHWESTERN\nEVANSTON, ILL.\n\nUNIVERSITY,\n\nThe stricture that special education for mental and physical deviates has\nconsumed thru wasteful and elaborate expenditure, an unjustifiable part of\nour annual three billion dollar educational budget, is considered carefully.\nThe writer finds a glaring inadequacy in the presentday provision for ex¬\nceptional children; indeed, special educational opportunity for exceptional\nchildren is so rare and so inadequate as to appear ominous from the stand¬\npoint of social welfare. Of one million five hundred thousand gifted children\nin the United States, only about four thousand are placed in special classes\nwherein enrichment of the curriculum occurs. Similarly inadequate, if less\nimportant from the point of view of human progress, is the special provision\nfor the mentally subnormal. The physically handicapped, too, are infrequently\ngiven special educational opportunity in our public schools.\nThe expenditures for all types of deviates are very low in terms of our\ntotal educational budget. The uncompromising fact stands out clearly: We\nhave failed utterly during the past two decades to give adequate opportunity\nto atypical children in our public schools.\nThe situation for the gifted is lamentable, since these mentally superior\nchildren represent our greatest national asset. The writer recommends ac¬\nceleration or grade skipping for this group as one practical way of effecting an\nadjustment which will result in providing mentally stimulating tasks and con¬\nsequent growth. The social and physical needs of these children may be met by\nsifting children from several academic levels for group participation in\nphysical and social pursuits. This recommendation is given force by a recent\nevaluation of forty studies of accelerated pupils in the elementary and sec¬\nondary school, and in college. The investigation shows that acceleration is\nassociated with desirable attainment in all types of adjustment for which\ndata have been assembled.\n\nExperiments are needed dealing with special education for exceptional\nchildren. In more than a decade of experimentation, we have developed as¬\ntonishingly few enrichment programs in our public schools. The writer sug¬\ngests some points wherein enrichment may mean a merging of life experience\nwith worthwhile school endeavor. These include enrichment thru the\nlanguage arts. Experimental data from two studies of gifted children are\nintroduced to suggest a direction for efforts in encouraging free reading and\nin developing creative work in writing. Data are presented to demonstrate\nthe significance of a continuously graded program in the fine arts which is\ndesigned to capitalize the artistic ability of talented children. Curriculum\nflexibility is stressed in order that children with special interests and abili¬\nties may have opportunity for varied expression and development. Plans are\ndiscussed for providing educational experience that will create leadership,\nand that will lead children to respect, to demand, and to follow the highest\n\n[ 539 ]\n\n"}
{"page": 544, "printed_page": null, "text": "540\n\nNational\n\nEducation\n\nAssociation\n\ntype of leaders. The school is viewed as the great social laboratory in which\nindividual differences are discovered and utilized in fostering maximum\ngrowth and development. The curriculum must be in keeping with the mat¬\nuration levels of children in interest, in ability, and in attainment. Sug¬\ngestions are given by which maturation levels may be more fully explored\nand utilized in developing true enrichment for exceptional children.\n\nAN\n\nENRICHED\n\nPROGRAM\n\nHANDICAPPED\nBESS\n\nR. JOHNSON,\n\nPRINCIPAL,\nDES\n\nFOR\n\nPHYSICALLY\n\nCHILDREN\n\nDAVID\n\nSMOUSE\n\nMOINES,\n\nIOWA\n\nOPPORTUNITY\n\nSCHOOL,\n\nOur consideration today is, What have we done and what can we do to\nenrich the program for handicapped children? Personally all my plans seem\nto come back to one great ambition: to help each child feel he is a normal\nboy or girl, or at least to say with the little elf man, “I am just as big for\nme as you are big for you.” Instead of going into a theoretical discussion of\nan enriched program, may I tell you briefly of the things we believe have\nmeant most in enriching the program of Smouse School.\nOur school system as a rule does not permit Scout and Campfire work\non school time, but since our transportation of crippled children makes after¬\nschool clubs impossible, we were allowed to have one hour per week for such\nactivities. Outside leaders have organized and supervised Boy Scout, Girl\nScout and Campfire groups, and we believe they have helped greatly in pro¬\nducing a more normal adolescent life for our boys and girls.\nOur student council has been our most inclusive and most representative\ngroup. Representatives come from each room in the school, beginning with\nthe first grade and including the deaf department. Affairs of state have been\nsettled in a truly dignified manner. Teacher advisers have spoken only when\nrequested to do so. It seems to me that physically handicapped children need\nthis experience even more than normally healthy pupils. For so many years\nthey have been told, “You may do this,” “You should not do that.” To be\nhealth-conscious and to make your own decisions is so different from being\nhandicap-conscious and to have someone else make every decision for you.\nSchool assemblies and all school programs give these children an outlet\nwhich many of them have never experienced. We have concentrated on one\nall-school spring program each year. A May fete gives such grand chances\nto dress up and to use many, many children. In the deaf department we found\ntwo children who danced beautifully, another girl who plays the piano well,\nand many of our crippled little folks love to cover braces with costumes and\nforget them in the joy of being somebody else.\n\nOur occupational therapy we have crowded into our art program, un¬\nlabeled and unsung, but just as truly occupational and therapeutic. It has\ngiven the children an opportunity to create, and how they love it ! Here equip-\n\n"}
{"page": 545, "printed_page": null, "text": "of\n\nDepartment\n\nSpecial\n\nEducation\n\n541\n\nment makes the difference between theory and practise. A potter’s wheel, a\nloom, and a jig-saw give a marvelous chance for muscle development for\ncertain children who become so interested in the creation that they forget to\nbe bored with the exercise. It takes a wise art teacher with the patience of\nJob to check on his children and give them individual work when he has\nso many individual differences to consider.\nA wise teacher is also going to watch for chances to broaden the children’s\nexperiences by field trips. We have found parents who drive cars very will¬\ning to help take children on trips to such places as a farm, a flour mill, a fire\nstation, a historical building. Where trips are impossible, vicarious experience\nby means of the splendid visual aids on the market today is valuable. If we\ncan give our physically handicapped children a regular school program, sur¬\nroundings conducive to good work, a broadened life thru extracurriculum\nactivities, physio-therapy when needed, an enriched art program, well quali¬\nfied and interesting teachers, I believe our pioneering will lead to something\nof which we may be justly proud.\n\nAN\n\nENRICHED\n\nPROGRAM\n\nFOR\n\nSOCIALLY\n\nMALADJUSTED\n\nCHILDREN\n\nRUBY\n\nCOUTU,\n\nDEPARTMENT\n\nCHILD\n\nGUIDANCE\n\nMADISON,\n\nWIS.\n\nOF\n\nAND\n\nSPECIAL\n\nEDUCATION,\n\nDuring our years of dealing with problem children in Madison it has be¬\ncome apparent that we must find some means of dealing with the maladjusted\nchild within his own social group. We have felt that this can be done thru en¬\nriched curriculum and recreational programs. With this in mind we have\nmade two studies, the results of which are being used in a definitely organized\nprogram for adjustment thru schoolroom activities. The first is a study of\nsixty-two children definitely known to be maladjusted, in which we have\nused recreational and extracurriculum group activities as the means of ad¬\njustment. The second is a complete personality study of every child in one of\nour fourth grades, undertaken in order that individual difficulties and mal¬\nadjustments might be brought to light and dealt with by the classroom teacher\nherself. From these two studies certain facts stand out clearly. First, person¬\nality studies should be made for every child at the beginning of each year as a\npart of the school routine and should be used by the teacher. Second, social\nresponsibility and desirable attitudes can be developed thru recreational\ninterests including club work, classroom activities, and social programs.\nThird, we have gained from these studies some definite suggestions useful\nto the teacher in enriching the classroom program to help the socially mal¬\nadjusted child. These suggestions include the project method of teaching,\ndramatics, art, literature, supervised recreation, clubs of various types, and\ncitizenship programs.\n\n"}
{"page": 546, "printed_page": null, "text": "542\n\nNational\n\nEducation\n\nAssociation\n\nOur general conclusions from these two studies are, first the need for\npersonality studies of every child in order to locate and treat the problems\nof maladjustment, and, second, the value of schoolroom activities for such\ntieatment. In any neighborhood populated by socially and economically\nunderprivileged children we should advise the use of extra-school activities\nto help make needed adjustments outside the schoolroom. For schools located\nin areas where the general facilities for recreation are good, we feel that\nthe problems of most socially maladjusted children can be adequately treated\nby the classroom teacher himseif. Such a program will add very little to\nthe teacher s tasks, and it will add much to the achievement and the enjoy¬\nment of his work.\nWHERE\n\nVIRGIL\n\nARE\n\nE. DICKSON,\nBUREAU\n\nWE\n\nNOW?— A CRITICAL\nSPECIAL EDUCATION\n\nASSISTANT\nOF\n\nRESEARCH\n\nSUPERINTENDENT\nAND\n\nGUIDANCE,\n\nOF\n\nEVALUATION\n\nSCHOOLS\n\nBERKELEY,\n\nAND\n\nOF\n\nDIRECTOR,\n\nCALIF.\n\nThe outstanding fact in the philosophy of education in this country is\nthat every child shall have an opportunity for education suited to his\ncapacity and his needs. We stress education for life values. The same\ncriterion applies to exceptional children and to normal children alike. Each\nchild must first of all be reasonably happy. He must then be helped to give\nto life that which is commensurate with his own abilities. Hence in evaluating\nour present practises of special education we need to ask ourselves: “What\ncan this individual contribute to life and what joys can he get from life\nin the light of his capacities and the requirements of his environment?”\nWFat, then, should education for the handicapped stress? Certainly it\nmust be something more than vocational rehabilitation, important as that is.\nNothing less than the whole life of the child is to be considered, and social\nand emotional values are preeminent in his adjustment. Most handicapped\nchildren will live under some degree of supervision and protection. They\nwill be only partially self-supporting. They need to be trained, therefore,\nto live within a normal world, contributing their bit to the social structure\nwithout being expected to reach the level of attainment of their normal\nfellows.\n\nTo what extent shall we separate exceptional children into special classes\nor schools? As to the gifted , experience offers no conclusive evidence that\nthese should be set off in special classes. I heartily approve of ability group¬\ning within schools, but not of a special school for the gifted. My prejudice\non this point is built primarily upon the behavior of parents of gifted children\nand of other adults, who destroy the fineness of social poise and service by\noverbearing pride and egotism. The socially maladjusted we do not wish to\nset apart unless it is absolutely unavoidable. We give them clinical treatment\nin school, at home, or in a foster home if the home is impossible, and last\nof all within an institution. The speech defective we do not separate from\nother children save for the amount of time needed for training in speech cor-\n\n"}
{"page": 547, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\n543\n\nEducation\n\nrection. Most of their work they carry on with normal children in regular\nclasses. The mentally deficient are educated both in separate schools and in\nunits within the regular schools. In a recent survey made of large cities 62\npercent of such children were reported as being cared for by the latter\nmethod. If they are not to be placed in institutions (and only the most serious\ncases need such treatment), then they should certainly be kept in contact\nwith ordinary life situations to as great an extent as possible. The blind, the\ndeaf, and the crippled must\n\nhave special method\n\nand equipment,\n\nbut they\n\ntoo want normal life contacts and should be provided with such associations\nas far as it is possible for them to profit by them. The cardiac, pretuberculous,\nand anemic\n\nwe separate for the time being into special classes, but our policy\n\nis to get them back into normal groups as soon as possible.\nAfter all, we come back to the individual attention for individual needs.\nConsider how the child varies from other children. Teach him to compensate\n\nfor his handicap and to express and to use his powers to the maximum.\nTeach him how to get along with other children. Most of all, teach him\nhow to be reasonably happy. If this is done he will share life’s values as well\nas do the rest of us who are not supposed to be handicapped.\nSPECIAL\n\nGERTRUDE\n\nIN GERMANY— WHAT\nEDUCATION\nLEARN\nFROM\nIT?\n\nROSER,\n\nINSTRUCTOR\nNORMAL\n\nIN\n\nSPECIAL\n\nCOLLEGE,\n\nEDUCATION,\n\nYPSILANTI,\n\nCAN\n\nMICHIGAN\n\nWE\n\nSTATE\n\nMICH.\n\nSpecial education in Germany has grown from 1893, when 32 cities were\ntraining 2290 mentally retarded, children, to the point in 1927 when 3966\nclasses made up of 71,902 children were being maintained in 750 cities.\nCentralized schools are preferred there rather than special classes distributed\nthruout the regular schools. A very real and alert social consciousness of spe¬\ncial education exists in Germany. The public recognizes the necessity of the\nwork. Much of this feeling can be traced to the early work of the medical\nprofession, the first group to enter the field.\nVocational work is emphasized in German special schools. Other subjects,\nsuch as arithmetic and nature study are correlated with the vocational sub¬\njects. Field trips are strongly advocated and widely used. In all the schools\nteachers correlate the work of the classroom and the shops with situations\nwhich these children encounter in out-of-school life. A large amount of hand\nwork and shop experience is given wherever possible. Gardening, due to\nits importance in the everyday life of Germany, receives much attention.\nPractically every school has its garden with a plot, however small, for each\nchild. Since he has exclusive care of that plot a sense of pride and responsi¬\nbility is fostered. Some of the gardens are quite pretentious and are serious\nprojects. Aside from planting and cultivating, drainage, soil culture, and\nother phases of gardening are taught. Thus a wide range of training may\nresult from one project.\n\n"}
{"page": 548, "printed_page": null, "text": "544\n\nNational\n\nEducation\n\nAssociation\n\nSpecial teachers in Germany are on the whole much more thoroly trained\nthan in this country. The psychology of the special school, pathology,\nphysiology, and research methods are some of the subjects studied. Special\nexaminations in addition to those given for regular grade certificates are\nrequired of special school teachers by most states. At first many teachers\ndid the required reading and studying at home and took the examination\nwhen they felt prepared. Some universities later offered vacation or extension\ncourses dealing with special class methods and problems. Now it is generally\nadvocated that the teacher desiring to enter the field of special education,\nstudy for one year at one of the Heilpadagogische Instituts.\nIt is quite evident in Germany that the special education system is based\nupon the teacher. Thoroly trained and aware of the individual needs of\nthe child, the first aim is to mold and develop each to his fullest capacity.\nEven working with limited equipment the teachers have used the material\nat hand to attain their ends. Experimental teaching projects now being\nconducted in Germany carry out still more completely theories of teaching\nbased on the intellectual and emotional characteristics of the individual\nchild.\nARE\n\nEDWARD\n\nWE\n\nH.\n\nPLAYING\n\nSTULLKEN,\n\nFAIR WITH\nPROBLEM?\n\nPRINCIPAL,\n\nTHE\n\nMONTEFIORE\n\nPERSONALITY\n\nSCHOOL,\n\nCHICAGO,\n\nILL.\n\nWork with a group of 1800 problem boys enrolled during the past three\nyears in the Montefiore School of Chicago indicates that one of the most\nimportant problems in school adjustment is that of the personality deviate.\nPersonality is built upon a physical foundation, and some physical defects,\nespecially glandular disturbances, contribute strongly to the development\nof undesirable personalities. The mental development also plays an important\npart, and much of our mass education with its closely graded systems and\nits overcrowded classrooms is unable to handle the complex problems of\nsecuring better integration of the personalities of those children who deviate\neven slightly from the rank and file. The adolescent age with its attendant\nemotional instability is a particularly important time in the development\nof personality. Studies of home conditions of poorly-adjusted boys indicate\nthat there are many social and economic factors operating to increase the\ndifficulties facing the school in its attempts to play fair with the personality\nproblem. No single factor in attacking the problem is greater than that of\nthe personality of the teacher. School administrators must remember that\nteachers are human beings and that they have personalities quite as much\nas the children and that the clash of pupil and teacher personality is fraught\nwith possibilities for good or evil.\nWork with problem children indicates the necessity for complete case\n\nstudies of each individual child, including facts as to physical, mental,\nemotional, social, economic, and personality traits. A complete study of the\nwhole child is a necessity whenever personality difficulties are involved.\n\n"}
{"page": 549, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\n545\n\nEducation\n\nSince the school’s problem cases are present and persistent, they often cannot\nwait for the delay of referring them to social agencies outside of the school.\nIf a school is fortunate enough to have its own social workers, it will be\npossible to give to the child the immediate study and individual attention he\nneeds. Work at the Montefiore School shows that the school’s social worker\nbecause of her knowledge of social work can often stimulate other agencies\ninto action when teachers and principals fail to do so. Then, too, action can\nbe speeded when the school thru its case study can say to an outside agency\nthat the problem is a pressing one and that there are psychological moments\nwhich must be seized if the case is to be benefited by treatment. In no case\ncan any adequate attack be made upon the problem without a complete\nunderstanding of the whole complex life of the individual child.\n\nBETTER\n\nLAVILLA\n\nCOORDINATION\nOF SERVICES FOR\nHANDICAPPED\nGROUPS\nIN SCHOOL\nCOMMUNITY\nPROGRAMS\n\nWARD, STATE\nAND DEFECTIVE\n\nSUPERVISOR\nOF\n\nSPEECH,\n\nINSTRUCTION,\n\nSchool program — The\n\nOF SPECIAL CLASSES\nSTATE DEPARTMENT\n\nMADISON,\n\ndevelopment\n\nPHYSICALLY\nAND\n\nFOR DEAF,\nOF PUBLIC\n\nBLIND,\n\nWIS.\n\nof education\n\nduring\n\nthe past few\n\ndecades based upon the recognition of individual differences has made a place\nin many of our public-school systems for special classes for physically handi¬\ncapped children, thereby promoting opportunities for better educational and\nsocial development. In the progressive schools of today, in which the need\nof the individual child is the primary objective, special classes may become\nan integral part of the school, regular and special teachers cooperating to\nmeet the needs of the children. Special class children have their recesses\nwith the regular classes. Wfth guidance and help in preparation from a\nspecial teacher it is possible for many of these children to do much of their\nwork in the regular grades. They may enter high school for the academic\ncourse or take a modified course in prevocational training. The vocational\nguidance department may make a study of each child and direct his industrial\nand vocational training along lines in which he shows aptitude and in\nwhich it will be possible for him to work.\nAll special classes for physically handicapped children in public schools\nare nominally under the direction of the principal of the school. However,\nin order to bring about a real coordination of services, not only the principal\nbut the superintendent and supervising teachers must be interested sufficiently\nto give guidance and active support. In systems in which this is true there\nis no difficulty in getting children transferred to special classes, with the\nexception of the occasional objection of parents. Teachers not only receive\nwith interest and understanding the children from the special class but\nthey become alert to the manifestations of the various defects and constantly\nrefer children to the special teacher. It becomes a give and take proposition\non a 50-50 basis.\n\n"}
{"page": 550, "printed_page": null, "text": "546\n\nNational\n\nEducation\n\nAssociation\n\nprogram — Of first importance is the cooperation from various\nclinics in physical diagnosis, treatment, and guidance in emotional adjust¬\nments. Until very recently the medical profession on the whole has concerned\nitself chiefly with the medical problems these cases presented along with\nCommunity\n\ntheir deviation and correction. Now it is beginning to realize a responsi¬\nbility in recommending special education when it is necessary. Of second\nimportance is the coordination of activities in the various service and welfare\norganizations such as the Y. M. C. A., Y. W. C. A., Boy Scouts, and Girl\nScouts. Many of our children who are deaf, hard of hearing, and defective\nof speech belong to the Junior Y groups, especially in athletics and in some\neducational and health activities such as dramatics and dancing.\nAll arrangements made in the regular public schools should be carried\non with the objective of serving physically handicapped children on an equal\nbasis with normal children. The plan of leaving the children wherever pos¬\nsible in the normal environment of home and community is invaluable. Their\nadjustment as members of the social body is best promoted by their partici¬\npation in the activities of the normal social group. It is our belief that a\nfuller and more complete life is thus made possible for physically handicapped\nchildren.\nTHE\n\nDEVIATE— A\n\nMENTAL\n\nPROBLEM\n\nIN\n\nCURRICULUM\n\nADJUSTMENT\nFLORENCE\n\nN.\n\nBEAMAN,\n\nMONTEFIORE\n\nAn experiment in curriculum development\n\nSCHOOL,\n\nCHICAGO,\n\nILL.\n\nfor mentally deficient children\n\ncarried on in public day-school classes has yielded some pertinent facts con¬\ncerning curriculum content and its method of application. This experiment,\nconducted for the past four years at the Montefiore School in Chicago, sought\nto develop material based upon the following factors: (1) the future life\nneeds of mentally retarded children as revealed by research data on voca¬\ntional pursuits and social adjustment in the community; (2) the effect of\nselected material upon the wholesome development of all phases of the\nchild’s make-up; and (3) definite emphasis upon experiences designed to\ncontribute to the commonly needed social development. The education of\nthe experimental group was concerned with two aims, namely, broad general\nexperience in social activities and specific training in habits and skills.\nPhysical needs, academic needs, vocational needs, and social needs were all\ntaken into consideration.\n\nProvision for a preliminary period of observation to determine the social\nstatus of each pupil was made. A rich environment was provided in a room\nequipped with all types of sensory-motor material with which the children\ncould play with freedom. During this period the teacher observed the\nreactions of the individual, the predominant social interests of the group, the\nchild’s motor facility, and the resourcefulness of the individual in creating\nenjoyment out of his own environment. Immediately following the short\nperiod of observation an elastic program was built upon social activities,\n\n"}
{"page": 551, "printed_page": null, "text": "Department\n\nof\n\nSpecial\n\nEducation\n\n547\n\nincluding story-telling, folk games, folk songs, folk dances, and simple\ngroup construction projects. Dramatics, excursions, and parties were intro¬\nduced as the children showed growth in social participation. Then, too,\ncame social science projects which had bearing upon necessary academic\nachievements. The program of academic material evolved concerned itself\nwith the direct needs of the group in carrying on the immediate project.\nThe Montefiore experiment utilized all methods consistent with good\neducational practise. The general procedures used may be summarized as\nfollows: (1) provision for a period of free activity for the child, in which\nhe attempts to orient himself in his environment; (2) inclusion within the\nchild s experimental activities of a carefully planned program of devices\nto stimulate his sensory activity; (3) provision of time for the child to ob¬\nserve and to integrate his experiences so that they will serve as a foundation\nfor the processes of higher learning; (4) continual strengthening of per¬\nceptual experience thru concrete situations; (5) intensifying of concrete\nexperience thru classroom aids, such as visual education, books, and teacher\ninstruction; (6) correlation of all experiences and integration of school\nand life experience; (7) provision for specific remedial work in the avenues\nin which the child is weak.\nIn this experiment close contact was kept with the home and its problems.\nThe clinical facilities of the school were utilized to the utmost. Doctor,\ndentist, nurse, visiting teachers, truant officers, psychologists, and psychiatrists\nall contributed liberally to the adjustment of these atypical pupils. The cur¬\nriculum evolved and the methods utilized in its administration have proved\na partial solution to the problem of meeting the needs of children of retarded\nmentality.\nSECRETARY’S\n\nMINUTES\n\nChicago, Illinois\nFirst Session, Monday\n\nAfternoon, July 3, 1933\n\nThe business session of the Department of Special Education met after the regular\nprogram with Elise H. Martens, president, presiding. The constitution of the De¬\npartment was read for information of those present.\n\nMotion was made and carried to authorize the chair to appoint a nominating\ncommittee and a resolutions committee, same to report Wednesday, July 5. The\nnominating committee was also to name a representative to the National Council of\nthe N. E. A.\nThe president was authorized to transmit a letter to the Department of Lip Reading, inviting that department to affiliate with the Department of Special Education.\nThere being no further business, the meeting adjourned until July 5.\n\nSecond Session, Wednesday\n\nAfternoon, July 5, 1933\n\nThe second session met in the spacious quarters of the North Assembly Room, Hotel\nStevens, to better accommodate the extremely large representative group assembled.\nElise H. Martens, president of the Department of Special Education, called the meet-\n\n"}
{"page": 552, "printed_page": null, "text": "548\n\nNational\n\nEducation\n\nAssociation\n\nm and\ning to order. A splendid program was presented that centered about classroo\n.\nassembly\nentire\nteaching problems, appealing to the various interests of the\nThe first speaker of the afternoon was Virgil E. Dickson, assistant superintendent\nof schools, Berkeley, California. His subject was: “Where Are We Now ?— A Critical\nof Special Education.” Mr. Dickson said in part: “We are engaged in a\ngreat pioneer work. These children, under our special direction, namely: the blind,\nhave\ndeaf, cripple, epileptic, speech-defective, mentally retarded, and behavioristic,\nlife\na right to be reasonably happy. ... We must teach them how to cope with\nsituations, how to feel, think and act; teach them life values that will compensate\n\nEvaluation\n\nfor their handicaps. They must learn that ‘what you give to life is what\nlife gives to you.’ ”\nGertrude Roser, training supervisor, State Normal College, Ypsilanti, Mich., the\n\nthem\n\nsecond speaker, chose for her subject: “Special Education in Germany — What Can\nWe Learn from It?” Miss Roser spent considerable time in Germany studying their\nmethods in that field. She gave a resume of the progress of special education in\nGermany from the seventeenth century to the present day. Miss Roser went on to\nsay that “in the seventeenth century children segregated for special education were\nclassified as the mentally sick. Medical authorities lent invaluable aid to the teachers\nof Germany in this work. Germany favors special schools rather than rooms in\nregular schools. These schools serve a central area. There is no uniform program.\nThere aim is to develop self-supporting individuals, equipped with desirable habits\nand\n\nlife situations.”\n\nabilities to cope with\n\n“Are\n\nWe\n\nPlaying\n\nFair\n\nwith\n\nthe Personality\n\nProblem?”\n\nsubject of\n\nthe next\n\nwas\n\nEdward H. Stullken, principal, Montefiore School, Chicago, Illinois. He said: “Every¬\none has a personality, more or less. The bad boy, however, often has the greatest\npersonality. There is a definite relationship between poverty and delinquency —\nphysical defects and personalities. The school must make compensation for these\nconditions, and the teacher’s personality\nand extremely important.\n\nis one of the greatest factors in this respect,\n\n“First of all, the teacher must be calm, well poised and sympathetic. Above all,\nhe must be impersonal in relation to himself, but very personal in relation to his\npupils. His discipline must be firm, yet kindly.”\nLavilla Ward, supervisor, State Department\n\nfourth\n\nspeaker\n\nPhysically\n\nof the afternoon,\n\nHandicapped\n\nGroups.”\n\npresented:\n\nof Education,\n\nCoordination\n\n“Better\n\nShe said: “We\n\nMadison,\n\nmust\n\nregard\n\nWisconsin,\n\nof Services\n\nthe physically\n\nfor\n\nhandi¬\n\ncapped child as a potential asset rather than a liability.” She advocated constant\ndaily drills, using acoustic exercises in the correction of speech defects to be given\nby well-trained, competent instructors. During playground activities she suggested\nthat these children should not be segregated, but should participate with the regular\nclass children, insofar\n\nas they were\n\nable. Miss\n\nWard\n\nemphasized\n\nthe fact that co¬\n\noperative clinics were most desirable. The essential objective was the physical well¬\nbeing of these children. Specific skills and habits should be developed that would\ntend to help them make social adjustments and thereby live in a happy, respectable\nway.”\nThe\n\nlast speaker\n\non\n\nthe program\n\nwas\n\nFlorence\n\nN.\n\nBeaman\n\nof the Montefiore\n\nSchool, Chicago, Illinois. Her subject was “The Mental Deviate — A Problem in\nCurriculum Adjustment.” Miss Beaman passed out charts of special class curriculums\nand showed methods of adapting and modifying subjectmatter to the capacities of\nspecial class children. She offered the following program: club period — two hours\nfundamental drills, story-telling, music, lunch, dramatics, individual instruction,\ncreative work.\nAt\n\nthe conclusion\n\nof the program\n\ntook place. A series of resolutions\n\nthe business\n\ndrawn\n\nmeeting\n\nand\n\nup by the Resolutions\n\nelection\nCommittee\n\nof officers\nwas\n\npre-\n\n"}
{"page": 553, "printed_page": null, "text": "Department\n\nsented\n\nby Virgil E. Dickson\n\nresolutions\nThe\n\nbe accepted\n\nNomination\n\nand\n\nA\n\nrising vote\n\nmoved\n\n549\n\nand seconded\n\nthat these\n\na list of nominees\n\nfor executive\n\nofficers for\n\nthen elected by oral vote. The result was as follows:\nto the National Council of Education, Lavilla Ward,\nof Education,\n\nMadison,\n\nWisconsin;\n\nvicepresident,\n\nMontefiore School, Chicago, Illinois; secretary-treasurer,\nSchool, Portsmouth, New Hampshire.\n\nof thanks\n\nfor the convention,\nthe meeting.\nIt was\n\nCalif. It was\n\npresented\n\nDepartment\n\nFlorence Beaman,\nThompson, Haven\n\nEducation\n\nadopted.\n\nCommittee\n\nState\n\nSpecial\n\nof Berkeley,\n\nthe ensuing year. They were\npresident and representative\nsupervisor,\n\nof\n\nand\n\nannounced\n\nwas\n\ntendered\n\nto all those\n\nthat Mr.\n\nwho\n\nDickson\n\nthose who\n\nprepared\n\ncontributed\n\nwould\n\nconduct\n\nin any\n\nVesta\n\nthe excellent program\nway\n\na round-table\n\nto the success\ndiscussion,\n\nof\n\ndeal¬\n\ning with questions or problems with reference to different phases of special educa¬\ntion. All who desired to remain were invited to take part in the discussion at the\nend of the meeting.\nThe\n\nsession then\n\nadjourned.\n\nResolutions\n\nand to those who\n\ncontributed.\n\nCouncil for Educa¬\nrecognizing the excellent work done by the Internationa\nl\nin\nChildren, wishes to cooperate with that organizati\ntion of Exceptiona\non\nl\nevery possible way in advancing our common aims and purposes.\nIII. We ask the Executive Committee of the Department of Special Education\n\nto plan ways and means of furnishing to us and to the general public infor¬\nmation on phases of development and matters of interest in the field of special\neducation.\n\nAbstracts\n\nof speeches\n\nthat space\n\nbe secured\n\nin these sessions\n\nin the Journal\n\nare illustrative. We\n\nof the National\n\nEducation\n\nsuggest\n\nA ssociation,\n\nif possible.\nIV.\n\nWe\n\nask the Executive\n\nof radio programs,\n\nCommittee\n\nconducted\n\nunder\n\nto secure, if possible, a place on the series\nthe auspices\n\nof the N. E. A.\n\ntion of sectiona\n\nconfere\nin the annual meeting\nof this Departm\nThe\nnces\ns\nl\nent.\nsections if allowed\nshall follow in general the classifi\nof special groups,\n,\n,\ncation\nas designa\nby the White House Confere\nHoweve\nin order to secure\nr,\nted\nnce.\ndesirabl\ncoopera\nand coordin\nof all of these groups, at least one of\nation\ntion\ne\nthe sessions shall be a general confere\nembraci\nall sections\n'\nnce\n.\nng\n\ntion and help that has gone to the worker\nand the public in all section\nof\ns\ns\nI\nour countr\nthru the publis\nbulleti\nof the Office of Educat\nand thru\ny\nhed\nion,\nns\n.\nWe theexprseer\nt\nh\nb\nc\no\ni\nt\ni\no\nt\ne\nof\nn he nterest\narried\nf he\neen\nn\nducati\nssvicou\nesr shiantcereave\non\ns\nappreciati\nexcept\nchildre\nWe recoo\nfor these\nt that a lette of appreciati\nmnmento\nional\nn.\nd hose who prrepare\non\nd\nt\nbulleti\nand for this service be sent to the commis\nofhe edpurcoag\ntr\nanm,s to the\nio\nns\nsioner\ncommis\ndesign\nand to the Secret\nof the Interio\nby the secreta\nI\nate\nary\nsioner\nr\nry\nI\ntphair\nD\nThe ofDe.\ne\npartme\ns tmen\nt of nSp\nt.ecia\nl Educatio\nn of the Na\ntional\nn Associat and gifte\nthe educat\naffect\nthe probl\nand welfar Edoufcahtainod\nicapp\nd\nion,\nems\ning\nion\ne\ne\nchildr\nhas been empha\nby variou\neducat\nand social dorgani\nsized\nen\ns\nional\nzation\ns\nof nation\nand intern\nscope; and\nationa\nal\nl\n\nWherea\n\nresolu\n\ns,\n\nThese\n\napprop\n\norgani\n\nhave at their annual meetin\npassed\ngs\ns\nasking that such a survey be undert\nunder the direct\nof the\nion\naken\n\ntions\nStates\nd\n\nUnite\n\nvariou\n\nriated\n\ncommi\n\ns\n\nzation\n\nof educat\nand that the necess\nssion\nary\nion\ner\nof the United States\ntheref\nand\nby the Congre\n;\nor\nss\n\nfunds\n\nbe\n\n"}
{"page": 554, "printed_page": null, "text": "550\n\nNational\n\nWhereas,\n\nThe\n\nbut has rather\nbe it\n\nEducation\n\nseriousness\n\nbeen\n\nResolved, That\n\nAssociation\n\nof the problems\n\nincreased\n\nthru the period\n\nthe Department\nreiterate\n\nthe request\n\nmay\n\na survey\n\nbe undertaken\n\nStates\n\ncommissioner\n\nof education,\n\nhas in no way\n\nof economic\n\nof Special Education\n\ncation Association\npermit, such\n\ninvolved\n\nand\n\nthat, as soon\nunder\n\nthat\n\nstress; therefore\n\nof the National\nas economic\n\nthe direction\n\nsaid\n\ndiminished\n\ncommissioner\n\nof the United\nbe\n\nrequest the Congress of the United States to make an appropriation\nneeded to carry on such a survey; and be it further\n\nResolved, That\nthe United\n\na copy of this resolution be forwarded\n\nStates, Franklin\n\nD. Roosevelt;\n\nSecretary\n\nEdu¬\n\nconditions\nasked\n\nto\n\nof funds\n\nto the President\n\nof\n\nof the Interior, Harold\n\nL.\n\nIckes ; United States Commissioner-designate of Education, George F. Zook,\nand to those members of Congress who have manifested an active interest in\nthe welfare of exceptional children.\n\nFinally we\n\nrecommend\n\nthat the Executive\n\nbility of placing this last resolution\nof the N. E. A. next year.\n\nbefore\n\nCommittee\n\nthe General\n\nconsider the advisa¬\nResolutions\n\nCommittee\n\n"}
{"page": 555, "printed_page": null, "text": "Department\n\nof Superintendence\n\n"}
{"page": 556, "printed_page": null, "text": "The department of superintendence was the\n\noutgrowth of a meeting of the National Teach¬\ners’ Association in Harrisburg, Pennsylvania,\n1865, at which time the state and city superintend¬\nents present decided to form an organization of their\nown. Final action was taken in Washington, D. C.,\nin February, 1866. The new organization was called\nthe National Association of School Superintendents.\nIn 1870, the National Association of School Super¬\nintendents merged into the National Education Asso¬\nciation as a Department. In 1921, the Department\nwas reorganized and a fulltime secretary employed.\nIt publishes a report of its annual meeting and a\nyearbook which are sent only to members.\nThe officers of the Department for the year 193334 are: President , Paul C. Stetson, Superintendent\nof Schools, Indianapolis, Ind. ; First Vicepresidenty\nMilton C. Potter, Superintendent of Schools, Milwau¬\nkee, Wis. ; Second Vicepresident , David E. Weglein,\nSuperintendent of Schools, Baltimore, Md. ; Execu¬\ntive Secretary , Sherwood D. Shankland, National\nEducation Association, 1201 Sixteenth Street, N. W.,\nWashington, D. C. ; Executive Committee: Charles\nB. Glenn, Superintendent of Schools, Birmingham,\nAla. (Term expires 1934) ; Herbert S. Weet, Super¬\nintendent of Schools, Rochester, N. Y. (Term expires\n1935) ; Carroll R. Reed, Superintendent of Schools,\nMinneapolis, Minn. (Term expires 1936) ; Charles\nS. Meek, Superintendent of Schools, Toledo, Ohio\n(Term expires 1937).\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of Proceedings as follows :\n1873 :244-271\n1887 :509-538\n1874:297\n1888:513-543\n1875:291\n1889-611-613\n1877:253-261\n1890 :365-542\n1879 :223\n1891 :379-525\n1880:235-236\n1892:559-743\n1881 :252\n1894-252-592\n1882 :Pt.II :1- 112 1895:213-429\n1883:131\n1896:231-392\n1884 :283-292\n1897:195-316\n1885:160-191\n1898 :303-488\n1886 ;333-350\n1899 :251-379\n\n1900:183-296\n1901:189-348\n1902:151-305\n1903:139-300\n1904:173-332\n1905:155-270\n1906: 29-214\n1907:145-327\n1908:129-312\n1909:159-330\n1910:143-306\n1911:161-329\n\n[ 552 ]\n\n1912: 329-497\n1913: 99-354\n1914: 133-291\n1915: 253-525\n1916: 895-1099\n1917: 661-845\n1918: 473-683\n1919: 483-673\n1920: 407-536\n1921: 679-849\n1922:1295-1464\n1923: 881-1024\n\n1924:803-961\n1925:633-862\n1926:665-838\n1927:697-871\n1928:655-830\n1929:643-802\n1930:607-770\n1931 :645-800\n1932 :543-677\n\n"}
{"page": 557, "printed_page": null, "text": "GENERAL\n\nSESSION,\nThe\n\nTHE\n\nHARLEY\n\nChallenge\n\nCHALLENGE\n\nL. LUTZ,\n\nMONDAY\n\nPROFESSOR\n\nMORNING,\n\nof the New\n\nFEBRUARY\n\n27\n\nFrontier\n\nOF THE PRESENT\nDEPRESSION\nOF PUBLIC FINANCE,\nPRINCETON, N. J.\n\nECONOMIC\n\nPRINCETON\n\nUNIVERSITY,\n\nI he keynote of this convention is the new frontier of American life, and\nin this opening general session we are asked to face the challenge of the\nnew frontier. A frontier is a borderline between the known and the un¬\nknown, the new and the old, the established and the experimental. In a\nfundamental sense there are always new frontiers, and we are never free\nfrom the challenge which they present.\nI he present economic depression has flung its challenge into our faces.\nIt has temporarily interrupted our economic and social advance. Despite\nour earlier achievements, we are once more vividly conscious of the eco¬\nnomic frontier, and we are directly challenged to show that we still have\nthe individual and social qualities that are required for dealing success¬\nfully with adverse frontier conditions.\nMy present discussion and application of the challenge which the de¬\npression presents is necessarily limited to certain outstanding, typical is¬\nsues. These are: first, the challenge to our capacity to function as a democ¬\nracy; second, the challenge to our sanity and our common sense; third, the\nchallenge to our organizing capacity; fourth, the challenge to our financial\ncapacity ; and fifth, the challenge to our provincial nationalism. In a very\nreal sense all of these are embraced in the first, the capacity of our. democ¬\nracy to function during a crisis.\n\nThe capacity of democracy to function is not challenged only by emer¬\ngencies. On the contrary, this capacity is continuously challenged. Depres¬\nsions and other emergencies reveal and emphasize the defects of the demo¬\ncratic method ; but we must admit that this method, as we have applied it,\nhas not been conspicuously efficient.\nThe reason for this inefficiency is clear enough. The democratic em¬\nphasis upon individual rights and freedom necessarily prevents a steady ad¬\nvance toward a fixed goal, regardless of obstacles. The ultimate objectives\nof the national life, aside from that of money-getting, are vague and uncer¬\ntain. Having no clearly defined goal, we naturally do not see clearly the\nroad to it. More than this, the essence of democracy is that the people are\nassumed to determine, ultimately, the national policy. Quite apart from the\nvagueness and uncertainty as to what this policy should be, the participa¬\ntion of all adult citizens as equal members of a self-governing group in¬\nvolves popular decisions on complicated issues and requires a higher level of\ngeneral knowledge on difficult subjects than in fact exists.\nThe truth is that democracy is postulated upon idealism, for only an\nidealist would assume that all citizens are equally well-qualified to make\n[ 553 ]\n\n"}
{"page": 558, "printed_page": null, "text": "554\n\nNational\n\nEducation\n\nAssociation\n\nwise laws or to serve competently in any office from that of President down\nto that of justice of the peace. We have been incorrigible idealists here in\nAmerica, and we have occasionally wandered from the road into the ditch,\nas any star-gazer is likely to do. If we bruise our shins, we must accept\nit as part of the price of star-gazing. A dictator could probably herd us\ndown the middle of the road. No one would fall into the ditch except those\nwho were thrown there by the dictator ; but none would see the stars, ex¬\ncept by his gracious permission.\nLet us grant, then, that the democratic method is that of trial and error.\nWe know that it has been expensive, but we tolerate and even encourage\ngovernmental extravagance during prosperous times, altho we complain\n\nbitterly against it during hard times. The challenge to all of us who be¬\nlieve in this method is to reduce the margin of error and to introduce some\nrational means of controlling the cost, while preserving the essence of the\ndemocratic ideal. I propose for your consideration two steps which involve\nno sacrifice of this ideal, but which would materially diminish the fumbling\nand groping that have hitherto characterized our governmental procedure.\nThe first step is the recognition of the distinction between the deter¬\nmination of policy and the administration or execution of policies after they\nhave been established. Policy determination belongs to the people, for this\nis the substance of government by the people. The execution of the policy,\nwhich is the substance of public administration, should be left to expert ad¬\nministrators. For example, the question of a new school building is one of\npolicy, and the people have the right to decide such a question. The details\nof construction are not a matter of policy, but of expert administration.\nThe people have the right to decide whether algebra or Latin shall be taught\nin the schools, but they are not competent to determine how these subjects\nshall be taught.\nThe few instances in which this basic distinction between policy deter¬\nmination and administration have been faithfully observed, notably some\nof the cities under the manager plan, represent our highest practical\nachievement in democratic government. But by and large, we have not\nadopted this principle. The Congress, the state legislatures, and the city\ncouncils, all of which are policy-determining bodies, are continually inter¬\nfering with administration. They decline to recognize the need of un¬\nhampered, expert administration. In consequence, we do not get as good\nresults under our democratic procedure as it is possible to get.\n\nThe second step is the recognition of the need and the value of scien¬\ntific research in the governmental field. A report recently made by the\nTwentieth Century Fund reveals that 102 foundations gave $54,600,000\nduring 1931 for various public purposes, but of this amount, the grants\nfor governmental improvement were only $869,000, or 1.6 percent of the\nsufficiently interested in government,\nor sufficiently unrestricted in their purposes, to contribute to this purpose.\nWithout criticising the interest which these organizations have displayed\ntotal. Only eight foundations were\n\nin health, medicine, and education, it is appropriate to suggest that the de-\n\n"}
{"page": 559, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n555\n\nvotion of larger sums to intelligent governmental research would contribute\nimmeasurably to the better functioning of the governmental agencies. It\nshould be noted, also, that government itself devotes almost no money to\nthe support of research in governmental problems, aside from the occa¬\nsional special investigating commission.\nIn order for democracy to function as efficiently as it is possible for this\ntype of government to operate, it must have the benefit of external, im¬\npartial, scientific criticism. At present we lack the agencies and the facili¬\nties for this service. We cannot safely rely upon the press, since the press\nlacks the facilities for obtaining the data by scientific methods, and it in¬\nclines more and more toward the partisan rather than the scientific view¬\npoint. We cannot rely upon official reports, since it would be unreasonable\nto expect public officials to pass critical, unbiased judgment upon their own\nwork. Obviously we cannot rely upon popular intuition, unaided by such a\nknowledge of facts and conditions as can be obtained only thru the col¬\nlection, analysis, and interpretation of complex factual data by rigidly scien¬\ntific methods.\nSome of the bureaus of governmental research have served this need for\nparticular communities, altho the quality of their work has been vari¬\nable and not always sufficiently high for the purpose. An opportunity of\nthe first magnitude for the foundations, for the great universities, and for\nany philanthropist who desires a worthy object for his support, is the defi¬\nnite promotion of scientific governmental research, with the objective of\ninforming and educating the people upon the matters of policy which they\nmust decide.\n\nWhile it cannot be said that we have proved democracy to be completely\nsuccessful, it does not follow that we have utterly failed. Beyond doubt we\ncan improve it materially, if we are willing to accept some of the devices\nwhich will unquestionably improve its operation. These measures of im¬\nprovement are the more important during a severe economic depression,\nwhen the people have become a suspicious and panic-stricken mob, when\nthe facts in the situation are so complex as almost to defy orderly analysis,\nand when the populace visits political retribution indiscriminately upon the\ndeserving and the undeserving. The depression challenges us to show that\nwe have the qualities of which an enduring democracy is made.\nThe social psychologists have long been aware of the force of the social\ngroup, and of the ease with which group impulses induce an abdication of\nthe reason in favor of the emotions. Our growing social solidarity, result¬\ning from population increase and the extensive facilities for communication,\ncompels us to reckon more and more with the psychology of crowds or\nmobs. W e are constantly challenged to fight for our individual sanity and\ncommon sense against the pressure of the mob mind. During the years\n1927 and 1928 we had to fight against the emotional appeal of fabulous\nriches and the assurance that a new era had come, in which panics were to\nbe no more. Today we must fight to preserve our individual sanity and\ncommon sense in face of the mob sentiment that all is lost, that our insti- *\n\n"}
{"page": 560, "printed_page": null, "text": "556\n\nNational\n\nEducation\n\nAssociation\n\ntutions cannot survive, that the world is headed for social chaos. Democ¬\nracy is continually challenged by this emergence of the mob spirit. If we\nwould successfully control ourselves during adversity, we must learn equally\nto control ourselves during prosperity, for the excesses of one period in¬\nevitably lead to the excesses of the other.\nThe present serious conflict of debtor and creditor interests illustrates\nthe point. A tragic incident of the depression is that thousands of persons\nhave lost their small equities in property thru mortgage foreclosure. But\nin very many cases the original ghastly mistake was made by the lenders,\nin the days of prosperity, when they loaned without caution, upon inflated\nvalues, upon utterly indefensible estimates of continued earning capacity,\nsimply because money conditions were easy. Fortunately the creditor in¬\nterests, under the leadership of the great insurance companies, are acting\nnow to correct the suicidal folly of wholesale foreclosure proceedings. It\nremains to be seen whether they will go further in recognition of their\nequality of guilt with the borrowers\nwhich has now become intolerable.\n\nin creating a mortgage debt situation\n\nhistorical record of economic depressions indicates that they recur\nwith more or less regularity. Each generation reacts and behaves under\nThe\n\nthe impact, however, as if the current catastrophe were as unique and un¬\nparalleled as the Flood. Our fathers lived thru a severe depression after\n1893, and our grandfathers lived thru a severe depression after 1873.\nThey had their false rumors and alarms, their economic ghost stories, and\nthey encountered the unreasoning fear complex. The historical parallel\nshould suggest, not fatalism but resolution in holding fast while the storm\nblows. All of our experience reveals that this storm will pass. Our sanity\nand our common sense are challenged to carry on in that spirit rather than\nyield to demoralizing fears.\nAnything that challenges a quality of which we have boasted as much\nas we have over our organizing ability, touches us on a very tender spot.\nOur great industries, our vast system of transportation and communication,\nour far-flung commerce are the evidences of our genius for organization.\nOur overblown pride in and our unceasing advertising of this ability have\nseemed almost justified by the results. It is no accident that in the eyes of\nall Russians, Henry Ford is the greatest of all great Americans.\nPerhaps it is a tribute to our organizing capacity that there should be\nafter nearly four years of depression, as much economic activity and em¬\nployment as we now have, altho the available estimates of unemployment\nratios indicate a higher proportion of employable workers out of work in\nthe United States than in other industrialized countries. The core and es¬\nsence of our problem is in the fact that some millions of our able-bodied\ncitizens lack employment and the means of selfsupport. Whether the funda¬\nmental difficulty be overproduction or underconsumption need not now\ndetain us. The fact which we cannot escape is that we have this enormous\namount of unemployment. We also have vast resources, many idle factories,\nand great quantities of foodstuffs rotting on the farms or being sold at\nruinous prices for lack of buyers.\n\n"}
{"page": 561, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n557\n\nis a most direct and definite challenge. 1 hus far, we have re¬\nsponded to it emotionally rather than rationally. That is, we have elabo¬\nrated plans for relief in order to spare ourselves the national reproach that\nany should starve in the midst of the plenty that surrounds them. We have\ntaxed, and borrowed, and campaigned for private contributions. We have\ncreated great corporations and provided them lavishly with funds for relief\nand rehabilitation. But thruout we have sought to solve the problem\nof emergency relief and unemployment by compelling those who remain\nat work to carry the unemployed instead of emphasizing the development\nof means whereby the unemployed could again support themselves thru\ntheir own work. While our relief efforts are the very highest tribute to our\nHere\n\nsympathy and charity, and to our recognition of the underlying bond of\nour human brotherhood, they are a serious, reflection upon our intelligence\nand our organizing capacity. They constitute at best an oblique rather than\na direct attack on the unemployment problem. They emphasize the dis¬\nposition, already too much in evidence, to lean heavily upon government\ninstead of upon individual initiative. A colleague of mine, Professor Frank\nD. Graham, has outlined the essentials of a program whereby the unem¬\nployed workers and the idle factories may be brought together for the sup¬\nport of the otherwise unemployed workers themselves. Since these workers\nwould be supporting one another, they would not affect adversely the ordi¬\nnary market and price situation, nor would they be competing with those\nwho still have employment.\nFortunately, the essential principle of this suggestion is already being\napplied in hundreds of communities. Barter exchange has appeared from\none end of the country to the other. It is solving the problem of existence\nfor between 500,000 and 1,000,000 persons, and it is accomplishing this\nresult by providing the opportunity of working. Workers and capital goods,\notherwise idle, are being brought together in the normal economic rela¬\ntionship. The plumber with the toothache and the dentist with a leaky\nbathroom have discovered that money is not essential to an interchange of\nservices. In many places scrip and certificates of different sorts have ap¬\npeared, however, to facilitate the direct exchange of goods and services.\nIn endorsing this movement I am not arguing against government aid\nor leadership, but rather for a broadening of the emphasis in the relief\nprogram. Public funds are unquestionably necessary, and will probably con¬\ntinue to be necessary for some time to come. The dispensing of government\naid, however, involves no quid pro quo. The recipients get the relief, in cash\nor in goods, with neither the incentive nor the obligation to render an equiva¬\nlent in return. Whether we continue the dole system until it becomes en¬\ntrenched as a vested right, or embark upon a stupendous program of public\nworks, the funds for supporting one-third of our people must come from the\ndiminished income of the other two-thirds, unless we also recognize the\nfundamental necessity of enabling the unemployed to help themselves.\nThe barter exchange movement will probably flourish best if it develops\nfrom below. That is, it should develop locally and not by an act of Congress\n\n"}
{"page": 562, "printed_page": null, "text": "558\n\nNational\n\nEducation\n\nAssociation\n\nor a state legislature. But it does need and deserve encouragement, general\nrecognition, the kind of publicity and promotion that can come only from\nthe endorsement and support of prominent business leaders and public offi¬\ncials. If the state relief organizations were to devote some of their effort to\nthe promotion of the local nuclei of the barter exchange movement, and to\nsecuring its acceptance on a wider scale thru the coordination of the separate\nlocal units, they would be emphasizing the return to normal economic proc¬\nesses, and they could eventually lessen their demands upon the working\nmembers of the community. What is vastly more important, they would thus\ncontribute to the preservation of the morale and self-respect which can be\nsustained only by giving an equivalent in labor for one’s means of support.\nHere is a challenge to organizing capacity which comes home to every\nmember of this audience. You can, in your several communities, aid or lead\nin the formation of local barter exchanges, and in the integration of these\nunits as they appear, and thus strike a body blow at the depression.\nThe depression brings its peremptory challenge also against our financial\ncapacity. We must face it in the field of private finance, and as well in the\nfield of government finance.\nOne theory of the depression is that it is primarily financial, and not\neconomic, in character. It is held that in an economic, as distinguished from\na financial sense, our situation was never better. We have an immense capi¬\ntal equipment, used only in part. We have a large number of available, welltrained workers. We have a surplus of foodstuffs and raw materials. More¬\nover, the health of the people is good. While there is some under-nourish¬\nment, it has not yet become so serious as to bring outbreaks of the diseases\ncharacteristic of prolonged dietary deficiencies, such as scurvy and beri-beri.\nThe nation’s death rate has never been lower in the history of our vital sta¬\ntistics. On the other hand, our financial condition is said to be deplorable,\nand our troubles are laid mainly to this condition.\nBut looking at the facts of our financial equipment and resources objec¬\ntively, it is apparent that financially as well as economically, the country is in\nexcellent condition. True, there are sections in which the proportion of bank\nfailures has been heavy, indicating the need for higher standards of bank\nmanagement and regulation. Relatively the heaviest losses from bank fail¬\nures occurred among the small weak state banks not associated with the\nFederal Reserve system. Viewing the country as a whole, however, our\nfinancial situation seems quite as favorable as our economic situation. The\nFederal Reserve banks have enormous resources; the member banks have\nalmost no indebtedness at the Federal Reserve banks; on the contrary, they\nnow have large excess reserve deposits. Both the Reserve banks and their\nmember banks are in a highly liquid position. The decline in bank deposits\nhas been checked, and some banks are discouraging further savings deposits.\nThe loans to brokers are now negligible in amount. The Federal Reserve\nnote issue has risen to about two and three-fourths billion dollars. The re¬\ndiscount rate is favorable and member bank discount rates are easy. All in\nall, the banks were never in better condition to support active business opera-\n\n"}
{"page": 563, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n559\n\ntions than at present. In fact, we have a favorable economic situation and a\nfavorable banking situation. What prevents the two parts of our economic\nmachine from meshing?\nIf one could really answer this question he would have a fairly complete\nexplanation of the phenomenon which we know as a depression. It can be\nasserted with some confidence, however, that the explanation is in substantial\ndegree psychological. Our economic and financial machinery are out of gear\nbecause, as a people, we have yielded to the mob mind, we have lost some¬\nthing of our sanity as individuals, we have accepted at face value every wild\nrumor and every economic ghost story, however grotesque or unreasonable\nthey may be.\nThe Federal Reserve Board’s calculations of the velocity of deposit cur¬\nrency circulation demonstrate the congealing effect of the fear complex.\nFrom 1923 to 1925 the total volume of bank deposits turned over from 26\nto 32 times annually. By 1929 the velocity of turnover had risen to 45, but\nin 1930 it had declined to 30, and in the last quarter of 1932 to 16. The\ntemperature\nzero.\n\nof our economic system has been dropping to absolute financial\n\nor where the fear complex is to be broken, no one can say. On more\nthan one occasion in the past a recovery of commodity prices has been the\nsignal, and there is no question that a positive upward price movement now\nwould go far toward the restoration of confidence. Our greatest difficulty is\nHow\n\nthe lack of certain and comprehensive knowledge, and the absence of an im¬\npartial, scientific agency for supplying information on vital economic matters,\nfree from the taint of propaganda or commercialism. I have suggested a\nway of getting unbiased information of this kind for the people, as an essen¬\ntial aid to the better functioning of democracy. I insist that we would do\nbetter to set about the establishment of such an agency or agencies than to\nwait for some\nsuper-man.\n\nprovidential event or the off-hand, happy inspiration of a\n\nIn the field of government finance we are challenged to establish reason¬\nable and rational control of the cost of government. A demonstration of our\nability to deal with this problem would go far to quicken public confidence,\nas well as to lessen the restrictive influence now exerted by enormous tax\nloads.\nI can indicate here only a few of the fundamental\n\nelements in expenditure,\n\ncontrol. In the first place, we must simplify and coordinate our govern¬\nmental structure. Proposals in this direction have thus far met a solid wall\nof resistance. After twenty-five years of discussion and agitation by Pro¬\nfessor Merriam, Cook County and Chicago remain one of the horrible ex¬\namples of chaos in local organization. Two years ago we surveyed and\ndescribed the conditions in New Jersey which harked back to the “horse and\nbuggy” age. We were complimented on the reports, but there was no further •\nresponse. The sacrifice of efficiency to political expediency in the efforts to*\nreform the federal organization are well known.\n\n"}
{"page": 564, "printed_page": null, "text": "560\n\nNational\n\nEducation\n\nAssociation\n\nIn the second place, we must learn to adjust our financial plans and pro¬\ngrams to the exigencies of the business or economic cycle. A review of the\nfederal financial policy, for example, reveals that it has been established, ap¬\nparently, upon the assumption of an indefinite continuance of prosperity.\nThe revenues of each year must cover all of the expenditures for the year,\nregardless of their character or of revenue conditions. The federal expendi¬\ntures for the fiscal year 1932 included nearly a billion dollars for capital im¬\nprovements and advances to provide the capital funds of relief corporations\noperating in aid of self-liquidating enterprises, but these capital expenditures\nwere not segregated from the current expenses in announcing the deficit for\nthe year. 4 his was unnecessarily confusing and alarming, for it implied a\nmore serious condition of the federal finances than in fact existed. It is one\nthing for a family to run behind on the grocery bill, and quite another for\nit to show a deficit because a house has been bought with borrowed money.\nSimilarly, it makes quite a difference to imply that the federal government\ncannot meet its current expenses, as distinguished from the enormous ex¬\npenditures for capital purposes.\nAgain, the Treasury during these years borrowed the money that was paid\ninto the sinking fund for the retirement of debt, thereby increasing still fur¬\nther the nominal deficit. Borrowing to pay off debts is an exceedingly slow\nway of financial salvation. Our plight must be desperate indeed when we\nthrow this kind of make-believe baby to the wolves of financial chaos.\nA further evidence of the extent to which our federal finances have been\ngeared to the assumption of indefinite prosperity is found in the record of\nthe federal revenue system. After 1921 the federal revenue base was steadily\nnarrowed. Indirect taxes were eliminated or reduced; the income tax rates\nwere reduced, while the ridiculous capital gain and loss provisions were re¬\ntained; the states were given an 80 percent credit against the estate tax;\ncustom tariff rates were advanced with the deliberate intention of excluding\nimports and thus of drying up this source of revenue. It is small wonder\nthat the Treasury finds itself embarrassed during a depression for which the\nfederal revenue system made absolutely no provision.\nIn the third place we must learn how to determine, by independent\nmethods, what the government services ought to cost, and how to make ad¬\njustments in these services when it becomes necessary to effect retrenchments.\nIn order to do this, we must develop standards for determining the quantity\nand the quality of our governmental services. Further, we must establish\nan acceptable priority in these services, as a procedure for securing the most\neffective retrenchment at least social cost, if and when a severe reduction of\npublic expenditures becomes necessary. In some states we now have the\nspectacle of the schools being closed for lack of funds, while the expenditure\nof funds dedicated to highway purposes continues with little or no abatement.\nOur new economic and social frontiers are international as well as national.\nIt was conclusively established in 1914 that an apparently local event in an\nobscure European village could lead to worldwide complications. We did\nnothing in 1914 to aid in preserving the peace of the world, and we are\n\n"}
{"page": 565, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n561\n\ndoing our best to pussyfoot around most of the powder and lighted match\nsituations which now menace it. We are ready, evidently, to throw the\nPhilippines into the lap of Japan. We have lost much of our influence in\nSouth American affairs. We have steadily refused to join the League of\nNations and give to that organization the support which it needs and de¬\nserves in its efforts to maintain sanity in world affairs.\nWe have even been blind to our own immediate, selfish economic interests.\nWe have refused to recognize our position as a first rank creditor nation, by\nmaking it impossible to realize on our own foreign investments in the only\nway by which foreign debtors can pay, namely thru a larger volume of world\ntrade. We have encouraged great export industries, only to find their prod¬\nucts excluded from foreign markets in retaliation for our own excesses in\ntariff rates. Now we are supporting the employees of these industries by the\ndole. Our farmers are losing their farms and burning their wheat for fuel ;\nbut the Food Research Institute at Stanford University informs me that for\nsome time Germany has had a law requiring a certain proportion of potato\nflour in all bread, while in some other sections of Europe the bread is worse\nthan it was during the darkest days of the war.\nIt is incomprehensible that anyone could contemplate the economic growth\nof the forty-eight states of our union, comprising as they do the largest free\ntrade market in the world, and not appreciate the advantages to be gained\nfrom a freer movement of goods in international trade. It is equally incom¬\nprehensible that anyone should, in the face of this evidence, give support to\nthe proposals that have been advanced in some states for boycotting inter¬\nstate exchange of goods and seeking to make one state economically inde¬\npendent of the others. Such proposals are strong evidence of sheer economic\nilliteracy. They may well stand as a warning against the amount of eco¬\nnomic superstition and witchcraft that yet abound. They reveal that the\ndesert and mountain country of our economic frontiers are not to be too\neasily traversed.\nHowever lengthy the catalogue of the dangers and difficulties that may\nlie before, it should not discourage us. The early pioneers knew about the\nhostile Indians. They knew of the Jornado muerte, as the Spaniards called\nthe dry crossing on the Santa Fe trail. They knew of the toil over the moun¬\ntains. If they were not discouraged, shall we, who have benefited so much\nfrom their sacrifices, admit our fear or our inability to face the challenge of\nour own times ?\nTHE\n\nIMMINENCE\n\nTECHNOLOGY\n\nOF\nON\n\nSOCIAL\n\nA PRICE\n\nHOWARD\n\nSCOTT,\n\nCHANGE,\n\nTHE\n\nIMPACT\n\nOF\n\nPRODUCTION\n\n1\n\nSYSTEM\n\nOF\n\nNEW\n\nN. Y.\n\nYORK,\n\nA century ago in this country we had a population of slightly over 12,000,000. In the next 100 years that population grew to where it is now\nover 122,000,000, an increase of tenfold in the century. In 1830 we were\nconsuming in this country less than 75 trillion British thermal units of\n1 Stenographic\n\nreport, not edited by author.\n\n"}
{"page": 566, "printed_page": null, "text": "562\n\nNational\n\nEducation\n\nAssociation\n\nextraneous energy per annum. In 1929 we consumed slightly less than\n27,000 trillion British thermol units of extraneous energy, an increase of\nthree-hundred-fifty-three fold in the century.\nBack at that time the first Tom Thumb railway locomotive was intro¬\nduced, a little perambulator on wheels, driven by steam. We have gone a\nlong way from there to the K-l and the Diesel electric for our motive\npower on modern railroad transportation.\nOn the Rutherford Division of the Reading Railroad thirty years ago\n\nwe were hauling 1100 to 1200 tons, with a six-man crew, and making that\nrun in sixteen to twenty-four hours, stopping to coal and water twice. We\ndoubled that tonnage in the next thirty years, but in 1929 and 1930 the\nK-l type came in. We now haul 7500 tons with a five-man crew and make\nthe run, without stopping to coal or water, in four to six hours.\nThe same progression is witnessed in practically every field of human\nendeavor, whether it is glass bottles, shoes, steel rails, tin cans, textiles. The\nacceleration of technological procedures is increasing in time.\nOur population, as I have pointed out, increases, as we say, as the square\nof time; all production increases as the cube; debt as to the fourth, and con¬\nsumption of energy to the eighth power in time. Therefore, you are build¬\ning up a national situation which, reduced to simple terms, means that you\nare increasing your productivity and your debt faster than your population,\nand are putting your goods in “hock” faster than you produce them.\nIn this century of progress thru which we have just passed, we have\nseen probably the most astounding development of material invention, dis¬\ncovery, and its application in the social world. We have now reached the\n\npoint where our productive capacity of this country is so huge, if operated\nat a continuous load factor, that we possess no possible means, under a price\nsystem, of distributing sufficient purchasing power to distribute the prod¬\nucts and services of that physical mechanism. At the same time that we\nhave created the most magnificent producing equipment in the history of\nman, we have also run up the most terrific debt load of any social structure,\nover $218,000,000,000 of debt claims against the physical equipment of this\ncountry. Our unemployment is now over 15,000,000 which means, of course,\nthat we have 40,000,000 people without any visible means of livelihood.\nWe express it in an engineering way that the man hours per unit produced\nare declining as T to minus fourth, so that you will witness a further and\nfurther substitution of energy for man hours as technological procedures\nprogress.\nUnder a price system, that means further complications. We are vainly\ntrying to seek solutions for the burdens and loads already placed upon our\nsocial structure. The solutions are many and varied, that is those that are\noffered. But they fall within the category of cure-alls, in that they deal\nmostly with balancing the budget, sound money, political legerdemain, and\nfinancial chicanery.\nUnder a price system you only create monetary wealth when you create\ndebt ; you possess nothing of value unless it constitutes a debt claim against\n\n"}
{"page": 567, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n563\n\nthe community or social system in which you live. In the creation of debt,\nnaturally your primary interest is in building up a greater and greater\npile of debt on which to expect annual accruals. So that our national in¬\ncome, under a price system, is therefore, represented by the total amount\nof debt claims in existence.\nSeventy-six percent of all large incomes are reinvested in industry. There\nhas to be reinvestment in industry or it could not expand. In order for\nthat to continue, industry would have to expand 5 percent per annum, or\nmore, in order to act as a reservoir for the annual accrual from the debt\ncertificates of large income holders.\nWhen you stop to think that one man\n\nproduced relatively little a century\n\nago, and 150 years ago his production had' not altered very much from that\nof 5000 years ago, we technologists point out that social change did not\noccur from Pericles until James Watt. By that we mean that the rate of\ndoing work was practically constant or, as the physicists would say, socially\nwe were in a steady state of doing work.\nMan, while possessing a high metabolic efficiency of almost 40 percent,\nnevertheless has a low rate of output, equivalent, on the average, to 1,500,000 foot pounds per eight-hour day, or about equal to the output of a\none-tenth horsepower electric motor.\nThe Watt engine, in its maximum size, multiplied the output rate of\nthe human being 234,000 times. That maintained up to the late nineties.\nToday we have engines of conversion of 300,000 horsepower, or 9,000,000\ntimes the output rate of the human being; 8,776,000 feet of this rate oc¬\ncurred since the year 1900.\nIn the machine exhibit of the textile industry last week was a machine\nthat would turn out 54 square yards of knit silk per machine, per hour. One\nman can tend to four such machines. That output is a 600 percent increase\nover 1920, and 300 percent increase over 1930. One man is capable now of\ndoing over 1600 square yards of knit silk in an eight-hour day.\nWhen you contemplate that in 1929 this country produced over 22,000,000,000 tin cans in that year, and that Campbell Soup Company, the largest\nconsumer of tin containers in the world, used up 500,000,000 cans to can\ntheir tomato soup alone, you see that the order of magnitude of our indus¬\ntrial problems has reached such a point that you cannot think in terms of\nlocal areas or villages, counties or states; but you must consider the problem\nfrom that of a continental order of magnitude.\nWhen Colonel Drake punched that 200-foot hole thru the earth’s crust\nat Titusville in 1859, he started another progression. Up until now we have\ndrilled slightly less than 900,000 oil wells in this country and produced\napproximately 15,000,000,000 barrels of oil. In 1900 we produced 63,000,000 barrels of oil, and by 1929 we had reached 1,000,000,000 barrels per\nannum.\nOf course, in order to continue such rate of production, we would\n\nhave\n\nto discover oil, that is potential reserves, at the rate of 1,300,000,000 bar¬\nrels per annum in order to produce 1,000,000,000 barrels for use.\n\n"}
{"page": 568, "printed_page": null, "text": "564\n\nNational\n\nEducation\n\nAssociation\n\nAll of these things bring up questions of how we are going to handle our¬\nselves in the very near future. The manner of arriving at decisions from\nthe time of Pericles to today, socially, has not changed. We still do it on\nthe basis of counting noses, quite contrary to the method used by the\nscientist, technologist, and engineer in the determination of any functional\nsequence.\nFrom the data at hand, it appears that we cannot long continue to handle\n1,000,000,000 installed horsepower of prime movers in this country, the\ntremendous producing capacity that we have, with the old system of con¬\ntrol, and the old system of evaluating human beings and of distributing pur¬\nchasing power upon the basis of individual participation of man hours.\nTechnocracy points out that if the total producing equipment of this con¬\ntinent were operated at a continuous load factor of the most efficient equip¬\nment now available, not depending upon that which may be invented but\nthat which is in existence today, that it would only require of adults be¬\ntween the ages of twenty-five and forty-five, 660 hours of effort a year ;\nand that would guarantee livelihood until death. But you could take a\nholiday and retire after you are forty-five and still draw your income.\nIn other words, what the engineer is trying to point out today is that\nthe political equality, religious freedom, and civil rights were all right\nwhen our forefathers adopted the Constitution of this country, but they\nadopted that Constitution in the days of ox-carts, spades, and other obsolete\nequipment. Today we have reached a point where it is not necessary, and\nit is quite futile to discuss the social structure and social function in terms\nof subjectives.\nTechnology has proceeded so far that for the first time in the social his¬\ntory of man, this continent, under a technological control, can guarantee\nsecurity to all inhabitants of this continent, from Panama to the Pole and\nHawaii to Bermuda, guarantee a security until death; and a quality of in¬\ncome so high that you would have considerable difficulty spending it within\nthe allotted balance load period for which it was issued. We cannot go\non very much further because we are going to witness more moratoriums,\nboth of mortgages and of our general financial situation ; and as more mora¬\ntoriums are declared, the freezing process, of course, spreads ; and as the\nfreezing process spreads in one field, other fields will demand that their\nassets also be frozen in order to have self-protection.\nAll of this leads to a more tenuous and a more striking condition than\nfaces us even now. All discussion of sound money is being indulged in by\nthose who will benefit by inflation. We have been in a deflationary process\nsince the socalled debacle. In that deflationary process we have been liqui¬\ndating and writing down, and then there was the customary process of mop¬\nping up. But those people forgot that when you conduct a deflationary\nprocess upon a large scale, you wipe out millions of prospective customers,\nand what you liquidate and foreclose on, ceases to be an asset and becomes\na deficit.\n\n"}
{"page": 569, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n565\n\nInflation, of course, is only a temporary palliative. To you of the educa¬\ntional industry, it will be merely another deflationary move; and to all\npeople who draw salaries, w^ages or small incomes, because you cannot ob¬\ntain currency fast enough, nor have you sufficient credit to go into debt.\nTherefore, the purchasing power of what you receive will be deflated in\nproportion to the inflation, by the time you receive it; that is, inflation is\na process of deflating the worker, the salaried man, the professional man,\nyou might say, the entire middle class. I only have to point to Germany to\nshow you the effects of what happened there in the process of inflation.\nI should like to touch upon another side of it. The scientist, the technol¬\nogist, and the engineer have been changing the functional sequences or the\ntechnic of the means whereby we live in this country, and will continue to\ndo so. We are substituting extraneous energy for man hours on the basis\nthat 1,500,000 foot pounds equals eight hours of any man’s time. That is a\nprocess, a progression, which, once started, is uni-directional and irrevers¬\nible. By that we mean that you cannot go back to pre-machine or pretechnological ways of life.\nIt took ninety-six man hours to spade an acre of land. The tractor does it\nin .088 man hours, or over 1000 to 1. There are similar ratios in the com¬\nbine. We would like to see you go back to the old method of making shoes\nor bottles. Today, with the requirements which we have, a machine will\nproduce 64,000 gross in twenty-four hours.\nCigarets in the last three years have jumped from 560 a minute to 2600\na minute, yet that is but a drop in the bucket to what could be done. There\nis no reason to suppose that we could not achieve within the next twenty\nyears almost as great an acceleration as we have in the last thirty; but it\ncannot be done under this system because you have no means of distributing\nthe purchasing power sufficient to keep the physical equipment running,\nwithout throwing it into oscillation from peaks to very low valleys. In\n1893, taking the curve of pig iron, we dropped around 21 percent; in 1907,\nslightly over 30; in 1920, over 50, and today, over 80. I am trying to point\nout here that the oscillations are increasing in frequency and in amplitude\nof time as they do. As they do increase, therefore, it becomes socially more\nunstable.\nWe\n\nhave a structure, of course, where we\n\nelect everybody, on the basis\n\nof popular acclaim, from geographical divisions, without any regard to the\nfunctional capacity of either the individual or of the changing capacity of\nthe country.\nThe technologists of education, you might say, are the fabricators of the\nconceptual equipment of human beings with which they deal with the\nphysical world. It is thru that conceptual equipment or conceptual fur¬\nniture, if you like it better, that the human being deals with this physical\nequipment and functional sequence which the engineer has set up. The\nengineer, in changing these functional sequences, has up till today worked\nlike everybody else, because he had to ; his main concern was doing a good\njob, and he hoped that at the same time his boss or his corporation would\n\n"}
{"page": 570, "printed_page": null, "text": "566\n\nNational\n\nEducation\n\nAssociation\n\ncontinue to improve. The scientists and technologists and engineers have\ngiven no concern until lately. Science has been a matter of the cloisters,\nsomething in which you indulged and poked around with at your leisure\nin the universe, wherever and whenever you felt like it. Due to our creation\nof energy-consuming devices, we have built up an objective for science, an\nobjective which we cannot in any way avoid or desert, and that is the ca¬\npacity of any given area of the world’s surface to operate the maximum\nnumber of energy-consuming devices in that area in time.\nCopernicus, Galileo, and others removed man from being the center of\nthe universe and placed him on a rotating globe, rather distant from the\ncenter of the universe. Darwin came along with Weismann, Haeckel, Men¬\ndel, and proved that man was kin to all other organic life. We technologists\nwish to point out that man is not only kin to other organic species but he is\nkin to every energy-consuming device, whether it be organic or inorganic;\nand that the rates of growth of energy-consuming devices on a particular\narea are of fundamental importance to any social structure. They have\nrisen to a point in this country where we can no longer go on juggling the\ndebt pieces in the new deal and hope to get anywhere. We have to deter¬\nmine how many energy-consuming devices are going to operate on that area\nin time, at what factor of efficiency, and at what load factor of operation.\nThis means, of course, that it can only be done under a form of tech¬\nnological control and not under a hit-and-miss, laissez-fairre theory of getwhat-you-can-when-the-going-is-good. So we say to the educators that new\nconceptual equipment must be devised to take care of the changing rate of\nfunctional sequences, a new technological idealism, if you wish, which for\nthe first time holds forth a concrete and finite objective for this continent,\nan objective not stated in philosophic preconceptions but in terms of func¬\ntional results. In other words, I think that it is time and that we have\nsufficient energy resources, mineral resources, soil, and precipitation. We\nhave the greatest personnel in the matter of trained technologists and\nengineers, over 400,000, and over 4,000,000 competent mechanics capable\nof operating the greatest array of producing equipment ever at the disposal\nof man. The educational sequence is even larger in numbers. Therefore, it\nis only a question of time, if present conditions continue, when all those\nof functional capacity, whether they be in a health department or an edu¬\ncational division or in a steel plant, will be called upon to operate the pro¬\nductive and distributive facilities and services of this continent.\n4 echnocracy, therefore, proposes that there be entente between those of\nthe educational field, those of the scientific and technical field of this coun¬\ntry, and all others in labor and in industry of functional capacity. We must\nlealize that the day is not far distant, at the trends we are now traveling\non, when we shall be called upon to decide these issues, not on the basis of\nthe shuffling of debt pieces, not on the basis of foreign trade or of interna¬\ntional war debts or the League of Nations, but of men and things\nin this\ncountry. You cannot laugh off 15,000,000 unemployed and 40,000,0\n00\n\n"}
{"page": 571, "printed_page": null, "text": "Department\n\nof\n\n567\n\nSuperintendence\n\npeople on the verge of a bread-line. At the present trend, it will not be long\nuntil you have 20,000,000 unemployed.\nThis is not a message of doom or chaos; far from it. To us, it is a mes¬\nsage of hope. For the first time in a century, the human beings on this con¬\ntinent are being compelled to have lucid intervals. If it were not for the\nstarvation and deprivation, I would say another three years would be even\nmore beneficial. But the only thing about that is we are running too close\nto where the oscillations make it so unstable that we have interruptions.\nthat point of view I should like to point out that this change is\ncoming whether we like it or not ; whether we assist or not. Like all periods\nof change, you can take one of two attitudes : One, as a fabricator of con¬\nceptual equipment, is attempting to devise conceptual equipment and fur¬\nniture that is capable of dealing with these changing conditions. If you as¬\nsume that attitude you will be moving forward, we hope, comparable with\nthe rate of acceleration. The other attitude is to adopt the shabby toler¬\nance of liberalism and proceed to straddle the fence in defense of an obso¬\nlete and outworn piece of junk known as the price system. What happens\nin the second case is that the intellectual liberal can never make up his mind.\nHe is afraid of a decision. He is always looking for a man on horseback,\nFrom\n\nthat is he will be thought to be a man on horseback by the general public,\nbut he does not really want a man on horseback for himself; he wants a\nmoron on a jackass.\nThere are those two alternatives facing you today. The second one is\nprobably easier, safer, and less arduous, up to a certain period. After that\nit is quite different.\nI may point out that Kerensky was one of the great liberals of Russia.\nHe finally went out of Russia in the uniform of a common sailor, in the\nautomobile of the American embassy, bound for a foreign country. I may\nsay that on this continent, if conditions ever reach such a point, there. will\nbe no other country to migrate to. It will be rather hard to get off the con¬\ntinent. So that you are faced with the proposition of either providing an\nobjective for the youth of the new America, and, at the same time, security,\nby which all of the human values may be released ; or, if you adopt the other\nattitude, the youth of today, the adults of the new America of tomorrow,\nwill hold you responsible, those of you who straddle that fence in defense\nof that piece of junk, and may God have mercy on your soul !\nEDUCATIONAL\nJESSE\n\nH.\n\nSCHOOL,\n\nNEWLON,\nTEACHERS\n\nIMPLICATIONS\nPROFESSOR\nCOLLEGE,\n\nOF\n\nOF\n\nMODERN\n\nEDUCATION\n\nCOLUMBIA\n\nAND\n\nTECHNOLOGY\n\nDIRECTOR\n\nOF\n\nLINCOLN\n\nNEW\n\nYORK,\n\nN. Y.\n\nUNIVERSITY,\n\nThe American system of education was built not alone on the faith of\nthe people but on wealth created by modern technology. In the confusion\nof these chaotic years one fact stands out sharply, clearly discerned by all\nwho have eyes to see the direction in which the powerful currents of con-\n\n"}
{"page": 572, "printed_page": null, "text": "568\n\nNational\n\nEducation\n\nAssociation\n\ntemporary\n\nlife are moving. We shall have more, not less, education in\nAmerica. Schools and other educational agencies will be\ngreatly expanded.\nWhere a million teachers are required today, two million professional\nwork¬\ners in education will be required tomorrow.\nIt is a fact of profound significance that our system of free public educa¬\ntion had its origin a hundred years ago when the industrial revolution\nwas\ngaining its first great momentum in America. In the two decades that wit¬\nnessed the first railroads, the appearance of the reaper, the sewing\nmachine,\nthe rotary press, the electric telegraph, and many other notable inventions,\nand the rapid extension of steamship lines and factories, the great\nbattle for\nfree public education was won. The development of schools kept\npace with\nthe conquest of the continent, the opening up of its great natural\nresources,\nand the development of its industries. The twentieth century deman\nds many\nhighly skilled technicians and a very high level of technical and social intelli¬\ngence among all the people. As Mr. Howard Scott has pointed out,\nthe\nox cart is of simple design and even a stupid person may drive\nit. The\nTwentieth Century Limited and the airplane are of complex\ndesign, and\nonly highly skilled pilots of steady nerve can safely drive them. Roadways\nfor automobile traffic must be constructed with mathematical precisi\non. The\npolitical and economic system of Jackson’s day were relatively simple\n. Today\npolitical and economic processes have become so vast and so complicated\nthat\nthey are manageable only by the most comprehensive and expert knowle\ndge.\nIndeed, the threatened collapse of our economic system is obviou\nsly due to\na lack of the intelligence and character which its operation requir\nes. If we\ncannot supply this deficiency, then we must confess utter defeat\nby the\nmachine. Technical knowledge commensurate with this social\ntask must\nbe supplied. Education, indispensable to industrialism, has not\nkept pace\nwith social change.\nWith elementary education compulsory, over half of the youth of\nhighschool age are today in secondary schools. More than a million are enrolled\nin institutions of higher learning. Attendance upon secondary school\ns con¬\ntinues to mciease even in depression years. Tens of thousands of high-s\nchool\ngraduates, unable to find employment, are returning for postgraduate\nwork.\nWhat is the meaning of all this? It means that the same techno\nlogy that\ndemands for its operation an abundance of expertness and a wide diffusi\non\nof knowledge makes the labor of these youth for productive purpos\nes not\nonly unnecessary but impossible. Mr. Roosevelt has accepted 3,000,000\nas\nthe best estimate of the number of unemployed in the last year\nof prosperity,\nand the new President believes a return to the prosperity of the late\ntwenties\nwill see five million now unemployed still without work, so amazi\nng has\nbeen the recent advance in labor-saving processes and machinery. Effect\nive\nutilization of technical knowledge and the energy resources of this contin\nent\ncan have but one result, an enormous increase in the flow of commodities\nand a decrease in the requiremeents of man power. Productive labor\nby the\nyoung and the old will not only not be required but the hours of labor of\nall workers will continue to decrease. Universal education in school\ns or\n\n"}
{"page": 573, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n569\n\nelsewhere to age twenty and an extensive program of adult education requir¬\ning the cooperation of innumerable cultural agencies are as inevitable for\nthis country as tomorrow’s sunrise. What this extensive educational pro¬\ngram will be we cannot now predict in detail. It is sufficient for our purpose\nto establish clearly this educational implication of modern technology.\nIf there still be doubting Thomases, let them not forget that no other\nnation is so nearly self-contained and so rich in agricultural, mineral, and\nactual and potential forest resources. Surely no people is more energetic\nand industrious than the American people schooled in the traditions and\nadventure of the frontier. Modern technology with its marvelous process\nof continuous mass production — the amazing force that evokes rich crops\nfrom the soil and transmutes raw materials into consumable goods — must: be\naccounted one of our greatest resources. Surely there is no reason for pessi¬\nmism or despair in America. We have only to use these resources. It is\nhigh time that we eradicate the ignorance and curb the selfishness that stand\nin the way. Science must be made free to work its wonders for the benefit\nof all. Unless these great resources can be harnessed to the general welfare,\ndemocracy will become a hissing and a byword.\nGovernment in America is today in many respects as little suited to a\ncomplex urban-industrial civilization as the transportation system of Wash¬\nington’s time would be to the conditions of today. Government activities\nhave been tremendously expanded. In some departments government is effi¬\ncient. In most areas it is confused and incompetent. In the improvement\nof productive processes Americans are radical. We think nothing of dis¬\ncarding a process or a machine, or tearing down a great building, to make\nway for a better machine, a more effective process, or a larger and more con¬\nvenient structure. With regard to political ideas we are most conservative.\nGovernment today is creaking under the pressure of powerful forces with\nwhich it was never designed to cope, but in political affairs we are afraid\nof change. As Professor Merriam points out in the report on Recent Social\nT rends :\nIn business\nfree\n\nand\n\nand\n\nwelcome\n\nin mechanical\nexperiment,\n\nenterprise\nbut\n\nthe general\n\nthe opposite\n\nhas\n\nattitude\n\nbeen\n\ntrue\n\nhas\n\nbeen\n\nin governmental\n\naffairs, where the weight of tradition has been more heavily felt and\nposals for change have been identified with treason to the state.\n\nNational, state, and municipal governments\n\nthat of\n\nwhere\n\npro¬\n\nneed to be reconstructed to\n\ncope with modern conditions. Many of our administrative units and pro¬\ncedures belong to the age of the stage-coach and canal boat, and not to the\nage of the airplane and radio. The slow process of piecemeal repair may be\ntotally inadequate to prevent virtual if not complete collapse. Why should\nwe hesitate to take bold measures in political affairs? Constitutional con¬\nventions are needed. Professor Merriam quotes this sentence from the report\nof the famous Lusk Committee of New York state:\nNo\n\nperson\n\nentrusted\n\nwith\n\npjF citizenship.\n\nwho\n\nis not eager\n\nto combat\n\nthe task of fitting the young\n\nthe theories\nand\n\nof social change\n\nshould\n\nbe\n\nold of the states for responsibilities\n\n"}
{"page": 574, "printed_page": null, "text": "570\n\nNational\n\nEducation\n\nAssociation\n\nSuch a doctrine is nothing short of a social menace. Technology places upon\nthe school the responsibility of education for orderly social change.\nOur economic ideas largely derive from a period that antedated modern\npower machinery. Production has become corporate. “Competition, the\nlife of trade” does not fit modern conditions. It does not take a highly\nsophisticated economist to see this. Indeed some economists seem unable\nto understand it, bound as their thinking is by old formulae and stereotypes.\nThe American people need to understand the economic concepts and ideas\npertinent to the machine age. Our antiquated economic machinery has got\nto be revamped. Engineers assure us that if all our technical knowledge\nwere applied, poverty could be banished and an abundance of goods supplied\nfor all. Away with the notion that teachers must keep silent with regard to\nthese conditions known to all men! It is time for discerning men and truly\npatriotic citizens to speak their minds.\nAll this assumes that we still wish to accept the old American ideals of\n\nequality of opportunity, of social and economic justice, in a word — democ¬\nracy. The democratic principle demands that no individual or group be\nexploited by another individual or group. It certainly demands a more\nequitable distribution of the national income. The conditions of poverty\nunder which millions live today are simply intolerable under American\nideals. Many conceive democracy to be a form of government. They lose\nsight of its deeper moral and social implications, while they cling to the\nmere forms of government as though they were the realities. The right to\ncast a ballot is of little value to a man who is utterly unable to find a job.\nThere are millions like that today. To them political democracy must seem\na horrible illusion.\n\nBut who shall control and direct technology? This is an educational and\nsocial problem of the deepest import. The answer to that question will give\ndirection to all education in the future. In the beginning it must be empha¬\nsized that the factor of safety is very narrow. The overturning of an ox\ncart was not a serious matter. If the Twentieth Century Limited is derailed,\nmuch damage is done. The margin of safety in the management of govern¬\nment affairs was very large at a time when the social and economic system\nwas relatively simple and virtually static. The limits of safety in the direc¬\ntion and control of our delicately balanced social system are very small\nindeed. The efficient operation of this system demands the highest technical\ncompetence, but Americans have been afraid of expertness. In government\nthey have worshiped at the shrine of the great god, Mediocrity. They have\nfervently acted on the belief that one man is as good as another. In the\nmoral realm and in social relationships this doctrine is the very essence of\ndemocracy. But its application in the affairs of government and in the man¬\nagement of our industrial system can mean only disaster. Government,\nindustry, finance are too largely controlled today by men lacking in pro¬\nfessional competence, vision, and social ideals. The consequence is mal¬\nadjustment, stagnation, depression. Americans must learn the importance\nof expertness in all departments of life. This means nothing short of the\n\n"}
{"page": 575, "printed_page": null, "text": "Department\n\nof Superintendence\n\n571\n\ntransformation of one of the most deep-seated prejudices in the American\nmind. We must acquire the same respect for expertness in the social realm\nthat we have for expertness in the scientific realm.\nThe technicians who are to direct important social processes must be con¬\ntrolled. We cannot dodge this problem of control. It is the most funda¬\nmental problem in American life. Democracy we accept as basic ; but social\nand economic democracy, not just the husks of governmental forms long\nsince impotent to cope with the problems of the industrial age. We must,\nthen, apply the principle of expertness and the principle of democracy. This\nmeans planning and it means the control of industry for the general welfare.\nThe educational implication is patent.\nAnother social implication with important educational bearings must be\nconsidered. The western peoples are passing from an economy of scarcity\nto an economy of plenty. Industry, thrift, many of the old virtues will be\nless and less applicable to the world which we are entering. The social\nproblems connected with an abundance of leisure will be tremendous. What\nvalues shall be esteemed? For what purposes shall the productive capacities\nof the new society be used ? What social and institutional arrangement will\nbest serve the good life? What will constitute the good life in the age of\n\nplenty?\nWhen\n\nwe ask what are the educational implications of modern\n\ntechnology,\n\nmany possibilities come to our minds. We may think of the use in the edu¬\ncative process of such instruments as the radio, sound pictures, and other\nmechanical devices. Tho they can never afford a substitute for individual\nexperience, for study and patient inquiry, these technical appliances may\nwork a revolution in educational method. The radio has knit the whole\nnation into one community.\n\nIt is a powerful instrument\n\nfor molding the\n\npublic mind, tho a dangerous one. But other implications are more funda¬\nmental. As I said in the beginning, education will be universal to age twenty,\nand thruout life, for that matter. Life will become one long process of\neducation. The secrets of the universe and of life will be pursued relent¬\nlessly, and the frontiers of knowledge will be pushed farther and farther\nback. Education to do one’s part in production will be important, but educa¬\ntion for living will become relatively of far greater importance in the age of\nplenty. Two years ago former Ambassador Gerard startled the country\nwith a list of some seventy men, who, he said, controlled America. Educa¬\ntion was conspicuous for its absence from that list. But it will not be so\nwhen we decide to employ technology for the common good. Then educa¬\ntion will occupy an important position in the councils of the nation. Edu¬\ncation for living will be the most important business of society.\nThere are other and more immediate implications. We do not as yet\nknow how to get from where we are to our utopia. The transition — that\nis the big problem. If we follow our present policy of drift, even greater\ndisaster will surely overtake us. We are unable to cope with the problems\nof industrialism and of the great world society created by the machine be¬\ncause the people and most of their leaders still think too much in terms of\n\n"}
{"page": 576, "printed_page": null, "text": "572\n\nNational\n\neconomic\n\nindividualism.\n\nOur\n\nEducation\n\nimmediate\n\nAssociation\n\ntask is to give youth and the entire\n\nadult population understanding of the twentieth-century industrial society\nin which they live. I he content of education must be the social concepts\nand ideas of today and tomorrow. The curriculum of the school must be\nreconstructed\n\nand focused upon\n\ncontemporary\n\nAmerican\n\nlife. Teacher\n\ntrain¬\ning and the study of education must be redirected in the light of these changed\n\nconditions. Nothing is needed so much today as thousands of adult dis¬\ncussion groups scattered thruout the nation engaged in the study of the social\nand economic problems that technology has brought to us. In the remaking\nof American life, education must take its place as one of the great creative\nforces in society. It is a vital function of a complex,\ning social order.\nWhen\n\ndynamic,\n\nswiftly mov¬\n\nwe\n\nof modern\n\nconsider the plight of education today in the light of the facts\ntechnology, we see how irrational and short sighted is the present\n\norgy of needless budget cutting. This is the time to spend more, not less,\non education. The need for social and economic understanding is desperate.\nThe president of General Motors boasts that his great corporation is spend¬\ning more on research in 1933 than in any year in its history, and yet we have\nan industrial plant that has scarcely been used to half its capacity and that\nis operating today at one third or one fourth its capacity. The tragic need\nof the times is to master the machine. That is the business of politics, and\nit is the business of education, for education can never be disassociated from\nour political and social ideals. American education has long thought pri¬\nmarily in terms of the individual. Technology is forcing it to think in terms\nof the great society. The\n\ntimes cry out for education\n\nfor a new, humane\n\nsociety in which all adults will have economic as well as political security.\nIf the million teachers in the country, loyal Americans all of them decide\nthat technology\nallies.\n\nHave\nHave\n\nmust\n\nbe used to serve mankind,\n\nthey will have a host of\n\nthe American\n\nwe become\n\npeople lost their courage? Have our souls shriveled?\nso puny that we cannot undertake bold measures? I will\n\nnot believe such an imputation. We need in America today the realism, the\ncourage, the vision of the Fathers, something of the spirit of 1776 and 1787. I\nbelieve that spirit is still alive. Men are thinking deeply today. They will\nnot always tolerate a situation in which men and children go hungry in a\nland of plenty. American life will be remade as it was in a previous genera¬\ntion. Education must teach men how to control the powerful forces which\ntechnology\n\nWith\n\nhas unleashed.\n\nour population\n\nstabilized at approximately\n\n170,000,000,\n\nas it will\n\nbe in fifty years, technology can make the American dream of well-being\nand happiness for all a reality. Childhood and youth will come into their\nrightful heritage. They will live in comfortable and convenient homes of\npleasing design opening out on alluring vistas in beautiful cities designed for\nthe habitation of men, or in the charm of the open country. Generous pro¬\nvision will be made for the health and physical well-being of everyone.\nLarge play spaces will be provided in the cities, while all will have access\n\n"}
{"page": 577, "printed_page": null, "text": "Department\n\nof\n\n573\n\nSuperintendence\n\nto the wild places of the open country. Lovely schools will look out upon\ns\npleasant parks. Industry, exchange, government, the arts, social processe\nand institutions, the rich life of the community will become truly educational\nfor all. With his essential needs supplied, every individual will share fully\nin the good life.\nSuch an America, once but a dream, is now within our grasp. Will the\neducational forces of the country accept the challenge ?\n\nSWORD\n\nTHE\nGLENN\n\nFRANK,\n\nPRESIDENT,\n\nOVER\n\nEDUCATION\nOF\n\nUNIVERSITY\n\nWISCONSIN,\n\nMADISON,\n\nWIS.\n\nI was very much attracted by the repeated use of the word “frontier” in\nthis program. I liked the sense of adventurous advance that it connoted, and\nyet, since this program was fashioned, the economic and financial plight of\nthe country has become increasingly serious until today, as Mr. Potter sug¬\ngested (he did not quote me quite accurately; he never does), I feel much\nmore like speaking about education in a collapsing world than of education\nfor a changing world. Educational leadership today is not so much in the\nposition of having to decide how it will move to the next frontier as to see\nto it that the stockade on the present frontier is not wholly captured by the\nIndians.\nA\n\nsword\n\nhangs over\n\neducation\n\nthruout\n\nthe United\n\nStates. To\n\nprevent\n\nthis sword from sinking to the vitals of the whole enterprise of education,\nbuilded of the blood and sacrifice of pioneers, will demand the utmost of\nstatesmanlike cooperation between the leadership of school and the leadership\nof society. This sword that hangs over education is but sign and symbol of\nthe peril that confronts all of the social and cultural enterprises of our com¬\nmon life in this phase of unprecedented depression thru which we and the\nworld are passing.\nI want to state, with the utmost brevity, just what this peril is and to\ndefine, if I can, the problem\nthe leadership of society.\nThe\n\nsword\n\nit puts alike to the leadership of school and to\n\nthat hangs over education\n\nand the other social enterprises of\n\ngovernment is the sword of imperative retrenchment forged in the fires of\nan irrational depression. The peril lies not so much in the existence of the\nsword as in the way we wield it.\n\nThat\n\neconomy,\n\nthink, is imperative\n\ndrastic beyond\nin the conduct\n\nanything\n\nwe\n\nhave\n\nof local, state, and\n\nbeen\n\naccustomed\n\nto\n\nnational affairs no\n\nwill question. Since 1929 our income has gone steadily down\nand outgo has gone steadily up in its relation to income. The expenditures of\nlocal, state, and national government, when related to the toboggan slide\n\nintelligent man\n\nwhich the national income has raced, have bent the back of the Ameri¬\ncan people. Either the back must be strengthened or the burden must be\nlightened. For a nation cannot long endure a consistently falling income and\na consistently rising outgo.\n\ndown\n\n"}
{"page": 578, "printed_page": null, "text": "574\n\nNational\n\nEducation\n\nAssociation\n\nIt is confessedly a critical situation that confronts us. In 1931 Americans\nwere putting slightly less than one out of every four dollars of the national\nincome\n\ninto the enterprises and obligations of local, state, and national gov¬\nernment. When the books of 1932 are fully balanced, we shall probably\nhnd that at least one out of every three dollars of the national income went\ninto the enterprises and obligations of government. According to the analyses\nof the National Industrial Conference Board, in 1928 approximately 11 per¬\ncent of the national income went into taxes, whereas in 1932, it was estimated\nsome months ago, some 33 percent of the national income went into taxes\nto carry the enterprises and obligations of government.\n1 here are those who would have us believe that this dramatic rise of the\n\ntax diaft on national income from 11 percent to 33 percent in fours years is\ndue solely to an unintelligent and unjustified, a wasteful and worthless,\ndevelopment of the public services of organized government. That lie must\nbe nailed at the outset unless public thinking on the scientific, social, and\neducational enterprises of government is to be gravely muddled and grossly\nmisled.\nThe\n\nman\n\nin the street, hearing of this rise in the tax draft on national\nincome from 1 1 percent to 33 percent in four years, is all too likely to think\nthat the cost of the public services of government has trebled in that time.\nObviously\n\nthis is not true. Had\n\nthe national income\n\nremained\n\nsteady at the\n1928 level, the tax draft on national income for last year would probably\nhave stood at not more than 18 percent instead of 33 percent, even if all\nthe extraordinary expenditures incurred by depression had been in the picture.\nThe factor that lifted the tax draft on the national income to 33 percent\nwas the dramatic drop in the national income due to the economic muddling\nthat landed us in depression.\nI am\n\nquite aware\n\nthat this does not remove\n\nthe stubborn\n\nfact that a 33\n\npercent tax draft on national income is a serious matter with which political,\nsocial, and economic leadership must wrestle. It does suggest, however, that\nthe blame for the large proportion of the national income now going into\ntaxes cannot justly be placed upon the shoulders of social and educational\nleadership, but must, to a very material degree, be placed squarely upon the\nshoulders of the economic leadership that proved incapable of steering our\neconomic ship past the shoals of depression.\nAnd\n\nnow\n\nthis very leadership that has done most to unbalance\n\nthe nation’s\n\nlife is insisting that we shall balance the nation’s budget by plunging a sword\ninto the heart of all those scientific, social, and educational enterprises to\nwhich alone we can look to produce a leadership for the future that will be\nless inept, a leadership that might conceivably use this magnificent machine\neconomy of ours to free the race from drudgery, poverty, and insecurity\ninstead of letting it starve like Midas in the midst of plenty.\nI, for one, protest the current attempt to make\nscapegoat for the sins of economic leadership !\nUnless\n\nthis fact is kept clear we\n\npropaganda\n\neducational\n\nleadership the\n\nshall see an uninterrupted\n\nincrease in a\n\nthat will, with insulting scorn, brand\n\neven the most\n\nficing public servants as greedy and grasping payrollers. This now\n\nself-sacri¬\npopular\n\n"}
{"page": 579, "printed_page": null, "text": "Department\n\nof\n\n575\n\nSuperintendence\n\npropaganda, if persisted in, will divert men of capacity and self-respect from\npublic service for a generation to come. And it will be our children who will\npay the price of this diversion.\nThe most pressing problem now confronting educational leadership is the\nproblem of imperative economy. The gravest peril now confronting educa¬\ntional leadership is the peril of irrational budget-making. Educational lead¬\nership will be derelict to its duty if it permits economic leadership, without\nlet or hindrance, to do what it will with local, state, and national budgets.\nI do not believe that the leadership that led us into depression has earned\nthe right to speak with final authority on the budgetary\nto get us out of depression.\n\npolicies most likely\n\nBecause education’s gravest peril just now lies in irrational budget-making,\nand because I think it is important that educational leadership concern itself\nwith the broad problem of budget policy in local, state, and national govern¬\nment, I want to speak first of irrational budget-making before I turn to some\nof the implications of imperative economy. And, since I can speak only by way\nof illustration, I shall speak only of national budget policy.\nNow there are three popular assumptions respecting federal finances being\n\nsedulously cultivated by certain groups. First, that the present federal deficit\nthreatens the federal credit. Second, that the federal budget must be bal¬\nanced at once. Third, that new taxes must be levied and drastic retrench¬\nment effected in order to save the federal credit.\nI think there is a good deal of hokum in all three of these assumptions.\nI hesitate to run counter to the counsel of the Baruchs and the Traylors and\nlike business leaders who, in testimony before the Senate’s clinic in economic\ndislocation, have contended that the road to recovery can be charted on a\ncalling card with the succinct sentence: “Balance the budget.”\nvery modestly, is this counsel as realistic as it sounds?\n\nBut\n\nI ask\n\nI speak with some hesitancy respecting the fiscal problem confronting the\ngovernment because I am but a lay observer of its operations, and I have not\nfollowed the fiscal fortunes of the federal government for the last three or\nfour months. I followed with some care the Republican and Democratic\ndiscussions of federal finances during the late campaign and tried to check\nthem against available information. Since then I have been so completely\nabsorbed in the relation of the state finances of Wisconsin to the University\nof which I am executive, that I have not kept federally uptodate. So any¬\nthing I say this morning about the Federal budget is subject to check in the\nlight of the happenings of the last three or four months.\nBut certainly as of November last I question much of the budgetary jitters\na persistent propaganda has been stirring up.\nHow do those who insist that the federal deficit today threatens the federal\ncredit and that drastic alterations in tax policy and social expenditures must\nin order to preserve the federal credit compute the deficit they are\ntalking about, and what does the deficit they talk about, really represent?\nAs anyone who has made even the most elementary studies of the financial\n\nbe made\n\nsituation knows,\n\nthere are two\n\npopular methods\n\nof arriving at the federal\n\n"}
{"page": 580, "printed_page": null, "text": "576\n\nNational\n\ndeficit, used by many\nlisted.\n\nOne\n\nEducation\n\nAssociation\n\nof those acting upon the three assumptions\n\nI have/ just\n\nmethod\n\nis by noting the rise or fall of the gross federal debt from\nyear to year. Another method is by noting the cash conditions of the federal\ngovernment\n\non a given date by the simple grocery-store daybook\nchecking expenditures against'receipts.\n\nmethod\n\nof\n\nNow, granting the technical accuracy of the figures used in statements\nresting on these two notations, I submit that they do not necessarily give a\ntrue picture of the financial status of the government.\nsuch figures standing alone do not.\nFirst, take the matter\n\nLet me indicate why\n\nof the gross federal debt: The\n\ncold figures on the\n\ngross federal debt for the two and one-quarter year period ending last fall\nwere as follows: On June 30, 1930, the gross federal debt stood at\n$16,185,000,000. Two and one-quarter years later, on September 30, 1932,\nthe gross federal debt stood at $20,611,000,000. These figures indicate a\ndeficiency of $4,426,000,000 or about 4.4 billions. But this cannot be taken\nas an accurate index of the situation unless we examine two related sets of\nfacts. First, what\ncurred ? Were\n\nwere\n\nthe purposes for which\n\nthey purposes\n\nthis debt increase was\n\nin¬\n\nthat should logically be financed out of current\n\nincome. What were the number\noffset that deficiency?\n\nand\n\nnature\n\nof federal assets that might\n\nLet me mention\nbudgetary\n\nonly one offsetting asset to those figures that many of the\nJeremiahs ignore. When the gross federal debt, in the summer of\n\n1930, was some $16,000,000,000, the net balance in the general fund was\nonly $319,000,000. But when the gross federal debt in the fall of 1932\nwas some $20,000,000,000, the net balance in the general fund had risen\nto $862,000,000. In other words, with the offset of the balance in the\ngeneral fund\n\nalone, the asserted deficiency of $4,426,000,000\nor a drop from\n\n$3,883,000,000,\n$543,000,000,\n\nmore\n\ndrops to\n4.4 billions to 3.8 billions, a difference of\n\nthan one-half billion.\n\nIt is by ignoring such factors (and I use only this one by way of illustra¬\ntion) that an apparent deficit that is far beyond a true deficit can be put up\nby certain business men to scare legislatures and congresses.\nIf the person alarmed about the condition of federal finances turns from\nthe gross federal debt to the actual cash condition of the federal government\non a given date, checking expenditures against receipts, the same uncertainty\nas to whether he is stating an apparent or a true deficit obtains. It depends\nupon what is included in his estimate.\n\nFor the period from July 1, 1930, to September 30, 1932, if the general\nfund deficits only are considered, they stand at $4,074,000,000. But if all\nthe trust funds and special funds are brought into the picture, the deficit for\nthat period stands at $4,187,000,000. In other words, there is a difference\nof $113,000,000\n\nin the deficit estimate, depending upon what is included\nin the estimate, and in many of the supposedly responsible discussions of the\nfederal deficit, you can find the widest variance in what is included.\n\nBut these variations, due to obscure or obsolete federal bookkeeping, are\nnot the important considerations. The important consideration is whether\n\n"}
{"page": 581, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n577\n\nor not there are included in an asserted deficit, expenditures for purposes\nwnich a rarsighted government should not, in a period of depression, seek\nto finance by current taxation, by bleeding white the basic services of govern¬\nment, or by withholding valid public works that might at least soften the\ntragic impact of unemployment.\nThe deficit that is said by some to be threatening the government credit\nand shaking business confidence does include several such expenditures,\nexpenditures that in my judgment should not be covered now either by a\nserious rise in taxes or by a serious retrenchment in productive government\nexpenditures.\nSome of such expenditures that enter into the existing deficit are as follows :\n(1) public debt retirements of the last two or three years; (2) federal loans\nand investments, such as the half billion dollar purchase of Reconstruction\nFinance Corporation stock in 1932; (3), capital outlays, such as the approxi¬\nmately one-third billion dollars of public construction in 1931 and in 1932.\nWe shall, in my judgment, deepen the depression if, following the lead of\nthose who think all our ills begin and end in the federal budget, we insist\nthat all expenditures of this sort be lumped with the ordinary expenditures\nof the current services of government and the total impact be absorbed by a\nserious rise in taxes and a serious retrenchment in those basic services which\nalone have made government a stabilizing and creative force.\nIt is my sober judgment, ladies and gentlemen, that the federal credit\ncan be kept sound if as a people we keep our heads and refuse to be rushed\nby a budgetary hysteria into a wrecking of the scientific, social, and economic\nservices that are the very beating heart of constructive government.\nIt is the part of political wisdom, it seems to me, to spread the load of\ndepressions out over a more prosperous period. Otherwise, relatively speak¬\ning, whenever a serious retardation hits us, we must wreck, in a few years of\ndepression, values and services that will take us a generation to recreate.\nBalance the budget out of current revenues, with respect to ordinary ex¬\npenses? Yes. With respect to extraordinary expenditures, loans, investments,\ncapital outlay, emergency relief, and the like? No. They should be financed\nout of borrowings and met out of the revenues of a more prosperous time.\nIf now we stop extraordinary expenditures for public work and go re¬\ncreant to our relief responsibilities, or if we insist upon paying for them out\nof seriously increased taxes, we shall surely deepen and prolong this depres¬\nsion. And if now we cut the heart out of the basic services of government, we\nshall, in preventing a financial deficit, produce a social deficit for which our\nchildren and our grandchildren will damn us.\nDo not misunderstand me. Upon the imperative necessity for economy in\npublic expenditures there can be no disagreement. I insist only that the\nsituation challenges us to effect that economy with statesmanlike foresight\nfor the future of community, state, and nation. It is possible to be quite\nas short-sighted in administering economy as in allowing extravagance.\nAnd just because there is this possibility of short-sightedness in the adminis¬\ntration of necessary economy a grave national danger lurks in our current\nconcern with economy. We can so easily economize blindly or let limited\n\n"}
{"page": 582, "printed_page": null, "text": "578\n\nNational\n\nEducation\n\nAssociation\n\ninterests dictate the schedules of retrenchment. We dare not be. gullible.\nce\nAlongside the foresight, intelligence, and sincerity behind the insisten\nthat we establish a sounder relation between our income and our outgo,\nthere is much blindness, blundering, self-interest, and sheer insincerity, in\nthe almost hysterical campaign against public expenditures now sweeping\nthe nation. By all means let us give prudence a permanent seat in our public\nis real\ncounsels. By all means let us stop waste. But let us be sure that it\nwaste that we are stopping. Real economy may mean national salvation.\nBogus economy\n\nmay\n\nmean\n\nnational suicide.\n\nthat we could dismantle every federal bureau and\nexcep¬\nstop every civil function of the national government — with the four\nFarm\nl\nFedera\nthe\nand\ntions of construction, relief, loans for shipbuilding,\nBoard— and still reduce the federal budget by only 8 percent. The com¬\nplete cost of the legislative, executive, and judicial activities of the federal\ngovernment absorbs less than two-thirds of one percent of the total federal\noutlay. Where, then, you may ask does all the money go? Well, for one\nI ask you to remember\n\nthing, almost three-fourths of the total expenditures of the federal govern¬\nthe\nment go to pay the costs of our current military establishment and to carry\nobligations incurred in past wars. That is to say, of every dollar we pay\nin taxes to the federal government about 75 cents goes into payment for past\nwars and preparation against future wars. Think of that the next time you\nare tempted to applaud the blatherskite or jingo who denounces every intelli¬\ngent attempt to outlaw war as puling pacifism.\nThe more deeply we analyze the problem of public expenditures, the\nclearer it becomes that it simply is not the scientific, social, and educational\nservices of the nation that are bending the American back. And yet, thruout\nthe nation, we are trying to balance budgets by cutting the very heart out\nof the only things that make government a creative social agency. We slash\nscientific bureaus. We drastically shrink our support of social services. We\nhamstring our regulatory agencies. We fire visiting nurses. We starve\nlibraries. We reduce hospital staffs. We squeeze education. And we call this\neconomy. And actually think we are intelligent in calling it that. How the\ngods must be laughing at us! And how our grandchildren will damn us!\nWhile we are bleeding white the only things that make government so¬\nthat\ncially significant, we go gaily on with political and economic policies\nare surely setting the stage for further wars and thus fastening securely upon\nus three-fourths or more of the existing federal budget. And state govern¬\nments thruout the nation are committing the same blind sin. In our states\nwe lay the ax at the root of the tree of all the civilizing agencies evolved dur¬\ning the last half century and at the same time blandly tolerate the multitude\nof unnecessary and criminally wasteful forms of local government which,\nessential and unavoidable in the days of bottomless mud roads and the onehorse buggy, are indefensible in this day of good roads, automobiles, tele¬\nphones, radio, and the varied new forces that have conquered both time and\ndistance. We could balance our state budget and make unnecessary the sur¬\nrender or starvation of a single socially significant service if we had the\n\n"}
{"page": 583, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n579\n\nvision and courage to effect an intelligent reform of our system\nof local\ngovernment. But to effect real economies of that sort is to call for a\nkind\nof thought and action we have yet to display.\nThe real issue confronting us is not economy versus extravagance.\nThat\nquestion is well on its way to settlement. Leaders who foster extravagance\nwill be broken. The issue is real economy versus bogus economy. The\nsword\nthat hangs over education and all the other social and cultural enterp\nrises\nof government is the danger of bogus economy.\nIn the achievement and administration of real economy every responsible\nschoolman must stand ready to cooperate with the leadership of community,\nstate, and nation. If even one drop of water can be found in any educational\nstock, now is the time to dehydrate. If there is anywhere in our schools a\nservice that has measurably outlived its usefulness, now is the time to elimi¬\nnate it. If there is anywhere anything that has been over-developed, any\nphase of our program that has been over-specialized, any over-coddling of the\nstudent where we might properly ask him to indulge in a little more selfeducation, now is the time to correct such errors. Now is the time to declare\na moratorium on vested interests and those vested ideas of the economic\nsystem which, in more normal times, slowed down healthy processes of edu¬\ncational reconstruction.\nBut even so utterly sincere and statesmanlike a facing of the challenge to\nreal economy as I have suggested may leave the future of education seriously\nendangered thruout the nation. It will not be enough to foster real economy.\nBogus economy must be fought. Not to save their own skins or to safe¬\nguard their salaries, but to discharge their responsibility to the American\nfuture, educators, once they have come with clean hands on the issue of real\neconomy, must be willing to put their breasts to the guns in the battle against\nbogus economy.\nThere is under way a high-powered drive, national in scope and manned\nby able leaders who are determined drastically to slash the national bill for\neducation at any cost. It is important, for all Americans who want to see\nthe significance of education for the national future safeguarded, to under¬\nstand the forces back of this drive. The more obvious forces back of this\ndrive are, I think, three, viz:\n( 1 ) The epidemic of fear that grips the nation as it watches its income\nfall lower and lower.\n\n(2) The weakness of a taxation system that, in most places, puts an un¬\ndue part of the tax load on real and personal property, and prompts millions\nof harrassed Americans to strike blindly out for relief without any too\nmuch\ndiscrimination about what they hit.\n\n(3) Groups which have always been opposed to adequate support for\neducation and are now taking advantage of the necessity for real\neconomy\nand the epidemic of fear to achieve their niggardly and anti-social objective.\nI suggest three broad lines along which I think educators are obliged to\nmove if they are to discharge their responsibility to the future of community,\nstate, and nation.\n\n"}
{"page": 584, "printed_page": null, "text": "580\n\nNational\n\nEducation\n\nAssociation\n\n( 1 ) Educators should see to it that the teaching profession and the public\nare put in possession of all the pertinent facts about any short-sighted and\nanti-social forces that may be operating in an uncritical drive against educa¬\ntional expenditures.\nThis is not to say, let me make sun clear, that educators should set them¬\nselves in opposition to sound economies. It is only to say that they must not\npermit, if they can prevent it, a blind assault on the enterprise of education\nby limited and anti-social interests bent upon taking advantage of the time\nto slash the heart out of education in the cold interest of their pocketbooks.\n(2) Educators should meet an unfair propagandizing of the public with\na wise education of the public in the actual facts of the situation.\nThousands upon thousands of honest Americans, who have always been\nthe friends of education, have been bewildered by propagandists during the\nlast few months. There is, make no mistake about it, an organized drive of\nnational scope to cut educational support below anything that even this diffi¬\ncult time requires. If the bewildered friends of education are not enlightened,\nthe propagandists will be able to get away with a high-handed scuttling of\nthe educational ship instead of buckling down to the unpopular task of\nfundamental governmental and economic readjustments which, in cutting\ncosts, might reduce the supply of pork.\n\n(3) Educators should meet the situation with offensive rather than\nmerely defensive tactics.\nI mean by this that now is the time of all times to go to the public with\nfar-sighted educational programs the importance of which to the future of\ncommunity, state, and nation can but be clear to sincere intelligence. To\nhuddle defensively around services without a searching appeal is never justi¬\nfied. In a time of stress it is a kind of social treason. Now, if ever, is the\ntime to make manifest to all the central significance of a creative education\nin the life of a great people.\nBelieve me, I am not so much concerned with what a scuttling of the\nbudgets of scientific bureaus, libraries, hospitals, schools, and like agencies\nwill mean in 1933. For a time, we can do far less work on far less money.\nFor a time, drastically reduced staffs can carry drastically increased re¬\nsponsibilities. For a time, we can, even if it will prove bad business in the\nlong run, drastically cut down on the maintenance of the physical plants\nof our institutions. I am not, let me repeat, so much concerned with what\neven the severest of necessary economy will mean in 1933. But I am deeply\ndisturbed by what a bogus economy in 1933 will mean for the American life\nof 1953.\nThe real results of a bogus economy will not show up in 1933. But if\nnow we hi-jack the fundamental scientific, social, and educational services\nof government, it will be a generation or more before we shall be able to\nclimb back even to the efficiency these services now display. If now we beat\ndown the salary scales of public servants, we shall but succeed in further\ndiverting superior capacity from public service. Business and the professions\nhave long drained off from public service the very sort of men and women\n\n"}
{"page": 585, "printed_page": null, "text": "Department\n\nof\n\n581\n\nSuperintendence\n\npublic service most needs. We dare not intensify this diversion of exceptional\nability from public service. I am quite aware that salaries and wages outside\npublic service have had to take drastic cuts in these trying days, but, once\nthe economic curve turns upward, it will be but a question of months until\nthe salary and wage curve in business and the professions will follow the\neconomic curve in its upward sweep, but this will not be true of the salary\nand wage scales of public servants. And in the meantime, with the memory\nof the almost insulting scorn to which disinterested public servants are all\ntoo often subjected in the midst of an economy campaign, in the year imme¬\ndiately ahead fewer men and women of outstanding ability will be inclined\nto give their lives to public service. All of which means that it will be our\nchildren rather than ourselves who will pay the price of our short-sighted\neconomy. And this must be remembered: We can postpone the building of\na road, a bridge, or a building, and catch up on such delayed construction\nlater on. We cannot put educational opportunity in cold storage for the\nduration of the depression and catch up on it later on. For the children who\nare denied adequate educational opportunity now, it is lost forever. And we\nshall stand convicted of having balanced our budgets with the starved lives\nand frustrated careers of our sons and daughters.\n\nGENERAL\n\nSESSION, TUESDAY\nFEBRUARY 28\n\nThe Administration\n\nEDUCATIONAL\nGEORGE\n\nDRAYTON\n\nof Education\n\nECONOMY\n\non the New\n\nAND\n\nSTRAYER,\n\nPROFESSOR\n\nOF\n\nCOLUMBIA\n\nUNIVERSITY,\n\nEVENING,\n\nFRONTIER\n\nEDUCATION,\nNEW\n\nFrontiers\n\nYORK,\n\nNEEDS\n\nTEACHERS\n\nCOLLEGE,\n\nN. Y.\n\nEconomy in the support of education is desirable at all times. Under\nexisting conditions, thrifty and careful administration of public education is\nthe only basis upon which its essential services can be maintained. School\nbudgets have been cut drastically in most communities thruout our country.\nThe\n\neducational frontier was never before so challenging as it is at the\n\npresent moment. The traditional program, suited to the needs of an earlier\nsocial and economic order, will not satisfy presentday conditions. An ever\nincreasing percentage of all boys and girls are enrolled in our secondary and\nhigher educational institutions because of the social necessity for more ad¬\nvanced training and because of the reduction in the number of workers\nneeded to maintain production in our machine-served civilization.\nThe problem of successful working and living under present conditions\nis more certainly associated with the service of the schools than under the\nfrontier conditions, with which our grandfathers and our fathers wrestled.\nToday for millions of adults continuing education and retraining for new\n\n"}
{"page": 586, "printed_page": null, "text": "582\n\nNational\n\nEducation\n\nAssociation\n\njobs is indicated as the only sound solution for them and for society. For\nall of us the opportunity for creative endeavor, made possible by increased\nleisure time, can be capitalized by continued learning in groups under the\ninstruction of able teachers, or by individual adherence to a worthy pro¬\ngram. For the great majority of adults work in groups under capable lead¬\nership is clearly indicated. I know of nothing more significant than the\nexperiments already under way in this field. In New York, as you know,\ndue to a grant from the Carnegie Corporation, the unemployed are teach¬\ning the unemployed. In Des Moines, Iowa, you know of the experiment\nalready under way to organize discussion groups. In Montclair, New Jer¬\nsey, we are told, there are already thirty such groups at work.\nPossibly the most significant challenge to education in the new frontier\nis to be found in the need for growth of boys and girls, of young men and\nyoung women, and of adults in appreciation of the fundamental social\nproblems which confront us. Our schools have to deal with problems as\nwide as the world in which we live. We have the obligation to guide the\nthinking of those who are to meet the issues which may result in peace or\nin war, in the development of a society in which social justice shall take\nthe place of exploitation, and in which men may learn to work together for\nthe common good.\nI have here a sheet entitled “Moral Disarmament,” a memorandum pre¬\nsented by the American and British delegations to the Disarmament Con¬\nference, offering a formal declaration on the subject of moral disarmament,\nwhich presents the problem and opens an opportunity to the educational\nauthorities of the countries concerned. May I read this document to you?\n“The High Contracting Parties,\n“Conscious of the extent to which the reduction and limitation of armaments de¬\npend upon increasing the trust and confidence of nations in their dealings with each\nother, and\n“Conscious that the sense of security which this confidence engenders depends not\n\nunder¬\nonly upon the present policies of governments but also upon the international\nand,\n,\nthemselves\nnations\nthe\nstanding of the history and outlook of\n“Conscious of the fact that the conditions of the modern world make necessary\nincreasing international contacts with proportionately greater chance for either\nstrengthening or endangering international peace.\n\n“Agree to recommend to their competent educational authorities the study of the\nof the\nprinciples and application of pacific settlement of international disputes and\nrenunciation of war as an instrument of national policy, and to prescribe those sub¬\njects to all examinations for government positions which may involve relations\nwith other countries, not only in the consular and diplomatic service, but in all\nbranches of the national government.\n“Invite the cooperation of the International Committee on Intellectual Coopera¬\ntion of the League of Nations to study the services that the cinema, the theater, and\nbroadcasting can render in the furtherance of international understanding and the\nways and means for increasing the spirit of tolerance, fair play, and justice among\nnations.”\n\nCan the challenge of the new educational frontier be met, and can we\nat the same time reduce educational expenditures? The answer may be\n\n"}
{"page": 587, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n583\n\nfound in part in the fact that many school systems are offering essential\nservices during the current depression for less money than was spent in more\nprosperous times. The purchasing power of the dollar has increased. All\nusual governmental costs should show a corresponding decrease. Many\nschool systems have already accepted these necessary and just reductions.\nThe Office of Education, on the basis of a nation-wide study, shows the\namount of money budgeted for current expenses in city school systems dur¬\ning the current year to be 6.75 percent less than for last year. It is my per¬\nsonal judgment, based upon information now being assembled, that the\nreductions made on account of budgets, adopted since the beginning of the\ncalendar year will show at least double the percentage reductions reported\nfor the current year.\nBut in making the adjustments due to diminished income, it is of the\nutmost importance that essential school services be maintained. Indeed, it\nmay be pointed out that in every area the demands made upon the schools\nare heavier than in times of prosperity. Children and young people need\nmore of guidance and sympathy. Education is called upon more certainly\nto provide the skill, the knowledge, and insofar as it may, the adaptability\nwhich will enable its recipients to adjust themselves to a rapidly changing\nsocial and economic world. Conditions of distress caused by unemployment\nmake the maintenance of the morale of children and of youth a matter of\nprimary obligation.\n\nIt is startling to discover from a review of current tendencies that many\nboards of education in seeking to reduce their budgets have eliminated\nfrom the educational program those services more recently added. Surely\nthere is no justification for this easy road to false economy.\nHealth service and physical education have been omitted in some com¬\nmunities. This is not economy. The work of doctors and nurses has in very\nconsiderable measure resulted in the development of immunity from in¬\nfectious diseases over a wide area. Health service for children has un¬\ndoubtedly contributed to the lowering of the death rate. Physical educa¬\ntion is indispensable for the normal growth and development of youth.\nWhen children and young people are denied the growth and health which\ncome from physical activities, the saving in such expenditures may be more\nthan offset by increased costs for hospitals, for reformatories, and for jails.\nNight schools and the broader program of adult education that were just\ngetting under way have been abandoned in many school systems. Libraries,\nnever before so widely used, have been denied sufficient funds to buy books\nand maintain their personnel. This is not economy. When young people\nand adults are sufficiently ambitious to spend their leisure time in an effort to\nimprove their status thru education, society loses if it denies this oppor¬\ntunity to them. This is the time when opportunities for retraining, for the\nencouragement of creative endeavor, and for the development of a sounder\nprogram of educational and vocational guidance should be carried forward.\nI wonder if most of my audience remember that stirring address by the\nwarden of the institution in New York State at Sing Sing, when he pointed\n\n"}
{"page": 588, "printed_page": null, "text": "584\n\nNational\n\nEducation\n\nAssociation\n\ntwentyout that the average age of the inmates of that institution was\nated with\nthree years, and when he called upon us and upon those associ\nus and responsible for the welfare of young men to provide the education,\nsave\nthe sympathy, the understanding, and the opportunity which would\nthose young men and save society.\nKindergartens have been dropped from the program of education in some\ncommunities. This is not economy. Young children, particularly in the con¬\ngested areas of our cities, need now more than at any other time the service\nwhich the schools can offer. It is precisely at this time that their homes are\nleast able to care for them and to provide for them the activities and the\nsocial contacts which are essential for their normal growth and development.\nated\nClasses for the physically or mentally handicapped have been elimin\nThis\nfrom the programs, or the offerings have been curtailed in many cities.\nis not economy. Society has an obligation to provide a significant opportunity\nabilities\nfor every child thru the discovery and development of his individual\nregardless of the handicap under which he may suffer. To deny such oppor\ntunity is to increase the burden which society must carry in the years which\nlie ahead.\n\nthe\nMany of the subjects most recently added to the curriculum of\nschools have been dropped or the offerings curtailed. A leport recently\ncom¬\nissued by the Office of Education shows that even in the more favored\nmunities offerings in music, in art, in home economics, in vocational\nsed.\neducation, and in educational and vocational guidance have been decrea\nsys¬\nThese newer subjects and services have been brought into the school\nthe\nto\nms\nprogra\ntem to meet the demand made upon the schools to fit their\nand at all\nneeds and capacities of children of all levels of intelligence\nts or\nvarieties of interest and vocational outlook. To omit these subjec\nthe sub¬\nservices is not economy. The cost of education is measured not by\nin the schools.\njects taught but rather by the number of children enrolled\nnewer\nFor many of the boys and girls now in attendance in our schools the\nin knowl¬\nsubjects offer the most certain opportunity for growth in skill,\n, and in cre¬\nedge, in ability to engage in precise thinking, in appreciation\nnot\native endeavor. The traditional curriculum, important as it is, is\nand\nand cannot be adjusted to meet the needs and capacities of all boys\nfrom the\ngirls. Social stability in the United States cannot be dissociated\npromise of equality of opportunity thru education.\nIn many school systems necessary books and supplies have been denied to\nteachers and pupils. T. his is not economy. One might as well ask the artisan\nto work without his tools as to expect that teachers can accomplish satisfac¬\ntory results without the equipment in books and educational supplies neces¬\nsary for the efficient participation by children in the educational program\nprovided for them. The continued intellectual activities of most boys and\ngirls are dependent upon the adequacy of the books and educational supplies\nand other equipment with which they learn to work during the period of\nformal education.\n\n"}
{"page": 589, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n585\n\nThe length of the school term has been shortened in many school sys¬\ntems. This is not economy* The teachers of the United States have become\na group of professional workers whose salaries represent their annual in¬\ncome. The cutting of the school term by a month or more with the sugges¬\ntion that the salary schedule has been maintained because the monthly pay¬\nment has been kept up results in a loss of opportunity to children and in no\ncorresponding advantage to teachers.\nIn the conquering of the frontier, our forefathers were forced to exercise\nrigid economy. If we are to serve our society under the current distressing\nconditions, real economies must be effected. The issue for us and for our\nsociety may well be found in the reexamination of our scale of values. We\nneed to ask ourselves whether we care most for the maintenance of our\nsalaries or for the maintenance\nto offer.\n\nof the services which the school system has\n\nAll of us, teachers and laymen alike, may have to reach a decision with\nrespect to the relative importance of the services which our government has\nto offer. Surely all of us will agree concerning the necessity of providing relief\nfor those who are out of work and in distress. Surely none of us would deny\nthe importance of protecting the life and property of our people as funda¬\nmental to the maintenance of our society. But I question whether there are\nany other obligations that take priority over education, and I confidently\nbelieve that both in our individual and in our collective economy we may\nfind it necessary to eliminate other services and luxuries, in order to maintain\nthe more fundamental service of education.\nRoads can be postponed ; public buildings may be postponed ; reclamation\nprojects, dams and waterways can wait, but the education of children cannot\nbe postponed. Now is the only time that we can provide them with that edu¬\ncation which will make for the perpetuity of our society.\nThere is a very considerable percentage of our total population who have\ncome to enjoy relatively luxurious living. The issue may have to be drawn\nbetween the enjoyment of those luxuries, which are now often considered as\nnecessities, and the maintenance of a sound program of public education. In\nthe answer that is given may rest the destiny of our society.\nBut' economies must be made. Let us be realists.\nWe of the teaching profession are under the obligation to accept salary\nreductions in line with decreased costs of living. But great care should be\ntaken that we do not destroy our program by unwise procedures in salary\nadjustment. Salary cuts should not operate to deny advancement to younger\nteachers. It is particularly important in the current social and economic situ¬\nation that teachers be sufficiently supported to enable them to continue to\nadd to their professional competence. It is vital that the supervisory service\nwhich is primarily responsible for their growth in efficiency in the art of teach¬\ning be maintained at a high level. When salary reductions reach the alarming\nproportions already to be found in some areas, there is grave danger of loss\nof morale and of a decrease in the efficiency of the service rendered.\nEconomies can be effected by the better organization and administration\nof education thru the establishment of larger units of administration, par-\n\n"}
{"page": 590, "printed_page": null, "text": "586\n\nNational\n\nticularly in rural areas. Waste\n\nEducation\n\nAssociation\n\nand inefficiency are necessarily associated with\n\nthe maintenance of many units of administration so small as to render im¬\npossible any highly competent service on the part of either lay control or pro¬\nfessional administration.\nIt has been my privilege within the past year to visit in two states. I will\ngive you two examples of what I found. In one, five one-teacher schools\nwithin five miles, on a concrete highway. In another, two feeble, inefficient,\nimpossible, little high schools within four miles of each other, on a concrete\nhighway. A third, a junior) college, socalled, with nineteen pupils taking the\nvery life and vitality out of a high school with which it was associated.\nEconomy is clearly indicated as well in the development of a more highly\nprofessionalized service in the state education offices of our country. Many\nof them are at the present time understaffed and without the authority which\nwould enable them to serve efficiently the localities over which they have gen¬\neral supervision. If these offices were able to advise and to control in external\nmatters such as the planning and construction of buildings, in the develop¬\nment of adequate accounting and budgetary procedures, in the determination\nof attendance districts, in the location of buildings, and in the economical\norganization of the program thruout the whole area of the state, tens of\nmillions of dollars could be saved annually to the taxpayers of the nation.\nEconomies have been effected in many school systems by increasing the size\nof classes. Where classes have been small, this increase may be justified. It is\nimportant, however, to call attention to the fact that in many\n\nof the larger\n\nschool systems classes are already overwhelmingly large, in some cases ren¬\ndering efficient teaching impossible. It is necessary to note as well that increas¬\ning the size of classes reduces the number of persons employed, and particu¬\nlarly the number of younger and more vigorous persons normally recruited\nfor the teaching profession.\nIn the consideration of class size, distinctions must be made among the\n\ntypes of work done. A class in group singing may very well include one hun¬\ndred or more children. It is not uncommon practise to find a group of from\nsixty to a hundred children at work in groups in a large gymnasium under\nthe direction of a competent teacher4, of physical education.\nBut we must not lose sight of the fact that education is an individual\nmatter. When class sizes are increased, it is of the utmost importance to\nprovide those services of guidance and adjustment which will insure proper\nattention to the individual child.\n\nIn many communities significant economies can be made in the cost of\n.operating and maintaining the school plant. Waste and inefficiency are to be\nfound in some school systems directly related to the use of the schools for\npolitical patronage.\nIn a large middlewestern city with which I became pretty well acquainted\n.during the past year, when a new business manager was appointed, every\nnewspaper in the city said, <(And he is to dispense the patronage of the school\nsystem.” And they had it right, because, as a matter of careful survey of the\n\n"}
{"page": 591, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n587\n\nsituation, there is in that city at least $3,000,000 spent every year in excess\nof any necessity for service in the operation and maintenance of plant.\nIn other cases the need is for the better training of the workers and the\nbetter administration of the services related to the operation and maintenance\nof the plant. Economies can most certainly be effected thru the development\nof more efficient methods of purchasing fuel and other supplies, the more eco¬\nnomical handling of insurance risks, and the more certain control and ac¬\ncounting for the use of materials and supplies thruout the school system.\nIf you want to get out of the city of Minneapolis something that is worth\nall it cost you to come to this convention, I recommend that you visit that\nbuilding in which the plant administration of this city is centered. You prob¬\nably cannot find in any other city in the United States anything quite com¬\nparable to the efficiency with which the job is being done here, and you can\nsee the whole thing in operation if you will only go out there to the building\nwhere the operation and maintenance of the school plant of the city of Minne¬\napolis is settled. Then after you go there, I hope you will take the taxicab\naround to the janitors’ school, and then you will know why it is that when\nyou go into a school building in this city you can take out your white hand¬\nkerchief and rub it over anything that there is in sight and it will come away\njust as clean as it was when it left the laundry.\nIn general, better administration of schools thru more adequate budgetary\npractice may be expected to result in economy. The all too common method\nof estimating the gross amount needed without defining the program and\nwithout detailed analysis of the unit costs involved must give way to more\nprecise methods. No one has a right to propose that he has made a budget\nuntil he has clearly defined the program of services which it is proposed to\noffer. With this program in mind and with the estimates of revenues to be\nmade available in hand, it becomes possible to determine whether or not the\nexpenditures necessary to maintain the program are possible. The budget can\nbe met only when the expenditures for all services, based upon a complete\nanalysis of the costs involved, totals an amount not greater than the expected\nrevenues. Good budgetary procedure requires still further the adherence to\nthe budget as adopted. Each expenditure, from the day the fiscal year begins\nto its end, must be referred to the provision made in the budget and may not\nexceed the amount therein provided. When these procedures are followed,\nwaste and inefficiency are eliminated and an economical administration can\nbe maintained.\nEconomy\n\nmay be effected thru the more complete utilization of plant and\n\nequipment already provided and thru the scientific planning of new construc¬\ntion. In many communities thru the lengthening of the school day and the\nreorganization of the school program, more children can be accommodated\nin buildings already available. In new structures expert planning will reduce\nthe number of cubic feet required per pupil. Other economies may be effected\nby the more simple and certainly not less beautiful design, by the elimination\nof useless and costly mechanical equipment, and by the better adaptation of\nthe building to the actual needs of the school program.\n\n"}
{"page": 592, "printed_page": null, "text": "588\n\nNational\n\nEducation\n\nAssociation\n\nEven when all possible economies have been effected, there will be many\nlocal school systems unable to offer significant educational opportunities to\nchildren and to youth. This situation is due to the dependence of these tax\ndistricts upon the general property tax. From time immemorial we have rec¬\nognized the obligation of the state to provide an equalized opportunity for\neducation to all the children within its borders. Unfortunately the systems\nof state aid in a majority of the states have not yet been completed to a point\nwhere this ideal is realized. In the present emergency, the closing of schools\nand the denial of opportunity to millions of American boys and girls is clearly\nindicated unless the state or the nation steps in to remedy the situation.\nIt is possible even in hard times thru the development of a statewide reve¬\nnue system to provide for the maintenance of an equalized program of edu¬\ncation in every area within the state. The technic required for the distribu¬\ntion of such support is already available. The National Survey of School Fi¬\nnance in its analysis of the situation has shown the way to measure the need\nand the capacity to pay upon the part of each administrative area. It has just\nas clearly indicated the legislation necessary to make effective a system of\nsupport that will guarantee the fundamental program of education to every\nchild within the state’s borders. It is the obligation of the profession to bring\nto the attention of legislators thruout the land the necessity for immediate\naction in the defense of our system of free public education.\nBut there are cities, rural areas and even whole states which find them¬\nselves unable to finance their educational programs. The emergency calls for\naction by the federal government. Emergency loans should be granted by the\nReconstruction Finance Corporation to these states in order to enable them\nto maintain their systems of free public education. The economic situation has\nundoubtedly justified the extension of credit to railroads, to banks, and to\nagriculture.\nBut the payment of the salaries of the teachers of Chicago is more impor¬\ntant than the keeping of a railroad out of receivership. And the maintenance\nof school services in Alabama and Arizona is more important than keeping\nsolvent even a great bank. The inability of some of the states to maintain\ntheir public school systems just as certainly calls for relief from the federal\ngovernment. A lack of educational opportunity in any state is a menace to\nthe life of the nation. American boys and girls who are today being denied\ntheir educational birthright will be the rulers of our country within the next\ntwenty years.\nOur economic development, particularly during the period of the past\ntwenty years, has resulted in increased disparities among the states in income.\nThe very nature of our economic system, with its concentration of wealth\nand income in our larger financial centers, is indicative of the drift toward\nstill greater differences in financial ability among the states. Even if no emer¬\ngency existed, further federal support would be indicated as a matter of justice\nand of equity among the several states. Federal support of education is as\nnecessary a fiscal policy as the support of education by the state in every ad¬\nministrative area within its borders.\n\n"}
{"page": 593, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n589\n\nThe challenge of the new frontier must be met. Our society is passing thru\na period of unprecedented economic distress. Economies can and must be\nmade, but the services of education must be expanded and increased in effi¬\nciency to meet the needs of the crisis. We must fight not only to keep schools\nopen but, also, to provide in them opportunities suited to the needs and capac¬\nities of all boys and girls. We must rededicate ourselves to the realization of\nthe ideal of equality of opportunity.\nINDEPENDENCE\n\nIN\n\nSCHOOL\n\nFRONTIER\nELLWOOD\n\nP. CUBBERLEY,\n\nDEAN\n\nOF\n\nGOVERNMENT— A\n\nNECESSITY\nTHE\n\nSCHOOL\n\nUNIVERSITY,\n\nCALIF.\n\nOF\n\n1\nEDUCATION,\n\nSTANFORD\n\nThe present is a trying time to anyone who is responsible for public\nbudgets or public administration in any form. Having greatly expanded our\nstyles of living, and having mortgaged our future income for new plant and\nequipment purchased at inflated prices, we now face the necessity of not\nonly contracting our expenditures, but also trying to liquidate our mort¬\ngages from markedly decreased income. In all forms of the public service\nwe find ourselvesi confronted with the painful duty of eliminating positions\nand decreasing maintenance charges. Governors and legislatures on the one\nhand, and mayors and city councils on the other are today casting about to\nsee where expenditures can be cut so that budgets will come within the\ngreatly reduced paying abilities of the taxpayers. In the various attempts to\naccomplish the difficult feat of budget balancing, cuts have been proposed\nin many branches of the public service, and the public schools, as one of the\nlarger spending branches, have frequently been asked to submit; to what has\nseemed to be more than their proper share of tax reduction.\nWhere no constitutional or legal guarantees have stood in the way, the\ncuts in the appropriations for public schools, actual and proposed, have often\nbeen excessive, and where such guarantees have existed, there have been pro¬\nposals for their elimination. In a number of our states it has been seriously\nadvocated that all requirements for fixed appropriations or fixed tax levies\nfor public education be repealed, and that the public school authorities be\nrequired each year to go before the legislature, the county supervisors, or\nthe) city council and ask for what they think they need, and take what they\ncan get after all the political interests have been cared for. In other words,\nit is now proposed by governors and mayors to break down the carefully\nestablished fiscal independence of the public school system, and to subordi¬\nnate education to the political exigencies of state and local control. The\nsituation in some states has become so acute, and the proposals for the elimi¬\nnation of guarantees have been so numerous, that an examination of the real\nground for the adequate support of public education may well be in order.\nIn all our educational development,\n\nfrom the earliest times in our na¬\n\ntional life to the present, the authority and power to develop public educa¬\ntion have derived from the state, and not, except secondarily, from the local\n1 Read by Grayson N. Kefauver, Dean-Elect, School of Education, Stanford University, Calif.\n\n"}
{"page": 594, "printed_page": null, "text": "590\n\nNational\n\nEducation\n\nAssociation\n\ncommunity. Conceived by the early founders of our republic as a great pub¬\nlic interest, ranking with the home and the church as an important bulwark\nof society and government, public education, like the judiciary, has been set\napart in separate sections of the constitutions of our states as an important\nstate function which the legislature has been charged to cherish and main¬\ntain. While the county, the city, and the school district have been created\nas subordinate political divisions for purposes of local administration, and\nhave been endowed with certain governmental powers by the state, the state\nhas, thruout all our history, clearly distinguished between local governmen¬\ntal administration and the carrying out of major state interests and func¬\ntions. As a consequence of this separation of powers, the function of public\neducation, like the judiciary and for the same reason, has been placed in a\nseparate category in the state constitution and endowed with powers some¬\nwhat distinct from those of the local governmental corporations with which\nthe administrative school districts may be partly or wholly coterminous.\nThis has been done that a major interest of the state — the proper training\nof the next generation of citizens — may not be subordinated to local gov¬\nernmental needs and expediencies. So important has the consideration of\npublic health recently become, in part as a result of the great hygienic revo¬\nlution which has taken place during the past half century and in part as a\nresult of the experiences and lessons of the World War, that we are prob¬\nably now well started on the road toward placing health administration in\na somewhat similar major-interest category. There are many evidences of\nthis in the recently-enacted laws of our, states dealing with the enforcement\nof sanitary regulations. One illustration that may be cited is the establish¬\nment of State Health Councils, as in New York state, with power to super¬\nsede any local health ordinance by general state regulation.\nAny other attitude toward the position of our public school systems\nwould not be in accord with the historical development of education in the\nUnited States. While schools almost everywhere, in the early days of our\ncountry, arose locally and the organization of education was from the local\ncommunity outward and upward, this growth took place, nevertheless, in\nconformity with permissive laws enacted by the state. The first district\nschools formed and the first district taxes levied were originally permitted\nby the enactment of state school laws. When the state changed permission\nto obligation, compulsory taxation for education was provided for, and when\nthe state began to grant aid to the local communities for school support the\nbasis for state school supervision was laid. When the state decided that the\nschool must be free and equally open to all, it put an end to the rate bill\nand the pauper-school idea. When the state decreed that the school must\nbe free from denominational influences, it ended the giving of any form\nof\npublic aid to denominational schools and eliminated sectarian control.\nWhen the state enacted permissive legislation for the establishment of high\nschools, it decided that opportunity must be provided, at public expense, for\nmore than elementary school training. When the state established normal\nschools, it paved the way for the eventual training, at public expense, of all\n\n"}
{"page": 595, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n591\n\nnce legisla¬\nwho are to teach in our schools. In compulsory-school-attenda\nchild\ntion the state superseded the home in estimating the importance to the\nsystem of\nof the education provided. In the elimination of the district\nthe insist¬\nschool control, in the curtailing of various educational abuses, in\nng\nence upon educational standards and an adequate school term, in orderi\nlly\nthe provision of school-attendance officers, in reinstating teachers illega\nand in\ndismissed by localities, in formulating a state school-building code,\nrecovered\nmany other ways the state has asserted its authority and often has\nfrom local administrative subdivisions the authority it once permitted them\nto exercise, in its name.\nof the state\nThruout all our educational history it has been the voice\nextended,\nwhich has ordered children educated, instructional advantages\never a major¬\nstandards raised, and taxation for education increased. When\nl advances should\nity of the people have become convinced that educationa\nthe article on\nbe made, they have registered this conviction by amending\nthe state has em¬\neducation in their state constitution, or the legislature of\nof free, com*\nbodied it in the form of a new law, and the creation of a series\nle achievements\nmon, non-sectarian school systems has been one of the notab\ny, has been\nof our democratic states. The state, tho, thruout all our histor\nthe unit in all legislative progress in school control.\n\nof our state constitu¬\nIn reading the article on education in almost any\nhas been made an impor¬\ntions, one can experience no doubt that education\nin educational affairs.\ntant state interest, or that the state is the real unit\nis clearly implied or\nThe authority of the state in educational matters\nand the governmental sub¬\nasserted, and the directions given the legislature\nAn examination of\ndivisions of the state are often mandatory in character.\nfurther the state char¬\nthe school law of any American state will reveal still\nAltho the management\nacter of the school system which has been provided.\nbe placed by\nand control of the schools of any district or town or city may\nliberty of action\nlaw in the hands of locally-elected officials ; altho much\naltho the large burden for\nmay be granted locally by the school code ; and\ntaxation ; the schools nev¬\nthe support of schools may fall on local sources of\nssed in the state consti¬\nertheless exist to carry out a state purpose, as expre\nrities act as agents\ntution and the school law, and the local governing autho\nschool law permits of\nfor the state and can do only those things which the\nin their charters supersede the legal and consti¬\nbeing done. Nor can cities\ntutional requirements of the state.\non educational ques¬\nAn examination of the state supreme court decisions\nthe same conception of\ntions in any American state will reveal still further\nof our state school\neducation as a state function. There is scarcely a phase\ns of some of our states\nlegal organization upon which the supreme court\naddition to upholding\nhave not at some time been called upon to rule. In\nadministrative control,\nthe authority of the state as the ultimate unit for\nprovisions requiring\nthese courts have been insistent that the constitutional\ndinate school units\na uniform school system shall be carried out by the subor\ndetails of procedure\nof the state. The insistence has been not so much on the\n\n"}
{"page": 596, "printed_page": null, "text": "592\n\nNational\n\nEducation\n\nAssociation\n\nas on the more fundamental matters of equality in the obligation of main¬\ntenance and in the right to enjoy that which has been provided. Thruout\nall these decisions there runs a fairly uniform trend, viz., that the schools\nare state schools, established by authority of the state to carry out a state\npurpose; that the legislature of the state, having tried or permitted one\nmethod or form of administration, is not to be restrained from trying\nan¬\nother; that the road to learning has been declared to be the common prop¬\nerty of all the people, and that the educational rights of children are para¬\nmount; that the state school law is supreme, and cannot be superseded\nby\nany city or county charter regulation or school board by-law or rule; that\nthe rights of the parent over his child are limited, and cannot be exercised\nif in conflict with what the state has determined by law to be the rights\nof\nthe child or the larger needs of the state; that the officers of the school sys¬\ntem, from state superintendent down to teacher, exist in part to guarant\nee\nthe educational rights of the child, and in so doing act in the name of\nthe\nstate, that equality of educational opportunity shall be provided; that\nthe\nscope of the school system and the limits of taxation shall be determined\nby\nthe legislature, when not fixed in the fundamental law; and that it is the\nright and duty of the state to establish and enforce minimum standards be¬\nlow which communities shall not be allowed to drop. Any other\nattitude\ntoward the position of our school systems would not be in accord with the\nhistorical development of education in the United States.\nAs a result of more than a century of evolution, public education has\ngradually been established as a great state interest, and it may be said to be\na settled conviction of our people not only that the maintenance of a liberal\nsystem of public instruction is one of the important duties of the state, but\nthat such a system of public instruction contributes markedly to the moral\nuplift of the people to a higher civic virtue, and to increased economic re¬\nturns to the state. We of today conceive of free public education as a birth¬\nright of the child on the one hand, and as an exercise of the state’s inherent\nright to self-preservation and improvement on the other. The children of\ntoday are the citizens of tomorrow, and to prepare them well for their du¬\nties is both the obligation and the opportunity of the state.\nAll this statement is almost commonplace, as it has been somewhat\ngen¬\nerally accepted in principle at least by thinking people for a long time.\nIn\npractise, however, the conception of education as a state interest is not as\nyet so clear in the minds of the majority of the electorate, or even of\nthose\nwho make and administer the laws. Particularly in our cities has there\nbeen\na tendency, greatly increased within the past few years, to ignore state rela¬\ntionships and state purposes and to subordinate the schools to the exigen\ncies\nof local politics. There has been, on the other hand, a growing consci\nous¬\nness of state origin and authority and purpose among those respon\nsible for\nand interested in the conduct of city school systems, and an increasing\ntend¬\nency to appeal to the courts for the protection of educational rights and\nfor the securing of adequate funds, and to the legislature or to the\npeople\nfor laws guaranteeing to the school system that independence of local munic-\n\n"}
{"page": 597, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n593\n\nipal control, with the consequent freedom from personal politics and politi¬\ncal expediencies, which will enable the school system of our cities and\ncounties to pursue their proper course and to care for the education of the\nfuture citizenship as should be done.\nTo protect the schools from political exploitation and financial neglect\nthere has been an increasing tendency, for the past half century, to grant\nfiscal independence to school boards, usually within certain legal limits,\nwhich has enabled them to determine the amount of school funds needed\nand to certify the same for levy, and this without interference by county or\nmunicipal authority so long as the sums asked for could be obtained by a\ntax levy within the limits set by law. There has been a marked increase in\nsuch authorization within the past twenty-five years. As cities have pre¬\npared new charters, better administrative conditions for the schools have\nbeen inserted, while a number of states have provided for fiscal independ¬\nence for city and town school systems by general state law, thus supersed¬\ning all charter regulations to the contrary. Of the cities of 5,000 to 30,000\ninhabitants or over in the United States in 1930, in approximately twothirds the school board possessed full fiscal independence. In general, the\nhome of fiscal dependence is the North Atlantic group of states, while the\nWest may be called the land of fiscal independence, tho exceptions to these\ngeneralizations are to be, found in both regions. In California, for example,\nall school districts, large and small, and town and city, possess such inde¬\npendence. Each must submit a budget, approved by the city or county su¬\nperintendent, but if the amount asked for can be raised within the tax lim¬\nits set by law, no mayor, city council, or board of county supervisors can\norder it out or alter the figures. The school board has been given complete\nfreedom in such matters within the fixed legal limits, and it is responsible\nto the people of the school district alone for its acts. This is as it should\nbe, in view of the state origin and fundamental importance of public educa¬\ntion in our national life. The ultimate conclusion of the process, for our\ncities at least, is complete independence of the city government, the people\nof each city school district electing their school board members, and these\nbeing responsible only to the people for their conduct of the schools and the\nmoney they shall spend — always within the tax limits set by the state con¬\nstitution or the state legislature.\n\nTo such a grant of fiscal independence there is marked municipal objec¬\ntion and also some opposition from certain students of municipal govern¬\nment. The objection from municipal authorities and politicians arises largely\nfrom the inability of city political authorities, under such conditions of inde¬\npendence, to use the schools for their own local ends, or to subordinate to\nother city interests the fiscal needs of the schools in determining the city\ntax rate. Mayors and councils desire to retain control over the appointment\nof school board members because this tends to give them control over the\nschool system, and they insist on the so-called unity of the budget and the\ntax rate that the school tax may be fitted into the political exigencies\nand pre-election promises of the members of the city political administra-\n\n"}
{"page": 598, "printed_page": null, "text": "594\n\nNational\n\nEducation\n\nAssociation\n\ntion. As an abstract proposition their pleas may sound well enough ; in\npractise every schoolman and every citizen knows better than to trust them.\nIf the schools are to be free, it is asked, why not the parks and the health,\nand the police? The answer must be that public education is too important\nfor the future of our national life to trust it to the whims and trades and\nlog-rolling of a political body, elected with no reference to and with no in¬\nterest in school administration. In but few of our cities has the sense of\ncivic duty been such as to enable the people to place the schools on an equal\nfooting with other city interests when party and personal political pressure\nare brought to bear. After the job-providing departments have been cared\nfor, the problem then becomes that of keeping the tax rate down to some\npre-election pledge, made with the intent to gain votes rather than to pro¬\nmote sound city and school administration, and as a result the schools take\nwhat is left after the other city services have been provided for.) Parks, sew¬\ners, streets, police, the city hall, and the municipal services all provide jobs\nfor party followers and naturally come first; the schools are a somewhat\nidealized investment in future public welfare, giving but little immediate\nvisible return, and carried on largely by public-spirited women whom it is\nusually impossible to organize and vote. Even tho honest and actuated by\ngood motives, the members of a city council or a county board of supervi¬\nsors lack that close touch with and understanding of educational problems\nwhich will enable them to appreciate the large future importance of sub¬\nstantial expenditures for public education, and when the needs of the schools\ncome into conflict with the apparently much more pressing needs of the va¬\nrious city departments, it is the schools which are forced to give way. Yet\nno other city department, except possibly that of health, represents any\nlarge future welfare interest. Even the health department is not so closely\ncoordinated with the government,\n\nthe home, and the church, as is the school.\n\nExamined in this light, the “unity of the city tax rate” becomes an argument\nof little importance. Even municipal authorities have no hesitancy in set¬\nting up separate taxing organizations when public improvements that minis¬\nter to public convenience or provide jobs seem to call for such action, as\nwater-supply districts, lighting districts, nuisance-abatement; districts, bridge\ndistricts, and highway districts clearly evidence.\nThe whole matter of school support seemed fairly well settled, in princi¬\nple at least, until within the past year or two when the acute financial sit¬\nuation in this country brought the whole question again to the fore. With\nthe meeting of a large number of state legislatures the present winter, a\nflood of bills and constitutional amendments have already been introduced\nwhich propose to limit seriously or to abolish entirely that fiscal independ¬\nence of the school to which we have attained within the past half-century.\nCertainly not within the memory of the present generation have the schools\nbeen faced by so many dangerous legislative proposals as they are today.\nHow even a five-months school could be maintained in some of our states\nis difficult to see, if some of these so-called tax-reform proposals are enacted\n\n"}
{"page": 599, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n595\n\ninto law. Even as it is, schools in many regions are already seriously crip¬\npled, abbreviated in scope, and shortened in term.\nThat general state tax reform is needed in the great majority of our\nstates has been pointed out for decades by students of taxation and educa¬\ntional administration. It has for long been a matter of wonder that in many\n• of our farming states, where the great bulk of taxation has been levied on\nfarm and home property, anything like satisfactory school support could be\nobtained, even in prosperous times. In the present financial emergency, with\nmany farmers and small home owners unable to pay taxes at all, a change\nin the entire basis of taxation is more than ever made to seem desirable.\nThat, in addition, some material reduction in the amount of tax levied also\nis called for is generally admitted. When the taxing authorities confiscate\none-third of the income of the nation, as they did last year, and use it for\nthe maintenance of governmental services, the burden is too heavy. To\nbear a proper share in the general curtailment of public expenses the schools\nwill readily agree, as we all recognize the serious emergency today confront¬\ning the nation; the objection is to the selfish and unthinking attempts on\nthe one hand to force as much as possible of this reduction on the schools,\nand on the other hand to the calculated effort to sweep away that fiscal\nindependence of the schools which has been won as a result of so much ar¬\ngument and struggle. It is the present attempt to reduce the schools to the\nposition of a yearly suppliant before the city council, or the state legislature\nto which we must strenuously object. We all know only too well what the\nfinal result would be.\nIt clearly is the right of the people thru constitutional amendment,\n\nor\n\nacting thru their representatives in the legislature, to fix the rates of taxa¬\ntion for schools which they are willing should be levied, but so long as the\nschools remain within the tax limits so set they should be allowed to deter¬\nmine their own budget and expenditures. This claim is made because of the\nfundamental importance of public education as a creative social service, and\nbecause tax-levying authorities tend too often to neglect this major claim.\nIn cases of emergency, as the present situation has well shown, school au¬\nthorities are willing to reduce expenditures according to their proper share,\nbut without fiscal independence they will be forced to undesirable sacrifices.\nThat times such as the present place greater burdens on the schools than\ndo prosperous times, and that vocational education, health services, evening\nschools, adult education, and public-library services all need greater attenr\ntion and more money for maintenance than in good times, almost nobody\ndealing with the problems of tax support, except school people, seem to real¬\nize. Many of the present legislative proposals would strip the schools of\nall but the bare essentials, and eliminate all those supplemental services\nwhich are of such large importance to government and industry alike dur¬\ning periods of depression and wide-spread unemployment. There are many\nother forms of public expenditure that can far better stand curtailment.\n\nTo take, for illustrative purposes, one item of expense that could well be\nreduced in the present fiscal emergency, we will select highways. While a\ngood hard road is a very desirable addition to one’s comfort while traveling\n\n"}
{"page": 600, "printed_page": null, "text": "596\n\nNational\n\nEducation\n\nAssociation\n\nby motor, and that it facilitates transportation and reduces its cost will be\nadmitted by all, yet highways, desirable as they may be, in no way repre¬\nsent such an important social service or national interest as does public edu¬\ncation. We could materially curtail highway work for a few years and\nscarcely note the loss, but a curtailment of educational advantages cuts heav¬\nily into the future life possibilities of a generation of young people. The .\nactual waste of money on our highways today, too, in the employment of\nmen to do by hand labor what could be done far better and far cheaper by\nmachinery, is enormous.\n\nThe proposals for grade-separation improvements,\n\ntoo, to prevent some careless or fate-tempting driver who scorns to “stop,\nlook, and listen” from killing himself, are tremendously expensive and could\neasily be postponed. One could maintain a good-sized city school system for\na year on what one important grade-separation project would cost. With\nthe present general surplus in, population, there is little need today for cur¬\ntailing the education of thousands of school children that some careless or\ndrunken driver should be prevented from killing himself by trying to dis¬\npute the right of way with a locomotive at some grade crossing. Grade sep¬\narations, straightening of, curves, and realignment of highways, desirable as\nthey may be in themselves, nevertheless represent expenditures that are of\nfar less importance than the maintenance of adequate systems of public\nschools, expenditures that can well wait for better times. What is true in\nregard to the highway costs is true, in greater or less degree, of many other\nforms of public spending.\nWhile willing to cooperate as best we can in the lowering of tax rates on\na burdened people, desirous of effecting any possible economies in the admin¬\nistration of public education, and agreeing, if the people so decree, to work\nunder a somewhat reduced tax rate, we as school executives should resist\nwith all our ability the present determined attempt of those interested either\nin mere economy or in other forms of public and patronage service, to de¬\nprive the schools of fiscal independence and to reduce the support of educa¬\ntion to a yearly log-rolling struggle before some public body for necessary\nmaintenance funds. Still more, in states and cities where fiscal independence\nhas not been attained, the present emergency offers a good opportunity to\ninaugurate a movement to have certain legal tax rates for schools estab¬\nlished in the law, with local independence when within these rates. Careful\nstudies of the experience of American cities, both those possessing and those\nnot possessing fiscal independence, indicate clearly the desirability of remov¬\ning the tax-determining power for schools from the control of the city coun¬\ncil, and placing it, within certain legal limits to be fixed by the legislature\nor the state constitution, with the school authorities for determination. Sim¬\nilar experience in a few states also indicates clearly the undesirability of\nleaving the state tax rate for schools to the mercies of the legislature. Some\nguarantee that education, as the major interest of the state which the state\nconstitution and the state courts have declared it to be, will be protected\nfrom neglect and exploitation, the present fiscal emergency\nmore important than ever before.\n\nhas revealed as\n\n"}
{"page": 601, "printed_page": null, "text": "Department\n\nof\n\n597\n\nSuperintendence\n\nThat the leaders in public education in this country today1 face one of the\nmost determined battles to preserve the schools from being sacrificed that\neconomies in other public services need not be made, and that extravagances\nelsewhere may be untouched, there can be little question. We are on the\nbattle line, whether we wish it or like it, and the situation calls for both\ndefensive and offensive tactics. We must defend the rights which we have\nwon after long and hard fighting, and the opportunity now presents itself\nto take the offensive and to bring home to the American people that it is\nof importance, for the future national life, that the educational services\nto our children be not in any serious manner curtailed. France, Germany,\nEngland, Belgium, and Italy, despite their crushing financial burdens and\ntheir comparative poverty, have maintained their schools at a high level ,\nthere is no economic or public reason why America should not do the same.\nReasonable cuts in maintenance charges we will assume, but attempts to\nsweep aside the established guarantees must be fought, to a finish.\nIN\n\nP. CUBBERLEY\nOF DR. ELLWOOD\nTESTIMONY\nCRISIS\nTHE FRONTIER\nCAPITALIZING\n\nEDWARD\n\nC. ELLIOTT,\n\nPRESIDENT,\n\nPURDUE\n\nUNIVERSITY,\n\nLAFAYETTE,\n\nAND\n\nIND.\n\nEllwood P. Cubberley of Stanford University is my long-time friend and\nthe friend of many of you. All of us are the professional beneficiaries of his\nrichly productive life. For more than a third of a century, he has given\nhimself with courageous devotion and with scholarly skill to the intricate\nand infinitely important task of securing, within and without the profession\nof education, a scientific and usable understanding of the structure and the\ngovernment of the American school system. Now, the time approaches when\nhe expects formally to retire and to be relieved from the many responsibilities\naccumulated thru the years. That we are permitted to do that which we\nnow do is a timely and happy application of the law of compensation in human\naffairs. For there is not a responsible educational administrator today, pro¬\ngressively sensible to the conditions essential for the effective operation of the\nsocial mechanism called the public school, who is not indebted to this man\nCubberley. He is, indeed, the master of those who administer schools well.\nAny gains which may come to American public education must include a\nfuller realization of the signal importance of having at all times, men of\nCubberley’s personal calibre and intellectual competency on the general staff\nof the nation’s educational forces.\nEight and forty years ago the register of Purdue University contained the\nname of one, Ellwood Cubberley, classified as a student in the so-called pre¬\nparatory department. A sub-freshman he would, I suppose, be called today.\nHe remained in Purdue but one year. I have never thought to ask him why\nhe left. One of two reasons may be assumed ; that he feared the influence\nof such fellow students as George Ade, John T. McCutcheon, Bruce\nRogers, who, as the history of the times now reveals, were then displaying\nsymptoms of becoming dangerous literary and artistic heretics; or there was\n\n"}
{"page": 602, "printed_page": null, "text": "598\n\nNational\n\nEducation\n\nAssociation\n\nan ambition to test the power of Indiana University for the making of uni¬\nversity presidents. At any rate, immediately after graduating from Indiana,\nwe find him serving for five years as professor and president of Vincennes\nUniversity.\nFrom the days of George Rogers Clark and his momentous victory at\nVincennes, Indiana has been on the frontier. And the Hoosier has been\na restless pioneer, always going to a distant somewhere and not coming back.\nTherefore, the young Hoosier schoolmaster was true to the breed and trekked\nclear across the continent to California. It is not unlikely that the spirit\nfor this adventure had been aroused by the going of his old teacher of\nZoology in Indiana University — David Starr Jordan — to the presidency of\nthe newly established Stanford University.\nAfter two years as a city superintendent of schools and just before the\nclose of the nineteenth century, he metamorphosed into what was then a\nsomewhat rare and more than doubtful variant of the fauna of the educa¬\ntional forest — an associate professor of education.\nMy first meeting with Cubberley took place thru the intervention of\nHenry Suzzallo, who, as many of you can well testify, has spent a good part\nof his useful life in little acts of personal kindnesses. Quite by chance, Cub¬\nberley and I had booked passage to Europe on the same steamer. Suzzallo\nsaw to it that we met at the dock just before sailing. That was thirty years\nago. Each of the intervening years has increased my personal admiration\nand my professional respect for him. He is the wise and gentle schoolman.\nIt is not possible in these brief moments to assess completely the services\nof Cubberley to American education. One may, however, readily detect his\nfour-fold contribution.\n\nHe\n\nhas been what may be called an educational physicist. In a charac¬\nteristically clear and concise fashion he has formulated for all of us many\nof the more important general principles of social dynamics determining the\noperation of the educational system. He has not been a mere mechanism\ntinkering with the gadgets of the school machine. For him the school as a\nmajor social institution, cannot be understood excepting thru its historical\nevolution. To those of us who gained our first insight of the continued\norganic development, thru the ages, of educational institutions and of con¬\ntrolling educational ideas and ideals from his Syllabus of the History of Edu¬\ncation, the versatile productivity of this scholar of education was not sur¬\nprising. With the dispassionate attitude of the true scientist, he has ex¬\nplored, surveyed, and promoted the professional colonization of every im¬\nportant field in the history and administration of American education.\nWhere is there a student of the fundamental problem of educational finance\nwho does not refer to his School Funds and Their A pportionment . Who\nwrestles with the ever lively question of the certification of teachers and does\nnot consult his volume on that subject. No one more than he has more con¬\nstructively analyzed the age-old problem of the rural school. Every phase\nof the organization and control of public schools has been enriched by his\ninvestigating mind.\n\n"}
{"page": 603, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n599\n\nHe has been, too, what may be called a skilful and sympathetic educational\nphysician . The\n\nrecord shows\n\nthe countrywide\n\nnumber\n\nof states, counties,\n\ncities, and institutions whose educational ills he has diagnosed and for which\nhe has written health making prescriptions.\nIf the account were to be balanced, Cubberley’s real worth will be found\nnot in his work as an educational physicist, not as an educational physician,\nnot as a promoter of the literature of education, as evidenced thru his edi¬\ntorship of more than a score of notable professional volumes in the Riverside\nSeries of textbooks in education. Above each and all of these are his achieve¬\nments as a pedagog. He has been, and yet is, a teacher of inspiring dis¬\ntinction. At Stanford University, he has created a school of education of\nfar-flung influence. Of vastly greater significance is the fact of his creation\nof a school of educators. His students, serving as they are in a multitude\nof places of power, are the living proofs that he is not an individual , but an\nAmerican institution.\nAs I review the professional services of Ellwood Cubberley, I marvel at the\nversatile productivity' of his scholarly mind. Thru him education has gained\na new place and new dignity in the company of learning. He has been the\ncreative teacher of a goodly portion of the leadership of American educa¬\ntion today. Thru him Administration has come to be what it really is— the\neffective application of human{ leadership.\n\nCubberley may best be characterized as a Foundationalist. By this I mean\nhis life-long insistence that the concept of the state and the concept of edu¬\ncation are inseparable. He has more clearly than anyone else insisted upon\nthose conditions that must be met if the political state is to serve the human\nschool, and if the humanities of the school are to become the habits of the\nstate. Here is the foundational problem of our craft and our cause.\nThe struggle about Education today is between the conservatives who\nwant to raid the school because of 1929 , and the conservationists who are\ndetermined to raise the school because of 1933 , and the years after.\n\nGiving way to the pressure of those mysterious and deceiving forces, once\nthought to belong to progress, mankind finds itself today on the outer rim\nof that known region called civilization. We realize that we are on a new\nfrontier, and are faced with new barriers to our action and to our thinking.\nWhatever be our station, whatever be our abilities as tested in the past,\nwhatever be the quality of our aspirations, there is little chance at this\nmoment that any of us can escape the deep feeling of having been trapped\nby a destructive cross fire of strange economic and social forces. These\ntraps are our crises. If we are to continue to have the part of the selected\nand the accepted leadership of American education, what are the new obliga¬\ntions resting upon us? This is a question to be answered in terms of rea¬\nson rather than by rhetoric. Upon the immediately practical answer we give\nand the actions we take will depend the continuance of the confidence of\nthose who have been led to believe in us. Crises such as the present are the\ntests of the worth of any leadership.\n\n"}
{"page": 604, "printed_page": null, "text": "600\n\nNational\n\nEducation\n\nAssociation\n\nThere are at least four interrelated crises of American public education,\nthe responsibility for the meeting of which cannot be evaded by those who\npresume to direct our public education. These are the Crisis of Educational\nEquality, the Crisis of Work, the Crisis of the Layman\nthe Crisis of the New Loyalty.\n\nSchool Officers, and\n\nFor more than a hundred years, the people of the United States have pio¬\nneered in the great human undertaking of free education. By means of the\nfree public school system, they have striven to give reality to that fundamental\nelement of American\n\ndemocracy expressed by the phrase, “equality of educa¬\ntional opportunity.” School people have long recognized how far we were\nfrom any satisfactory realization of this goal. During the first quarter of this\ncentury, there was a new crusade to make educational opportunity mean\nmaximum educational opportunity.” Here on the new frontier of civiliza¬\ntion the old and the new limitations of our basic educational principle are\nclearly revealed.\n\nNo greater responsibility rests upon the leadership of American public\naffairs than that of reexamining the doctrine of the equality of educational\nopportunity and redeclaring its fundamental social1 meaning.\nLet us not be deluded into thinking the battle for the equality of opportu¬\nnity in the school has been won.\n\nMore\n\nand more\n\nfrequently as the economic\n\nstress continues and increases, men of moment, long steeped in the sound\nAmerican traditions, are expressing doubt, and even open opposition to\nthe\ncompletely organized system of free education. When a dominating figure\nin the affairs of one of ouri great eastern states publicly announces his oppo¬\nsition to any education at public expense below the age of six years or above\nthe age of eighteen years, when an influential member of the legislature of\nanother great state argues with force and persuasion that the elementary\nschool only should be the extent of the state’s responsibility, when an organi¬\nzation of no mean influence includes in its plan of economic reform a teacher\nwage of one dollar per day, we are made aware that there is new work be¬\nfore us.\n\nIf the American way of life is to be followed in the years immed\niately\nahead, then the mind of the American people must be revitalized to\nthe end\nthat the principles of equal educational opportunity may not be\ndestroyed in\nthe economic maelstrom. Eternal vigilance may be the price\nof liberty. An\nunending sacrifice is the ultimate cost of that foundation stone\nof democracy\ncalled free education.\n\nThe founders of our republic conceived education as\na prize political\nnecessity. Our generation has been compelled to conduct education\nas an es¬\nsential part of our economic life. We have learned that there can\nbe no sem¬\nblance of equality of educational opportunity without occup\national training\nand education. Now that the jobs in the world are jumbled\nand in all likeli¬\nhood permanently diminished in number, it is all the more\ndemanded that\nyouth be rightly trained for whatever individual work is to be\ndone. Other¬\nwise it is merely an empty sentimentality to talk about education\nfor citizen¬\nship or education for character. Such widespread unem\nployment as we now\nhave in the country is a stupendous national problem. Yet\nwidespread employ-\n\n"}
{"page": 605, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n601\n\nbe a na¬\nment of the coming generation at the wrong sort of jobs might easily\ng work\ntional spiritual disaster. The relation of education to the bread winnin\nof life is more than ever a critical and unsolved problem.\n\nschool was an inte¬\nFrom the beginning, the government of the American\ncenter of the American\ngral part of popular government. The controlling\nthe 145,000 school\nschools is to be found in the lay boards of education of\ned public higher\nunits and in the lay boards of trustees of the several hundr\na large number\ninstitutions. As one observes the easy readiness with which\night of schools,\nof the citizenry, charged with responsibility for the lay overs\nrs whether there\nretreat from their posts as defenders of the cause, one wonde\nnot be forgotten\nis not a tragic and immediate need for education. It should\nr than of the\nthat boards of education are the instruments of the people rathe\nprofession of education.\nly on the\nIt is my seasoned judgment that the present crisis places square\nresponsibility\nshoulders of the educational administrators of the country the\nsystem for\nfor a careful, critical examination of the entire public educational\nemotionally\nthe purpose of discovering objectively — not politically, nor\nthru the public\nhow far this system, all the way from the elementary school\ng the eco\nuniversity and professional school, is actually and pioperly servin\nwho are\nnomic, the political, and the cultural lives of our people ; people\nliving not in the past, nor in the future, but now.\nshrinkage of\nWe may wisely reconcile ourselves to the grim fact that the\nhood this is\nfunds for public education is not merely temporary. In all likeli\nof the pro¬\nto be a situation, more or less permanent, during the remainder\nfinancially,\nfessional lives of many of us. Yet, as we are compelled to retreat\neducational\nshould we not undertake to effect such reconstruction of oui\ngrade of\nplans as will enable a more effective concentration of effort, in eveiy\nschool, upon the minimum essentials of training?\nThere are grounds for the opinion that the vast majority of the lay boaids\nof school officers in the country would enthusiastically welcome proposals\nbeen\ncalculated to simplify and intensify the manifold activities which have\nbuilt into the educational pyramid during the recent decades.\nI am,\nI may be wrong, and indeed many will immediately conclude that\nthe\nbut in the present peril, I am unable to rid my professional thinking of\nconviction that a much larger share of the responsibility for the training of\nchildren must be assumed, directly, consciously, and intelligently, by the\n\nbusiness and industry. Such an idea is not\nthat\nreactionary. Rather, in application, it would be a test of the strength of\nindividualism which has constituted the basis of the distinctiveness of our\nAmericanism. The complete realization of the social theory of equality of\n\nAmerican\n\nhome, and by American\n\neducational opportunity\nschool alone.\n\nmay\n\nnot be confidently expected from\n\nand thru the\n\nyears, and in particular, since the year of the war, we\nhave heard much in this country of the baleful influence of agencies and doc¬\ntrines inimical to American institutions. The hunting down of all of that\nwhich they termed some form of treason has been seriously undertaken by\nFor the past twenty\n\n"}
{"page": 606, "printed_page": null, "text": "602\n\nNational\n\nEducation\n\nAssociation\n\nthose who considered it an essential duty of patriotism to stamp out all\nde¬\nstructive opposition to the existing political, social, and economic orders.\n\nOne\n\nencounters\n\non every side today sharp opposition to government, its\ncost and the accompanying bureaucracy. Without question the times de¬\nmand a reduction in the expenditures for public activities. That this must\nbe accomplished\nsaying.\n\nwith discriminating\n\nNo public school, worthy\n\nand intelligent foresight goes without\n\nof that name,\n\neither in times of prosperity or in\ntimes of poverty, is entitled to spend a single penny that does not directly\nserve the high purposes of its creation and its existence. No public school,\nworthy of the confidence of a free people, may fail to assume its full share of\nthe burden of economic distress. These are practical moral axioms. Similarl\ny,\nevery rightly conducted public educational institution has an inherent right\nto be exempted from the invidious classification as a bureaucratic part\nof\ngovernment.\n\nAnd\n\nits workers\n\nnot placed under a cloud of criticism making\nthem appear as unworthy beneficiaries of a governmental tax wrung from\nan unwilling and suffering people.\n\nIt may\n\neasily be that the most perilous of the problems growing out of the\nexisting emergency is not that of reducing educational expenditures, nor that\nof limiting educational activities. Instead, this may take the form of under¬\nmining the confidence of our people in the fundamental worth of the prin¬\nciples embodied in the free school system. Less cash for education need not\nlead to less confidence in government.\n\nWe\n\nare entitled to doubt the quality of the loyalty of the many who, in this\nperilous hour and behind the camouflage of economy1, in government, seek\nto\nweaken the allegiance of the people of our states to the institution of free\neducation. The combating of such subversive movements is not only\na duty\nof educational leaders but an obligation of the loyalty that sees, in the\nequal¬\nized school, the only hope of the mass of our people for that civic securit\ny,\nthat economic salvation, and that opportunity for living that are\nthe very\nlife of our democratic civilization.\n\nGENERAL\nThe\n\nTHE\n\nSESSION, WEDNESDAY\nMARCH 1\n\nMORNING,\n\nImprovement\n\nof International\n\nSCIENTIFIC\n\nDEVELOPMENT\nAND\nEVALUATION\nTEXTBOOK\nMATERIALS\n\nB. R.\n\nMaterials\n\nfor the New\n\nBUCKINGHAM,\nLECTURER, GRADUATE\nSCHOOL OF\nHARVARD\nUNIVERSITY, CAMBRIDGE, MASS.\n\nFrontier\n\nOF\n\nEDUCATION,\n\nMany of the old unhappy practises, attitudes, and cleavages regarding text¬\nbooks are vanishing. There never was a time when school people and\npublish¬\ners were so closely in agreement upon essential attitudes. For example\n, two\nyears ago the National Society for the Study of Education received with en-\n\n"}
{"page": 607, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n603\n\nthusiasm the report of its textbook committee — a report characterized by a\nnew rapport between publishers and school people. Immediately thereafter\nthe directors of the society took action which led to the creation of an organi¬\nzation of school men and executives of book companies known as the Buffalo\nConference. It has held two annual meetings and will hold a third next sum¬\nmer. The common interests of these two groups are so numerous that free\ndiscussion is no longer avoided.\n\nIn further support of the contention that a better understanding is arising\nbetween educational people and textbook publishers I offer myself as an ex¬\nhibit. The mere fact that an editor of a textbook} house is asked to speak on\nthis occasion suggests the real community of interests between publishers and\npurchasers of instructional materials.\nAltho I am required by my topic to be scientific, I have ventured to\nrefer to the human relationships involved in this question. The evaluation\nof textbooks merely as an objective procedure will lose most of its force and\nsome of its science if these human relationships are disregarded. You cannot\ninfallibly put good books into the classroom and certainly you cannot secure\n\ntheir effective use there unless you take full account of the interests, convic¬\ntions, and even the prejudices of the people concerned.\nI shall assume that evaluation as distinguished from development means\nthe appraisal, the measuring, or the judging of textbooks after they have been\nplaced on the market. The persons especially concerned are the school people.\nIt is they who do the judging, and the normal motive for exercising this\njudgment is the need for selecting textbooks for adoption. It is true that\nevaluation has sometimes been carried on as a scholarly problem, but even\nthen the purpose has been to provide tools or methods for use in a prac¬\ntical situation which calls for choosing the best from a number of com¬\npeting books.\nSometimes score cards are used. I think a score card of some sort is\ndesirable, even if it is no more than a series of topics to be thought about.\nBut a score card does not insure scientific methods or results. Science calls\nfor something more than an instrument. In the first place, the instrument\nmust be a good one. In the second place, the instrument must be properly\nused — USed so as to yield a valid measure. In the third place, the user of\nthe instrument must have a scientific attitude.\nNow\n\nit is not easy to make\n\na good score card, and textbook committees\n\nsoon discover this. They then cast about for a ready-made card and too\noften a friendly book man stands ready to provide one. Such a card is\nlikely to omit items not applicable to his book and to over weight those on\nwhich his book stands high. The basis for weighing and even for selecting\nthe items will probably be neither objective nor impartial; thus the first\nrequisite for a scientific measurement — namely a scientific instrument —\nwill be lacking. The committee must either make its own score card or\nadopt one from an unbiased source, probably with some modifications to\nmeet local conditions. Almost any score card will be a good one if it is\n\n"}
{"page": 608, "printed_page": null, "text": "604\n\nNational\n\nEducation\n\nAssociation\n\nopen mindedly arrived at with a real knowledge\nand of the purposes to be served.\n\nof the schools concerned\n\nA score card is not properly used when each committee member merely\njudges or guesses a number applicable to a given book under each rubric.\nHere, let us say, is a set of headings for use in appraising a series of lan¬\nguage books. One heading is “provision for drill on matters of good usage.”\nLet us suppose that the weight attached to this item is 150 out of 1000.\nNow the thing I deprecate is the turning of the pages of a book and guess¬\ning that it is worth 100 or 125 out of this possible 150. This seems to me\nto be indefensible either as common sense or as science. It would be better\nto count the number of drill exercises which meet a defined standard\nof quality. It would be still better to note the distribution of these exer¬\ncises in various ways which the committee would set up after discussion.\nUnder each rubric of a score card every reasonable effort should be made\nto base the ward upon objective facts. This may involve no small effort,\nbut selecting textbooks is rightly regarded as important. It is so important\nthat members of textbook committees should be given some sort of train¬\ning for their task and should be allowed free time for it.\nAgain, a score card is not well used wThen the ratings for each item are\nmerely added to produce a score for the book. Let us assume that a book has\nbeen rated under a dozen headings. To suppose that a rating for the book\nmay be had by summing these ratings is childish. Some of the items are\ndependent upon each other. To some extent they tell the same story. To\nadd the scores on two such items is a misrepresentation. The numbers we\nhave attached to items A and B on the score card give each item all the\nweight it should have. To the extent that A and B tell the same story it is\nclear that the sum of their weights over emphasizes this story. Again, an\nitem may be such that if you have a certain amount of it you have nearly\nall that is advantageous. Let me illustrate from a score card for predicting\nthe success of teachers. One of the items is physique. Now a certain amount\nof physical fitness is absolutely necessary for success in teaching. If we are\nto allow a maximum of ten points for physique, something like four points\nfor a given individual may be indispensable. Increments up to six or seven\nmay rapidly increase the probability of teaching success, but robustness be¬\nyond seven contributes little or nothing. Probably the difference between\nthe physique of a normally well-conditioned person and the physique of\na Jim Thorpe or a Babe Didrikson would be of no consequence in teaching.\nIncreases in this quantity mean increases in teaching ability only in its\nmiddle ranges. We cannot take care of this condition by anything so simple\nas adding up scores for a general rating.\nPermit me to illustrate one other aspect of the question. A certain famous\ntextbook score card gave a weight of 40 out of 1000 for the physical fea¬\ntures of the books, namely to type page, illustrations, and binding. Now a\nbook could be printed on wood pulp with no illustrations and with the\npages merely stapled together. Such a book might be scored as low as 10\nor even zero without much damage in the final rating. Such a book ought\n\n"}
{"page": 609, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n605\n\nprovide for\nobviously to be ruled out. Any proper use of a score card will\nlified no\na minimum on each item below which a book will be disqua\nmatter what its rating on other items may be.\n. first, a good\nI have suggested three essentials in scientific evaluation\npresence of a scientific\ninstrument; second, its proper use; and, third, the\nde. It is greatest be¬\nattitude. The greatest of these is the scientific attitu\nassured. Granted a\ncause without it neither of the other requisites may be\na committee or ac¬\nreasonable degree of technical competence on the part of\nde is so important\ncess to good advice of a technical sort, a scientific attitu\nut it will be little\nthat with it the committee will need little else and witho\nopen mindedness,\nthe better for anything else. By a scientific attitude I mean\nsides. I mean critical\nfreedom from prejudice, willingness to listen to all\nthe essential. I\nmindedness, the ability to distinguish the specious from\na willingness to\nmean a preference for objective data and at the same time\nI mean a willing¬\nentertain subjective data according to their importance.\nthe statements\nness to seek facts where they may be found, welcoming even\ny. I mean the\nof book men instead of erecting a wall of pretended secrec\nnt. Such an atti\ndrawing of no conclusions which the findings do not warra\nand goes\ntude is a directive influence. It colors and conditions every act\nany other\nfurther toward guaranteeing the integrity of the result than\nconsideration.\n\nwhich\nwish to refer to a rather remarkable evaluation of textbooks\netic books. A\noccurred in connection with an important adoption of arithm\ne in that it be\nscore card was employed, and this score card was notabl\nI now\n\nIf I were\ntrayed little internal evidence of bias toward any particular book.\nrather ordinary.\nmerely to read its major topics most of them would seem\nstic and\nSuch things appear as problem material, processes, drill, diagno\nphysical fea¬\nremedial features, provision for individual differences and\nwhich\ntures. It is not until one considers the long list of sub-items, many of\nwhich this\nare themselves subdivided, that one realizes the thoroness with\ntwo or thiee\ninstrument permits the examination of arithmetics. Moreover,\nvisions.\nof the main heads are worth mention even apart from their sub-di\nls\nOne of these is informational arithmetic, defined to include materia\nlather\nwhere emphasis is placed upon understanding, interpretation, and use\nthan upon processes and skills. Another is balance, defined as the proper\nie\nproportioning of materials. Another is vocabulary and sentence structu\na heading which deserves far more detailed attention than it usually gets.\nwas\nThe particular evali/ation of textbooks to which I am referring\nremarkable not alone because of the measuring instrument employed, but\nIt\nbecause of the commendable way the committee used this instiument.\nmost vocifer¬\ndid not rely upon guesses or even upon discussion, where the\nof the\nous often win the votes. It sought objective information under most\nve\nheadings of the score card. For example, one of its fourteen objecti\nThe sub¬\nstudies related to the heading — diagnostic and remedial features.\nn what\ncommittee which made this study did not fail to distinguish betwee\n\n"}
{"page": 610, "printed_page": null, "text": "606\n\nNational\n\nEducation\n\nAssociation\n\nis named\n\ndiagnostic in the textbook and what is really of that character.\nMere drill material and review exercises are often called diagnostic be¬\ncause the term has a certain vogue. The committee set up its criterion for\nexercises of this sort and then proceeded to count the occurrence and note\nthe distribution of such exercises in each of the competing books. It was\nthen in a position definitely to state the number of tests and test items\nwhich met its definition for diagnostic and remedial material. Several\nother considerations ought to enter here besides the number of these tests\nand items, and whether or not the committee gave weight to them I am not\ninfoimed. The point which I wish to make is that in one essential par¬\nticular, namely the quantity of material of a definitely defined sort, there\ncould be no dispute. This seems to be much better than merely arguing\nabout something which can be determined beyond the need of argument.\n\nI wish to allude to a promising method which is being increasingly em¬\nployed by school people in evaluating books. It is a method which I under¬\nstand publishers are, in general, glad to have employed. If a city is con¬\ntemplating the adoption of a history for the fourth grade, it purchases thirtyfive or forty copies of each competing book which it cares to consider. Each\nof these sets is then used in a class, and judgment is based, at least in part,\nupon the satisfaction which these books give. I do not need to point out\nto you that this sort of competitive tryout may be well or poorly conducted.\nAll the elements which enter into scientific method have application here.\nSpecial care to hold constant the immaterial variables — the considerations\nwhich would spuriously affect the result — should, of course, be exercised.\nCare should likewise be taken to base the final appraisal upon conditions\nwhich are really important and which are uniformly and fairly applied.\nI must now say something about the other part of my double-headed sub¬\nject, namely, the scientific development or making of textbooks. This is\nthe joint task of author and publisher. Something, whether it is science or\ncommon\n\nsense or intuition, has caused school books to improve vastly dur¬\ning the past twenty or twenty-five years. The textbook is undeniably a bet¬\nter teaching instrument today than it has ever been. It does things that\nthe books of earlier days never even attempted. In its treatment it dares\nto be free to a degree that never used to be allowed. Its greater length\n(made possible by better teaching of reading) permits the inclusion of at¬\ntractive approach, concrete data, episodes, illustrations, applications, com¬\nparisons, summaries — in short the inclusion of all ^he characteristics of the\nbest books of any sort. Textbooks have become less “textbookish.” In the\nold days no one ever read a textbook unless he had to. Now the textbook\nneed not be dull to be acceptable. How far is this due to science? No\none can be sure, but it is an interesting coincidence that the era of the modern\ntextbook corresponds pretty closely to the scientific era in education.\nOne of the ways in which the publisher secures scientifically-made text¬\nbooks is by selecting authors who will furnish that kind of material. The\n\n"}
{"page": 611, "printed_page": null, "text": "Department\n\nof\n\nbetter authors in these days know\n\nSuperintendence\n\n607\n\nthe literature of their field. Moreover\n\nis fur¬\nthey are either teachers of the subject at the level for which the book\nnished or they have studied the needs of students of that level. They know\nwhat has been tried and found good. T. hey have frequently published arti¬\ncles and monographs on important aspects of the subject or of its teaching.\nin\nMuch, therefore, of the matter which they will put into their books will\nthe very nature of the case be scientifically grounded. In fact no series of\nmaneuvers however scientific if made merely ad hoc can take the place of\nhis\nthe slowly matured judgment of the author who has studied and taught\nsubject to the point of mastery.\nOn the other hand well-grounded knowledge is distressingly spotty and\ninsufficient. The textbook writer must cover a broad field. He often\nneeds to secure definite knowledge for the purpose of making the text. This\nout¬\nis particularly true in the case of a relatively new subject or when new\ncomes from old subjects are sought, or when specific applications of estab¬\nlished principles are to be made to new material.\nConsider, for example, an author who is preparing a set of readers for\nthe grades. Suppose that she — I am thinking of a woman in this partic¬\nular instance — wishes above all other considerations to make the reading mat¬\nter interesting to the pupils. She has the studies of Jordan and Dunn and\nHosic. These will give her the qualities which stories ought to possess if\n\ny\nthey are going to appeal to children. From these studies she can also identif\nparticular stories which have the desired appeal. But there are not enough\nof these and they have all been used frequently. A new set of readers, if\nit is to be justified, should contain new materials.\nAccordingly, in the instance which I have in mind, a definite and pro¬\nlonged effort was made to furnish on a research basis the type of material\nwhich the author had in mind. The query was, “What do children like to\nread?” In order to afford an answer, many teachers recorded the sponta¬\nneous questions of children concerning their environment. Moreover, seven\nsubjectmatter specialists each prepared 100 questions which he thought were\nimportant, interesting to children, and not generally answered so that chil¬\ndren could get the meaning. Several thousand pupils were then asked to\nindicate which of these questions they would like to have answered. Then\nwell-written stories or informational pieces were prepared to answer the\nquestions which came out on top in point of interest to the children. Finally\nthese pieces were tried out, first, thru adult judgment and, second, thru trial\nin classrooms. The result of all this was a body of material which without\nquestion possessed the one quality which the author wished it to possess,\nnamely, interest for children.\nAnother way in which authors and publishers assure themselves that their\nofferings are appropriate is by actual tryout in the classroom. Sometimes,\nthe author teaches his book in mimeographed form. On the other hand,\nhe may secure the tryout of his material — by having them printed on his own\ninitiative and by having them used in as many schools as are willing to pur¬\nchase them. Such a method was employed on a large scale in the case of a\n\n"}
{"page": 612, "printed_page": null, "text": "608\n\nNational\n\nEducation\n\nAssociation\n\nsocial-studies senes. In recent years the scientific tryout of materi\nals has\nsometimes meant that the publisher has issued in printed form an experi¬\nmental edition. This method was used with notable success a few\nyears\nago in the case of a series of arithmetics. Not only was an experimental\nedition of the series tried out extensively, but special forms were\nemployed\nfor securing the reactions of teachers as they used this trial edition.\nThese experimental editions, whether prepared by the author or by the\npublisher, are extremely expensive. It is a question whether at the prices\nnow charged for textbooks such a procedure can become at all general\n;\nyet it is highly desirable that it should become general. I have sometimes\nimagined a great publishing house organizing its own school for testing\npurposes. Such a school might even carry its own financial weight if it\nwere staffed with excellent teachers and made so attractive that people\nwould be willing to pay rather high tuition rates. With such a school a\npublisher could go a long way toward guaranteeing his product, somewhat\nas a manufacturer of rubber tires or of typewriters may guarantee his prod¬\nuct thru testing. Such a dream may not come true in my day, but\nI am\nconvinced that I have often dreamed more idly.\nPublishers sometimes develop important tools to aid them in editorial\nwork. I have in mind a very extensive investigation which eventuated in\na graded list of some 15,000 words. In fact the grading went farther than\nthe mere word form. Anyone who stops to think about the matter will\nagree that our numerous word lists have centered attention upon a mere\nvisual or auditory symbol when attention should in reality be centered\nupon meaning. For example, children probably learn in different grades a\ndeck of cards and the deck of a ship, a person’s lap and to lap milk, a scale\n\non which you weigh things and a scale of a fish, not to mention still other\nkinds of scales. Indeed this matter of different meanings assumes large\nimportance in textbooks on particular subjects. For instance, there are the\nspecial geography meanings of pole (not of wood),\ncape (not to be worn),\n\ncoast (not on a sled),\n\nrace (not to be run). In history period does not\n\nmean\n\nsomething you put after a sentence, a date is not fruit, and a party is\nnot a social gathering. By using a list which assigns on a reasonably satis¬\nfactory basis each of about 20,000 meanings as expressed by English words,\nit has been found possible to improve the adjustment of books to the grades\nfor which they are intended.\nThe making of a textbook includes its manufacture as well as its writing\nand editing. It will interest you to know that certain publishers are co¬\noperating in research concerning the type page. Investigations of this sort\nhave hitherto been carried on by psychologists and students of education.\nTheir results have been conflicting, due in part to a failure to understand\nthe technical problems involved. It is not too much to believe that the out¬\ncome of the experiments which the publishers are conducting will be ad¬\nvantageous to the schools and to their budgets.\n\n"}
{"page": 613, "printed_page": null, "text": "Department\n\nof\n\n609\n\nSuperintendence\n\nFrontier thinking in education gets its greatest effectiveness thru the\ntextbook. In making that statement I use the term “textbook” in a broad\nsense. I mean printed instructional materials. I am not limiting myself\nto the idea of one bound volume for each pupil in each socalled subject.\nTextbooks themselves will change, the way of using them will change, the\nmaking and judging of them will change. These changes will occur, not\nonly in response to frontier thinking, but as a means of making it real\namong us.\n\nIn the Teachers College Record two months ago Doctor Harold Rugg\nreported concerning the Sixth World Conference which met at Nice last\nsummer. What is the program of this conference? What ideals, what\nfrontier thinking, do they advance? Here are a few items: Organize the\nprogram (of education) around modern modes of living. Present to our\nyouth an honest and courageous description of the new civilization and\nthe . . . trends thru which it has developed. Give people practise from\ninfancy to old age in reviewing evidence, drawing conclusions from data,\nand discussing proposed alternative solutions.\nThese are challenging proposals. How can they be realized? An annual\ncouncil held in Europe will not do it. The pulpit, the platform, and the\ndaily press will not serve the purpose. Books for home reading will not\nsuffice. The school is the only agency big enough for the job, and in the\nschool the concrete means will be the textbook. Introduced in early days\nto support the short-comings of all but the most gifted teachers, the text¬\nbook is needed for that purpose more today than ever before. Teachers are\nvastly better now than they used to be, but frontier thinkers are moving\nso rapidly that teachers in general are farther behind their best thought\nthan they have ever been. No community, committed to universal educa¬\ntion, can possibly command enough teachers of first-rate ability to realize\nits aspirations. There will always be need of instructional materials. Ex¬\ncept thru their use, we know of no other way to keep in sight of our fron¬\ntier thinkers. Teach pupils to read well and to think. With that accom¬\nplished, the textbook becomes the surest guarantee that the children of\nthe common people can get the education which modern life demands.\n\nCURRENT\n\nISSUES RELATING\nTO THE CURRICULUM\nINSTRUCTIONAL\nMATERIALS\n\nA. L. THRELKELD,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nDENVER,\n\nAND\n\nCOLO.\n\nShall our schools deal with the current, live, vital issues that face human¬\nity today in its everyday living? Shall the curriculum include a forthright\nconsideration of the reasons for unemployment and other maladjustments\nin our present economic situation ? Shall it deal with the laissez-faire versus\na planned-economics question? Shall it deal with the international relations\nproblem? In other words: Shall our schools deal with issues?\n\n"}
{"page": 614, "printed_page": null, "text": "610\n\nNational\n\nEducation\n\nAssociation\n\nThis is no simple question. It raises a point of view that is contrary to\nthe traditional function of schools. Thruout\n\nthe centuries in which the evo¬\n\nlution of our society was transpiring very slowly, solutions to the prob¬\nlems of living were to a high degree constant in nature from generation to\ngeneration. The preparation of the young for adult life consisted mainly of\ntransmitting to the young the accumulated solutions of the social heritage.\nThe social heritage was to a great extent a storehouse of ways of reacting\nto situations, which situations, and consequently the ways of reacting to\nthem, remained practically constant. This was true, at least for some thou¬\nsands of years; and during this long period schools, insofar as they existed\nat all, were for the purpose of assisting in transmitting these ways of re¬\nacting, these solutions to the problems of living, from one generation to\nthe next.\nThe implication for curriculum\n\ncontent was that the thing to be taught\n\nwas a program of ready-made solutions to the problems of living. The way\na father carried on his farming operations or his simple life as a tradesman\nwould work for his boy when he became a man. The specific standards of\ngood citizenship of today would hold good tomorrow. What the young\nneeded to learn was what had worked. The adult life of the child could\nbe accurately predicted, for the simple reason that life was not changing\nin any fundamental way. It was only natural that the curriculum was\nmade up mainly of ready-made solutions which would guarantee success\nfor the future of the child provided he learned them and practised them\nwell. What the schools should teach, then, in this kind of situation was\nalmost automatically determined.\nOn the side of teaching method\n\nthe implication was\n\nquite as definite.\n\nThe solutions that were being handed down to the young had been sanc¬\ntioned by generations and even by centuries of experience. Anything that\nhas worked well for centuries carries tremendous sanction back of it. Noth¬\ning succeeds like success. When certain solutions continue to work thru\ngeneration after generation, they come to be accepted with very little ques¬\ntioning. Only the eccentric mind that shows up here and there tends to\nquestion such a program. It logically follows, then, that the method adopted\nfor teaching such solutions is a method that approaches pure indoctrination,\nas far as it is psychologically possible to do so. The child is taught that the\nsolution the school is presenting is^ not only the correct one, but that it is a\nsin for anyone to question its correctness. The objective is to get the child\nto accept the solution as quickly as possible and as thoroly as possible, and\nquestioning interferes with this process. The successful teacher in such a\nphilosophy of education is one who most quickly and most thoroly causes\npupils to conform to the system of habits and series of tenets contained in\nthe curriculum. Teaching becomes a definite process of imparting par¬\nticular ways of doing.\nOut of this background come our traditions with reference to the nature\n\nof schools. Schools have traditionally been for the purpose of teaching solu-\n\n"}
{"page": 615, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n611\ntions by indoctrination methods. Let us keep this in mind as we approach\nthe present situation, and let us also keep in mind as a parallel considera¬\ntion that traditions resist change. Historically that is what they are for.\nAs so clearly pointed out by Dewey in his Human Nature and Conduct ,\nwe are here talking about the stubborn side of human nature, the side\nthat is hardest to change. It takes a long time for the human race to get a\nfundamental idea, and what it takes so long to get it will not give up\neasily. In any fundamental sense, mind changing is very difficult.\nNow we come to the present situation in which our schools exist. What\nis it? Far be it from me to try to analyze it in any comprehensive fashion.\nBut one thing that I do know about it beyond any doubt is that it is no\nlonger a static civilization in which we live. It is one of change.\nWhat does this mean for the program of solutions which was worked\nout on the basis of an unchanging order, one in which the same situations\nkept repeating themselves from generation to generation and therefore called\nfor the same solutions over and over again? Surely no one would argue\nthat conclusions reached as to ways of reacting could remain valid after\nthe conditions that gave rise to them have changed. Yet a period of change,\nsuch as that in which we now seem to be, creates precisely this inconsistency\nbetween many traditional solutions and present life problems. We find\nourselves left with a vast store of formal concepts, habits, and the like, from\nwhich the realities that gave rise to it have departed. The new realities\nare as yet so dimly perceived that we have come to no general agreement\nconcerning how to react to them; and so, with Hamlet, we would “rather\nbear those ills we have than fly to others that we know not of.” In other\nwords, we have no social sanction upon a program of solutions to our new\nsocial problems. By way\nlowing questions :\n\nof emphasizing\n\nthis fact, may I submit the fol¬\n\nWhat\n\nis the solution to the economic problem today? Shall we revert\nfrom our present industrial order to some simpler life such as the agrarian\ncivilization? Or shall we take charge constructively of the power which\nscience has given us, manage it successfully, and go ahead to new eras?\nIf the answer to this question is Yes, then the next question is How? If\nwe are to go ahead, shall we consider the function of government today to\nbe the same as it was in the preceding agrarian civilization? If not, in\nwhat ways and in what particulars is it different in an industrial civilization?\nIs individualism as evolved in the agrarian civilization practicable to¬\n\nday? If not, does the industrial type of civilization imply the loss of the in¬\ndividual? If so, obviously we should have to reverse our direction at once.\nIf not, what is the new type of individualism to be?\nThese\n\nquestions are merely suggestive. They coujld, and should be\nbroken into thousands of more specific questions if they are to be included\nas curriculum content in our schools. The point I am intending to em¬\nphasize here is that we do not have socially sanctioned solutions to these\nquestions at the present time. An individual may have what he thinks is\n\n"}
{"page": 616, "printed_page": null, "text": "612\n\nNational\n\nEducation\n\nAssociation\n\nthe solution to any one or all of them; but obviously we are living in an age\nin which society is in a period of transition, and for the moment, at least,\nit does not know what to do about these questions. So far as it does offer\nus its sanction upon curriculum content, it is upon the side of sticking to\nthe obsolete. We, therefore, have two alternatives before us with reference\nto what curriculum content shall be. One is to continue to teach the irrele¬\nvant, and the other is to introduce in a direct and comprehensive manner\nthe study of issues for which solutions are being sought. To the extent\nthat we insist upon the former, we shall make of the schools not merely an\ninconsequential, albeit expensive enterprise, but a serious obstacle to the\nsocial adjustments that so obviously need to be made. To the extent that\nwe follow the segond alternative, that of dealing with new realities in the\nfield of social problems which call for new concepts and ways of reacting,\nthere is hope of making our schools vital factors in social progress.\nIf it is decided that we shall introduce in a forthright, comprehensive\nmanner the consideration of controversial issues in this period of transition,\nthen let us realize that we shall be doing something in our schools which\nhas never been done in any extensive way before in the history of education.\nTo me, it is obvious that whether we are in a period of transition from a\n\nprevious relatively static order to a future relatively static order; or whether\nwe are in the beginning of a continuous process of rapid change, we seriously\nneed to deal frankly with the current social problems that now perplex us\nto the end of working out some generally accepted way of reacting to them.\nIf such new' curriculum content be brought into our schools, let us see\nwhat is implied on the side of teaching technic. I have attempted to point\nout that in the old order a definite concept of teaching as indoctrination,\npure and simple, was evolved and became the traditional method of teach¬\ning. Now I wish to raise the question as to how this method of teaching\nwould fit in with a consideration of issues as such. The answer is not at\nall. I am not saying that we could, or should, eliminate indoctrination\naltogether from our schools. I am simply saying that indoctrination as a\nof teaching is incongruous to a study of current issues. For any\nspecific act of indoctrination is predicated upon the existence of a solution,\nand a solution ends an issue, at least for the time being. In general, we\n\nmethod\n\nwould not be permitted to indoctrinate our pupils with reference to solu¬\ntions to those phases of the economic problem, the problem of government,\nthe problem of international relationships for which there are no socially\nsanctioned solutions. If we are to take up a consideration of current issues\nin our schools, if we are to proceed upon the assumption that the problems\nof life are calling for new solutions, we shall have to make a radical change\nin our method of teaching. Indoctrination, as a basic concept of method,\nwill have to give way to an inquisitive attack upon problems yet unsolved,\nteacher and pupils working cooperatively in the attack. The classroom\nmust become a place where questions are studied rather than answered, a\nsituation in which analyses and comparisons of data are carefully made\n\nand\n\n"}
{"page": 617, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n613\n\nsuch progress accomplished toward tentative decisions as working bases, as\nmaturity of pupil and information available may seem to justify.\nIt is obvious, then, that to make such departure from the traditional con¬\ntent and method of the school curriculum as would be represented by an\nearnest, comprehensive classroom attack upon controversial social issues re¬\nquires that some authoritative decision be made that it be done. How is\nsuch a decision to be made?\nTo my way of thinking, the approach to this decision must be made\nthru a program of adult education. We shall have to go directly to our\nadult citizenship and raise the question, What are the schools for? What\nare they for, in the light of the facts of our new economic order and the\nkind of transition period in which we seem to be? This is an opportune\ntime to raise this question and call for a revaluation of school objectives.\nIn times of prosperity it is difficult to secure adequate attention from the lay\npublic to go fundamentally into such a question. Of course, even now we\ncannot expect our adult citizens to come to school in a formal way in order\nto be taught something about this issue. That is not the concept of adult\neducation here suggested. Rather it is that it may be practicable to con¬\nduct discussion forums in the various communities of our country in which\nthis question can be frankly considered. It may be possible to secure the\ncooperation of the press in raising this question. Of one thing I feel sure. If\nthat part of the press that is continually using its tremendous power merely\nto tear down the schools of our country were to address itself to an earnest\neffort at reconstruction within the school program itself, it could lay some\nclaim to statesmanship in this very vital matter. So far, many of the most\npowerful newspapers, and even one widely read magazine, have given\nthemselves over to mere tirades of negation, in some instances suggestive of\nmere senility of mind, and in others of that type of selfishness that always\nhas opposed humanistic movements. But much of the press has been actively\nin support of education thruout the present depression. Most of it probably\nwould give active support to any well-founded attempt by the profession\nof education to approach the public with questions seeking a review and a\nreconstruction of school objectives and methods.\nThe radio could surely be used to good advantage in presenting the vari¬\nous points of view incident to such an issue.\n\nIt is conceivable that the exigencies of our present social situation might,\nwhen thoroly considered, cause our adult citizenship to desire that the\nschools function, as far as at all practicable, to prepare the up-coming gen¬\neration to deal more quickly and intelligently with the problems presented\nby a changing civilization than their forbears have been able to do. By no\nmeans would this objective rule out a study of the past, as some would\nimmediately fear. On the contrary, it would accentuate interest in the\ngenuine historical approach to the understanding of current problems, and\nthis would insure a purposeful study of the past, one that would have mean¬\ning for the pupil. The fact that there is now a sudden shifting of the\nscene of life which invalidates much in mere precedent as a guide for the\n\n"}
{"page": 618, "printed_page": null, "text": "614\n\nNational\n\nEducation\n\nAssociation\n\npresent, in no degree detracts from the importance of historical knowledge.\nWe cannot know what traditional solutions to discard, what ones to modify\nand how much, unless we know what conditions gave rise to them, and how\nthese conditions contrast to, or compare with present conditions. Not only\nan appreciation of the continuous elements of human experience, which\nare, in fact, the basis of civilization itself, but an appreciation of the con¬\ntrasts between then and now, which is needed to stimulate pioneering,\nrequire a scholarly understanding of the past. Current issues cannot be\nconstructively dealt with by people of meager background in terms of his¬\ntorical knowledge. No one is prepared to deal with the present who knows\nonly the present. There is never any anchorage to such a person. All of this\nshould be assumed as included in the curriculum as we discuss the question\nof bringing our schools into a more vital functioning with reference to the\nsolution of current controversial issues. Once this objective for the schools\nis accepted by our adult citizenship, boards of education will reflect this\npoint of view, and we can proceed to reform school procedures in con¬\nsistency with it. This in itself will be no small task. Many changes in school\nprocedures, involving the problem of adequate physical equipment, changes\nin attitudes of mind and technics of teaching, a different education for the\nteacher, and many other difficulties would have to be worked out.\nWith regard to curriculum materials much more reliance would have to\nbe placed upon library service than we have ever thought of in any exten¬\nsive way in our schools up to now. Such materials as books, reports, period¬\nicals, magazines, newspapers, in great variety and abundance would have\nto be available. Such materials would have to be expertly selected in order\nto insure a fair representation of scholarly points of view and facts pertinent\ntoi the issues being studied. Reliance upon one textbook in the social studies\nor even a textbook plus a few socalled standard references in the school\nlibrary would not be adequate. Vital, up-to-the-minute material would have\nto be available in sufficient quantity to make it immediately usable in the\nclassroom. Classroom libraries in addition to the central, general school\nlibrary would be necessary. To organize the kind of library service in con¬\nnection with a school that would be necessary to carry this out efficiently\nwould in itself be no simple task, quite aside from the question of cost of\nmaterials. Such obstacles would be quickly overcome if our adult citizen¬\nship were brought to see the importance of this and should decide upon its\nbeing done in our schools.\nOn the side of method, teachers would have to develop great skill in effect¬\ning a scholarly development of the various considerations pertinent to any\nparticular issue. Departure would have to be made at once from the im¬\nmediate teaching of solutions. The whole procedure would be based upon\nthe understanding that as yet no workable solution has been found; and\nuntil one has been found, the process has to be one of study rather than one\nof teaching in the traditional sense. I realize this may seem to some like\na dilatory, colorless method of teaching; but my contention is that we must,\nin a period of transition when vital issues are perplexing mankind, study\n\n"}
{"page": 619, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n615\n\nissues rather than teach solutions, because no socially sanctioned solutions\nare available. As the study of an issue carried on not only in the schools\nbut also by our adult citizenship results in solutions that may be accepted,\nat least tentatively, teaching method might, and probably would, pass over\ninto the teaching of solutions. No solution should be accepted as final.\nThis implies the continuous remaking of issues out of old solutions, as\nwell as new issues which may arise from other angles.\nIf we are to have a changing civilization, we should accept the con¬\ntinuous study of issues as a major consideration in both curriculum content\nand method of teaching in our schools, albeit we do wish to make decisions\nas we go along and to teach the validity of those decisions to a certain ex¬\ntent, the extent to which they secure social sanction. One phase of the\nmodern school curriculum, then, might come to be a study of issues and\nthe other the teaching of solutions that are, for the time being at least, ac¬\ncepted as working bases.\nIn addition to the vast enrichment of curriculum materials which would\nbe required by such a program and the radical change in teaching method\nrequired by it, it is definitely implied that the teacher in such a program\nwould have to be a zestful and capable student of social problems. Teacher\ntraining would have to change to teacher education. There would be\ngreat danger of the most chaotic and superficial condition in our schools,\nwere the highest standards of scholarship with respect to social intelligence\nto be overlooked in the preparation and appointment of teachers. The kind\nof program being considered here is the kind that only the teacher of gen¬\nuine scholarship can make function constructively. It is a big order, but\nwhat a challenge! Why should not we professional school people desire\nto see such a change occur in our schools? Would it not be far more in¬\nteresting for us to be right in the middle of the main current of life, battling\nwith the elements and helping to direct the current constructively, as con¬\ntrasted to being off to one side in one of the eddies, peacefully floating around,\nhaving nothing much to do with the main part of the stream, becoming\nmentally and physically lazy and stagnant. Nature grows scum over water\nthat is never stirred.\n\nIf we are to bring the schools into this vital relationship to current issues\nof life, we shall have to take a vital part in the affairs of life ourselves, and\nbring our adult citizenship to desire, even to demand this kind of program\nin its schools. Much can be done even under present circumstances to\nvitalize the content of our school curriculums and our methods of teaching,\nand much is being so done, but it is far from sufficient at best. It is my\ncontention that a forthright and comprehensive attack on the vital issues\nthat face us in this critical and most interesting transition period cannot be\nmade purely upon the motion of professional school people themselves. A\nbroad social sanction will be necessary for this kind of attack.\nI have not intended to make the impression that I am claiming that the\nwhole of school life should be given to a study of social problems. I have\n\n"}
{"page": 620, "printed_page": null, "text": "616\n\nNational\n\nEducation\n\nAssociation\n\nbeen speaking of a center of emphasis, or what might be called a core\ncurriculum, to which in some way or another everything taught in schools\nwould be related. Studies of the problems of production and distribution\nof economic goods, international relationships, and governmental services\nwould, by no means, exclude studies in music, painting, and the fine arts\ngenerally, vocational training, and education in many other areas of life.\nWhat I have said does imply that the social studies program would be the\ncenter of school life, and the nature and scope of the problems brought up\nin it would vary in accordance with the experience levels of the pupils. I\nam convinced that by the time the high school is reached, a very comprehen¬\nsive and rather thoro-going attack could profitably be made upon most of\nthe social problems that so sorely vex us at the present moment. If this\nwere done, I believe we would greatly speed up, thru the early introduction\ninto our adult ranks of millions of young people educated under such a pro¬\ngram, a much more satisfactory adjustment or synchronization of the vari¬\nous phases of our social process than could otherwise be effected. To effect\nthis synchronization is the big challenge that faces the leadership of our\nsociety in general. Bringing the schools into a vital role in effecting such\nsynchronization is the principal challenge facing the profession of educa¬\ntion at this time.\nFREEDOM\n\nFROM\n—A\n\nERNEST\n\nC. HARTWELL,\n\nRED\n\nTAPE\n\nFRONTIER\n\nAND\n\nSTATISTICS\n\nBLESSING\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nBUFFALO,\n\nN. Y.\n\nall of our admiration for the heroes of the American frontier, none\nof us would willingly live as necessity required them to live. The pooled\nWith\n\nexperiences of mankind, scientific experimentation and research, and speciali¬\nzation of effort have combined immeasurably to raise the standard of com¬\nfort, security, and prosperity for the mass of our citizenry. Whether in the\nevolution we have sacrificed the frontier virtues of individual initiative, cour¬\nage, and independent thinking for the benefits of a greater material prosperity\nis a question which is raised with increasing frequency. The answer most\noften heard to such a question is that, after all, individual opinion is less\nvaluable than demonstrated truth. In industry, commerce, and government\nand education we are asked to believe that scientific research is the strong\nsupport upon which we should rely, rather than upon individual conviction.\nI would not be misunderstood in the discussion of the topic assigned me as in\nany sense disparaging the incalculable value of genuine research. Neither\ncan the intricate machinery of administration in any field of presentday\nactivity be dismissed with casual generalities about red tape.\nAttention may properly be called, however, to the difference in the methods\nof such original investigators as Columbus, Pasteur, and Edison, and the\ntechnic employed by some of those who masquerade today before the altars\nof educational research. It is not on record that the pioneer thinkers to whom\n\n"}
{"page": 621, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n617\n\nthe world is so greatly indebted were bigoted believers in the tabulations of\nquestionnaires. 1 hey recognized the limitations of the statistical method,\nand above all they realized that real progress requires something in addition\nto mere fact-finding. If Columbus had sent out a set of questions' on naviga¬\ntion to all of the people of his time who had ever seen the sea, 99.5 percent of\nthose receiving the questionnaire would have asserted their belief that the\nworld was flat. Something more was required to discover America. It is\nalways well to remember that a majority vote of the class in arithmetic is not\nrequired to determine the correct answer to a problem. Even if the subject\nbeing investigated has some promise of value, and this is not always the case,\nthe only fact established by many of the innumerable questionnaires with\nwhich our profession is afflicted is that there is a considerable divergence of\nopinion among those who take the time to make answer. A tabulation of\npersonal opinions and experience may\n\nor may\n\nnot be interesting. It can\n\nscarcely be conclusive. It ought to be read with the frontier philosopher’s\nwarning clearly in mind. He said: “We must be careful not to get out of\nan experience more wisdom than there is in it. A cat who has sat on a hot\nstove lid will never sit on a hot stove lid again — but also she will never sit\non a cold one any more.”\nThe pioneer had mosquitoes but he was free from questionnaires. Neither\nwas he greatly worried over per capita cost comparisons or statistical state¬\nments generally. He regarded statistics with suspicion. He wanted to know\nwho made them and for what purpose. It was a typical product of the\nfrontier who said that while figures might not lie, liars could figure; and\nwhile it was Talleyrand who coined the epigram that language was designed\nto conceal thought, it was a true son of the Middle Border who declared that\nstatistics too often succeed in preventing it.\nThoughtful\n\nschool men know\n\nthat it is almost impossible to make a sheet\n\nof figures dealing with education tell the whole truth. Stipulating that they\nare honestly and intelligently made, which stipulation is frequently contrary\nto fact, it is1 impossible to make mere figures tell a complete story. They are\ninstruments for the measurement of quantity only. To state that the average\nenrolment of pupils per teacher in a given school' is 39.5 may be an accurate\nquantitative statement. It is a valueless statement until the terms “average,”\n“pupil,” “teacher,” and “enrolment” are defined. After this is done and the\nhonest application of a uniform formula is by some miracle assured, it still\nremains a statement from which deductions of any value must be drawn with\ngreat care. There is so much missing from the statement that one needs to\nknow\n\nif it is to mean\n\nanything. In what grades are the pupils, what is their\n\nage, mental capacity, physical condition, what courses of study are being\npursued, are the teachers experienced or inexperienced? All of these things\nand many more must be taken into account to give this particular statistic\nany true, value. And yet there are still those who feel that necessarily some¬\nthing must be wrong if the statistics maker discovers that Puckering Valley,\nArk., has an average enrolment of 44.7 while Gargle City, Pa., has only 43.8.\n\n"}
{"page": 622, "printed_page": null, "text": "618\n\nNational\n\nEducation\n\nAssociation\n\nFew things right now would contribute more to an intelligent administra¬\ntion of educational affairs than a clear understanding on the part of everyone\nof the limitations of statistical methods. Boards of education and superinten¬\ndents, confronted with the problems of operating a school system subject to\nthe provisions of hundreds of pages of educational law, court decisions, local\ntradition, political pressure, journalistic interference, conflicting professional\nadvice, overcrowded schools, civil service requirements, mandated salary\nschedules, permanent tenure, and restricted revenues, require something more\nin the way of relief and comfort than dubious per capita cost comparisons and\nuninterpreted, inadequate, and often misleading statistical statements.\nHere and there people may still be found who believe, or affect to believe,\nthat comparing per capita costs of educational service by cities really proves\nsomething. It would seem that even a wayfaring man ought to know that\nthe chiefly important services rendered by the school are not measurable in the\nfirst place nor uniform in the second. We can measure how rapidly a child\nreads but not the discrimination with which he selects his books nor the ap¬\npreciation with which he reads them. With what yardstick is the statistician\nto measure the service of the teacher in her effort to instill desirable attitudes\nof mind, capacities, tastes, and ideals? Every school man knows that the\nservice rendered within two schools in the same city is not and ought not to\nbe uniform. He knows that the services undertaken in no two cities are\nuniform. He\n\nknows\n\nthat properly, and of necessity, service is conditioned\n\nupon the racial, social, and industrial needs of a community, and that an\ninfinity of considerations outside his control prevents a standardization of\nthese services.\n\nAs long as the educational services undertaken by our various cities are\nneither measurable nor uniform, an attempted comparison of their per capita\ncosts can serve no largely useful purpose. The\n\nmakers of such compilations\n\nmay be merely statisticians in a happy state of nature, or even more possibly\nthey may be special pleaders carrying on a propaganda under the awe-inspir¬\ning name of research. The school superintendent who joyously discovers in\nreading their latest compilation of hand-picked cities that his community is\nthird lowest in per capita costs, may derive some temporary happiness from\nthe comparison, but it will be only temporary. Even if he succeeds in getting\nhis local newspapers to print the glad tidings, the owners of unnecessary office\nbuildings and superfluous apartment hotels will still be unconvinced. There\nwill always be those who believe that whatever the schools are spending is\nfar too much. With the bonds sold for the construction of their buildings in\ndefault, and with their taxes in many cases unpaid, the only remedy for the\nsituation which occurs to them is still further to reduce the purchasing\npower of faithful public servants. Statistical claptrap about per capita costs\nof education is one of the favorite weapons of people who subscribe to this\nformula.\nAnd\n\nnow\n\na few words about red tape. No one will for a moment\n\ndispute\n\nthe necessity for all reasonable safeguards against waste in the purchase, dis-\n\n"}
{"page": 623, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n619\n\ntribution, and use of educational supplies and materials. Let that be stipu¬\nlated. No one disputes it. But any system, however: businesslike it is alleged\nto be, which requires a principal to make out too many requisitions for a\nbox of chalk or which involves the visa of too many different persons be¬\nfore a manual training teacher can secure a hundred feet of lumber, is itself\nwasteful and inefficient. It is not only costly in money but it is tremen¬\ndously wasteful in its effects on the initiative and enthusiasm of teachers.\nNobody ever won a ball game by card-indexing the bats or by computing\nthe per capita expenditures for liniment. Doubtless it may be helpful for\nthe school administrators to be at all times informed on the unit costs per\nbuilding of chalk, kindling wood, and rat poison, but there are other and\nmore important matters deserving consideration. Poor teaching methods\nand misdirected teaching effort have cost the taxpayers a thousand times\nmore than all of the lost and wasted supplies and equipment put together.\nThe absence of sufficient, wise, and competent supervision of instruction\nis the most extravagantly wasteful feature of our present educational or¬\nganization, but the situation can neither be proved nor cured by statistics\nor cost accounting.\nJust as real economy consists of something more than the mere non-spend¬\ning of money, so does efficient school operation require more than bookkeep¬\ning. It requires primarily an intelligent faith in the fundamental purposes of\npublic education and a defensible conviction as to what a minimum program\nof public education should include. It demands a mind alertly open to new\ntruth but always aware of the difference between real progress and mere\nchange. It presupposes an ability to distinguish education from propaganda.\nIt requires a judgment as to what may be locally desirable which is not too\neasily upset by the ephemeral theories of alleged experts with no responsibility\nfor results. It assumes an understanding of the fundamental difference be¬\ntween a private business whose success can be measured in terms of profit, ^\nand a public school system rendering a service which is not susceptible to sta¬\ntistical measurement. And above all it demands an enlightened public atti¬\ntude on the problems of school administration. The traditional political\natmosphere\n\nsurrounding\n\nthe operation of municipal services is far from\n\nhealthful to the development of an efficient or economical educational system.\nIf and where the public permits such an atmosphere to exist, it requires some¬\nthing more than elaborate statistical studies to correct it. To paraphrase Mr.\nKipling :\n“If statistics be the price of efficiency,\nLord, God! We have paid in full.”\n\nMultiplication of executive heads, the division of responsibility among an\narmy of reviewing boards, the creation of a chaos of governmental machinery,\ncost-accounting bureaus, inspectors, auditors, and efficiency experts have all\nbeen tried. The net result suggests the regret of the colonial doctor who\nrecounts how a certain worthy man was bled by four different expert surgeons\nwithin three days and yet “in spite of this the man did not recover.”\n\n"}
{"page": 624, "printed_page": null, "text": "620\n\nNational\n\nWhat\n\nEducation\n\nAssociation\n\nwe most need right now is a revived emphasis on the frontier virtues\n\nof independent thinking, courage of convictions, initiative, and resourceful¬\nness. Thousands of banks equipped with auditors and comptometers may\nclose their doors, industrial plants with elaborate cost-accounting systems\nmay go into bankruptcy, corporations with efficiency experts and production\nengineers may pass their dividends, but the school is expected to carry on.\nIn such a situation the spiritual strength of the pioneer is too precious a\nheritage to be ignored. We can take full advantage of all that is really sound\nin genuine research and in improved business practise and still remember that\nstatistics and red tape are poor substitutes for sincerity of convictions, inde¬\npendent thinking, and courageous defense of the purposes for which the\nschools were organized.\nTHE\n\nSCIENTIFIC\n\nCHARLES\n\nH. JUDD,\n\nDEVELOPMENT\nAND\nTHE CURRICULUM\n\nDEAN,\n\nSCHOOL\n\nOF\n\nEDUCATION,\n\nCHICAGO,\n\nEVALUATION\n\nUNIVERSITY\n\nOF\n\nOF\n\nCHICAGO,\n\nILL.\n\nI have a paper here but I think it is fair for me to depart for a time from\nthe paper.\nSome of us lived in those good pioneer days before 1897. Why do I men¬\ntion that date? In 1897 an editor by the name of Rice went to the major\nschool systems of the United States. He asked those in charge whether\nhe might try a list of words with the children in the schools. They said,\n“Yes, very glad to have you, because spelling is one of the things that we\ndo admirably in this school.”\nUp to that time, pioneer methods of teaching spelling had depended on\ncourage and insight and enthusiasm — I wish I knew the rest of the words.\nSpelling was one of the great achievements of American schools, conducted\nby superintendents who knew exactly how to do it. Mr. Rice took these\nmeasurements of something which educators had not been able to measure\nup to that time, and he wrote an article in 1897 that has transformed\ninstruction in American schools. The title of that article is “The Futility\nof the Spelling Grind.” That was the first piece of careful statistical meas¬\nurement of spelling in the United States or anywhere else in the world.\nWe\n\ncannot any longer make an attack on scientific methods\n\nwithout an¬\n\nswering quite definitely the question, what is it that has made\n\nimprovement\n\nin American education? That improvement has come from the application\nof the best scientific technics that could be devised. Whoever is willing to\nface the problem of improving those methods, let him come before us and\ntell us how to improve them. But to banish this scientific movement with\nany criticism of questionnaires, with any criticism of cost accounting, belongs\nback two decades.\nI am asked to talk this morning on the science of education and its rela¬\ntion to the curriculum. Of course, there was a curriculum before there\n\n"}
{"page": 625, "printed_page": null, "text": "Department\n\nof Superintendence\n\n621\n\nwas any science of education. The very first school that was established\ncame into being because somebody had something to teach. The something\ntaught was the curriculum. That teaching was done, at the outset, with\ngreat enthusiasm. It was done out of the meager resources of a human\nbeing who was eager to make improvement in civilization. But civilization\nhas grown increasingly complex as the years have passed. It is no longer\npossible to determine either the content of the curriculum or its modes of\nprocedure without careful checking of the results, and those results appear\nin the experience of the young people who attend the schools. It is possible\nto determine, with a very high degree of accuracy, how far the efforts of\nour educational group have been effective in changing the content of expe¬\nrience of these young people.\nThat original curriculum was devised without any careful, scientific in¬\nquiry. When the Puritans decided that they would establish on this continent\na school somewhat different from the school that had been established in\nEurope for the common people, they did not determine their choices by\nany careful scientific measurement. They did the best they could, and it\nwas not until that great leader in American education began to determine,\nwith some degree of accuracy, what was happening in the schools of Massa¬\nchusetts, I refer to the early years of Horace Mann’s administration, that\nthose pioneer efforts were called into question. Horace Mann made one\nof the first quantitative statistical statements made in the history of American\neducation, when in 1838 he said, “I have canvassed the schools of Massachu¬\nsetts, and I find under the antiquated methods of instruction employed in\nthese schools that eleven out of twelve of the children fail to understand\nwhat they are reading because they have been taught merely to pronounce\nwords.” He criticized the method of instruction that had been in operation\nsince the beginning of the modern period.\nHorace Mann wrought one of the great reforms in American education\nbecause he went out and conscientiously determined, in the schools with\nwhich he had to operate, that there was\nin definite, quantitative terms.\n\na deficiency that could be stated\n\nThen comes the period of the great revival of American education. For\nyears there had been complacence with regard to what we had been doing\nin American schools. There is that great epoch from the time of Horace\nMann\n\nup to the period when\n\nthe revival began, when\n\nmen\n\nand women\n\ntaught earnestly and eagerly in the schools. Their memory is sacred to us.\nBut they did not have the instruments and devices for determining with\nany degree of accuracy what they were doing. The Herbartians came to\nus with suggestions from another land ; Stanley Hall came to us with\nthe eager desire to understand children better; John Dewey came to us\nwith a careful analysis of society; Harris came with new modes of instruc¬\ntion and new contents. Charles W. Eliot gathered the Committee of Ten,\nand there was launched by 1890 an entirely new attitude in American educa¬\ntion, and that new attitude began to spread, and the influence of it became\n\n"}
{"page": 626, "printed_page": null, "text": "622\n\nNational\n\nEducation\n\nAssociation\n\nso great that we have to recognize the fact that there was a change from\nthe old complacence which depended upon personal judgment to that type\nof comparative thinking and exact evaluation which was the dawn of a\nnew era in American education.\nThe interesting point is that in the early days, most of the effect of this\nscientific study was negative because when you have a race which has been\ncomplacent about its modes of operation, has been depending upon its own\nindependent judgment, the first thing that science has to do is to break\ndown complacence. It took the decade of 1890 to 1900 to change the\nattitude of American people with regard to the effectiveness of the schools\nthat they had been assuming were being conducted as they should be.\nThat decade of 1890 to 1900 is a period of great agitation in American\nthinking and, in American education, and, as I have already indicated, just\nat the end there was devised by the genius of Rice a new method of determin¬\ning whether our work is effective or not. Now we come to the first fifteen\nyears of this century, and again we find that many of the results of the\nearly measurements were negative, for the simple reason that there was\ninefficiency in our teaching.\nRapidly during those first fifteen years, the science of education made\nprogress and established the measurement movement, and again and again\nit was said that there were features of the school work that could not be\nmeasured.\n\nI remember\n\ndistinctly when\n\nthe results of reading ; when\nthing about the competence\n\nit was said you could not measure\n\nit was said that you could not determine any¬\nof children by measuring the rate at which\n\nthey read ; when it was said you could not evaluate that type of thinking\nwhich you cultivate in arithmetic, which you call the ability to think with\nprecision, because that is something you cannot measure.\nIt took us fifteen years to determine the fact that you can quantitatively\nevaluate the work of the school in most of these lines. About 1915 you\nfind the beginning of the survey movement, which was resented. It is\nindeed difficult to have your school systems surveyed and to find yourself\nconfronted with one hundred recommendations for improvement. It is a\ntrying experience to be subjected to the examination\n\nof your processes in\n\nthe school by these methods of evaluation, but the survey method has estab¬\nlished itself to the point where it has become routine. Here and there are\nestablished, in connection with the administrative offices of the great school\nsystems in the states, agencies that shall continuously survey the work of\nthe schools. If there has ever been one achievement of American education\nof which we ought to be proud, it is the fact that we have turned administra¬\ntion from mere observation into carefully recorded measurements of results.\nOne of the great catastrophes that has come to us in these times of emergency\nand withdrawal of funds is that it has seemed to many lay people that it\nwas entirely possible to dispense with those instruments of evaluation of\nthe school work which have been so significant in recent years in changing\nthe character and efficiency of American education.\n\n"}
{"page": 627, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n623\n\nNow, all this culminated, about 1915, in a demand that there should\nbe a sweeping revision of the curriculum. Since that date, we have been\nworking on the problem of trying to change the curriculum. Might I review\none or two of the effective positive results that have come from these\nmeasurements.\nTake the field of spelling to which I have referred. We used to get the\nspelling words out of the dictionary. We made up long lists that looked\nalike, that began with the same letter, or ended with the same syllable. We\ntaught these to children, whether they had any value and significance for\ncommon life or not. There came that genius who, after making a survey\nof the school system and convincing himself and the community that it was\nquite impossible to go on teaching seventh-grade children this arbitrary list\nof words, went home to the Russell Sage Foundation and used the resources\nof that agency for finding out what are the thousand most common words\nin ordinary life. He laid down a principle which is quantitative, direct,\nexplicit, the result of measurement, and he said, “These one thousand\nwords that are most common should be the first to be taught.”\nWhat is the result? Generations of spelling books have disappeared.\nYou cannot find a modern spelling book that is not based on the findings\nof that quantitative measurement carried on by Leonard P. Ayres in the\nRussell Sage Foundation. Not only that, but we have found it desirable to\nhave exactly those determinations made not only in the spelling of the ver¬\nnacular but; in the vocabulary that is taught in foreign language. Not only\nshall we do it in foreign language with regard to vocabulary, but we have\nquantitative determinations of the idioms that are most common.\nWe have made similar progress in geography and history. All teachers\nhave systematically collected material, in the past, for the courses of study\nwhich they administer, but there has never been a time when, with that\ndefinite outlook upon quantitative possibilities, we have so eagerly sought\nfor the explicit material that must be included if we are going to have any¬\nthing like a complete survey of civilization, and this has been done by quan¬\ntitative methods. It has been done by scientific procedures that do not blush,\nas they present themselves to you, as the reformers of American education.\nLet us now take some other illustrations, perhaps a little more subtle in\ncharacter. We once taught reading in the schools, and we were enthusias¬\ntic about the reading that we taught. We remember the distinction that\nHorace Mann had drawn between spelling and the A, B, C method, on the\none hand, and reading for meaning on the other. We had modified our\nschool practise, but an obscure psychologist, determining the character of\nthe reading process in his laboratory, working with methods that were\nquantitative but extraordinarily difficult, came to the conclusion, and almost\ntimidly reported that conclusion in 1908, that there is a distinction between:\noral and silent reading, a distinction so fundamental\n\nin character that if you\n\ngive instruction only in oral reading in the schools, you will fail to cultivatethat power which will make the individual independent in his use of printed!\nmaterial.\n\n"}
{"page": 628, "printed_page": null, "text": "624\nMr.\n\nNational\n\nEducation\n\nAssociation\n\nHuey, that obscure psychologist, wrote\n\na book on the psychology\n\nand pedagogy of reading.1 The teachers at first, as they examined that\nbook, said it was not very practical. They said that it was difficult to read.\nThey said that there was too much theoretical psychology in it. A few\nyears later the findings of Mr. Huey were verified and amplified in labora¬\ntories, where nothing but quantitative determinations made it at all possible\nto draw that distinction, with the clarity that it has been since 1912 and\n1914. What is the result? You could not find a textbook handed to the\nchildren in the schools in 1908 that said a single word about silent reading.\nAnd in 1933, I venture the statement that you cannot find a set of readers\nthat does not, in the preface, say: “This book will help to train in the only\nform of reading which is fully fluent and that is silent reading.”\nThere has come a distinction into our ordinary school operations that has\nbeen determined by quantitative, laboratory work, and I venture the state¬\nment that it will be quite impossible for the American school system to\nproceed on the basis of anybody’s courage and accomplish a reform in in¬\nstruction that remotely compares in significance with the change that has\ncome thru laboratory investigations of the processes of learning.\n1 am enthusiastic about what the science of education has accomplished.\nI could go on and give you example after example, but you know, after all,\nthe science of education is *just like every other sincere enterprise. It is\neager to amplify itself. It is eager to accomplish more and better results in\nthe future than it has in the past.\nI am very eager to take advantage of this opportunity to establish the\nright of the science of education to be recognized as one of the foundations\nof modern education. I am eager to secure, if possible, the cooperation of\nthis great and influential group in seeing to it that we shall make progress.\nI am thru with the history. The history stands for itself.\nWhat} do we have to do in the future? The science of education has had\nmeager resources. Here and there, in a few centers, it has been possible to\ncarry on these laboratory experiments and these quantitative determinations.\nIt has been extraordinarily difficult to get the means to make scientific in¬\nvestigations for the simple reason that the schools of the United States are\neagerly concerned to carry on the routine of tomorrow’s work, and no one\nunderstands better than I do the importance of seeing to it that that rou¬\ntine is carried on. But I make a plea for resources that shall amplify the\nbase and understanding of that routine.\nWe have had a science of education that has dealt primarily with the\nproblems within the school. That is where the science of education natu¬\nrally began. It measured spelling; it measured arithmetic; it measured all\nthe operations, little by little, making progress and securing devices that\nwere reliable.\nBut now the time has come, and certainly this/ session of the Department\nof Superintendence has made it clear that the time has come, when we shall\n1 Huey, E. B. The Psychology <md Pedagogy of Reading. New\n\nYork: Macmillan, 1908.\n\n"}
{"page": 629, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n625\n\nhave to amplify the science of education by including within its scope those\nrelated sciences that tell about society in general. We can no longer con¬\nduct schools merely by dealing with the internal processes. It is important\nand significant that we take cognizance of the large range of social rela¬\ntionships, in the midst of which the school must carry on its operations.\nI am very eager that this company should realize the fact that the science\nof education, which is one of the unique contributions of American civiliza¬\ntion to scientific thinking, a unique contribution because in the older civili¬\nzations schools are official. There is no such opportunity, as there is in our\nland, for a comparison of results, for an evaluation of what we do, by sin¬\ncere and exact comparison of the outcome of our work.\nIt is not the desire of anyone who pursues scientific studies in education\nto make everybody uniform, but it is the desire of all those who study the\nscience of education to have a perfectly clear and definite understanding of\nthe deviations that we justify when we depart from the uniform practises.\nWe ought to have a clear understanding of the fact that the full science\nof education needs the enthusiastic support of those who are conducting\nthe greatest educational systems of this country, and we need that support\nin order that we may make these curriculum studies in a new fashion.\nWhat do I mean? The science of education, this unique something, has\nbeen pushing us steadily in the direction of a realization of the fact that the\ncurriculum of American schools is relatively meager. We are not produc¬\ning, as a result of our educational effort, those results in social understand¬\ning which we ought to be producing. And we are not producing those re¬\nsults for the simple reason that the school has been relatively aloof. The\nschool has felt itself as something divided from the other agencies of gov¬\nernment. The school has attempted to carry on its operations, as we have\nfrequently said, without interference, and the result is that this country is\ngradually dividing itself into those who seek intelligence and operate in\ntheir lives thru intelligence, on the one hand, and those who carry on\nthe public services of this country for motives that cannot be subjected to\ndefinite and quantitative evaluation. The time has come when the schools\nwill have to begin to assume leadership in the definite, explicit guidance of\nour people, in the direction of a clear understanding of those civic move¬\nments and those governmental agencies which must be improved if our civil¬\nization is to stand.\nHow shall we do this? We must put into the schools, and we must do\nit soon, the results of those social sciences that are related to, and part of,\nthe general movement to which the science of education belongs. Do you\nknow that even our higher institutions were never teaching any of these\nsocial sciences until the middle of the eighties? And do you know that\nwhen we first had courses in economics, sociology, and political science, ex¬\nactly* the criticism was made of those sciences that you sometimes hear made\nof the science of education? It was said, “These sciences are interfering in\nsome fashion with the autonomy of individual enthusiasms.” It was said,\n“These are troubling us in business and government.” But little by little\n\n"}
{"page": 630, "printed_page": null, "text": "626\n\nNational\n\nEducation\n\nAssociation\n\nwe have refined those social sciences until now we begin to see, in spite of\nthe difficulties that are ahead of us, some of the great movements that are\nnecessary if we are to make American government and American social life\neffective. The science of education is only one of a whole group of sciences.\nWe ought to bring it to pass that in the schools there shall be more atten¬\ntion to social matters, there shall be a scientific understanding of the kind\nof life into which young people are to move, and there should be, because\nof that scientific understanding, a better arrangement of the materials of\ninstruction, a better organization of the curriculum itself.\nI make a plea for a scrutiny of the curriculum which shall discover the\ndeficiencies in that curriculum from the point of view of quantitatively\ndeterminable deficiencies in the type of intelligence cultivated by our young\npeople. A ou can go out and determine, with a degree of vividness that is\nastounding, the lack of knowledge that we have on social matters among\nthe children in our schools.\nRather lately a careful study was made in the city in which I live. The\nyoung people in the sixth grade were asked to answer some simple questions.\nIt was a test. It was a quantitative determination. It was an evaluation of\nAmerican education. It was found that these young people are so grossly\nignorant on some of the most fundamental social matters that it is perfectly\nclear that our schools have not been doing what they ought to do in this\nfield, any more than they were doing back in 1897 what they ought to\nhave been doing about spelling. There is no escaping the conviction that we\nhave not been giving the type of instruction about social matters that we\nought to be giving. The only way to get that clearly before all of us is to\nshow it in clear, quantitative, definite terms, and it has been shown.\nWe are going to change the curriculum in the future through careful,\nscientific scrutiny of tho contents of the curriculum and its deficiencies, and\nwe are going to modify those deficiencies by the best exercise of scientific\nintelligence that can be brought to bear on the problems of curriculum con¬\nstruction. We are going to put into the schools a new type of thinking for\nthese young people, and we are going to find a place for this new material,\nif necessary, by cutting off some of those traditional hours that have been\ngiven to this or that or the other subject because somebody thought that\nwas the way to do the business. We are going to make these changes, be¬\ncause when we find deficiencies and realize that those deficiencies must be\ncorrected, we will have to fit the new program into the length of time that\nwe have available. We will have to measure with care and diligence where\nwe can find places for this new material.\nWhere shall we find place for this new material? Sometimes we use the\nphrase “a core subject.” We say we are going to put into the schools a core\nsubject, which is the study of social relations. My plea is that we stop in\nthe midst of our instruction in the various courses and see to it that these\nvarious courses are permeated by social instruction.\n\nI have used with some of you an example that is so neat and compact\nand easy to describe in a few sentences that I venture to repeat it.\n\n"}
{"page": 631, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n627\n\nI went into a third grade some time ago and I found the children engaged\nin one of the most routine operations of the school, an exercise in penman¬\nship. They were doing what third-grade children do. They were writing\naway. Some of them were not enthusiastic about what they were doing.\nThey were carrying on a school exercise. The teacher stopped their hand¬\nwriting exercise for a little while and she showed them some specimens of\nvery bad handwriting that she had found in one of the books that described\nthe handwriting of the period of Queen Elizabeth. From the point of view\nof the Ayres scale, it was dreadful stuff. She showed it to these third-grade\nchildren, and they knew it was poor because they had been using the Ayres\nscale.\n\nShe said, “Doi you realize why that is so poor as handwriting? They did\nnot have any suitable tools. They were writing with feathers. By the way,\ndo you know that the word ‘pen’ carries in it the history of penmanship?\nIt comes from the Latin ‘penna’, and it means a feather. Suppose you had\nto write with feathers. I venture to say your writing would be worse than\nit is now.”\nIt was to those children a revelation of the reasons why in modern life\nwe write so much better. We have good ink. We have good pens. We\nhave good paper. Do you think those third graders went back to their\n\npenmanship exercise as they had left it before that fifteen minutes of inter¬\nruption? Not at all. You could see them eagerly attacking a task of mod¬\nern civilization. That teacher had done a grand piece of work in putting\nsocial implications into the most routine type of activity that the school has\nto carry on.\nI like to see children get that same view with regard to all the other\nsubjects. I attended a meeting of this Department\n\nyesterday in which\n\nI\n\nwas informed by an enthusiast for something, I don’t^ know what it is, that\nI had better not talk about arithmetic any more ; therefore, I am going to\ntalk about arithmetic.\nArithmetic can be made one of the most interesting social studies in the\ncurriculum. It is that. The fact of the case is that in denominate numbers\nyou teach children about very concrete social matters. Why does the gov¬\nernment have charge of weights and measures? In France they tell the\nchildren about the government’s relation to weights and measures. I some¬\ntimes think we might well pattern our curriculum, in part, on the French\nexample. They tell the children something about the relation of govern¬\nment to these fundamentals of commerce and industry. They teach chil¬\ndren about insurance, not as an example in arithmetic, but as a subject of\nthe social sciences. I think that arithmetic could be made one of the most\ninteresting fields of study to our young people if we could change our atti¬\ntude and not to be concerned about teaching arithmetic, but he concerned\nabout teaching civilization. You can teach the romance of where these\nnumbers came from. You can begin relatively early to tell children that\nzero is one of the greatest creations of civilization.\n\n"}
{"page": 632, "printed_page": null, "text": "628\n\nNational\n\nEducation\n\nAssociation\n\nT here isn’t a subject taught in the elementary curriculum, and there\nisn t a subject taught in the higher curriculum, there isn’t a natural science\nthat is taught in the high school or in the colleges and universities that can¬\nnot be made to contribute to an understanding of the fact that man depends\non other men for the foundation of intellectual life. I am so enthusiastic\nabout making all of the subjects part of the social instruction in the schools\nthat I would make the whole curriculum a curriculum of social instruction,\na curriculum that would open up to young people the inheritances of the\npast and make them aware of their dependence upon their forebears and\nupon other nations for the instruments of intellectual life they employ.\nWhen you become exact and definite and have the material that you can\ncount, that you can lay down as a perfectly definite beginning of all your\nthinking, then you have a science. You have that attitude toward life\nwhich will make it possible for you to determine, with precision and accu¬\nracy, what you are going to do when you take the next step and the next\nin trying to make all the people intelligent about their social relations and\nabout the implications of school work, not only within its own operations\nbut for those contacts which the young people are to find in later life.\nI would be discouraged if I did not believe there are some splendid exam¬\nples of the sort that will show you what I am trying to talk about. I am\ngoing to venture, if I may, to do a little advertising. Purdue University\nproduced a little pamphlet sometime ago; I don’t know whether you have\nall seen it or not. It is the story of wheat; it is a little thing, can be read\nby a child. It can be read through at a short sitting. It is full of informa¬\ntion that shows how civilization has depended upon that particular food¬\nstuff. There is another set of pamphlets being published by one of the\nagencies that has concerned itself with modern life; it is the American\nEducational Press of Columbus, Ohio. It has published a series of book¬\nlets under\nT- hese\n\nthe title, “Unit\n\nbooklets\n\ntreat\n\nof such\n\nStudy Booklets; Modern\ncurrent\n\ntopics\n\nas the\n\nProblems\n\ndepression\n\nand\n\nSeries.”\neconomic\n\nplanning. They are little pamphlets that can be read at least by a high\nschool student and ought to be read by teachers so they will have an under¬\nstanding of the way in which the school fits into modern life.\n\nThe American Council on Education has published six little brochures,\none on the alphabet, one on the number system, one on weights and meas¬\nures, one on the calendar, one on time telling, and one on the way in which\ncustoms pass into laws, as shown by the development of traffic regulations.\n1 hese can be read by pupils. You can put them into the class in arithme¬\ntic. You can put them into the class in history. You can put them into the\nclass in English. ^ ou can lay them on the table and have them read in the\nleisure time of the pupils.\nWe must socialize the whole curriculum. I have come to that conclusion\nnot by some vague thinking about the present emergency, but I say again\nif you study carefully and definitely the results of your school work, if you\nmeasure the points at which children are uninformed, and you can measure\nit with perfect definiteness to show that they are deficient in their knowl-\n\n"}
{"page": 633, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n629\n\nedge of social concepts, if you make an examination of the curriculum by\nthe devices that have been perfected since the beginning of this century,\nhave been refined since 1915, and are the established methods by which edu¬\ncation shall make progress — I say if you will do that, you will put some\nmore social material into the curriculum of the common school.\n\nGENERAL\n\nSESSION, THURSDAY\nMARCH 2\n\nEducational\n\nEDUCATIONAL\nTHOMAS\n\nH.\n\nFrontiers\n\nBeyond\n\nFRONTIERS\n\nBRIGGS,\n\nPROFESSOR\n\nCOLUMBIA\n\nIN\nOF\n\nUNIVERSITY,\n\nMORNING,\n\nthe Common\n\nSchools\n\nTHE\n\nSECONDARY\n\nEDUCATION,\n\nTEACHERS\n\nNEW\n\nYORK,\n\nN.\n\nAREA\n\nCOLLEGE,\n\nY.\n\nFrontiers have been the wealth, the opportunity, and the luring hope of\nAmerica. While the conservative and the fearful hugged the contented fire¬\nside and worshipped the ancient Lares and Penates in static safety, pioneers\npushed out into the unexplored wilds — across the Appalachians, over the\nprairies, scaled the Rocky Mountains,\nmensity of the Pacific ocean.\n\nand finally were stopped by the im¬\n\nNot for delectations sweet,\nNot the cushion and the slipper, not the peaceful and the studious,\nNot the riches safe and palling, not for them the tame enjoyment,\nPioneers, O Pioneers !\n\nWas it seeking or escape that drove these early pioneers away from com¬\nforts, friends, and established conventions out into the unknown? What were\nthey seeking? What\n\nwere they escaping? It pleases us to stress the impelling\n\nideals for religious, political, or social freedom ; but it is likely that fail¬\nure, unhappiness, and restlessness were quite as much a cause of their\npushing out from settled conditions. Many of the pioneers doubtless moved\nfrom the Atlantic seaboard for escape rather than for opportunity ; but those\nwho are most significant for us must have had a vision of the great dream,\nmust have felt in their veins the tingling blood of democracy, must have\nchanted in their hearts: “We the youthful sinewy races, all the rest on us\ndepend.” They wanted to be free, to discover new opportunities to make a\nnew world — even for those who stayed behind.\nWhatever the motive that sent him forth, however difficult the plunge\ninto unexplored wilderness, however exhilarating the discovery of new\nfrontiers, what the pioneer did when he got there is a pathetic and tragic illus¬\ntration of the inadequacy of man unprepared for new conditions to utilize\nthem for the realization of his dream. Without perceiving that a new world\ndemands new conventions, the pioneer as a rule endeavored to make the\nfrontier as nearly like the community that he had left as possible.\nChanges in the physical were easy to perceive in comparison with those in\nthe intellectual or spiritual world. The coonskin cap replaced the silk hat long\n\n"}
{"page": 634, "printed_page": null, "text": "630\n\nNational\n\nEducation\n\nAssociation\n\nbefore the pioneer had any suspicion that the old forms of education were\nequally useless for the needs of his children. The Latin grammar school was\ndesired and imitated even tho conditions in England had already made it an\nanachronism. The pioneer may have had his ideal, but usually he was inade¬\nquate to provide the machinery to achieve it. He said that he would set up\nschools to train religious and political leaders, but he imitated the institutions\nthat could produce only theologians and grammarians. The form never in¬\nsures the spirit.\nThen came another tragedy. When the traditional form failed to achieve\nthe ideal, faith in both the form and the ideal tended to weaken. There was\n\nan indiscriminating abandoning of both, with a resulting handicap to the\nprogress of the new civilization that had been the goal of all the danger and\nlabor and privation and sacrifice. The ideals were distinctly higher than those\nthey had replaced. There was good in some of the old machinery if the\npioneer had only been discriminating enough to see it and strong enough\nto adapt and preserve it. Discrediting and largely abandoning the old ma¬\nchinery, the pioneer set himself to “slog” ahead at making a physical living,\nas if the new civilization had no demands of its own and as if the old would\nnever catch up. It never did — entirely; but parts of it he retained and other\nparts were brought by the recurrent waves of less hardy followers. The\nchildren were found skeptical that any of the old was worth possessing or\nworth seeking and lacking in a vision of the new. Would there had been far¬\nsighted and persevering leaders in those days!\nThe result of all this was that the unique advantages of the frontier so\nfar as they pertained to a civilization adapted to new conditions were largely\nlost. When new conditions are met all men by training, by habituation to old\nconditions, are, more or less, equal. They become unequal ; and some gain a\ngreat advantage by recognizing that the situation is different, by analyzing\nit to find the new opportunities and the challenge, by fertility in inventing\nnew ways of using the former to meet the latter, by quickly and certainly\ntesting them and selecting those that give the greater satisfactions, and by\nopen-minded readiness to adopt for use the best program of action. But all\nthis assumes one essential, a comprehensive set of ideals, a vision of the\nworld that is desired to be.\nIt is always a tragedy that the pioneer finds it so difficult to recognize and\nto analyze the wholeness of a new situation. He is too close to it, too involved\nin it, too busy with routine and detailed things, too obsessed by the idea that\nhe must identify fragments of the new with the wholeness of the old, too\neager to use the worn keys on the ring that he has carefully preserved. He\nseldom even perceives the necessity of understanding the new complex. In¬\nstead, he seeks or demands or vaguely hopes for some specific that is immediate\nand final, as if that could ever exist. He will grasp for any definite device,\nhowever minor it may be, that promises to “work” for the instant need ; but\nhe is slow to be concerned with a program that is suitable for the whole com¬\nplicated need, especially a program that involves the remote and the dimly\nperceived. No one more than the pioneer needs leadership. “Nothing ever\n\n"}
{"page": 635, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n631\n\nhappened in the world as prophets and leaders wished it to do,” sagely\nremarked George Simmel, “but without prophets and leaders it would not\nhave happened at all.” Never more than now ha9 the pioneer needed leader¬\nship that is far-sighted, that, envisaging the whole, goes to the bottom of\nthings to build a solid foundation for a brave new structure to house the\nnew world of a new civilization.\nOh, how I wish that some cold wise man\nWould dig beneath the surface which is scraped,\nDeal with the depths.\n\nA difficulty in our confusion is to know who the true leaders are. On\nevery hand we hear proposed foolish specifics, ranging from defunct old\nfashions to ephemeral invention. We need to listen with patience and to\nconsider sympathetically, as well as critically, the proposals of anyone who\nthinks himself a seer and a leader. Anyone may have seized upon and under¬\nstood a part of the complex that we have ignored as insignificant. Each one\nhas certainly seen a part, if not the whole, from a different point of view that\nmay have revealed values hidden from others. He may have blundered, in\nthat inexplicable way that human beings have the habit of doing, upon the\nbeginnings of the very plan that wise men have fumbled for and failed to\nfind. He may be able to give a clue, the mere suggestive end of a string that\nwill lead others on more rationally to a comprehending plan.\nAfter all suggestions are sympathetically and critically considered, after\nall clues are followed by intelligent, imaginative, and constructive reflection,\nthere must come a synthesis based on broad and deep understanding of the\nphenomena of the new and still changing intellectual frontier. Such a\nsynthesis can be made\n\nonly by our best minds, chosen for competence\n\nand\n\ndevoted to the all important task. Their work must be inspired by the con¬\nstant ideals of our nation, ideals purified from the contaminations of selfish¬\nness and illuminated again for the devoted acceptance of all the people.\nAfter the program that education is to follow for achieving these ideals is\nformulated, it will be tried in the crucible of public opinion, which, tho\nuncertain and variable, is an essential of democracy. Unless the people are\ninformed and approve, no program\nmanent success.\n\ncan have stability or promise of per¬\n\nThe nature and extent of the social, political, and economic changes that\nhave brought a new frontier can only be suggested here. They are too im¬\nportant and too numerous to be discussed or even to be listed in their en¬\ntirety. We do not know them in their entirety; we do not fully understand\nthose that we perceive. We have a world vastly extended by the inventions of\ncommunication and of transportation ; we have a marvelous decrease of\nphysical isolation as cities have grown and as good roads facilitate travel;\nwe have a paradoxical weakening of social ties as men live closer together\nbut with less sympathy and sense of responsibility for each other ; we have a\nweakening\n\nof home\n\ninfluences as divorce increases, as both parents are in-\n\n"}
{"page": 636, "printed_page": null, "text": "632\n\nNational\n\nEducation\n\nAssociation\n\ncreasingly away on business or pleaure, and as other agencies have with less\nsuccess taken over responsibilities for the children; we have the tragic\nbreakdown of the urban Protestant and Jewish churches; we have changed\nand changing mores that approve what was formerly condemned and that\nscorn what was once sacred ; we have a new standard for ethical character,\nvague perhaps but assuredly different ; we have politics that wander selfishly\nand ineffectively for the public good in the new clearings of the wilderness;\nwe have specialization in industry that demands a revolution in training;\nwe have potency of production by machinery that insures, not only plenty\nfor all wants, but leisure that needs direction ; we have a host of means of\noccupying leisure time with a demand for minimum activity and with a\npaucity of beneficent results ; and we have the vast organization of an un¬\nparalleled school system negligibly concerned with any of these important\nphenomena. These are but illustrations of the conditions which confront us\non the new frontier, conditions that we can by no means escape. We must\nunderstand them individually and as parts of the hierarchy of modern civiliza¬\ntion, understand them and adapt our education to make the best possible out\nof them.\n\nWe\n\nhave been critical of the pioneer on the geographic frontiers of our\ncountry. However, unless we learn from his neglect of opportunity how\nwisely to act on the new frontier of ideas, we shall be even more severely\ncriticized by generations to come. We need first of all to understand the\nchanges that have come, some of them gradually, a few with appalling\nsuddeness, in this maelstrom of life in which we find ourselves. We need to\nunderstand far more than the cold figures of machine production or even the\naccumulated data of the sociologists. Their significance, their threat, and\ntheir promise challenge our intelligence. We must understand their signifi¬\ncance and plan to change the frontier or to adapt our lives to them so that\nmore happiness will come to all our people. It is easy to smile at the early\npioneer who stodgily and stubbornly hoped to reproduce the past; it is diffi¬\ncult but imperative that we abandon his vain hope of restoring “the good\nold days ’ and set ourselves to finding what we can make of the good new\ndays. They are all that we shall have.\nIt should be obvious to the most casual and superficial thinker, however,\nthat understanding of the social mutations will not be sufficient. No one can\nplan wisely unless he has a goal that he wishes to reach. “The American\ndream” has, unfortunately and tragically, become vague; and to many of\nthose who boast of citizenship it has never became a permanent and moving\nvision of the goal toward the achievement of which all effort, all sacrifice\nmust be directed. The dream of a people made free by opportunity for every\none to achieve the best that is possible in him, but then to insure that same\ndifferentiated opportunity, whatever it may be, to all others, and cooperatively\nto live in harmony and mutual respect with varied developments still going\non — this is the dream that we preserve from the past and that still inspires\npassionate devotion in those who have never taken their eyes from the pillar\nof cloud by day and the pillar of fire by night. Unless all of our people accept\n\n"}
{"page": 637, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n633\n\nand devotedly seek this ideal on the new frontier, we shall more and moie\nbend the knee to Baal and wander from democracy.\nUnderstanding of the complex new phenomena, then, important and\ndifficult as it is, will be significant only if it furnishes the materials out of\nwhich we may build toward the ideal. T. hat building can be done chiefly, I\nalmost go so far as to say only, by the public schools. However much they\nhave failed of ideal accomplishment in the past, they remain our only means\nof salvation for the future. Their failure, to which may be attributed most\nof the woes that now harass us, should be blamed mostly on a public that\nwhile eagerly and, in a large sense, blindly seeking\nto reproduce the details of an outmoded civilization on a new fiontier. Edu¬\ncation, even at its worst, has more than the public kept the vision of democ¬\nracy. But when it attempted seriously to achieve it, teachers ran into some¬\nbody’s blockhouse of social traditions, somebody s industrial stockade, or\nsomebody’s political barbwire. Driven back by guns from the defenses of\nselfishness, the schools have been less and less able to inspire the younger\ngenerations with the vision of what might be, the vision of what must be for\na successful democracy.\n\ngot what they demanded\n\nAnd yet education is being blamed. Both attempting and accomplishing\nmore than the general public has seriously wanted, the schools are now the\ntarget for criticism as unfair as it is virulent. The rich who would lighten\ntheir burden of taxation employ or encourage popular writers to emphasize\nevery dereliction of duty, every defect of program, and every apparent ex¬\ntravagance. Education has no apology for towers, marble corridors, swim¬\nming pools, and stadiums, however much it would like to have now for\nmore important things the money that they cost. They were what the people\nwanted. They came along with gold domes on court houses, limousines for\nsheriffs, monster “memorial” auditoriums, and luxury in every home. I\nsuspect that they still have a reasonable defense. But they are not the weakest\njoint in our armor. Neither is that rare teacher who complained that she\ncouldn’t go to Bermuda because her salary was cut, nor that high school\nwith too many janitors, nor that superintendent who was convicted of\ncrime — all being falsely indicated as “typical.” The point of vulnerability is\nthat education has not seriously and consistently and courageously and per¬\nsistently sought to convince the public that the schools alone can keep the\neyes of each oncoming generation firmly fixed on the one great goal of\ndemocracy.\nIt is human nature to seek something to blame. It is the nature of little\nand of selfish men to make petty and physical changes without seeking and\nplanning to eradicate the real causes of trouble and without preparing a\nconstructive program that will lead to great accomplishment in the future.\nHistory tells instance after instance of our pioneer forefathers, resentful\nof conditions that had developed because of their short-sighted selfishness,\neven at those that had to be used for remedying their woes. Have we learned\nnothing from history? If the schools have not been wiser than the public, if\nanticipating needs they have not gone beyond popular approval and pre-\n\n"}
{"page": 638, "printed_page": null, "text": "634\n\nNational\n\nEducation\n\nAssociation\n\nvented social, economic, and political ills, shall the publi\nc now destroy or\nweaken the only instrument it has for bringing about what\nit wants? Blame\nwe are sure to have, mounting and unfair criticism we\nassuredly must be\nprepared to meet. It is only reasonable to expect all school men\nand women\nto cooperate in all necessary economy and in remedying\nconditions that\nfor any reason are bad. We shall not manifest professional compe\ntence unless\nat the same time we keep before the public mind the essential\nfact that edu¬\ncation is the one and only means for training the young\ner generations to\naccept and effectively to live by the program that this generation\nmust prepare.\nWe must forward the planning of such a program, both\nas educational\nleaders and as citizens. I am not so foolish as to think\nthat any and every\nindividual schoolmaster should forthwith set out in his class\nroom to reform\nsociety. Nor am I so foolish as to imagine that a society\nwithout a plan\ncan permanently succeed, to say nothing of progressing. Altho\nthe public\nhas basked in that illusion, it has been battered by the events\nof the past few\nyears into a readiness to accept leadership toward anything\nthat promises\namelioration. The individual schoolmaster can do something\nto induce an\nacceptance of a program of planning for achieving the dream of democ\nracy\non the new frontier, but he needs direction and support. Both\ncan be given\nby our great educational organizations. If the National Education Asso¬\nciation, with its numerous and potent departments, and the state associ\na¬\ntions will concentiate their strength on this necessity of plann\ning a program,\nwhich education must be used to make effective, it already has\nan enlisted\narmy of the superior minds of the nation to popularize and to promo\nte an\nappreciation of the need in every community of our country. Before edu¬\ncation can be made effective the people, or at least their leaders,\nmust agree\non what they want and thus be prepared to support the work of the school\ns\non the new frontier.\nThe\n\nelementary schools are already so organized that the introduction\nof a cooperating plan will be relatively easy. The problem and the greater\nopportunity will lie in the secondary schools, which are conceived as em¬\nbracing both the junior high school and the junior college. It is in this period\nthat the intellect has developed so that more than average understandin\ng is\npossible, and it is in this period that the necessary emotional approval and\nstimulus to devoted action can be developed. Elementary education\ncan lay\nthe foundation and furnish the simpler tools, but it is secondary educat\nion\nthat must be used to make effective the great program or any major\npart of\nit for achieving the ideals adopted for national prosperity and happiness.\nThe achievements of our secondary schools are great and not to be\ndep¬\nrecated. Their possibilities are far greater and must be seriously and strenu¬\nously sought. We in the United States have accepted the ideal, unique in\nthe whole world, of providing a secondary education appropriate to the needs\nof every youth. This ideal is not likely to be abandoned, primarily because it\nis intertwined with the roots of democracy ; but also because, as I have elsev here pointed out, there is nothing else that society can do with youth\nbut educate them. Already we have about half our youth in secondary schools\n,\n\n"}
{"page": 639, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n635\n\nand the fraction must inevitably increase. T he appropriate education, vary¬\ning far beyond the accustomed limits, we have yet to provide for the great\nnumber who have neither the competence nor the need for traditional courses.\nThe effort to force them upon all youth results in waste, not only of time and\nmoney, but of the far more important opportunity to make the secondary\nschools contribute largely and vitally to the welfare of the nation and the\nhappiness of its people. The new education must begin with, and consistently\ncontinue to seek the good of the supporting society.\nAltho criticism and restricted budgets are uncomfortable, I am inclined to\nthink that they are by no means wholly bad for secondary education at the\npresent time. If we are competent professionally, they will compel a franker\nappraisal of our own work than we are accustomed to give, a seeking to under¬\nstand the new frontier on which we are living, the construction of a program\nthat will prepare every youth according to his aptitudes and capacities for\nits needs, and then a bold and continuous campaign to interpret this program\nto the people. Every individual school man and woman should accept this\nprofessional challenge and devote such intellectual powers as he has to under¬\nstanding and to invention. Then in professional organizations they will find\nthe place to evaluate contributed ideas and the strength to put an adopted\nprogram convincingly before the people.\nWe are indeed on a new frontier. As the old has moved back, many of its\nneeds have gone. As the new has moved up, many new needs have come.\nHave we the vision to see conditions as they are, the wisdom to interpret\nthem for their true significances, the high dream to indicate the goal toward\nwhich they should move, the ability to plan for an educational program that\nwill utilize the facts to achieve the dream, and the strength not only to endure\ncriticism and privations but also to carry on, always on, until we have made\nthe public see and accept the cooperative responsibility? This is the challenge\nthat we have on the new frontier. It involves more than pedagogical improve¬\nments of traditional classics. It means creating a new civilization suited to\nthe new frontier and intelligently using the schools as the most potent means\nof progress. It means that the schoolmaster will no longer be the petty tyrant\nof the ferule or the sympathetic guide thru the mazes of inherited tradition.\nInstead, with eyes fixed on the high goal, with mind comprehending and\napproving the comprehensive program for progress,, he will apply his strength\nto the making of a brave new world good for all who live in it.\nNot for delectations sweet,\n\nNot the cushion and the slipper, not the peaceful and the studious,\nNot the riches safe and palling, not for you the tame enjoyment.\nPioneers, O Pioneers !\n\n"}
{"page": 640, "printed_page": null, "text": "636\n\nNational\n\nGEORGE\n\nEducation\n\nEDUCATION\n\nIN\n\nE. CARROTHERS,\n\nDIRECTOR,\n\nTIONAL\n\nTHE\n\nAssociation\n\nPOST-SECONDARY\n\nAREA\n\nBUREAU\n\nWITH\n\nOF COOPERATION\n\nINSTITUTIONS AND PROFESSOR OF EDUCATION,\nOF MICHIGAN, ANN ARBOR, MICH.\n\nEDUCA¬\n\nUNIVERSITY\n\n^ Superintendents replying to an inquiry recently made by the United States\nCommissioner of Education, reported three or four times as many postgradu¬\nates in high schools as were enrolled a few years ago. Minneapolis reported\n505 giaduate students. In the last ten years postgraduate registration inci eased 800 percent thruout the United States, according to a statement in\n\nSchool\n\nand Society for November\n\n19, 1932. Principals of North\n\nCentral\n\nAssociation high schools in Michigan reported in October, 1931, a total\nof\n1610 postgraduates. In October, 1932, this same group of principals reported\n5152. If all schools having former graduates enrolled reported these sepa¬\nrately each year, this is an increase of 320 percent in one year.\nInquiries addressed to a number of superintendents and principals at the\nbeginning of the present semester, February, 1933, brought definite informa¬\ntion that even larger numbers of postgraduates have enrolled for the second\nsemestei than for the first. One city school system in Michigan with a\nlarge\nenrolment of postgraduates for the first semester reported a 46 percent in¬\ncrease over that number for the second semester. Detroit reported 1000\npost¬\ngraduate enrolments for the first semester and 1300 for the second. There\nis a much larger enrolment of postgraduates in all of America’s secondary\nschools this yeai than at any other time in the history of secondary educati\non.\nThis situation presents a challenge to superintendents and boards of educa¬\ntion that is not easily met in a satisfactory manner.\nThe most serious educational problem confronting the American people\ntoday is that of devising ways and means for the proper education, ad¬\njustment and assimilation of the millions of young people of the post¬\nsecondary area. Upon this group, educated at public expense beyond the\naverage for so large a group in any country at any time in the world’s\nhistory, must rest much of the work of the government, business, welfare\nagencies, the professions and the homes of the coming generation. If suit¬\nable provisions can be made for the continued education of these young\npeople and if satisfactory employment can be provided for them, they will\nbecome efficient, law-abiding citizens and happy homemakers, and a satisfy¬\ning, progressive civilization will develop. If they are to be denied further\neducational opportunities, or if they are to be supplanted in government\nand other positions by those of low intelligence and little education, resent¬\nments w ill develop, crime will increase and life will be much less worth\nliving. For the sake of these high-school graduates, and for the preservation\nof a wholesome society it is the inescapable duty of the leaders of this\nday\nto give special attention to this group.\nChild labor and compulsory education laws, the greatly improved eco¬\nnomic status of the average family, and the widespread belief in the social\nand economic value of a high-school education wRich w^as accentuated\n\n"}
{"page": 641, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n637\n\ngreatly by the experience of army training camps during and after the\nwar operated jointly to send the high-school enrolment of 2,500,000 in\n1920 up to 4,800,000 by 1930.\nIncreased numbers of high-school graduates, lack of opportunities for\npost-secondary education in the immediate neighborhood, unemployment,\ndecrease in family incomes, and the like, converging at one time on the\nsituation have caused unprecedented numbers of postgraduates to demand\nspecial provisions for their needs or permission\n\nfor reentrance\n\ninto already\n\nover-crowded local high schools. Problems never before encountered\narisen, some of which need special consideration immediately.\nCurriculum\n\nProblems — About\n\none-third\n\nof the high\n\nschools\n\nhave\n\nof this\n\ncountry are so small that it is impossible to offer more than one curriculum.1\nBy the time a pupil has reached graduation he has taken every course the\nlocal high school offers. Postgraduates returning to these schools, therefore,\nreenter courses which they have already had. Many of these students do\nnot object to this repetition. They wish to be better prepared when the time\ncomes for them to enter college, while others desire opportunities to read\nand acquaint themselves with some of the additional materials which they\nhad to omit while taking regular high-school work. Still others reenrol in\norder to have a good time as postgraduates and to escape certain duties at\nhome or on the farm. But for whatever reason they return, a serious situa¬\ntion is usually created when postgraduates must be placed in regular classes\nwith pupils still working toward graduation.\nIn large high schools the problem is frequently not quite so serious.\nThese schools have more than one curriculum, usually including large\nnumbers of courses which the graduates have not taken. If the class sec¬\ntions are not already too large it is relatively easy to distribute the post¬\ngraduates to new teachers and new work. In his last four years of high\nschool the pupil usually takes 16 units of work. Some high schools offer as\nmany as 100 to 150 units or courses. In these schools a pupil might remain a\ndecade or more and still have new work, new teachers and new courses to\nchallenge him.\nBecause of decreased school finances, however, even large high schools\nare finding it difficult to care for these postgraduates. During\n\nthe past\n\nthree years it has become necessary for secondary schools to drop a con¬\nsiderable number of courses, to consolidate sections, to increase the size of\nclasses, and to increase the teacher load in order to meet the needs of their\nregular student body.\nStandards of the Commission on Secondary Schools of the North Central\nAssociation of Colleges and Secondary Schools permit the principal, vice¬\nprincipals, study-hall teachers, vocational advisers, librarians, other super¬\nvisory officers, and clerks to be counted as teachers when the pupil-teacher\nratio is being computed. Under this liberal interpretation reports for\nMichigan\n\nshow\n\nthat until 1930-31\n\nthere were\n\nno schools with a pupil-\n\n1 Gaumnitz, Walter H. The Smallness of America’s Rural High Schools. U. S. Dept, of the Interior,\nOffice of Education, Bulletin, 1930, No. 3. Washington, D. C.: Government Printing Office, 1930.'\n\n"}
{"page": 642, "printed_page": null, "text": "638\n\nNational\n\nEducation\n\nAssociation\n\nteacher ratio in excess of 30. Pupil-teacher ratios above 30 were reported\nby one school in the fall of 1930, by 14 schools in the fall of 1931, and by\n29 schools in the fall of 1932.\nOnly a short time ago\ntoo large. Now there are\nsidered the minimum. No\nbe avoided. Sections have\n\nan academic class of 40 pupils was considered\nclass sections in some schools where 40 is con¬\nclass enrolment is below that number if it can\nbeen increased in some schools until individual\n\nteachers are handling 60 to 80 pupils in English, mathematics, or the lan¬\nguages, and are teaching 250 to 300 pupils each school day. In one private\nsecondary school visited by the writer there were classes and enrolments\nas follows: three public-speaking classes with 68, 76, and 78 pupils; two\nalgebra classes with 76 and 82 pupils; and an English class and a Latin class\neach with 68. Such crowded conditions practically prohibit the caring for\nany postgraduates.\nFormerly it was thought that enrolments in non-academic sections should\nbe held down to approximately half the number taught in academic sections.\nEven under the present serious conditions non-academic classes do not aver¬\nage more\n\nthan 20 to 25 pupils to the section. The\n\n“Citizens Conference\n\nori the Crisis in Education” held in Washington in January, 1933, adopted\nunanimously a report brought in by one of the subcommittees, of which\nSuperintendent Frank Cody was chairman. One section of this report\nstated: “The size of classes in art, music, shop work, home economics, and\nother special subjects should be made as large as that of the average academic\nclass.” Putting this suggestion into practise will enable schools to take\ncare of some of the postgraduates.\n\nThe fact that postgraduates in high, school usually seek college credit for\nadditional courses taken, often creates a serious problem for principals and\nteachers. These postgraduates (college freshmen) in high school make a\ndemand on the time and thought of teachers entirely out of proportion to\ntheir numbers. Postgraduates are older and more mature, and they have\nhad the senior year of special privilege during which time they enjoyed a\ncertain companionship with the teachers denied to other pupils. On re¬\nenrolling they assert themselves in an attempt to get enough teaching to\nsatisfy college requirements and thus rob the regular pupils of what is right¬\nfully theirs. The attempt to secure college credit for work done by post¬\ngraduates in high school stirs up many problems for teachers and pupils\nalike.\nControl\n\nof Students — The\n\ncontrol of postgraduates\n\nin high school pre¬\n\nsents many and varied problems. Formerly only those were returning who\nhad been good students and who were genuinely interested in getting further\neducation. Usually they were from families not in a position to provide\nthem with a college education. These graduates made intelligent use of the\nlibrary, the laboratories, and other facilities and they usually learned a great\ndeal with a minimum demand on teachers. Outlines of advanced courses\nwere furnished them, college books were loaned by teachers, and a super-\n\n"}
{"page": 643, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n639\n\nvisory guidance was supplied by the teacher who could be of most help.\nOften these postgraduates were designated assistant teachers or laboratory\nassistants. High-school pupils had respect for their scholarship and studious\nhabits, and were willing to accept them in their new role. They were\nusually few in number.\nThe situation today is entirely different. Postgraduates are returning\nto high schools in great numbers. When 150 to 200 former graduates re¬\nturn for additional courses or for escape from home duties and other manual\nwork, the principal and superintendent are confronted with perplexing prob¬\nlems. The postgraduate attitude and the usurpation of teacher time and\nschool activities are frequently resented. Clashes arise and the unity of\nthe school is interrupted. Many postgraduates are quietly and unassumingly accepting the further advantages offered by local high schools, yet\nmany others are creating very serious problems for school administrators\nand teachers. As a measure of protection some principals are asking post¬\ngraduates on reenrolment to sign agreements to discontinue school on the\nfirst appearance of a difficulty in which they are involved.\nA considerable number of colleges and universities are making definite\nplans to give examinations on work taken by postgraduates in high schools\nfor the satisfying of certain freshmen course requirements. Several definite\nstatements of this policy have come to the writer’s attention. The one from\nthe University of Illinois, quoted in School and Society for December 17,\n1932, is in part as follows: “Proficiency examinations for advanced stand¬\ning are offered in all elementary courses (normally courses open to fresh¬\nmen) in English (rhetoric), foreign languages (ancient and modern),\nhygiene, mathematics, the natural sciences and the social sciences.\n“Any student who passes a proficiency examination in a university course\nis given credit towards graduation for the amount regularly allowed in the\ncourse, provided credit in such course does not duplicate credit counted for\nadmission to the University. The grade in proficiency examinations shall be\n“pass” or “not pass.” No applicant is given a grade of “pass” unless he has\nreceived a grade of at least “C” in the examination.\n“Proficiency examinations are provided without fee.”\nThe University of Michigan states that “Advanced credit is granted\nonly for studies equivalent to courses offered in the University, and in\naccordance with the following conditions : Either the applicant must, during\nthe first year of residence in the University, creditably complete, in the\ndepartment concerned, a course presupposing a satisfactory knowledge of\nthe work for which credit is asked, or he must pass a satisfactory examina¬\ntion in the work presented.”\nJunior colleges already organized have attempted to help meet the situa¬\ntion by broadening their curriculum offerings. In some! instances tuition fees\nhave been reduced or aid has been sought from public and private sources.\nJunior college enrolments have' increased somewhat, but as yet only a small\nfraction of the high-school graduates interested in further education have\nfound accommodation in junior colleges. President Zook in the February\n\n"}
{"page": 644, "printed_page": null, "text": "640\n\nNational\n\nEducation\n\nAssociation\n\nissue of the Journal of the National Education Association reports that\n. . in every state save California, there are many more students enrolled\nin the freshman and sophomore years of the state institutions than there\nare in local public junior colleges.” As yet junior colleges have been unable\nto touch more than the fringe of the problem of the post-secondary area.\nAnd it may be that it would be expecting too much to ask traditionallyminded junior colleges, organized and administered as they are with one\neye on the city budget and the other on keeping the way open for their\ngraduates to have a smooth entrance into institutions of higher education,\nto sense the needs and try to meet the demands of such a horde of highschool graduates.\nTo\n\nhelp meet this situation private organizations in many communities\nhave attempted to organize and operate colleges in high-school buildings\nafter school hours. On the whole this i$ not a good plan. If such college or\njunior-college courses must be offered, it would be better if the superin¬\ntendent of schools and the principal of the high school were in direct\ncharge. Many of these hurriedly organized schemes or emergency colleges\nare using as teachers, college graduates found in the community. Some of\nthe “professors” are unemployed teachers and superintendents, ex-engineers,\nunassigned preachers, local doctors, “realtors,” and others who have more\ntime than money, and who are anxious to exchange a considerable amount\nof the former for a reasonable amount of the latter. Some are willing to\nteach for the love of the work and for the practise they may obtain.\nJust as the high school has for many years been thought of as the people’s\ncollege, the time has now arrived for the reorganized junior college to take\nthis place. The junior college even when reorganized should continue to\noffer the first two years of regular four-year college work when a sufficient\nnumber of interested students ask for that sort of work. This, however,\nshould not be the major object of the public junior college. Many terminal\ncourses should be organized for those who are interested in learning how\nto do better and with greater satisfaction the things they will have to do\nanyway. Provision ought to be made for courses in child care, homemaking,\nhealth, cooking, sewing, art, music, simple accounting, industrial arts of\nall sorts, agriculture, horticulture, animal husbandry, typewriting, liter¬\nature for enjoyment rather than analysis, radio, bird study, science groups\nof many kinds, dramatics, play production, news reporting, and other fields\njust as far as community needs are in evidence. Someone will say, “and in¬\nsofar as money is available,” but I do not believe this needs to be such a\nlimiting factor as it is often considered. Jesse H. Newlon, in the Janu¬\nary number of School Executives Magazine in discussing “The 1933\nChallenge to Education,” says, “The acute problem of the moment is the\nfinancial problem.” I doubt this. According to official information sent to\n\nSchool and Society for January\n\n28, 1933, the first outstanding\n\nfinding of\n\nthe National Survey of School Finance shows “that in a large majority of\nstates there existed, even at the peak of prosperity, areas in which educa¬\ntional opportunities were\n\nof the most meager\n\ntype.” At the peak of pros-\n\n"}
{"page": 645, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n641\n\nperity money was available in these states for everything else. Why\nnot for\neducation? The acute problem is to get leaders to take a personal\ninterest\nin their fellow men. Sufficient money will be forthcoming when\nthe leaders\nshow a genuine interest in providing educational opportunities for all chil¬\ndren equivalent to those desired for their own children. When such interes\nt\nis finally developed every community will have at its educational center\na\npeople s school or college of the wider or reorganized type with\nmany\ncourses of study, definitely terminal and not preparatory in character.\nAt least one high school, that of Benton Habor, Michigan, under\nS. C.\nMitchell s superintendency, has made considerable use of corre\nspondence\ncourses to supplement and enrich the high-school curriculum. The Unive\nr¬\nsity of Nebraska Bulletin 84, June 1931, says: “Benton Harbor High\nSchool\ntoday probably carries on a more extended program of correspondence\nwork\nthan any other resident high school in the United States. The plan\nused in\nthat school has been the basis for similar plans adopted in many\nother high\nschools.”\nThe Citizens Conference on the Crisis in Education reports that\nthe\nUniversity of Nebraska is Trying the experiment of supplying\nfrom the\nState University Extension Department correspondence courses in what¬\never subjects any student in a small high school may desire to study.\nThe\nwritten lessons are sent to the University for correction. It is\nmy belief\nthat this method of procedure, developed for the enrichment of limite\nd\nhigh-school curriculums, has far-reaching possibilities for use in\nthe\nsecondary area of education. Some of the limitations and difficulties post¬\nmet\nwith when postgraduates reenter small high schools such as (1)\nlack of\ncarefully organized advanced courses, (2) the mingling of mature\nwith\nimmature students, (3) lack of requirement of self-help on part of stu¬\ndents, (4) teaching and examining members of staff one and the same, as\nis now found in all high schools, (5) inadequate library facilit\nies, and\nmany others might be greatly minimized by organizing corresponden\nce\nextension centers. Correspondence schools and extension divisions of\nuni¬\nversities could supply outlines of courses carefully worked out; studen\nts of\nabout the same maturity in rather large numbers might be gather\ned to¬\ngether in libraries or in study halls after school, or even during\nthe day\nfor the preparation of their specific lessons. A competent, widely experi\nenced\nteacher, or supervisor of learning might be secured as an adviser or\nhelper\nfor the students in looking up references and securing pertinent\nmaterial\nfor the solving of their problems. The helping teacher need not know\nthe\nsubjects in detail. Study of the lesson and preparation of report\ns should\nbe entirely the responsibility of the students. The giving of final examin\na¬\ntions and marks should be the responsibility of state universities\nand other\ncolleges doing correspondence work.\nSuch a program if carefully developed and honestly administered\n(1)\nought to furnish a rather wide variety of choice of subjects, (2)\nshould place\nmore individual responsibility on postgraduate students than is ordinarily\nex¬\npected of high-school pupils, (3) ought to make possible the handling\nof\n\n"}
{"page": 646, "printed_page": null, "text": "642\n\nNational\n\nEducation\n\nAssociation\n\ne the per pupil\nlarger numbers of students by one teacher, (4) should reduc\nculum near at home\ncost of education, (5) should furnish an enriched curri\nquick cuiriculum\nfor smaller communities, and (6) should provide for\nchanges to meet local needs.\nnot be labeled\nCourses offered to those of the post-secondary area need\nother level except\nas being of the junior-college or college level or of any\nopportunities need\nthat of the need of the people who are concerned. These\neffort should be made\nnot be planned for any definite period of time. Every\na percentage of high\nto get away from the stated time idea. Too large\ndesiie to get\nschool and college education is rendered ineffective by the\nand go out into the\nthru, grasp the coveted diploma, have it over with\nent does not\nworld an educated person. Genuine educational, developm\nant attention.\ncome all at once, nor does it remain without receiving const\ndifferent courses or\nA statement of proficiency in accomplishment in the\nenrolled in the\nactivities should be given from time to time to the students\ntion marks, and\nwider type of reorganized college courses. Grades, promo\nof education. In\ndiplomas should be discarded in the post-secondary area\nhing which will\nthis area the prevailing idea must be that of obtaining somet\ncontribute continuously to one’s usefulness and enjoyment.\nSelf-education\n\nversus\n\ntoo widespread\n\ncourses— Altogether\n\nis the notion\n\nng about\nthat a person must take a course in a subject if he is to know anythi\nhave not had\nit. High-school graduates lament for years the fact that they\nhome\ncourses in Shakespeare, French, chemistry, industrial arts, typewriting,\nthat a small\neconomics and the like. Yet it does not seem to occur to them\nion,\nfraction of the time they may be giving to bridge, to some other, divers\nif spent in\nor merely to whiling away the time until the depression is over,\nintance with the\nstudy would bring them in a few months a genuine acqua\ne graduate.\ndesired subject, equal often to that obtained by the average colleg\nsomething\nI know personally a man who decided that he wanted to know\n01 play\nabout Shakespeare. In just a few years as a part of his recreation,\nShakespeare s\nas he calls it, hq became almost an authority on one phase of\nwritings.\ncould\nSelf-education is the only worthwhile education. If high schools\nput it\nonly realize this fundamental principle a little more clearly and could\nthe post¬\ninto more general practise with pupils, educational programs for\nschools are\nsecondary area would be much less difficult. Teacheis in high\nso conscientious in their work and so anxious to do all possible for every\nobsessed with\npupil that they do too much for many of them. We have been\nmature\nthe notion that we must teach. Those who would be of most use to\nlearning. Too\nyoung people ought to think of themselves as directors of\nng who\nmuch teaching tends to make pupils helpless. Directors of learni\nhandi¬\nunderstand the implications of the law of self-activity assist but do not\nplace\ncap learners. The best teaching, or rather the best learning, takes\nrs\nwhen the teacher becomes an intelligent, helpful stage-setter. Teache\nmake pupils learn their lessons ; a competent\n\nstage-setter arranges the setting\n\nso that pupils are stimulated to do their own\n\nwork. Gradually\n\nthey begin\n\n"}
{"page": 647, "printed_page": null, "text": "Department\n\nof\n\n643\n\nSuperintendence\n\nto think of the teacher as their friend and fellow learner. Interest develops,\npupils discover that they can learn things for themselves, and work con¬\ntinues when the teacher is out of sight or even when the pupd is out of\nschool. This is the ideal toward which high schools should strive, and it\nis the only goal worthy of any consideration by those who are attempting\nto provide education beyond the high-school area.\nNew frontiers of the post-secondary area will be occupied and cultivated\nmore quickly and more successfully if we can first conceive of education in\na broader way than merely in terms of 16 units of high-school credit, or 120\nsemester hours of college work. The quality and quantity of a person’s edu¬\ncation need not necessarily bear a direct relationship to the number of de¬\ngrees held. Too long we have considered as educated only those persons\nholding degrees from colleges or universities even tho correctly speaking some\nof these may be among the most ignorant, inflexible, and prejudiced of the\nwhole community. Education is a continuous process and that person is\nbest educated\n\nwho\n\nknows\n\nhow\n\nto participate most actively and efficiently\nin life s affairs as a producer and who knows best how to live happily and\nharmoniously with himself, his family, and his neighbors. Such an educa¬\n\ntion comes as one lives. “Education\nNEW\nROBERT\n\nFRONTIERS\n\nM. HUTCHINS,\n\nIN\n\nPRESIDENT,\n\nis life.”\nTHE\n\nUNIVERSITY\n\nUNIVERSITY\n\nOF CHICAGO,\n\nAREA\nCHICAGO,\n\nILL.\n\nI have been asked to speak on New Frontiers in the University Area. I\nshould be glad to do so if I could. Unfortunately, however, my associations\nare limited. I can talk about Ohicago and nothing else. Perhaps you will\nfeel that the reputation of that city will entitle it, even in this genera¬\ntion, to be called a frontier, and perhaps you may forgive me, too, if I con¬\nfine my remarks to a subject with which I have some slight acquaintance.\nBefore reviewing the recent developments at the University of Chicago,\nthere are a few general statements that I should like to make about them.\nIn the first place, they have none of them been revolutionary or even highly\noriginal. They are almost all of them matters upon which educators at the\nUniversity of Chicago and elsewhere have agreed for years. If there is\nanything startling about them it is in the fact that all of them have not\nbeen tried before. And so the word experimental can be applied to them\nonly in a restricted sense. The attitude of the university is experimental,\nbecause it is willing to try some things when success is not guaranteed. It\nis willing to change if change seems on reflection to be desirable. But it\nis not striking out blindly in the effort to do something new merely because\nit is new. I may say in passing that almost everything in education is experi¬\nmental, for we can seldom prove that anything we do is conclusively better\nthan something else we might do or indeed than nothing at all.\nI wish to indicate at the outset also that the measures lately taken at Chi¬\ncago have been taken on the recommendation of the university senate, which\n\n"}
{"page": 648, "printed_page": null, "text": "644\n\nNational\n\nEducation\n\nAssociation\n\nconsists of all professors of full rank, and have been approved by the board\nof trustees. In the whole program, which has been presented step by step\nto the senate and the board, we have almost never had a close vote. The\nplans have represented the judgment of the overwhelming majority of the\nfaculty and the board. It is further important to notice that these plans\nhave not been confined to any one school or to any single aspect of the uni¬\nversity’s life. They have affected the whole institution, its administration,\nits methods, its curriculum, and its organization. Altho the process is still\nfar from complete, we can give the main outlines of the program as it seems\nlikely to proceed during the next few years.\nBefore 1930 the organization of the University of Chicago did not differ\nmaterially from the customary scheme except that the institution was per¬\nhaps more highly departmentalized than most. During the first seventeen\nyears of its history, heads of departments held office for life. Under this\nsystem departmental autonomy flourished. Heads of departments dealt\nchiefly with the president, and very little with the deans. The deans ad¬\nvised students, awarded fellowships, and looked after other inter-depart¬\nmental affairs. But budgets and appointments were departmental matters,\non which the deans advised, but which they did not control. The result was\nthat in 1929 the president had the task of coordinating seventy-two in¬\ndependent budgets.\nIt was clear also that each departmental budget represented at least two\n\ndifferent interests — the interests of general education and of advanced study\nand research. These differences were not reflected in the organization' of the\nuniversity. The university consisted of the professional schools and the\ngraduate schools and colleges of arts, literature, and science. It was becoming\nincreasingly apparent that the junior colleges were concerned with a different\nproblem from the senior colleges, and that the problem of the senior colleges\nwas similar to that of the graduate schools. The graduate schools, however,\nhad differences among themselves. There were strong groups in the humani¬\nties and the social sciences nominally united in the Graduate School of Arts\nand Literature. There were strong groups in the biological and physical\nsciences nominally united in the Graduate School of Science.\nTo accomplish at one stroke an administrative simplification and an organ¬\nization that reflected the real activities of the university, the senate recom¬\nmended in the fall of 1930 that the graduate schools, the senior colleges and\nthe junior colleges be abolished and that in their places there be established\nfive divisions : the biological sciences, the physical sciences, the social sciences,\nthe humanities, and the college. The college was to do the work of the\nuniversity in general education ; the divisions were to be devoted to advanced\nstudy and research and were to award all degrees. The deans of the divisions\nwere to be vicepresidents in charge of their organizations, reviewing the\ndepartmental budgets, and coordinating them into divisional budgets before\nsending them to the president. This also empowered them to recommend\nappointments, promotions and increases in salary. In this way the number\n\n"}
{"page": 649, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n645\n\nof independent budgets handled by the president was reduced from seventy\ntwo to twenty-four, and the organization of the university was related more\nnearly to its educational activities.\nIt was soon observed that the new responsibilities thrown on the deans\n\nwould make it difficult for them to perform many of the tasks that they\nhad carried hitherto. It was noticed also that the problem of educational\nand vocational guidance was one that we were treating in a very cavaliet\nfashion. Some twelve separate units were concerned with student problems.\nIn view of the methods of measurement that we proposed, adequate attention\nto guidance was more necessary than ever before. The senate therefore\nrecommended that a dean of students should be appointed who should have\ncharge of the twelve organizations concerned with student affairs and who\nshould relieve the deans of the burden of dealing with student problems.\nBy this arrangement the number of independent budgets handled by the\npresident was reduced from twenty-four to twelve.\nSince we were in the business of reorganizing it was considered a propi¬\ntious time to put into effect the results of deliberations that had been going\non since 1927 affecting the methods of measuring the progress of students.\nWe decided to get rid of credits and course examinations for them, to abolish\ncompulsory class attendance, and to reduce arbitrary residence requirements.\n\nIn place of these various methods of detecting a student’s intellectual develop¬\nment, we provided for general examinations as the sole criterion of progress\nfrom one unit to another, except for those degrees where a dissertation has\nalways been demanded. These examinations the student may take when\nin his opinion he is ready to do so. The object of this arrangement is not\nto speed up the educational process, but to permit the student to keep con¬\nstantly in contact with material that is stimulating and challenging to him.\nA system of general examinations had to be administered. The senate\ntherefore recommended the appointment of a university examiner who should\nbe chairman of a board of examinations composed of nine members repre¬\nsenting the various faculties. All examinations which were to count for any¬\nthing were to be given by the board which is not composed of members of\nthe teaching staff. The board’s technical staff prepares the examinations on\nthe basis of material supplied by the teaching staff. The board then admin¬\nisters and tests the examinations.\n\nThese actions of the senate and the board complete what may be called\nthe first phase of the university’s reorganization. They were taken in the\nfall of 1930. Each faculty at once attacked the problem of its curriculum.\nThe college faculty offered in the fall of 1931 an entirely new course of study\ncentering around four large lecture courses in the physical, social, and\nbiological sciences, and the humanities. Many departmental courses for\nfreshmen and sophomores disappeared entirely. The object was to give a\ngeneral education and to eliminate, wherever possible, courses with a pro¬\nfessional aim. In the general courses the student attends lectures, if he\nwishes, three times a week, and a discussion group once a week. Ordinarily\n\n"}
{"page": 650, "printed_page": null, "text": "646\n\nNational\n\nEducation\n\nAssociation\n\nhe attends two of the general courses in his freshman year and two in his\nsophomore year. Thus he has time left to attend courses that will give him\nthose tools that he will need if he is going on into the upper divisions.\nThe other divisions and the professional schools are most of them still at\nwork on their courses of study. In general, the bachelor’s degree will be\nconferred on the basis of general examinations given on the theory that the\nstudent will spend one-third of his time in a department, one-third in a\ndivision, and have one-third of it free. The courses leading to the higher\ndegrees will be still more specialized. The tendency in the divisions is\nessentially that manifested in the college — to drop as many departmental\ncourses as possible and to consolidate their subject matter in divisional courses\ndesigned to give the student, first of all, a thoro understanding of the\ndivisional field as a whole. The structure of the curriculum is thus pyramidal,\nproceeding from general courses in the college to divisional courses and\nthen departmental courses in the divisions.\nThe professional schools have already decided or are in the process of\ndeciding to admit students at the completion of their college work, that is,\nat the beginning of their junior year. This will mean in most cases an\nenriched professional curriculum, containing a considerable amount of non¬\nprofessional work.\nAlmost simultaneously with the divisional organization the faculty began\nto make provision for interdepartmental and interdivisional cooperation in\nresearch and in teaching. We have no department of international relations;\nbut in the division of the social sciences many men in different departments\nwere working on different aspects of international problems. They have\ncome together in the committee on international relations where they engage\nin joint research projects and supervise the work of students, recommending\nthem for higher degrees to the social science division. In the humanities\n\ncommittees on language, on literature, and on culture perform the same\nfunction in that division. A type of interdivisional group is the committee\non child development, now busy coordinating research in this field and soon\nto take up the question of teaching and recommending students for degrees\nin any division. A university activity that cuts across divisional lines may thus\nflourish without being restricted by such barriers.\nSuch a university activity is the preparation of teachers. Almost all de¬\npartments are engaged in it. Many of them are engaged in little else. Yet\nthe formal training of teachers has been accidentally relegated to one depart¬\nment, the School of Education. The effect of this has been to diminish the\nsense of responsibility felt by all the departments, to prevent the Department\nof Education from devoting itself to its proper field, the science of education,\nand to promote a certain degree of disharmony between that department\nand the rest. In recognition of the fact that the education of teachers is\nan undertaking of the entire institution we now propose to place that task\non March 11 upon a university committee composed of representatives of\nall divisions and schools, and to relieve the School of Education of the\n\n"}
{"page": 651, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n647\n\nburden. I he result will be clarification of the functions of that department\nand definite assumption by the whole University of a responsibility which\nbelongs to all of it.\nAs we have studied for the past two and a half years the problems of\ngeneral education we have become convinced that they cannot be readily\nsolved by an organization with divided loyalties. We are certain, too, that\nan organization which has its students for only two years will always face\ngreat difficulties in the construction of a program designed to give a general\neducation. In addition we have observed, like everybody else, the duplication\nand overlapping that have afflicted the last two years of high school and\nthe first two years of college. Our college became a two-year unit in 1930.\nOur college faculty has been composed of members of the upper divisions,\nand has been, to a certain extent, a faculty of divided loyalties. The mem¬\nbers of it have been concerned with general education in the college, and\nwith research and advanced study in the divisions. They could not be\nappointed in the college without the approval of chairmen of departments\nwhose interests might be exclusively in advanced work. Our high school\nhas been a laboratory school of the Department of Education, under an\nadministration separate from that of the college.\nOn January 12 the board of trustees on the recommendation of the senate\napproved two important proposals, one to incorporate the last two years of\nthe University High School in the program of the college, and the other\nto permit the appointment of members of the college faculty without the\nconcurrence of departmental chairmen or divisional deans. The first action\ngives us a four-year unit devoted to general education. The second gives\nus the chance to build up a faculty chosen because of its special interest and\nability in this field. The four years devoted to general education will be\nunder the administration of the college dean; the principal of University\nHigh School has become associate dean of the college.\n\nThis organization has been put into effect on the theory that a simple,\nworkable, and defensible program for education in this country is a sixyear primary school, a three- or four-year secondary school, and then vari¬\nous terminal courses of study, one of which deals exclusively with general\neducation and the others of which, with a core of general education, are\ndesigned to prepare the student for work in technical or business fields. At\nthe moment the University of Chicago is prepared to develop only the\nfour-year curriculum in general education. Faculty committees are at work\non this course of study now, with a view to offering a tentative experimen¬\ntal curriculum to students for the first time next fall.\nThe purpose of these actions is to provide an organization and a curric¬\nulum for the American system of public education, if not for it to use at\nleast for it to consider. It will be clear to this audience, however, that this\npurpose cannot be accomplished if the University limits its experiments to\ngeneral education. Altho I believe that we underestimate the significance of\ngeneral education for all citizens, altho I am convinced that any ter-\n\n"}
{"page": 652, "printed_page": null, "text": "648\n\nNational\n\nEducation\n\nAssociation\n\nminal course of study must give large attention to the cultural heritage of\nthe race, I am sure also that beside the college there must grow up parallel\ninstitutions which will meet the needs of graduates of junior high schools\nwho should he prepared for business, a home life, or technical, activity. The\nneeds of all graduates of all junior high schools cannot be met by general\neducation alone. Therefore, as soon as possible, the University of Chicago,\nsince it wishes to construct a program useful to the system of public educa¬\ntion, must and will experiment with terminal courses of study of a technical\nor business character which will parallel the new\ndevoted to general education.\n\nfour-year organization\n\nThis, then, is in outline the program of the University of Chicago as it\nhas developed to the present date. It remains to describe the results as we\nsee them, the results of that part of the plan that has been put into effect.\nI must warn you to receive these remarks with even more than the usual\ncaution with which you accept the statements of university presidents. No\npart of the plan has been in operation for more than a year and a half.\nWe have little more than first impressions to report. And since we are all\nenthusiastic these impressions may reflect our emotional state rather than\nobjective reality. From the administrative point of view I should say un¬\nqualifiedly that the changes we have made have promoted efficiency and\neconomy.\n\nThe\n\nreduction of the number of budgets from seventy-two to\ntwelve, and the grant of real authority to the deans have given us an ad¬\nministrative scheme without which we could not have met the rapid decline\nin our income since 1930.\nFrom\n\nthe standpoint of attracting, retaining, and educating students, my\nimpressions are equally favorable. Our applications increased in the first\nyear of the new plan and have kept on increasing to the present time. The\nstudents admitted have been markedly superior by all tests that we could\napply to any that we have had before. They appear to understand and value\nthe opportunities offered to them by the new regulations or lack of them.\nThirty-nine freshmen in the first year presented themselves for general ex¬\naminations in subjects which they had studied by themselves, without bene¬\nfit of instruction. They all passed, and passed with an average higher than\nthe general average of the class. Altho these are times in which we should\nexpect no program to assist in the retention of students, we find that the\nholding power of the new plan is 5 percent greater than that of the old.\nThe faculty has been notably successful, I believe, in humanizing the\nsciences, in de-professionalizing freshman and sophomore instruction in\n\nthese fields and making the science courses contribute to a general educa¬\ntion. The museum developed at the quadrangles in cooperation with the\nRosenwald Museum of Science and Industry has largely replaced labora¬\ntory work. The new sound pictures in the physical sciences have greatly\nsimplified and improved the ordinary demonstration-lecture technic. In\ngeneral, good students seem to come to the University because of the new\nplan ; they seem to stay there because of it ; and they seem to flourish\nunder it.\n\n"}
{"page": 653, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n649\n\nAltho the curriculum, the examination system, and the advisory service\nall leave something to be desired, I am satisfied that they are all definit\nely\nsuperior to anything we had before 1931. The examinations have proved a\ntremendous labor to the teaching and examining staff. Since the examin\na¬\ntions are published and distributed, new ones will have to be prepared\neach\ntime they are given, so that the labor will never end. Nevertheless, we are\ndeveloping a group of examiners who understand the curriculum and a\ngroup of instructors who understand examinations ; this will mean the grad¬\nual elimination of much waste motion that has beset us in the past\ntwo\nyears.\nDuring the summer quarter the administrative, examining, and teaching\nstaffs will give for those interested in the administrative, examining,\nand\nteaching problems in college a series of six courses indicating in detail the\nmethods that we employ and the results that we think we are achieving.\nThese courses will enable those concerned with college problems to learn\nat first hand from our professors who are doing the work what is actually\ngoing on at Chicago. I commend them to you as a wholesome antidote to\npresidential addresses.\nFrom the point of view of the organization of education, elementary,\nsecondary, collegiate, and university, I am clear that Chicago has taken\nsome suggestive steps. But here, I must admit, I have little but faith to sus¬\ntain me. I believe, I do not know, that a six-year primary school, a threeor four-year secondary school, a three- or four-year college, paralleled\nby\nthree- or four-year technical institutes, and followed by the univers\nity is a\nsound, efficient, and economical organization of education. At any rate, I\nthink it is worth trying. Certain impressions from our experience may be\nrelevant. Our experience seems to show that the natural association of stu¬\ndents is not in a group covering the four years of the typical college of liberal\narts, but rather in two groups which separate in the middle of that college.\nOur divisional students, who are juniors, seniors, and graduate student\ns,\nhave developed a divisional consciousness and a community of interest quite\ndistinct from those of the freshmen and sophomores who constitute our col¬\nlege. The natural associates of the freshmen and sophomores, on the other\nhand, seem to be the juniors and seniors in high school. Certainly the faculties\nof the upper divisions have developed a divisional consciousness; and the\nfaculty of the college is coming more and more to see that its problems are\ndistinct from those of the upper divisions and allied with those of the last\ntwo years of the high school.\nThe development of divisional consciousness has been a striking phe¬\nnomenon, for it has marked a change in the traditional departmental feelmg of the University of Chicago. The construction of divisional courses\nof study, of divisional examinations, of divisional requirements, and of divi¬\nsional research projects has brought allied departments together as never\nbefore for the good of the students and of one another. In the biological\nsciences this change has been of peculiar significance, for there the clinical\nmedical departments have become members of the division along with\nthe\n\n"}
{"page": 654, "printed_page": null, "text": "650\n\nNational\n\nEducation\n\nAssociation\n\npre-clinical and non-clinical biologists. The group is therefore a unique as¬\nsociation of biologists, who because of a common administration and a\ncommon purpose are likely to have some influence on the course of educa¬\ntion and research in medicine and in biology as a whole.\n\nIn the same way the inclusion of the School of Education in\\ the Division\nof the Social Sciences seems to me fraught with important consequences\nfor the science of education and for the social studies. 1 he tendency of\nAmerican universities to regard educational specialists as people who had\nthe queer idea that they could and would train public school teachers has\ndone the greatest damage to universities and to scholars in education. The\nsocial sciences have missed association with one of the most important, if\nnot the most important, of the social studies ; departments of education have\nsometimes had a professional or even a vocational cast thrust upon them.\nAt Chicago, the Department of Education is an integral part of the Divi¬\nsion of the Social Sciences, to the infinite advantage of both.\nI offer this description of what the University of Chicago is doing, not\nbecause these things are the only things that are being done in the univer¬\nsity area. It is only necessary to refer to the great contributions that are\nbeing made by the great university situated in this city to remind you that\neven we at Chicago are conscious that other institutions, and notably the\nUniversity of Minnesota, are engaged in work of fundamental importance\nto the future of education. It may well be that everything that we are doing\nis wrong. I do not greatly care if it is, for I trust to the intelligence of edu¬\ncators to point out our errors and thus save both themselves and us from the\nfinal fatal consequences of our mistakes. So the Chicago plan- is not the only\nplan. It may not be the best plan. It is not a plan that we recommend to\nanybody else. It may have no ultimate significance whatever. The only rea¬\nson that I think it worthwhile to present it here is that it may serve to\nremind us that even in times of great financial distress it is possible for us\nto direct some attention to what is after all our main task, the improvement\nof education in the United States.\n\nGENERAL\nThe\n\nDOROTHY\n\nAFTERNOON,\n\nSESSION, THURSDAY\nMARCH 2\nNew\n\nFrontiers for Extension\n\nDANGERS\n\nIN THE\n\nC. ENDER1S,\n\nDIRECTOR\nSCHOOLS,\n\nNEW\nOF\n\nEducation\n\nLEISURE\n\nEXTENSION\n\nMILWAUKEE,\n\nAREA\n\nDEPARTMENT,\n\nPUBLIC\n\nWIS.\n\nDoes leisure warrant our concern? Are the activities at which an indi¬\nvidual spends his leisure hours of influence in his development? Social\nworkers dealing with delinquents were the first to call attention to this\nquestion. Have you ever considered comparatively the influence of work\nand recreation or leisure time activities upon the life of an individual?\nHave you heard of many individuals going wrong while at woik or while\nin school? A national survey of arrests made\n\nin 1923 showed\n\nthat 80 per-\n\n"}
{"page": 655, "printed_page": null, "text": "Department\n\ncent of the arrests listed were\ning the working\ncerned. The\nwere\n\nunder\n\nof\n\nmade\n\n651\n\nSuperintendence\n\nfor misdemeanors\n\ncommitted\n\nnot dur¬\n\nhours but during the leisure hours of the individuals con¬\n\nsad feature of this survey is that 71 percent of this 80 percent\ntwenty-one years of age.\n\nLeisure is a great by-product\n\nof the machine\n\nbut one which\n\nhas not been\n\ntaken seriously, has received nowhere near the attention that has been given\nby efficiency experts to material by-products in industry. Its value has not\nyet been discovered. Are we going to make it a detriment or a blessing?\nPreparation for its use is one of the greatest problems confronting us today.\nWe must bring our people to a realization that the shortening of hours of\nlabor is not a release from but a release for, not an escape from labor but\na liberation from the material for the cultivation and enjoyment of things\ncultural and spiritual. As Howard Braucher of the National Recreation\nAssociation recently said, “Leisure must mean freedom with control and selfcontrol with freedom.”\nMany communities have for years been making splendid provision for\n\nplaygrounds\n\nand athletic fields. In the early days, playgrounds were more\nor less prompted by sentiment — but they need no longer be defended from\nthis standpoint. While I hope the day will never come when we divorce\nsentiment\n\nfrom our program of playgrounds, they can be justified upon\nbasis of cold dollars and cents for it has been proved that expenditures\n\nplayfields, or more truly stated, investments\non courts and corrective institutions.\nMunicipal\n\nplanners are recognizing\n\nthe\nfor\n\nin playfields, result in savings\n\nthat in a city set-up a recreation de¬\n\npartment is as important as a health department or a fire department. Up\nto date health officials do not sit in their offices in wait for an epidemic.\n1 hey are constantly on the job preventing epidemics thru education and\neradication of conditions of menace to health. Likewise the modern fire de¬\npartment is active not only upon call of the alarm, but makes fire preven¬\ntion its watchword. Many cities have still to learn that prevention is wiser\nand less costly than correction, not only in matter of germs and flames but\nalso in the case of boys and girls.\n\nIf ever we\n\nneeded clear thinking about true and false economy in matters\nof education and recreation we need it in this present crisis when the public\nis so prone to think with its pockets. Youth cannot and will not wait for\nthe depression to be over. Its growth, its character development go on\nfor\ngood or evil according to the nurture and guidance we give it. There\nis\nsomething far worse\nual bankruptcy.\nWhat\n\nthan financial bankruptcy,\n\nis recreation?\n\nThe\n\npopular mind\n\nthat is, a mental\n\nand spirit¬\n\nis still inclined to limit its con¬\n\nception of recreation activities to athletic games and outdoor\nsports. In\nfact, many municipal recreation departments conduct only this type\nof rec¬\nreation oi devote the major portion of their effort to outdoor\nrecreation.\nLhe promotion of sports and outdoor activity forms a very\nlarge portion of\na recreation department s responsibility and we Americans are\nstill far from\nbeing the outdoor people we should be, but sports by no means\nare the sole\nresponsibility of a recreation department.\n\n"}
{"page": 656, "printed_page": null, "text": "652\n\nNational\n\nEducation\n\nAssociation\n\nLast summer, the secretary of our Y. W. C. A. told me joyously, “I am\ngetting ready for my vacation. My trunk is one-third full of books. My\nsister and I are going to a camp in Maine and oh, what fun it will be to sit\nunder the pines and read!” “But,” she added, “it will not be done without\ndifficulty. Two years ago I did the same thing but I never left for the\nwoods but what sister would remonstrate, ‘Such an idea of a vacation!\nSit and read!’ ” That sister happened to be a librarian in Connecticut.\nI ask again what is the difference between work and play? Is it not a\nmental attitude?\nIt is true many like to play with balls, others prefer to play with chess\nmen, others with strands of wool and silk — some with lumber and saw,\nsome with paints and color, some with clay, some with human situations\nthru dramatics, some with tones of music, some with rhythm, some with\nwords and phrases.\nThis interpretation makes a recreation program almost limitless. With\nthis concept in mind, the Milwaukee Social Centers carry out a fourfold\nprogram. Attendance in the evening is limited to adults and to boys and\ngirls beyond the elementary grades.\nIn the last analysis, the real mission of a recreation department is not\nmerely recreation but creation — creation of leisure time interest or hobbies,\nand simple skills. Skills lead to avocation. It is an educational responsibil¬\nity — education for the wise use of leisure. The more varied these interests\nand skills, however simple they be, the richer the life of the individual. A\none track leisure time interest may become a detriment.\nEnriching the leisure time interests of an individual extends in influence\nbeyond the individual into the community. To have symphony a community\nmust have understanding music lovers, to bring drama to the community\nrequires appreciation of the drama, art exhibits must be backed by an art\nloving public.\nMilwaukee, feeling that recreation is education and should have the same\nquality of thought and guidance as does the academic life of its youth, has\nplaced the responsibility for its municipal recreation into the hands of the\nschoolboard, putting into its care the public playgrounds, the municipal\nathletics, and the social centers.\nIt is our responsibility to train our boys and girls — our homes, yes, our\nentire community — not only for w~ork but for play — not only for labor but\nfor leisure — to enrich lives with interests and simple skills, in games, art,\nmusic, drama, literature, conversation, nature, companionships, inner re¬\nsources upon which to draw for leisure time happiness and growth.\nINTERPROFESSIONAL\nCHARLES\n\nH.\n\nMAYO,\n\nM.D.,\n\nFRONTIERS\n\nROCHESTER,\n\nMINN.\n\n“Take interest, I implore you, in the sacred dwellings which one desig¬\nnates by the expressive term : laboratories. Demand that they be multiplied,\nthat they be adorned:\n\nthese are the temples of well-being and happiness,\n\n"}
{"page": 657, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n653\n\nThere it is that humanity grows greater, stronger, better.” This was the\nadmonition of Pasteur who, thru his investigations of fermentation and the\ndiseases of beer and wine, laid the foundations of the science of bacteriology.\nAbout\nwhich\n\nseventy years ago Pasteur proved that the disorders of fermentation\nwere causing great economic loss were due to the overgrowth of\n\nyeast by bacteria and that heating to 150° F. would destroy most of the\ngerms and secure preservation of the product — hence the now familiar\nprocess of pasteurization. For Pasteur, in his school laboratory or in the\nworkaday laboratories of the vintners and the brewers, showed that the\ndiseases of animals and plants could be brought about by the activities of\nspecific microbes and justified the prediction of Robert Boyle who, in the\nseventeenth century, asserted that the man who discovered the cause of\nfermentation would learn a great deal about disease. So from the profes¬\nsional pioneer work of Pasteur has come the past half century or more of\nbrilliant researches concerning the causes of infectious diseases and man s\nability to control in large part epidemics and scourges.\nFrontier lines are the border lines of civilization’s safety. As the battle\nof man versus microbes is more intelligently and scientifically waged we\nsee the frontier lines extended with the development of a new geography of\nborder lines of safety, with the areas of death heavily laid in black, carrying\nthe skull and cross bones of the pirates of disease. But the frontiers of\ndisease do not recede as rapidly as they should. The greatest foes of the\nhealth officers are those who\n\nproduce, handle, or sell perishable food which,\n\nin order to be kept clean, means\ninvading\n\nsource\n\nof contamination\n\nan added\nmust\n\neconomic\n\ncost. Every\n\nbe carefully watched\n\npossible\n\nby chemist,\n\nbacteriologist, and those trained for the preservation of the health or the\nprogress of the people. Each oncoming generation, as well as those of more\nmature and presumably wiser years, must be told and retold and shown\nagain and again that man’s program of economy is all too often a program\nof extreme costliness, for an ounce of prevention is worth pounds of cure\nand costs less in the toll levied in terms of dollars and cents as well as in\nthe more priceless physical prosperity. For instance, many states and com¬\nmunities provide for water surveys, prevention of contamination of water\nsupplies, purification and filtration of water in order that the people may\nhave pure water — nature’s first and most important drink. Yet in a western\nstate a recent epidemic of typhoid fever will doubtless cost a quarter of a\nmillion dollars. The annual interest on this amount of money would pro¬\nvide statewide protection and guarantee the communities pure water. But\nthere will be no annual\n\ninterest to invest and, more\n\nthat little if any mental\n\ninterest will be forthcoming.\n\nserious still, it is likely\n\nus to take interest in the sacred dwellings\nwhich we call laboratories. And we know\" full well that he did not have\nin mind, as he uttered these words, grandeur of buildings, pomp and display\nWisely\n\ndid Pasteur\n\nbut rather systematized\nexperimentation.\n\nadmonish\n\nand orderly workrooms\n\nPlaces remote\n\nand\n\nsecluded\n\ndevoted\nfrom\n\nto thought\n\nthe ordinary\n\nand to\nrun\n\nof\n\n"}
{"page": 658, "printed_page": null, "text": "654\n\nworkaday\n\nNational\n\nEducation\n\naffairs having to do with\n\nAssociation\n\nthe wherewithal\n\nshall we\n\nbe fed and\n\nwherewithal shall we be clothed; sacred dwellings in which men and women\nmight experience the great adventure and labor for the love of the truth\nand in search of the truth, and in the hope that the frontiers of knowledge\nmight be extended, be that extension ever so slight. It has been such con¬\ntributions that have constituted the extension of the frontiers into the no\nman’s land of the unknown. The world of 1894 appreciated but little a\nreport that Roentgen had made a tube whose light was powerful enough\nto penetrate solid matter and throw a shadow of the bones of a hand on\na photographic\n\nplate. And\n\nwe\n\nmay\n\nsuspect that Roentgen\n\ndid not, in the\n\nearly days of his X-ray tubes, appreciate the full significance of his laboratory\nresearches, how they would open up to the world of medicine a most power¬\nful tool in both the diagnosis of disease and in its treatment and how, in\nturn, they would, in the hands of Thomson, Van Laue and scores of other\nphysicists, open to man’s consciousness a realization and appreciation of the\nconstitution of matter, with its protons, electrons, photons, gamma rays,\nand cosmic rays. Little did Stokes dream that his investigations on the\nlaws governing the descent of small droplets of water would serve, when\nextended by such men as Thomson, Wilson and Millikan, to determine\nthe value of the elemental unit of electricity. And the Curies, as they\nworked in the simplest of surroundings and with the greatest of personal\nsacrifices — inspired by the discovery of a fogged photographic plate which\nmight have been classed as an accident by Becquerel rather than a frontier\nborder line — little dreamed of the great service which\nin the treatment of malignant growths.\n\nThese\n\nand like discoveries have opened\n\nup untold\n\nradium\n\nhas rendered\n\navenues\n\nof scientific\n\nattack and have advanced the frontiers of knowledge in chemistry,\nphysics,\nmetallurgy, biology, bacteriology, and medicine. No man liveth to himself.\nNo science liveth to itself. No longer can one draw the lines of demarcation\nin scientific endeavor and developments. A new fact added in chemistry\nor\nphysics may have as great or greater significance in the biological sciences.\nTo modify the number of chromosomes, to change the metabolism of cells,\nto hasten or slow up the life cycles or to endow living matter with\nnew\nproperties may be of vastly greater importance than an understanding of\nthe physical and chemical agents and their actions on the realm of non-living\nthings. But a knowledge of and control of various types of radiant\nenergy\nwhich enables an atom of nitrogen to be turned into an atom of carbon\nor,\npei chance, an atom of mercury into an atom of gold, may be the\nsesame\nthat will open up modifications of cells and tissue and possibly\neven the\nsecret of life itself. For we know that the green leaf takes of\nthe solar\nenergy, thru its chlorophyll, and mixes this sunshine with the lifeless mole¬\ncules of carbon, oxygen, hydrogen, and nitrogen and produces sugars\nand\ncarbohydrates — food for plants and man alike, and therefore life.\nIn the last quarter of a century we have learned that the body is fed\nnot\n\nonl\\ by the sunshine bottled and canned directly from the solar\nenergy\ntaken up by the plant world but also directly by the absorption of those\n\n"}
{"page": 659, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n655\n\nFoi the\ninvisible radiations of sunlight which are called ultraviolet rays.\nstudded\nbody is a myriad of cells; its covering, the skin, is everywhere\nions of\nwith sensitive spots and each of these groups is a trapper of radiat\nis trans\ndefinite wave lengths. The influence of this reception of energy\ntissues and this\nported internally to millions of cells situated in different\nnew prop¬\nreception of energy alters and changes matter and endows it with\ntages\nadvan\nthe\nabout\nerties. These are the days when we hear and read much\ninto\nof being “sunkist” and the necessity of including in the foods we take\nfactors\nour bodies those invisible but nevertheless vital, virile accessory food\nvitamins as\nknown as vitamins. While we know relatively little about the\nthey\nto what they are, we know a great deal about what they do, where\nare to be found and how they are to be most readily procuied.\nthe great\nFor generations on generations the sun has been worshipped as\nians\nsource of both light and life. The ancient Aryans, Persians, and Egypt\non. But as\nmade the body’s reception of the sun s rays a part of theii religi\npractises.\nChristianity spread there was an exclusion of all socalled pagan\nht until the\nThere was no awakening to the beneficent effects of sunlig\nor two bundled\nbeginning of the nineteenth century. In the past hundred\nturned fiom being\nyears thp aggressive peoples of the temperate zones have\nthe creation of\ntillers of the soil to dwellers in the city. Industrialism and\nand cities,\nmachinery brought in their wake rapidly thrown together towns\ncould scarcely\nnarrow streets with no drainage and into which the sunshine\nsponding\npenetrate. As the machine age has progressed there has been a corre\nng out and\nprogressive belching of vast clouds of soot and smoke, blotti\nin their touch.\nalmost literally strangling the sunbeams carrying healing\nand man’s unconscious\nBy reason, therefore, of the rise of industrialismalways an animal has he\nforgetting of the fact that he is first, last, and\nhas robbed himself\nbrought on himself a group of deficiency diseases. Foi he\nout of the phos¬\nof the outdoor sunshine which makes solid, straight bones\nfoods deficient\nphorus and calcium of his food and he has loaded his table with\nwhich make for\nin mineral ingredients and in those virile, vital elements\ngrowth,\ngood teeth free from dental caries, normal nutrition, and proper\nand, in extreme\nand which prevent certain types of nervous dysfunction\nra and the like.\ndepletion, aggravated conditions of scurvy, beriberi, pellag\nce in the pro¬\nHence the last twenty-five years have witnessed a great advan\nency diseases.\nfessional frontier of civilization’s safety with respect to defici\nof nutritionalists\nThese researches were stimulated by the pioneer work\nwe eat or what\nwho believed that what we are is largely a matter of what\nthe fuel which\nwe do not eat and how the body uses, oxidizes, or burns\nr, no animal can\nwe call food. For in 1906 Hopkins wrote: “But furthe\nte.” Casimir Funk,\nlive on a mixture of pure protein, fat, and carbohydra\na force that exerts\nthe Polish nutritionalist, in 1912 asserted: “There is\ninert material is\nvital guardianship over the nutritive processes by which\nThis foice I call\ntranslated into human feeling, thought, and action.\nit is necessary to life.\nvitamine, because it is the warden, of health, because\n\nWhat\n\nmiracles hath science wrought\n\nsince these pioneer laboratory adven-\n\n"}
{"page": 660, "printed_page": null, "text": "656\n\nNational\n\nEducation\n\nAssociation\n\ntures of men like Hopkins and Funk! And yet, withal,\nhow stupendous\nour ignorance— for we are but at the first-stage border line.\nBut we are\nmaking progress, for our towns and cities have ordinances concerning\nsmoke\nand our engineers are not only gaining in the efficiency of consu\nmption of\nfuel but also in the abatement of the smoke nuisance. And\nif our work\nkeeps us indoors and our children are forced to additional hours\nof housing\nwithin school buildings, the presentday makers of electric incandesce\nnt lamps\nare taking the product of the wizard of light, Edison, and\ncausing it to\ngive us visible light and the ultraviolet content of a summer’s\nday. And\nour biophysicists, biochemists, and biologists have step by\nstep been able\nto energize and vitaminize our foods to the point that a few\nmilligrams of\nan isolated organic substance, thru exposure to suitable brief\nirradiation,\nacquires an antirachitic potency equivalent to that of an\nentire quart of\ngood cod-liver oil. Such researches inspire an increased\nrespect for the\nimportance of little things in nutrition, and reiterate the dictu\nm that nothing\nis too small to be of significance and no thread of inqui\nry so fragile as to\nbe discarded.\n\nI have dwelt briefly on the advancement of the frontiers\nof civilization’s\nsafety in matters pertaining to man’s physical prosperity\nfrom the stand¬\npoints of his mastery, in considerable part, of those\ndiseases which come\nfiom contamination of his food and water suppl\nies and of those diseases\nwhich come from deficiency of sunshine and vital\nizing accessory food factors.\nI turn now to a consideration of the advancement\nmade in the knowledge\nof and prevention of diseases carried by insects and\nother animals. Reed\nCarroll, Agramonte and Lazear, just a third of\na century ago, proved the\nt eory stated by Carlos Finlay in 1881 that a speci\nfic type of mosquito was\nthe carrier of yellow fever. The French had\nadequate machinery for\nbuilding the Panama Canal but they lost more\nthan 30,000 laborers and\nsome of their best engineers and scientists and\nwere finally forced to flee\nfrom this pestilential zone. But Gorgas, back\ned by the knowledge gained\nfrom the researches concerning yellow fever\nand mosquitoes, destroyed the\nfavorable environment for the growth of\nthe mosquito by draining swamps\nand covering breeding grounds with petroleu\nm sprays. The building of\nthe canal was a great feat of engineering thru\nskillful coordination of brains\nand brawn but the ability to keep the brain\ns and brawn in action and to\nkeep men alive and healthy was the result of\nresearches on the carrving of\ndisease by insects and because Surgeon Gene\nral Gorgas realized that the\ncanal could not be built without the elim\nination of the breeding places of\nmosquitoes.\n\n,\n‘S °* interest to note that the first insect carrier of\ndisease was discovered\nby The Bureau of Animal Industry of the\nUnited States Government aided\nX, r- Theobald Smith. Smith found the germ of Texas\ncattle fever in\n1 886 but it was some years later before\nhe was able to prove that the germs\nwere carried by ticks from diseased to healt\nhy animals. Ticks are also the\ncause of Rocky Mountain fever. It is stated\nthat the annual loss of domesticanimals caused by disease-carrying ticks\namounts to nearly $50,000,000.\n\n"}
{"page": 661, "printed_page": null, "text": "Department\n\nof\n\n65 7\n\nSuperintendence\n\nThen came Ross who, in 1898, showed that malaria was carried by a\nparticular type of mosquito and that the minute spores, which enter the\nsalivary gland of the mosquito, are passed into the blood streams of men\nby the poisonous saliva of the mosquito as it bites, producing the disease\nin men just as surely as tho injected by a hypodermic needle. So, from\nthe fruitful researches of Smith and Kilbourne concerning cattle tick and\nTexas fever, and the proof by Ross that malarial mosquitoes are the carriers\nof human malaria, scientists have accumulated many proofs to indict insects\nand ticks for the entire responsibility of inflicting on man and beast such\ndiseases as malaria, yellow fever, typhus fever, trench fever, bubonic plague,\nRocky Mountain spotted fever, dengue, elephantiasis, and many others.\nMan can never get away from insects. At work and at play, out of\ndoors and indoors, in life and in death, insects are his great competitors\nin that they destroy the works of his hand and are among his greatest\nenemies as they carry to him disease and death.\nThe interprofessional frontiers have been so stupendously advanced in the\nlast half century that humanity has grown greater, stronger and better in\nmatters that concern physical prosperity and in the understanding of the\nworkings of Nature. But the great interprofessional pioneering still remains\n\n— a knowledge of man as a composite of body, mind, and soul. We may\nwell believe man to be the pinnacle or apex of a mighty pyramid whose\nfoundation strata and supervening structure consist of the discoveries in\nphysical, chemical, and biological sciences, psychology, economics, and soci¬\nology. Complex man can be understood only thru the discovery of the laws\ngoverning his inner environmental self as associated with and influenced by\nhis outer environment. The greatest study in the world is the study of man.\n\nNEW\nRAY\n\nFIFE,\n\nPROBLEMS\n\nPRESIDENT,\n\nSUPERVISOR\n\nOF\n\nAMERICAN\n\nIN ADULT\nVOCATIONAL\n\nAGRICULTURAL\n\nEDUCATION\nASSOCIATION,\n\nEDUCATION,\n\nCOLUMBUS,\n\nAND\n\nSTATE\n\nOHIO\n\nIn considering the subject, “New Problems in Adult Education,” I am\ninclined to omit the word new7 because, so far as the educational thinking\nof the masses of our people is concerned, practically all problems of adult\neducation are new.” In the main, the legislators who enact our laws and\nmany of those who administer our schools think of education in terms of\nchildren only. They have not accepted the psychological findings on adult\nlearning and made them a part of an educational philosophy which reflects\nitself in a nationwide program of adult education. While 4,000,000 students\nare provided instruction which can be classified under adult education,\nagencies other than the public schools have accepted responsibility for much\nof the instruction. Our first concern, at the initiation of this discussion,\nis\nthat the public-school system of the nation assume its full responsibility for\nthe continuing education of its citizens even in the face of declining financial\nsupport. We are concerned that America does not deprive its youth of the\neducation which will enable it to live in the future. We should be equally\n\n"}
{"page": 662, "printed_page": null, "text": "658\n\nNational\n\nconcerned\n\nthat we\n\ndo not deprive our\n\nexistence and understanding\na problem\ncause\n\nEducation\n\nAssociation\n\nadult population\n\nin the present. Our\n\nfirst problem,\n\nof the extension of frontiers in educational\n\nschool administrators,\n\nopportunities\n\nand\n\nsupervisors, and\n\nof their right to\ntherefore, is\n\nthinking which\n\nwill\n\nteachers to appreciate their\n\nobligations for a continuing\n\nadult education\n\nprogram.\n\nIt will not be possible to discuss in detail all of the new problems which con¬\nfront adult education at the present time. Special emphasis will be given those\nproblems\nmay\n\nwhich\n\nare peculiar to the present economic\n\ncrisis. Such problems\n\nbe divided as follows:\n\n1. Problems in economics\nconditions\n\nand sociology resulting from changed\n\n2. Problems of enforced and voluntary leisure\n3. Problems of vocational training in industry on the farm\n4. Problems\n\nThe\n\nof America’s\n\nfirst problem\n\nunrecognized,\nproblem\n\neconomic\n\nand social\n\nand in the home\n\nunidentified youth.\n\nI have mentioned\n\nis not altogether new. It has existed,\n\nuntil a national crisis has brought\n\nit to our attention. It is the\n\nof instructing the citizenship of the nation in the fundamental\n\nand principles of economics\n\nfacts\n\nand sociology in order that there may be intelli¬\n\ngent decisions on the nation’s problems.\nThe content of adult education courses in economics\n\nand sociology might\n\ninclude such topics as ( 1 ) the relationship of tariffs to problems\n(2) the relationship of a sound monetary\n\nsystem to economic\n\nof trade ;\n\nstability; (3)\n\nthe effect of scientific development and the use of the machine on unemploy¬\nment; (4) the effect of the shorter working day and week in providing\nemployment;\n\n(5) the effect of recent economic\n\nof employment\n\nin different vocations. Many\n\nchanges upon\n\nthe character\n\nother phases of economics\n\nand\n\nsociology could well be included in such instruction. It is not to be expected\nthat the masses\n\nof our\n\npeople can be transformed\n\nsociologists. An\n\nadult education\n\nfurnish the basic knowledge\nhave been proposed\nThere\n\nand\n\ncan provide such instruction\n\nto\n\nnecessary in evaluating the various plans which\n\nfor economic\n\nhave been many\n\nprogram\n\ninto economists\n\nand social rehabilitation.\n\ncriticisms on\n\nthe lack of economic,\n\nsocial, and\n\npolitical leadership in our present crisis. It should be unnecessary to em¬\nphasize the need for the strongest national, state, and local leadership which\ncan be produced.\n\nIt should be as unnecessary\n\nto say that leadership alone is\n\nnot sufficient. Our nation is founded upon the philosophy of self-determina¬\ntion. Our leaders can solve problems only as the masses of our citizenship\nthink with them.\nA limited number\n\nof recent surveys indicate a growing\n\nintensive courses dealing with economic,\n\nsocial, and\n\nadult interest in\n\ncivic problems.\n\nSuch\n\ntraining should be an increasing responsibility of the public-school system\nand its cooperating agencies. It should also be an obligation of both public\nand private universities and colleges. If we\n\ndo not wish the “man\n\nstreets” to decide questions of vast economic,\n\non the\n\ncivic, and social importance\n\n"}
{"page": 663, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n659\n\non a basis of radicalism and selfish propaganda, then we must supply the\nnecessary information thru which intelligent decisions can be made.\n*1 he problem of adult training for leisure\nbecome increasingly impor¬\ntant even in times of economic prosperity. has\nUnemployment has added an¬\nother problem, since we now have not only the problem of training for\nleisure, but also the more difficult problem of occupation for idleness. Both\nthe immediate and the long-time programs of training for leisure will need\nto be met with certain fundamental economic and social premises in mind.\nWhatever our individual wishes may be, we must realize that the depression\nMill not mark the end of the machine age. So long as it is economically\nprofitable to improve machines and thus improve production, machines will\nbe improved and goods will be produced thru their use.\nThere has been much argument between those who would emphasize\ntraining for work and those who would stress training for leisure. May not\nboth schools of thought be, at least, partially correct? A thirty-hour week\nin American industry, with profits from the use of improved machines accru¬\ning to labor as well as capital, does not mean less emphasis on training for\nwork. In fact, more vocational training may be needed. Without question\nit does mean more emphasis on training for leisure. The limitations of an\nadult education program, which will bring about proper uses of leisure time,\nmust be recognized also. As Dean W. F. Russell states, “Our children from\nthe time that they are small must not only come to understand but actually\nbecome habituated to the gateways to true and lasting enjoyment. It is a\nmatter of music and art, of literature and drama, of play and games,\nof\npolitics, of supplementary hobbies and avocations.” Adult education for\nleisure thus cannot be substituted for such training in earlier years. Neither\ncan occupation for idleness take the place of employment. Proper recreation\nand entertainment for unemployed persons may be a healthy opiate but it\nis\nnot a cure. The remedy must be found in a more equitable distribution of\nopportunity to work, even in normal times. Within the limitations men¬\ntioned, however, the training of adults for leisure has assumed an important\nplace in the nation s program for relieving unemployment.\nRecreation, entertainment, the development of avocations, may not be\nsub¬\nstitutes for employment j but they can do much to keep up morale\nduring a\nperiod of enforced idleness.\n\nIt was not necessary for our people to experience a. depression in order to\nhave many new problems in vocational education for adults. For many years\nprofound and rapid economic changes have been occurring which vitally\naffect the vocational education program. There has been a decrease in the\nnumber of persons engaged in the production of manufactured goods and\na\ncorresponding increase in the number of people employed in distributive\nprocesses. Technical knowledge has become more important in industr\ny than\nhuman skill. There has been a greater amount of job changin\ng. Many old\noccupations have been disappearing and new occupations have risen to\ntake\ntheir place. Men stenographers and typists have decreased 18 per cent\nand\nwomen stenographers and typists* have increased 37 percent. The influen\nce of\n\n"}
{"page": 664, "printed_page": null, "text": "660\n\nNational\n\nEducation\n\nAssociation\n\nthe machine age has not been confined to industry and commerce. Agricul¬\nture has felt its influence also. The combine of today’s wheat fields repre¬\nsents an increase in efficiency of nearly 6000 percent over the sickle of pioneer\ndays.\nTo the many current problems of adult vocational education must be\nadded those problems which have resulted from the present economic crisis.\nNot more than two years ago an editoral appeared in the Journal of the\nNational\n\nEducation\n\nAssociation\n\nwhich\n\nread as follows: “The\n\ngreat task of\n\nAmerica is not to get a living. We may take that for granted. The great\ntask is so to establish the values of life that an art of living shall emerge\namong the masses.” It is evident that we took too much for granted in those\nmore prosperous days. While the art of living must not be forgotten, neither\ncan we overlook the cold fact that 12,000,000 of our people are at present\nconcerned primarily in securing such basic necessities of life as food, clothing,\nand shelter. While many of them are unskilled laborers, this army of the\nunemployed includes in its ranks many people with college training. There\nare some who would pass practically the entire responsibility for the present\nunemployment training and the later retraining and replacement of these\npeople upon business, industry, labor, and various voluntary agencies. For\nthe public-school system of America to refuse training opportunities to these\nmillions would be the crime of the ages. Society has been largely' responsible\nfor their present economic condition. It should not shirk its serious obliga¬\ntion of providing opportunity for guidance, retraining, and replacement at\npublic expense in what we hope will be the era of economic reconstruction.\nThe rural phases of adult vocational education constitute quite a different\nproblemj There is no dearth of employment in rural America today, except\nas there may be no outlet into industry and commerce for the surplus of farm\nyouth. There is certainly no lack of food on the farms of the nation. There\nis certainly no immediate danger of our farms being depopulated. In fact the\n\nopposite is true. The Census Bureau tells us that the farm population of the\nUnited States now equals that of 1910 — the highest in the nation s history.\nIt might be thought that under such conditions there would be little need of\na rural program of adult education. Yet it is a common consensus of opinion\namong farm leaders that no program of permanent relief for agriculture can\ncome except as it is based upon a broad and inclusive program of adult agri¬\ncultural education for the people on America’s farms. Rural people are facing\ntheir present situation with courage. They are taking advantage of such parttime and evening course instruction as has been offered. Rural surveys indi¬\ncate that they are particularly desirous of courses in economics and marketing\nwhich will permit a reorganization of the farm business.\nThe present crisis in American agriculture offers the greatest opportunity\nfor adult education which has ever presented itself to our rural high schools.\n\nIn thousands of such schools evening courses can be offered at a very slight\nadditional cost. It has been said that rural life in America is at the cross\nroads. A nationwide program of evening course instruction may enable rural\n\n"}
{"page": 665, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n661\n\nAmerica to so readjust itself that it may be able to produce the nation’s food\nsupply and yet maintain high standards of living.\nThe last problem which I shall present for your consideration is not en¬\ntirely a problem of adult education, nor is it a child problem. It is a problem\nof the “in-betweens” — those who are not classed as men and women or as\nchildren. In their numbers are included millions of young people between\nsixteen and\n\ntwenty-five\n\nyears of age which\n\nI call America’s\n\nunidentified\n\nyouth. Not all of the nomads of earth are wandering over Africa’s deserts.\nIt is estimated that one-half million American youth under twenty-one years\nof age are traveling this nation’s highways. This army of youth, large as it\nmay seem, is only a small part of a larger group in both urban and rural\ncommunities who are being given comparatively little attention by our\nvarious educational agencies. Some of them are high-school and college\ngraduates and represent what we proudly term the output of the public\nschools. The majority of them constitute what Dr. Cooley of Milwaukee\nown\n\ncalls the “put out” of the public schools. In my\n\nstate we have made\n\ncareful and extensive surveys of these youth as they exist on Ohio’s farms.\nBelow sixteen years of age they are held in school by attendance laws, and\nabove twenty-five they take on the responsibilities and associations of adult\nlife. A typical member of the group is unmarried, he has no managerial re¬\nsponsibilities, he belongs to no organizations, he dropped out of school because\nof failure in his school work or because of lack of interest in it, he is inter¬\nested in his future vocation but has had very little guidance or training for it.\nThe\n\nmajority of these youth can aid in farm work\n\nand in that respect they\n\nthan the youth of the cities. For the urban youth, par¬\nticularly for those without vocational training, there is almost no opportu¬\nnity for productive employment. Is it any wonder that, out of the millions of\n\nare more\n\nfortunate\n\nthese youth, one-half million are hitch-hiking, jungle camping, jumping\nfreight trains, street begging, securing food and shelter in bread lines, free\nlodging houses, or by means even more questionable? Shall we be surprised\nwhen we learn that the greater proportion of convictions for robbery, assault,\nburglary, and larceny are from persons between\n\nthe ages of twenty-one\n\nand\n\ntwenty-four years? Many facts concerning America’s army of unidentified\nyouth are unknown. Of one fact regarding them we can be very sure. They\nconstitute the potential citizenship upon which the next generation must\ndepend for its decisions. The nation, and particularly our schools, cannot\ndischarge their responsibility to these youth by saying that they did not con¬\nform to our standards of education. There must be a program of guidance,\ntraining, and retraining, recreation and social life which will adjust them to\nthe society of today and tomorrow. We doubt if any group offers such a\nchallenge to our public schools as do the unidentified youth of the nation.\nWhat then are the current problems in adult education confronting the\neducational leadership of the nation? There is the nationwide problem of\nproviding such adult instruction as will enable the citizenship of the nation to\nmake\n\nintelligent decisions in questions of economics\n\nand sociology. There\n\nis\n\nthe pressing problem of providing training for leisure and occupation for idle-\n\n"}
{"page": 666, "printed_page": null, "text": "662\n\nNational\n\nEducation\n\nAssociation\n\nness, particularly among the nation s unemployed. 1 here is the very comple\nx\npioblem of adult vocational courses for those who have lacked such\ntraining,\nthe retraining of those who are the victims of technological unempl\noyment,\nand supplementary training for those whose previous training has been too\nnarrow. There is the problem of adult education for a changed rural\nlife\nwhich will enable such rural life to reorganize its farm business and to have\na\nbetter understanding of rural economics and marketing. There is the\nadult\neducation problem in homemaking resulting from changed economic\nand\nsocial conditions in America’s homes. There is the problem of America’s un¬\nidentified rural and urban youth, many of whom can be served best thru\nthe\nprocesses and subjectmatter of adult education. Interwoven with all the\nproblems w hich have been mentioned is the problem of an emerge\nncy pro¬\ngram for the unemployed which will offer to them any type of adult educa¬\ntion which will better prepare them for the future and will keep\nup their\nhealth, their morale, and their confidence in the present.\nTHE\n\nIMPORTANCE\nMAINTAINING\n\nWILLIAM\n\nThe\n\nJ. BOGAN,\n\naphorism\n\nOF EXTENSION\nAN EDUCATED\n\nSUPERINTENDENT\n\nwith which\n\nH. G. Wells\n\nOF\n\nEDUCATION\nCITIZENRY\n\nSCHOOLS,\n\nCHICAGO,\n\nstartled the world\n\nIN\n\nILL.\n\na few years\n\nago, “civilization is a race between education and catastrophe,” has implic\na¬\ntions of unusual importance to the United\nStates. The education to which\nWells refers is education of great extent, education deep and wide\nand so\ncomprehensive as to include prophetic possibilities. Plainly he meant\nmuch\nmore than Americans usually mean when they speak of education\nfor all the\nchildren of all the people. Wells would extend education not\nonly in the\nschools but far beyond, for the education necessary to save civiliz\nation must\nbe more extensive in its scope and more efficient than any\ntype yet devised.\nCatastrophe travels in seven league boots. Therefore, education\nin this race\nshould keep its foot on the accelerator. The proposal to return, in\nthe interest\nof economy, to the primitive education of old generations is a confes\nsion\nof defeat unworthy of a people boastful of its idealism. The most\ndangerous\nelement of catastrophe lies within mankind itself, not outsid\ne in provi¬\ndential storm, famine, pestilence, or earthquake — not even in the\nFranken¬\nstein of machinery. Education should accept the challenge\nof catastrophe and\nplan to defeat it.\n\nFhe extension of education might well begin in the lower school\ns. In fact\nthis has been done in many places. A great advance was,\nmade several years\nago when a program was set up for the completion of the task\nof teaching\npupils the use of the simple, mechanical tools of education in\nthe first six\ngrades. Gradually the waste and formalism of elementary\neducation were\neliminated; and thru the junior high school there was\ngiven the opportunity\nfor greater freedom, individuality, creation, and the study\nof interesting and\n\n"}
{"page": 667, "printed_page": null, "text": "Department\n\nprofitable subjects brought down\n\nof\n\nSuperintendence\n\n663\n\nfrom the senior high school. It seems fitting,\n\ntherefore, that the senior high school should join in the reform. Unfor¬\nschool\ntunately, a study of the philosophy of the traditional four-year high\nseems to indicate that this philosophy is a haphazard one. It is paitly a\nphilosophy of self. The senior high school shares with the junior college\nduplications and wasteful subjects that hinder the acquisition of a high type\nof education at an early age. Clearly it is possible to adopt a philosophy of\nthat will render genuine service to the individual and\nto society, and at the same time cut out the dead timber of an outgrown\ncivilization. Education can well be extended thru concentration. Already\n\nsecondary\n\neducation\n\nthe time schedules of the German gymnasium and the French lycee are un¬\ndergoing adaptations in several places to American conditions, notably in the\nlower schools of the University of Chicago where President Hutchins is\nexperimenting with a four-year college consisting of the last two years of\nthe high school and the first two years of the traditional college. If this\nplan is successful in the field of general education, it will be tried in semiprofessional or semi-technical phases of education of a terminal nature.\nThe general effect of such a highly concentrated plan will be to extend\ncollege education of various types far and wide.\nday school type of education is the evening school,\nwhich in recent years has developed into two distinct branches: first, the\nopportunity type which ministers to the esthetic, spiritual, or practical needs\nof the students in a rather spasmodic manner; and second, the accredited\nOutside\n\nthe formal\n\nand\ntype which serves the needs of students who wish formal high-school\ncollege education. The opportunity type of evening school appeals generally\nto a youthful constituency that has lost day school opportunities at an early\nThe\nage and to elderly people who have a limited number of specific needs.\naccredited evening school is the typical college preparatory institution. In\nthese institutions the work\n\nis on a par with that of the regulation day high\n\nschool and is therefore accepted at face value by the colleges of the Middlewest. In Chicago about 25,000 boys and girls are taking courses in these\ninstitutions; some begin with graduation from eighth grade, and others\ncomplete work\n\nall along the high-school route.\n\nedu¬\nThe correspondence school has great possibilities for the extension of\nlittle\ncation, for it reaches a type of student to whom the other schools make\nmechanical\nappeal. Its greatest defects are lack of personal contact and the\nlabor of transcribing lessons. When cheap, efficient methods of recording and\nper¬\ntransmitting lessons and material from student to teacher have been\nfected, there will be a great advance in this type of extension education.\nOne of the most efficient methods of extending education is the lecture. A\nsmall number of the intelligentsia secure these lectures on a commeicial basis,\nbut the possibilities of wider diffusion are great.\n\nciti¬\nThe importance of extension education in maintaining an educated\nspecial\nzenry presupposes the need for an educated citizenry; but why the\nto the\nneed? Why should the extension of education be of more importance\n\n"}
{"page": 668, "printed_page": null, "text": "664\n\nNational\n\nEducation\n\nAssociation\n\npeople of America\n\nthan to those of other countries? T. he answer lies in the\nneed for the perpetuation of democratic government and ideals.\nThis nation\nis committed to democracy. Rule by the people presupposes\nrule by an edu¬\ncated people. This rule must be preserved at all times and at\nall hazards\neven in the face of an indifference that calmly admits\nin this country the\npossibility of a fair choice between democracy and dictatorship\n. In Europe\nthe man on horseback can be seen sometimes as a shadow and\nsometimes as\na personality, but he is ever present, even in democratic Britain. The\nmass\nattacks on education in all parts of this country give the impres\nsion that the\npoAveiful few realize that dictatorship would be less expensive\nto them finan¬\ncially than democracy proceeding from an expensive public-schoo\nl system. It\nwere well for them to know, however, that it is possibl\ne to pay too high a\nprice for the privilege of dictatorship. The American public\nshould realize\nthat the problems\n\nconfronting\n\nthe peoples of the world today can be solved\nonly thru dictatorship or thru an educated citizenry in a democracy.\nWhether\ndictatorship be represented by the man on horseback, or\nby the gods in the\ncounting-house, or by the great captains of industry, it is\nthe duty of the\npublic schools to preserve for posterity the blessings of\nlife, liberty, and\nhappiness proclaimed as the objectives of democracy by the founde\nrs of the\nRepublic of the United States of America. Is it likely that the socall\ned com¬\nmon man will knowingly toss beyond the reach of his own\nchildren those\nblessings which his forefathers or other forefathers fought,\nbled and died to\nattain ? Not if he has education enough to read the picture\ns. He at least will\nrealize the necessity for an educated citizenry.\nThe importance of extension education to the maintenance\nof an educated\ncitizenry is appreciated only by the few. People take it for grante\nd that educa¬\ntion of sufficient degree is provided for elementary and\nsecondary schools.\nThey do not realize the fact that thousands never receive the\nbenefit of these\nschools; and that if they did receive these benefits, there\nwould yet remain\nthe necessity for extension education. Education is not static— it\nshould con¬\ntinue thruout life, and the best education will fall far short of\nideal require¬\nments. People should be educated, not where we think\nthey ought to be\neducated but where they are. When the Great Teacher wished\nto spread the\nteachings of the new religion thru the disciples no particular\nsocial class or\n\npeople was selected. The\nall nations.”\n\nsimple command\n\nwas\n\ngiven : “Go\n\nforth and teach\n\n1 he need for an educated citizenry was never greater\nthan at present, for\na new defeatism is paralyzing economics, statesmanship,\nagriculture, commeice, and industry. Instead of rising up as one man to\nprevent defeat, the\nworld invites it. We are seriously asked to go back\nto the days preceding\nthe first industrial revolution and scrap all the progress\ndown to the present\nand renounce all hope for the future. Men are invited to\nreturn to the soil\nwhere the beauties of the simple life may be enjoyed and\na kind nature will\nprovide milk and honey.\nWho\n\nshall pay for extension education ? To be consistent with Ameri\ncan\npolicy the local community and the state should bear the expens\ne, but we are\n\n"}
{"page": 669, "printed_page": null, "text": "Department\n\nof\n\n665\n\nSuperintendence\n\na practical people and we live in difficult times. Desirable as a thoroly edu¬\ncated citizenry is, there comes a doubt as to how much of the expense the\npeople should bear. Whether this expense be borne by the students or by the\npublic or by both, it is certain that the school is the cheapest agency for\nmeeting this demand. To be successful in the great task of education and\nreeducation, training and retraining, adjustment and readjustment, the\nschool must assume a leadership which will press into service for the com¬\nmon good all the educative forces of the community. Only by coordinating\nand to some extent guiding the educational operations of these agencies can\nthe community\n\nhope for efficiency in extension education.\n\ndays of the pioneers of geographical discovery, exploration, and settle¬\nment are gone. American industry has reached the frontier — the frontier of\nthe continent, the frontier of adventure, the frontier of natural resources, the\nThe\n\nfrontier of labor — and now\n\nit must\n\nreturn to the gleanings, the stumpage,\n\nthe screenings, the untrained laborers left by a reckless people who in a chas¬\ntened mood are slowly realizing the necessity for discovering in their own\nambitions, their own\n\nenergies, and their own\n\nidealism the sources of greater\n\nblessings than those originally provided by crude nature.\n\nSuperintendent\n\nCLOSING\n\nCEREMONIES\n\nGlenn:’\n\nChairman\n\nMr.\n\nand\n\nFriends:\n\nIt is my\n\nhappy\n\nprivilege, as the close of this meeting approaches, to perform a duty com¬\nmissioned to me by the Executive Committee of our Department.\nIn recognition of the splendid program prepared and administered by our\nretiring president, and in appreciation of him as a man and as an educator,\n\nI have the honor of presenting to him the Past President’s key, with the\nesteem and affection and good wishes of every member of the Department of\nSuperintendence.\nPresident\n\nPotter:\n\nmore lovely word\n\nto me\n\nMr.\n\nGlenn\n\nof Alabama\n\nhas made\n\nAlabama\n\nan\n\neven\n\nthan it has been before.\n\nRight up to the present moment, up to the address so gloriously delivered,\nand so happily received by this small but select audience, by Superintendent\nBogan, I feel that this program has been a rising crescendo, and I am very\nhappy that the Board of Directors, thru Superintendent Glenn, concur in\nthat opinion.\nThe time has come for the close of a very happy year for me, and I hope a\nvery profitable week\n\nfor you. The\n\nconvention\n\nstands adjourned.\n\n"}
{"page": 670, "printed_page": null, "text": "666\n\nNational\n\nSECRETARY’S\n\nEducation\n\nMINUTES—\n\nAssociation\n\nMINNEAPOLIS\n\nFebruary\n\nCONVENTION\n\n25\n\nThe sixty-third annual meeting of the Department of Superintendence\nwas held in the Municipal Auditorium, Minneapolis, Minnesota. On Satur¬\nday afternoon, February 25, 1933, at four oclock, the officers of the Depart¬\nment of Superintendence, of the National Education Association, and of the\nAssociated Exhibitors officially reviewed the exhibits which were housed in\nthe lower level of the Municipal\n\nAuditorium.\n\nThe\n\nreviewing\n\nparty which\n\nconsisted of thirty-four members visited every part of the exhibit in which 146\nfirms and organizations were represented. The Joint Commission on the\nEmergency in Education and the Minneapolis Public Schools also had notable\nexhibits.\nFebruary\n\n26\n\nThe opening vesper service was held in the beautiful Northrop Auditorium\nof the University of Minnesota on Sunday afternoon, February 26, at four\noclock.\nFebruary\n\nAfter the convention\n\nwas\n\n27\n\ncalled to order Monday\n\nmorning,\n\nCarroll\n\nR.\nReed, Superintendent of Schools, Minneapolis, Minnesota, presented a gavel\nto President Milton C. Potter. The gavel was made by boys of the Minne¬\napolis Public Schools from wood taken from the stump of an oak tree which\nstood at a point where a bloody Indian uprising originated. President Potter\nannounced\nAmerican\n\nthat the general theme of the convention\nLife.”\nFebruary\n\nSuperintendent\n\nA. J. Stoddard\n\nreport of the Commission\ncational Leadership.\nment\n\nPresident\n\nJohn K. Norton\n\nFrontiers for\n\n28\n\nof Providence,\n\nR. I. presented the final\nwhich prepared the 1933 Yearbook entitled Edu¬\n\nof a Joint Commission\n\nChairman\n\nwas “New\n\nMilton\n\nC. Potter\n\non the Emergency\nof Teachers\n\nannounced\n\nin Education\n\nCollege, Columbia\n\nthe appoint¬\n\nand introduced\n\nUniversity, New\n\nYork, N. Y. to present the report of the Commission’s progress and plans.\nSuperintendent Frank W. Ballou of Washington, D. C. presented the\n\nreport of the Committee on Financing\nproved and ordered printed.\nAssistant State Commissioner\n\nEducational\n\nof Education\n\nN. J. presented the report of the Committee\nand ordered printed.\nSuperintendent\nof the Committee\nadopted.\n\nNominations\n\nCharles\n\nS. Meek\n\non Lay Relations\n\nResearch\n\nwhich\n\nwas\n\nap¬\n\nJohn A. Spargo of Trenton,\non Audit\n\nof Toledo,\n\nOhio\n\nwhich\n\nwas\n\nsubmitted\n\nwhich, on motion, was\n\naccepted\n\nthe report\n\napproved\n\nand\n\nfor officers were made as follows: For president, Paul C.\nStetson, Superintendent of Schools, Indianapolis, Indiana; for second vice-\n\n"}
{"page": 671, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n667\n\npresident, David E. Weglein, Superintendent of Schools, Baltimore, Md. ;\nfor member of the Executive Committee for four years, A. J. Stoddard,\nSuperintendent of Schools, Providence, R. L, David J. Malcolm, Superin¬\ntendent of North Berkshire School Union, Charlemont, Mass., and Charles\nS. Meek, Superintendent of Schools, Toledo, Ohio.\nthat his name be withdrawn as a candidate and it was\n\nMr. Stoddard\nso ordered.\n\nasked\n\nAt the evening session President Milton C. Potter in behalf of the Execu¬\ntive Committee of the Department of Superintendence presented a certificate\nof honorary life membership in the Department of Superintendence to Ellwood P. Cubberley of Stanford University, California. President Potter\nstated that this action was taken in recognition of Dr. Cubberley’s pioneer\nwork in educational administration and his distinguished contributions to\nAmerican education. On account of illness, Dr. Cubberley was unable to be\npresent. He\n\nrepresented by Dr. Grayson\n\nwas\n\nMarch\n\nN. Kefauver.\n\n2\n\nreport of the Committee on Resolutions was presented by Superinten¬\ndent Henry J. Gerling of St. Louis, Missouri and, on motion, was unani¬\nmously adopted. Dr. Augustus O. Thomas, Secretary-General of the World\nFederation of Education Associations offered from the floor a resolution which\nThe\n\nand then adopted. It read as follows:\n\nwas amended\nWe\n\nconfirm\n\nour faith in such old-time\n\neducational\n\nvirtues as seriousness\n\nand\n\nhard\n\nwork. We retain our confidence in, and appreciate the Avork of those public-spirited\nmen and Avomen Avho serve Avithout pay on our educational boards. We believe that\nthe men and Avomen in our legislative bodies Avho are charged Avith grave responsi¬\nbility at this time are giving earnest and sympathetic consideration to the Avelfare\nof the children\n\nthat they\n\nand\n\nis paramount\n\nthat their welfare\n\nin them\n\nrecognize\n\nour\n\nto all other interests.\n\ncountry’s\n\nSuperintendent S. T. Neveln of Austin, Minnesota\nof the Board of Tellers which was as follows:\nREPORT\n\nOF\n\nBOARD\n\nTHE\n\nMINNEAPOLIS\n\nOF\n\ngreatest\n\npresented the report\n\nTELLERS\n\nCONVENTION\n\nMarch\n\nTo\n\nthe President,\nintendence:\n\nExecutive\n\nCommittee,\n\nasset, and\n\nand\n\nMembers\n\nof the Department\n\n1, 1933.\n\nof Super¬\n\nWe hereby certify that the election of officers of the Department of Superintendence\nof the National Education Association was held this day and conducted in accordance\nwith the provisions of the Constitution and bylaws.\nThe following received a majority of the votes cast and were elected:\n\nPresident for one year —\nPaul\n\nSecond\n\nC. Stetson, Superintendent\n\nof Schools, Indianapolis,\n\nIndiana\n\nvicepresident for one year —\n\nDavid\n\nMember\nCharles\n\nE. Weglein,\n\nSuperintendent\n\nof the Executive\nS. Meek,\n\nCommittee\n\nSuperintendent\n\nof Schools,\n\nBaltimore,\n\nfor four years —\n\nof Schools, Toledo,\n\nOhio\n\nMaryland\n\n"}
{"page": 672, "printed_page": null, "text": "668\n\nNational\n\nEducation\n\nAssociation\n\nThe\n\nretiring president, Milton C. Potter, Superintendent of Schools, Milwauk\nee,\nWisconsin, by provision of the Constitution automatically becomes first vicepres\nident\nfor the ensuing year.\nRespectfully\n\nsubmitted,\n\nGlenn\n\nO. Swing\n\nJ. H. Smith\nL. A. BuDahn\nE. W. Ireland\nJ. G. Moore\nJ. H. Clement\nBenj. J. Rohan\nS. T. Neveln\n\nSuperintendent\n\nCharles\n\nB. Glenn\n\nof Birmingham,\n\nAlabama,\n\npresented to\n\nSupei intendent Potter a past president’s key similar to those which\nhave\nbeen awarded to other former presidents of the Department of Superi\nntend¬\nence. The convention then adjourned.\nS. D.\n\nShankland,\n\nExecutive\n\nREPORT\n\nJOHN\n\nK.\n\nOF THE JOINT\nCOMMISSION\nEMERGENCY\nIN EDUCATION\n\nNORTON,\n\nCOLUMBIA\n\nEarly in January\nof the Department\n\nPROFESSOR\nUNIVERSITY,\n\nOF\n\nEDUCATION,\n\nNEW\n\nYORK,\n\nthe officers of the National\nof Superintendence\n\nSecretary.\n\nON\n\nTEACHERS\n\nTHE\n\nCOLLEGE,\n\nN. Y., Chairman\n\nEducation\n\nAssociation\n\nappointed a Joint Commission\n\nand\n\non the\n\nEmergency in Education. The Commission met promptly, quickly appraised\nthe current educational situation, and outlined a program, which was im¬\nmediately put into action with the cooperation of the headquarters staff of\nthe Department and of the National Education Association.\n\nWe are ready to report some of the things which have been done to date,\nand to indicate certain plans for the immediate future.\n\nThe\n\nsituation created by the depression has confronted\n\nthe schools with a\n\nvariety of difficult problems. These have been aggravated by the disposition\nof certain shortsighted and selfish interests to use the depression as a cloak\nfor an attack upon our system of free public schools. We recognize the\npresent situation as a serious emergency, which calls for emergency action.\nAccordingly\n\nthe Commission has organized as a board of strategy. It will\nserve as a rallying point for the forces made up of teachers, parents, and\npublic-spirited citizens interested in the maintenance\n\nand improvement\n\nof\n\nAmerica’s system of free public schools. The Commission is organizing so as\nto be able to exert the full force of the million members of the teaching pro¬\nfession, and of the many millions of parents and citizens interested in pre¬\nserving the idea of free public education, and of making that idea increasingly\narticulate in improved schools and colleges. It will not shrink from taking\nthe offensive, in cases where that seems the thing to do. It will not forget\nthat it is representing a profession. It will not hesitate to use practical\nmethods to make the influence of the profession felt. We have been meek long\n\n"}
{"page": 673, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n669\n\nenough. The time has come to go out against those who, because of selfish¬\nness or ignorance, or both, would make children the victims of the depression.\nThe Commission is taking the initiative in dealing with certain educational\nproblems of common concern to all, which can be most effectively dealt with\non a national basis. It recognizes clearly, however, that its program will be\nmost influential and helpful if it works in close cooperation with, and thru,\nthe school systems and educational organizations of the various states and\nlocalities. It will profit from the effective work which is already being\ndone by these agencies, will seek to pool their experience, and to develop\nplans for united action.\n\nthose in all ranks of the profession for advice and\ncounsel as we proceed. We will need their aggressive support and will expect\nto have it in carrying out action decided upon.\nThere is sufficient time to permit a few indications of the program which\nWe\n\nwill call upon\n\nhas already been outlined and part of which has already been put into action.\nIt was decided that instead of shrinking from the attacks which are being\nmade upon public education, we should meet its challengers on their own\ngrounds. Accordingly a project is being organized whereby the public in\ngeneral will be encouraged to give answers to the; questions wffiich are being\nraised concerning the purposes and scope of public education. For example,\ndo the parents of this nation want, or do they not want, free public high\nschools? Does the principle still hold that every child shall be provided the\nparticular opportunities which are required in order that he may develop\nsuch talent as he may possess? We will seek mandates from the rank and\nfile of parents and of citizens on questions such as these.\nThis project is based on the principle that, if the purposes, scope, and pro¬\ncedures of public education are sound, they will bear scrutiny even in a time\nof depression, and that such scrutiny will strengthen the position of the\nschools. If the purposes, scope, and procedures of public schools are not\nsound, then the sooner it is known, the better.\n\nAlready material has been prepared and plans for this campaign of edu¬\ncational appraisal have been outlined. You and others in the field will hear\nabout them soon.\nIn another project, we are seeking to gain an accurate appraisal of the\nmethods which are being used by the schools in dealing with the difficulties\nwhich have resulted from the depression. A collection of bulletins and pub¬\nlicity materials issued by schools with depression problems in mind have been\nassembled from all over the nation. Many of these are now available for\nyour inspection in booths A-l to A-29, near the registration desk in this\nauditorium. If you have not seen these materials, inspect them before you\nleave. They will give you ideas for use at home. Extra copies of some of\nthe outstanding publications are available for distribution.\nA careful tabulation of all letters received, in response to President Pot¬\nter’s recent communication to members of the Department has been made.\nMany thoughtful suggestions came in. We appreciate this cooperation and\nwish you to continue it as the work\n\nof the Commission\n\nprogresses.\n\n"}
{"page": 674, "printed_page": null, "text": "670\n\nNational\n\nEducation\n\nAssociation\n\nA survey has been made of the national organizati\nons, publications and\nother agencies which are exercising influence, or which\nmight exercise in¬\nfluence, on the development of education. We expect\nto know more ac¬\ncurately who is for, and who is against, free public educa\ntion, and why. We\nwill use the information gained on these questions.\nWe are greatly encouraged to discover how many\ngroups are ready and\nanxious to fight for the American and opposed to the\nEuropean idea of what\na school system should be. We are interested in what\nwe are beginning to\nfind out as to the sources of the propaganda which\nis> now appearing against\neducation.\nWe are giving particular attention to the matter of educational\npublicity.\nMany states and localities are now doing excellent work\nin this field, as the\nexhibit already mentioned clearly reveals. But there are\nsome places where\nthe contact of the school with the public needs to be placed\non a more effec¬\ntive basis. We are now developing and will widely dissem\ninate material\ndesigned to assist in bringing this about in all areas— local,\nstate and national.\nThe Commission is immediately seeking the advice, aid,\nand aggressive\nsupport of all organized groups of the profession. We have\ndeveloped plans\nto get in closer touch with many of our national and state organ\nizations thru\n\na series of regional conferences, to which the executive heads of\nthese organi¬\nzations will be invited. Thru these regional conferences we\nplan to reach the\nstate commissioners of education, the officers of state educationa\nl associations,\nthe presidents of all the departments of the National Education\nAssociation,\nand the officers of numerous other societies, committees,\nand commissions.\nWe are also planning to ask the members of the executive commi\nttee of the\nDepartment of Superintendence of the N. E. A. to participate\nin one or more\nof these regional conferences.\nAt these conferences\n\nthe program\n\nof our Commission\n\nfor the defense of\n\npublic education will be presented. An occasion will be given\nfor the presen¬\ntation of problems and plans of state and national groups. Our\nCommission\nhopes to serve as a coordinating committee for the efforts of variou\ns profes¬\nsional bodies.\n\nIt is anticipated that the discussions in these regional conferences\nwill tend\nto strengthen the determination of the leaders to make a vigoro\nus defense of\nthe educational rights of children.\n\nMay we urge that our professional organizations stand\nready to pay the\nexpense of the attendance of their officers at these regional\nconferences. We\ndo not have the financial resources to bear such expense.\nThru conferences with professional and lay groups, our Commission\nhopes\nto build within the next few months a powerful organization commit\nted to\nthe patriotic and unselfish task of saving the schools and protecting\nthe edu¬\ncational interests of growing children. In such an undertaking we\nanticipate\nthe enthusiastic support of millions of teachers, parents, and other\npatriotic\ncitizens, and the active opposition of certain selfish groups who are\nwilling\nto place their financial interests above those of the great mass of Ameri\ncan\ncitizens.\n\n"}
{"page": 675, "printed_page": null, "text": "Department\n\nof Superintendence\n\n671\n\nbelieve that there should be no question anywhere as to what is the\nspirit of the teaching profession at this time. A serious emergency confronts\nthe whole nation. Millions are out of work. What is the duty of teachers in\nWe\n\nsuch a period ?\nIn such a time it is the duty of teachers and all public servants to reduce\npublic expenditures to the lowest possible cost consistent with the main¬\ntenance of essential services. This is being done by the schools. Non-essentials\nhave been eliminated. Rigid economy is being practised. The size of classes\nhas been increased. Salaries have been lowered. In some communities even\nessential parts of the school have been discontinued. Terms have been short¬\nened. In some sections the schools have been closed.\nIn a number of communities the depression is creating a situation where\nthe members of our profession must choose between depriving the pupils of\nessential educational services or of making heavy sacrifices of our time,\nenergy, and, personal resources.\n\nWhen it becomes clear in any community that these are the only alterna¬\ntives, but one choice is possible for our profession. We would prefer to make\npersonal sacrifices rather than to have children denied their educational\nbirthright. It is this loyalty to children that has won for teachers in many\ncommunities the admiration of parents and that has paved the way for effec¬\ntive cooperation in the defense of the, schools.\nHealth service, kindergartens, libraries, night schools, and other indis¬\npensable educational offerings must be maintained. The integrity of the pub¬\nlic school must be guaranteed at any cost. This is of first importance if the\nmorale of parents is to be maintained during this difficult period and if the\nchildren of the nation are to be prepared to meet the problems that lie ahead.\nThe schools, in common with other institutions, such as the home, the\n\nchurch, government, and private business and industrial enterprises, are being\nseverely criticized. What response should teachers make to these criticisms?\nIn a period such as the present, it is not remarkable that people should be\nasking what is wrong. It is of the greatest importance that teachers should\nturn an attentive, even tho a discriminating, ear to the criticisms which are\nbeing made of education. It is true that some of it is purely destructive.\nIt seeks merely to beat down school costs so that taxes may be reduced. But\nthere is more to it than this. There are thoughtful people who look at the\n\nschool and see places where it can be improved. Shall we resent their\ncriticisms or profit from them? The latter is the more intelligent course.\nThe teachers of the nation cannot wisely disclaim all responsibility for the\nevils which now beset the nation. To do so would be to proclaim that the\nschool is a futile organization.\nBut this is not all there is to it. It is becoming increasingly clear that the\nschools alone cannot bring about the improvements which are called for\nin American economic, political and social life.\n\nIndustrial organization creates great cities with congested streets and\ncrowded slums. But it is slow to provide public playgrounds, auditoriums\n\n"}
{"page": 676, "printed_page": null, "text": "672\n\nNational\n\nEducation\n\nAssociation\n\nand other facilities essential to sound education and\nto healthful life and\nlecreation in a great city. Business men expend billio\nns in advertising — a\nmost effective form of education. What motives\nin human nature does\nadvertising select and prey upon? The home, even when\nqualified to under¬\ntake many of the most crucial parts of a child’s educa\ntion, too often passes\nthe lesponsibility over to the school. How many churc\nhes are still lost in\nnarrow distinctions of creed, while they only glimpse\nthe vital contributions\nwhich they might make to the larger spiritual and\nsocial welfare of their\ncommunities. In short, society too frequently parks\nits social responsibility\nat the school door, and then goes away and forgets\nall about it.\nNot only the school but all institutions and agencies which\nactually edu¬\ncate children and adults must feel some responsibili\nty for education, if\nthe results of the mal-education which now afflict our nation\nare to be elimi¬\nnated. A better educated people can result not merely\nby providing a more\ndynamic school. Every factor which is actually educating must\naccept respon¬\nsibility along with the school for the educational results which\nare obtained.\nThe\n\nteachers of the nation stand ready as loyal citizens to make\nevery\npersonal sacrifice necessary to protect children from the effects of the depres¬\nsion. But they cannot join in the defeatist attitude which accepts the current\nconditions as either necessary or permanent.\n\nThe\n\nnation contains within its borders everything necessary\nfor a high\nstandard of living for all. We inhabit the richest region\non the globe, our\npeople aie not excelled either in willingness to work, or in the intell\nigence\nthey bring to their work. We have outrun all nations in the devel\nopment\nof machines and other means of production and distribution. Our\nresources\ninclude every essential to the maintenance of the American stand\nard of\nliving, including educational opportunities for all children, regar\ndless of\nwhether their parents are wealthy or poor. Our present unhap\npy situation is\nnot due to a lack of resources. It comes from a failure to use these\nresources.\nWe call upon those who sit in the key places of business and\nfinancial\nconti ol to spend less time and money in subsidizing econo\nmy leagues and\nsocalled taxpayers organizations, which indiscriminately strike\nat every\npublic service, including the schools which the people have created\nto edu¬\ncate then children. The fact which should absorb the attent\nion of these\nleaders is that their shortsighted and, in some instances, selfish\nand dishonest\nmanagement is one of the prime causes which has reduced the\nyearly income\nof the American people from ninety to forty-five billion dollars. It\nis this\nforty-five billions of lost income which lies back of the difficu\nlties of the\npresent period. Restore this lost income and it will be easy for the\nAmerican\npeople to pay the two billion dollars a year which the public schools\ncost.\n1 he teachers stand ready to join with industrial, financ\nial, and political\nleaders, and with all other groups, in carrying forward\nany sound program\nfor economic reconstruction. They will oppose with every\nresource at their\ncommand, both as citizens and as teachers, the effort\nof any selfish group to\ncreate a peasant class in the United States. Peasant standards are\nnot neces-\n\n"}
{"page": 677, "printed_page": null, "text": "Department\n\nsary in our country\n\nof\n\n673\n\nSuperintendence\n\neither in educating\n\nchildren or in other areas of life.\n\nTeachers will stand four-square with parents and with all intelligent citizens\nof the nation to fight the imposition of such standards upon the American\npeople.\nREPORT\n\nSuperintendent\n\nOF\n\nMilton\n\nPresident, Department\nMilwaukee, Wisconsin\n\nDear\n\nTHE\n\nAUDITING\n\nCOMMITTEE\n\nWashington,\n\nD. C., January\n\n20, 1933\n\nC. Potter\nof Superintendence\n\nSir:\n\nThe\n\nundersigned\n\ncommittee,\n\npartment, of Superintendence\n\nappointed\n\nto audit the accounts\n\nof the De¬\n\nfor the year 1932, reports as follows:\n\ngeneral fund and in the permanent fund, and an examina\ntion of the mem¬\nbership records of the Departmen\nt, which memberships form the basis for a\nconsiderabl\ne portion of the receipts. This examination included the vouch¬\ners for expenses, the bank deposit records, the checks and stubs, and a com¬\nparison of the records of the Departme\nnt with the books of the National\n\nEducation Associatio\nn. The last item was included because, according to\nthe constitutio\nn, the National Education Association acts as custodian of\nthe funds of the Departme\nnt of Superintendence. In the general fund, the\ntotal receipts were $47,361.7\n8 which, together with the balance on hand\nJanuary 1, 1932 of $12,897.1\n5, makes a grand total of $60,258.93. The\ntotal expenditur\nes for the year amounted to $43,601.32, leaving a balance\nDecember 31, 1932, of $16,657.6\n1, indicating a gain of $3,760.46 over the\nbalance on hand December 31, 1931. In the perman\nent fund the income\nwas $2,009.79 which added to the balance of $13,79\n7.73 on hand January\n1, 1932, makes a total of $15,807.5\n2. There were no expenditures, leaving\nthe balance on hand as indicated. The permane\nnt fund now consists of se¬\ncurities amounting to $13,781.9\n7 and cash $2,025.55. The securities in the\npermanent fund were not examine\nd by the Auditing Committee, but the\n1 audit had before it a certified statement of the securities held by the trustee\n.\nThe\ndint cotvhereCdo\nof the afuu\nd,\nmtmheerceixal\nminaNtaitional Bank of Washington. The physical\nexamination of this property is maodne ofby retcheeiptBsoaarndd of\nexpTernudsitteuerse of the Nat¬\ns in the\nional Education Associati\na\nb\nt\nn\ne\ny\nh\nd\na\nx\ne\nc\np\nc\ne\nountants appointed to\nrt\non\naudit the books of the Association\n.\n\n2. This audit covers the' transactions of the calendar year 1932, and the\nreceipts of the month of December, 1931, but not those of December, 1932.\nUnder the constitution of the Department, December receipts are not cred¬\nited on the books of the National Education Association until January.\n3. The committee finds the books and records of the Department to be\ncomplete\n\nand accurate. This condition added\n\nto the fine spirit of efficiency,\n\n"}
{"page": 678, "printed_page": null, "text": "674\n\nNational\n\nEducation\n\nAssociation\n\ncourtesy, and helpfulness of the executive secretary and\npleasure out of what\n\nwould\n\nordinarily be a tedious task. On\n\ninterlocking relations between\n\nthe Department\n\nNational Education Association, continuous\naccounts- is necessary during the audit.\nRespectfully\n\nREPORT\n\nFRANK\n\nOF\n\naccount\n\nof Superintendence\n\na\n\nof the\n\nand the\n\nreference to the Association’s\n\nsubmitted,\nF. M.\n\nLonganecker,\n\nLouis\n\nNusbaum.\n\nJohn\n\nA. Spargo.\n\nCOMMITTEE\nON FINANCING\nRESEARCH\n\nW. BALLOU,\n\nhis force, made\n\nSUPERINTENDENT\n\nOF SCHOOLS,\n\nChairman\n\nEDUCATIONAL\n\nWASHINGTON,\n\nD. C.\n\nSome years ago this Department, by formal vote, established a Committee\non Financing Educational Research. That committee organized a campaign\nfor the raising of a fund of $1,000,000, the income of which was to be de¬\nvoted to the study of various problems of school administration with which\nthis Department is primarily concerned.\nof raising the money had been completely put into\noperation, the financial situation developed which made it necessary for the\ncommittee to postpone any further attempt to raise the money necessary for\ncarrying on this work.\nThe committee reported last year, in a written report, outlining the status\nBefore\n\nthat program\n\nof the fund which had been raised up-to-date. That committee now consists\nof the speaker, as the spokesman for the committee on this occasion, Mr.\nHodge of New York, Dr. Judd of Chicago, Mr. Cauthorn of Texas, Mr.\nStudebaker of Iowa, and Mr. Withers of New York University.\n\nThe\n\ncommittee\n\nhas not held a meeting during the past year. It was\n\nagreed\n\na year ago that we should not undertake to push the plans for the raising\nof this fund until the situation was more favorable. I am, therefore, present¬\ning to you this brief statement of the status of this fund in order that the mat¬\nter may be kept before you and in order that you may have this information.\nA year ago, on January 1, 1932, this fund amounted to $13,795. There\nhas been added to that fund during the past year the following sums : $365\nfrom life members ; $745 in interest ; and $900 in contributions from various\n\nparent-teachers’ associations, citizens’ associations, and other organizations\ninterested in the schools. The total amount in the fund on December 31, 1932..\nwas, therefore, $15,807.\nOf that amount,\n\nthe Trustees\n\nof the National\n\nEducation\n\nAssociation, who\n\nare charged with the responsibility of investing this fund, have invested\n$13,772 and there is a cash balance on hand in that fund today of $2,025.\nThis fund was intended to be a fund which should be a permanent fund\nand only the income\neducational research.\n\nfrom\n\nthis fund\n\nshould be used for the promotion\n\nof\n\n"}
{"page": 679, "printed_page": null, "text": "Department\n\nof\n\nI here is one aspect of thig program\n\n675\n\nSuperintendence\n\nof raising money\n\nwhich\n\nhas not been\n\nanalyzed for your information, to which I should like to refer this morning.\nIn addition to the efforts to obtain money in the form of contributions from\nsuperintendents, there was developed a plan of life insurance which has\nbeen worked\nintendents\n\nout, and from that source there have been taken out by super¬\nof schools forty ten-year insurance policies amounting, on their\n\nface value, to $10,000. When those policies mature they will be paid into\nthat fund, so that the fund will be increased by that amount. I am pleased\nto report to you that all of the premiums on those policies have been regu¬\nlarly paid to date.\n\nThis is, as I stated in the beginning, only a very brief and more or less\ninformal report of the status of this fund. I desire to endorse the stateme\nnt\nmade by the President with respect to the desirability of your subscri\nbing\nto the educational research service which will be the means not only\nof pro¬\nviding you with additional information about administrative problems with\nwhich we are all concerned, but it will also be 'a valuable means and\nthe\nlargest means, may I say, of providing for carrying on the research work\nwhich it will be necessary to carry on the work] of the Joint Commis\nsion on\nEmergency in Education. This report is respectfully submitted.\n\nREPORT\n\nOF\n\nTHE\n\nCOMMITTEE\n\nAdopted\n\nFebruary\n\nON\n\nLAY\n\nRELATIONS\n\n28, 1933\n\nPractically every local community, every state in the Union, as well as\nthe federal government is facing a financial crisis such as only a few\nshort\nyears ago would have been considered unbelievable. The national income\nhas shrunk\n\nabout\n\n50 percent since 1929. Millions\n\nare out of employment\n\nand are becoming increasingly dependent on relief agencie\ns supported by\ntaxation. Reserves built up during prosperous times\nare melting away and\nthe payment of taxes is becoming more difficult and in some cases\nimpossible.\nAll governmental agencies supported by income from taxatio\nn, therefore,\nmust reduce the expense of operation. We, in the schools,\nmust assume our\nfair share of this obligation. The postponement\nof building construction,\nthe increase of pupil load per teacher with its inevita\nble decrease in the\nnumber of teaching positions, cannot be avoided.\nThe only platform on\nwhich we can honestly and intelligently stand\nis that of rigid economy.\nBut we also represent the interests of children\nand we must remember\nthat a neglected educational opportunity in the\nlife of a child is a perma¬\nnent and irreparable loss. We, therefore, must\nfearlessly resist the thought¬\nless and often vindictive assaults upon schoo\nl expenditures which, if suc¬\ncessful, would permanently impair the morale\nof the coming generation and\nendanger our institutions of government\nand society.\nIt appears that there is now an organized\nattempt by certain vested inter¬\nests to cripple the public-school system\nof America.\n\n"}
{"page": 680, "printed_page": null, "text": "676\n\nNational\n\nEducation\n\nAssociation\n\nThis attack is the more insidious because by its subtle propaganda it en¬\nlists thousands of harassed taxpayers in leagues militantly organized and\ncommitted to the task of betraying the best interests of their own children.\nTremendous pressure is being exerted for the elimination of the socalled\n\n“fads and frills,” which in reality constitute the fundamentals of twentiethcentury education. Those who direct this campaign, far removed from the\nfront line of attack, desire to force the schools back into the type of institu¬\ntion which they attended in their own school days and which has produced\nthe misguided leadership responsible in part at least for our present tragic\nplight.\nEducation has little political influence since it has no patronage to be¬\nstow. Positions and promotions awarded according to merit afford no op¬\nportunity for political entrenchment. But education is now in savage com¬\npetition with politically entrenched types of governmental service for its\nshare of the shrinking tax dollar. The public schools in their organization\nand in the temperament and experience of their administrators are inade¬\nquately equipped for this type of combat. School revenues, therefore, yield\nmost easily to the assaults of taxpayers’ leagues.,\nTho the financial support of the schools has disproportionately dimin¬\nished, their responsibilities have enormously increased. The construction of\nschool buildings, postponed during the war, was abnormally accelerated in\nthe years following its conclusion. Millions of children,^ whom this machine\nage has forced out of industrial employment, have crowded into the upper\nand more expensive levels of instruction. While a quarter of a century ago\nonly 10 percent of the children of our nation entered the high schools, more\nthan six out of ten of them are now demanding instruction there.\nThis influx of students has in turn forced a large expansion of the curric¬\nulum and activities of the high school. While a single college preparatory\ncourse, which was the vogue at that time, had sufficed for the highly se¬\nlected 10 percent, the wide range of abilities and needs of practically all the\nchildren of all the people require a broadly diversified curriculum.\nThe housing and the equipment for these newer activities adapted to the\ninstruction of this new host of young people have added immensely to the\ncost of education. The public schools now confront an almost impossible\ndilemma. The demand for increased service since 1929 has been enormous.\nRevenue\n\nfor operation during the same period has decreased more\n\nthan 25\n\npercent.\nIf we believe that education is the only hope of an enduring democracy,\nwe dare not permit public schools to default. If we believe that education\nis not the prerogative of the rich but the birthright of every American child,\nwe can no more deny him that right than we can permit him to starve. If\nwe believe that education is essential to happy and effective living and to a\n\nrepresentative government of the republic, we dare not balance our budgets\nby promoting illiteracy.\nThere are thousands of school districts thruout the United States, enroll¬\ning hundreds of thousands of American boys and girls, which upon the basis\n\n"}
{"page": 681, "printed_page": null, "text": "Department\n\nof\n\n677\n\nSuperintendence\n\nof the present general property tax are unable to raise enough money to\nmaintain an American program of education. In many of these areas essen¬\ntial school services have been dropped. In many of them schools have been\nclosed. The states must revise their revenue systems in such a manner as\nshall provide adequate support for education thruout their borders. In no\nother manner can educational opportunities be equalized.\nIn the current emergency the federal government should do its share.\nWhat will it profit the nation if we maintain the credit of industrial cor¬\nporations and deny education to American children? The very nature of\nour economic system which has brought about the concentration of wealth\nand income in our great centers of industry and finance, demands the con¬\nsideration of federal support for education as a matter of simple justice and\nequity.\nThe fight for free schools for all the children is far from won. Educa¬\ntion now calls upon laymen for support. Organized attack must be met by\norganized defense. All citizens interested in safeguarding American child¬\nhood and American institutions must now mobilize for action.\nChas. S. Meek, Chairman\nNicholas Bauer.\nAlbert\n\nS. Cook.\n\nLouis\n\nBenezet.\n\nW.\nREPORT\n\nOF\n\nTHE\n\nRESOLUTIONS\n\nAdopted\n\nMet\n\nat a time of economic\n\nMarch\n\nH. Pillsbury.\nCOMMITTEE\n\n2, 1933\n\ndepression, inclusive in its ramifications and\n\ndisabling in its incidence, the Department of Superintendence, inspired by\nits faith in the vision and the will of our people, welcomes, in convention\nassembled, the opportunity of expressing its union with all likeminded citi¬\nzens and organizations in the purpose of safeguarding our educational patri¬\nmony, and also, thru rededicated loyalty to our schools, of investing it\nanew with the dignity of social stabilization and of human enlightenment.\nWe, therefore, resolve:\n1. In a republic equal educational opportunity must be available to all\nas the essential safeguard of democracy as well as the inherent right of\nevery individual. This principle is being so seriously attacked today that the\nAmerican people should rise to an active protection of the schools. Together\nwe need to join in vigorous insistence that this generation of children shall\nnot be deprived of its only chance and that the culture and civilization\nwhich we have inherited and which we have developed shall not be\nimpaired nor destroyed.\n2. As the complexity of modern life has increased, the unequal distribu¬\ntion of wealth has been accentuated, leaving some communities much less\nable than others to provide an adequate educational program. Therefore we\nrecommend a revision of our taxation system, a widening of the tax unit,\na substantial increase in the proportion of educational expenditures borne\n\n"}
{"page": 682, "printed_page": null, "text": "678\n\nNational\n\nEducation\n\nAssociation\n\nby the state and by the federal government with such adjustments in such\nmanner as to equalize educational opportunities thruout the state. This\nrevision should provide for an equitable distribution of the burden to be\nborne by all citizens and should not interfere with the initiative of local\ncommunities in their efforts to support good schools.\n\n3. We affirm the belief that just and equitable taxes based on ability to pay\nform the most satisfactory means of financing public works of which edu¬\ncation is one of the most important.\n4. We recommend that the necessary legislation be enacted by the Con¬\ngress of the United States to authorize loans for educational purposes to\nstates and localities by the Reconstruction Finance Corporation.\n5. The present crisis bears impressive testimony to the fact that greater\nemphasis should| be placed on the social studies in the courses recommended\nfor the educational development of teachers in service and in the curriculums\nof colleges, teacher-training institutions and of secondary and elementary\nschools. It calls also for the encouragement of all thoughtful persons to\ncarry forward their education by such use as is possible of the schools, libra¬\nries, and other educational facilities which society offers and' our educational\ninstitutions maintain.\n6. To\n\ncarry out this obligation calls for a national council on social-\n\neconomic planning as forecast by the President’s Research Committee on\nSocial Trends, and as cogently urged by the educators who memorialized\nthe President-elect of the United States urging him to establish such a council.\n7. WRen established such a national council should be fully representative\nof our total social life, including agriculture, labor, industrial management,\nmedicine, engineering, law, education, welfare. It should be constituted\n\nin such a way as to give assurance that everything that is done may be\ndirected with an intelligent understanding of the larger social issues in¬\nvolved. Inasmuch as such a national council will serve inevitably as a power¬\nful educative agency in the formation of public opinion, it should have all\nthe safeguards which the other educative agencies have. Such a council we\nrespectfully petition the President of the United States, in cooperation with\nthe Congress, to bring into existence at the earliest possible time. This\nDepartment of Superintendence recommends to the Executive Committee\nthat they appoint a committee to aid in securing the passage of the legisla¬\ntion necessary to establish such a council.\n8. Among the probable and desirable steps likely to be taken in the reor¬\nganization of the federal government, departments and agencies having to\ndo with education should undoubtedly be coordinated and unified. To this\nend, we respectfully call to the attention of the President of the United\nStates the report of the National Advisory Committee on Education with\nits significant data and recommendations. At the same time we commend\nmost highly the present United States Office of Education and the recent\nadvancement in its more efficient organization and management.\n\n"}
{"page": 683, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n679\n\n9. We commend the towns and cities which have so\ndeveloped their sec¬\nondary schools and vocational classes that vital cours\nes are offered which\nhave held in school training millions of boys and girls\nwho otherwise would\nbe unemployed. We are disturbed that a great numb\ner of boys have left\nhome in an aimless search for employment and\nwe praise the interest of\nCongress in the tragic fate of these young men. If\nby Congressional action\nthis group should come under the protection and care\nof the government, we\nurge the necessity that the program of activities arran\nged shall, except for\nhousing and feeding, be intrusted to the national Offic\ne of Education.\n\n10. We\n\nexpress our sincere gratitude to all faithful and frien\ndly cooperat¬\ning agencies which are striving to safeguard our\npublic schools, and especially\ndo we commend the forward looking program in\nsupport of public education\nset forth by the American Federation of Labor\nin its recent pronouncement\nat the Cincinnati meeting.\n1 1. As social-economic problems today are worldwide,\nthey must be solved\non a worldwide basis. We therefore commend the progr\nam of the American\nand British delegations to the Disarmament Conference\non the subject of\nMoral Disarmament. We heartily agree with them\nthat the principles of\npacific settlement of international disputes and of the\nrenunciation of war\nas an instrument\n\nof national policy should be included in preparations\nfor\nall governmental positions which may involve relations with\nother countries.\n12. To President Herbert Hoover we are indebted\nfor the recent con¬\nference on the Crisis in Education. Its recommenda\ntions together with the\nfindings of the National Survey of Schools, authorized\nby Congress in 1931,\nconstitute an informing and steadying influence of\ngreat service to the schools.\nrecognize the inevitability of the schools sharing in\nthe effects of\nthe depression and the resultant need for the strict\nest economy. However,\nwe deplore the apparent desire in some quarters to\npenalize the schools in\ncomparison with other governmental functions. Every\npossible item of waste\nshould be eliminated, but no undiscriminating\nsacrifices should be imposed.\nEXPRESSIONS\n\nOF\n\nAPPRECIATION\n\n< The initiative and energetic action of President Joseph Rosier of the Na¬\ntional Education Association and of President Milton\nC. Potter of the\nDepartment of Superintendence in setting to work a\nJoint Emergency Steer¬\ning Committee has our cordial and grateful approval.\nIt is welcomed as a\nmeasure for the formulation and execution of emerge\nncy plans of action,\nand for the presentation of principles and procedures\nthru which leader¬\nship effective on the new educational frontiers may\nbe developed.\nWe desire also to express our thanks to Station WEB\nof Minneapolis for\nthe use of its broadcasting facilities, to the Natio\nnal Broadcasting Company\nand to the Columbia Network for their effective\ncooperation, and to the\nlocal and national press for the intelligent and\nsympathetic publicity given\nto the proceedings of the convention.\n\n"}
{"page": 684, "printed_page": null, "text": "680\n\nNational\n\nEducation\n\nAssociation\n\nTo Superintendent Carroll R. Reed, his staff and his local committees,\nto the Board of Education and to the people of Minneapolis, we express\nour deep appreciation of their cordial welcome and their gracious hospitality\nwhich has found expression not only in many individual courtesies but in\ntasteful floral decorations and beautiful musical programs.\nHenry J. Gerling,\nFrederick Archer,\n\nW.\n\nW.\n\nChairman,\n\nBorden,\n\nGeorge\n\nC. Bush,\n\nE. W.\n\nButterfield,\n\nJohn Callahan,\nKatherine Hamilton,\n\nE. E. Oberholtzer,\nOrville\nBelle\n\nThe following\nthe convention :\n\nresolution was\n\nM.\n\npresented from\n\nC. Pratt,\nRyan.\n\nthe floor and adopted\n\nby\n\nour faith in such old-time educational virtues as seriousness\nand hard work. We retain our confidence in, and appreciate the work of\nWe\n\nconfirm\n\nthose public-spirited men and women who serve without pay on our educa¬\ntional boards. We believe that the men and women in our legislative bodies\nwho are charged with grave responsibility at this time are giving earnest\nand sympathetic\n\nconsideration\n\nto the welfare\n\nof the children and that they\n\nrecognize in them our country’s greatest asset, and that their welfare\nparamount to all other interests.\n\nis\n\n"}
{"page": 685, "printed_page": null, "text": "Department\n\nof Supervisors and Directors of Instruction\n\n"}
{"page": 686, "printed_page": null, "text": "The department of supervisors and directors\n\nof instruction was created by the Board of Di¬\n\nrectors at its meeting in Minneapolis, July 4,\n1928. The Board of Directors took the following\naction as shown by its minutes : President Adair in¬\nformed the Board of Directors that requests had been\nmade for a Department of Supervisors and Directors\nof Instruction ; that the necessity for such a depart¬\nment had been substantiated by much data ; and that\nthe Department had complied with all the necessary\nrules for its creation. Mr. Rogers moved that a De¬\npartment of Supervisors and Directors of Instruction\nbe created. The motion was seconded and carried. It\nwas then declared that the new department had been\nduly created.\nThe officers for the year 1933-34 are: Presi¬\ndent, Mildred English, Assistant Superintendent of\nSchools, Raleigh, N. C., First Vice-president , Leonard\nPower, Assistant Superintendent of Schools, Tulsa,\nOkla. ; Second Vicepresident , Helen M. Reynolds, Di¬\nrector of Kindergarten-Primary Grades, Board of\nEducation, Seattle, Wash.; Secretary -Treasurer,\nJames F. Hosic, Professor of Education, Teachers\nCollege, Columbia University, New York, N. Y. ; Ex¬\necutive Committee : the officers of the Department, exofficio; Elizabeth Hall, Assistant Superintendent of\nSchools, 305 City Hall, Minneapolis, Minn.; Ernest\nHorn, Professor of Education, Iowa State University,\nIowa City, Iowa ; J. Cayce Morrison, Assistant Com¬\nmissioner for Elementary Education, State Educa¬\ntion Department, Albany, N. Y.\nFacts relating to the establishment of this Depart¬\nment and the record of its meetings may be found in\nearlier volumes of Proceedings as follows :\n1928:831-832\n\n1929:803-825\n\n1930:773-800\n\nt 682 ]\n\n1931:801-824\n\n1932:679-693\n\n"}
{"page": 687, "printed_page": null, "text": "WHO\nGUY\n\nSTANTON\n\nADMINISTERS\n\nFORD, DEAN,\n\nOUR\n\nSCHOOLS?\n\nGRAD\nUATE\nCOLLMIN\nEGE,\nMIN\nNEA\nPOLIS,\nN. UNIVERSITY\n\nOF MINNESOTA,\n\nDemocracy and its greatest American crea\ntion, a free public-school sys¬\ntem, are linked today in the great adventure\nof preserving themselves and the\nworthiest of our national ideals under cond\nitions that will apply new stand¬\nards of social utility to institutions and ideal\ns that we have held sacred and\npermanent. I state not my own view\nbut the growing conviction of every\nthoughtful observer that the leadership\nand control of the schools in the\n. UtU.re 7 . 1 cal1 for a broade\ninvolved in school administratiron.training and a new conception of what is\nHave\n\nwe\n\nachieved this broader conception of the task\nthat faces our suc¬\ncessors. Are we giving their professional\ntraining the essential background?\nHave we set this professional training,\neither preliminary or advanced, in a\nliving matrix of the disciplines whose disc\noveries and their application are\ncreating and reshaping all social instrumental\nities ? On the basis of my ex¬\nperience in public service and on educatio\nnal commissions and my observa¬\ntion as an educator whose duties force\nhim to take panoramic views of all\nfields ^ of specialized training, I am forced\nreluctantly to answer in the\nnegative. When I have seen the apparent\nly narrowest specialties breaking\nown all lines and synthesizing and fusi\nng all contributing fields in order\nto solve their problems, I have seen the\ngreatest and broadest of all human\nprofessions that of teaching, narrowing\nits preparation and becoming more\nprofessional by the complacent means\nof reiterating in a multiplicity of\ncourses stretched thru four years what\ncould be and often was mastered in\nthe first approach.\n\nThe\n\nfirst unfavorable\n\nsituation that needs to be cleared up\nis one that\nprevails most often within the organization\nof many of the large and com¬\nplex universities. In some cases it may be\nbriefly characterized as a state of\ninternecine warfare between the college\nor school or department of educa¬\ntion on the one hand and the other educ\national units, chiefly the liberal arts\ncollege, on the other. Arts colleges in\nthe last thirty years have protected\n~Teir. Tntue 7 ^V1*n£ birth to children which they at once proclaimed\nas\nillegiti\nmate. But the children still live on the old\nhomestead-a whole brood\no schools of journalism, business, education,\nsocial work, music, and the\nhne arts. Education in most cases was the\nfirst one pushed out of the nest.\nIt has suffered most from the alienation and\non its own part has increased its\ndifficulties by over-compensation for an early\ninferiority complex. The ensuing\nisolation and want of stimulating association\nwith the whole guild of scholar¬\nship have had disastrous effects upon all parties.\nEverywhere there are indi¬\ncations that universities are waking up to the\nfact that the training of teachers\nis a task so large and so important that it\nrequires all the resources and\ncooperative effort of the whole university.\n\nThe\n\nsecond stumbling\n\nsources of many\n\nblock is the poverty and inadequacy in staff\nand re¬\nof the independent four-year colleges that\nhave been forced\n[ 683 ]\n\n"}
{"page": 688, "printed_page": null, "text": "684\n\nNational\n\nEducation\n\nAssociation\n\nby competition for students to enter the ranks of teacher training. When they\nadd education to their curriculum they seldom enlarge their staff but are\nforced to put the legal minimum of courses in the hands of someone whose\nequipment has more gaps than the teaching schedule he is now forced to\ncarry. If the depression wiped out this type of institution and left the strong\nand well-equipped liberal arts colleges to do their work, it could be credited\nwith some contribution to the raising of educational standards.\nthird difficulty arises out of our multiplication of state-supported\nnormal schools now changed by legislative fiat into four-year degree-granting\ncolleges. The fact that most states had about twice as many of them as they\nneeded or could adequately support even when they restricted themselves\nto their original important function is no fault of any school man or school\nadministrator. Their unnecessary number is the product of localism and\nThe\n\nlog-rolling quite regardless of any sound educational policy. Their assumption\nof another role without such consolidation and elimination as would give\nthe resources to play the role has confused standards and added im¬\nmensely not only to their own problems but to the difficulty of raising the\nstandards for educational leadership.\nthem\n\nThe fourth difficulty touches matters of public policy. It arises from the\nwant of standards and discrimination in the public officials who determine\nand administer the standards of admission to the profession. Minimum\nstandards have been too low, too lax, and too formal. There are still states\nwhere a blanket state certificate permits a major in music or physical educa¬\ntion or chemistry to teach the social studies, which are and must be at the\nvery heart of the training for citizenship in a changing world. The old\nexcuse that there were not teachers enough can no longer justify the per¬\nsistence of weak institutions or the indiscriminate admission of the poorly\nprepared, no matter what institution they come from. Overproduction for a\ndeclining market is the price the teaching profession is paying today for\nthe want of courage and foresight upon the part of those who represent edu¬\ncation in the governments of many states. Economics and the evolution of\nhigher standards among the profession itself are the best assurances that the\nstate administrators will ultimately fall into line.\nWhat public-school administrators have done in the last twenty-five years\nof tremendous expansion in school population and expenditures leaves a\nbalance in their favor. I have not been assessing them nor their work. That\ntask may be left to the historian. My\n\ninterest is in the future. My\n\nhope is\n\nthat if twenty-five years from now some speaker asks who has administered\nour schools the answer will be : a group of men and women whose devotion\nupheld the best traditions of the profession, whose training was so rich and\nfruitful, whose social perception was so keen and sure that the generation\nthey trained has come\nstrain.\n\nsafely thru the nation’s period of greatest stress and\n\n"}
{"page": 689, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nTEACHING\nPAUL\n\nMONROE,\n\nDirectors\n\nINTERNATIONAL\n\nDIRECTOR,\n\nCOLUMBIA\n\nand\n\nINTERNATIONAL\n\nUNIVERSITY,\nROBERT\n\nNEW\n\nCOLLEGE,\n\nof\n\nInstruction\n\nRELATIONS\n\nINSTITUTE,\n\nYORK,\n\nTEACHERS\n\nN. Y. ; AND\n\nISTANBUL,\n\n685\n\nCOLLEGE,\n\nPRESIDENT,\n\nTURKEY\n\nI shall confine myself to one specific aspect of the question, namely, “What\nare some of the specific principles involved in the teaching of international\nrelations in our public schools?”\nPedagogical principles — The same general pedagogical principles hold\nthat operate in success or failure in teaching other subjects. In other words,\nour subject does not call for a new\n\npedagogy\n\nor for a new\n\npedagogical\n\nap¬\n\nproach. It calls primarily for the organization and presentation of new subjectmatter in ways that will conform to the principles of successful teaching\nas such principles have been worked\nThe\n\norganization\n\nof the material\n\nexperience. It must\n\nout with\n\nreference to other subjects.\n\nhas not yet been subject to the test of\n\nsurely depend upon\n\ngeneralizations\n\ndeduced\n\nfrom other\n\nexperiences. Should we attempt to formulate principles peculiarly applicable\nto this new subjectmatter, it is probable that we should draw inferences from\nsimilar experience which\n\nhas been had with\n\nhigher aspects of education.\ninternational\n\nFurthermore,\n\nrelations should not appear\n\nbut that for the most part and in most\nnew\n\nreference\n\nto the teaching in\n\nit is probable that the subject of\nas a separate curriculum\n\nschools it should appear\n\nsubject\n\nmerely\n\nas\n\nmaterial in already established subjects, such as civics or geography.\n\nFunctioning of machinery — There are many organizations that exist to\nfurther the study of machinery of international peace and of international\nrelations. I myself belong to several of these, to some\nyet I must\n\nadmit that most of them commit\n\nof them\n\nas director;\n\nthis error of belief in the efficacy\n\nof the study of social machinery. Some are concerned with furnishing in¬\nformation of a political character and thus indirectly contributing either to\nthe study of machinery or of functioning, but the teacher is always prone\nto seize that which is more exact and direct and the school authorities as\nwell as the public are interested in avoiding the consideration of contro¬\nversial problems. Nevertheless, it is only by the study of these problems which\nare in controversy\n\nthat we\n\nshall ever get the pupils to understand\n\ntake the proper interest in the subject of international\nThere\n\nare enough\n\nconcrete\n\nparts of the machinery\nand which\n\nwould\n\nproblems\n\nof the League\n\ngive the students\n\nproblems\n\nof the day, would\n\nin which\n\ninternational\n\nrelations.\n\nthat have passed thru the various\n\nor of the Court which\ninsight into some\n\ngive to many\n\nand to\n\ncould be studied\n\nof the complicated\n\na thoro understanding\n\nof the way\n\nconflicts of interest and of policies arise, how\n\nthey\n\nmight be studied, even how they might be resolved ; and what is the pro¬\ncedure that has been followed in certain specific cases and what have been\nthe decisions reached. By such a knowledge, by such a study, the pupil ob¬\ntains indirectly knowledge of the structure or of the machinery of these\ninstitutions. Furthermore,\n\nhe gains the impression\n\nthat the machinery\n\nis\n\n"}
{"page": 690, "printed_page": null, "text": "686\n\nNational\n\nEducation\n\nAssociation\n\nnot an end in itself at all but merely means\nyet this machinery\n\nis in many\n\nor machinery ; and that even\n\ninstances quite inadequate.\n\nAttitudes — A most important aspect of the teaching of international re¬\nlations in the schools is the development of attitudes of interest, particularly\ntoward\n\nthe problem of peace. The\n\nold histories sinned not so much\n\nthat they gave the greater part of their space to the consideration\n\nin the fact\nof wars\n\nas\n\nin developing the attitude upon the part of the pupil that wars contained\nthe only element of interest in the life of the past or in the story of nations.\nOur\n\nproblem\n\nas educators, I believe, is to so arrange\n\nmaterials concerning\n\nthe peaceful solutions of the conflicts of international\n\ninterests that the attitude of interest upon\ndeveloped\nMost\n\nwith\n\nreference\n\nof Nations\n\nrecommending\n\nof war.\n\nto this development\n\nrecent action taken by the Committee\nLeague\n\nthe part of the pupil will be\n\nas it was in the past by the accounts\nimportant\n\nand so present the\n\nof attitudes is the\n\non Intellectual Cooperation\n\nof the\n\nthat effort be made, thru the introduction\n\nof materials in the schools, to promote\n\nmoral disarmament\n\nor, as it is some¬\n\ntimes termed, “intellectual disarmament.” This recommendation involves\nthree of the points which I have been making: (1) this one regarding the\nimportance\n\nof attitudes; (2) the preceding one that the study of functions\n\nis far more\n\nimportant\n\nconcerning\n\nthe introduction\n\nthan the study of structure;\nof new\n\nand (3) the second one\n\nmaterial into old subjects.\n\nSubstitution of new materials for old — The change that has come about\nin American attitude toward England thru the change of materials in the\nAmerican\n\ntexts dealing with the Revolutionary\n\nWar\n\nis well known.\n\nSimilar\n\nchanges with regard to the sectional attitudes thru the better selection of\nmaterials dealing with the Civil War are also obvious. A corresponding\ntransition with reference to the attitude toward various nations is just as\nfeasible. This statement\nStates.\nWhile\n\napplies to other countries as well as to the United\n\nthere have been several studies made\n\nof the content\n\nof textbooks\n\nwith reference to the materials that bear upon the hostile character of in¬\nternational relations, these studies are confined very largely to the content\nof histories. It is important\n\nto realize that the materials in the geographies,\n\nthe readers, the study of literature and even of science are in many\nquite as important\ndevelopment\n\nand\n\nthat such materials\n\nof hostile attitudes. Our\n\nare now\n\nargument\n\nrespects\n\noften used for the\n\nhere is that they may\n\nas effectively be used for the inclusion of materials\ninternational relations.\n\njust\n\nrelating to peaceful\n\nTravel — Travel both by pupils and by teachers constitutes an effective\nmeans of teaching international relations. To the people of Europe travel\nused as an educational\nUnited\n\nmeans\n\nis very much\n\nmore\n\ncommon\n\nthan it is in the\n\nStates. This, of course, is due to the vast expanse\n\nof our territory,\n\nthe absence of historical background, and the comparative sparsity of popu¬\nlation. There is now quite an extensive system of the interchange of travel\ngroups of students, even of younger students, between the various countries\nof Europe during the summer vacation. Some experimentation along these\n\n"}
{"page": 691, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nlines has been tried with\nPersonally\n\nI am\n\nand\n\nAmerican\n\nDirectors\n\nstudents\n\nof\n\nInstruction\n\nin Europe\n\nof the opinion that such travel should\n\nand\n\n687\n\nthe reverse.\n\nbe encouraged\n\nor\n\ntolerated with the younger pupils only when under the most rigid super¬\nvision. Even in case of students of the collegiate grade, I am under the im¬\npression that the more or less casual visitation of foreign countries is not\nconducive to the development of either international understanding or in¬\nternational respect unless it is conducted under the most careful supervision.\nI think there is a great waste of opportunity of time and of funds, that we\n\nallow so much in the way of travel of mature students or of teachers, par¬\nticularly of the American in Europe, to go on without making more definite\neffort to see that educational results along the line of better international\nunderstanding\n\nare secured.\n\nThe conference method — The conference method, particularly of the in¬\nformal type, affords one of the best means of making profitable travel and\nsimilar contacts. Our professional spirit here in America has been built up\nin these later years largely thru the mass meeting and public address.\nI believe that visitation of a small group, combined with conference with a\nsimilar group\n\nof teachers of definite background\n\nof experience, is one of the\n\nmost profitable methods of developing professional interest and ability as\nwell as of promoting a better international understanding.\nTraining of teachers — Finally, I would emphasize the point that the train¬\ning of teachers with reference to international relations is a far more im¬\nportant step to make now than is the question of the training of the pupil in\nthe school. The arguments made with reference to conference, travel, atti¬\ntude — all relate primarily to the teacher. Furthermore, if the teacher can\nbe put in possession of the knowledge of the functioning of this new inter¬\nnational machinery as it operates in many specific instances, so that these\ninstances can be passed on to the pupils in the schools as specific problems,\nif the teacher can be given the opportunity to deal with new problems as\nthey arise in a similar manner, and if all of these things can be brought into\nour institutions for the training of teachers, then the problem of the school\nfor the next few years is quite solved.\n\nEDUCATION\n\nAND\n\nJOHN\n\nPROFESSOR\nEMERITUS\nOF PHILOSOPHY,\nUNIVERSITY, NEW YORK, N. Y.\n\nDEWEY,\n\nI he relation of education\n\nOUR\n\nPRESENT\n\nSOCIAL\n\nPROBLEMS\nCOLUMBIA\n\nto social problems\n\nIt resides first of all in the community\n\nis not external and academic.\nof interest of educators with all\n\nworkers who are genuine producers of social necessities. This community of\ninterest has both its negative and positive poles. Educators and others alike\nneed protection against personal unsettlement, insecurity, overhanging dis¬\naster. Both must have guaranteed to them the effective ability to perform\nthe services which the whole community requires. I would insist then that\nthe first step for educators to take is the full recognition of this community\nof interest. Unless the start is made at this point, I fear\nlest the newly\n\n"}
{"page": 692, "printed_page": null, "text": "688\n\nNational\n\nEducation\n\nAssociation\n\naroused interest of teachers in basic social problems will operate at arm’s\nlength and, lacking leverage, will with a return of moderate prosperity grow\nfaint.\nThe second step which\n\nfollows naturally upon\n\nrealization of community\n\nof interest is, of course, an alliance in sympathy and in action. The province\nand function of education are not limited to children, tho teachers as a whole\nhave had their share in execution of this function limited to children and\nyouth, leaving to the press and other agencies formation\n\nof the judgments\n\nand sentiments of adults. As long as educators think of their work as some¬\nthing apart from that of other workers and of their interests as separate,\nthis state of affairs is practically sure to persist. The alliance of educators with\nothers who\n\nare at a disadvantage\n\nbecause\n\nof the chaotic and\n\ninequitable\n\neconomic\n\norder of society is, as far as I can see, the only way of changing\nthis state of things so as to enable educators to take part in the normal\neducation of adults.\n\nOne\n\nreason they cannot do so at present is that they are not prepared to\ndo so, even intellectually. They share in the economic illiteracy which is so\ncommon. And much of this ignorance is due in turn to remoteness of teachers\nfrom the mass of people upon whom the disordered economic scheme weighs\nmost heavily. Educators themselves can get the education which will enable\nthem\n\nto help others only thru the effective realization of the community of\ninterest of which I have been speaking. The same identification of sympathy\nand thought will also break down the moral barriers which now divide teach¬\ners from members\nof them.\n\nof other groups and make\n\nthe latter more\n\nor less suspicious\n\nA great deal is now said about the importance of social planning in order\nto secure the integration and coordination which our sick society so badly\nneeds. As I read the report of .the Committee on Social Trends, the trend\nmost emphasized is that toward a condition of unbalance due to the inde¬\npendent and unrelated growth\n\nof the different parts of the social mechanism.\n\nAnd according to those who report, with scientific moderation, on the\ntrends, the unrelated development of the economic phase, both as a whole\nin relation to other interests and internally in the relation of its parts to\none another, is the thing chiefly responsible for the existing unbalance. Today\nthe need for planning and coordination is, in theory at least, almost a\ncommonplace. But it cannot be realized on paper or by means of plans on\npaper however perfect in theoretical principle. The problem is more than\none of adjusting certain impersonal functions, like production and consump¬\ntion. The human element comes in. The work has got to be done by people.\nIt will not be done as long as people, as human beings, do not understand one\nanother and sympathize with one another. Teachers will not have even a\nmodest share in building a new social order unless they have broken down\npersonal remoteness and indifference as to the things they have in common\nwith\n\nfarmers, factory workers, the white collar class generally, and have\nceased to think of their interests as being separate or exclusively linked with\nthose of purely professional groups.\n\n"}
{"page": 693, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n689\n\nThe work that has to be done in the further social education of the teach¬\ners themselves in economic matters and in the work they have to do with the\nyoung cannot, in short, be properly performed except as teachers, beginning\nat home with their own activities and function, widen their outlook and\nsympathy until they come into that practical association with other workers\nwhich will create common bonds and exchange of experiences and ideas in a\ncommon practical effort. The duty to educate the young for citizenship is\nuniversally recognized in words. At present much of the work done in this\nline is barren because the importance of the economic factor in good citizen¬\nship does not receive attention. I do not see how it can get proper attention\nwithout that realization of community of interest and consequent alliance in\nsympathy and understanding for which I have been pleading.\nIn conclusion let me say that one of the first steps to be taken practically\nin effecting a closer connection of education with actual social responsibilities\nis for teachers to assert themselves more directly about educational affairs\nand about the organization and conduct of the schools — assert themselves, 1\nmean, both in the internal conduct of the schools by introducing a greater\namount of teacher responsibility in administration, and outside in relation to\nthe public and the community. The present dictation of policies for the\nschools by bankers and other outside pecuniary groups is more than harmful\nto the cause of education. It is also a pathetic and tragic commentary on the\nlack of possession of social power by the teaching profession. Teachers will\nnot do much for the general settlement of social problems (outside of the\nindirect influence of academic discussion) until they have asserted themselves\nby taking an active share in the settlement of the educational problems which\nmost directly concern teachers in their own local communities. Beginning at\nhome is again the lesson to be learned.\n\nSUPERVISION\nJAMES\n\nOF\n\nENGLISH\n\nTEACHING\n\nF. HOSIC, PROFESSOR OF EDUCATION, TEACHERS\nUNIVERSITY, NEW YORK, N. Y.\nCOLUMBIA\n\nCOLLEGE,\n\nAuthentic facts as to how the teaching of English in the elementary schools\nis supervised are not available. In the high schools there are many depart¬\nmental “heads,” but here also our information is fragmentary. There is\nneed of a thorogoing survey of this field.\nIn the elementary schools, to which I shall confine my remarks, there are\nfew specialists in English. Both the teaching of the subject and the supervi¬\nsion of that teaching are entrusted to general practitioners. This is due not\nto analysis but merely to custom. Specialists came in late, with the introduc¬\ntion of music, art, and physical education. Such persons are sorely needed in\nboth reading and language, but their duties should be those of consultants,\nnot inspectors.\nThe social crisis thru which we are passing has many implications in rela¬\ntion to English. For a time we shall have to endure poorer teachers, larger\nclasses, a scarcity of materials, reactionary courses of study, heavier burdens\n\n"}
{"page": 694, "printed_page": null, "text": "690\n\nNational\n\nEducation\n\nAssociation\n\non those who supervise and direct. I hese conditions\nare unnecessary, but\nthey appeal to be inevitable. However, we should seize\nthe opportunity to\nimprove the curriculum and secure a better organization.\nThe public expects\nchange. Let us see to it that the movement is toward\na program in which\nEnglish is taught, not to please the academic collegian,\nbut to equip the\npupils foi the actual needs of life. The Clapp repor\nt, the Smith Survey,\nBarnes’s analysis, the new courses in Baltimore and\nas\nChicago may be cited\nexamples of what should be done.\nThe obligation of the school to the adults who surround\nit should be fully\nrecognized and provision made for adult utilization of schoo\nl facilities.\nThe traditional type of school organization should be\ngiven up. The\nmost effective instruction cannot be expected of teach\ners who try to teach\neverything. The one-teacher school has persisted for a hundr\ned years. Some¬\nthing better is called for. The best substitute so far offered\nis the Coopera¬\ntive Gioup Plan. I his consists in putting a small group\nof classes in the\nhands of a committee of teachers. The teachers divide up\nthe work. Each\nhas his own room, fitted up for the work he is to do. But all\nwork is planned\nand carried on cooperatively. Thus the elementary school obtai\nns the com¬\npetence of the specialist without suffering from his narro\nwness and pre¬\noccupation with sub jectmatter at the expense of childhood needs and\ninterests.\nThe supervision of English is a job of human engineering. Succes\ns in it\ndepends most of all upon ability to estimate and understand\npeople and to\nlead them to work together toward worthy ends. The supervisor\nmust first\nlearn the needs. These will vary widely among individuals. He must\norganize\na program for meeting the needs. How science can help him in\ndoing this\nthe forthcoming yearbook of this Department by Dr. Rankin and his\ncom¬\nmittee will show. In the absence of any considerable body of litera\nture deal¬\ning with the supei vision of English most writers have dealt with the teachmg of the subject, not its supervision — persons who supervise English\ncan\ndo no better than to read attentively the entire series of yearbooks\nissued by\nthe Department, as well as volumes of Educational Method \\ the\nleading\njournal of supervision.\nEVIDENCE\n\nOF\n\nTHE\n\nINSTRUCTIONAL\nWILLIAM\n\nS. GRAY,\n\nPROFESSOR\n\nNEED\n\nOF\n\nCAPABLE\n\nLEADERSHIP\n\nOF EDUCATION,\nCHICAGO, ILL.\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nI he unique function of instructional leadership is the improvemen\nt of\nteaching. Attention will be directed to the need of instructional\nleadership\nunder normal conditions, such as those that prevailed before the depres\nsion.\nA survey of the status of reading in more than thirty schools in 1926 reveal\ned\na series^ of very illuminating facts. First, the general breadth and character\nof the instruction given differed widely. Many schools still adhered\nto the\nnarrow content and formal methods characteristic of two decades ago.\nOther\nschools had greatly improved the breadth and excellence of their teachi\nng by\n\n"}
{"page": 695, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n691\n\nenriching the activities of the reading period by providing wide, interesting,\npurposeful reading in the content fields, by organizing the materials read\nin terms of challenging units or problems, and by providing appropriate\nguidance in reading in all school subjects and activities. Accompanying these\ndifferences in the kinds of instruction given were equally significant varia¬\ntions in the reading achievements and interests of the pupils. Some schools\nranked distinctly above the norms in achievement and others ranked shock¬\ningly low. The pupils in some schools had acquired varied interests and en¬\ngaged in wide diversified reading. In other schools, the pupils gave evidence\nof few such interests, little or no independent reading, and engaged in study\nactivities haltingly and ineffectively.\nA careful study of the conditions which accompanied these differences\n\nsupplied striking evidence of the value of instructional leadership. In prac¬\ntically every school in which efficient teaching and satisfactory achievement\nwere found, a capable superintendent, supervisor, or principal directed and\ninspired the staff. In such schools, a spirit of confidence and professional\nzeal prevailed. The teachers had caught a vision of the broader outcomes of\nteaching and exhibited keen interest in the achievements and needs of their\npupils. They had adopted an inquiring attitude toward the problems which\nthey encountered and were proceeding intelligently in their attempts to solve\nthem. In the schools which secured unsatisfactory results, there was either\nlittle or no supervision or inadequate instructional leadership. Far too fre¬\nquently, the staff was discouraged and had lost hope of improving conditions.\nThey were in need of guidance and inspiration to help them out of the morass\nand to direct them to higher levels of teaching. In other cases, the teachers\nwere not acquainted with progressive trends in teaching and were complacent\nwith the meager results secured. The need was obvious for leadership that\nwould cultivate an inquiring attitude, inform and inspire the staff, and\nprovide the help necessary in reorganizing and improving teaching. In still\nother cases, the teachers recognized their deficiencies and were eager for\nhelp. Their supervisory officers, however, were not acquainted with recent\nprofessional literature or the results of scientific studies. They were either\ncontent to limit their activities to administrative duties or were unwilling\nto put forth the necessary effort to secure the professional knowledge and\nacquire the technics essential in constructive supervision.\nThe evidence referred to in this paper shows the need of capable instruc¬\ntional leadership. Furthermore, a vigorous supervisory policy promotes far\n\nmore rapid progress in increasing the efficiency of instruction than is other¬\nwise attained. It follows that current effort to economize by reducing unduly\nor by eliminating supervision is unwise and detrimental to the best interests\nof the pupils and of society.\nThese findings are especially timely in view of the fact that schools today\nface the need of radical readjustments in order to provide more adequately\nfor contemporary social needs. In order to effect needed changes, certain con¬\nditions are essential, namely, trained instructional leadership, a competent\nand professionally-minded staff, continuous study of professional literature\n\n"}
{"page": 696, "printed_page": null, "text": "692\n\nand\n\nNational\n\nthe results of related\n\npioblems\n\nincluding\n\ntime for growth.\n\nAssociation\n\nscientific studies, constructive\n\nvarious\n\nThe\n\nEducation\n\ntypes of service research,\n\ndemand\n\nstudy\n\nand\n\nof teaching\n\nfinally, adequate\n\nfor continuous\n\nimprovement of teaching places\nlarge responsibilities upon school officers and teachers. Only as proble\nms are\nattacked enthusiastically and courageously will instruction increase in breadt\nh\nand excellence.\n\nINDISPENSABLE\nERNEST\n\nO. MELBY,\n\nPROFESSOR\n\nSERVICES\n\nIN\n\nSUPERVISION\n\nOF EDUCATION, NORTHWESTERN\nEVANSTON, ILL.\n\nUNIVERSITY,\n\nThere has never in the history of education been a greater need for super¬\nvision than now. Since the force of this need will become more evident if\nwe\ntake account of some of the more urgent problems facing our schools,\nwe\nshall consider\nleadership.\n\nthree of the major\n\nFirst, the present\nattention\n\nareas in which\n\nperiod in our\n\nnational\n\nthere is need for supervisory\n\ndevelopment\n\nhas called striking\n\nto the lag between\n\nthe school and the social order. Generally speaking, social experimentation has lagged far behind physical experimentation.\nThe consequent failure of modern civilization to exercise effective\nsocial\nconti ols in the face of a revolutionized industrial order is largely\nresponsible\nfor our present economic plight. The developments of the last few months\nindicate that we\n\nare passing into an era of social experimentation, the like of\nwhich our country at least has never witnessed before. Regardless of the out¬\ncomes of our various experiments the schools cannot disregard them. Some\nof\nthem touch such fundamental matters as the underlying motives\nin life.\nSome of our much vaunted “rugged individualism” may have to be\nsur¬\nrendered. I am not proposing that the teacher and the school should attempt\nto shape the socalled new order. I am merely saying that this new order\nwill\nbe built, in part at least, by those who are now in school. I believe further\nthat the intelligence with which it will be built depends upon the extent\nto\nwhich\n\nwe\n\ncan now in our schools educate for social understanding.\nNot only is there hiatus between the life of the school and social needs but\nthere is an enormous spread between our theory and our practise\n. In my\njudgment the most important reason is the inadequate preparation of teach¬\ners. The task of putting our best theory into practise involves a thoro social\n\nunderstanding\nproblems.\n\nand an equally thoro knowledge of the chdd and his learning\nFor the most part our teachers possess neither of these requisites.\n\nBasically then, we\nin-service\n\neducation\n\nare concerned\nconstitutes\n\nwith\nour\n\na problem\n\none\n\nand\n\nof teacher\n\neducation.\n\nThis\n\nonly chance\n\nto overcome the\nas well as the lag between theory and practise.\nIt is inconceivable that effective in-service education can be\nsupplied in\nthe absence of competent supervision. Something can be accomplished\nby our\nsocial lag in education,\n\nteachers, especially those who are earnestly carrying forward their\nprofes¬\nsional development. But the problems are too complex and the obstacl\nes to\nbe overcome are too great to make it reasonable to hope that much\nprogress\n\n"}
{"page": 697, "printed_page": null, "text": "693\n\nInstruction\n\nof\n\nDirectors\n\nand\n\nSupervisors\n\nof\n\nDepartment\n\ncan be made without energizing leadership. Leadership, therefore, in im¬\nproving the curriculum, in improving methods of teaching, and in improving\n\neven\n\nno\n\nif there were\n\nstriking gaps between\nschools\n\nAs\n\nprograms.\n\neffective educational\n\nsocial lag in our\n\nschools,\n\nour\n\npractise,\n\ntheory\n\nour\n\nand\n\nof\n\nin the maintenance\n\nstill be indispensable\n\nwould\n\nleadership\n\nsupervisory\n\nhad no material\n\nplace, even if we\n\nIn the second\n\nserv¬\n\nof the indispensable\n\nthe materials of instruction, is, it seems to me, one\nices for which we must look to the supervisor.\n\nthe child is\n\norganized,\n\nare now\n\nnot by one person, but by many persons. -His education is the work,\ntherefore, of a great many different people. Moreover, there are in regard to\ntaught\n\nphilosophies\n\nvariety of educational\n\nhis education,\n\na wide\n\ninterpretations\n\nin regard to the finding of educational\n\nand\n\nthe teachers\n\nscience. At some\n\npoint,\n\nof the activities of all of\n\nresponsibility must be centered for the coordination\nthe various teachers in contact with the child.\nIf the supervisors\n\nof\n\nrange\n\nand a wide\n\nwill earnestly seek to find the truth, if\n\nthey will meet frequently to discuss their various problems in greatest frank¬\nness and in a spirit of mutual respect for personality, I believe that effective\ncoordination\n\ncan be secured\n\nthru the methods\n\nof conference and group think¬\nthe activities of individual teachers is one\n\ning. The function of coordinating\nof the indispensable services in supervision.\nA\n\nthird indispensable\n\neducational\n\nsupervisory\n\nproblems\n\nthan ours. We\n\nproblems.\n\nIt is unthinkable\n\neducation\n\nin universities. Much\n\nOur\n\nneed\n\nresearch\n\nof it must\n\ncome\n\nin the solution\n\nunsolved\n\nof individual\n\ntopics or\n\ncan come\n\nfrom\n\nfrom\n\nand\n\nteachers\n\nteachers\n\nof the best methods\n\nproviding\n\neffective professional\n\nexpecting\n\nthe supervisor\n\nbelieve\n\nthat experimentation\nfor promoting\n\ntraining. For\n\nto assume\n\nleadership\n\nschools of\n\npublic-school\n\nteacher\n\nthis reason,\n\nsystems.\n\nforward-look¬\n\nis not limited to its results. Most\n\ning supervisors\n\nof\n\ntime has more\n\non thousands\n\nthat all of this research\n\ninterest in such research\nis one\n\nat the present\n\nprofession\n\nNo\n\nproblems.\n\nservice is leadership\n\non\n\nthe part\n\ngrowth\n\nwe\n\nand\n\nof\nfor\n\nare justified in\n\nin promoting\n\nresearch\n\nactivi¬\n\nties within the school system. No experimental school possesses the possibili¬\nties for research that are offered by our various public schools. In these\nschools, teachers\n\nare every day encountering\n\nsolution. Motives\n\nfor research\n\nbe sensed\n\nby the teacher\n\nproblems\n\nactivity are always\n\nwhich\n\nare crying\n\npresent ; they need\n\nand given effective direction\n\nfor\n\nonly to\n\nby the supervisor.\n\nWe need to experiment, but we need also to rethink the objectives of edu¬\ncation. In this we need the stimulus of association with others who are like¬\nwise\n\ntrying to clarify their educational\n\nwho\n\ncan stimulate\n\ngroup thinking\nservice.\nOther\n\nteachers to engage\n\nin the solution\n\nopportunities\n\ncould be mentioned.\nthe needs\n\nof our\n\nphilosophies.\n\nin meaningful\n\nof problems\n\nfor indispensable\n\nThus,\n\nthe supervisor\n\nresearch, who\n\nis rendering\n\nan\n\nindispensable\n\nservice on the part of the supervisor\n\nIt suffices to point out that no one can take inventory\n\nschools\n\ntoday without\n\nbecoming\n\nfor effective supervisory\n\nleadership. On\n\nthe face of this situation we\n\nvisors cannot\n\ncan guide\n\nignore certain basic facts. We\n\nknow\n\nkeenly aware\n\nthat many\n\nof\n\nof the need\nas super¬\n\nsupervisors\n\nhave\n\n"}
{"page": 698, "printed_page": null, "text": "694\n\nNational\n\nbeen dropped\n\nEducation\n\nAssociation\n\nfor economic\n\nreasons. We know, too, that our failure to suppl\ny\nthe type of leadership needed has lost for us the suppo\nrt of large numbers of\noui teachers, a support we have badly needed. In\naddition, our position as a\nseparate division of the administration, an appen\ndage, has placed us in a still\nmore vulnerable position than otherwise. An hones\nt facing of these facts will\nimmediately present supervisors with two major\nresponsibilities. In the first\nplace we must do everything in our power to provi\nde our communities and\nour school authorities with the facts in regard\nto the need for leadership. In\nthe second place, as supervisors, we face the\nresponsibility for equipping our¬\nselves for the kind of leadership which our\npresent educational problems\ndemand.\n\nUnless\nand\n\nwe\n\ncan acquire\n\nphilosophy\n\na concept\n\nof modern\n\nof leadership in harmony\n\neducation ; unless\n\nwe\n\nwith\n\nthe science\n\ncan\n\ndevelop technics in\nin group thinking; unless we can grow in\ncommunity under¬\nstanding and leadership, we shall neither merit\nthe confidence of teachers nor\nsucceed in rendering services which are indis\npensable in the solution of our\ncrucial educational problems.\nstimulation\n\nSECRETARY’S\n\nMinneapolis,\nThe\n\nMINUTES\n\nMinnesota\n\nthirteenth annual meeting of the organizati\non\n\nnow\n\nknown\n\nas the Department\nof Instruction of the National Education Association\nr^T\ntM'\nhehTa\nwas held\nwas\nat Minn\neapolis February 28 and March X. At the first\nsession three speakers\npresented the current yearbook, entitled Effec\ntive Instructional Leadership -A Study\nof the Problem of Integration. Professor Melb\ny of Northwestern University ex¬\nplained very clearly how the committee made\nplans for the work and how it carried\nout those plans. By means of two questionna\nires, facts as to conditions and conflicts\nin some seventy cities of over 100,000\npopulation were obtained. These were\nanalyzed and interpreted The committe\ne then proceeded to set up standards\nof\nHoi thY l d<fne- ‘he characteristics of\nadministrative-supervisory organizaat makes foi integration. Professor Lindquist\nof Ohio State University, chair¬\nman of the committee, followed with an\nexposition of the principles on which the\ncommittee agreed. T. he program was closed\nwith a critical appreciation of the report\nof the committee, by Superintendent Threlkeld\nof Denver, who gave his heartv\napproval to the conclusions in the report and\ndiscussed some of the practical diffi'culties faced by educational leaders with\nhigh ideals.\n°w f thf larsfSt audiences\nattracted to a Department program assembled\non Wednesday March first, to hear Dean\nFord of the University of Minnesota Dr\nMonroe of Robert College and the International\nInstitute of Teachers College ’ and\nProfessor Dewey. Ihe interest was justified.\nThree masterful addresses were de¬\nlivered and listened to with rapt attention\n. Dean Ford spoke particularly of\nthe\nquality of our present teacher population.\nPresident Monroe set forth the principles\nthat should control attempts at education\nin internationalism. Professor Dewey\nanswered the question, “Is there a method\nby which educators may set to work to\nelp solve the social problems which have now\nbecome acute ?”\nAJ the <!r,r,1<he0,n °n Tuesday Dean Edmonson, of the University\nof Michigan\nspo e on “Obstacles to Instructional Change,\nin Our Secondary Schools” a \"d Mi\";\nSchool ”fTh\nT\nN!W uContent of the Social Studies in the Elementary\nSchool\nThe ’,CagVn\nsmooth working\nof the program and the arrangements for\nthe luncheon\nwere due to the skillful planning of Pres\nident Horn, Vicepresident Dondineau and\n\n"}
{"page": 699, "printed_page": null, "text": "Department\n\nof\n\nSupervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\nMiss Elizabeth Hall, chairman of the local committee. The Minneapolis\ncame to the annual meeting with a record of 100 percent membership.\nBoard\n\nof Directors\n\nand\n\nExecutive\n\nCommittee\n\n695\n\nsupervisors\n\nMeeting\n\nBoard of Directors met at breakfast in the Hotel Leamington for its annual\nbusiness session. The minutes of the previous meeting as printed in Educational\nThe\n\nMethod for April, 1932, were approved. The financial report, including a compara¬\ntive statement for 1931-1932 and 1932-1933, together with a budget for 1933-1934,\nwas accepted. It was ordered that the incoming president be instructed to appoint a\ncommittee to audit the accounts of the Department as of July 1, 1933, and make a\nreport to the Board of Directors. It was also ordered that the treasurer’s next annual\nreport include a comparative statement covering three years just preceding the\nannual meeting. The Executive Committee was invested with power to reduce\nexpenditures if necessary to maintain the solvency of the Department. The size\nof the yearbook committees shall be kept down for this purpose.\nThe nominating committee, composed of Director Morrison, chairman, and\nDirectors Dondineau and McClure, reported as follows: for president, Mildred\nEnglish of Raleigh, North Carolina; for first vicepresident, Leonard Power of\nTulsa, Oklahoma; for second vicepresident, Helen M. Reynolds of Seattle, Washing¬\nton; for secretary-treasurer, James F. Hosic of New York, N. Y. ; for member of\nthe Executive Committee, Ernest Horn of Iowa City, Iowa.\nThe Executive Committee, whose meeting immediately followed that of the Board\nof Directors, voted to set up a committee to prepare a yearbook for 1935 on Materials\nof Instruction, pushing one year ahead the series of five yearbooks on supervision\nof the several major parts of the program of activities which was decided upon by\nthe Executive Committee at its meeting in Atlantic City. The cooperation of other\ninterested bodies will be sought, such as the National Council of Education, the\nNational Society for the Study of Education, the American Library Association, the\nSociety of Curriculum Specialists, and various subjectmatter groups. The incoming\npresident was instructed to extend our invitation to the appropriate departments of\n\nthe N. E. A. and to such subject groups as are eligible to affiliate with this Depart¬\nment to join in the creation of an advisory committee to assist in the production of\nthis yearbook.\nAn invitation to participate in a joint meeting with Section Q of the Association\nfor the Advancement of Science, the National Society for the Study of Education,\nthe American Educational Research Association, and other similar bodies during\nthe Chicago convention of the National Education Association was accepted.\nIt was voted that only one half-day session of the Department be arranged for\nthe summer convention, that conflicts with the meeting time of other similar depart¬\nments be avoided, and that if possible a joint meeting with the Department of Ele¬\nmentary School Principals be arranged.\nReorganization of the editorial board of Educational Method was authorized.\nThis will reduce the size of the board and provide for a large group of corre¬\nspondents.\nAt the regular business meeting of the Department, which followed the program\non Wednesday, the following were elected to the Board of Directors on nomination\nof the committee named above: for a term of two years, Mildred English, Julia L.\nHahn, James F. Hosic, J. Cayce Morrision, John Spargo; for a term of three years,\nArmand Gerson, Ernest Horn, Delia Kibbe, Robert H. Lane, Rudolph D. Lindquist.\n\n"}
{"page": 700, "printed_page": null, "text": "I-'L\n■\n\n'\n\n*\n\n'\n\n■\n\n"}
{"page": 701, "printed_page": null, "text": "Department\n\nof Supervisors and Teachers\nEconomics\n\nof Home\n\n"}
{"page": 702, "printed_page": null, "text": "At the Atlanta meeting of the Association in 1929\n\n/\\\n\n^ie necessary petition for the form\nion of a\nDepartment of Supervisors and ulat\nTeachers of\n-tlome Economics was presented to the Representa¬\ntive Assembly and to the Executive Committee. This\npetition was presented by the National Conference\not Supervisors and Teachers of Home Economics. In\n1930 at the Columbus, Ohio, meeting the Department\nwas created by formal vote. The former home economics organization has had a history rich in accom¬\nplishments. Its good work will continue as a depart¬\nment of the Association.\nThe officers for the year 1933-34 are: President\nCarlotta C. Greer, Head, Home Economics Depart¬\nment, John Hay High School, Cleveland, Ohio; Vicepresident, Ada Kennedy, Head, Home Economics De¬\npartment John Muir Technical High School, Pasa¬\ndena, Calif. ; Secretary, Alice Currier, Supervisor of\nHome Economics, Board of Education, Pawtucket\nR. I. , Treasurer , Mary M. Buckley, Supervisor of\nHome Economics, Board of Education, Paterson, N.\nJ.\nFacts relating to the establishment of this Depart¬\nment and the record of its meetings may be found\nin\nearlier volumes of Proceedings as follows :\n1931:825-844\n\n1932:695-712\n\n[ 698 1\n\n"}
{"page": 703, "printed_page": null, "text": "HOME\nWILLIAM\n\nJ. BOGAN,\n\nECONOMICS\n\nAS\n\nSUPERINTENDENT\n\nIn preparing for home\n\nA VOCATION\nOF\n\nSCHOOLS,\n\nCHICAGO,\n\neconomics as a vocation it would\n\nILL.\n\nbe well to give\n\npre-vocational courses consisting of subjects listed under general education as\na background. This background is especially necessary for any group headed\nfor specialization in later years. Specialization must come sooner or later in\nthe life of that pupil who wishes to adopt home economics or any of its phases\nas a vocation. Specialization means that unusual energy and time must be de¬\nvoted to the subjects necessary in the vocational course. Most of this work\nwill be confined to large schools in large cities where the demand from the\npupils makes profitable the organization of classes and where the demand\nfrom society is sufficient to utilize the student product. There should be a\nvariety of these courses, but in general they should develop a high degree of\nskill, a keen appreciation of efficiency, the theory and practise of management,\nincluding the theory and practise of economics, related technical subjects,\nand a broad knowledge of social demands and tendencies. Special courses\nshould be offered for special needs. There is generally a demand for short\nunit evening-school courses of a highly specialized nature for women in the\nhome who desire to remedy defects in their training or prepare for specialized\nduties. There is need also for courses designed for women in industry who\nexpect to transfer to the home.\nThe modern tendency in vocational courses is to separate them very defi¬\nnitely in methods, contents, and time from courses in general education. The\ngenuine course in vocational education will not be dominated by college re¬\nquirements, tho the related subjects, at least for the advanced courses, may\nbe quite as valuable for other than college purposes as those usually given as\npart of college preparatory work. The minute, however, that courses are\nmade to suit the demands of college they lose in practical value, in industrial\nsignificance, and in the development of skill.\n\nART\nLORADO\n\nTAFT,\n\nINSTRUCTOR\n\nAND\nAND\n\nLEISURE\n\nLECTURER,\n\nCHICAGO,\n\nCHICAGO\n\nART\n\nINSTITUTE,\n\nILL.\n\nThe best kind of recreation consists in doing something different just as\nwell as you can and taking pleasure in it. Something different from your\ndaily work, I mean. Recreation is very valuable and very precious. Some find\nit in a foreign language, some in art — there are endless things that one can\nthink of — etymology or entomology; bugs for the “bugologist,” the history\nof art or the history of your own neighborhood — they are valuable and help\na man to understand other men and to sympathize. They brighten life. I am\ninclined to think that every American ought to have some hobby that involves\nvigorous exercise, if his daily work does not.\n\n[ 699 ]\n\n"}
{"page": 704, "printed_page": null, "text": "700\n\nNational\n\nEducation\n\nAssociation\n\nThis leads directly to the subject of the handicrafts.\nWe shall never have\ngreat art in this country until many people are doing\nthings with their hands.\nHow can we understand the man of skill unless\nwe try to do some of the\nt ings he does? We should all try painting and modeling\n— not with the idea\nof becoming great artists, but to know something of\nthe difficulties of the\narts and be able to appreciate when we meet the trium\nphant achievements of\nthe great masters. I belong to a group of people who start\ned the Cliff Dwell« wu\nj ThC questlon asked °* each member before he was admitted was,\nW at do you do with your leisure?” I had never been\nso impressed with\nthe importance of the use of leisure time as in this\nconnection. All at once I\nsaw the difference there is in this world of peop\nle— those who appreciate\nand treasure their leisure time, making the most\nof it, and those whose one\npreoccupation is to “kill time.” I recall a picture\nwhich I saw once in the\n\nNational\n\nGeographic\n\nMagazine , where\n\nthere was\n\na row\n\nof Bushmen\n\nsitting\n\nupon a great log— about the hardest looking customers\nI ever beheld. They\nwere doing nothing, and the caption was to the effec\nt that these Bushmen\nwere in the habit of sitting like this for hours\nat a time without saying a\nword.^ I his is one way of using leisure time. We do not\nneed to worry about\nAmericans doing just this, but still there appears to\nbe a general lack of ap¬\npreciation of our opportunities.\n\nI remember an expression used by either Henry\nor William James, writ¬\ning, one to the other, when they were boys, “After all,\nit is the amount of life\nthat a man feels that makes you respect him.” Of\ncourse this must be taken\nwith discrimination. There were some other Jame\ns brothers who showed a\nconsiderable amount of life,” and yet our respe\nct for them is tempered. In\ngeneral the people who have no life in them are mean\ningless to us. They are\nlike vegetables. Perhaps we might think, “If the\nCreator does not care, why\nshould I . But they are not interesting companions\nand we want companions ip from men who are alert. Is our life one of stagn\nation or progress? It de¬\npends upon the awakening of enthusiasm. Responsi\nbility is laid upon those\nwho have the power to arouse interest and enth\nusiasm. Perhaps that is\nyour job.\nI was once asked to write an inscription for a memor\nial. They wanted\nsomething on this same subject of leisure, and I devised this:\n“Fateful are\nthe leisure hours. They win or lose for us all eternity.” I\ndo not know much\nabout eternity, but I have an idea people will continue to\nwalk in the direc¬\ntion in which they are faced. I cannot see much progr\ness in the vegetating\nlife of so many who are equipped for something better.\nIt is pitiful to think\nof this in a great world of beauty. It is something to know\nabout beauty and\nart; it is more to know it intimately, to appreciate and feel\nits magic. Even\nto make a study of the surface of art is better than nothi\nng; one might find\ngreat joy in it. It is in our leisure hours that we express ourselves.\nIt is there\nthat we have a choice as to how to spend our time. It\nis choosing that makes\ncharacter and affects every day of our future.\nThe Greeks felt that in developing their own talents\nthey were honoring\ntheir Creator. The very games of the gymnasium were\na religious service;\n\n"}
{"page": 705, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\n701\n\nEconomics\n\ntheir greatest artistic achievements were dedicated to the gods. Highest oi\nall in their cult was the appreciation of the divine blessings. To my mind\nthere can be no finer form of worship than the enjoyment to the full of\nHeaven’s gifts, or, as it has been beautifully expressed, the development\ncapacity to think over the thoughts of God.\n\nWOMEN\nOUTSTANDING\nCOSTUMOLOGY\nMRS.\n\nMINNA\n\nM.\n\nSCHMIDT,\n\nWORKSHOP,\n\nAND\nOF THE WORLD\nOF THEIR TIMES\nAND\n\nLECTURER;\n\nUNIVERSITY\n\nDIRECTOR\n\nCHICAGO,\n\nOF\n\nOF\n\nof a\n\nTHE\n\nCOSTUME\n\nCHICAGO,\n\nILL.\n\nI take great pleasure in announcing that my figurines of the four hundred\noutstanding women of the world and the costumology of their times are now\non exhibition at A Century of Progress, General Exhibits Building, opposite\nthe Temple of Religion.\nThe figurines, unique models of these great women, were created for A\nCentury of Progress. They are a Chicago product, grown from a desire to\nassemble distinguished women, their achievements, and the costumes they\nwore. The artistic and colorful costumes and hairdress will be most helpful\nfor educative workers. The story of the deeds of the women and why they\nwere selected will be an incentive to arouse dormant qualities in this and\nthe next generation.\n\nAs a guide to the figurines I have published a book compiling these highly\ninteresting biographies and portraits of these famous women, which were\nfurnished by the embassies and the consulates of their respective countries.\nIn addition the book contains two hundred and fifty pages of illustrated lec¬\ntures and pageants. The pageants of ‘‘Goethe and the Women Who Crossed\nHis Path,” “The History and Progress of Chicago, 1803-1933,” “The\nRomance of the Bridal Dress thru the Ages,” “The Colorful Story of the\nFan,” “The Lure and Magnetism of Jewels,” and the staging of the “His¬\ntory of the Crusades” are among those pageants that have played important\nparts on the campus of the University of Chicago and elsewhere. Then, too,\nthere are instructive articles on service, facial characterization, wigs, coif¬\nfures, and beards. The important leaders in the nursing profession are shown\nin an attractive manner. The last lecture, “The Great Change in the Legal\nStatus and Custom of Women in the Last Century,” is well illustrated and\nvaluable to all progressive and universally-minded people.\nMONEY\n\nTEACHING\nELIZABETH\n\nDYER,\n\nDIRECTOR,\n\nUNIVERSITY\n\nOF\n\nMANAGEMENT\nOF\n\nHOUSEHOLD\n\nADMINISTRATION,\n\nCINCINNATI,\n\nCINCINNATI,\n\nOHIO\n\nSCHOOL\n\nThe past four years have demonstrated what happens when a democracy\nis uninformed about its monetary system. The people of the United States\nare making a determined effort to eliminate some kinds of illiteracy among\n\n"}
{"page": 706, "printed_page": null, "text": "702\n\nNational\n\nEducation\n\nAssociation\n\nthe masses but as yet there has been no concerted effort to correct our state\nof economic illiteracy. Unquestionably the subject is a vast one and I\ndo not\nwant to minimize its difficulty or assume any more than normal intelli\ngence\nor ability on the part of home economics teachers, and yet I do believe\nthat\nhome economics teachers can contribute to a better understanding\nof money\nand money management.\n\nHome economics courses in foods and nutrition, textiles\nand clothing,\nfamily lelationships and child care are more and more considering\nthe eco¬\nnomic aspect of these subjects. Selection and buying are now deeme\nd as im¬\nportant as the developing of skills. In teaching pupils how to buy\nintelligently\nfive objectives have been set up:\n1. To\n\nteach\n\n2. To\n\nstimulate\n\nthe pupils how to analyze values that should be looked\nfor in\npurchasing an article and to study the influences that help\nto create the\ndesires of the individual.\n\ninterest\n\nshould be expended\nsavings.\n\nin considering\n\nthe proportion\n\nof the income that\nfor food, shelter, clothing, recreation, higher life,\nand\n\n3. To add to the pupils’ knowledge\narticles.\n\nof the factors that affect the values\n\nof the\n\n4. To give experience in developing discrimination and judgme\nnt in the selec¬\ntion of goods, or if this is not possible, to stimulate the demand\nfor labels\nthat will give the requisite information.\n5. To\n\nmake\n\npupils aware\n\nof proposed\n\nlegislation that affects the consumer.\n\nMuch can be accomplished in character development thru\nthis type of\nwork for it must help in creating a finer sense of values.\nMy plea is for the home economics teacher to go a step further and\nfa¬\nmiliarize the pupils with the medium used in buying shoes or dresses\nor foods\nor bonds — to make money a very live part of the experience of the\nchild. As\nwe walk thru the business district of any town of any size\nwe find a bank,\na building and loan association, a mortgage company. Right\nhere is an op¬\nportunity to make credit and banking an experience as real and vivid\nas shop¬\nping in a retail store or buying thru a mail order house.\nMoney management is far more than budgeting, altho plann\ning and re¬\ncording of expenditures are an important consideration. Preli\nminary to\nbudget-making, however, must be an understanding of the eleme\nnts of money,\ncredit, banking, and investing; who or what issues money, contro\nls, and ex¬\npands it, what are sound controls of credit; what is wise banki\nng; what is\nsafe investment.\nMost of our boys and girls will never be exposed to a college course\nin eco¬\nnomics and even if they are the course will mean a great deal\nmore to them\nif they have acquired a vocabulary in high school that will famili\narize them\nwith economic terms. In home economics classes this subject can\nbe human¬\nized and a lively interest in it aroused, for everyone is conce\nrned with the\ngetting of money and everyone should be led to see that the under\nstanding\nof money is essential to a fairer distribution of it.\nWould it not be well in every class in home economics to teach\nor review\nthe simple facts about money, even if they are taught in social\ncivics or in\nsocial science which they are probably not?\n\n"}
{"page": 707, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof\n\nHome\n\nEconomics\n\n703\n\nMany human interest stories may be used thruout the year to keep the sub¬\nject of money before the pupils. Effort is made thruout all of the work in\nhome economics to show how presentday problems have their roots in the\npast and to interpret historical facts as a basis for broader understanding of\nthe present. This is especially true in the study of family relationships, home\nmanagement, and textiles and clothing.\nOne thing we as home economics teachers can do, is to attempt to per¬\nsonalize the various activities of the economic order. It is not beyond the com¬\nprehension of the pupils of any town to learn what Banker Jones does in the\ntown’s first national bank. How he extends credit, how he is affected by the\nFederal Reserve System, how he makes money, and the part this plays in the\nbuying and selling of goods. After we are taught that human beings manipu¬\nlate money and credit and banking, and see how they do it, the next question\nnaturally is why do they do it? In attempting to answer this question, we\nlearn to consider the motives of the people who play a role in the economic\nsystem and then we are better able to understand the importance of profits\nin our economy and the desire for power. It will show why production has\ncaptivated the imagination of the economist as well as that of the inventor\nand of the politician, and why interest in consumption has been so slight. It\nwill also show why consumption can no longer be ignored if the capitalistic\nsystem is to be saved.\nI do not want to presume to minimize the fine work that is being done in\nteaching wiser consumption thru a better understanding of values and of the\nimportance of planning expenditures. My contention is that we can further\ncontribute to the subject by including a study of the nature of money, credit,\nbanking, and the part that men and women play in our money and profit\neconomy. If it cannot be included in the work in home economics, can we\nnot agitate to have it taught to every high-school pupil somewhere\nhigh-school program ?\nHOW\n\nWE\n\nMAY\n\nSTIMULATE\n\nSELECTION\n\nWHEN\n\nGOOD\n\nTASTE\n\nPOPULAR\n\nFADS\n\nIN\n\nin the\n\nCLOTHING\n\nARE\n\nCONTRADICTORY\nUVA\n\nJANNEY,\n\nTEACHER\n\nCOLLIN\n\nWOOD\n\nOF\n\nCLOTHING\n\nHIGH\n\nSCHOOL,\n\nAND\n\nPERSONAL\n\nCLEVELAND,\n\nREGIMEN,\n\nOHIO\n\nFashions are of great importance to all women. They love novelty and\nvariety. There is danger of the consumer selecting fads instead of the more\nlasting styles in fashion, unless she naturally has good taste or has been\ntrained.\nWhen popular fads are contradictory, we, as teachers, may stimulate good\ntaste in the selection of clothing in the following ways :\n1. If we are to have any marked degree of influence with girls, we must\nhave an unbiased, as well as an interpretative point of view, in respect to the\nprevailing fashions as they come\n\nout each year.\n\n"}
{"page": 708, "printed_page": null, "text": "704\n\nNational\n\nEducation\n\nAssociation\n\n2. We must help the girls to acquire a knowledge and appreciation of the\nfundamental art principles which are the basis of all beauty. The gaining of\nthis appreciation cannot be left to chance, but we must see to it that they\nhave the opportunity to apply consciously these principles in the selection\nof their clothing.\n\n3. Every girl needs to learn how to select clothing from the current\nfashions so as to emphasize the attractive lines of her figure and minimize\nthe unattractive ones.\n4. We want girls to appreciate their own individual skin tones, and know\nwhich values and intensities of different colors are best for them, in order\nthat they may choose the most becoming color, regardless of whether it is\nthe mode of the moment.\n\n5. Each girl needs help in knowing\nselection of clothing.\n\nhow to express her personality in the\n\n6. We can help the girls eliminate “lazy garments,” that is, those they\nseldom want to wear, from their wardrobe by training them so they can\nsecure unity of expression in each ensemble ; in each season’s wardrobe, and\nin the entire wardrobe for the year.\nHOW\n\nOPAL\n\nThe\n\nIDEALS AND ATTITUDES\nCHANGE\nCOLLEGE\nLIFE— A STUDY\nMADE\nSTATE COLLEGE\nLYNN,\n\nGRADUATE\n\nASSISTANT,\n\nIOWA\n\nSTATE\n\nDURING A GIRL’S\nAT IOWA\n\nCOLLEGE,\n\nAMES,\n\nIOWA\n\npresent study was made in an effort to determine the extent of\nchanges in the attitudes toward certain life values of the girls between the\nfreshman and senior years at Iowa State College.\nA questionnaire was formulated on the basis of the changes brought about\nduring college living as expressed by a representative group of students. The\nmost important life values and the changes in attitude toward them were:\n(1) Seniors desired to make 72 percent more changes in their own homes\nsince coming to college than did freshmen. (2) A larger number of seniors\nthan of freshmen had been able to establish a satisfactory philosophy of life.\n(3) Friends and instructors were the most important contacts influencing\nthe attitudes of both groups toward life or things in general. Books played\nan important part in the lives of over half of the seniors but only one-fourth\nof the freshmen were influenced by them. (4) Freshmen worried most about\nstudies and finances but more about the former. For seniors, the importance\nof these two was reversed. (5) Girl friend appeared to be the chief confidant\nof both groups, with mother ranking second. Mother, however, was the pre¬\nferred confidant. Seniors tended to confide in their boy friends. (6) Fresh¬\nmen thought college exerted a greater influence upon their desire for group\nconformity than upon their desire to be individual. Seniors expressed the\nopposite view. (7) Almost as many seniors as freshmen felt ill at ease in the\npresence of others. Less than one-third of the freshmen and over one-third\nof the seniors never felt ill at ease. (8) Over half the seniors and less than\n\n"}
{"page": 709, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\nEconomics\n\n705\n\none-half of the freshmen thought that a career and marriage could be suc¬\ncessfully carried on at the same time. More freshmen than seniors preferred\na career followed by marriage. Seniors preferred marriage alone. (10)\nNearly all the girls thought there was a lack of contact between student and\ninstructor. The most important reason given for this was lack of time.\nThe study indicated that important changes do take place between the\nfreshmen and senior years which for the most part are only incidentally con¬\nsidered in the college curriculums and for which little advice is given.\nCOMMUNITY\n\nEMMA\n\nSERVICES AS A MEANS OF DEVELOPING\nHOME\nECONOMICS\nVIEWPOINT\n\nB. CHRISTY,\n\nSUPERVISOR\n\nOF\n\nHOME\n\nECONOMICS,\n\nMUNCIE,\n\nTHE\n\nIND.\n\nHome economics teachers have always rendered many valuable services\nto the communities where they have worked. The reports of their work for\nthe past year or two show a surprisingly large increase in the amounts and\nkinds of community services rendered.\nIn Indiana the committee studying this problem found such services as\nthese I have listed below, which are probably much as you would find in any\nstate :\n1. Helping families to make\nrelief allowances.\n\nmaximum\n\nuse of low incomes\n\nor make\n\nbetter use of\n\n2. Organizing groups of women who wish to have help with emergency problems.\n3. Planning and preparing adequate low cost diets.\n4. Helping with the preservation of food.\n5. Distributing clothing, food, and other relief supplies.\n6. Developing leisure-time projects.\n7. Planning easy and interesting ways of entertaining at low cost or no cost\nat all.\n\n8. Caring for and making over clothing.\n9. Various ways of helping families to keep up standards\nadjust to reduced incomes.\n\nof living and\n\nstill\n\nless fortunate\n\n.\n\nMany\n\nothers might be listed, in fact it is not difficult to find out the com¬\nmunity services which are being rendered by teachers. Too much cannot be\nsaid in appreciation of the effort which many teachers have made to offer\nthese services.\n\nIf we had a more accurate means with which to measure the value of these\nservices to the community, it would mean much to home economics. Here as\nin measuring many other phases of home economics our yardsticks are inade¬\nquate. This, however, does not keep measurement or evaluation of the re¬\nsults of the services of home economics to the community by the best means\navailable from being one of the most important factors in assuring the estab¬\nlishment of a right viewpoint of home economics.\nWe do have facts collected which show that in some communities services\nhave met the needs so well that they have been an important factor in retain-\n\n"}
{"page": 710, "printed_page": null, "text": "706\n\nNational\n\nEducation\n\nAssociation\n\ning the home economics departments in certain schools. In other communi¬\nties they have been so ineffective that they have been a means of influencing\nschool administrators to remove the departments. Thru observation and\nclose personal contact with the people in the community, it is not difficult for\nthe alert home economics teacher to judge what the general viewpoint of her\ncommunity is as to value of the services which the home economics program\nis rendering. This close contact is an opportunity which community services\nafford whether in times of crises or not, and no teacher can afford to lose\nsight of its importance.\nThe facts are also available which show that the services of home economics\nteachers to some communities have caused increased enrolment in home eco¬\nnomics classes and greater respect for value of home economics to boys and\ngirls. These facts have been secured thru such methods as personal letters\nfrom mothers, thru the girls themselves, and thru school administrators’\nreports.\nIn other communities, the enrolment has been constantly decreasing. Per¬\nhaps the lack of community services has been a factor in this; at least it\nwould be well to evaluate the reasons and find out.\nAnyone\n\nwho\n\nhas not studied your community\n\ncarefully cannot tell you\n\nwhat your program of community services should be. After you have care¬\nfully planned your program, if it causes you to set aside your present course\nof study in order to meet the immediate needs of the community, I hope you\nwill not be disturbed as some teachers have been because they feel com¬\nmunity responsibilities are interfering with the progress of home economics\nin the classroom.\nIs it not the job of the curriculum\n\nprogram\n\nto improve the manner\n\nin\n\nwhich the school discharges its responsibility to the community? If discard¬\ning a course of study means a teacher is better able to meet the needs of the\nhomes as well as the boys and girls in her community, perhaps it is well for\nhome economics that that community has had a depression. Certainly it is\nhoped that the teacher will not go back to her old course as normal times re¬\nturn, but rather that she has built up a philosophy for both her community\nand her school program which will provide for a continuous redefinition and\nreinterpretation of the ideals for her program in the light of economic, po¬\nlitical, and social changes. This should make it possible for her to plan ex¬\nperiences for boys and girls, which make possible their greatest contribution\nto the community at all times.\nPSYCHOLOGICAL\n\nAPPROACH\n\nCHARACTER\nADAH\n\nH. HESS,\n\nSTATE\n\nSUPERVISOR\n\nOF\n\nAS\n\nA\n\nMEANS\n\nOF\n\nTRAINING\nHOME\n\nECONOMICS,\n\nSPRINGFIELD,\n\nILL.\n\nA psychological approach is evidently the approach to any action or event\nwhen the approach is most certain to have full effect upon the individual.\nCharacter means the sum total of one’s tendencies toward socially approved\nbehavior. The ideal character has been described as an inward and spiritual\n\n"}
{"page": 711, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof Home\n\nEconomics\n\n707\n\ngrace of which reputation is or should be the visible sign. Inasmuch as one s\nreputation is largely determined by his personality our main objective in\nchai actei training is developing personality. No one can give another per¬\nsonality. It is a growth made up of the habits, attitudes, ideals, and stand¬\nards secured from training and experiences. Health, thrift, orderliness, clear\nclean thinking, self-control, self-reliance, honesty, truthfulness, courteous¬\nness, trustworthiness, cooperation, initiative, sense of responsibility, rever¬\nence, generosity, and altruism make up the good citizen.\nJust how much emphasis the teacher shall place upon teaching personality\ndirectly and how much upon indirect methods must be determined by each\nteacher in the light of the needs of her students.\n\nBy providing an environment and working conditions where pupils may\nbe happy in their work is one means of developing personality indirectly.\nWhere in the school work do we have a better opportunity to develo\np\ncharacter either consciously or unconsciously than in the homemaking classes\n.\nEvery act, every word, every deed of the instructor is watched and imitated\nperhaps unconsciously by the members of her classes. The personality and\nchaiacter of an instructor has a great deal more to do with her success than\nher technical training in home economics.\nSECRETARY’S\n\nMINUTES\n\nChicago, Illinois\nBusiness\n\nMeeting, Monday\n\nAfternoon,\n\nJuly 3, 1933\n\nCarlotta C. Greer, president, called the meeting to order.\nThe report of the\ntreasurer, Mary M. Buckley, was read and accepted.\nThe leport of the chairman of the Membership Commit\ntee, Mary M. Buckley,\ngave the membership as 251 and urged upon all the desirab\nility of adding many new\nmembers by December first when reports go in to the National Educat\nion Association.\nThe following list of reasons why you should belong to the\nN. E. A. and the\nDepartment of Supervisors and Teachers of Home Econom\nics compiled by Miss\nGreer and Miss Jacobs was read by Miss Buckley:\n1. The N. E. A. is the largest educational association in the\nworld. It takes\ncare of more educational matters than any other organization\nin the country.\n2. Because of its influence the organization can and is doing\nmuch for public\nschools.\n3. In union there is strength. All persons\nneed to stand together.\n\ninterested\n\n4. Home economics needs\neducational organization.\n\nto be represented\n\n5. The subject\nexecutives.\n\nbe\n\nneeds\n\nto\n\nunderstood\n\nand\n\nand\n\nin public-school\n\nmade\n\neducation\n\na part of the largest\n\nappreciated\n\nby\n\npublic-school\n\n6. A large active home economics group as a Department of the\nN. E. A. will\ninfluence the attitude of school executives toward this branch\nof education.\n7. This department exists for the benefit of public-school\nhome economists.\nDepartmental research studies and programs have to do with\nhome economics as\napplied to public schools. The results of the research studies\nare sent free to\nmembers of the department.\n8. For both the general and departmental organizations there\nis no registration\nfee. A membership card admits all to meetings and other activiti\nes of N. E. A.\norganizations.\n\n"}
{"page": 712, "printed_page": null, "text": "708\n\nNational\n\nEducation\n\nAssociation\n\n»\n\nMiss Greer reported for the cooperative studies committee, Ada Kennedy, chair¬\nman. This committee has been carrying on a study to determine the status of\nnutrition in the public schools. This report to be eventually submitted to the Advisory\nCouncil. It was moved and seconded that the portion of the report presented be\naccepted.\nThe report of the Economics Committee, Benjamin Andrews, chairman, was pre¬\nsented by Dr. Bigelow. This committee desired to learn the needs of teachers and\nsupervisors of home economics to give help on most urgent problems. Leaflets on\nthe following subjects have been prepared: (1) Housing Situations; (2) Financing\nthe Home; (3) Labeling of Foods and Drugs and (4) Budgeting Problems. Others\nare in preparation.\nIt was moved and seconded that this report be accepted. It was also voted to\n\ncarry out Dr. Andrews’ suggestion that federal aid be solicited in order to make\nthe information this committee has assembled available. Emma S. Jacobs, National\nCouncil of Education member of this Department, reported on the meetings of the\nCouncil.\nMiss Greer spoke of the excellent report compiled by Emeline S. Whitcomb, chair¬\nman of the Committee on How School Departments of Home Economics are Meet¬\ning the Economic Emergency. As the work of that committee was completed it was\nvoted the committee be discharged.\nMiss Jacobs, chairman of the Committee on the Constitution and Bylaws, explained\nprevious changes. It was moved and seconded that the proposed change in the\nlength of term of officers, Article 3, Section 3, be taken up for consideration to be\nacted upon at the February meeting.\nMiss Jacobs moved and it was unanimously carried that a resolution be sent to\nEmeline S. Whitcomb expressing the deep regret of the Department at her severance\nfrom the Office of Education as specialist in home economics.\nIt was also voted to send the new Commissioner of Education and Secretary of\nthe Interior\n\nresolutions\n\nexpressing\n\nthe regret\n\nof the Association\n\nat the abolishment\n\nof the position of specialist in home economics in the Office of Education and the\nsincere hope that they take every possible step to reinstate the office as soon as\npossible.\nMiss Swain presented the report of Miss Higbee, chairman of the Nominating\nCommittee: Carlotta C. Greer, president; Ada Kennedy, vicepresident; Alice L.\nCurrier, secretary; and Mary M. Buckley, treasurer. It was moved and seconded\nthat the report be accepted and that the secretary cast the ballot. The officers were\ndeclared elected.\nThe\n\nmeeting\n\nadjourned.\n\n"}
{"page": 713, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n"}
{"page": 714, "printed_page": null, "text": "The department of teachers colleges takes\n\nthe place of the Department of Normal Schools,\nwhich was formed at the Cleveland meeting,\nAugust 19, 1870, by a reorganization of the Amer¬\nican Normal School Association which had been\norganized in 1858. See Proceedings , 1870:176;\n1906:524. In 1924 it was voted to appoint a com¬\nmittee to discuss the possibility of combining with\nthe American Association of Teachers Colleges.\nSee Proceedings , 1924:614. In 1925 the combination\nwas effected. It was arranged that the National Edu¬\ncation Association take over the publications of the\nAmerican Association of Teachers Colleges, includ¬\ning its yearbook, in 1926.\nThe officers of this Department for the year 193334 are: President , Frank E. Baker, State Teachers\nCollege, Milwaukee, Wis. ; First Vice-president, W. A.\nLewis, President, Fort Hays Kansas State College,\nHays, Kans. ; Second Vicepresident , J. A. Pitman,\nPresident, State Normal School, Salem, Mass. ; Third\nVicepresident , H. H. Cherry, President, Western\nKentucky State Teachers College, Bowling Green,\nKy. ; Secretary -Treasurer, Charles W. Hunt, Dean,\nSchool of Education, Western Reserve University,\nCleveland, Ohio; Executive Committee: George A.\nSelke, President, State Teachers College, St. Cloud,\nMinn.; H. L. Donovan, President, State Teachers\nCollege, Richmond, Ky. ; U. S. Conn, President, State\nTeachers College, Wayne, Nebr.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of Proceedings as follows :\n1870: 1- 88\n1873:164-199\n1874 :214-254\n1875:138-153\n1876:157-211\n1877:139-174\n1879:113-135\n1880:176-192\n1881:199-218\n1882:173-180\n1884 :236-258\n1885 :223-247\n\n1886:387-420\n1887:465-508\n1888:463-512\n1889 -.555-609\n1890:715-755\n1891 :709-740\n1892 :407-433\n1894 :819-870\n1895:672-717\n1896:642-665\n1897:709-735\n1898:728-756\n\n1899 :835-903\n1900:480-490\n1901:635-645\n1902:529-643\n1903 :539-593\n1904:567-591\n1905:517-555\n1906:707-711\n1907:739-758\n1908:703-738\n1909:547-596\n1910:563-593\n[710]\n\n1911:695-707\n1912:809-896\n1913:523-552\n1914:497-564\n1915:763-813\n1916:441-460\n1917:383-416\n1918:209-234\n1919:221-257\n1920: 237- 262\n1921: 515\n1922:1063-1084\n\n1923: 737- 743\n1924: 613- 635\n1925: 863\n1926:\n1927:\n1928:\n1929:\n1930:\n1931:\n1932:\n\n839- 947\n873- 950\n833- 948\n827- 936\n801- 910\n845- 945\n713- 785\n\n"}
{"page": 715, "printed_page": null, "text": "NEXT\n\nCHARLES\n\nSTEPS\n\nH. JUDD,\n\nIN\n\nDEAN,\n\nTHE\n\nIMPROVEMENT\nTRAINING\n\nSCHOOL OF EDUCATION,\nCHICAGO, ILL.\n\nOF\n\nTEACHER\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nThis paper advocates three major readjustments in the operations of\nteachers colleges. 1 he first of these readjustments has to do with the curric¬\nulum ; the second has to do with methods of teaching; and the third has to\ndo with the relation of teachers colleges to the public-school system.\nBy way of introduction to the treatment of the three readjustments which\nwill be advocated, it may be well to state explicitly that I am fully aware\nof some of the difficulties under which teacher-training institutions labor.\nI know that as publicly-supported institutions, teachers colleges are obliged\nin many instances to receive students who are ill prepared. I know that\nmany students in teachers colleges are compelled to leave at the end of a\nshort period of residence and that no program for teacher training can\nassume continuous residence on the part of all students for four or even\nthree years. Indeed, my contact with the records of students convinces me\nthat in an appreciable number of cases teaching begins at the end of a single\nyear. I know, also, that the teaching program of instructors in teachers\ncolleges is usually very heavy. Finally, I am well aware that the facilities\nfor practise teaching in almost all American teacher-training institutions are\nwholly inadequate and that it is extremely difficult to establish relations\nwith public-school systems which will correct the lack of practise facilities.\nI mention these items of knowledge which are in my possession because\nI have often found that responsible officers in teacher-training institutions\nmake reference to one or another of the facts mentioned whenever anyone\nsuggests the possibility of a change in the program of a teachers college. It is\nmy frank opinion that teachers colleges have accepted these well-known\nconditions as excuses for inefficiency so long that their presidents and facul¬\nties have come to believe that it is the inalienable right of a teachers college\nto attribute all of its imperfections to intolerable but uncorrectable handi¬\ncaps imposed upon it from without. Wffien, therefore, I come before this\nAssociation advocating reform, I am anxious to have all my hearers believe\nthat I sympathize fully with teachers colleges because of the evils which\nhave befallen them but I do not regard existing conditions as in the slightest\ndegree justifying some of the practises which I believe are now very general\nin teacher-training institutions.\nFirst, then, let us attack the curriculum. My criticism of teachers colleges,\nand, for that matter, of almost all other educational institutions, is that they\nlack inventiveness. Arithmetic is being taught today in much the same way\nthat Warren Colburn taught it in 1821. There has been in recent years\nsome expansion of the subjectmatter of geography and history, but there is,\nafter all, a very close resemblance between the geography and history of\ntoday and the subjects which bore those titles in 1895. Reading has been\nredefined, thanks to the inquiries which were carried on in laboratories of\n[711 ]\n\n"}
{"page": 716, "printed_page": null, "text": "712\n\nNational\n\nEducation\n\nAssociation\n\neducational psychology, where the contrast between oral reading and silent\nreading was demonstrated. Even reading, however, is thought of in teacher¬\ntraining institutions in terms very little different from those which were\nemployed in courses on methods of teaching a generation ago.\nWhile the schools go on repeating the orthodox round of school subjects,\nthe world at large has introduced thousands of innovations. Life has become\ninfinitely complex. Social institutions have taken on a wholly new impor¬\ntance. Changes in the industrial system have created new interests and new\ndemands for knowledge.\nHow anyone can be content to drone monotonously thru the old forms\nof teaching in a world full of new interests, I do not know. It ought to be\nthe function of teacher-training institutions to seize every new and inter¬\nesting item of experience and make it available for the schools. Teachers\ncolleges ought to be the leaders in incorporating into the curriculum of the\nelementary school all the items which this curriculum should carry in order\nto keep the school in contact with the moving social order. I make the state¬\nment without fear of successful contradiction that teachers colleges are\namong the most conservative influences in American education.\nI advocate a revolution in teachers college curriculums. I advocate the\nimmediate substitution of orientation courses for the orthodox courses now\n\ncommon. By orientation courses, I mean broad, general courses presenting\nsummaries of the materials which make up the most significant and most\ninteresting chapters in the sciences and in literary subjects. The reform\nshould begin with the introduction of new materials in the curriculum of\nthe freshman year. Let this year be devoted to opening up before the student\nhosts of new ideas which will stimulate his imagination and kindle an intel¬\nlectual enthusiasm that will carry him thru his whole professional career.\nI am sure that someone will say that this proposal is dangerous because it\nis contrary to the spirit of the old-fashioned Puritan view that mental power\nis cultivated by drill on distasteful tasks. It has long been thought to be\nnecessary for prospective teachers to cultivate intellectual virtues by drudg¬\nery. The eyes and minds of students have been trained to see the minute\nthings in the world. The members of the faculties of teachers colleges have\nconscientiously pursued students daily and hourly to make sure that they\nfollow the routine of steady repetition of what has long been the accepted\ncurriculum.\nLet there be no mistake about the position which I am attempting to\ndefend. I advocate opening the windows of teachers colleges to let in a\nflood of new experiences. I know of no way of stimulating the minds of\nyoung people that is more wholesome or more promising than to expose\nthem to large, comprehensive bodies of modern knowledge. I would devote\nat least eight-tenths of the freshman year to orientation courses.\nI have no fear whatsoever of lowering the scholastic standards if the pro¬\n\ngram which is here advocated is adopted. It is my judgment that the scho¬\nlastic standards of the past have been false standards. We have thought in\n\n"}
{"page": 717, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\nterms of stereotyped assignments and labored recitations. I am\nplea for ideas and more ideas.\n\n713\n\nmaking\n\na\n\nIt is my judgment that the preparation of orientation courses would be\nbeneficial for members of the faculty as well as for the students. The most\nserious danger in teachers colleges is the danger of intellectual stagnation.\nI have seen some sorry cases of such stagnation among the members of the\nfaculties of teachers colleges.\n\nI suppose that another question which will be raised in objection to my\nproposal is the question: What is to become of professional courses? It will\nbe pointed out that a teachers college is a professional school with a profes¬\nsional mission and a professional faculty. In answer to the question thus\nraised, I must be very explicit. Most of the courses given today under the\ntitle Methods of Teaching are not professional at all. T. hey are mechan¬\nical. Courses in methods are, for the most part, so thin and so prescriptive\nthat they give the student no sense of his own personal responsibility. With¬\nout a feeling and understanding of personal responsibility, no one is truly\nprofessional. The great trouble with the immature teachers of this country\nis that they are petty routinists. They have been supplied with the maxims\nabout teaching which their forebears formulated and school supervisors have\nrepeated now these many years. When I made the charge that teacher¬\ntraining institutions are conservative, I had in mind the fact on which I am\nnow laying emphasis. Conservatism consists in adhering to ancient customs.\nWhen teachers-in-training are told how to behave in the classroom,\nthey\nare being drawn into the strictly orthodox practises of earlier generations.\nIn my judgment, young persons who are to enter the teaching profession\nshould be taught, first and foremost, the lesson of progress. The schools are\nmoving. Ancient methods of operation will not suffice. I would abandon the\ncourse in methods of teaching and add to the orientation courses in science\nand letters an orientation course wrhich will show^ young people vchat manner\nof schools they will find in democratic, changing America. Most of the\ninhabitants of this continent have never heard that democracy demands\na\nschool wholly different from that which is tolerable in the countries where\nthe majority of the people are peasants. I would use the two-tenths of the\nfreshman program which were not assigned to general orientation courses\nfor a course on the Ameiican school system. I would not teach class management or methods of the recitation or anything of the kind to freshmen.\nI would try to do something comprehensive, something stimulating,\nsome¬\nthing to raise teaching out of the conservative rut into which it has been\npushed by long years of repetitious routine.\n\nIt has always seemed\n\nto me that high schools and institutions of posthigh-school education make the mistake of using freshman\nyear as a year\nof hard grinding on subjects which are supposed to prepare for course\ns in\nthe later years of the institution’s curriculum. Freshman year,\nas I have\ntried to envisage it, is a year in which large new horizons are opened\nup.\nWhat is to be advocated in the later years of the curriculum? In\norder\nto answer that question, I must digress for a moment and describe,\nat least\n\n"}
{"page": 718, "printed_page": null, "text": "714\n\nNational\n\nEducation\n\nAssociation\n\nin part, my second major readjustment. There should, in my judgment, be\na radical change in the method of conducting the courses in teachers col¬\nleges. As the courses in teachers colleges are now conducted, there is far too\nmuch assigning of tasks and supervising of the student’s work. Each day,\nconscientious instructors wear themselves out driving students — pleading,\ncajoling, punishing, and otherwise substituting outside motives for personal\ninterest. American students in high schools and colleges exhibit a shocking\nlack of intellectual independence. Somewhere in the years above the elemen¬\ntary school, certainly before pupils leave the high school, individual learners\nshould be thrown on their own responsibility. Until our institutions of\nhigher education find out how to make students independent, self-directing\nlearners, they will continue to turn out a horde of routinists. Education\nwithout intellectual independence is a contradiction in terms.\nWhat I am recommending is the abandonment of the recitation and the\ndevelopment of the library method and the laboratory method of teaching\nand learning. Just as members of the faculties of teachers colleges ought to\nbe stimulated to invent new contents of instruction, so should they be\ninduced to invent new\nselves.\n\nways of making\n\nstudents discover truths for them¬\n\nIf teachers colleges substitute library and laboratory courses for recitation\ncourses, the possibilities of filling the upper years of the curriculum with\ncontent that is rich and interesting are unlimited. In history, for example,\nthe students of the class, instead of reciting on a few meager pages out of a\ntextbook, will come to class with reports of copious readings which they\nhave discovered and followed of their own initiative. The class will become\na place where\n\ncollaboration in intellectual matters will be substituted for\n\nsocalled “quiz” exercises. In the sciences, students will work in the labora¬\ntory on problems which they are led to recognize as crucial to an under¬\nstanding of scientific methods of inquiry and generalization.\nPerhaps we should be even more specific. After a freshman year devoted\n\nto general orientation courses, the student should be admitted in the sopho¬\nmore year to two or three systematic courses in literature, or history, or\nsocial science, or natural science. Some time should be devoted to readings\nand observation in educational psychology and exploration into the history\nof educational changes. Junior year should continue the program of sys¬\ntematic study and should provide, on the professional side, opportunity for\nobservation in the classroom and for some participation in the work of\ninstruction. By the time students reach the senior year, they will, under\nthis program, be prepared to specialize independently in the particular lines\nin which they choose to work professionally.\nI think I can anticipate some of the objections which will be raised to the\n\nsuggestions which I am making. It will be said that I am assuming a degree\nof intellectual maturity which is not found among the students in teachers\ncolleges. I am quite prepared to admit that the program recommended\nassumes a high degree of maturity and initiative. My contention is that\nmaturity comes only where responsibility is thrown directly and vigorously\n\n"}
{"page": 719, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n715\n\non students. I am fully convinced that we cultivate immaturity by\npresentday methods.\nIn the second place, some\n\nof my\n\ncritics are sure to ask where\n\nteachers-\n\nin-preparation are to find the opportunity to review the subjects\nwhich\nthey are to teach. My answer is that any prospective teacher who is weak\nin arithmetic or writing or spelling should review the subject by\nhimself.\nThe teacher who does not know his own deficiencies and does not\nknow\nhow to correct them should be excluded from the profession. The Americ\nan\neducational system has been far too complacent about, formal routine teach¬\ning to coi rect the deficiencies of mediocre and unambitious persons who seek\nemployment as teachers because they are not willing to struggle in the\nmore\nstrenuous competitions of modern life. Anyone who has to be driven\nthru\narithmetic in order to repair his inadequate elementary schooling\ndoes not\ndeserve to have public money spent on his socalled “education.”\nI should like to record at this point my utter dissent from the\ndogma\nlong current in the American educational system that a teacher shoul\nd be\nallowed to teach only those subjects in which he majored or minor\ned in\ncollege. This dogma deliberately excludes the possibility of a teache\nr-in¬\nservice ever making himself competent in new lines. If I had\nmy way about\nit, I should try to make it necessary for every member of the teachi\nng pro¬\nfession to do something wholly novel at least once every two\nyears. I repeat\nagain and again the statement that American schools are in dange\nr of stag¬\nnating. Any device which wfill prevent mere repetition, mere confo\nrmity to\ntradition, and mere imitation seems to me promising.\nThe third objection which will doubtless be urged again\nst my recom¬\nmendation is that I have unduly limited professional courses.\nI am frank to\nsay that, in my judgment, purely professional work has very often\nbeen\nindefensibly overdone in teachers colleges. The fundamenta\nls of a good\nprofessional training can, I believe, be given in four or five\nsemester or\nquarter courses. An introductory course in the American educa\ntional sys¬\ntem, a course in educational psychology, a course in the school in\nthe\nsocial order in which historical material is freely used, a cours\ne in school\norganization and possibly a general course in classroom technics will,\nin my\nthinking, supply what a young teacher needs to make him professional\nly\ninterested and professionally competent. It is implied in what has been\nsaid\nin earlier sections of this paper that students taking these\nprofessional\ncourses will lead extensively and independently the literature now\navailable\nin professional fields.\nTheie doubtless are other objections to the plan which I have recom¬\nmended. There will have to be a new spirit of inquiry and invention\nin\nthe faculty of teacher-training institutions. There will have to be a new\norganization of the class period ,* there will have to be a new demand on\nthe time and energy of students. 7 hese innovations wfill be resisted as in¬\nnovations always are, and apparently valid reasons for rejecting all that\nhas been recommended will undoubtedly be advanced by those who are\nbent\non rationalizing their refusal to organize a new kind of teachers college.\n\n"}
{"page": 720, "printed_page": null, "text": "716\n\nNational\n\nEducation\n\nAssociation\n\nI shall content myself with a single general answer to all my critics. My\nanswer is this : The present curriculum of teachers colleges and the present\nmethods of teaching in these institutions are recognized as complicated,\nbackward, formal, and inadequate to modern demands. What I have sug¬\ngested may not prove to be the final cure for the present unsatisfactory con¬\ndition. It seems to me that almost any kind of experimental program is bet¬\nter than the present unsatisfactory program. It seems to me that enough\nsuccess has attended the organization of orientation courses and the adop¬\ntion of free methods of instruction in those institutions which have adopted\nthese devices to justify the expectation that future progress lies in the direc¬\ntion indicated by these new ways of conducting education at the higher\nlevels.\n\nThe third major readjustment which this paper advocates is a reform\nof the relation of teachers colleges to public schools. It is not necessary\nto review here the historical reasons why teacher-training institutions in this\ncountry were, from the first, isolated and, in many respects, out of harmony\nwith the other institutions administering advanced education. Nor is it\nnecessary to more than mention the curious fact that the old normal school\nand the modern teachers college being state institutions were, and are, so\ndissociated from the neighboring public schools which are under local con¬\ntrol that there has been little or no commerce between teacher-training in¬\nstitutions and the public-school system in the immediate neighborhoods of\nthese institutions.\n\nSomehow\n\nteachers colleges must find a way\n\nto overcome\n\ntheir isolation.\n\nThere is a general formula which can be suggested for relating the teach¬\ners colleges to their surrounding schools. Let these colleges assume leader¬\nship in the production of new materials for the school curriculum and in\nthe development of new methods of teaching. Teachers colleges have been\ntoo long satisfied to follow rather than lead. What I am suggesting is that\nteachers colleges prepare orientation courses, first for their own use and\nthen for the use of surrounding schools. The leadership which will result\nfrom creative activity will be far more effective than any leadership which\ncould possibly be bestowed\ncal school board.\n\nby legislative enactment\n\nor contract with a lo¬\n\nDuring the past few years, teachers colleges have been very eager to train\nhigh-school teachers. The ambition to train teachers for the upper division\nof the public-school system seems to arise from the expectation that in this\nway the dignity of the institution will be enhanced and its student body will\nbe recruited from the superior graduates of the high schools.\nIt is charged with some justice that teachers colleges are failing in their\nduty to the state because they are devoting their major energies to train¬\ning high-school teachers rather than perfecting the preparation of teachers\nfor the elementary schools. In entering the competition with liberal arts\ncolleges for the preparation of high-school teachers, the teachers colleges\nhave failed, I believed, to assume leadership. If I were speaking before a\ngroup of administrators of liberal arts colleges, I should not hesitate to\n\n"}
{"page": 721, "printed_page": null, "text": "Department\n\nrecommend\n\nof\n\nTeachers\n\nColleges\n\n717\n\nreforms no less drastic than those which I have discussed here.\n\nThe way to bring teachers colleges into their own is distinctly not thru\nimitation of the liberal arts colleges. Insofar as teachers colleges slavishly\nfollow the example of the liberal arts colleges of this country, they will\nfail. The teachers college has an opportunity to influence the high school\nand the elementary school if it will only note that the whole educational\nplan of this country is changing and is in need of creative leadership. The\njunior high school, which has been trying for the past twenty years to break\nits way out of its cocoon, is tangled in a network of tradition from which\nthe teachers college might extricate it if the teachers college would abandon\nabsolutely the methods of the arts college and all its works. There is a new\nsenior high school appearing in the United States which is much in need\nof encouragement and will receive this encouragement only from some in¬\nstitution which is not afraid to abandon the organization and form of the\narts college.\nLiterally the worst possible course which\n\nthe teachers colleges of this\n\ncountry can adopt is to follow in the footsteps of the conventional arts col¬\nlege. The hope of securing respectability by becoming an arts college is\none of the most dangerous allurements to which teachers colleges seem to\nbe falling victims. My exhortation to this body is to abandon the traditions\nof the arts colleges, make a first-hand study of the needs of American\nschools, invent the curriculum materials which these schools need, prepare\nfor these schools teachers who have a broad outlook and an acquaintance\nwith the larger issues of presentday life, and cultivate the respectability\nwhich comes from creative leadership rather than from imitation.\nThese exhortations are easier to voice than to satisfy in concrete institu¬\ntional practises. I do not believe that any single institution can accomplish\nall that I have tried to suggest. I am confident that a group of far-sighted\nadministrators working in cooperation could accomplish more than can pos¬\nsibly be achieved thru scattered and unrelated efforts.\nI think it is not out of place for me to seek attention to my suggestions\nby giving expression to one final consideration which, I am sure, is in the\nminds of many of you. The teachers colleges of this country have come to\na turning of the road. The day of large; appropriations for numerous teach¬\ners colleges in each state is past. The demand for teachers who are routinists and recitation hearers is growing less and less. In the competition\nfor survival of the fittest, only those teachers colleges will continue which\nhave a constructive program. The day of muddling along with a combina- »\ntion of elementary professional courses and traditional academic courses is,\nperhaps, not altogether past but is near its end. Somebody somewhere is\ngoing to show the way by taking the next steps which lead in the direc¬\ntion of a new curriculum, a new method of instruction, and a new relation\nto the public-school system.\n\n"}
{"page": 722, "printed_page": null, "text": "718\n\nNational\n\nA PROGRAM\n\nOF\n\nM.\n\nDEAN,\n\nE. HAGGERTY,\n\nEducation\n\nAssociation\n\nDEVELOPMENT\nIN THE\nTEACHERS\nCOLLEGE\nSOTA,\n\nOF\n\nEDUCATION,\n\nMINNEAPOLIS,\n\nEDUCATION\n\nUNIVERSITY\n\nOF\n\nOF\n\nMINNE¬\n\nMINN.\n\nIt may as well be confessed in the beginning that the scope of this title\nexceeds the discussion which is to follow. Its suggestion of a program of\ndevelopment implies a more or less definite organization of divergent or\ncoordinate trends brought into a unity and moving forward to some defined\ngoal. The implication is entirely too complete and finished for what, with\nyour permission, I have chosen to talk about. I wish to direct attention to\na single line of thought which, failing to be a program, yet seems to me a\nbasic item in any such larger consideration. If the approach to the argu¬\nment begins doubtfully and far away,” I hope in the end the argument it¬\nself will be clear, and that you will share my conviction of its importance\nand its compulsion.\n\nIf we are to chart the teacher’s own education with any clarity, the ul¬\ntimate end of his preparation must be held in lucid understanding. To\nthis end I would enlist your interest by citing a recent and really signifi¬\ncant addition to our thinking upon this matter, Beard’s Charter for the So¬\ncial Sciences. This small book is the first token of results from\n\nthe Com¬\n\nmission on the Social Studies operating under the auspices of the American\nHistorical Association. The whole essay should be read to appreciate the\ntask set for the teacher of the social sciences as conceived by this commis¬\nsion. The statement of little more than a hundred pages is comprehensive,\npenetrating, and written, as James once said of Bergson’s LJ Evolution , in\na style that makes hard things seem easy to follow.” I have searched vainly\nfor a quotation in summary of the scope and content of the picture presented\nin the essay but find none which does it complete justice. It has the un¬\nwonted merit of suggesting the magnitude of the educational landscape\nwhile at the same time it shoots across the map the cartographer’s lines of\nreference which the traveler requires. “Competence in the individual,”\nBeard writes, “is the supreme objective. So far as the individual is con¬\ncerned, perhaps all may be summarized under the head of developing latent\npowers. Our fundamental purpose here is the creation of rich, many-sided\npersonalities, equipped with practical knowledge and inspired by ideals so\nthat they can make their way and fulfil their mission in a changing society\nwhich is a part of a world complex.”1\nFrom this generalization the author descends to such matters as informa¬\ntion, necessary skills, powers of analysis, methods of thought, habits, atti¬\ntudes, will-power, courage, imagination, and appreciation, all of which\nmust in some way ripen from school instruction in the social sciences. Pref¬\nacing the reasoned consideration which leads up to the final chapter\nwherein the quoted words occur, we find this paragraph :\n1 Beard, Charles A. A Charter for the Social Sciences. Report of the Commission on the Social\nstudies of the American Historical Assn., Part I, p. 96-97. New York: Charles Scribner’s\nSons. 1932\n\n"}
{"page": 723, "printed_page": null, "text": "Department\n\nSpeaking\n\ngenerally,\n\nin the schools\n\nwe\n\nmay\n\nis conditioned\n\nof\n\nTeachers\n\nColleges\n\n719\n\nsay at the outset that instruction\n\nin the social studies\n\nby the spirit and\n\nletter of scholarship,\n\nby the realities\n\nand ideas of the society in which it is carried on, and by the nature and limita¬\ntions of the teaching and learning process at the various grade levels across which\nit is distributed. Admittedly, other stipulations are possible, but these seem to be\nstubborn and irreducible, to use favorite words of William James. They seem\nset a certain inevitable framework for determining the content and applications\n\nto\nof\n\ncivic instruction.1\n\nIf apology is needed for attending at length to the outcomes of instruc¬\ntion in the social studies in our schools it may be found in the manner in\nwhich political, economic, ethical, and social problems have thrust them¬\nselves upon our minds in recent months and to the further fact that civic\nwelfare and individual conduct have forever been accepted as integral with\nthe purpose of education. Unless we are to renounce the function generally\naccorded to school instruction in the structure, the continuity and the im¬\nprovement of civilization, we must gaze with clear vision at the fact which\nleaps up whenever we inquire how the school is to perform its service to\nsociety.\nThat ever-protruding and irreducible fact is that such service of the\nschools can arise only from the incidence of the activities of teachers upon\nthe personalities of children. The much lauded American school system,\nwith its expansive buildings, its greatly improved administration, and its\nlarge budgets, is essentially subordinate in all its particulars to the millions\nof social situations constantly occurring in classrooms and in the manifold\nexperiences centering about them. From these, if from anywhere, must\nflow the influences which affect society and which accomplish the supreme\npurpose, to use Beard’s phrase, of producing “the competent individual.”\nIf to anyone it seems a simple matter to make the individual competent\nto enter into modern life let him examine the two-volume Report of the\n\nPresident’s Research Committee on Social Trends. Within the fifteen hun¬\ndred pages of this report the scholars assembled by the committee have at¬\ntempted to portray the shifting scene of American life and to paint its pres¬\nent pattern. These two volumes of “findings” are to be supported by thir¬\nteen supplementary volumes giving the factual data upon which the “find¬\nings” are based. No short review of this report can reveal the wealth of\ninformation and interpretation w'hich it contains. Something of its scope\ncan be suggested by short quotations :\nThe first third of the twentieth century has been filled with epoch-making events\nand crowded with problems of great variety and complexity. The World War, the\ninflation and deflation of agriculture and business, our emergence as a creditor na¬\ntion, the spectacular increase\nunemployment and business\n\nin efficiency and productivity, and the tragic spread of\ndistress, the experiment of prohibition, birth control,\n\nrace riots, stoppage of immigration, women’s suffrage, the struggles of the Progres¬\nsive and the Farmer Labor parties, governmental corruption, crime and racketeer¬\ning, the sprawl of great cities, the decadence of rural government, the birth of the\nLeague\n\nof Nations,\n\nthe expansion\n\n1 Beard. Charles A. Op. cit., p. 2.\n\nof education,\n\nthe rise and\n\nweakening\n\nof organ-\n\n"}
{"page": 724, "printed_page": null, "text": "720\n\nNational\n\nEducation\n\nAssociation\n\nized labor, the growth of spectacular fortunes, the advance of medical\nscience,\nthe emphasis on sports and recreation, the renewed interest in child welfare\n—\nthese are a few of the many happenings which have marked one of the most\nevent¬\nful periods of our history.\n\nWith these events have come national problems . urgently demand\ning attention\non many fronts. Even a casual glance at some of these points of tension in our\nna¬\ntional life leveals a wide lange of puzzling questions. Imperialism,\npeace or war,\nintei national relations, urbanism, trusts and mergers, crime and\nits prevention,\ntaxation, social insurance, the plight of agriculture, foreign and domestic markets,\ngovernmental regulation of industry, shifting moral standards, new leadersh\nip in\nbusiness and government, the status of womankind, labor, child training\n, mental\nhygiene, the future of democracy and capitalism, the reorganization of our gov¬\nernmental units, the use of leisure time, public and private medicine, better\nhomes\nand standards of living — all of these and many others, for these are\nonly samples\ntaken from a long series of grave questions, demand attention if we are not\nto\ndrift into zones of danger. Demagogs, statesmen, savants and propagandists\nhave\nattacked these problems, but usually from the point of view of some limited in¬\nterest. Records and information have been and still are incomplete and often in¬\nconclusive.\nThe\n\nCommittee\n\ndoes not exaggerate the bewildering confusion of problems; it\nmerely uncovered the situation as it is. Modern life is everywhere compli¬\ncated, but especially so in the United States, where immigration from many lands,\nrapid mobility within the country itself, the lack of established classes or castes to\nhas\n\nact as a brake on social changes, the tendency to seize upon new types of machines\n,\nrich natural resources and vast driving power, have hurried us dizzily away\nfrom\n\nAltho to any sensitive person living thru the past decade the trends de¬\nscribed cannot have been unnoticed, it is an exciting adventure to range\nthru the twenty-nine chapters of the report. Some appreciation of the scope\nof the study may be suggested by merely naming some of the chapter head¬\nings: The Population of the Nation, Utilization of Natural Wealth,\nThe\nInfluence of Invention and Discovery, The Agencies of Communic\nation,\nTrends in Economic Organization, Shifting Occupational Patterns,\nChang¬\ning Social Attitudes and Interests, The Rise of Metropolitan, Communit\nies,\nThe Status of Racial and Ethnic Groups, The Family and Its Functions,5\nLabor Groups in the Social Structure, The Arts in Social Life,\nHealth\nand Medical Practice, Crime and Punishment, The Growth of Govern¬\nmental\n\nFunctions, Taxation and Public Finance. The range of vital in¬\nterests here suggested, the complexity of modern social relations, their\nde¬\npendence upon swift-moving events in the realm of natural science and in¬\ndustrial invention, the jostling and unsettlement of established institutions,\nthe whole fluid character of modern civilization are revealed with a vivid¬\nness and an impact that is literally upheaving.\n\n\"1 he effect upon\n\none’s understand\n\ning of having\nli\ne\nsingle treati\nf\nse the manif\n.\nold detail\ns of 1\nthe days\n\nWhen\n\ncurrent human\n\none turns from the breath-taking exper\n\nbrought together in a\n*\nactivities\nis tremendous.\n\nience of traveling speedily\nof the\nthru frontier\nthe statement of facts and forces that make the modern world to the\ninto a\nwhirl\nof modernisms\n1 Recent Social Trends in the United States.\nReport\nPresident’s Research Committee on Sowhichof the\n1933.\ncial Trends, p. xi-xii. New York: McGraw-Hill Book Co., almost\npasses\n\n"}
{"page": 725, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n721\nrealization that the intelligent entrance of young people into this world is\nthru the schools, one glimpses something of the intricate task confronting the\nteachers in these schools. Yet this large purpose of education we cannot for\na moment forget if we would understand rightly the problem of the teacher’s\npreparation.\nJust to get a vivid sense of the problem confronting the colleges in the\nmatter of educating teachers to function in this new\n\nworld, I recently ex¬\n\namined these volumes by Beard and by the President’s Committee and then\nset alongside of them the Iowa report on the preparation of teachers in the\npublic schools of that state. How well, I asked, are the teachers of Iowa\nqualified to induct its children into the complex social world ahead of them?\nTo be sure, only the external facts of preparation are set down in the report\nbut they are sufficient to call seriously in question the present adequacy of\nteachers to the indicated task.\nThis report, which gives data for the year 1928-29, shows that 88 percent\nof all teachers in the rural schools had not more than eighteen weeks beyond\nhigh-school preparation and that 57 percent had not more than two years’\nexperience in teaching. More than that the total training of “the new teach¬\ners” was “but little better than the training of the total group.”\nWe are prepared to learn that the city elementary teachers have had a\nlonger period of schooling. However, but 6 percent of them had had as much\nas four years beyond high school, and only 29 percent had had more than\ntwo years of college training. The junior high-school situation is slightly\nbetter, showing 54 percent with baccalaureate degrees. However, 23 per¬\ncent have had less than two years in college. In the senior high schools 24\npercent do not have a college degree and only 4 percent have taken work\nbeyond the baccalaureate. In addition, 39 percent were new in their posi¬\ntions and 53 percent have had only three years or less of teaching experience\nanywhere.\n\nWhile the length of the training period is a rough indication of the com¬\npetence of teachers, the character of that training, its content, its appro¬\npriateness to the subjects taught, the character of the institutions in which\nit is received are admittedly more important. In this matter the Iowa study\nis scarcely more reassuring. It reveals hundreds of teachers in the schools\nwho, in terms of the subjects studied in college, are inadequately trained for\nthe tasks in which they are engaged. Of 1600 teachers who name the social\nstudies as the major field of instruction in senior high schools, approximately\none-third have not had so much as a minor in any of the social studies while\nin college. Less than one-half of the total number have had so much as a\nmajor in either history, economics, political science, or sociology, and only\none-eighth have had training to the extent of a minor in two of these fields.\nTo be sure, young women trained in music or home economics or Latin or\nmathematics or chemistry may be attractive individuals and they may func¬\ntion without personal disaster in classroom management following texts or\noutlines placed in their hands, a service which is too often interpreted as suc¬\ncess in teaching, but their competence to induct young people into the intri-\n\n"}
{"page": 726, "printed_page": null, "text": "722\n\nNational\n\ncades of our modern\n\nEducation\n\neconomically\n\nAssociation\n\ndisturbed world\n\nwill hardly be argued by\n\nany sane person.\nIf, as we like to think, a college stamps its character upon its students,\nthen it becomes important to know the institutions from which the teachers\ncome. The Iowa report is somewhat difficult to interpret in regard to partic¬\nular fields but it appears that teachers of the social studies in senior high\nschools have been trained in a wide variety of colleges. Probably\n\na fifth have\n\nstudied at the state university and a third in all of the three state institu¬\ntions. Another fifth have been educated outside the state, and more than\ntwo-fifths have come from\ncolleges within the state.\nIowa\n\nthe numerous\n\nand widely\n\nvarying\n\nliberal arts\n\nis one of the really great states of our union. Its life is based upon\n\nthe natural\n\nresources\n\nin the world.\n\nof a valley that can hardly be duplicated\n\nanywhere\n\nIts people are of the best racial stocks that have populated\n\nour land. Its literacy as measured\n\nby census figures is relatively high. Yet\n\nyou cannot spend a week in this state, as I recently did, without being im¬\npressed with the economic bewilderment of its people. Ruinous commodity\nprices, industrial stagnation, failures of financial institutions, modes of taxa¬\ntion that fail to provide the needed revenues for public service while at the\nsame time they overburden taxpaj^ers, loads of debt that threaten the very\nexistence of the people, the certain and ominous rumblings of discontent,\ninadequate\n\nlegislative panaceas\n\nin the face of this confusion\n\nborn of despair meet\n\none inquires whether\n\nprovide leadership for the young\n\npeople who\n\nscene and into whose\n\nhands\n\nsoon pass, the answer\n\nis an obvious\n\none at every turn. If\n\nthe schools have or can\n\nare coming\n\nso rapidly upon the\n\nthe solution of these puzzling\n\nproblems\n\nif reluctant negative. The\n\nthese schools are simply not equipped\n\nto render\n\nmust\n\nteachers in\n\nsuch service, not even\n\nto\n\ntrace historically the lines of force that have led to the present upheaval.\nReference\n\nto the Iowa situation is not made\n\nfor the reason that it is unique\n\nbut for the very opposite reason. Iowa may be regarded as fairly representa¬\ntive of the better states. From region to region these conditions vary but\nnowhere\n\ndo we find a body of teachers in the schools competently\n\nto represent to the coming\n\ngeneration the vast social heritage of the race and\n\nto induct\n\nthem\n\nportentous\n\nin its implications. Out\n\ncomplex\n\ntrained\n\ninto a future bewildering\n\ntask on the one hand\n\nin its immediate\n\nproblems\n\nand\n\nof this picture of present conditions, the\n\nand the inadequate\n\neducation\n\nof teachers on\n\nthe other, arises our first suggestion for the future. The education of teach¬\ners must be increased in length, broadened and enriched with material, and\ngiven a larger vision and purpose. Unless\n\nthis is done the schools can give\n\nno leadership to our people, nor can they prepare\n\nyoung\n\npeople for the life\n\nahead of them. Unless the teachers in these schools can exhibit some\n\nscholarly\n\nauthority in the subjects they teach, the schools face the unhappy\n\nissue of\n\nbecoming\n\ndoubtfully useful ornaments\n\nof our social life.\n\nIt is clear, of course, that the problem\nother agencies than those engaged\n\nposed by this discussion involves\n\nin teacher preparation. The\n\nchaotic char-\n\n"}
{"page": 727, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nacter of teacher certification and the low economic\ndistricts are barriers to the improvement\n\nIf we\n\nis here concerned\n\nmay\n\nstatus of teachers in local\n\nof instruction that seem, at times,\n\nwell-nigh insuperable. But for the moment\nsion which\n\n723\n\nColleges\n\nthese lie outside of our discus¬\n\nwith the part of our teacher-preparing\n\nsuggest improvement\n\ncolleges.\n\nin the situation here described, two di¬\n\nrections of advance may be pointed out. One of these lies in the improve¬\nment of the college curriculum; the other calls for enhancing the scholarly\ncharacter of college faculties.\nWe\n\nhave now\n\nhad sufficient experience\n\nwith\n\nthe education\n\nof teachers,\n\nand the social demands for the services of good teachers have been suffi¬\nciently demonstrated that colleges should say we will no longer approve for\ngraduation\n\nyoung\n\nmen\n\nand\n\nwomen\n\nwho\n\nare deficient either in the range\n\nof their studies or in the quality of their performance.\nstudents be permitted\n\nto piece together fragmentary\n\nor less related subjects merely to aggregate\ngree. They\n\nshould\n\nnot be allowed\n\nNo\n\ncourse\n\nmore\n\nshould\n\ncredits of more\n\nthe number\n\nrequired for a de¬\n\nto spread themselves\n\nthin over the ele¬\n\nmentary work of a number of fields without achieving competent mastery\nin any field. Nor should we longer delude ourselves with the tradition that\neither general education\n\non the one hand, or the multiplication of teaching\n\ntricks and educational theory on the other will suffice to produce a com¬\npetent teacher in any particular field. The time has come for colleges to\nexercise some wisdom and conscience in placing their stamp of approval\nupon their graduates and their degree should carry some guarantee that a\nstudent who claims by virtue of training to be prepared for a certain type\nof teaching is really informed\nIn order to give concreteness\n\nin matters\n\nhe fain would\n\nteach.\n\nto this view in relation to the social sciences\n\nmay I suggest the broad outlines of curriculum content implied. Recog¬\nnizing that there may be a number of ways in which the several fields of\nknowledge may be combined, it is urged that the teacher of social studies\nshould have had college training in history, political science, economics, and\nsociology. Numerous\ndoubtedly some may\n\ncombinations of courses may be worked out, and un¬\nbe superior, but the first essential is that the student\n\nshall contact\n\nall these major fields. He will not be competent in any one\nif he is ignorant of the great borderlands which, for facility of study, have\nbeen segregated under other titles. The second requirement should be that\nin at least one of these fields his study shall be carried far enough to provide\nsome mastery of the methods of scholarship in the social sciences. Unless such\nmastery is achieved the student will be left without any firm mooring in en¬\ntrenched truth in any field and he will be without the methods of work\nnecessary to the continuance of his growth after graduation, the latter con¬\ndition being fundamental to his ultimate competence as a teacher.\n\nWhen\n\na few lines back the quality of performance was suggested, there\nwas in mind something other than the marks students may achieve in\ncourses. The widespread reaction in colleges against graduation merely\nupon the basis of credits has sound educational theory to support it. Insti¬\ntutions are well-advised\n\nin insisting upon\n\nother evidences\n\nof intellectual\n\n"}
{"page": 728, "printed_page": null, "text": "724\n\nNational\n\nEducation\n\nAssociation\n\ncompetence. 4 he problem for the colleges is to find a way to guarantee, not\nmerely that the student has taken indicated courses, but that at the time of\ngraduation he is in possession of the knowledge, the attitudes, the modes\nof thinking which the taking of such courses implies, and that he is at home\nin dealing with the interrelations of ideas which the courses supposedly com¬\nprehend. Presumably the pursuit of courses is the normal route to such\nmastery, but conceivably, also, these accomplishments may eventuate with¬\nout the student pursuing courses in the usual way at all. Wherever the lat¬\nter is possible it should be encouraged. But whatever the method used by\nthe student, the business of the institution is to make sure that the student\nis competent regardless of his time-serving in the courses which the institu¬\ntion offers. The one obvious device for this assurance is the qualifying\nex¬\namination at or near the time of graduation. With all its defects,\nand\nthey are many, this technic is certain to find wider use in the years imme¬\ndiately ahead. Until some better method is evolved it would seem to be our\nchief reliance, and whatever the method,\nand not time-serving should count.\n\nthe end is clear. Mastery\n\nalone\n\nWhile\n\nthis discussion has centered about the social studies, its implications\nobviously extend to other areas such as the natural sciences, languages,\nhteiatuie, and the fine arts. To expand in these fields would but merely\nemphasize\n\nthe trend\n\nof thinking already developed. However, the argu¬\nment would be incomplete if we did not follow its meaning to the quality\nof our college faculties themselves. No good administration of a college,\nno advanced certification program, no formally acceptable curriculum can\ncompensate\n\nfor deficiencies of scholarship in the college faculty, and one\ndoes not have to study college faculties long to suspect that a major part\nof our present difficulty lies in this area.\nLet us disabuse our minds at once of the usual bogey of this problem by\nadmitting that advanced degrees are no assurance of the kind of scholarship\nhere in question. To be sure, we have evolved as yet no other easily ap¬\nplied measure of this desirable characteristic of a college instructor and the\napplication of this requirement by accrediting agencies has undoubtedly\ndone much to improve our institutions. The badge of a degree is valuable\nonly for what it may represent; it is the possession of the rich store of\nlearning that may\n\nor may\n\nnot be represented\n\nby a degree that is the essen¬\n\ntial matter. While\n\nsome\n\nspeak contemptuously\n\nof degrees, as is the custom,\n\nand while others urge as “equivalents” many species of academic coin which\nsound judgment would reject, let us not be diverted from the fundamental\nmatter, namely, that a scholar is a person\nfield of his interest.\nMay\n\nI return\n\nonce more\n\nof intellectual authority in the\n\nto Beard :\n\nScholarship has its own imperatives To say that science exists merely to serve\nthe instant need of things, causes or parties is to betray a fatal ignorance of in-,\nexorable movements in thought. . . .\nNo more than society itself must scholars justify themselves They stand where\nthey stand and they have their reason of faith, if not of State. By the vows of\n\n"}
{"page": 729, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n725\n\ntheir craft, they must cover the wide world and all time with their searchings.\nNothing that mankind has done on the face of the earth is foreign to their interest.\nThey use all the great languages living and dead in their researches. They delve\namid the ruins of the buried empires of antiquity in their quest for more light on\nthe origins of civilization.\n\nThey\n\nvisit the newest\n\nindustrial\n\nlight on\n\ncities hunting\n\nsocial organization. . . . All forms of government, no less than the Constitu¬\ntion of the United States, all religions, all economic orders, all crafts and all arts,\nthe noblest aspirations of humanity and the crimes of opinion and violence fall\nwithin the reach of their study and contemplation.\n\nBy the vows of their craft, imposed by the very nature of the mind and the ma¬\nterials in which they delve, these scholars are committed to a method indis¬\npensable to their cause. Wherever they labor they must have before them one\nobject — the truth about the matter under inquiry, whether small or great. And\nif their method is to be characterized by a single constricting adjective, it must\nbe the word “scientific.” About the inner essence and ultimate validity of the scien¬\ntific method, especially its relation to logic and imagination, much can be said by\nway of criticism. Around its outer edges, as of all other instrumentalities of in¬\nquiry and thought, hovers uncertainty; but the rational exigency of its demands\ncannot be denied. Those who follow it say, in effect, “give us all the pertinent facts\navailable about the situation in hand, accurately and precisely disengaged from\nrumor and mythology; let us assemble and arrange them with primary reference\nto their inner necessities ; let us view them with calm detachment, eliminating as\nfar as humanly possible all our immediate interests and preconceptions ; let the\nordered facts speak for themselves to those who have ears to hear, trusting the\n\nBeard’s defense of the scholar is so illuminating and compelling\nam tempted to let him carry the argument further ;\n\nthat I\n\nWhen we examine closely the huge body of literature coming under the head\n2\nof social studies, including at least several thousand of the central pieces, we find\nthat it is a curious combination of materials. By no possible legerdemain can it\nbe cut, reduced, and fitted into a form that can be easily presented even to mature\nminds, to say nothing of children in the grade schools. To be sure there are many\ntexts in history, economics, civics, sociology, and kindred subjects which, taken\ncollectively, are advertised as “covering the whole field.” In a way, more or less\nsatisfactory, they do, of course; but no philosopher could accept them as more\nthan the beginning of a tale to. be told. If, on the other hand, we direct our atten¬\ntion to the great works in this field from which all others are drawn, we find\nsuch neatness in detail, or grave perfection in the mosaic.'\nIt is out of this vast complex of ideas, observations, accumulations, and infer¬\nences, supplemented by personal inquiries and experience, that our little schemes\nof social studies must be manufactured. . . .\n\nno\n\nyond\n\nOut of the raw materials of the world and life, out of the immense accumu¬\nlation of ideas and traditions incorporated in the written word, must be made the\nourselves.”\nsocial science to be taught in the schools and the purposes of governing its pres¬\nentation.3 ...\nThis does not mean,\n\nhowever,\n\nthat a or the social science\n\nhas\n\nbeen\n\ncreated,\n\na\n\nsynthesis transcending the disciplines themselves. Nor in the present state of things\ndoes such an achievement seem possible. Each of the disciplines inevitably has a\ncenter of gravity or furnishes a point of view from which materials are surveyed\nand brought into an organization of knowledge. Apparently a synthesis, could it\n\n1 Beard, Charles A. Op. cit., p. 6-9.\n2 Ibid.,\n\np.\n\n13-14.\n\ns Ibid., p. 16-17.\n\n"}
{"page": 730, "printed_page": null, "text": "726\n\nNational\n\nbe effected, would\nin which\n\nEducation\n\nbe skillfully wrought\n\nthe separate\n\ndisciplines\n\nwould\n\nAssociation\n\nmosaic\n\nrather\n\ndisappear\n\nand\n\nthan\n\nsublimal\n\ncoalescence\n\ncompletely\n\nlose their iden¬\ntity as law, politics, economics, geography, and history. Conceivably\nsome higher\nunity may be attained, many new arrangements of materials may be\neffected, but\nthe stubborn and irieducible elements of the special disciplines would\nremain im¬\nbedded in it and, unless it were formless and void, it would inevitab\nly be organized\naround some central philosophy of concept, faith, or assertion.1\n\nIn the light of such a conception of the scholar’s place in the making\nand\nteaching of the social studies what shall we say of our college faculti\nes?\nI have recently visited a number of higher institutions in connection\nwith\nthe North Central Association study of accrediting standards.\nAmong other\nmatters I have been charged with a study of the faculty. We have\ncollected\nlarge amounts of data on faculty qualifications, entirely too much our\ncritics\nsay. But in addition to these data I have in each institution asked\nmyself\na question first suggested to me by a remark of David Starr Jordan: “Is\nthis place habitable by scholars? Could a scholar develop in this\nschool;\ncould he survive beyond the first stages of scholarly achievement?” The\nanswer is by no means always clear for so much depends upon the\nindi¬\nvidual himself. But whatever the character and drive of the man,\nhis de¬\nvelopment will be influenced by the required hours of service,\nby the salary\nhe receives, by the condition of library and laboratory equipm\nent, by the\nattitude of the administration toward scholarly achievement,\nbv the respect\nof his colleagues for his work, and by all those less tangible aspects\nof an\ninstitution which we are wont to describe as its tone and atmosp\nhere. The\nquestion, I feel sure, penetrates to the very core of an institution’s char¬\nacter, and if a valid answer could be given it would be a profound measur\ne\nof the institution’s quality. No easy answer is possible in most\ncases,\nnegative answers are too often indicated to permit one to feel compla but\ncent\nabout our higher institutions. The conditions deterrent to schola\nrship can\nbe improved, and they must be improved if the preparation of teachers\nfor\nthe secondary schools is to rise much above the level pictured in the IowTa\nreport.\nIf the implications of these remarks seem too severe a criticism upon\nthe\npresent quality of college faculties let me cite some facts bearing upon\nthe\nissue. The Report of the President’s Research Committee on Social Trends\nis unquestionably a major contribution of scholarship in the social science\ns.\nThe committee itself is composed of six distinguished scholars, all\nrecog¬\nnized leaders of American thought in this field. In the process\nof its study\nthis committee threw a dragnet over the land drawing to its aid\nhundreds\nof agencies and scholars from wherever they could be found. The\npub¬\nlished list of acknowledgments is incomplete but an analysis of\nthe names\nincluded throws an interesting light upon our present discussion. Five\nhun¬\ndred and sixty-nine individuals are named. Of these 136 are in\ngovern¬\nmental service, federal and state, 40 are connected with private foundat\nions,\n80 with commercial and industrial enterprises, 180 with univers\nities, 21\nwith liberal arts colleges, a conspicuously large percentage of\nthese are in\n1 Beard. Charles A. Op. cit., p. 20-21.\n\n"}
{"page": 731, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n727\n\ncolleges for women, and two are in teachers colleges. Of the total list only\n23 persons are located in undergraduate colleges educating teachers, yet\nit is these colleges that prepare most of the teachers for the schools, even for\nthe secondary schools.\nOne may entertain some doubt that this illustration is just to the col¬\nleges. I, therefore, turned to another source from which information could\nbe secured. American Men of Science is our most comprehensive biograph¬\nical list of individuals engaged in the making and teaching of science. It\naims “to include all living Americans who have contributed to the advance¬\nment of science.” The latest edition, published in 1927, contains 13,500\nnames and presumably most of the persons of any note are to be found listed\ntherein. I have not been able to make analysis of all the names but I have\nchosen\n\nfour samples\n\nof twenty-five\n\npages each. The\n\nrelations among\n\nthe\n\nvarious groups from one sample to the next is sufficiently constant to jus¬\ntify the belief that the samples combined are representative of the entire\nbook. If this is a reliable inference, then it appears that less than 1.5 per¬\ncent of America’s men of science are to be found in teachers colleges and\nonly about 14 percent in liberal arts colleges not connected with univer¬\nsities. While no figures are available showing the total number of per¬\nsons teaching science in such institutions, these percentages would seem to\nindicate that but a small part of the total group are persons of sufficient\naccomplishment to have attracted the attention of their colleagues in other\ninstitutions. Thus there are probably more than 2500 persons teaching\nsome form of science in teachers colleges. This study indicates that less\nthan 200 (175) of them belong to the craft to the extent of being favor¬\nably known to other men of science whose judgment was the basis of the\ncompilation. This is the condition in a period when science has been run¬\nning wild with school and college curriculums, when new discoveries in\nscience have been unsettling our whole social structure, and when new\nphilosophies born of science have created new modes of thought concerning\nthe very basis of our confidence in religion, ethics, and civilization itself.\nMay I support this point with one more illustration. The subject of\n\npsychology would seem to bear peculiar importance in an institution educat¬\ning teachers. Who teaches psychology in such institutions?\nThe American Psychological Association is the one organization of na¬\ntional scope to which American psychologists belong. By a provision for\nassociate membership it is possible for persons of even minor achievements in\npsychology to belong, and presumably individuals with very modest claims\nto recognition would avail themselves of the advantages of membership.\nThe Association has had a phenomenal growth, rising from 425 members\nin 1921 to more than 1500 in 1932. No other science in history has experi¬\nenced anything even approximating this rapid expansion. The Association\nholds an annual meeting and there are regional groups which meet at other\ntimes. In 1929 the psychologists of America\n\nwere\n\nhosts to an International\n\nCongress of Psychology at New Haven. The Congress was widely adver¬\ntised among psychologists and many new members were added. At such\n\n"}
{"page": 732, "printed_page": null, "text": "728\n\nmeetings\n\nNational\n\nEducation\n\nAssociation\n\nthe programs\n\nare largely devoted to progress in psychological\nknowledge, to the reporting of experimental studies, and\nin recent years, the\nhealings of psychology upon education have received incre\nasing attention.\nMembership carries the privilege not merely of attendance\nat the meetings\nbut also of receiving certain important publications. The\nlure of member¬\nship is thus very attractive to any person interested in\nthe science, and it is\ndifficult to see how any alert student or teacher\nof psychology could deny\nhimself the privilege of belonging.\nThe bearing of these facts upon the education of teachers\nis far from re¬\nassuring. In one state having within its borders fourte\nen colleges educating\nteachers there were only four which claimed members\nof the Association on\ntheir faculties. Of the more than 1500 members only\nabout 4 percent were\nin teachers colleges and not more than 15 percent\nappeared to be in all\nundergraduate colleges educating teachers. Of the\n272 teachers colleges\nthere were only 31 represented in the membership of\nthe Association with\na total of 66 members, and the liberal arts colleges\nwere not particularly\nbetter. For all such institutions, including all of the\nolder and better known\ncolleges, the total membership in the Association was a little\nmore than 200.\nMore than half of the entire group are to be found\nin the large endowed\nand tax-supported institutions, and there are as\nmany psychologists con¬\nnected \\\\ ith public schools, medical schools, clinics,\nindustrial concerns, and\nsocial agencies as teach in all undergraduate colleg\nes, a striking evidence\nthat these newer agencies are more responsive to\nthe changing science of\npsychology than are the colleges themselves.\n\nI have at different times studied the membership of\nother learned socie¬\nties representative of those fields of knowledge taugh\nt in colleges educating\nteachers. I have also given some attention to the\npublications of college\nfaculties. Similar investigations have been made\nby others. The trend of\nfindings in such studies parallels the facts already\ngiven and shows that on\nthe whole the colleges from which the vast major\nity of our teachers now\ncome are not outposts on the frontiers of knowledge.\nIn a world which for\na century has been bursting with new intellectual\nexperiences, where new\nideas in science and social theory and economics\nhave been popping forth\nwith amazing rapidity, these institutions have been,\nto a great degree, tran¬\nquil zones unlashed by turbulent currents of ideas from\nthe frontiers of intel¬\nlectual discovery. Even at their best the faculties\nof the colleges which pre¬\npare teachers are not to any great extent creators\nof knowledge but pur\\ e\\ois of other men s ideas. I hey can speak not with\nthe authority of mas¬\ntery but in the undertones of subalterns.\n\nIf time allowed, I could cite heartening examples\nof men who have risen\nabove the mediocrity of their surroundings: a physi\ncist who rose to distinc¬\ntion in an unaccredited college, a chemist who\nin a course of years sent\ntwenty-seven young men to achievement in his field,\na geographer who was\ncalled to serve in international conferences,\na young historian rewarded\nvith a remunerative scholarship, a teacher of langu\nage whose literary work\n\n"}
{"page": 733, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\nattracted favorable notice thruout the world, a musician\nbeen sought by large universities. Much\never, derives not from their magnitude\n\nwhose\n\n729\nservices have\n\nof the glory of such examples, how¬\nhut from their rarity, and they do\n\nlittle to relieve the general picture.\n\nYet it would seem that any genuine development in the education of teach¬\ners will require the multiplication of such men in all our institutions. It is\nthe future teachers of children who are entitled to sit at the feet of scholars,\nto learn their facts and their methods,\ntheir spirit, to join with them\nfor established truth.\n\nto see how\n\nin the never\n\nthey work\n\nand to inhale\n\nending but ever alluring search\n\nThe quality of institutional competence suggested by this discussion will\nto some seem utopian and beyond the reach of possible attainment. The\nalternative will be the failure of the colleges to meet the exigent require¬\nments of our civilization. The patterns of thought and of life for a changing\nworld cannot be set by a college faculty which is caught' in the intellectual\nmolds of a way of life that is gone or fast receding. To be sure, the imitative\ntendencies of men are strong, as the socalled “movements in higher educa¬\ntion” so abundantly testify, but intellectual leadership has passed from that\ninstitution which merely accepts for its own use practises developed else¬\nwhere. It is the absence of a virile critical scholarship resident in our in¬\ndividual institutions which renders them so sensitive to the educational fol¬\nlies of the passing years, weather\neducation,\n\nvanes to the breezy notions about creative\n\nactivity curriculums,\n\nprofessionalized\n\nsubjectmatter,\n\nhonors\n\ncourses, vocational guidance, and the like. Only scholars grounded in the\nintellectual imperatives of their craft can give just appraisal to these or to\nany other icons of the passing patter about education.\n\nIt is only such men\n\nthat can impart genuine power to an institution, give it the constructive ini¬\ntiative necessary to commanding influence, and make our schools, as we love\nto claim they are, the instruments of progress. It is thru the improvement of\ncollege faculties that the preparation of teachers can be made better, and\nthat institution bids for distinction which, for its faculty, will select only\nscholars or younger\n\nmen\n\nThis discussion will appear to some\nfeatures of a progressive development\nby intent in order to throw\nwhich\n\nwill then hedge them\n\nthat make\n\nabout with the protection and encouragement\nment of authority.\n\nof that development\n\nand\n\nof scholarly promise\n\npossible the achieve¬\n\nto have neglected many\nin the education\n\ninto unmistakable\n\nof the major\n\nof teachers. This\n\nis\n\nperspective the single feature\n\nalone can impart significance to other matters.\n\nOrganization, technics of student selection, curriculums, modes of teach¬\ning, equipment, enrolments, placements, administration, budgets, slogans, by\nno means negligible factors in the total program, cannot, all combined, lift\nan institution above the intellectual level and scholarly competence of its\nfaculty. Unless\n\ninstitutions which\n\neducate\n\nteachers can themselves\n\ncenters of learning in a genuine sense they may\nof leadership in a distressed world.\n\nas well abandon\n\nbecome\nthe hope\n\n"}
{"page": 734, "printed_page": null, "text": "730\n\nNational\n\nEducation\n\nSIGNIFICANCE\nTHOMAS\n\nALEXANDER,\n\nPROFESSOR\n\nCOLUMBIA\n\nAssociation\n\nOF\n\nNEW\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nCOLLEGE\n\nYORK,\n\nTEACHERS\n\nCOLLEGE,\n\nN. Y.\n\nIt will be well at the beginning to say that the title of this paper should\nbe the Purpose of New College rather than the Significance of New College,\nsince it remains to be seen, no matter what our hopes may be, just how much\nsignificance New College will have. In a new project we should be chiefly\nconcerned with the aims, and let the significance be judged at a later time.\n\n\"I he two chief functions of New College at Columb\nmay be very\nbriefly stated and then explained somewhat more fully. ia\nIts first, and its\nchief, purpose, perhaps, is to serve as a laboratory in the training of college\nand university teachers for professional schools engaged in the training of\nteachers, just as a university high school or teachers college demonstration\nor practise school serves in the training of teachers for secondary and elemen¬\ntary schools. Its second important use is to provide us with an opportunity\nto try out new or test old procedures and theories in the field of elementary\nor secondary teacher training.\nFor almost twenty years I have been engaged in the training of teachers\nfor college and university posts, particularly in institutions devoted to the\ntraining of teachers. Teachers College, Columbia University, Peabody Col¬\nlege for Teachers, Chicago University, and a few other universities have\ndevoted the larger part of the energies of their schools of education to the\npreparation of teachers for college positions. These institutions have given\nall of their attention to the theoretical and academic preparation of future\ncollege teachers by requiring them to take courses and degrees in subjectmatter and education departments. The academic departments at Colum¬\nbia, for example, aside from what Teachers College does, recommend young\nPh.D. and M.A. graduates to college positions merely upon the basis of\nacademic courses and without regard to professional courses in education.\nOur schools of education and our academic departments have been alike\nthus far in one thing — they have not insisted upon any kind of practical\ntraining or practise teaching for young persons about to take college teach¬\ning positions. We require by law in most states all elementary and secondary\nteachers to have some sort of practise teaching under supervision before\ncertificates for teaching may be granted. I believe that most of you would\nagree that sound professional preparation of any sort of teacher would\nconsist of sound academic scholarship, professional and theoretical courses\niruthe field of education, and practise teaching. I hold that this is just as\ntrue for the novice college teacher as it is for the novice in the elementary\nor secondary school. To help correct this fundamental weakness in college\nteacher training, New College was established.\nThe chief significance of New College will probably be that it is an\nopen, direct attempt to put the training of college and university teachers\nupon a sound theoretical and practical basis. It is important that we do this\n\n"}
{"page": 735, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n731\n\njob well, but it is even more important that we do something about the\npreparation of teachers for college and professional schools beyond what we\nare now\n\ndoing. Personally, I have recommended\n\nhundreds\n\nof my own\n\nstu¬\n\ndents for college positions when I didn’t actually know that these persons\ncould teach and lacked practical facilities for finding out the real facts about\nthem. I maintain that it is professionally unethical to give a person a teach¬\ning degree when we don’t know whether that person is a good teacher. I\nhope the day is soon at hand when no one will be allowed to teach in college\nor professional school who has not demonstrated a capacity and skill in\nteaching, just as we demand it of elementary and secondary teachers. This\nshould apply equally to principals, supervisors, superintendents, and any\nother administrative officer.\n\nSome may ask, Do you intend to give all of the Teachers College grad¬\nuates who are going into college teaching opportunity to practise and ob¬\nserve in New College? Manifestly that will be impossible. The number of\ngraduate students who may be given the opportunity of teaching in New\nCollege will be very limited. We shall have to resort to finding opportunities\nfor college practise teaching in other divisions of the University and in co¬\noperating colleges. This is exactly what happens in your teachers colleges\nand normal schools when the campus demonstration or practise schools are\nnot sufficiently large to accommodate all of the student teachers — you seek\ncooperating public school systems that are able to provide the facilities\nneeded. For a number of years we have been cooperating with a number of\nteachers colleges in the training of supervisors of student teaching.\nThe\n\nsecond chief purpose of New\n\nCollege is to permit us at Teachers\n\nCollege, who have been telling you how to train teachers, to do some prac¬\ntical, experimental work of our own in the field of elementary and secondary\nteacher training. We have been pretty much like chemists without a labora¬\ntory in which to test our theories. I believe that New College will give a\nreality to our courses on teacher training that they have not hitherto pos¬\nsessed. Our theories will be sounder and simpler because they will have been\ntested.\nIt is the purpose of New College to give such initial preparation to pros¬\npective teachers of the nursery school, the kindergarten, the elementary and\nthe secondary school that they will not only be able to stimulate and share\nin the intellectual and spiritual life of the communities in which they will\nwork, but also be able to assume leadership in educational activities. It is a\npurpose which suggests that the curriculum for the education of teachers in¬\ncludes the whole body of experiences in which the teacher engages as an\nindividual, as a member of society, and as a teacher of children. The\nlowing are suggested as essential characteristics of such a curriculum :\n(1) There\n\nwill be experiences\n\nteacher\n\nto grow\n\nin\n\nof the place of the teacher in the remaking of society, in an under¬\nof life in its varied aspects, in a consciousness of existing social prob-\n\nan appreciation\nstanding\n\nthat will help the prospective\n\nfol¬\n\n"}
{"page": 736, "printed_page": null, "text": "732\n\nNational\n\nEducation\n\nAssociation\n\nlems, and\n\nin the vision of a reconstructed social order. The development of a rich\nscholarship and of a cultural background which includes the major fields of human\nactivity, must he, therefore, an essential part of the program.\n(2)\n\nI he changing\n\nsocial and\n\neconomic\n\norder\n\npoints to a program\n\nwhich is di¬\nnot merely to the acquisition of subjectmatter^ but toward those basic ideas\nmake possible an intelligent adjustment to new situations. It means the\nmastery of basic principles underlying the major fields which gives power\nto apply\npi inciples to unsolved and new situations. Leadership in a democratic social order\nrests fundamentally upon creative ability, independence of thinking and resource¬\nfulness in handling problems which today can be seen only remotely.\n(3) As such leadership can be cultivated only if the teacher-student is permitted\nto develop ability in independent thinking, originality, and resourcefulness in meet¬\nrected\nwhich\n\ning problems, the activities will be planned in a manner to develop the student thru\nhis own initiative and self-directed activity.\n(4) Social progress is conceived to emphasize (a) respect for the individual with\nreference to the good of the social group, (b) recognition of the functional leader¬\nship of the expert, and (c) the need for a program based upon cooperative planning.\nTo this end. the program of New College is individual and integrated. It is in¬\ndividual in that freedom is provided for the student to explore and to work in those\nareas of particular interest and need; individual in that no two students pursue\nexactly the same curriculum. It is integrated in that each experience is seen in rela¬\ntionship to other experiences, all directed toward selected common goals. Both\nfreedom to work individually and power to utilize the results of experiences are\ncontingent upon thoroness of scholarship and breadth of culture.\n\nIt is hoped that from such experiences the student may become a teacher\nwho thru his scholarship interprets conditions intelligently and partici¬\npates in all activities with sympathetic understanding.\nWhile each student will pursue an essentially individual curriculum, the\ngeneral pattern which follows has been set up as a basis of guidance.\n*\n\nA.\n\n1. Proceeding\n\non the conviction\n\nthat individual development takes place best\nall efforts are impelled by the dynamic force of clear purposes, the\nprogram\nof study is built around important problems and issues determined by an analysis\nof situations which confront and demand solution of each individual. To\nhelp the\nstudent see these problems and the various aspects of his work at New College\nin\ntheir innate relationship, the entire experience of the student will fall in four separate,\naltho closely related, areas or divisions: human relationships as expressed in social,\neconomic, industrial, and political life; science and invention, particularly with refer¬\nence to the influence of natural and environmental forces on life; aesthetics with\nspecial reference to the expression of contemporary thought thru pictorial arts,\nthe\nplastic arts, the musical arts, and the art of letters; and philosophy, under which\ni eligion, ethics, logic, and education will receive consideration as the expression\nwhen\n\nof man’s efforts to determine ultimate values. Each of these divisions will be headed\nby a seminar which will guide the student in the given field thruout the entire col¬\nlege course. The student is expected to be adequately acquainted with each of these\ngeneral areas, regardless of his major interest. The amount of study in any one\nfield will depend on the student’s individual needs and interests.\n2. Problems cutting across all of the fields will b£ carried forward thru discus¬\nsion and study in an integrating\n\nseminar,\n\nknown\n\nas the central or education\n\nseminar,\n\nwhich will develop unity in the student’s thinking about these issues with reference\nto the problems of education. Continuing thruout the period of the student’s study\nin New College, this seminar serves first as an orienting and problem-raising dis¬\ncussion group. From it those phases of a problem pertinent to any general division\n\n"}
{"page": 737, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n733\n\nsuggested are referred to the divisional seminars which are developed around large\nissues in the major fields of human endeavor. The findings of study in the several\ndivisional seminars and in related courses will in turn be referred back to the\nfor integration. It is the purpose of both the central and the divi¬\nto help the student become increasingly sensitive to vital issues, to\ndefine problems clearly, and to lay plans for their solution. As used in\n\ncentral seminar\nsional seminars\nhelp him\n\nNew College, the term “seminar” refers to a group of students and faculty members\nengaged in study and investigation and in the exposition of findings and results\nthru lectures, reports, discussions, and the like. The seminar adjourns when plans\nhave been made and study can be carried forward with more profit individually, in\nsmall groups, or in service courses., From time to time the seminar is convened for\nthe purpose of pooling results, checking progress on the solution of problems, raising\nnew problems, and making new plans. The seminars are thus the constant inte¬\ngrating factor in the curriculum.\nNot only do the seminars contribute to the integration of experience, but they\nacquaint the student with major and persistent problems and lead him into the\ntechnic of critical thinking and of group discussion.\n\nthe major\n\nB. Thru\n\nseminars\n\nthe student\n\nenters\n\nupon\n\nmost\n\nof work\n\nthose phases\n\nfor him in the light of his past experience and of future plans and interests.\nstudy evolves from the seminar discussions, and involves directed readings,\n\nimportant\nSuch\n\nindependent\n\nconferences with staff members,\n\nstudy, and\n\nattendance\n\nor in\n\nin whole\n\npart upon selected courses. These courses, known as service courses, offer opportu¬\nnity for intensive work on group or individual problems thru lectures, laboratory\nstudy, and group discussions. They aim to provide such knowledge and skill as\nanalysis of the student’s general and professional needs shows to be necessary. The\nsystematic service courses may not differ materially from systematic courses gen\nerally taken, but the point of, emphasis in their pursuit becomes the significant fac\ntor. Facts of human knowledge are not learned in unrelated courses, but courses are\npursued because of the contributions they make to the solution of fundamental prob¬\nlems confronting a young student. Many of the service courses are given by the\nfaculty of New College, but it often becomes the responsibility of the faculty con¬\ncerned to direct the student to those courses in any other department of the Uni¬\nversity which\nC. The\n\nwill best fulfill his needs.\nyears\n\nfirst two\n\nare directed\n\ntoward\n\nof work\n\nin seminars,\n\nin courses,\n\nand\n\nindependent\n\nstudy\n\nof sound\n\nscholarship\n\nand\n\na professional\n\nand\n\nthe development\n\ncultural background which give a cross-section of the major areas of human\nactivity. These years will be used to determine the special field of educational work\nfor which the student is best fitted.\n\nThe\n\nlast years\n\nwill especially\n\nemphasize\n\nthe further\n\ndevelopment\n\nof rich pro*\n\nfessional materials in the four general areas of study necessary for a teacher’s\npreparation, and the further acquaintance with the varied aspects of education thru\ncontinued observation, participation, and practise teaching. During the later years\nin college the student\n\nwill major\n\nin one\n\nof the three general\n\nfields: nursery\n\nschool-\n\nkindergarten, elementary, or secondary teaching. For the present, students inter¬\nested in secondary teaching may elect preparation in the fields of the social sciences;\nthe natural and physical sciences; health and physical education; language and\nliterature in English, Latin, French, German, and Italian; mathematics; art; music;\nand home economics. The entire program is directed toward the professionalization\nof the student’s experience. In addition to the above-named contacts with teaching,\neach student will be required to serve for a period in practical field work under\nsupervision of New College as an interne in a public or private school. This period\nof interneship is the final step in the integration of theory and practise.\nD. While\n\nthe first years\n\nof work\n\nfor all students, differentiation\n\nwill usually\n\nis made\n\nfor each\n\nfall in the same\nstudent\n\nareas\n\nof study\n\nas the case demands.\n\nThis\n\n"}
{"page": 738, "printed_page": null, "text": "734\n\nNational\n\nEducation\n\nAssociation\n\ndifferentiation\n\napplies to the amount of work and to specia\nl phases of work to be\ninvestigated in the field in question. The work\nis differentiated according to the\nneeds and interests of the individual student\nas evidenced by the background which\nthe student brings to New College (as measu\nred by admission data, interviews, and\nplacement tests) and by the demands of the positi\non for which the student wishes\nto prepare.\nA\n\ncommon\n\nbackground\n\nof broad\n\nacquaintance\n\nwith the major fields of human\nbe part of the equipment of all teachers. As has\nbeen pointed out\nthis contact with the major fields should be\nsuch that the student (1) gains impetus\nor the continued exploration of these fields, (2)\nsees interrelationships and brings\nabout a synthesis of knowledge, and (3) sees\nthe possible values for professional\nuse. It is further held that the work of the\nelementary teacher calls for a broad\nbackground over a wide range of fields, while\nthat of the secondary teacher re¬\nquires, in addition to the common core, a more intens\nive specialization in two or\nmore areas. It is recommended, however, that the\nelementary teacher carry on inten¬\nsive study in at least one area of special interest.\nknowledge\n\nshould\n\nE l. The curriculum is planned to recognize that the\n“out-of-school” experiences\nof the student form as important a part of his curric\nulum as those for which the\nschool usually assumes direct responsibility, and accord\ningly the student’s personal\nand social life including those experiences commonly\nknown as “extracurricular”\nis an integral part of the curriculum.\n\n2. The\n\ncurriculum\n\nis also planned to recognize that education is brough\nt about\nbest thru a wide variety of experiences. Accordingly,\nthe contacts with the major\nnelds of human endeavor and their integration with\nproblems of modern life will\nbe made possible thru intimate association of studen\nt and staff, travel and foreign\nstudy a period in some industrial pursuit, a program\nof social education including\nsome form of social welfare work, definite opportunitie\ns for student social life, and\nfinally the use of libraries, museums, and the many other\nfacilities for general cul¬\nture and development so abundant in New York and\nin the other centers in which\nthe students pursue their education.\nF The program of study continues,\nof the calendar year.\n\nwith provisions\n\nfor vacations,\n\nthruout\n\nmost\n\nThruout the preceding discussion, emphasis is placed upon the\nintegration\nof experience. While the seminars, the carefully planned\ncourses, and a\nwell-developed system of records are overt means of integ\nration, the stu¬\ndent is the real integration agent. Integration is something withi\nn the in¬\ndividual, something which takes place when his life is anima\nted by purpose\nand when he has the ability to focus his experiences on that purpo\nse. There¬\nfore, effort is made continuously to help the student develop\nworthier pur¬\nposes, to encourage him to plan over increasing spans of time,\nand to have\nhim acquire the knowledge and skill necessary to achieve his\ngoals. Rather\nthan place emphasis upon the mere knowledge of cultural mater\nials, New\nCollege is concerned with the use of these materials in a const\nructive way.\nTo this end the method of work followed is not only made\nto provide for\neach student’s progress at a rate commensurate with his intere\nsts\nities, but is also directed toward individual growth in resourcefu and abil¬\nlness and\nin power in dealing with problems of individual and social living. Accor\ndingly, less emphasis is placed upon the usual lecture form of college\nin¬\nstruction. More emphasis is put upon discussion, directed\nreadings, practica\nand seminars for intensive study of problems, general lectur\nes, and held\nwork.\n\n"}
{"page": 739, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n735\n\nColleges\n\nThis emphasis upon study suggests two other phases of the method of\nuniversity study. The first is emphasis upon the use of the library as a\nlaboratory; the second, the close and intimate contact of mind with mind —\nthe contact of the spirit of the teacher with growing enthusiasm of the stu¬\ndent. Directed readings and conferences with staff members give opportunity\nfor the student to enter upon those phases of work most important for him\nin the light of his past experiences, future plans, and interests.\nFor most students there is an approximately equal division of the work\namong (1) practica and seminars in the major sciences, (2) class lectures\nand discussions, (3) independent study (conferences and directed readings),\n(4) professional, social, and cultural activities, including industrial em¬\nployment, foreign travel, social work, trips and excursions, and (5) prac¬\ntical teaching experiences. The exact division of the student’s time among\nthe several types of activities and the nature of the problems to be taken\nup must, however, be conditioned always by the student’s individual needs\nand abilities.\nThe period of study varies according to the ability of the individual stu¬\ndent, according to the field in which he wishes to specialize, and according\nto the relation which his background bears to the demands of his chosen\nfield. In general, the program requires from three to five calendar years\nin residence, followed by a probationary period in the field, the interne year,\nas a temporary member of the staff of a cooperating public-school system\nor private school under the supervision of members of the College.\nThe\n\nyear is made\n\nup of three sessions of sixteen weeks\n\neach, with a\n\nvacation of a month and the usual holidays. Since graduation does not de¬\npend upon the number of months or hours spent in class, but rather upon\nthe student’s ability, demonstrated by the final comprehensive examination,\nbreaks in continuity of study are so provided as to protect the student’s\nphysical and mental health.\nWhat\n\nare the points of probable significance? In addition to the two\n\nalready stated, the following seem worthy of emphasis:\n1. The\n\nCollege is under\n\nno obligation\n\nto grant\n\nany degree\n\nuntil the student\n\nwell-trained and has proved it. In rejecting the traditional\ncredit scheme, it will be impossible to gain a degree merely\nhours, quality points, or any\n2. Each\nneeds\n\nstudent\n\nof his own\n\n3. The\nteaching\n\nis allowed\n\nto pursue\n\ncase without\n\nregard\n\nexamination\n\nwill provide\n\nsemester hour or point\nby the accumulation of\n\ndevice.\n\nan individual\n\nprogram\n\nupon\n\nthe\n\nand a real test of scholarship\n\nand\n\nto points, departmental\n\na real incentive\n\ndepending\n\nrules.\n\nability.\n\n4. A vast increase\nformal\n\nother mathematical\n\nis really\n\nand\n\nof time devoted\n\nunsatisfactory\n\n5. Intimate acquaintance\nvarious activities.\n6. Emphasis\n\nupon\n\n7. Experimentation\nalization.\n8. Character\n\nand\n\nand practise beyond\n\nthe present\n\nrequirements.\nwith\n\nacademic\nwith\n\nto participation\n\nthe problems\n\nfreedom\n\nregard\n\nand\n\nof modern\n\nindependent\n\nto the point of beginning\n\nsocial requirements.\n\nlife by participation\n\nin\n\nthought.\nand amount\n\nof profession¬\n\n"}
{"page": 740, "printed_page": null, "text": "736\n\nNational\n\nCURRICULUM\n\nC. H.\n\nFISHER,\n\nEducation\n\nAssociation\n\nRECONSTRUCTION\nCOLLEGE\n\nPRESIDENT,\n\nSTATE\n\nNORMAL\n\nIN THE\n\nSCHOOL,\n\nTEACHERS\n\nBELLINGHAM,\n\nWASH.\n\nWhen President Brown invited me to take a part in this program he\ngave me the definite assignment of discussing curriculum reconstruction at\nBellingham, Washington. Consequently, I am going to confine myself to\nthe making of a new trail in the Pacific Northwest.\nFirst of all I must' give you a background for what we have done, in the\nrequirements for teachers as set up by the state. We have a distinct division\nof labor for the preparation of teachers, with which I am fully in accord\nand I would resist any attempt to change the present plan because I believe\nit fits the situation in our state. The state college and the state university\nprepare the teachers for the high school and the normal schools prepare\nthe teachers for the elementary school. The preparation of teachers for the\njunior high school is an overlapping field for all institutions. Graduates of\nthe state university must spend a year at our schools to be certified to teach\nin the elementary field (at the present time we have about fifteen university\ngraduates who are spending a year with us to prepare for the elementary\nfield) and graduates from four-year courses in our schools must spend a\nyear at the university to be certified to teach in the high-school field. The\nminimum requirement for elementary teachers is three years and the mini¬\nmum requirement for high-school teachers is five years.\nIn addition to the minimum requirements of three and five years we have\nan additional requirement\n\nof one quarter’s wTork for the life certificate.\n\nThis additional quarter can be gotten only after one year’s experience and\nmost students have two years’ experience due largely to the fact that three\nyears’ successful experience are required for the life certificate. By requiring\nan additional quarter’s work following experience we have learned much as\nto the value of experience in teacher preparation. At the next meeting of the\nstate board of education we are going to abolish the life certificate, which\nis a menace any time, and especially at this time of economic crisis. Many\nold teachers who are holders of life certificates have crowded out our more\ncapable and better prepared young teachers.\nAfter September of this year all original certificates will be probationary\ncertificates. Probationary certificates will be valid for a period of three\nyears. What we shall call a regular certificate will be valid for five years.\nA regular certificate may be secured by two years’ successful teaching on a\nprobationary certificate plus an additional quarter’s work. Regular certifi¬\ncates will be renewed upon the basis of successful teaching experience plus\nan additional quarter’s work.\nWhen students have completed a four-year curriculum and met all other\nrequirements set up by the faculty they are granted the degree of Bachelor\nof Arts in Education. This degree was carefully chosen because it expresses\nour point of view regarding the organization of curriculums for teachers of\nthe elementary school and the junior high school. Were we preparing high-\n\nschool teachers I would say that the same point of viewT would prevail. When\n\n"}
{"page": 741, "printed_page": null, "text": "Department\n\nwe change the name\n\nof\n\nTeachers\n\nColleges\n\n737\n\nof our normal schools, which will be done in due time,\n\nI am hoping that we shall use the term “college of education” because such a\nname fits adequately what we are aiming to do. The point of view, briefly\nexpressed, is a background of liberal education plus technical preparation\nfor educational work. I purposely avoid the term “liberal arts” because I do\nnot wish to borrow from! the traditional liberal arts college.\nThruout this discussion it is necessary to keep in mind that most of our\nstudents will remain in school for three consecutive years since they can\nget a certificate for three years’ work. Many of them will return during the\nsummer quarter to complete work for a degree. All of them will have to\nreturn after a few years if they desire to keep up their certification. We\nbelieve that three years’ basic preparation' plus experience plus further prep¬\naration will make better teachers than four years’ consecutive attendance\nwithout the actual responsibility of teaching in the field.\nIn the fall of 1924 we introduced new curriculums which represented\na complete reorganization on the basis of combining\n\nliberal education and\n\ntechnical preparation. These beginnings of reorganization were with mini¬\nmum two-year curriculums. Gradually we have expanded our ideas with\nenlarged curriculums due to the increased requirements for teaching that\nhave been set up by the state. Within a period of seven years I believe we\ndemonstrated beyond any doubt that even two-year curriculums need not be\ndevoted entirely to mere training. On the other hand our experience showed\nthat almost half of a two-year curriculum could be devoted to basic edu¬\ncation and the other half to technical training. With the present plan of\nrequiring a minimum preparation of three years and many students planning\nto complete four years of work, we have much more flexibility to do what\nwe started out to do in 1924.\nToday the whole of the freshman year is a foundation year of liberal\neducation. The backbone of the work for freshmen is an orientation course\nin contemporary civilization. This course comprises two-thirds of the fresh¬\nman year or thirty-two quarter-hour credits. The course is a composite\ncourse of four parts consisting of physical and biological sciences, social sci¬\nences, literature, and fine arts. Were our students remaining in school four\nconsecutive years as they do in many of the teachers colleges in preparation\nfor high-school teaching, I would expand this orientation course into the\nsophomore year and require at least half again as much time.\nIt is only fair to say that we got the first inspiration for our plan from\nthe course offered at Columbia College entitled Introduction to Con¬\ntemporary Civilization. Today we get our inspiration from the reorganiza¬\ntion at the University of Chicago. Were I organizing four-year curricu¬\nlums today in a teachers college I would want to approximate the work of\nthe first two years of the Chicago plan. I believe that the reorganization\nat the University of Chicago is the most significant change that has hap¬\npened in years in higher education in this country, and it seems to me to\nhave important implications for a reorganization of curriculums in teachers\ncolleges. I believe that the most important implication for us in the Chi¬\ncago reorganization is that we must give our students a foundation in edu-\n\n"}
{"page": 742, "printed_page": null, "text": "738\n\nNational\n\nEducation\n\nAssociation\n\ncation and culture. Nowhere do 1 find this point of view expressed better\nthan in a statement of principles made by Dean Haggerty before this As¬\nsociation in 1929.\nThe\n\nfirst of such principles is that a teacher may claim by personal right the\nprivilege of being an educated person. It is only the merest justice that the teacher\nshall be so trained as to be at home in the ever-advancing culture of our time,\nalert to the widely growing world of knowledge, and the fit companion of culti¬\nvated men and women. More than this, society has the right to expect a teacher\nto be, if not the best, at least a dependable representative of modern culture in the\ncommunity in which he lives and works. He is society’s agent for transmitting\nthis culture in the form of organized knowledge to children and youth. It is his\nbusiness to direct and quicken the interests of young people, and to make them\nsensitive to the world of ideas, not the dead forms of knowledge to be found in\nbooks, but the living world of ideas and action throbbing all about them, growing\nand\n\nchanging in a thousand ways, and issuing in works of science, history, poetry,\npictures, music, and thrilling tales. It is the business of our colleges to equip for\nthis very exacting mission.\n\nAll of this means that our teachers colleges must be transformed in some\ncases from training schools for teachers and in other cases from traditional\nliberal arts colleges with an appendage of teacher training into real edu¬\ncational institutions with a definite program to prepare teachers for the\nneeds of our civilization.\n\nI shall now return to the orientation course in contemporary civilization\nfor further consideration as to organization, content, and purpose. This\ngeneral course in its four phases is offered under five sub-titles in five dif¬\nferent departments of Science, Social Science, English, Art, and Music.\nThe sub-titles of the course are Science and Civilization, History of Civili¬\nzation, General Literature, Introduction to Art, and How To Listen to\nMusic. 'I he content and purpose of the course is unified thru meetings of\nall instructors involved in any part of the course. The main responsibility\nfor unification is left to the curriculum committee of the faculty that has\nthe responsibility for all phases of the curriculums. The responsibility for\nunification is also shared by the chairmen of the departments.\nI might say that the chief difficulty in accomplishing the purposes of\nsuch a course is with academic instructors of physics, chemistry, biology,\nhistory, and English and American literature, who think that no courses\ncan have any value unless they bear the conventional labels and use the\nstereotyped approach. I have seen some happy exceptions among older\nteachers who found in the new approach a real challenge and a stimulating\nmeans of growth. But it is my experience that this type of course must\ndepend for its success largely upon young, capable, ambitious and openminded teachers who are not spoiled by tradition and habit.\nIn all phases of the orientation course stress is laid not on detailed knowl¬\nedge of subjectmatter but on the underlying ideas that serve the purposes\nof interpretation and understanding. For instance, in the teaching of gen¬\neral literature no attempt is made to follow the chronological point of view.\nNo attempt is made to touch upon all important literary periods. Con¬\nfronted with a field immeasurably large, a choice must he based on the in-\n\n"}
{"page": 743, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n739\n\nterpretative value of material rather than on its purely litera\nry merits.\nLiterature in terms of this course is thought of as an expression\nof the hu¬\nman spirit. From this standpoint many pieces of literature of unden\niable\nmerit are ignored because they offer no clues to an understanding\nof the\nintellectual world of today. The emphasis is placed upon the\nbroadly hu¬\nman, social, and philosophical aspects of literature rather than the esthetic\nand literary phases.\nThe time-honored course in English composition is no longer requir\ned of\nall freshmen. Students are given tests to find out their needs in writte\nn\nEnglish and upon the basis of their needs they are advised what to do\nto\nmake improvement in their written English up to an acceptable standa\nrd.\nRequirements of the English department must be satisfied before students\nare admitted to the training school.\nOne aspect of the work of the freshman year that especially appeals to\nme is that students coming from high schools are immediately aware of\nan entirely new approach. That is very definite and very pronounced. I\nhave worked with this thing for eight or nine years and I know what a\nchange it makes to these young people coming from the high school —\na change that is infinitely worthwhile. It is not just some of the same\nold grind they got in the high school. They are provoked to do some real\nthinking about the world in which they live, they become conscious of many\nproblems of our civilization, and they are stimulated with intellectual curi¬\nosity to pursue further courses along the lines of their interests. In the\nsophomore, junior, and senior years students are allowed to elect courses\nalong the lines of their interests, provided these courses are in sequence and\nare approved by an adviser. It seems to me that the principle of individual\ndifferences of ability and interest is so well accepted that it is a serious mis¬\ntake not to give students some freedom of choice in courses.\nOther courses of the freshman year that may properly be called orienta¬\ntion courses are Principles of Geography, Human Relations, and Library\nInstruction. The course in geography is a basic course to help a student’s\nthinking in social science. The course in human relations is designed to\norient students into the life and standards of the school, and the course in\nlibrary instruction is meant to orient students in the tools and technics\nof intellectual work. A library building completed in 1928 was planned\nwith the idea of intensive library instruction for the student’s immediate\nneeds in the curriculum and for his future needs as a teacher. A student\nbegins his library experience with traditional textbook substitutes and as¬\nsignments in certain library books. In the latter part of the freshman year\nand thruout the remainder of his course, the student is placed upon his\nown initiative. Instead of having lists of books selected by the faculty in\nthe reserve book room, he is encouraged to work with a more advanced\ntechnic in a general reading room. This room seats three hundred students\nand contains twenty thousand books on open shelves which are selected\nfrom the entire library as being most effective and valuable for the cur¬\nriculum and which are most useful for the discussions and problems that\n\n"}
{"page": 744, "printed_page": null, "text": "740\n\nNational\n\nEducation\n\nAssociation\n\ngrow out of class work. I maintain that without the ability to use the\ntechnic of independent study no student can have intellectual growth and\ncertainly cannot become an effective teacher for present needs.\nI want to elaborate a little more upon the use of elective courses in the\nthree years following the freshman year. The use of majors and minors\n\nhas been discarded because they are a carry over from the college and uni¬\nversity that we believe has no place in our plan. Majors and minors em¬\nphasize intensive specialization that is not called for in the elementary\nschool and the junior high school and I doubt very much if it is called\nfor in the high school. What we need in all teachers in the public schools\nis breadth of interests and knowledge instead of a narrow specialization\nthat is demanded by the college and the university. In the junior highschool curriculum students are required to have a major and a minor teach¬\ning field and these fields are defined rather broadly, such as science and\nsocial science. The various departments outline the courses they will ac¬\ncept for a major teaching field and a minor teaching field.\nIn the primary and the intermediate curriculums, there is no necessity for\nmajor and minor teaching fields. The only requirement placed upon stu¬\ndents is that they must elect courses in sequence for not less than three\nquarters ranging from nine to fifteen quarter-hour credits. This plan makes\nit possible for students to have three to five groups of courses in sequence.\nThere is no restriction as to whether these sequences of courses shall be in\nthe field of liberal education or technical education.\nTo prepare themselves for a certain type of teaching students are re¬\nquired to select a curriculum. In each curriculum there are definite re¬\nquirements of subjectmatter courses and education courses arranged in se¬\nquence. Subjectmatter courses are required in art, music, physical educa¬\ntion, health education, industrial arts, children’s literature, mathematics,\nsocial science, and science. Science for elementary school, which is fre¬\nquently a much neglected subject, is a required course in the sophomore\nyear and is given two double periods a week thru three quarters in order\nto take advantage of the seasonal aspect of materials. The double pe¬\nriods permit excursions for gathering materials and laboratory work. At\nthis point I want to take a little time to pay tribute to the work of Pro¬\nfessor Frederick G. Bonser in the field of industrial arts. For some time\nwe\n\nhave required courses in industrial arts for elementary\n\nteachers and\n\njunior high-school teachers. Not only are these good materials courses but\nwe have found that the philosophy of education conveyed thru the con¬\ncreteness of the industrial arts material is most effective in impressing upon\nstudents our modern\ncan schools.\n\nconception of education for boys and girls in Ameri¬\n\nIn our plan, these courses that I have just enumerated are materials and\ncontent courses and not methods courses and are given from the point of\nview of the requirements of the state courses of study for the elementary\nschool and the junior high school. The responsibility for the technic of\nteaching rests upon the training school. Teachers of some departments,\nparticularly in the special subjects, cooperate with the training school in\n\n"}
{"page": 745, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n741\n\nmaking effective the technic of teaching. In my experience I have found no\nother way to make the technic of teaching really function.\nIn psychology and education, students are required to take these courses\nin the following sequence — Educational Psychology, a preliminary course in\nObservation and Technic, Group Teaching and Educational Measure¬\nments must be taken during the same quarter, a course in Public-School\nSystem, a course in the Philosophy of Education which is designed to bring\ntogether all their experiences in some systematic thinking regarding the\neducation of American boys and girls, then there follows a course in the\nIndividual Differences of Children, the students working with individual\nchildren under supervision, and finally a second experience in group\nteaching.\nTeachers colleges will have to give increasing attention to the selection\nand elimination of students. We have devised a process of selection and\nelimination of students that we believe fits our situation. Under the laws\nof the state we must admit students from accredited high schools. I have\nno desire to change this provision in the law. The work of the freshman\nyear provides plenty of intellectual meat and becomes a real hurdle to\njump over. Students are required to pass a battery of achievement tests\nand they must satisfy the requirements of the departments of English,\nSpeech, and Health. These various tests together with a general scholarship\nrating constitute the entrance requirements to the training school. There\nis one entrance requirement to the institution and another and more exacting\nentrance requirement to the training school. The responsibility for gaining\nadmission to the training school is placed squarely upon the student. If for\nany reason a student cannot be admitted to the training school and he satis¬\nfies the scholarship standards of the school, he may remain to complete one\nor two years of liberal education.\nWe have started to work on plans for a comprehensive examination on the\ncourses in the freshman and sophomore years that are common to all curriculums. Such a comprehensive examination would constitute a further test\nfor those who are allowed to prepare for teaching. It is part of our plan to\nrequire a comprehensive examination near the end of the senior year for\nthose who are candidates for a degree.\nBefore I bring this paper to a close I must refer to what I believe is\none of the greatest means at our disposal for reinforcing curriculums that\nprovide for both liberal education and technical education. I refer to the\nschool assembly. In our school we have two assemblies a week lasting one\nhour from eleven to twelve oclock in the morning. We have budgeted gen¬\nerously of our funds to provide the best talent available in music, dramatics,\nand lectures. In connection with lectures it has become the custom to conduct\na forum in which students and faculty participate. I take a lot of pride in\nthe fact that for ten years we have spent more money for these cultural\nadvantages than we have on athletics, and at the same time we have not\nneglected athletics.\nThis then is a new trail we have tried to build thru the mountains and\nforests of traditional theory and practise in the Pacific Northwest.\n\n"}
{"page": 746, "printed_page": null, "text": "742\n\nNational\n\nINTEGRATED\n\nPROFESSIONAL\n\nFOR\n\nLEARNING\nFORMAL\n\nFRANK\n\nE. BAKER,\n\nThe\n\nway\n\nexperiment.\n\nEducation\n\nAND\n\nEXPERIENCES\nAS\n\nCOURSES\n\nPRESIDENT,\n\nSTATE\n\nAssociation\n\nAS THE\n\nA\n\nSUBSTITUTE\n\nIN\n\nEDUCATION\n\nTEACHERS\n\nCOLLEGE,\n\nBASIS\n\nFOR\n\nMILWAUKEE,\n\nWIS.\n\nof training teachers that I shall describe has been called an\nIt is hardly accurate\n\nsense of a process in which\n\nto dignify it by that term. In the scientific\n\nall the factors except one are eliminated\n\nor con¬\n\ntrolled and the results of the other factors are measured, it is not an experi¬\nment. We have eliminated nothing and controlled little. I shall call it a\nplan of teacher training. It may\n\nbe graphically described by the term\n\n“the\n\nexperience method” for the professional education of teachers.\nPossibly it will help to explain the plan by describing its origin. This plan\noriginated first of all in our general philosophy of education. In the devel¬\nopment of our campus school, we had accepted that philosophy of education\nwhich maintains that the curriculum of the elementary school should con¬\nsist of a series of lifelike experiences out of which all that knowledge and\ninformation,\n\nall that body of skills known\n\nattitudes that a child in the elementary\ncome\n\nas an outgrowth.\n\nbeen developing toward\n\nas the tool subjects, and all those\n\nschool is supposed to develop, should\n\nFor several years a small group\n\nof our teachers had\n\nthe idea that the professional part of the curriculum\n\nfor the training of teachers should consist of a series of lifelike experiences\nout of which, as a byproduct,\n\nshould come\n\nthe philosophy\n\neducation, the skills, the technics and the understanding\n\nand principles of\n\nof child study that\n\na teacher should have. In 1926 the yearbook of the National Society con¬\ncurred in our philosophy of the elementary school. It was this report that\nfinally crystallized our resolution to attempt\nsional education.\n\nthe experience plan of profes¬\n\nIn the second place, this experiment grew out of the dualism between pro¬\nfessional theory and professional practise. I attended my first conference as\npresident of a teachers college in 1911, almost exactly twenty-two years ago.\nA large part of the program of that meeting was devoted to a discussion\nof various ways for the integration of theory and practise. I have seldom\nattended a meeting on teacher training in the twenty-two years that have\nintervened that this same topic has not been discussed at greater or less\nlength. So far as I can see, we\n\nare no nearer its solution now\n\nthan then.\n\nAfter various attempts to integrate theory and practise I came to the con¬\nclusion that the only way to integrate them is to integrate them, which\ncould only be done by making theory an actual outgrowth of practise.\nIn the third place this plan developed from a conviction that the organized\nand abstracted technic courses that we have been accustomed to offer in\n•»\n\nthe teachers colleges have\n\nlittle practical value\n\nin the later professional\n\nexperiences of our students. This conviction had its origin in actual experi¬\nence and investigation. Over a period of years it had been my custom at the\nbeginning of each semester\n\nor term to hold a conference\n\nwith those students\n\nwho had been engaged in practise teaching during the previous semester or\nterm. In these conferences I attempted to get a frank statement from the\n\n"}
{"page": 747, "printed_page": null, "text": "Department\n\nstudents as to how\n\nmuch\n\nof\n\nTeachers\n\nColleges\n\nhelp they had received from\n\n743\n\ntheir various courses\n\nin the teachers college — particularly from the technic courses. In general\nthe testimony indicated that they had received very little help from these\ncourses. The surprising thing was that they had received least help from\nthose courses that we had considered best organized and best arranged. The\namount of actual help that they had gotten from a technic course appeared\nto be almost exactly in an inverse proportion to the degree in which these\ncourses had been organized and abstracted by the instructor. We have several\ntechnic teachers who have developed courses that have attracted considerable\nattention. In several cases publishers have considered putting them into book\nform. For logic of arrangement and perfection of organization, these courses\nare almost perfection, but when I came to make inquiry of students, I found\nthat these courses had given the students little help. What was more star¬\ntling was that the course from which the students seemed to have gained\nmost help was a course given by a teacher who had been considered lazy\nand who had made no attempt whatever to organize the materials used in\nthe course. This was a course in the teaching of science, and about all the\ninstructor had done was to take groups of students into the training school.\nAt times he would demonstrate with the children. At other times he would\nset some\n\nstudent-teacher\n\nto work\n\non a unit with the children. In some cases\nhe would distribute the students in his class, putting each one in charge of\na unit of work being carried on by the children. There seemed to be little\norganization and arrangement, but the students who had had this course\nwere almost unanimous in reporting that they had received great help in\ntheir practise teaching which came later.\n\nIn brief the plan was\n\nto conduct\n\ngroups\n\nof students\n\nthru a series of\n\nselected professional experiences over a period of one year, out of which\nas an outgrowth under proper guidance and direction was to come all of\nthe knowledge, the skills, and the attitudes that a good teacher should have.\nIt was decided to ask for volunteers in the divisions of kindergarten-primary\nand elementary education, but only those were asked to volunteer who could\nmeet\n\ntwo\n\ngeneral conditions. In the first place, they must have had two\nyears of general education. This immediately eliminated from the experi¬\nment all students enrolled in the two-year curriculums, which were at that\ntime in operation at Milwaukee. The reason for this general condition is\nobvious. We did not want to graduate any teacher who had not had two\nyears of general education. Furthermore, it was felt that a student with\nless training would not be able to grasp the significance of the problems\nthat were bound to arise. The second condition was that no one should be\nallowed\n\nto volunteer for the experiment who had any professional courses\nwhatever, with the exception of general psychology. The reason for this\ncondition is also obvious. In the first place, it was considered that professional\ncourses of any type might produce in the minds of these students certain\nset opinions and prejudices that might militate against the success of the\nexperiment. In the second place, since all the professional training was to\ncome\n\nas an outgrowth\n\nof experiences, there would\n\nobviously be duplication\n\n"}
{"page": 748, "printed_page": null, "text": "744\n\nand\n\nNational\n\nEducation\n\nAssociation\n\nhence loss of credit, and since credits are one\n\nof education\n\nwe\n\ndid not feel that we\n\nof the main\n\ncould subject those who\n\nobjectives\nwere\n\nasked\n\nto volunteer to loss of credit. Because of these two limitations it was impos¬\nsible to find more than a few students in each division who could meet the\nconditions. Over\n\na period of years then the plan was\n\ncarried on with a very\n\nsmall number of students — never more than three or four, from each of\nthe two divisions included in the plan. The plan was put into operation\nFebruary\n\n1, 1928. I believe that during the first semester\n\nthere were\n\nsix\n\nstudents altogether working under the plan, three from the kindergarten¬\nprimary division and three from the elementary division. These students\nwere distributed among the various rooms in the training school — each\nstudent being assigned to one room and the training teacher in charge of\nthat room\nstudent\n\nwas\n\nmade\n\nresponsible\n\nassigned to her room.\n\nfor the professional\n\nOne\n\nto aid each training teacher. The\nteacher in each division was\nhad\n\nstudents\n\nworking\n\neducation\n\nof the technic teachers was\ngeneral practise was\n\nof the\nassigned\n\nthat one\n\ntechnic\n\nassigned to help all the training teachers who\n\nunder\n\nthis plan. There\n\nwere\n\nseveral reasons\n\nfor\n\nassigning a technic teacher to help the training teachers. The principal\nreason was that it was not considered desirable to confine the experiences\nof a student to any one room. For example, if a student in the kindergarten¬\nprimary division had been assigned to grade two and happened to become\ninterested in child psychology\n\nor the emotional\n\nadaptations\n\nof children, it\n\nmight be considered advisable to assign her to observation in the nursery\nschool. Furthermore, we were anxious to develop in the technic teachers\nthose scientific attitudes and technics that would\n\nbe necessary in carrying\n\nout the plan.\nStudents\n\nentering the plan were\n\nschedule whatever.\ncourses\n\nwas\n\nwere\n\nunless they wanted\n\ndeveloped\ncourses\n\nThey\n\ninterests in any\n\ntold that they would\n\nregular\n\nadvised that they need enrol in no organized\nto, but it was\n\nalso understood\n\nparticular field which\n\nthen being offered, they could enter\n\nconsidered\n\nhave no\n\nvaluable for them\n\nwere\n\nthat if they\n\nbeing covered\n\nby\n\nthe course for as long as it\n\nto do so. They\n\nwere\n\nalso told that their\n\nday’s work should be devoted in varying proportions to observation in\nthe training school, reading in the library and conferences with their teach¬\ners. It was suggested that they should keep notebooks in which they would\nrecord questions that might arise, observations that seemed valuable and\nquestions that they wished\n\nto raise later in conference. They\n\nwere\n\nalso asked\n\nto keep records of how\n\nthey spent their time, what\n\nbooks they read, and\n\nwhat ideas and concepts\nences.\n\nthey developed\n\npart of their experi¬\n\nThe\n\nfirst thing aimed\n\nand problems\nalways\n\nof education.\n\nInasmuch\n\nany\n\nat by the guiding teachers was\n\nin the minds\n\nthe first problems\n\nduring\n\nof the students and it was\n\nthat were\n\nraised were\n\nas the campus\n\nactivity school, and hence work\n\nto arouse questions\nfound\n\nthat almost\n\nin the field of philosophy\n\nschool is called a progressive\n\nor\n\nis considerably different than in the formal\n\n"}
{"page": 749, "printed_page": null, "text": "<v\n\n° o\nL,\n\n°\nDepartment\n^ 0)of\n\nTeachers\n\nc\n\nG\n\nI\nU\n\n*c\n\nn\n\n*~\n\n•3\n\n\"o .\n\n3\n\na\n\ni\n\nG\n\nvU.2\n\nOV- 33g\na a\n\nVh 3\nG\n3\n\nG\n\no\nO\n\nx\no\n\nb 6\nO c\nG .QJa\n>5 d’S\n\nCO\n\n^\n\nG\n\n3\n\n1 CX -G\n\n*3\n\nG\n\nH\n\no\no\n\n*3\n\n<D cu\n\nG\n\no^\na\n£\n\n3\n\n3 ^\ntj\nG\n\nJD\n£ G.2,C\n\nO\n.3\nco\n3 ’3\nV\nG\na\n3 •J3\n3\n. . G\n3 £\nx\nXC g\nC\nG\n33 3\n*°.t\n° * OJci\nG\nbo\nG X\n3\nG\nG >>\n3\n3\n\n3\n\n'M\n\n3\n\nG\n\nG\n\n• eu\ncn aG\n\n2 3\n\nc\n\nG\n\nO -2\n■3 3\n\nG\nO\n\n3\n\n3 1/1\n\n3\n\n• »— C\n\nCQ\nM\n\nffi\n\nGX\n\nbo\n\nW\n\nG _x\n^\n\ng\n\ng\ng\nCD\n\nco\no\n\nH\n£\nW\nH\nH\n<\n\n• G\nP O\n\n>\n\nG\n\n3\n\n3\n\nG\nO\nUa)\n\ng\n\nG\n\n.\n\nO\n\n>\n3\nG\n\nX\n\n^ G 3X\n4H\nJ_,2\nG\n-G > ^ U U c\n.- .- 3\n\nUd\n\n£\no\n£\n\n4-> -3\n\n3\nO1 T)\nH\n\n3\nG\n•\n•3\n\nc\n0)\nu\n\nO\n\nG\n\n>. 31>> G\nO\nC/3\n-C\nV O\n\nO\n\nO -G g\nc\n\n-G -2\n\n8\n\na so\n\nX\n\nCO\n\nC\n\n<D\n\nOJ a)\n\nJ4\n\nc ,-v..\n4-> r\n\nx 3 3.-3 u 3 ^\n-TJ\nJz, a. ^ ^\n\nI ^8 ^\n>» 2\nu, ,G\n3 O\ni_\ng\nO\nCO\noO a3\n\n3\nO\n4->\nco G\n\n~\n\nG .2\nG\n3\nG\n\nco\n\nG J3\n3\nG\n\nbGbo 3\n\nG\n3\n\nG\nG\nC/5\n\nJ o?\n\n+J 33G\n3\n\n^\n\nGg\n\n3\n> a\n3 a\n£\n\n33 3\n\nGG i +2\n\n«\n\n3\n\naj\n\n*1\n\nC\no\n\n-°\n\n4->\n\nUh\nOJ\nc/3\ny\nr£\n3X\n3\n\n•§.2\n\ng\n\n“So\n\nC/3\n3\n\ng\n\nx\n\no\n\n* »S*\nG\no\n\ng\n\no\n\no g>\n\nC/3\n\nG\n\n3-\n\n>>\n3m\nk3 -3\nC O\n3 >\n\n^I 3G. +->\n\nV4-I\n\n0)\n3\nu.\n\n3\n\nG\n\nc\n\n6\n\n-a\n\nG\n\ng\n\n• i-H\n\no\n\n3\n\n^ 3 -*->\nXn!3O\nC\n3\n\n*3\n\nX\nW\n\nX\n\nj>\n\nH\nM\n\ncr\nG\n\n&\n\no^o\n\nG\nCJ\na flj\nS-d\nc\n\nCL>\n\n<\n\n3\n\n33\n\n03 3\n\n1 G X\nG CD\nC\n• *— <\nCO\nJ\nbf} 0 G Gco +\na\nX\n2\n33\nX\n3\n>X3 G CO\nX\nO 2\nc\nX\nG\nbo GG ©\nG\nX X\nOO X\nX\ni_ ,\nG\n3 O CD X\nG 3\nG\nG\nCO\nG\n3 • »—G t O\nu\nG\n3\n>>\nG\nu\n3\nX 4-) Vd x: G\nX\n3 3\nM\nX)\n\n0\nXI\n\nCO\n3\n\n■P3\n\n.2\n\n3\n>\nG\n3\n\n•\n\n• X 2 ■S G\nX >%\n\nG\n\n33\n\nG\n.2\n\n3\n\nG\n\na G\nG\n2 *coCl OJ3£\n13\nii\n33 33\nq 3!\nto G X\n+J\nci 3\n31 G>>Xa G 2 CO\n\n2 G4-* G X .5\nU\n33 h\n33\nG G\n\no <u\n\nrG\n\nG 2 C\n\nx .2\nc3 33 G3\nG\n\n>\no3 • •— i\n33 G\n33G H\nJ\n\nG\n\nO\n\n>\nt* o<u S!\n\nG\n\no\n\n3 aa;\n3 i-H\nO o —3X. .2oG X\n3) G>\n\nc\n\no\n\no\n33G\n\n~ H\nG\n\n3\ng\n\nc\n\n>\n\n*5\n\n4-> a;\n\n5\n\n«r b\n3\nOG\n-H3o.2\n\n3\n\nX\n\ni\n\n*g\n\nP4\n\n745\n\nColleges\n* 2\ng\n\n- -£\n\nCO\n\ne ^\n\n,\n\n(— 1\n\nO\n\n)\n\n3\n\n£ *o\nX) 33Ih\n\n33\n\nc\n\n1 >\n\nr— '\n\nco\nG\nG 3\nG 3\n\nG3 0O\n\nJo.\"\n\n<o\n\nG\nO\nX\n\nO\nc -G ^3\n3 U 'sj\n\nG\nG\n\n3\n^\nco\n\n'G\n\nG\n\n.2\nG\n\ng\n\n.. _\n\"O be\n\n^\n\nCO\n\nO\n\nO\n*\np^C\n33\n\nrv.\n\nG\n+j\n\n2 G\n\n2 c\n\nG\n3\n\n03\"\n\n2 °3 ^ a 2\n£ \"OS\n\nr\n\ng\n\ncX\n\nb-O\n\n3\nG -g\n3 33\nCh\n\na\n\n3\n\nroco• 33O 3^ OG\n\nCN\n\n3\n\nte x\n\n3\nJX\n\n8\n\n.3\n?5 4G8 33 f3GG\n\n— . G\n\n3\n\n>\n\nbo\nO\n\nG\nGO ^\nG\n\nG\n\nG- G\n-\n\n3\n\n-G\n3\nG\nco\n\n0\n\nbo\nG\n\n1\n\n>\n\n^\n\n"}
{"page": 750, "printed_page": null, "text": "<D\n\nCD\n\n■\"\n\nSi\n\n■_\n\n■ 03\n\n<u\n\nNational\n\nEducation\n\nAssociation\n■p °\ncfi X)\n\n^\n03 cdow'\nG\n\nU\n\ncn\n\nO\nG\nO\nu\n\n'>\n\nix\n\nhO\nG\n\nO\n£\ng\n\n03\n2\na\n\n(Continued)\n\n£\n\n(f\n\nbS\nSi 03\nO acfi\n3\nu\n_G .O\n4-J\n\nbfi G\nCO\nGJ\na\ng\nC O\n• •—<•»— i\n\n03 2\nT3 +->\n\nC\n03\n\na\n03\n\na\nG\n\nE\nG\nX\n4->\n\n2\n\nCD\n\nc\nO cfi 03 2\n403\nh Cu 4_)\nD > n J-i\nX X\nO G 0) 03 s- X\nX\nxi >- r3 X\nbox\nSi bfi\ncfi-p £\nX\nG\nSi G\ncc +->\nO\no\nCfi\nOu cxi\n*5 c\na\noPcx\nG X\n22\n> c °\n3G cG\nX\nbfi G C -t-J\nG\nxn ‘53 H 3\nO CJ^4a\n-J\nb\n>>\nX\npXX\nCJ\nCOX\n03\n°^ — . +j\nx G^\nG\nO T3\nX\nG\nD\nO\n£\nc\n3 S\nj\nO\nVQJ C\n£\n•£>>\nSit\nc\ncfi\nC\nO\nO\nD\n3\nCu\n4_) co\nP ti -C\n(fi\nc\nX03\nX3 X £\nSi\nD G\nSi\nCJ\n'G\nX\nX\nG\n&£ 3G\nbfi\nCO 3\nG 31)n G\nG\nO >\n(fi\nc\nCJ (fi\nX\n03\n> l- 3GG 0X • £w C/2 . X\nc\nn pX\n>\n03\nbO G 3\nG\n>> 03 G\nE -o .52\nc\nw\nX\n03\nG\nX\nC X\nG\nG\nO\nX\nj-i\nG\n- <1>4G\ncn\nin j-;\n03 O-3\nX\n«\n^\ns\nG cj\n.< 03\nSi\nG'q\nC O <UC £2\n3\nX\nC\nG\n0\n3\nf\n5 • cu O 03 X i -- X\ncf\nG\n—i G\nCfi .\nXbO 0)\n»-G\nG\nG 03\nG\nG\ns~\nm cfi\nCoCJ\nbO aj\n£\nCu\nG\ni\no.t:\nO\n(f\nX\nX\n^\n£\nbfi\nC/2\nG\ng\nOh\nX\nU.\nV4-J\n.52 X\ng\nc\nC\n3Ec 03\n^ 3 rG a> 0)\ncfi CT? >>\n03\n03\nX(fi X\nXO Cfi •\"\ncfi G\nG X\n03\nX ^G £\ncfi\n03\nc\nD 4_3\nX Ss\n.CJ\nG P\nbX) D T\\£ +->\nG ■\nx\nX\nx\nX\nC\nCl n\nG +3 O\n^ X\no\nc\nox\nc.2 OG3x45\nD iCJai . . O -G\n£\nG\n03\n+G\n>\no £ X<u\n* >\n13\nC > .2\nx \"—I\nCJ\no\nXX'o s- c\n-x £§\nC/3 C\n’i\n§\na ■(G 03 X *G\n. £\nm\nG\nt\nG X\nE gG\n(fi\nG\nX\ncq\n*<S*\ni—cf\nG\ni i D CO ■ , •g > 03\nO\nG\nSi\nO\n•\n<s>\nE\nC\nCO\nG\n~\nJ2 (fi G X\n5«\n2\n£ 03 G G\nS 03\n(fi\n•\n£x\np-^\np\nX\no\nD\n'53o 2 +J\n2 bo.tl\n^ 03\nX\n03\nG\ni\ncf 03 E\n°X\nG\nis\nCN\nE\n-0\n3\nG\nG\no £\nCfi\n5 03\nD\nPT\n2\nG 03\n>\nxG xG XG\n+Si X(fi\n3\n3 °X 3 °\n03\nD\ncj CQ a g d .5\nG X\n(fi Do -*->\n03 U\nD G 3 £ bfii3>\nECfi +J\n03\nC/2\nX\nX\nCJ■\n<o\nwP <b> ^ £ hJ O P +j\nG\n<S3\n3 2: x\n?-> EL\nx\n3 c\no\no\nO\n3\n0 bo\n£ <5d.\ncfi^\nSi\nCO\n(fi — CSL r£ I-Si r N\n^\n0)\nG\no\n• • -T— ’ rr)\ni c^'X 43\n8\n3\n8\nC/2\n-t-J\n°\nb\nCJ\nCO\no\nG\nU)\nE\nX\nO\nG\n£\nCfi -Si\nQlu\nC/2\nCO '\n3\n3 S\nOh CO X\nG\n* <s> •\n£\n13 tcfi rrj E O\n^\nCU\nS\nV.^3\nS(/)G 3\nG\n:\na\na-1 x 0 £\nG\nD\n3 £\n« A\no\no\n3 g\n2 13 • 2 £ 3\n-XM\n^\n<r\\\nV)\n.3\nX\ncfi U* *rs>\nV.\nC~t to ^ X\nSS-2Uh -C)\nCfi CN -C\n3 2\nto J^) cfi Cfi\n...\n«\n.\nv\nCfi\nOh\n°\nbo G ^2\n.£ S\nCfi O G cfi\n.£ CN . 2\n•g>\n+-> ^03 03\nHM\n43\nJ\nn\noo\nO\ndCQ\noy\na\n3 rt.2 o->^.\nx\n- o l-~i i i\nbo G(v. 2^13 £\n,\n£\nSi\nM\n*£\n>\n‘P X\n^•\nco\n3 mcfi\nG\ng\no -G .\nD x\nCJ G\n. 3 +-> >\nx\n3\nO\n03 3\n_2o\nE\n03\nG\nG\n^\nSi\n3- .2\n>\nGXS x o\nX\n03 +H .4-J\nCfi G\ni\nXD Si\nO\n-t->\na\nX\n03 rG\nSi cn\n3\nX\ncfi\n• vU 03\n* , CO\n+-> X\n-J-1 03G a3\nV-H ' ' 0—t\nG\nG\n03 a3\nSi SiG D CJ\nX\nX\n03\n3\n£\ny\nXx 2\nCfi\n03\nG a o\nG o +-> -M CJ\nco\n03 +-> -r;\n03\n'-£\no\nc\ncfi\n!h -(_>\nG 13\nCJ\nSi\nI\nG XG r>-.\n-f.x\n03\n'x\ny\nX x\nG\n03 >D\nO XD\n03\nU\nX x\n.ui\nG\nG\nG\n4_)\nG\n03 X\nX\ncv8\nO\nU\ns\nQJ\nX\n-UlX\ng.2 X\nO\nSi X +-> >H .2 x x\nG\n(V.\ncj\n3- >\nD P 03 13 4-> CJ\n• sX • r>-.\nG_ C_J cfi to X\nX\n+J o CN 0303 XXG ffi U ^2 Jjh J\n2 _y>\n03 G 03\nZj X .\n03 CJ\nG X . <nO\n• P bfi\n+->\n%■ X\n1/3\n3\nH\n.\nG\nrSi Cfi\nx\ntJ G -X\n>H\n03\nX\nG c^-.\ncu ^\nES\nX X03\nw\n3 3\n2 3\nx\n3 x\nG\nO\n3\n3\nX :x\n->\n2O x x\nS »\nG +\na\nG 03\nx\nXn\n03\nCfi\nX\n! G\nSi\nC r>cfi G\nCl £\n°\nJi\no £\ncfi cfi X\n03\nX 4->\nSi\nD O\nSi\nSi\n« d\nG 03\nbfi\nG\n•cSi\n+H 3\n03\no-G\nfi\nE x E Xc E3 :£\n£\na\ng\n£ 4->^02D\n03 C\nx\nbfiX X 8\n\n2:\n\nB\n\n.2\n\nc.2\n\n>.2\n\n2 3\n\nx i\n\nX\n\ns\n\n’>\n\no\n£•5\nffi\n\nEXHI\nA BIT\n\nI— I .Cfi\n\n\"\n\ng\n\nDiscipline\n\nG\nO\n\n03\n\nG 3 o\ncfi o\n“ £.2\n\n•Sg\n\nMurphy Charlotte\n\n<2 g\n\nSi\n\nC/2\n\nCJ I\n03\n6 3+\ndJ £G\np X03\n>»XSi X\n03 o 3\n03\nz\no\no\ni\n03\ncfi\nSi\n2Ex\nX CJ\nP\nli\nXG d G X\nDX03\n03\np y >h\nT3\nx\n3\n3^ Cfi\ncfi\na a\n.\nG\ny\n-p O^ 8\nX\n4g\n-> D £-3\n4-1\n03 -i.\n>,\n£ 13 6 Cfi £\nii\n03 X\nE £ G\nG .2\n03 x ,+i\n03 Si\n32^ X X\nX\n.\n3\n(V,\n4\n03\na\nx\nc\nQ\nm\n'\nH\nCJ\nO\n03\n03\np\n03 p g\nP G\nSi£03\nO CO\naS\ncj _\nX\nX\nSi\n__O _ X\nX03 ■O 03\nG\n3\nG\nX-f\nG\nG\nG G\n^ 4->\nCJ x.£\n3 .203 X> >,\no w\nX\nX\n03\nP tj-3\n- 0303 X\no\nco\nD 13 03\nx\nO\no\neji-S\n03\n4—1 SW Cfi\n>\n4—\nQ\nX-C 4-J\n3\n02\nD X XG\nO\nO 03 ax\nis 3 -mo\n0.1\nCu 4->\nG-3\n^ 3\nX\n\n.SJ3\n\n52 X\n\n4-J\n\nX\n\n^\n\nG\nG ^\n\n4-J kJ*\nG\n\n£ ^\n\n£'\n\n746\n\n"}
{"page": 751, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nEXHIBIT\n\n747\n\nColleges\n\nB\n\nStudent (A )\n\nIndustrial Arts .\nTeaching Primary Reading .\nChild Psychology .\nPractise Teaching .\nEduc. 331 .\nKgn-Primary Curriculum .\nEducational Measurements .\nEducation 228 .\n\nCredits\n\nGrade\n\n2\n3\n3\n\nC\nB\n\\\n\n5, S\n3\n\nB, A\nb\n\n3\n2\n282\n\nB\nB\nA\n\n3\n3\n10\n2\n2\n3\n3\n26\n\nB\nA\nA, B, C\nC\nB\nB\nC\n\n2\n3\n10\n2\n3\n2\n2\n3\n3\n\nB\nA\nB, A\n\nStudent (B )\n\nTeaching Primary Subjects .\nEduc. 232 (Curriculum) .\nPractise Teaching .\nEducational Measurements .\nIndustrial Arts .\nChild Psychology .\nTeaching Primary Reading .\n\nStudent (C)\n\nEducational Measurements .\nPhilosophy of Education .\nPractise Teaching .\nInvestigations in Teaching Social Science .\nEducation 327a .\nInvestigations in Arithmetic .\nInvestigations in English .\nEducation 313 (Curriculum) .\nHistory of Education .\n..\n\nB\nA\nB\nC\nA\nB\n\n32\nStudent (D)\n\nTeaching Reading .\nEducational Measurements .\nCurriculum Organization .\nPractise Teaching .\nTeaching Social Science .\nTeaching Arithmetic .\nTeaching English .\nEducational Psychology .\nPhilosophy of Education .\n\n3\n2\n3\n10\n2\n2\n2\n3\n3\n\n31\n\nB\nB\nA\nB\nB\nC\nB\nC\nB\n\n"}
{"page": 752, "printed_page": null, "text": "748\n\nNational\n\nschools to which\n\nEducation\n\nstudents had become\n\nAssociation\n\naccustomed,\n\ntheir first questions raised\n\nwere considerations underlying the philosophy of our campus school. During\nthe first three or four weeks students were encouraged in general to develop\na philosophy of elementary\nraised readings were\n\neducation\n\nRugg\n\nquestions in this field were\n\nassigned in such books as School and Society , The\n\nand the Curriculum , and Democracy\nof Tomorrow\n\nand when\n\nby John and Evelyn\n\nand Shumaker.\n\nSome\n\nin Education\nDewey;\n\nby John Dewey;\n\nand Child Centered\n\ntime each day, every student\n\nChild\n\nSchools\n\nSchools by\n\nin the plan was\n\nheld for a conference of one-half hour or hour’s length by the training\nteacher. Sometimes these conferences were conducted with the technic\nteacher, but in general it wTas found more valuable to have separate con¬\nferences with the training teacher and the technic teacher. At the end of\nthree or four weeks, interests in some technic of teaching were developed —\nvery often in reading or sometimes in arithmetic. It is recalled that one of\nthe first students became interested in child hygiene, and, as a result, made\na considerable study of the hygiene of the school child, in the course of\nwhich she visited the health department in Milwaukee, read many books,\nand\n\nconsulted\n\nseveral doctors interested in and\n\nof the school child. In connection\n\nwith\n\ninformed\n\narousing\n\non\n\nthe hygiene\n\ninterests in problems\n\nthe minds\n\nof the students, a type of record has been used in some\n\nclassrooms\n\nthat has been considered\n\nvery helpful. This\n\ncourse, can only be used at the beginning\nexperiment\nproblems\n\nunder\n\nthe plan. To\n\nand developing\n\ntaken from\n\nof credit. It was\n\nof each semester\n\ntype of record, of\n\nduring the initial stages of the\n\ninterest in the minds\n\nproposed\n\nof the students, a page is\n\ngirls whose\n\nin the second-grade\n\nIn asking students to volunteer\nproblem\n\nof the\n\nindicate the use of this record in arousing\n\nthe record of each of two\n\ndeveloped at that time\nExhibit A.\n\nin\n\nexperiences\n\nwere\n\nbeing\n\nroom.\n\nThese\n\nare shown\n\nin\n\nfor this plan, we\n\nwere\n\nfaced with\n\nthe\n\nto allocate to each student\n\nat the end\n\n16 semester hours of credit in education — 32 for the year.\n\nSince in all of our three- and four-year curriculums\n\nin the division of ele¬\n\nmentary education and kindergarten-primary education, each student is\nrequired to complete approximately 32 credits in education, the problem\nwas\n\nnot serious. For\n\nrecords under some\n\ninstance, it was\n\nproposed\n\nsuch headings as follows:\n5 credits\nU\n3\nU\n2\nu\n8\na\n103\nu\n3\nu\n\nEducational Psychology\nCurriculum Problems\nTests and Measurements\nTechnics of Teaching\nPhilosophy of Education\nMental Hygiene\nPractise Teaching\n\nIt was\n\nunderstood\n\ninterests and work\n\nto allocate credits on the\n\nthat the amount\n\nof credit would\n\nvary according\n\nto the\n\nof the individual student. For example, one student might\n\nbe given only two credits in philosophy\n\nof education\n\nmight be given three or possibly four. One\n\nwhile another student\n\nstudent who\n\nhad shown\n\na great\n\n"}
{"page": 753, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n749\n\ndeal of interest and progress in the field of mental hygiene might be given\nthree credits, while another student who had worked in other fields might\nreceive no credit in mental hygiene. In indicating the work in actual prac¬\ntise, the records of four students are given in Exhibit B.\nOn this small scale the plan was carried on until 1932. During that year\nthe director of the kindergarten-primary division announced that the mem¬\nbers of the staff of that division were ready to adopt the plan for all their\nstudents. Since the two-year curriculum had been discontinued in the kinder¬\ngarten-primary and elementary divisions, it became perfectly practicable and\npossible to do so. It had been the custom to begin the professional training\nof our students in the first and second years of their enrolment in the\nnot possible to put the plan into full operation\nuntil the curriculums had been definitely re-arranged and students were avail¬\nable who had not had professional courses during the first two years in\n\ncollege, and hence\n\nit was\n\ncollege, with the exception of general psychology.\n\nIn September, 1932, the kindergarten-primary division began training all\nof its students under this plan. In the elementary division the use of the\nplan is still optional. No pressure has been exerted upon the members of\nthe staff to adopt it.\nthe first semester of the present year, twenty-five students of\nthe kindergarten-primary division were engaged in the experience plan —\nonly twelve in the elementary division. At the end of the semester, three\nof the kindergarten-primary students were eliminated or withdrew and\nDuring\n\nfourteen more students were ready to begin their training. No new stu¬\ndents were started in the elementary division. During the present semester\nthen there are twenty-two second semester kindergarten-primary students\nand fourteen first semester kindergarten-primary students, and twelve ele¬\nmentary students working under the plan. Since the two divisions have\nused somewhat different technics, each one will be described separately.\nThe twelve students in the elementary department were placed under the\ndirect charge of a technic teacher, Dr. Neal Billings. They were dis¬\ntributed at the beginning of the year among the third, fourth, and seventh\ngrades — four students in each grade. During the first six weeks the three\ntraining teachers and Dr. Billings met the twelve students together in a\none-hour conference daily. After the first six weeks the students assigned\nto each room met their training teacher in conference for one hour every\nother day, and with Dr. Billings on alternate days. At the end of the first\nquarter an oral examination was given, more for the purpose of setting\nstandards\n\nthan for the purpose\n\nof testing achievement\n\nor mastery. A mem¬\n\nber of the theory staff gave them an oral examination in philosophy of edu¬\ncation. Mr. Adams, director of the elementary division, examined them\nin the technics of teaching and Mrs.\neducation\n\ndivision, gave them\nchild study.\n\nSlaughter, director of the exceptional\n\nan oral examination\n\nI have no report on the examination\nthis semester. The\n\nin mental\n\nhygiene and\n\nin the philosophy of education for\nreport on the examination in technics shows that ten\n\n"}
{"page": 754, "printed_page": null, "text": "750\n\nNational\n\nTABLE\n\nEducation\n\nI. DISSATISFACTIONS\n\nNumber\n\nAssociation\n\nEXPRESSED\n\nExpressing\n\nBY\n\nTHE\n\nSTUDENTS\n\nCriticism\n\nToo few criticisms of work, leaving us uncertain about\nprogress,\nloo much time wasted waiting for conferences.\nToo few individual conferences with critic teacher.\nObjectives too big and general for us to go ahead.\nToo little full responsible teaching.\nToo little time for extracurriculum activities.\nLoss of social contacts.\nToo much repetitive observation.\nLess systematic than regular work; feeling of being discour\naged and\nswamped at times.\nLack of knowledge about progress in the work.\nToo indefinite at the beginning of the year.\nToo many interruptions to study time.\nDespair and discouragement at times.\nLess success in teaching than had been hoped.\n\nTABLE\nNumber\n\nII. SATISFACTIONS\n\nEXPRESSED\n\nOvercoming fear of classroom.\nSuccessful teaching.\nKeeling that the work is practical and unneeded things are eliminated\nFirst nine weeks with Miss Birr well integrated, “felt myself growing\n”\nInspiration from conferences with teachers.’’\nMeasurements — maximum obtained for minimum time\nMuch more time for good reading.\nAdvice on best and most up-to-date books from critic teachers\nOpportuni\nty ofto critic\nlearn teachers.\nin a functional situation.\nHelpfulness\n\n(See No. ~3 above )\nFreedom from a rigid schedule, “Can work on questions which we\nthink serve our immediate needs.”\nExperience in greater number of subjects.\nInformal method of working.\nIntimacy with other girls in the group.\nConsideration given student criticisms (sympathy, understanding,\nencouragement), freedom of expression.\nThrill of novel way of learning.\nForgetting somewhat the “importance” of grades.\nMore observation before actual teaching.\nNo final exams.\n\n1\n3\n5\n5\n1\n1\n2\n1\n1\n\npassed and\n\nSTUDENTS\n\nSatisfactions\n\nExpressing\n1\n1\n1\n1\n1\n3\n2\n2\n5\n4\n4\n\nBY\n\nClose supervision — numerous\n\ntwo\n\ncheck-ups.\n\nfailed ; in fact, ten received a very satisfactory mark in\nfailed almost completely, altho Mr. Adams feels that they\n\ntechnics. Two\nv ere not worse off than they would have been had they pursued\nregular\ncourses in the technics of teaching. The examiner in mental hygiene criti¬\ncized them for the lack of terminology. On the other hand, Dr. Billings\ncriticized the examiner for over-emphasis on terminology.\nAbout the end of the first quarter the twelve students in the elementary\ndivision were asked to evaluate the plan. The following standards were\nset up:\n\n1. From\n2. From\n3. From\n\nThe\n\nthe standpoint\n\nof philosophy of education\nthe standpoint of teaching technics and methods\nthe standpoint of personality development.\n\nresults of the evaluation\n\nexpressed\nstudents.\n\n1\n\nby the students, and\n\nare shown\nTable\n\nin Table\n\nI, dissatisfactions\n\nII, satisfactions expressed\n\nby the\n\n"}
{"page": 755, "printed_page": null, "text": "Department\n\nThe\n\nvarious members\n\nof\n\nTeachers\n\nof the staff who\n\nColleges\n\n751\n\nhave been in contact\n\nwith\n\nthe\n\nelementary group in the plan were asked to evaluate the experiment.1\nAyer, director of the, Training School, stated:\n\nDr.\n\nSupervision has been too indefinite. Too much directed effort to develop uncer¬\ntainty in the minds of the students. The students have been allowed to flounder too\nlong. There has been too much attention to philosophy of education; too little at¬\ntention to technics. Reading assignments have not been sufficiently definite.\n\nOn\n\ninquiry it was\n\nfound\n\nthat Dr.\n\nBillings, in order to avoid\n\n“spoon\n\nfeeding” has purposely made the reading assignments rather' indefinite; that\nis, students have not been told to read a certain authority on a certain topic.\nInstead\n\na number\n\nof books of varying\n\nvalue have been assigned with\n\nidea that the students should develop the power\nfessional readings. Dr. Billings said :\nIn my\n\nopinion, from\n\nthe standpoint\n\nthe\n\nto select and evaluate pro¬\n\nof critical analysis\n\nthese people\n\nhave\n\ngrown\n\nimmensely. It is true that they are still in an attitude of doubt on many funda¬\nmental problems. I consider that a healthy state for them to be in at this stage of\nthe experiment. The students have worked harder than any other group of stu¬\ndents that I have been in contact with in this college. They have given up most\nsocial contacts, which may be a drawback.\n\nMr. Adams,\nThe\n\ndirector of the Division of Elementary\n\nresults of the oral examination\n\nstudents\n\nhave\n\ndeveloped\n\nin their work and\nating technics.\n\nexceptional\n\nan excellent\n\nwere\n\nsurprisingly\n\nprofessional\n\nmorale.\n\nThey\n\nEducation,\n\ngood.\n\nenthusiasm,\n\nshowed\n\nIn my\na great\n\nstated:\n\nopinion\n\nthese\n\ndeal of pride\n\na critical intelligence\n\nin evalu¬\n\nMiss Coulter, third-grade critic teacher, made\n\nthe following statement:\n\nStrong\n\nweak\n\nfrom\nbeen\n\nstudents\n\nshown\n\nexceptional\n\ngrowth;\n\nstudents\n\nhave\n\nsuffered\n\nlack of guidance. It may be that they are no worse off than they would have\nunder the traditional method. Students in this group show a better grasp of\n\nthe modern\nmuch\n\nhave\n\nprinciples\n\nbetter grasp\n\nof education,\n\nof an\n\nbetter professional\n\nactivity type of curriculum\n\nand\n\nattitudes. They\n\ndeveloped\n\nof child experiences.\n\nThe\n\ngood students do more than students under the traditional plan. Those lacking curi¬\nosity may take advantage of the freedom and soldier on the job. The greatest\nweakness\n\nat present is our\n\nown\n\nlack of technics of guidance.\n\nAt the beginning\n\nof the\n\nyear there was great uncertainty, which may have been fatal to timid students.\nOf the eight students who have been under my guidance this year, five proved to be\nexceptionally strong teachers — critical, professionally-minded, with a strong phi¬\nlosophy of education. The other three will make weak teachers but will not be\nworse\n\noff than\n\nif they had\n\nin the indefiniteness\n\nfollowed\n\nthe traditional\n\nof the professional\n\nM iss Rothwell,\n\nfourth-grade\n\nThe\n\nunder\n\neight students\n\nreading\n\nplan. I think we\n\nevaluations were\n\nmade\n\na mistake\n\ncritic teacher, said :\n\nmy\n\ncharge have shown great initiative, better grasp of\na better understanding of what it is all about. Some\n\nphilosophy of education and\nof them feel the lack of social contacts. They showed\nme to teach a class according to some of their plans,\nthey might criticize mv execution of their plan. In my\nas well at the end of the semester as the traditional\n1 These\n\nmade\n\nassignments.\n\nat the beginning\n\ntheir critical attitude by asking\nwhich I had approved, so that\nopinion students were teaching\nstudents do at the end of their\n\nof the second semester.\n\n"}
{"page": 756, "printed_page": null, "text": "752\n\nNational\n\npractise\n\nteaching.\n\nBetter\n\nEducation\n\nstudents\n\ndo\n\nmuch\n\nAssociation\n\nmore\n\nwork than under the traditional\nplan; poorer students may shirk, I believe thoroly in the\nplan but it puts a great\nbin den on the training teachers. The students in this group\nare much more alert\nand much more critical professionally than those under the\ntraditional plan.\n\nSince the eight students under\n\nthe direction of Miss\n\nRothwell\n\nwill con¬\n\ntinue under the plan for another semester, her statement that\nthey taught\nas well at the end of the first semester as the traditional student at\nthe end\nof hei training indicates either that these students were excepti\nonal or\nthat the plan has value.\n\nAs hefoie indicated theie are now thirty-six students in the kinder\ngarten¬\nprimary division pursuing their professional work under the plan — twenty\ntwo second semester and fourteen first semester students.\nAt present they\naie distnbuted between two theory and technic teachers of the kinder\ngarten¬\nprimary division — Miss Louise Alder, directing the professional\neducation\nof eleven second semester students and seven first semester\nstudents; Miss\nMary Holmes directing two groups, each containing the same number\n. These\nforty-six students are distributed among the nursery school\n, the four-year\nkindergarten, the five-year kindergarten, the two primar\ny rooms, and the\nsecond-grade room — five rooms altogether.\nEach theory teacher holds a one-hour conference on altern\nate days with\neach group. The training teacher also has a conference on altern\nate days\nwith the students assigned to her room. This means that in the\nkindergarten¬\nprimary division eveiy girl in the plan has one-hour daily confer\nence, while\nat any one time, two teachers, a training teacher and a theory\nteacher, are\n\ndirecting the educational development of any one girl. T'he plan\nalso in¬\ncluded in the kindergarten-primary division the use of other techni\nc teach¬\ners in developing\n\ncertain units of work. For example, a group of girls may\ndevelop an interest in a unit in industrial arts, for instance,\nin clay work.\n\nThese girls are directed to go to one of the teachers in indust\nrial arts, say\nMiss Harbeck. In the industrial arts laboratory they develo\np the necessary\nknowledge of materials, skills, and technics to carry out this partic\nular unit\nof work and then execute the unit in a room in the traini\nng school. The\nsame plan is followed in other fields.\nMiss\n\nAlder, the director of the kindergarten-primary division,\nwho is a\npainstaking and thoro worker, had felt the lack of guidance\nin previous\nyears in the carrying out of the plan. She had felt the danger of\nblind spots,\naltho I, myself, do not feel that this is a weakness of the plan.\nMy own\nexperience leads me to believe that it is all blind spots under the\ntraditional\nmethod of training, hence I do not feel the danger under the plan.\nFurther¬\nmore, I have come\ncompletely worked\n\nto believe thoroly that certain professional experiences,\nout, understood, and made a part of the professional\nequipment of the teacher, will so broaden out that they will illumi\nnate many\nblind spots in other fields.\nThe\n\nkindergarten-primary\n\nof conferences\n\ndivision has adopted\n\na much\n\ncloser schedule\n\nand directed experiences than has been put into operation in\n\n"}
{"page": 757, "printed_page": null, "text": "Department\n\nthe elementary\nused.\n\nthe groups\n\nTeachers\n\n753\n\nColleges\n\ndivision. For that reason the oral examination\n\nIn connection\nto state some\n\nof\n\nwith\n\nthe arousing of the problems\n\nhas not been\n\nit might be interesting\n\nof the questions that have been raised by various members\n\nearly in their experiences under\n\nof\n\nthe plan. Several examples\n\nof\n\nthese questions are quoted as follows:\n(1) I have\n\nnoticed\n\nin observation\n\nand other adults listen to when\ndevelop that?\n(2) In your\n\ndiscussion\n\nthat there are certain\n\nthey talk. I suppose\n\nof Miss\n\nM’s\n\nadults whom\n\nthat is personality.\n\ndemonstration\n\nall children\nHow\n\nlesson on taxes you\n\ncan\n\nwe\n\nmade\n\nthe\n\nstatement that Miss M’s preparation for that lesson has been going on for years.\nWe don’t have much time to read other than that required in our courses. We\nusually read a newspaper but we seldom read a magazine. How can we keep up\nour reading and do our school work also?\n(3) The children seem to know so much\nFor instance, in aeroplanes the fifth graders\nIs it possible for student teachers\ncontempt for their ignorance?\n(4) Miss\n\nW.\n\nmore about many\nseem to be almost\n\nto lea^n from\n\nsays that Letty lacks muscular\n\nthings than we do.\nauthorities on them.\n\nchildren\n\nwithout\n\ncoordination\n\nand\n\nchildren\n\nhaving\n\nthat her mother\n\nneurotic. I was impatient with Letty’s actions until I had this information. May\ninherit neurosis? I would like to know more about her to understand her.\n\n(5) In studying\nplanned,\n\nespecially\n\nafter\n\none\n\nthat a child could have his time so\nwould have no free time. The author\n\nI read\n\nchild\n\nthe nervous\n\nis\n\nschool, that\n\nhe\n\nthought that was bad. I don’t see why. I feel that this planned time would give\nsuch rich experiences they would have all kinds of things to do whenever they did\nhave free time.\n\n(6) I am\n\nreading\n\nChildren).\n\nI found\n\nthe whole\n\nbook\n\nof Zachry’s\n\nit interesting. I want\n\n(Personality\n\nAdjustments\n\nto ask about one thing. The\n\nof School\n\nauthor\n\nsays\n\nthat the relationship between student-teacher and supervisor should be the same\nas the relationship between teacher and pupil. Do you agree? But Zachry says that\nstudent-teachers are adolescents. Are we adolescents? If so how can there be that\nrelationship\n\n?\n\n(7) Inhibitions\n\nare very\n\nqueer\n\nthings. Today\n\nI wanted\n\nto ask if I could play the\n\npiano for the rhythms but couldn’t. I seemed to be glued to my chair. I wanted to\npull down the shade but couldn’t. Is that because we have been told all our lives\nwhen to do things ?\n\n(8) I finished\n\nreading\n\nRugg\n\nand\n\nShumaker’s\n\nThe\n\nChild\n\nCentered\n\nSchool.\n\nThe\n\nthing that bothered Rugg about the progressive school bothers me too. Isn’t that\ntrue that teachers in the new schools take children’s leads, such as Dutch life, and\npay no attention to what has gone before or what is supposed to follow in other\nyears ?\n(9) I found that none of the old Greek music has been preserved. In getting\nready to work with children shall I use modern Greek music? (Discussion of what\nwe know about Greek dance from records that were left, costumes showing the\nprobable\n\nstateliness of the dance, and possibly other music.)\n\nsitua¬\n(10) Do you think arithmetic needs to be taught first and then find life\nbe\nmay\nic\narithmet\nr\nwhateve\nlet\nand\ns\ntions or are you conscious of life situation\nincluded be taught and drilled on at that time?\n(11) I have been reading Healey and want to ask several questions about his\npoint of view and John Watson’s. I cannot reconcile some of the things in psycho¬\nanalysis with the other things I have read. Have the psychiatrists a physiological\nexplanation for the unconscious mind?\n\nAt one typical conference, May\n\n9, the following questions were\n\nasked :\n\n"}
{"page": 758, "printed_page": null, "text": "754\n\nNational\n\n(12)\n\nEducation\n\nAssociation\n\nIs the curriculum\n\nthe same all over the United States? If not how can\nachievement tests be valid tests of what children have achieved? Shouldn’t there\nbe new achievement tests based on new ideals in education?\n(13) What is the difference between religion and philosophy? Doesn’t philosophy\ninclude religion and therefore a bigger term? Was Christ a philosopher? Is the\nword “Christian” not a good deal bigger than what the word\nexample, should Gandhi be considered a Christian? Can you\n\nitself implies?\nnot draw the\n\nFor\nline\n\nbetween philosophy and religion? Isn’t religion that part of philosophy bounded\nby creed? If we consider religion in the wider sense should it not be as all-inclusive\nas the word “philosophy”?\n(14) I should like to know\ngrowth\n\nor does\n\nit make\n\nwhat\n\ndissatisfaction\n\nfor discouragement\n\nand\n\ndoes to one. Does\ndiscontent?\n\nthat make\n\n(15)\n\nI never realized that it actually hurts to think until I wrote\nthe value of the experiment to me. How can one train oneself to think?\n\nmy\nI am\n\nfor\n\npaper\n\non\nreading\n\nDimnet’s Art of Thinking but I still do not think he is giving enough specific help.\nIf it hurts to think, won’t the dissatisfaction that comes from the hurt prevent one\nfrom practising thinking?\n\nM iss Alder, director of kindergarten-primary;\n\neducation, stated :\n\nI do not want\n\nwithout\n\nto go back\n\nM iss Holmes,\nment :\n\nto the traditional\n\nkindergarten-primary\n\nmethod\n\ndivision, made\n\nfurther\n\ntrial.\n\nthe following\n\ncom¬\n\nThis plan certainly does arouse the professional curiosity of the students. It leads\nthem to see their own professional needs, particularly in the field of personality.\nOne\n\ngirl said, “I have\n\nfound\n\nso many\n\nproblems\n\nthat I shall never\n\nbe able to solve\n\nin the mechanics\n\nof the present\n\nthem.”\n\nM iss Holmes\n\npoints out one weakness\n\nplan in the fact that at the beginning of each semester, particularly in Sep¬\ntember, the training teachers are so busy with the children that they are\ncompelled to neglect the student-teachers. Since the first semester studentteachers are entering the training school for the first time, this is serious,\nand, if weak\n\nstudents\n\nare allowed\n\nto flounder for the first week\n\nor two,\n\nit may be serious to their whole professional development. This indicates\nthat it may be necessary to place the responsibility for raising problems\nand starting the professional growth of the students upon the technic\nteachers for the first week or two of the semester. Miss Holmes also states\nthat in her opinion we have allowed\n\nstudents to waste\n\nschool. This, of course, raises the whole\n\nquestion\n\ntime in the training\n\nof how\n\nlong students\n\nshould be allowed to flounder in an atmosphere of uncertainty. One is re¬\nminded of the classical example of Louis Agassiz giving the student a fish to\nexamine without any directions or suggestions as to what he might find.\nThe report of this undirected experiment in the laboratory would lead to\nthe hasty conclusion that Louis Agassiz allowed his students to waste time\nin aimless search. On\n\nthe other hand, out of Louis\n\nAgassiz’s laboratory\n\nwent a half dozen of America’s greatest scientists, including David Starr\nJordan, Joseph Le Conte, Theodore Lyman, William Stimpson, and Henry\nJames Clark.\nM iss Holmes\n\nalso points out that the closer organization\n\nused in the\n\nkindergarten-primary group last semester involves the danger of losing\nlibrary research and school visitations. The closer schedule devised to\n\n"}
{"page": 759, "printed_page": null, "text": "Department\n\ndiminish\n\nthe danger\n\nthe increased freedom\n\nof\n\nTeachers\n\nColleges\n\nof the blind spots also diminishes\n\n755\nresponsibility and\n\nthat permits students to visit other schools.\n\nAt the outset it was clearly stated that we do not consider this a con¬\ntrolled experiment. Whenever the plan is described to a group of teachers,\nsome\n\nscientific-minded\n\neducator\n\nis sure to raise the question, why we have\nnot used a controlled group and hence made it a really scientific experi¬\nment. The answer to that is simple. It would be entirely possible to select\n\ntwo groups — one an experimental group and one a control group, but there\nis no use in attempting to do this until we have developed scientific tests\nfor determining\nit would\n\nmastery\n\nof the art of teaching. In the absence of such tests\n\nobviously be futile to attempt\n\na controlled\n\nexperiment.\n\nThe\n\nonly\n\nbases for comparing the two groups would be the opinions of supervisors\nand socalled experts. These opinions are available under the present plan\nand nothing would be gained by trying to carry two parallel groups to be\nevaluated and measured and checked by nothing more scientific than the\nopinion of socalled experts. The\ntoday is whether\n\nor not it turns\n\nonly test of any plan for teacher training\nout a reasonably\n\nsteady flow of profes¬\n\nsionally-minded, intellectually curious, and educationally\nThat test can be applied only after a period of years.\n\nIt may\n\nbe to the point to observe\n\nthat all science has two stages, the\nstage and the later controlled stage. I think it is not un¬\n\nsocalled puddler\ntrue to observe that many\ncome\n\ncritical people.\n\nfrom\n\nof the vital discoveries in human\n\nthe puddler\n\ntype of experimentation\n\nand\n\nthe science of education\nthe puddler stage.\n\nis sufficiently advanced\n\nto make\n\nprogress have\n\nno one can say that\nit wholly\n\nbeyond\n\nAfter four years of not too close observation of this plan, I am con¬\nvinced that the experience method of professional education is based on a\nsound philosophy and is practicable from the standpoint of administration.\nI am further convinced that the failures that we have made in it are not\ninherent in the nature of the plan ; they are rather due to our own lack of\nskill in administering it.\n\nThe\n\npoint is always\n\nraised that this plan of education\n\nof teachers will\n\nrequire a large staff. Our experience does not indicate the validity of the\ncharge. Plainly it throws a larger burden on the training teacher. On the\nother hand, it diminishes the burden on the technic staff. The problem of\nadministration\n\nthen\n\nsimply\n\ninvolves\n\nincreasing\n\nthe staff in the training\nschool and diminishing the staff in the department of theory, or of finding\nsome way of redistributing the load. As an administrative problem this is\nentirely feasible.\nThe\n\nplan has the following advantages :\n\n1. It wholly\n\neliminates the dualism between educational theory and educational\npractise. When theory grows out of experience there ceases to be any dualism.\n2. It takes advantage of professional interests; it makes the innate interest of\nthe students\nmentation.\n\nthe great\n\n3. It leads\nas a whole.\n\nstudents\n\nlever\n\nin leading\n\nthem\n\nto see their professional\n\nto professional\nlives, and\n\nstudy\n\nthe education\n\nand\n\nexperi¬\n\nof children\n\n"}
{"page": 760, "printed_page": null, "text": "756\n\nNational\n\nEducation\n\nAssociation\n\n4. It makes the professional education of the student a matter of growth, not a\nmere accumulation of skills and professional knowledge. It develops initiative and\nincreases responsibility. It lessens the danger of “spoon feeding.”\n5. It helps students to develop a philosophy of education based on child ex¬\nperiences.\n6. It increases\n\nin the minds\n\n7. It leads students\nof personality.\n\nof students\n\nto see their own\n\nthe dignity of their own experiences.\nprofessional needs — particularly in the field\n\n8. It gives students the desire to make a beginning in developing an under¬\nstanding of the need for mental and emotional adjustments among children.\n9. It develops a critical professional attitude.\n\nThe\n\ndangers and difficulties of the experiment\n\nmay be listed as follows:\n\n1. It shifts the professional load on the staff and makes a necessary readjustment.\n2. It leaves many dark spots in the professional life of students.\n3. The students engaged in the plan become socially isolated from the rest of\nthe college. On the other hand as the group grows the members of it are thrown\ninto very close professional and social cooperation.\n4. Because of the fact that it forces students wholly upon\nit probably will result in the complete elimination of weak\nprobably not be an unmixed evil.\n5. The\n\ngreat weakness\n\nof the plan at present\n\ntheir responsibility,\nstudents. This will\n\nis our lack of standards\n\nfor meas¬\n\n0\n\nuring professional growth and professional mastery. The lack is, of course, no\n.\ngreater in this plan than in the traditional plans, but it is thrown more clearly into\nIt ke\neps\nperspective.\nalive\nofes develops we shall be faced with the danger of over-formalization.\n6. As the prplan\nsion\nal c\nuriosin the kindergarten-primary division it is very evident\nFrom what has happened\nity.\nthat this plan is subject to over-formalization just as all other educational processes\nare open to the same danger.\n\nWHAT\n\nERNEST\n\nNEW\n\nHORN,\n\nVIEWPOINTS\nREDIRECTION\nPROFESSOR\n\nOF\n\nIN\nOF\n\nEDUCATION\nTEACHING?\n\nEDUCATION,\n\nIOWA\n\nCITY,\n\nSTATE\nIOWA\n\nJUSTIFY\n\nUNIVERSITY\n\nOF\n\nA\n\nIOWA,\n\nIf I should interpret this topic literally, my speech would be very short,\nfor the question can be answered by one word — none. But altho there are\nno new viewpoints, there are changess in emphasis among old points of view\nand a shifting of convictions and loyalties. There are also new data of a\nscientific nature\n\nwhich\n\nshow\n\nthe futility or limitations of certain points of\nview and the fundamental importance of others. As a result of changed\nemphases and fresh evidence, we have points of view which, while not\nstrictly new, appear in different patterns and take on new or renewed\nsignificance.\n\nThe\n\noutstanding\n\ncharacteristic of educational\n\nphilosophy\n\nin the present\n\ngeneration\n\nhas been superficiality, fickleness, and instability. There has\nbeen too much appetite for new thrills and too little taste for a vigorous and\npainstaking attack on the persistent problems of education. We have been\n\nusing weathervanes when we should have been using compasses ; and the\nwinds which pointed the vanes have not been sound policies and tested\ntruths but emotionalized slogans and mere theories, untested either by ex-\n\n"}
{"page": 761, "printed_page": null, "text": "Department\n\nperiment\n\nof\n\nTeachers\n\nor by critical thought. Permit\n\nme\n\nColleges\n\nto use an illustration which\n\nhave used once before. I was brought, early in my\ncontact\n\nwith\n\nthe Froebelian\n\nbefore a kindergarten\n\nkindergarten.\n\ngroup in which\n\nI remember\n\nI attempted\n\nchildren\nwas\n\nthat, but of the importance\n\nthru direct contact\n\nwith\n\nvery\n\nwell a talk\n\nto convince\n\nthem, not of\n\nof youth I should not\n\nof enriching the experience of\n\nreality. Among\n\nmy\n\na proposal that the children should set a hen. The\n\ntaken. I suppose\n\nthat if I could have found\n\nspecific suggestions\n\nsuggestion was\n\na hen who\n\nwould\n\ncoldly\n\nhave laid a\n\nspherical egg, 1 might have gotten that in as a gift. A similar idea seems\nhave appealed\n\nto others, however,\n\nthe hen was\n\na problem.\n\nfew years ago she became\n\nand in primary\n\na part of the kindergarten\n\ngrades. By that time,\n\nIn a year or two\n\nan activity ; and\n\ncenter of interest. It is not my\n\nnow\n\nshe was\n\na project. A\n\nshe is either a unit or a\n\nintention to defend\n\ncourse\n\nto\n\nand before long I had the pleasure of\n\nseeing hens setting in kindergartens\nhowever,\n\nI\n\nprofessional career, into\n\nthe futility of formal gifts, for even in the enthusiasm\nhave hazarded\n\n757\n\nthe setting of a hen as\n\nof study, but if I had to build a defense\n\nfor it, as I should be very willing to do, it would\n\nnot be on the ground\n\nthat\n\na setting hen is a “ problem A or a “project,” or an “activity ,” or a “unit.”\nThruout these years of shifting slogans, three fundamental problems have\npersisted : first, the problem\na basis for curriculum\nappropriate\n\nof the appraisal and selection of social values as\n\nmaking;\n\nsecond, the problem\n\nof deciding what\n\nfor children at each stage in their development;\n\ndiscovery of effective ways\n\nof promoting\n\nto all of these has been the problem\nmeasurement.\n\nEach\n\ngrowth\n\nis now\n\nand third, the\n\nand learning. Contributory\n\nof finding more\n\nof these problems\n\nis\n\naccurate instruments\n\nof\n\nbeing attacked from points of\n\nview which, altho not new in structure, are either new or renewed in em¬\nphasis and vigor. Since it is obviously impossible to discuss the implications\nof all these points of view\none\n\nviewpoint\n\nwhich\n\nis intricately bound\n\nproblems.\nI shall put this viewpoint\nsocial reality, attempt\nimportance\n\nin the form\n\nto understand\n\nup\n\nwith\n\neach\n\nof these three\n\nof a proposition: We\n\nit, and\n\nbe thoughtful\n\nshould\n\nabout\n\nsocial scientists, as well as by some\n\npsychologists. The\n\nof the most\n\nface\n\nit. The\n\nof facing reality has been greatly stressed of late by some\n\ngreatest of our\nverbalism\n\nfor the redirection of teaching, I shall discuss\n\nof the\n\neminent\n\nantithesis to facing reality is to take refuge either in\n\nor in daydreaming\n\nand fantasy. I do not need to point out to this\n\naudience that it is no new thing to demand that we face reality, that we try\nto understand it, that we be thoughtful about it. This ideal has been in\nthe catechism\n\nof teachers for many\n\ngenerations.\n\nThat\n\nwe\n\nare far from\n\nrealizing this ideal, however, is shown clearly by the results of modern re¬\nsearch, especially in reading, and the seriousness of our failure is shown by\nthe records of the clinics of our psychopathic hospitals.\nIn the large majority of schools, conventional or “progressive” children\ndo not face the realities of life directly. They face books about the realities\nof life. Most\n\nof these books are textbooks of a general and summary\n\nThere\n\nample evidence that objective realities of life are not brought\n\nis now\n\nnature.\n\n"}
{"page": 762, "printed_page": null, "text": "758\n\nNational\n\nEducation\n\nAssociation\n\nto the children thru these books, and there are good reasons for believi\nng\nthat realities never can be learned from such textbooks as, with few excep¬\ntions, are now in use. Let me illustrate.\n\nTL hink of the meanings\n\nthat you would\n\nexpect eighth grade pupils to get\n\nfrom the following sentences: “Since there were no matches in 1763, the most\nprimitive way of starting a lire had to be used. A piece of very hard stone,\ncalled flint, was struck against a bit of steel. Ehis produced a spark, which\nwas caught in tinder, or in soft, dry cloth.” This sentence was used by Dr.\nJ. C. Dewey in connection with his investigation, A Case Study of Readi\nng\nComprehension Difficulties in American History. The essence of the mean¬\ning which the authors of these sentences probably wished to convey is that\nin colonial times fire was made in a certain specific and primitive fashion\n,\nknown as the flint and steel method. The concepts expressed by these sen¬\ntences unquestionably represent objective reality. Let us inquire now into\nthe meanings which the reader obtains from these sentences and into the\ndegree to which these meanings approach reality. Let us assume that these\nconcepts are new to the reader. If appropriate meanings are to be obtain\ned,\nthey must either be reconstructed from those already inherent in the expe¬\nrience of the reader or, if his experience is too limited to make this possible,\nthe necessary experience must be provided; otherwise the result is either\nverbalism or fictional concepts.\nIn the clause, “the most primitive way of starting a fire had to be used,”\nprimitive meant to various pupils: the only way, the easiest way, the\nmost\nimportant way, the best way they could think of, the most used method, the\nusual way, the most dangerous way, and a new way.\nVery interesting results were obtained from the tests on the two sentences\ndescribing the actual process of making fire with flint, steel, and tinder.\nIn testing the ability of pupils to understand these sentences, Dewey\nused\nnot only the typical true-false and multiple-choice tests, but also personal\ninterviews in which the pupils were challenged by the actual objects men¬\ntioned in the sentences as well as by pictures of the process. Students\nwere\nfound who could not identify the necessary implements for making\nfire;\nand, even when the flint and steel were placed before them, could not show\nhow\n\nto strike the steel against the flint to make a spark. In a picture test\nof\nfoui pictures representing this and other primitive methods of fire making,\nmany students could not identify the flint-and-steel method.\nIt may be worthwhile to pause to ask what value can be given to fictiona\nl\nmeanings. The following example is representative, I believe, of what\nhap¬\npens all too frequently at every level from the primary grades thru\ncol¬\nlege. Suppose that a student who has read these three sentences\ncan say,\n\nwhen quizzed: “In early colonial times there were no matches,\nso that\npeople had to use primitive methods to start a fire. Flint and steel\nwere\nstruck together, producing a spark which was caught in tinder. This started\nthe fire.” But suppose this individual thinks that “primitive” means “a\nmost dangerous way” ; that he has only such knowledge of flint\nas to\nenable him to know that it is a stone; that he has a definitely concret\ne but\n\n"}
{"page": 763, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n759\n\nColleges\n\nerroneous knowledge of the phrase ‘‘a piece of steel” ; that he has no concept\nof tinder except that it presumably burns easily ; that he has an erroneous\nidea of the way\n\nthe steel and flint are struck together to produce\n\nthe spark;\n\nthat he knows that the spark was caught in tinder but does not know how,\nthat he knows how to kindle a fire but not in this fashion. What kind of\nmeaning\n\nor knowledge\n\ndoes this constitute? It may\n\nlimitations, such meanings\n\nare of some\n\nbasis for building better meanings.\nthey are unnecessary.\nThe results obtained\nexperiment\n\nfrom\n\nhelp to confirm\n\nbe that, even with such\n\nvalue; i. e., they might be used as a\n\nThey\n\nare nevertheless\n\nthe various\nthe growing\n\ninexcusable, for\n\ntests which\n\nwere\n\nused\n\nconviction\n\nthat most\n\nin this\n\ntrue-false\n\nand multiple-choice tests are not adequate measures of the meanings which\nchildren do get or are expected to get from such reading as is required in\nschool. In such tests a student may make a very high score on some item\nabout which, as shown in more rigorous tests during personal interviews,\nhe knows\n\nlittle or nothing.\n\nThe\n\nobjection which\n\nis commonly\n\nmade\n\nto\n\ntypical true-false and multiple-choice tests is that they test the ability to\nmemorize, rather than the ability to think. It is becoming increasingly clear\nthat they may\n\ntest not even the understanding\n\nconstructed.\n\nIn order\n\nemphasis\n\nis now\n\nto secure\n\nmore\n\nbeing placed upon\n\nof facts, unless very carefully\n\nadequate\n\ntests of meanings,\n\nmore\n\ntests of ability to see implications and\n\nrelationships, particularly those not explicitly pointed out in the material\nwhich\n\nis read. Such\n\ntests of relationships are more\n\ntypical fact tests, which\nwith\n\na minimum\n\nYou\n\nmay\n\noften can be correctly answered\n\nare the\n\nby verbal memory,\n\nof understanding.\n\nsay that such evidence indicates that we\n\nof teaching reading ; but the problem\ncomings\n\ndifficult than\n\nneed to do a better job\n\nis not so simple as that. The\n\nthus displayed are due to the limitations of language\n\nshort¬\n\nas an instru¬\n\nment for conveying thought and to our failure to recognize the fact that, be¬\ncause of these limitations, other means of giving and enriching experience\nmust\n\nbe found.\n\nThat\n\nthe problem\n\nis not peculiarly a reading problem\n\nshown\n\nclearly in a brilliant study by Dr. William\n\nconclusively that the ability to understand\nthe ability to understand\nlevels.\n\nwhat\n\nwhat\n\nE. Young.\n\nHe\n\nshowed\n\nis read is closely related to\n\nis heard, at least at the intermediate\n\nAt each grade level the ability to understand\n\nis\n\nwhat\n\ngrade\n\nwas heard was found\n\nto correlate highly with the ability to understand what was read, the cor¬\nrelations averaging above .80. This correlation is higher than that likely to\nbe found\n\nbetween\n\ntwo\n\nsilent reading tests chosen at random.\n\nFor example,\n\nMr. Current found the Thorndike-McCall Reading Test, Form 2, to cor¬\nrelate with certain other reading tests as follows: with Form 1 of the same\ntest, .75; with Stanford, Form\nMonroe,\n\nForm\n\nA, .70; with Haggerty,\n\n1, .61 ; with Courtis, Form\n\nthat the high correlations which\n\nYoung\n\nthe same\n\nas that which\n\nwas\n\nA, .67; with\n\n1, .42. It should be pointed out\n\nfound\n\nbetween\n\nbe explained in part by the fact that the subjectmatter\norally was\n\nForm\n\nreading tests may\nwhich\n\nhe presented\n\nread. This is in contrast to the read-\n\n"}
{"page": 764, "printed_page": null, "text": "760\n\nNational\n\nEducation\n\nAssociation\n\ning tests, in which there are significant differences not only in the subjectmatter of the tests, but also in the abilities which are tested. Among the\nmore than two thousand subjects used in his experiment, Young found\nno\nchild who was superior in the ability to understand what he heard and yet\ninferior in the ability to understand w'hat he read, or vice versa.\nThe closeness of the relationship between hearing and reading is shown\neven more conclusively in his quartile comparisons. For example, in one sec¬\ntion of the experiment, involving 104 pupils, the 26 pupils who constituted\nthe highest fourth in ability to understand what wTas heard were distributed\nas follows with respect to their ability to understand what was read: 20\n\nwere\n\nin the highest fourth, 5 in the second fourth, 1 in the third fourth,\nand none in the lowest fourth. Of the 26 pupils who made up the lowest\nfourth in the ability to understand what was heard, 21 were also in the\n\nlowest fourth in the ability to understand what was read, 3 in the second\nlowest fourth, 2 in the third fourth, and none in the highest fourth.\nSuch data as are here reviewed, combined with those of other investiga¬\ntions of related problems, seem to indicate that many of the socalled reading\ndisabilities may more properly be ascribed to language disabilities, and that,\nwith the exception of a few special types of disabilities, very little improve¬\nment may be expected from formal drill unless, at the same time, provision\nis made for the enrichment of experience, the improvement of languag\ne\nabilities, and the habit of thoughtful reading.\nAs a subordinate problem, Young secured data which showed that the\namount of meaning wThich is obtained from a single presentation, either\noral or visual, is very small, and that this small amount is largely dissipated\nwithin a few weeks. These findings are in harmony with those of many\nothei investigators in indicating that a single presentation is not sufficient\nto obtain the essential meanings from either oral or visual symbols, even\nwhen the symbols are closely associated with or potentially related to ex¬\nperiences from which the necessary meanings may be constructed. More¬\nover, the language ability of many children is so limited that no amount of\nre-reading or effort will enable them to obtain adequate meanings, unless in\nthe meantime the essential basic experiences are provided and the grasp\nof\nthe language symbols is improved.\n\nAs a result of the scientific study of this problem, two things have be¬\ncome increasingly clear : first, that much of the material which is now em¬\nbodied in the course of study at the various grade levels is too hard. It is\nhard because it is too far removed from the concrete challenges of the child’s\npresent life. We have erred, borrowing from the phraseology of Charles\nBeard, in our attempt “to reduce the bewildering complexities of God’s\nprovidence to a simple formulation for use in the kindergarten.” Second,\nmany of the most important realities which are clearly appropriate for chil¬\ndren at the age, say, of third grade children cannot be learned from reading\nor from being told. They must be learned from direct experience. That we\nmust\n\nface the realities and teach the essential truth about them\n\nis beyond\n\n"}
{"page": 765, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n761\n\nquestion. That our attempts to lead the child into objective reality are\nattended by serious shortcomings is a scientific fact.\nWe now come to a point of view which is neither universally accepted nor\non scientific evidence, but which, nevertheless, has the support of a\nlarge number of distinguished social scientists. From their viewpoint we\nmust not stop with the understanding of the realities of the world as it is;\nwe must teach what the world should be and lead the child to will that\nfounded\n\nwhat\n\nshould be, must\n\nbe. That\n\nthis is indoctrination\n\nis clearly admitted —\n\nnot thru blind emotional appeal, not thru the throttling of thoughtful in¬\nquiry, but nevertheless indoctrination. From this point of view we need\nmore purpose, more design, in our teaching. We need to recognize that our\npresent social difficulties are ethical as well as technological. And while\nethical judgments may be based on evidence, they go far beyond any scientific\ndata in their establishment of norms which are consistent with human rights\nand the highest aspirations of the human\nyes, but we shall make them, too.\n\nspirit. We\n\nshall learn realities,\n\nare the implications of all of this for the redirection of teaching\npractise? I shall attempt to point out a few of the most important.\nFirst, we must have a course of study which more adequately reflects the\nWhat\n\nreality of life, both\n\nin content\n\nand\n\nin organization.\n\nDr.\n\nRugg\n\nhas just\n\ngiven you his view of how this is to be accomplished. I should not object to\nsuch a course of study, but, in my judgment, all useful ends can be reached\nby the reselection and reorganization of values within present subjects.\nSecond, textbooks, even those on activities, must be supplemented by more\n\ndetailed references as well as by non-bookish experiences. We must find\nmore problems outside the school and solve these problems there. More of\nthe activities of life must be brought into the school. I would not be mis¬\nunderstood by this last suggestion. I am not speaking in support of those\nsocalled activities in which pupils are led to escape reality rather than to\nface it. I have had occasion during\n\nthe past two\n\nyears to make\n\na rather\n\nthoro canvass of the printed literature dealing with what are termed activ¬\nities. Most of them are a stench in the nostrils. Let me illustrate by de¬\nscribing how one school brought the realities of our present farm situation\nto the school.\nThe children constructed a farm in the room. The “activity” began when\nthe boys discovered a couple of toy animals and made a pasture for them.\n“Very soon the children felt the need of a windmill and constructed a very\nintricate and interesting one by nailing laths to a square block, distending\nthe lower part by bracing the laths with short sticks. A paper plate made a\nfine windmill.” A farmhouse was made and furnished, and vegetables were\ncut out of paper. A visit to a real farm made the children realize that\nthey needed more animals, which were made out of clay. Then they cut out\nall the things on the farm — buildings, animals, etc. They “chose\ndrawing as a medium to express lovely thoughts and feelings about a farm”\n— for example, a picture of horses looking at the sunshine. “There was\nmuch dramatic impersonation of the animals on a farm. . . .” “The inof paper\n\n"}
{"page": 766, "printed_page": null, "text": "762\n\nNational\n\ncreased skill in drawing,\n\nEducation\n\nAssociation\n\ncutting, and woodwork\n\nalso enabled\n\nthe children\n\nto do bigger things for the holiday season.”\nI have chosen this example not because it is the worst I could find,\nbut\nbecause it contains so many kinds of escapes from reality. I should\nnot,\nhowever, give a horrible example without offsetting it with a good\none.\nSometime ago Lincoln, Nebraska, was threatened with the loss of all of\nits\nshade trees thru the ravages of the tussock moth. The school children\nof\n\nthat city studied the problem with the aid of the professor of entomo\nlogy\nof the University of Nebraska, planned a campaign, and saved\nthe trees.\nThey faced reality. They determined what should be, and they\nmade that\nreality. I do not know how much of the course of study should\nbe made up\nof non-bookish learning. I suspect that such learning\nshould make up a\nlarger pioportion than is now found, even in experimental schools. But\nin\nany case oui chief dependence, because of the size and limitations of\nschools,\nv ill probably have to be upon books — not the abbreviated textbooks\nof the\npresent, but books which are rich in detail, illustrations, and vital\ninterest.\nAt the two sessions of the National Society for the Study of Educat\nion\nthere will be reported the yearbook on geography. Within the next\nfew\nmonths there will be forthcoming the report of the Commission on\nSocial\nStudies in the School. The type of teaching recommended in these\ntwo\nreports cannot be carried on with the limited equipment now found\nin our\npublic schools.\nIt is futile to attempt to give children an adequate understanding of\npresentday life thru the sole means of textbook instruction, no matter what\nmethods are used in studying the text. A curtailment of basic references,\nsometimes wrongly called supplementary^ is one of the most discouraging\naspects in the present enforced economy program. Such equipment was\ninadequate even at the height of prosperity.\nAll this leads to the conclusion that teachers colleges must accept even\nheavier responsibilities than in the past, for giving teachers a more adequate\ngrasp of the aim and content of the course of study. If the class discussions\nare to be vital, the teacher must have an enormous fund of accurate knowl¬\nedge and of fundamental\n\nscholarship, not only in order to discover whether\nor not the pupils are merely using words without meaning, but also in\norder to furnish essential data which the texts do not provide.\nWe cannot escape the requirements of scholarship by adopting new meth¬\nods or new curriculums. Dr. Rugg has proposed a new\nedge as a basis for the improvement of the curriculum.\n\nsynthesis of knowl¬\nI should like to see\n\nsuch a synthesis made by some reputable group of scholars, or better yet, a\nnumber of syntheses made by a number of reputable groups. The important\nthing to keep in mind is that no such synthesis has been made, or is likely to\nbe available during the professional life of the teachers now in training in\nyour institutions. At least in the case of our elementary schools, one cannot\nassume\n\nthat such a synthesis would dictate a course of study vastly different\nin broad outlines from the best that now exist. It seems very likely that we\ndo not need\n\nnew\n\nsubjects or new\n\ndivisions so much\n\nas the vitalizing and\n\n"}
{"page": 767, "printed_page": null, "text": "Department\n\nreorganization\n\nof\n\nof the subjects we\n\nTeachers\n\nnow\n\n763\n\nColleges\n\nhave. But whether\n\nwe\n\nhave a new\n\nsynthesis or merely an enrichment and reorganization of our present sub¬\njects, teachers will need to have more fundamental knowledge and insight\nthan\n\nthey now\n\npossess. To\n\ndetermine\n\nwhat\n\nthis knowledge\n\nand\n\ninsight\n\nshall be, and to provide it in our teachers colleges, will be a difficult task,\nbut it is a challenge which\nWHAT\n\nDOES\n\nTHE\n\nmust be accepted.\nDOMINANT\n\nEDUCATION\nIMPLY\nPROFESSIONAL\nWILLIAM\n\nC. BAGLEY,\n\nTHEORY\n\nOF\n\nFOR THE REDIRECTION\nOF THE\nEDUCATION\nOF TEACHERS?\n\nPROFESSOR\n\nCOLUMBIA\n\nAMERICAN\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\n\nYORK,\n\n*\n\nCOLLEGE,\n\nN. Y.\n\nThe question that I have been asked to discuss grows\n\nout of a movement\n\nin\n\neducation that has been gathering a good bit of acceleration in recent years —\nthe movement to synthesize the subjectmatter in the various fields of knowl¬\nedge and to make new groupings of educational materials. It has been\nexemplified by the organization of such courses as general science and general\nmathematics for the early years of the secondary school, and by the socalled\nfusion courses in the social studies. On the level of higher education, there\nhas been a multiplication of survey courses, of which\naims to cover the entire field of the natural sciences.\nGoing\n\nmuch\n\nfurther\n\ntoward\n\nbreaking\n\ndown\n\nthe best known\n\nsubjectmatter\n\ntype\n\nboundaries\n\nhas been the theory that all of the necessary skills, facts, and principles should\nand could be learned as they are needed in the solution of problems. A va¬\nriant of this theory is that which would take a center of interest, such as a\npoem that the pupils like, and follow out the “leads” suggested by the poem,\nthereby picking up painlessly various items of information. Still another is\nrepresented by the plan upon which a famous experimental school was oper¬\nated nearly a generation ago. The work of one grade for an entire year,\nfor example,\nmade\n\nwas\n\ncentered\n\nto this school almost\n\npupils were\n\nworking\n\nson. I remarked\nmetic. He\n\nabout the grocery\n\nstore. I recall a visit that I\n\ntwenty\n\nyears ago. In one of the classrooms\n\nthe\n\nat something\n\nthat looked to me like an arithmetic\n\nles¬\n\nupon it to the principal, speaking of it as a class in arith¬\n\nfired up at once: “I would\n\nhave you know,\n\nsir, that arithmetic\n\nis not taught in this school.” In theory, neither arithmetic\nsubject was taught.\n\nAll of these theories and many\n\nof the practises based upon\n\nnor\n\nany other\n\nthem\n\nare very\nfar from new, but in all probability they have never had so wide a vogue\nas they have today in American education, except in Russia where the work\nof the Soviet schools from the beginning\n\nwas\n\norganized\n\nvery largely on the\n\nbasis of “complexes” or projects in which subjectmatter divisions as such\nseem to have been entirely eliminated. It is interesting to note that last\nAugust\n\nthe Central\n\nmissars of education\n\nCommittee\n\nof the Communist\n\nParty directed the com¬\n\nin the several republics to “liquidate” what\n\nrefers to as “these perversions of the laboratory method”\n\nthe decree\n\nand to provide “sys-\n\n"}
{"page": 768, "printed_page": null, "text": "764\n\ntematic\n\nNational\n\nand sequential\n\nEducation\n\nAssociation\n\ninstruction based on textbooks. Thus\n\nthe most\n\nex¬\n\ntensive and pervasive attempt ever made to replace logical organization with\nsocalled psychological organization has reached what some persons will re¬\ngard as, in more than one sense of the term, its logical conclusion.\n\nIn our country, however, the tendency is increasingly toward the system\nthat the Soviets have abandoned after a ten-year trial. There is, indeed, in\nthe very rapid extension of the socalled activity program a suggestion that\nour schools will go even further than did the Soviet schools. In a city of\na half-million population the superintendent directed his teachers to organ¬\nize an activity program. When asked why he did this he replied frankly\nthat he had had to yield to political pressure. If this sort of thing keeps\nup\nwe may expect to find our political platforms bristling with such words as\npsychological\n\nand\n\nlogical organization,\n\nunit plans, activity programs, and\nthe child-centered school. I am not at all certain, indeed, that it will\nbe\nonly the boundanes between subjects that will disappear. A prominent\nwoman in our profession was heard to remark apropos of a proposal for or¬\nganizing an activity program that she hoped that it would not be necessary\nto use the program as a series of pegs upon which to hang subjectmatter. For\naught I know the American schools ten years hence may\nmatter whatsoever in the curriculum.\n\nhave no subject-\n\nHowever this may be, the training institutions cannot neglect the task of\npreparing teachers for the type of curriculum that seems now to be extend¬\ning so rapidly — provided that a reversal of policy does not come here as in\nRussia. Most of the normal schools and teachers colleges have not been at\nall unmindful of this necessity. Their training schools have quite generally\nexemplified the theories and practises that are regarded as the most progres¬\nsive and up-to-date. So far as I am informed, too, the courses in education\ntend to emphasize, and to provide a rationalized justification for, the doc¬\ntrines that constitute our dominant educational theory. So far as the normal\nschools and teachers colleges are concerned,\nin the subjectmatter\n\nfields. Because\n\nthen, the weakness\n\nseems\n\nthese are still departmentalized\n\nto lie\n\nor com¬\n\npartmentalized, the student is not prepared to teach in schools where subject\nboundaries are disregarded. This, at least, is the conviction of some students\nof the problem, and these persons wish to see the courses on the collegiate\nlevel modified to fit the pattern which is now the vogue in the elementary\nschools. Some of those who hold to the theory that learning tasks should\nnot be imposed upon children but should rather grow out of interests aroused\nby their activities would\n\nconsistently apply the same\n\ntheory to the collegiate\n\nlevel. They would abandon the systematically organized courses and im¬\nposed assignments. Thus the student having learned in the way in which\n(according to the theory) children should learn will be able to adjust him¬\nself or herself to the elementary-school situation without difficulty.\nStrangely enough, however, some of those who advocate this theory for\nthe elementary school protest against anything like it in the training of\nteachers. Under the activity program, they say, the teacher must have a\ncommand of subjectmatter that is much more extensive than is needed when\n\n"}
{"page": 769, "printed_page": null, "text": "Department\n\nof\n\none teaches logically organized\n\nTeachers\n\n765\n\nColleges\n\nsubjects. “Where\n\ncan you\n\ntell where\n\nthe\n\nmind of the child will lead you?” was the answer given to one of my students\nappointed to a position in an up-to-date school when she asked for a copy\nof the course of study. And if one cannot predict where the learner’s in¬\nterests will lead, one must in consequence be prepared for anything. The\npreparation\n\nof the teacher, then, must\n\nsystematic courses are deemed\n\nbe very thoro and very broad, and\n\n(by this group)\n\nessential to this end.\n\nIn a way I am disqualified to suggest steps toward a solution of the prob¬\nlem because, while I believe that the activity program has an important\nplace in the kindergarten and the primary grades, I am convinced that it has\na quite limited place after that, except for subnormal learners and for those\nwho\n\nremain\n\nso volitionally immature\n\nthat they can work\n\nonly at the behest\n\nof immediate interest. For prospective kindergarten-primary teachers and\nteachers of subnormal classes, I should say that the best preparation would\nbe extensive contacts with the activity program in the laboratory school.\nThe training institutions, however, will need apparently to reckon with the\npossible extension of the activity program thruout the elementary and high\nschool, and this will demand, I think, a type of training that reflects on\nthe college level at least some features of the activity program itself. The\nsolution that Dr. Alexander and Dr. Stratemeyer are trying in New College\ncombines thorogoing and systematic courses in subjectmatter, paralleled by\na series of seminars which operate in some measure on an activity basis, and\nthis may\n\nprove to be an effective compromise.\n\nstill remains for consideration the type of preparation that will best\nthe needs of those who will teach the courses which combine materials\n\nThere\nmeet\n\nfrom related subject fields. Here I would suggest professional-content courses\nsimilar to that which Dr. W. L. Schaaf has prepared for teachers of junior\nThis is a course on the collegiate level dealing with\nthe actual materials of the junior high-school course, with related materials\nof a much more advanced type, and treating also the problem of adapting\nhigh-school mathematics.\n\nmaterials to the needs and capacities of junior high-school pupils. For teach¬\ners of the socalled fusion course in the social studies, one might expect\nthat well-organized professional content courses in history, government, ge¬\nography, and economics would suffice, but this does not seem to be the case,\nand I am inclined to think that a course similar in purpose and organization\nto that of Dr. Schaaf will be necessary if the fusion movement is extended.\n\nIf any teachers should be carefully prepared it is the teachers of the Ameri¬\ncan schools as operated under our dominant educational theory. The whole\ntendency of this theory is to increase the complexity of the processes of teach¬\ning and learning, sometimes to the point of confusion.\n\n"}
{"page": 770, "printed_page": null, "text": "766\n\nNational\n\nTHE\nROSS\n\nL.\n\nOne\n\nFINNEY,\n\nof the most\n\nEducation\n\nEDUCATION\n\nOF\n\nAssociation\n\nEDUCATORS\n\nPROFESSOR OF SOCIOLOGY, UNIVERSITY\nMINNEAPOLIS, MINN.\n\nviable books that has appeared\n\nOF\n\nMINNESOTA,\n\nrecently in the field of\n\nAmerican education is Harold Rugg’s Culture and Education. Culture\nhas of late become a definitely technical term in sociology; and it is in\nthe strictly sociological sense that Rugg uses the word. In that sense the\nword\n\nmeans,\n\nprimarily the knowledges, and, secondarily the behavior pat¬\nterns, involved in the social life. Another sociological term that Rugg\n\nuses with telling effect is the term ‘culture lag.” The term means culture\nthat is out of date, and hence out of joint with the other aspects of cul¬\nture. The picture that the modern anthropologist and sociologist is de¬\nveloping of any particular culture is a culture of many parts, not a cul¬\nture as a whole.\n\nSome\n\nparts of that culture change rapidly and other\nparts of that culture change more slowly, and when the anthropologist\nor the sociologist speaks of culture lag he means that one part of culture\nis lagging in its speed of movement behind another part of culture. A\ngood\n\nexample\n\nis the Santa\n\nClaus\n\nmyth,\n\nwhich\n\nfitted in very well with\nheated with fireplaces and\n\nthe general culture system when residences were\nbig chimneys, down which Santa Claus could supposedly make his en¬\ntrance. But now that residences are steam heated, and there is no chimney\nin sight, the Santa Claus story is obviously out-of-date. Culture lags are\nnumerous in contemporaneous society as a result of the changes that have\noccurred in recent decades in almost all aspects of modern culture. One\nof the most interesting and significant parts of Rugg’s book is his enumera¬\ntion and discussion of the culture lags in education, that is, the curricu¬\nlum subjects that may have fit the culture system of some previous period,\nbut have hung over like the Santa Claus myth long after they have passed\nout of the culture system. It is a well-recognized principle in educational\nsociology that the curriculum should parallel the culture system. Rugg\nmakes it apparent that our curriculum makers have committed numerous\noversights at this point. This reference to the Rugg book may serve to\nintroduce the responsibility of educational leaders to know the culture\nsystem in which they are living, so that they may be aware of culture?\nlags and be prepared to rectify them. The world is full of popular mythol¬\nogies, that is, traditional beliefs, that owe their currency not to demon¬\nstrated scientific validity, but to their general popular vogue, as for ex¬\nample, the old adage that “you can’t teach an old dog new tricks,” which\nmeans that elderly people cannot be expected to learn new things to ad¬\nvantage. We all know now that recent psychological research, especially\nunder the leadership of Dr. Thorndike, has exploded that myth. We now\nknow that elderly people can learn, provided they retain faith in them¬\nselves, and are willing to expend about the same amount of effort that\nyoung people expend. This is a myth in the field of psychology. Simi¬\nlarly, there are familiar popular mythologies in practically all fields of\n\n"}
{"page": 771, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n767\n\nColleges\n\nscience, especially in the socalled new humanities, that is, the sciences deal¬\ning with human nature and human relations such as geography, biology,\npsychology,\n\nanthropology,\n\nsociology, economics,\n\npolitical science, ethics,\n\nmetaphysics, and history. A major business of schooling is to broadcast\nthe accredited findings of the new humanities in the place of the popular\nmythologies, and unless the curriculum\nfails of its function.\n\ndoes that it is a culture lag and\n\nIt is scarcely more than forty years ago, for instance, that school chil¬\ndren used to be told in all seriousness that the North Pole was surrounded\nwith a warm open sea. That myth has long since been exploded by subse¬\nquent explorations. The myth of prenatal influence still persists in many\nminds\n\nbecause\n\nschools have failed to teach the appropriate biology. Col¬\nlege education nowadays often consists largely of unlearning the popu¬\nlar mythologies with which young people have graduated from high\n\nschool ; which\nculture lags.\n\nOf\n\nmeans\n\nthat the high-school curriculum\n\nlate years I have several times heard\n\nemphasis\n\nis still replete with\n\nin his public utter¬\n\nances by our own Dean Haggerty, who is recognized as one of America’s\noutstanding educational leaders, upon the desirability of more extensive\nsubjectmatter equipment on the part of teachers. In his contribution to\nPresident Coffman’s recent report he writes: “Competent high-school\nteachers should have a broader and more thoro academic education than\nis provided in the present four-year teachers college curriculum.” Thus\nis he taking his stand for the enrichment of subjectmatter education in\nteacher training, as an appropriate utilization of the present transition\nimposed upon us by the current depression. Pursuant to this objective are\nthe lectures under the title of “Foundations of Educational Thinking,”\nwhich he has sponsored for advanced students in education at this Uni¬\nversity during\n\nthe past two\n\nyears. These\n\nlectures have\n\ndealt with\n\nthe\n\nfundamentals\n\nof biology, psychology, mathematics, sociology, economics,\npolitical science, and business administration which obviously ought to be\na part of the equipment\n\nfor educational\n\nleadership. For\n\nhow, indeed, can\n\neducational\n\nleaders be expected to lead the changes now occurring in edu¬\ncation, particularly to solve the problem of culture lags in the elementary\nand secondary curriculum, unless they are thoroly grounded in all the\n\nimportant departments\nare living?\nThis\n\nimposes a staggering\n\nleadership. It means\n\nburden\n\nupon\n\nthat they are expected\n\ntists and yet at the same\nriculum\n\nof the culture system\n\ntime be all-around\n\nin the midst\n\nthe candidates\n\nof which\n\nthey\n\nfor educational\n\nto be expert educational\n\nscien¬\n\nscholars in several fields. Cur¬\n\nmakers\n\nmust be expert in some field of subjectmatter, and suf¬\nficiently informed in several other fields to be able to accord experts in\nall these other fields the sympathy and collaboration they ‘need to assure\ntheir special subjectmatter its appropriate recognition in the curriculum.\nA\n\nhistorian, for example,\n\non his faculty enough\n\nmust\n\nreceive from, and accord\n\ntolerant sympathy\n\nto, the chemist\n\nso that a balanced\n\nrecognition\n\n"}
{"page": 772, "printed_page": null, "text": "768\n\nNational\n\nEducation\n\nAssociation\n\nin the curriculum\n\nfor both subjects will result; from which it follows\nthat finished educational leaders can hardly be turned out by any special¬\nized course in education, except as such a course at the same time imbues\nits graduates with an ambition\nments of the culture system.\nIt seems\n\nfor life-long study of the various\n\ndepart¬\n\nto me\n\nthat there is a fallacy involved in the conventional edu¬\ncation of educators. In my Sociological Philosophy of Education I in¬\ncluded the following paragraphs in 1928:\nThe\n\nfallacy is derived without critical scrutiny from the popular mythologies.\nIt is the now prevalent fetish of specialization. The concept that requires analysis\nin this case is that of the special field by which each profession is characterized.\nUpon such analysis it turns out that each profession has a major and a minor\nspecialty. Its major specialty is that body of scientific knowledge which it is the\nbusiness of the profession to apply; its minor specialty is the scientized technic of\napplying that knowledge. The major specialty of the medical profession, for ex¬\nample, includes anatomy, physiology, and materia medica ; its minor specialty the\ntechnic of conducting diagnoses, managing clinics, and administering hospitals.\nThe major specialty of the legal profession includes the law and court precedents;\nits minor specialty, the technic of legal procedure. The major specialty of engi¬\nneering includes the sciences applied in the profession; its minor specialty, the tech¬\nnic of applying them. Similarly, the major specialty of the educator’s profession\nis the knowledge of the culture, what it is we shall try to make clear shortly; its\nminor specialty, is the technic of managing schools and administering systems. What\nthe educators have done is to equate the minor specialty of their own profession\nwith the total specialty of the other professions.\n\nBut let us return to the main line of the argument, namely, to the philosophy\nunderlying our thesis. We may begin by pointing out that the school administra¬\ntor’s work may be roughly analyzed into two major parts; executive details and\nthe formulation of policy. The first is mere school shopkeeping; the second is edu¬\ncational statesmanship. The first includes supervision of instruction and discipline,\nschool accounting both instructional and financial, selection of teachers, budget\nmaking, publicity, and the like. The second involves deciding what is to be taught,\nto whom, and by what equipments and arrangements. It involves, in other words,\nthe progressive reorganization ofvthe curriculum and of the facilities for present¬\ning the same. In his first capacity as school shopkeeper the educational adminis¬\ntrator is operating the school as it now is; in his second capacity as educational\nstatesman he is making the school over into what it ought to become. In the one\nfunction he is merely running the school of today; in the other he is running the\nworld of tomorrow. The second is by far the most important function of education\nin the present great transition. To perform the first function the educator needs\nthe minor specialty of his profession — the science of school administration. But to\nperform the second function he requires that major specialty of his profession\nwhich\nenment\n\nturns\n\nout to be, not special at all, but the broadest\npossible fa knowledge of the culture).1\n\nSuppose\nmake\n\na man\n\nsome\n\na broom\n\nhas on his hands\n\nuse. He\n\nan old brewerv\n\nhas first to decide whether\n\nfactory, or a church, or what.\n\nThomas\n\nand\n\nmost\n\nof which\n\nliberal enlight¬\n\nhe wants\n\nhe will remodel\n\nto\n\nit into1\n\nJefferson or Napoleon\n\nBonaparte\nwould\n\ncould have used the same staff of educational experts; but they\nhave used them to perfect school systems having entirely different\n\n1 Copied by permission of the publishers. The Macmillan\nciological Philosophy of Education (1925) pp. 534-39.\n\nCompany,\n\nfrom\n\nthe speaker’s A\n\nSo¬\n\n"}
{"page": 773, "printed_page": null, "text": "Department\n\nobjectives. On\n\naccount\n\nof\n\nTeachers\n\n769\n\nColleges\n\nof the transitional nature\n\nof contemporaneous\n\nedu¬\n\ncation, especially as indicated by the culture lags in the curriculum, mod¬\nern educational statesmen are somewhat in the position of deciding be¬\ntween Napoleon and Jefferson. What are they going to make out of their\nold breweries?\n\nThe\n\nbroader\n\ntheir acquaintance\n\nwith the culture system\nof evolving civilization the more likely they are to meet the telic respon¬\nsibility of running the civilization of the future. Educational specializa¬\ntion has performed a very creditable service, to be sure. It has greatly\nimproved the technics of teaching reading, arithmetic, and all other ele¬\nmentary subjects, and it has thrown immeasurable light on the detailed\nproblems of school administration. Educational specialists could doubtless\ndecide\n\non\n\nthe most\n\nefficient technic of teaching Latin; but it takes a\nbroadly and comprehensively educated person to decide what kind of cur¬\nriculum is a suitable substitute for Latin, now that there is so much sus¬\npicion that Latin is a culture lag.\n\nSuppose the problem is that of providing young people with a program\nof music instruction that will enrich their lives thru participation in the\nmusical resources of modern civilization. One way out is to employ\na\nmusic supervisor and adopt his program. But there still remains for the\neducational\n\nadministrator\n\nthe problem\n\napproving\n\nor disapproving\n\nit, which\n\nof appraising\n\nhis program,\n\nis likely to be a perplexing\n\neither\n\nproblem\n\nfor one reason or another. The supervisor’s program may consist, for\nex¬\nample, of a clever methodology, for teaching children to read music, which\nhis subordinates imitate and his colleagues approve with great enthusiasm.\nBut how is the superintendent to resolve his suspicion that the supervisor’s\nprogram is, after all, but fractional, however clever, falling short of a\nwell-rounded program of elementary music education? Confessedly there\nis no science of education that applies to the case. The only alternat\nive is\nfor the superintendent and a goodly percent of his principals to be musi¬\ncally well-educated themselves. They must be familiar with the world’s\nbest musical resources, otherwise how can they hope to formulate a com¬\npetent judgment as to the supervisor’s program? Musical instruction can\nhardly be hoped to be really educative except as educational leaders are\nmusically educated themselves. And the same applies to every other branch\nof culture and education.\nOr\n\nsuppose\n\nthe problem\n\nof the curriculum\n\nmaker\n\nis to formulate\n\na\n\nprogram\n\nof instruction that will generate, in the prospective citizenry, a\nsound public opinion as to what society should do about business depres¬\nsions, or what public measures would prevent their recurrence. One formula\nthat has been seriously proposed is to list the topics discussed in periodical\nliterature and include those topics in the curriculum offering. But the in¬\nadequacy of such procedure will be realized at a glance by considering\nhow negligible has been the reference to business depressions in the peri¬\nodical literature of the last fifteen years. Another inference from current\nEducation, capitalized, is to send out a questionnaire to high-school stu¬\ndents and ask them what they would be interested in being taught. Such\n\n.\n\n"}
{"page": 774, "printed_page": null, "text": "770\n\nNational\n\nEducation\n\nAssociation\n\na theory really implies that uneducated children\nto what their education should consist of.\nI venture\n\nare competent\n\njudges as\n\nto suggest that the only qualification for the responsibility of\n\ngetting us out of the present industrial muddle,\n\nor preventing subsequent\nas to the causes and cures of\n\nones, is a generous popular enlightenment\ndepressions. Educators in order to be entrustable\nof educating\ncompetent\nSuppose\n\nwith\n\nthe responsibility\n\npublic opinion in defense against depressions must\n\nbe thoroly\n\nto render a creditable reaction to a proposal like the following :\nwe propose to teach our rising generation, first of all, that the\n\nfundamental cause of business depression is inherent in the profit system it¬\nself, so that we may expect a periodic recurrence as long as the present\neconomic\n\norder remains.\n\nSuppose\n\nwe\n\nteach our young\n\npeople, in the sec¬\n\nond place, that the way out of the present depression is to bond the coun¬\ntry heavily in order to get the money to start a generous program of\nbuying. Suppose\n\nwe\n\ntell our young\n\npeople, in the third place, that such\n\nbonds ought to be paid oft' in twenty-five or thirty years by levying income\nand inheritance taxes, indoctrinating them with the idea that since the\nprofit system\n\nis the culprit in the case, it is only fair to let the chief\n\nbeneficiaries of the profit system bear the burden.\nare competent\nBut\n\nwhat\n\nto decide whether\n\nless than that can\n\nthe depression ; and who\nfrom\n\nbe educated\n\nrange of economic\n\nwould\n\nqualify educators\n\nis ready to concede\n\nthat responsibility? To\n\nthey must\n\nsuch a scheme\n\nHow\n\nmany\n\nbe advisable or not?\n\nto attack the problem\n\nthat educators\n\nqualify educators\n\nnot only in orthodox\n\nfor such\n\neconomics,\n\nliterature, both conservative\n\neducators\nof\n\ncan be excused\na responsibility\n\nbut in the whole\n\nand radical.\n\nAre music, science, art, and social knowledge really values, the utiliza¬\ntion of which will enrich life, or are they merely fads and frills without\nwhich\n\nthe oncoming\n\nnot? Curriculum\n\ngeneration\n\nconstruction\n\ncan negotiate the new\nis essentially a problem\n\nlivability of life for the centuries ahead\n\ndepends\n\nupon\n\nage just as well as\nof values; and\n\nthe\n\nthe selection made.\n\nThe writer tried his best, in the March 1930 issue of Educational Admin¬\nistration and Supervision to make it clear that the question of values is\nnot a question of science, a proposition that is well recognized, and that\nthere is therefore no science that can inform a man as to which woman\nhe loves, or what\nhis children\n\nsort of wants\n\nto, or what\n\ncontemporaneous\n\nare the most\n\ncivilization. But\n\nlems of the curriculum\n\nand ideals he will do well to bring up\n\nmaker.\n\nsatisfying experiences\n\nprecisely such\n\nWhat\n\nknowledges\n\ntion in the best things in civilization upon\n\nare\n\navailable in\n\nthe essential prob¬\n\nare needful to participa¬\n\nthe part of the rising genera¬\n\ntion ? And the only qualification for answering such questions is experi¬\nence and generous participation : in other words, liberal education. One of\nthe best books that the writer\n\nhas read in recent months\n\nis the Epic of\n\nAmerica by James Truslow Adams. Mr. Adams says: “To clear the mud¬\ndle in which our education is at present, we shall obviously have to de¬\nfine our values. Unless we can agree on what the values of life are, we\n\n"}
{"page": 775, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n771\n\nclearly can have no goal in education, and if we have no goal, the\ndiscus¬\nsion of methods is merely futile.”\nEarlier in this paper I said that by culture sociologists mean,\nprimarily,\nthe knowledges, and, secondarily, the behavior patterns involved in social\nlife. In other words we use the knowledges as a means of securing\nlife’s\nvalues. For example, we can play the game of bridge only becaus\ne we\nknow the cards and the rules of the game. Knowledge is means\nto an\nend , the civilized behavior patterns are the ends. The curriculum depen\nds\nprimal ily on what we want to do with it. We want to teach the new' hu¬\nmanities, instead of the popular mythologies, because by the use\nof the\nnew humanities we can carry out a civilized instead of an uncivilized pro¬\ngram of behavioi. From which it follows obviously that curriculum con¬\nstruction is fundamentally a selection of values.\nThat recent book by Frederick Allen entitled Only Yesterday impresses\nthe reader with suspicion that the last decade has seen the vogue of many\nideas which will be superseded by more mature ideas during the next\ndecade. I think we are likewise at the dawn of a new era in education\nand the education of educators which will be characterized by a new\nfaith in general culture, in the sociological sense of that word.\nMy assignment reads a little as if I were expected to stand up here, like\nan inspired oiacle, and pronounce to you the final solution, one after an¬\nother, of each and every one of our present social problems, and prescribe\nprecisely the curriculum procedure that would solve the problem educa¬\ntionally. But that is too large an assignment for me; and, I suspect, for\nany man living. It hardly seems to me that that is the way in which new\npublic opinions, policies, and programs materialize. If I were to attempt\nsuch a venture, most, at least many, of you would be disposed to argue with\nme. I did virtually that, perhaps you did not notice it, with respect to the\nproblem of the depression. Let me repeat, just to call your attention to the\nlack of assent that I elicited. I proposed, first of all, indoctrinating our\nyoung people with the idea that the present profit system is the cause. How\nmany of you would assent to that? I proposed, next, that we indoctrinate\nprospective voters with the idea of using the method of a war debt to start\nthe wheels of industry; relying on a system of taxation that would lay the\nburden upon the rich exclusively. How much approval did I elicit for\nthat? And if I were to bombinate similarly on any other of the problems\nof the present age I would fare no better than to start an argument ; in\nwhich case I should suffer the trepidation and embarrassment of suspecting\nmyself of being wrong after all. I doubt if the crystallization of any new\nconsensus of public opinion, preparatory to the adoption of any new public\npolicy, ever comes about in that way. I suspect that a new consensus of pub¬\nlic opinion is the end result of a process of evolution. First of all, there be¬\ngins to emerge in popular discussion a new idea ; as for example the demo¬\ncratic suggestion in the political field, especially in America two centuries\nor more ago. The advocates of the new idea gradually asserted themselves\nin more emphatic and oracular fashion. IVdeanwhile the conservatives in\n\n"}
{"page": 776, "printed_page": null, "text": "7 12\n\nNational\n\nEducation\n\nthe situation lose no opportunity\n\nAssociation\n\nto betray the fact that they are still think¬\n\ning wholly in an obsolescent past. But as time goes on there gradually ac¬\ncumulates a majority. Finally the public eventually wakes up to a new\npublic opinion; whereupon the dissenting minority migrates to “Hull or\nHalifax.” The function of the school meantime is principally to familiarize\nthe rising generation with the drift of thought. There scarcely comes a mo¬\nment, therefore, when even a Jefferson can prescribe with finality just\nwhat the school should inculcate as the way out. But if the school intro¬\nduces its constituency to the main currents of thought the final result will\nbe conclusive : the main currents of thought will eventually crystallize in\npublic opinion and policy. You have accordingly assigned me a quite impos¬\nsible, and utterly futile task. The answer cannot be specific; it can only be,\nto quote a phrase applied by Paul Monroe to the education of Pestalozzi,\nHerbart, and Froebel: they “participated in the thought life of their age.”\nThat is what the schools of a democracy must do for its rising generation :\ninduce the rising generation\nand leadership toward\nof educators. Above\nthe present, must\nown age. There\nkeeping.\n\nto participate in the thought\n\nlife of their age,\n\nthat objective is by all odds the major responsibility\n\neverything\n\nelse, in a problematic\n\ntransition period like\neducators themselves participate in the thought life of their\nis no substitute for that in the science of school shop¬\n\n"}
{"page": 777, "printed_page": null, "text": "Department\n\nLIST\n\nOF\n\nof\n\nTeachers\n\nACCREDITED\n\nLongest curriculum indicated in number\ngraduate work offered.\n\nThe\n\nRoman\n\nnumerals\n\nrefer to Standards\n\nLocation\n\nColleges\n\nINSTITUTIONS—\n\n773\n\n1933-34\n\nof years before each institution. G indicates\n\nnot fully met by the institution.\n\nInstitution\n\nPresident\n\nAlabama\nFlorence .\nJacksonville .\nLivingston .\nTroy .\n\n//State\n4/ State\n4/State\n4/ State\n\nTeachers College....\nTeachers College....\nTeachers College....\nTeachers College, IV\n\nH. J. Willingham\nC. W. Daugette\nG. W. Brock\nE. M. Shackelford\n\nArizona\nFlagstaff .\nTempe .\n\nGrady\n\nGammage\n\n^/Arizona State Teachers College, VIII\n4/ Arizona State Teachers College....\n\nRalph W.\n\n//Henderson State Teachers College..\n//Arkansas State Teachers College....\n\nJ. P. Womack\nH. L. McAlister\n\nFresno .\n\n4/ State Teachers\n\nCollege .\n\nSan Diego .\n\n■//State Teachers\n\nCollege .\n\nFrank W. Thomas\nEdward L. Hardy\n\nSwetman\n\nArkansas\nArkadelphia .\nConway .\nCalifornia\n\nColorado\nGreeley .\n\nG/Colorado\n\nGunnison .\n\nG'/Western\n\nDistrict\n\nState Teachers\n\nCollege. . . . George W. Frasier\nC. C. Casey\nState College of Colorado, V\n\nof Columbia\n\nWashington .\nWashington .\n\nE. A. Clark\n//Miner Teachers College, IX .\n//Wilson Teachers College, IV, IX. . . . E. C. Higbie\n\nGeorgia\nAthens .\nCollegeboro . .\nMilledgeville\nValdosta. . . .\nIllinois\nCarbondale . .\nCharleston . .\nChicago .\nDeKalb .\nMacomb\nNormal .\n\n//Georgia. State Teachers College, IV. Jere M. Pound\n//South Georgia Teachers College, IX\nGuy H. Wells\n//Georgia State College for Women. . .\nJ. L. Beeson\nR. H. Powell\n//Georgia State Woman’s College, V. .\n//Southern Illinois State Normal Uni¬\nversity .\n//Eastern Illinois State Teachers Col¬\nlege, VIII .\n//Chicago Normal College, VI .\n//Northern Illinois State Teachers Col¬\nlege .\n//Western Illinois State Teachers Col¬\nlege .\n//Illinois State Normal University, V,\nVI .\n\nH. W.\n\nShryock\n\nL. C. Lord\nButler Laughlin\nKarl L. Adams\nW. P. Morgan\nH. A. Brown\n\nIndiana\nIndianapolis.\nMuncie .\nTerre Haute\n\nG/ College of Education, Butler Univer¬\nsity .\n//Ball State Teachers College .\nG/Indiana State Teachers College .\n\nW. L. Richardson,\nL. A. Pittenger\nL. N. Hines\n\nDean\n\n"}
{"page": 778, "printed_page": null, "text": "National\n\n774\n\nLocation\n\nEducation\n\nAssociation\nPresident\n\nInstitution\n\nIowa\n\nCedar\n\nFalls .\n\n4/ Iowa\n\nState Teachers\n\nO. R. Latham\n\nCollege\n\nKansas\n\nState Teachers\n\nThomas\n\nCollege .\n\nW.\n\nButcher\n\nEmporia .\n\nG/Kansas\n\nHays .\nPittsburg .\n\nG/Fort Hays Kansas State College....\nG/Kansas State Teachers College .\n\nWichita .\n\nG/College of Education, University of\nLeslie B. Sipple, Dean\nWichita, V .\n.\n\nW.\nW.\n\nA. Lewis\nA. Brandenburg\n\nKentucky\n\nBowling\n\nGreen....\n\n-^/Bowling Green College\nmerce, XI .\n\nBowling\n\nGreen .... G/Western\nCollege\n\nCom¬\nJ. L. Harman\n\nKentucky State\n.\n\nTeachers\n\nState Teachers\n\nCollege..\n\nMorehead .\n\n^/Morehead\n\nMurray .\n\n^/Murray State Teachers\nVIII .\n\nRichmond .\n\nof\n\nCollege,\n\nH. H. Cherry\nJ. Howard\nJ. W.\n\n^/Eastern Kentucky State\nCollege .\n\nPayne\n\nV,\nCarr,\n\nActing\n\nTeachers\nH.\n\nL. Donovan\n\n^/College of Education, Southwestern\nLouisiana Institute .\n\nW.\n\nS. Dearmont,\n\n^/Louisiana\n\nState\n\nCollege....\n\nW.\n\nW.\n\nJ/Maryland\n\nState Normal\n\nSchool.\n\nLida\n\nLouisiana\n\nLafayette .\nNatchitoches .\n\nNormal\n\nDean\n\nTison\n\nMaryland\n\nTowson .\n\nLee\n\nTall, Principal\n\nMichigan\n\nDetroit .\nKalamazoo .\n\nG/Detroit Teachers College .\n^/Western State Teachers College\n\nMarquette .\n\n^/Northern\n\nState Teachers\n\nCollege\n\nMt.\n\n^/Central\n\nState Teachers\n\nCollege.\n\n^/Michigan\n\nState Normal\n\nCollege.\n\nPleasant .\n\nYpsilanti .\n\nW. E. Lessenger,\nD. B. Waldo\nJ. M. Munson\nE. C. Warriner\nCharles McKenny\n\nMinnesota\n\nM.\n\nW.\n\nDeputy\n\nBemidji .\nDuluth .\n\n^/State Teachers\n4/ State Teachers\n\nCollege, IX .\nCollege .\n\nMankato .\n\n^/State\n\nTeachers\n\nCollege .\n\nE. W. Bohannon\nFrank D. McElroy\n\nMoorhead .\n\n4/ State Teachers\n\nCollege .\n\nR. B. MacLean\n\nSt. Cloud .\n\n4/ State Teachers\n\nCollege .\n\nGeo.\n\nWinona .\n\n^/State\n\nCollege .\n\nG. E. Maxwell\n\nTeachers\n\nA. Selke\n\nMississippi\n\nCleveland .\n\n. ^/Delta\n\nHattiesburg .\n\n^/State\n\nState Teachers\nTeachers\n\nCollege\n\nCollege .\n\nW.\n\nM.\n\nKethley\n\nClaude\n\nBennett\n\nMissouri\n\nCape\n\nGirardeau..\n\nKansas City .\nKirksville .\n\n^/Southeast Missouri State\nCollege .\n\nTeachers\n\n^/Teachers College of Kansas City. . . .\n.^/Northeast Missouri State Teachers\nCollege\n\n.\n\nJoseph A. Serena\nG. W. Diemer\n\nEugene\n\nFair\n\nDean\n\n"}
{"page": 779, "printed_page": null, "text": "775\nDepartment\n\nof\n\nLocation\nMaryville . . .\nSt. Louis .\nSt. Louis .\n\nTeachers\n\nColleges\n\nPresident\n\nInstitution\n//Northwest\n\nMissouri\n\nState\n\nTeachers\n\nCollege .\n//Harris Teachers College .\n\nCJ el W. Lamkin\nJ. Leslie Purdom\n\nSpringfield . . .\n\n■//Stowe Teachers College, IV, V .\n//Southwest Missouri State Teachers\n\nWarrensburg\n\nCollege .\n//Central Missouri State\nCollege,\n\nRoy\n\nEllis\n\nTeachers\n\nVI, VIII .\n\nE. L. Hendricks\n\nMontana\n\nDillon .\n\n//State Normal\n\nCollege .\n\nSheldon\n\nE. Davis\n\nNebraska\n\nChadron .\nKearney .\nPeru .\nWayne .\nNew\n\n//Nebraska State Normal\n//Nebraska State Teachers\n//Nebraska State Teachers\n//Nebraska State Teachers\n\nCollege.... Robert I. Elliott\nCollege. . . . George E. Martin\nCollege. . . . W. R. Pate\nCollege. ... U. S. Conn\n\nHampshire\n\n//State Normal\n//State Normal\n\nSchool, V .\nSchool .\n\nWallace E. Mason\nErnest L. Silver\n\nJersey City .\n\n^/State Normal\n\nSchool, IV, V .\n\nW.\n\nNewark .\n\nJ/State Normal\n\nSchool .\n\nM. Ernest Townsend,\nPrincipal\n\nTrenton .\nUpper Montclair..\n\n//State Teachers\nG/ State Teachers\n\nCollege, III .\nCollege .\n\nKeene .\nPlymouth .\nNew\n\nNew\n\nJersey\n\n.\n\nA. Messier, Princi¬\n\nRoscoe L. West\nH. A. Sprague\npal\n\nMexico\n\nLas Vegas .\nSilver City .\n\nNew\n\nG/ New Mexico Normal\nV .\n\nUniversity, IV,\nH. C. Gossard\n\nG/ New Mexico State Teachers\nVIII .\n\nCollege,\nA. O. Bowden\n\nYork\n\nA. R. Brubacher\nHarry W. Rockwell\n\nAlbany .\nBuffalo .\nFredonia .\n\nG/State College for Teachers, V, VI...\n//State Teachers College .\nJ/State Normal School .\n\nL. R. Gregory,\n\nGeneseo .\n\nJ/State\n\nNormal\n\nSchool .\n\nW.\n\nNew\n\nPaltz .\n\nJ/State\n\nNormal\n\nSchool, V, VI .\n\nL. H. van den\nPrincipal\n\nBerg,\n\nNew\n\nYork .\n\nG/School\n\nPaul\n\nDean\n\nof Education,\n\nCity of New\nOswego .\n\nJ/State\n\nNormal\n\nYork,\nand\n\nCollege\n\nPrin¬\n\nof the\n\nVI .\n\nTraining\n\nA. Holcomb,\ncipal\n\nPrincipal\n\nKlapper,\n\nSchool, J. G. Riggs, Principal\n\nV, VI .\nNorth\n\nCarolina\n\nAsheville .\n\n//Asheville\n\nCullowhee .\n\nlege, IV .\n//Western Carolina Teachers\nV, IX .\n\nGreenville\n\n//East\n\nNormal\n\nCarolina\n\nand\n\nTeachers\n\nTeachers\n\nCol¬\nJohn\n\nE. Calfee\n\nH. T.\n\nHunter\n\nRobert\n\nH. Wright\n\nCollege,\n\nCollege....\n\n"}
{"page": 780, "printed_page": null, "text": "776\n\nNational\n\nEducation\n\nLocation\nNorth\n\nAssociation\n\nInstitution\n\nPresident\n\nDakota\n\nDickinson . . .\n\n4/ State Normal School, V .\nC. L. Kjerstad\n4/ State Normal and Industrial School,\n\nEllendale ....\n\nIX\n\n.\n\nR. M.\n\nBlack\n\nMayville ....\nMinot .\n\n■//State Teachers\n//State Teachers\n\nCollege .\nCollege, V .\n\nC. C. Swain\nGeorge A. McFarland\n\nValley City. .\n\n//State\n\nCollege, V .\n\nC. E. Allen\n\nTeachers\n\nOhio\n\nAthens .\n\nBowling\n\nG/College of Education,\nsity .\n\nGreen....\n\nCleveland...\n\n.\n\nKent .\nOxford .\n\n//Bowling\n\nGreen\n\nOhio\n\nUniver¬\nThomas\nDean\n\nState College .\n\nH. B. Williams\n\n//School of Education, Western\nserve University .\n//Kent\n\nState\n\nC. McCracken,\n\nRe¬\nCharles\n\nCollege .\n\nW.\n\nHunt, Dean\n\nJ. O. Engleman\n\n. G/School of Education, Miami\nsity .\n\nUniver-\n\nAda .\n\n. //East\n\nColl\n\nAlva .\n\n. //Northwestern\n\nDurant .\n\nW. W. Parker\nlege, V .\n. //Southeastern State Teachers College Eugene S. Briggs\nM. A. Beeson\n. //Central State Teachers College.\nCol-\n\nE. J. Ashbaugh,\n\nDean\n\nOklahoma\n\nEdmond .\nTahlequah .\nWeatherford .\n\nCentral\n\n. //Northeastern\n\nState Teachers\nState\n\nState Teachers\n\n. //Southwestern\nlege, V\n\nTeachers\n\nState\n\nAdolph\n\nCollege\n\nTeachers\n\nLinscheid\n\nege.\n\nM.\n\nP. Hammond\n\nCol-\n\n.\n\nC. W.\n\nRichards\n\nPennsylvania\n\nTeachers\n\nCollege, V .\n\nFrancis\n\nB. Haas\n\n. //State Teachers\nEast Stroudsburg. . //State Teachers\nEdinboro .\n. //State Teachers\nIndiana .\n. //State Teachers\n\nCollege .\nCollege, IX .\n\nRobert\n\nM. Steele\n\nBloomsbiprg .\nCalifornia .\n\n. //State\n\nT. T. Allen\nC. C. Crawford\n\nCollege, IX .\n\nC. R. Foster\n\nKutztown .\n\n. //State\n\nTeachers\n\nCollege .\nCollege, V, IX. .\n\nLock\n\n. //State\n\nTeachers\n\nCollege .\n\nDallas\n\nMansfield .\n\n. //State\n\nTeachers\n\nCollege .\n\nMillersville .\n\n. //State\n\nTeachers\n\nCollege .\n\nW. R. Straughn\nLandis Tanger\n\nShippensburg .\n\n, //State\n\nTeachers\n\nCollege .\n\nHaven .\n\nSlippery Rock. . . . . //State\nWest Chester .... . //State\nSouth\n\nTeachers\n\nCollege .\n\nTeachers\n\nCollege .\n\nA. C. Rothermel\nW.\n\nArmstrong\n\nA. L. Rowland\n....\n\nJ. L. Eisenberg\nNorman W. Cameron\n\nDakota\n\nAberdeen.\n\n. .\n\nMadison ....\n\n//Northern\n\nNormal\n\nSchool\n\n.\n\nand\n\nIndustrial\nDavid\n\nAllen\n\nAnderson\n\nSpearfish ....\n\n2/Eastern State Normal School .\n2/State Normal School .\n\nE. A. Bixler, Acting\nE. C. Woodburn\n\nSpringfield . .\n\n2/Southern\n\nC. G. Lawrence\n\nState Normal\n\nSchool, VI...\n\nTennessee\n\nJohnson\n\nCity .\n\n//State\n\nTeachers\n\nCollege, V .\n\nC. C. Sherrod\n\nMemphis .\n\n//State\n\nTeachers\n\nCollege .\n\nJ. W.\n\nMurfreesboro .\n\n// State Teachers\n\nCollege,\n\nP. A. Lyon\n\nNashville .\n\n//Tennessee Agricultural\nState College, VI, IX\n\nV .\n&\n\nBrister\n\nIndustrial\nW.\n\nJ. Hale\n\n"}
{"page": 781, "printed_page": null, "text": "Department\n\nLocation\n\nof\n\nTeachers\n\nColleges\n\nInstitution\n\n777\n\nPresident\n\nTexas\n\nAlpine .\nCanyon .\nCommerce .\nDenton .\nHuntsville .\nNacogdoches .\nSan Marcos .\n\n4/Sul Ross State Teachers College....\nG/West Texas State Teachers College\n4/East Texas State Teachers College..\n4/North Texas State Teachers College,\nVI .\n4/ Sam Houston State Teachers College\n4/Stephen F. Austin State Teachers\nCollege, IX .\n4/Southwest Texas State Teachers Col¬\nlege .\n. .\n\nH. W. Morelock\nJ. A. Hill\nS. H. Whitley\nR. L. Marquis\nH. F. Estill\nA. W.\n\nBirdwell\n\nC. E. Evans\n\nUtah\n\nSalt Lake\n\nCity... G/School of Education,\nUtah .\n\nUniversity\n\nof\nMilton Bennion, Dean\n\nVirginia\n\nEast Radford .\n4/State\nFarmville .\n4,/State\nFredericksburg. . . . 4/State\nHarrisonburg .\n4/State\nWest\n\nTeachers\nTeachers\nTeachers\nTeachers\n\nCollege .\nCollege .\nCollege .\nCollege .\n\nJ. P. McConnell\nJ. L. Jarman\nM. L. Combs\nS. P. Duke\n\nVirginia\n\nAthens .\n4/Concord State Teachers College, V..\nFairmont .\n4/Fairmont State Teachers College...\nHuntington .\n4/Marshall College .\nShepherdstown . . . . 4/Shepherd State Teachers College...\n\nJ. F. Marsh\nJoseph Rosier\nM. P. Shawkey\nW. H. S. White\n\nWisconsin\n\nEau Claire . .\nLa Crosse . . .\nMenomonie . .\nMilwaukee. .\nOshkosh .\nPlatteville . . .\nRiver Falls. .\nStevens Point\nSuperior .\nWhitewater.\n\n4/State Teachers\n\n.\n\nCollege .\n\nH. A. Schofield\n\n4/State Teachers College .\n4/The Stout Institute .\n\nG. M. Snodgrass\nB. E. Nelson\n\n4/State Teachers College .\n4/State Teachers College, V .\n4/State Teachers College .\n4/State Teachers College .\n4/Central State Teachers College, V,\nVIII .\n4/Superior State Teachers College....\n4/State Teachers College .\n\nFrank E. Baker\nForrest R. Polk\nA. M. Royce\nJ. H. Ames\nF. S. Hyer\nJ. D. Hill\nC. M. Yoder\n\n"}
{"page": 782, "printed_page": null, "text": ""}
{"page": 783, "printed_page": null, "text": "Department\n\nof Visual Instruction\n\n"}
{"page": 784, "printed_page": null, "text": "The department of visual instruction was or¬\n\nganized at the Oakland-San Francisco meeting in\nJuly, 1923. See Proceedings , 1923:85-A. The offi¬\ncers of this Department for the year 1933-34 are:\nPresident , Mrs. Grace Fisher Ramsey, Associate\nCurator of Education, American Museum of Natural\nHistory, 77th Street and Central Park West, New\nYork, N. Y. ; First Vicepresident , C. F. Hoban, Direc¬\ntor, Visual Education Division, State Department of\nEducation, Harrisburg, Pa. ; Second Vicepresident ,\nRupert Peters, Director of Visual Instruction, Public\nSchools, Kansas City, Mo. ; Secretary -Treasurer, Ells¬\nworth C. Dent, Director of Visual Instruction, Uni¬\nversity of Kansas, Lawrence, Kans. ; Executive Com¬\nmittee: Abraham Krasker, Director, Visual Instruc¬\ntion, Public Schools, Quincy, Mass. (Term expires\n1934) ; Daniel C. Knowlton, Associate Professor of\nEducation, New York University, New York, N. Y.\n(Term expires 1935) ; John A. Hollinger, Director\nof Nature Study and Visualization, Public Schools,\nPittsburgh, Pa. (Term expires 1936) ; William H.\nDudley, 736 South Wabash Avenue, Chicago, Ill.\n(Term expires 1937) ; Mrs. Grace Fisher Ramsey,\nAssociate Curator of Education, American Museum\nof Natural History, 77th Street and Central Park\nWest, New York, N. Y. (Term expires 1938) ; Robert\nCollier, Jr., Director of Visual Instruction, South\nHigh School, Denver, Colo. (Term expires 1939).\nThis Department meets once each year, in July.\nFacts relating to the establishment of this Depart¬\nment and the record of meetings are found in earlier\nvolumes of Proceedings as follows :\n1923 :85-A\n\n1925:864-871\n\n1927:951-970\n\n1929:937-944\n\n1931:947-963\n\n1924:963-985\n\n1926:949-963\n\n1928:949-970\n\n1930:911-930\n\n1932:787-800\n\n[ 780 ]\n\n"}
{"page": 785, "printed_page": null, "text": "MAY\nTHAT\nMATERIAL\nOBJECT-SPECIMEN-MODEL\nLITTLE\nOR AT VERY\nCOST\nWITHOUT\nASSEMBLED\nSCIENCE\nCOST IN THE FIELD OF ELEMENTARY\nMRS.\n\nGRACE\n\nFISHER\n\nRAMSEY,\n\nMUSEUM\n\nOF\n\nASSOCIATE\n\nNATURAL\n\nCURATOR\n\nHISTORY,\n\nOF\n\nNEW\n\nEDUCATION,\nYORK,\n\nN.\n\nBE\n\nAMERICAN\n\nY.\n\nChildren begin the study of science quite naturally when they discover\ntheir own little fingers and toes, and persist in it with very good adherence\nto our accepted pedagogic practises until continual lack of response from\ngrown-ups diverts them into other lines. They lack that guidance from direct\nobservation which the cave boy of eolithic times secured from his parents who\ntaught him how to fashion flints over the fire. But the mind of the boy is\nthe same today as it was in eolithic times. He needs the same direct contact\nwith things and natural phenomena which his cave ancestors had.\nPerhaps children today would not need to be taught to think if adults\nwould give them more opportunities for thinking. The framework of a plan\nin elementary science should never be so rigid that it cannot provide for the\n\nimmediate use of the children’s discoveries and experiences. If a teacher is\nsympathetic and uses enough initiative, he can so direct the children that\nthey can work out for themselves science projects which will illustrate fun¬\ndamental ideas of science far more important to the children than any text¬\nbook lesson.\nScience projects often come as a response to need in the minds of children.\nThey reach a stage in the development of a unit of work where they feel an\nurge to express some phase of the unit. For young children an intimate\npeal is possible and important. Whatever they can see, hear, and touch\nthemselves intrigues them. They have something of the primitive feeling\nthe impersonal world. Everything is so new and fresh and alive to them.\n\nap¬\nfor\nfor\nAt\n\nand using of visual-sensory projects will aid in\nclarifying their ideas and give them a desirable opportunity for self-expres¬\nsion. For sheer enjoyment there is nothing to equal the fun children have in\ncreating their own models and other exhibits.\n\nthe right time, the making\n\nNor need any teacher ever hesitate to allow children to work out their\nideas because of the cost of construction. An ingenious teacher can help the\nchildren find ways of using all kinds of materials at little or no cost in the\npreparation of their specimens or exhibits. Expensive and complicated ap¬\nparatus has no place in elementary science work. A few tools, plenty of\nbottles, jars, glass tubing, old window shades, bits of cord, old newspapers,\ndiscarded cardboard, left-over paint, and tin cans have endless possibilities\nfor experiments and elementary science projects. Museum materials as min¬\nerals, shells, skeletons, seems to accumulate almost faster than space can be\nfound for their storage. The ten-cent store, the drug store and the homes of\nthe children themselves, are excellent and inexpensive sources of supply.\nOld tin boxes make excellent places for children to store butterflies on\njars are used for killing insects painlessly with\na bit of cotton soaked in carbona. Old coffee cans equipped with small elec-\n\ntheir field trips. Mayonnaise\n\n781\n\n"}
{"page": 786, "printed_page": null, "text": "782\n\nNational\n\nEducation\n\nAssociation\n\ntrie bulbs also serve as reflectors for use in connection\nwith microscopes and\nin lighting up geography projects. For a Swiss mountain scene\nit may be de¬\nsirable to arrange a reflector so it will give the effec\nt of the brightness of\nmidday or the soft glow of a moonlight evening, or a beaut\niful sunset with a\nred glow spreading over the mountain peaks. To effect\nthis, make a simple\ncylindrical frame on which pieces of red, yellow and\nblue crepe paper are\npasted lengthwise. Slip the frame over the electric bulb\nplaced for lighting\nthe interior of the group, then attach the frame to a knob\non the outside so\nit can be turned to give the desired lighting effect.\nMAINTAINING\n\nALBERT\n\nLINDSAY\n\nVISUAL EDUCATION\nECONOMIC\nFIRE\n\nIN THE\n\nFACE\n\nROWLAND,\nPRESIDEN\nSTATE\nSHIPPENSBURGT,\n, PA.\n\nTEACHERS\n\nCOLLEGE,\n\nOF\n\nVisual education is an inevitable feature of the teaching\nprocesses. When¬\never and wherever it occurs and as far as it stands out\nfrom other forms of\neducation it is an attitude of mind and point of view\nrather than a distinct\nsubject of the curriculum. Everything may be taugh\nt in whole or in part\nthru visual aids; in fact, in the larger sense education has\nalways been visual.\nThe blackboard is perhaps the most common piece of\nschool apparatus in the\nworld and is essentially a visual aid. It has no mean\ning except as it presents\na visual impression to the pupils. The important position\nto be taken by advo¬\ncates of visual education, therefore, at the present time\nis to emphasize the\nfact, first that education is already largely visual and\nsecond, that the visual\nemphasis can be laid without the expenditure of any addit\nional sums of money.\nI heie aie perhaps four main divisions of visual material:\npictures, repre¬\nsentations other than pictures, specimens, and excursions\n.\nAltho motion picture films and apparatus for their projection\nfall under\nthe head of pictures, there is a vast supply of pictorial material that\nis either\nwithout cost or at no increase in cost over the simplest equip\nment now pro¬\nvided in the humblest school. All school books for younger childr\nen contain\nillustrative material. A great flood of advertising matter\nin the form of\nleaflets, travel booklets, railroad folders and the like are availa\nble for the\nasking and a teacher of ingenuity can gather together an amazi\nng array of\nthis type of illustrative material with no cost except the time\nand energy\nrequired.\nRepresentations include sandtable models of land and water formations,\nmodels of a typical country village or of an industrial plant, relief maps\nof\nsections of the world’s surface, models of machinery and invent\nions, dolls,\npuppet shows, and the great realm of dramatic representations.\nSpecimens include raw materials, manufactured products and the inter¬\nmediate stages between the two, uniforms, furniture, garments, rugs\nof\nformer times and of the present, of other countries and of our own.\nExcursions include visits to historical sites, to natural phenomena, to\nmanufacturing plants, to farms, to stores, to utility plants, to government\n\n"}
{"page": 787, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\n783\n\nInstruction\n\noffices, legis¬\nbuildings, such as courts, police stations, fire houses, executive\npers.\nlative halls, and to publicity agencies, publishing plants and newspa\nprocesses\nIt is at once apparent that these forms of visual aid to the normal\nity,\nof instruction may be had at little or no cost and require chiefly ingenu\nenergy, and intelligence on the part of the teacher.\n\nINSTITU¬\nOF TEACHER-PREPARATION\nRESPONSIBILITY\nCOURSES— FROM\nEDUCATION\nFOR VISUAL\nTIONS\nTEACHER\nOF THE CLASSROOM\nTHE VIEWPOINT\nELDA\n\nL. MERTON,\n\nASSISTANT SUPERINTENDENT\nWAUKESHA,\nWIS.\n\nOF\n\nSCHOOLS,\n\noffer a re¬\nThe problem arises as to whether state teachers colleges shall\nuse of visual\nquired course in visual education based on nature and correct\nin\naids in teaching or whether this program shall be presented incidentally\nsocial\nthe present general methods courses in reading, language, and the\nand physical sciences.\nwoik a complete\nEvery teacher needs as part of basic understanding of his\nuncommercialized\nsurvey of the visual aids available for teaching, including\niments, excuiaids such as textbook and magazine pictures and prints, exper\ndiagrams, museum\nsions, dramatizations, maps, globes, charts, graphs and\nts, as well as the\nspecimens, models and collections, and classroom exhibi\ne piojeccommercialized aids such as motion picture, slide, film-roll, opaqu\niew must show the\ntion machines, stereographs and stereoscopes. This overv\nthe specific teach¬\nteacher the peculiar contribution of each of these aids, and\naware of the fact\ning situations best adapted to each. He must become fully\nvarious teaching\nthat each aid has its own advantages and limitations in\nsituations.\n\nic teaching situa¬\nFollowing this overview the teacher needs to take specif\nvisual aids to meet the\ntions and incorporate into the teaching plan the best\nparticular situation.\nes have been found to\nStudents having training in visual education cours\nently and more in¬\nuse vicarious experiences in their teaching more frequ\ntraining of geneial meth¬\ntelligently than teachers dependent upon incidental\nthe work with sufficient\nods courses, since the latter courses cannot present\nl teaching experiences.\nemphasis to assure correct use of visual aids in actua\nStudents of visual education courses recognize:\nteaching situations due to lack\n1. Inadequacy of verbal instruction alone in many\nany group of children.\nof experiences or similarity of experiences among\n\n2. Lack of teaching possibilities in many\n\ntextbook pictures and legends beneath\n\nthese pictures.\n\nfor teachers to train their pupils to interpret pictures.\nonly show a scene as it was the\n4 That a single picture, at best, is static. It can\ne, it cannot show an\nmoment the camera was flashed. It cannot show chang\nmore than one step in a\nobject from more than one angle, nor can it show\nodor, taste, tempera¬\nprocess. It is filled with abstractions of size, sound, color,\nemotion or mood,\ng,\nfeelin\nance,\nture, weight, distance, depth, texture or subst\n\n3. Need\n\n"}
{"page": 788, "printed_page": null, "text": "784\n\nNational\n\nEducation\n\nAssociation\n\nspeed and motion, and frequently there are also abstractions of\nlocation, time\nof day or year, purpose, structure, or relationship.\nvivid descriptions, interpretative questions, careful testin of\nwhat the child\ng\nhas gained from the picture, and class discussions. Also the tea\ncher may turn\nto the rich and varied field of visual aids and select tho\nse especially designed\nto overcome these limitations.\n\n5.\n\nContributions of each visual aid to teaching situations are as follow\ns i\n\nThat these abstractions\nand\nitations\npictures must be met\n1. Motion picture: Situations lim\ndepending of\nupon\nunderstanding of wit\nh clearor\nemotion.\nmotion\n\n2. Lantern slide: Focuses attention of entire group\nanalysis of a still picture.\n\nfor class discussion\n\n3. Film-roll. An orderly and complete series of pictur\nes showing\na process, industry, or journey at a low cost.\n4. Opaque projector: Projects textbook and magazine\ngraphs, diagrams, or descriptive paragraphs.\n\nbird’s eye view\n\nevery stage of\n\npictures, prints, maps,\n\n5. Stereograph and stereoscope: Give reality to distance\nand\nchild away from present environment.\n6. Textbook picture or print: Recalls actual past experience.\n7. Maps and globes: Give\ndirection and location.\n\nof large area\n\ndepth, and\n\nfor emotional\n\nexpression\n\n11. Experiments: Permit one to observe change when\ncertain conditions to see what will happen.\n\nand\n\nshut\n\nand give sense of\n\n8. Graphs and charts: Help to visualize numerical relationships.\n9. Diagrams: Cross-sections or complete views of inaccessible\nareas\nplete processes at one time are best shown by diagrams.\n\n10. Dramatization: Provides\nfeelings or moods.\n\nand\n\nor com¬\n\nan understanding\n\nof\n\none has put materials under\n\n12. Museums: Provide specimens, objects, models, and collect\nions.\n13. Original sketches, posters, or a frieze: A means of expres\nsion and an outlet\nfor the child’s imagination.\n14. Cartoons : To convey a story of a political, social, or econom\nic nature in briefest\npossible time and smallest possible space.\n15. Excursion or field trip^ Provide the actual first-hand experie\nnce.\n\nTo obseive is not merely to have sensations and feelings. It is\nalso to inteipret what these sensations mean. Observation is an art and must\nbe cul¬\ntivated, for we really see only what we are trained to see. Obser\nvation is\nour method of visual instruction.\n\nExperience is the very heart and life blood of effective teachi\nng. It is in\nthe providing of experiences, real or vicarious, that visual instruction\nhas its\ncontribution and therefore its justification.\nJust as we cannot expect materials and tools to result in a\nfinished and\nsubstantial structure without their proper use in the hands\nof trained work¬\nmen, so likewise, we cannot expect the materials and tools of visual\ninstruc¬\ntion to insure interest, economy, and efficiency in teaching\nand learning with¬\nout their proper use in the hands of trained teachers.\nSo vital a factor in the successful program of the classroom\nteacher should\nnot be left to incidental training, but a special visual educa\ntion course, broad\nin scope and practical in its applications, should be part\nof the required\ntraining of every classroom teacher.\n\n"}
{"page": 789, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\nInstruction\n\n785\n\nWHAT\nREALIA (OBJECTS-SPECIMENS-MODELS)\nMAY\nBE\nASSEMBLED\nWITHOUT\nCOST OR AT VERY LITTLE\nCOST\n\nWILBER\n\nTO\n\nSCHOOL\nDISTRICTS IN JUNIOR-SENIOR\nHIGH-SCHOOL\nSCIENCES?\n\nEMMERT,\n\nDIRECTOR\n\nOF VISUAL\n\nCOLLEGE,\n\nINSTRUCTION,\n\nINDIANA,\n\nSTATE\n\nTEACHERS\n\nPA.\n\nThe object-specimen-model type of visual-sensory aid has always been\nconsidered essential to the successful teaching of science subjects. Contrary\nto the popular belief objects-specimens-models\nin abundance at little or no cost.\n\nfor science work may be had\n\nScience is something to be understood. The purpose of the school is to\npresent the environment of persons and things to the child in such form that\nhe can learn to adapt himself to it. The ultimate goal of any science study\nis the desirable modification of the life of the student. High-school science\nshould modify the life of the student thru the nature of the content and the\nmethod of study used. Science must be considered as both subjectmatter and\nmethod.\n\nFour widely accepted specific objectives of science teaching are: (1) the\nacquisition of knowledge (in the form of understandings) ; (2) the dis¬\ncovery and development of desirable study habits, study attitudes, abilities,\nand skills; (3) the development and growth in desirable attitudes toward\nappreciations of and adaptations to the environment; (4) the development\nof wholesome interests.\n\nThe object-specimen-model type of visual-sensory aid furnishes the type\nof experience that makes possible an adequate understanding of much of\nthe school work. It makes the thing studied real to the child, it provides\ncorrect concepts, it effects an economy of time in the learning process. It\nstimulates interest, and the self-activity involved allows free range to the\ninitiative of the child and to his creative tendencies.\nThe sources of object-specimen-model materials are numerous. Museums\nand extension departments of colleges often have prepared exhibits which are\nregularly loaned to schools, for instructional purposes. Industries and com¬\nmercial concerns are often eager to dispose of last year’s models at no cost.\nThey are also willing to loan their window exhibits and models to schools.\nHomes often prove to be valuable sources of science materials, such as\nfabrics, plumbing fixtures, lamps, foodstuffs, fossil specimens and collections.\nThe field, the stream, the woods, mines, quarries, mills, shops, garages,\nthrust their products upon us at every turn. Butcher shops are available for\nanatomical materials. The science laboratories can be used to prepare micro¬\nscopic slides, make models, prepare specimens, and arrange exhibits. All these\nthings may be had at very little cost.\n\nA four-year plan is suggested as a means of systematically accumulating\nobject-specimen-model materials for the high-school sciences. This four-year\nplan involves a careful study of the subjectmatter for the four sciences of\nthe high school. Certain things assembled for the ninth-grade science work\n\n"}
{"page": 790, "printed_page": null, "text": "786\n\nNational\n\nEducation\n\nAssociation\n\nmay be effectively used in certain phases of the other science subjects. Like¬\nwise materials accumulated for the higher sciences may be used to great\nadvantage in the classes of the lower high-school science work.\nBy basing the plans on the course of study for the everyday science, ma¬\nterials prepared for that subject will provide a definite plan for attacking\nthe problem, and the things so arranged may be used in as many of the\nother sciences as possible. Then the “gaps,” or units omitted, can be filled\nin with materials for the other three subjects. This cooperative work will\nstress the interdependent relationships of science and assist in fulfilling the\npurposes of science education.\n\nUnlimited materials may be secured dealing with machines, heat, light,\nsound, electricity and magnetism, chemical compounds, chemical apparatus,\nbiological specimens, living plants and animals, transformations of matter\nand energy, food, shelter, clothing, industrial and manufacturing processes,\nconstruction, and transportation. These may be in the form of the objects\nthemselves, specimens, or models of the problems studied.\nSuch materials are available on every hand and at little or no cost. Many\nteachers are blind to the opportunities provided by such materials. They\nare also blind to the materials themselves. They do not see in used and cast¬\noff machines, implements, and the like, materials of great value in class\nwork. Teacher-training institutions have the duty of demonstrating to\nthe prospective teachers and the teachers in service the sources, the types of\nmaterials available, and technics for their use. The object-specimen-model\nmaterials properly used will facilitate the business of the school, and aid\nin the accomplishment of the major objectives of education and of science\neducation. The use of low cost or materials of no cost to the districts will\nmaterially assist the administration of the schools by relieving the finance\nofficer of the school of that item on the school budget.\nMINIMUM\nDANIEL\n\nC. KNOWLTON,\n\nREALIA\n\nFOR\n\nPROFESSOR\nNEW\n\nOF\n\nTHE\n\nSOCIAL\n\nEDUCATION,\n\nYORK,\n\nNEW\n\nSTUDIES\nYORK\n\nUNIVERSITY,\n\nN. Y.\n\nIf the main objective in the teaching of history be to make the past real,\nit would appear that no instructional materials could possibly exceed in\nvalue those consisting of actual fragments of the life of the past. Under\nthese conditions we should expect the greatest possible use of museums and\nan ever-increasing number of educational excursions, to say nothing of the\nacquisition by the schools of larger and larger collections of objects and\nmodels.\nThis objective, however, is but one of many, and has not yet been accepted\nat its real value. Most teachers pay it but lip service. This in large measure\nexplains the fact that with the increasing resources at his command the\nteacher of history has made but little progress in evolving a program. While\nthe collections of museums have grown, and an interested public has re¬\nstored historic sites and appropriate moneys for the preservation of historic\n\n"}
{"page": 791, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\nInstruction\n\n787\n\nbuildings, most teachers are satisfied with a limited equipment of actual his¬\ntorical objects or replicas of the same. Even where the local resources have\nbeen carefully worked over and embodied in a number of carefully planned\nexcursions, as in a great city like New York, they are blissfully ignorant of\nthese efforts.\n\nSuch a list of socalled “artifacts” and history models as Miss Annette\nGlick published in the Historical Outlook seven years ago (Vol. 17, No. 8)\nmore than suffices the teacher today. Probably he is unaware of such a com¬\npilation and would find there more than enough to satisfy his classroom\nneeds.\n\nIn 1929 the City of New York adopted a course of study in history for\nthe first eight grades which is somewhat of a model of its kind in calling\nattention to local materials of this character and in listing them in some\ndetail in connection with the work planned for each grade. For example,\nexcursions are suggested in connection with the history taught in 7B to\nFraunces Tavern, the Jumel Mansion, the Fort Washington Monument,\nthe American wing of the Metropolitan Museum of Art, to the tablets in\nProspect Park, etc. No effort is made to list what might be studied in the\nAmerican wing of the Metropolitan as handbooks have been prepared by the\nMuseum itself listing its treasures and indicating their relation to the de¬\nvelopment of early American furniture. This is but a single illustration,\nwhich might be multiplied, of the growing importance attaching to the use\nof this form of visual material.\n\nThe\n\nattention given to construction largely thru projects undertaken in\nthe history classroom has undoubtedly placed such materials in a new light\nand revealed something of their effectiveness in presenting the past. The\ngrowing use of dramatization has had this same effect, revealing the impor¬\ntance of stage properties and accessories, necessitating the most careful\nstudy in order to meet the requirements of such situations.\nBut the purpose of this paper is not so much to prescribe ways and means of\nusing these aids as of suggesting something on the order of a guide or\ninventory. Additions to Miss Glick’s list as history is now being taught\nmust be in the realm of life as it is being lived at present. If, as T. R.\nGlover suggests in a recent volume, history should be a study “more akin\nto biology than to morphology, a study of the living rather than of the\ndead,” the range of such materials is tremendously increased. There is\nscarcely an object which comes within the province of living that does not\nsupply material to the teacher of history.\n\nThe “new history” no longer recognizes the narrow bounds of the history\nof a generation ago. From this point of view the contents of a person’s\npockets provide a real index to the living conditions of his generation and\nthat of other generations before him.\nGranting, then, the importance of these “traces” of life, it behooves the\nteacher to make a more careful study of objects or material remains with a\nview to acquiring those which will really add to the pupils’ appreciation\nand comprehension of past situations or of strange and unfamiliar conditions.\n\n"}
{"page": 792, "printed_page": null, "text": "788\n\nNational\n\nThe\n\namount\n\nEducation\n\nAssociation\n\nand richness of this material is more\n\nor less a deterrent to\n\nits use or to the establishment of a school museum where it may be readily\navailable for use. While charts, maps, and pictures all have their place here,\nthe very nature of this other material makes its claims to inclusion of\nparamount consideration.\nA teacher visiting the Egyptian rooms of the Metropolitan Museum with\na class finds it difficult to concentrate attention where the whole range\nof Egyptian life is spread out before him. Careful and discriminating selec¬\ntion is demanded. Some few things must be isolated and when this is done\nthey must be carefully appraised and related to that larger whole of which\nthey are a part. From the instructional point of view a single item upon\nwhich the group may concentrate, if it be one that embodies an important\naspect of the subject, may be worth more than the whole roomful of relics.\nWHAT\n\nRECENT\n\nWITH\nFRANK\n\nN.\n\nSCIENTIFIC\n\nREFERENCE\nFREEMAN,\n\nTO\n\nPROFESSOR\n\nUNIVERSITY\n\nOF\n\nEXPERIMENTS\n\nVISUAL-SENSORY\nOF\n\nCHICAGO,\n\nEDUCATIONAL\nCHICAGO,\n\nSHOW\nAIDS\n\nPSYCHOLOGY,\n\nILL.\n\nIn general, the comparisons of teaching with and without visual aids have\ngiven positive results ; that is, they have shown that such instruction is su¬\nperior to mere verbal instruction. In some cases, however, in which the\npicture was not appropriate to the subject being taught, visual instruction\ndid not prove to be superior.\nA series of conclusions relates to the conditions which are necessary\nto make visual instruction effective. In the first place, the visual instruc¬\ntion must give the child new experience. If it merely repeats experiences\nhe has had before it is not an important basis of instruction. In the next\nplace, the subjectmatter presented in the film must be appropriate to that\nparticular type of presentation. Some kinds of subjectmatter are best shown\nin motion pictures, some in photographs, some in slides, some in stereographs,\nand so on. Furthermore, some kinds of material are not appropriately\npresented by any kind of visual material. Abstract ideals and generalizations\ncan best be represented in language. Such language may be recorded in\nbooks or other printed matter. The same thing is true of tabular material,\nmaps, and diagrams. Such material is not appropriate for motion pictures.\nOn the other hand, certain forms of development can best be shown by\nanimated diagrams. Still pictures give the best opportunity for analysis\nand detailed study. Perspective is best shown in stereoscope. A careful study\nneeds to be made of each kind of material in order to determine how it can\nbest be shown.\nThe\n\nvalue of color has been made\n\na special sublet of study. Certain\n\nsubjects such as costumes or gardens can best be shown by color. This is\ntrue also of some spatial relations such as are involved in anatomical figures.\nHowever, the details of architectural structures and of other similar objects\ncan best be made out in uncolored pictures.\n\n"}
{"page": 793, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\n789\n\nInstruction\n\nPictures, particularly motion pictures, give concrete particularity. A simi¬\nlar conclusion was drawn from the Eastman study to the effect that pupils\ncould best answer questions calling for description when they had seen\nmotion pictures, but that questions calling for explanation could be answered\nas well by those who had received verbal instruction. The historical studies\nindicate that the motion picture film is not preeminently fitted to give time\nrelations. These should be emphasized by other methods, such as chrono¬\nlogical tables or charts.\nIt has sometimes been thought that the memory of motion pictures is\nmuch more permanent than the memory of oral instruction. The experi¬\nments do not bear out this conclusion. It is therefore necessary to organize\nreviews and to provide for permanence in the case of visual instruction as\nwell as in the case of any other type of instruction.\nThe experiments uniformly indicate that oral comment by the teacher\nadds to the effectiveness of all types of visual instruction. This oral com¬\nment must, of course, be carefully planned and given. The experiments\nalso give clear evidence of the effectiveness of the teacher and indicate the\nincorrectness of the view which is sometimes held that mechanical methods\nwill eventually displace the teacher.\nA number of experiments suggest that visual methods are particularly\nhelpful to the slower, duller pupils. They are also of value to the bright\npupils but apparently the bright pupil is able to interpret language some¬\nwhat more effectively than is the duller pupil. The value of visual aids is\nnot primarily in the greater interest which they awaken, altho this is of\nsome importance, but primarily in the greater clarity of perception which\nthey make possible. The advantage of a lecture given on the film is a\ncontingent advantage. Skillful comment by the teacher may give as good\nresults, but in cases in which a good teacher is not available the talking\nmotion picture provides a good substitute for the oral comments by the\nteacher.\n\nVISUAL\n\nAIDS\n\nA. J. STODDARD,\n\nAND\n\nTHE\n\nSUPERINTENDENT\n\nECONOMIC\nOF\n\nSCHOOLS,\n\nSITUATION\nPROVIDENCE,\n\nR. I.\n\nuse of visual aids to teaching can be justified from two standpoints.\nThey may make the educational process more effective or they may make\npossible the same results at less cost. Either result would justify a continued\nand possibly an expanding interest in visual aids even in times of grave\neconomic stringency such as exist at present in most school systems.\nThe full potentialities of visual aids have not been realized in most cases\nbecause of certain unsolved problems involved in their use. The problems\nhave been unsolved largely because teachers and administrators have failed\nThe\n\nto realize fully the importance of the technical or mechanical side of the\ndevice. They have not made the aid a ready servant in the teaching process.\nThe teacher must know just when and why the device is to be used. It\n\n"}
{"page": 794, "printed_page": null, "text": "790\n\nNational\n\nEducation\n\nAssociation\n\nshould enable him to do that particular part of teach\ning with that device\nbetter than in any other way.\nThe coming of slide projection and motion pictures\nbrought a degree of\nreality into the classroom that had not been possible\nbefore. The talking\npicture or sound film has extended the influence of\nthese devices and, thru\ncombining the teaching appeal simultaneously to the\neye and ear, has made\nit possible to bring the outside world into the classroom.\nFrom one stand¬\npoint, it makes possible an improvement upon experience\nas a teacher in\nthat the teaching situation can be controlled and repea\nted without variation\nas to educational value. The almost unlimited possi\nbilities of the talking\npicture as a factor in education, if properly plan\nned and constructed, are\ndescribed clearly and forcefully in a new book just off\nthe press. I refer to The\n\nEducational\n\nTalking Picture by F. L. Devereux,\n\nversity of Chicago Press.\n\nand published by the Uni¬\n\nFrom the standpoint of increasing the effectiveness\nof the teaching process,\nt e educational talking picture becomes an impo\nrtant phase of the question\nof school economics.\nBut there is another possibility of the educational\ntalking picture as an\neconomic factor that is of great significance to the\neducator. That is its\nrelation to the question of class size. What determin\nes how large a class\ncan be taught effectively ? Leaving out the element\nof the teacher, it is very\nlargely a question of devices. There are many types\nof teaching where the\nparticipation on the part of the learner is mental and\nemotional rather than\nprimarily physical.\n\nIn such teaching three steps should be included\n: the preparation, the\npresentation of the learning situation, and the foll\now-up to individualize\nthe outcomes desired. It may be possible to include\nlarge numbers of learners\nat one time in the second step of the process.\nAn experiment has recently been conducted in the\nschools of Providence\nthat promises interesting evidence on the question\nof increasing class size\nthru the use of educational talking pictures as\na medium of instruction.\near y fourteen hundred pupils in grade six participat\ned in the experiment.\nIhree large experimental groups of 150 pupils\neach, three large control\ngroups of 150 pupils each, and eleven small contr\nol groups of 40 pupils\neach were the basis of the experiment. The\nexperimental groups were\ntaught with the aid of talking pictures while the\nother groups were taught\nwith the aid of all other available devices. Common\nunits of instruction\nwe!e used in all classes. Six subjects, three in elem\nentary science and\nthree in music, were used. Each unit of instruction laste\nd one week. The\nteachers in the three large experimental groups, in\nthe three large control\ngroups, and in three of the small control groups were rotat\ned each week.\nI he purpose of the experiment has been to determine the relati\nve effective¬\nness of teaching large groups with the aid of talking pictur\nes and small\nclasses in the usual manner.\nThe experiment was completed early in June. Complete tabula\ntion of\nresults will not be possible for several weeks. Initial and final\ntests were\n\n"}
{"page": 795, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\n•\n\nInstruction\n\n791\n\ngiven for each of the six subjects, involving a total of neatly seventeen\nthousand tests. The first tabulations indicate that the experimental groups\nmay have made as much or more progress than the control groups but\nenough figures are not yet available to draw conclusions. If it should be\ndemonstrated from this experiment that classes of children of 150 can be\ntaught as effectively with sound pictures as small groups without sound\npictures, this fact would be of tremendous significance to education. Ad¬\nministrators cannot ignore a device that offers the economic possibilities that\nsound pictures do. It is not at all unlikely that this and other visual aids\nmay offer some solution to the perplexing problem of the school budget.\n\nRADIO-VISION\nS. NAOMI\n\nANDERSON,\n\nFIELD\n\nSUPERVISOR,\n\nSCHOOLS,\n\nCHICAGO,\n\nVISUAL\n\nINSTRUCTION,\n\nPUBLIC\n\nILL.\n\nRealizing that the radio has been an aid in educating adults, the Chicago\npublic schools have supported for the past three years an experimental\nthe\nSchool of the Air for school children. Thru the courtesy of WMAQ,\nChicago\n\nDaily News\n\nbroadcasting\n\nstation, thirty minutes\n\nare given to class instruction. Teachers\nselected to give this instruction.\n\nfrom\n\neach school day\n\nthe Chicago\n\nschools are\n\nThe purpose of the School of the Air is to determine the value and place\nof the radio in the school program. We have discovered an interesting and\nvaluable result of this teaching, namely, that these lessons tend to further\nteacher training. In our case, such lessons involving the use of visual aids\nmay suggest to the teachers a technic in using pictures and may acquaint\nthem with available visual aids.\nVisual aids may be helpful in teaching social science. An attempt has\nbeen made to suggest exactly where and how they may be used in one unit\nof social science — Russia, the Land and the People. In the Chicago public\nschools this unit is assigned to grade 6B. The abbreviated plan submitted\nfor the study of Russia is based upon the adopted course of study. All of\nthe main topics are mentioned, and under them are lists of some suitable\nvisual aids.\nNewspapers and current magazines are filled with articles on presentday\nRussia. Children are curious about the recent changes. Therefore, many\nof the pictures recommended are pictures of communistic Russia. They are\nauthentic so far as is known. There is no thought of spreading communistic\npropaganda, but an attempt has been made to describe Russia as it is.\n\n"}
{"page": 796, "printed_page": null, "text": "792\n\nNational\n\nTHE\n\nPLACE\n\nCHARLES\n\nOF\n\nEducation\n\nVISUAL\nSOCIAL\n\nAssociation\n\nAIDS IN TEACHING\nSCIENCES\n\nC. BARNES, ASSISTANT DIRECTOR,\nDEPARTMENT\nSCIENCES, PUBLIC SCHOOLS, DETR\nOIT, MICH.\n\nTHE\n\nOF\n\nSOCIAL\n\nChildren learn as they understand and\nthey understand in proportion\nto their experiences. It has been said that\n75 percent of what we learn is\nlearned thru the eye. This shows the valu\ne of visual aids in education.\nsensory aids is a better term than visual aids\nbecause it includes such sensations as sound, taste, and weight.\nVisual education is old. All peoples have\ndepended upon it from the\nbegin rung of civilization. And yet visual educ\nation in the schools is new.\n\nA\n\ndecade\n\nor so marks\n\nthe period\n\nof special emphasis\n\non\n\nthe subject.\n\nne of the distinct trends in modern educ\nation is toward more pupil\nactivities. Such activities take the form of\nvisual and other sensory experi¬\nences. Visual aids as well as activity suggesti\nons should be listed in courses\nof study for the use of the teacher when he\nselects his instructional ma¬\nterial. 1 eachers should be given suggestions\nrather than directions.\nRecent experiments in education show\nthat visual and other sensory\nmaterial help in instruction in three way\ns: (1) they effect an economy of\ntime in learning; (2) they enrich instruct\nion; and (3) they help to develop\ncorrect concepts.\nVisual materials should be selected by the\ninstructional departments of\na school system in conjunction with a central\nvisual education department.\nhe social studies classroom in the modern\nschool is a laboratory. In it are\nco lected such materials as will give the chil\nd the sensory experience neces¬\nsary to understand the concepts to be learned.\nVisual education has demonstrated its valu\nes. In order for it to become\nall that it is capable of becoming, teachers\nmust have adequate preparation\nand a profound knowledge of the philosop\nhy that underlies learning thru\nRELATING\nVISUAL-SENSORY\nAIDS TO THE\nCURRICULUM— A UNIT OF REA\nDING\nMRS.\n\nMILDRED\n\nS. SMITH,\n\nELEMENTARY\n\nSCHOOL\n\nPRINCIPAL,\n\nDETROIT,\n\nMICH.\n\nLast year the teaching staff in an elementa\nry school in Detroit selected as\nIts major project for the year, special emph\nasis on the teaching of reading\nto those children who, because of low ment\nality or other handicaps, encounter\ndifficulty in the process of learning to read\n.\nIt was decided first of all, to select from\nthe lower grades those children\nwho it was probable to predict would be\ndoomed to failure during the com¬\ning year. 1 hose children were segregated\nand given intensive training which\nmight enable them successfully to surmou\nnt the usual reading difficulties.\nho the children represented a wide\nrange in age and grade level, the\nmethod of teaching was much the same\nfor all groups. There was an attempt\n\n"}
{"page": 797, "printed_page": null, "text": "Department\n\nof\n\nto use the best teaching methods\nmental in good teaching.\n\nVisual\n\nInstruction\n\n793\n\nwhich are generally accepted as funda¬\n\nselected\nspecific method of teaching was as follows: A topic was\npupils. A stereo¬\nwhich was within the interest and understanding of the\nrsational period at\ngraph was used to present the subject during a conve\nand many of the\nwhich time the children became familiar with the objects\nits third dimension\nwords to be introduced. The stereograph, because of\nreality. This gave the\nquality, showed the objects exactly as they appear in\nsed.\npupils a true and vivid picture of the topic being discus\naccomplished\nDirect association of the object and word symbols was next\nThe\n\nin natural size and\nby means of a lantern slide. The slide was projected\ne places. For the\nupon the picture the words were placed in appropriat\nprojected upon\nbeginners, who were not familiar with script, the slide was\nren who were\nthe blackboard and the words written upon it. For the child\nupon a flash-card\nacquainted with the script form the slide was projected\nre to guide\nholder and the words placed correctly upon it. With the pictu\nits related mean¬\nhim, the child was able to recognize readily the word with\nthe confidence built\ning. One of the greatest advantages of the method was\nes before he was\nup within the pupil. He was able to name words and phras\nrecognizing contours.\nraged to\nAfter several words had been introduced the pupils were encou\nplaced upon\nsuggest stories in which the words occurred. The stories were\nwas secured by\nslides and read in that group later. Mastery of the words\nwork activities.\nmeans of flashcard reviews, vitalized drill periods, and seat\nothers were\nThe Keystone Visual Readers were used as basic text and many\npictorial diction¬\nused in a supplementary manner to gain fluency. A large\nating words and\nary was placed on the wall to serve as a reference for associ\ns, encour¬\npictures. This dictionary device, aided by some training in phonic\nreading tasks.\naged the pupils to work independently on self-initiated\nwere\nAltho there are no scientific data available the results in general\nes for two\nvery satisfactory. In the beginning group there were no failur\ner were\nsemesters. The scores made on the final test for the second semest\ndifferent\nhigher than the scores made by the two other groups taught by a\nclose of the\nmethod and who had a higher intelligence rating. At the\nthan a\nsemester the retarded group made a greater gain in score points\n. These chil¬\nsimilar group in another school, taught by a different method\nDetroit\ndren were given several tests: Gray’s Oral, Pressy s First Grade,\nIB, Iota, Thorndike.\nin actua\nThe teachers reported that the greatest gain could not be shown\nutilized their free\nreading scores. The enthusiasm with which the children\nd forward to\ntime for reading purposes, the eagerness with which they looke\nwhich they\nreading assignments, the self-assurance and confidence with\ns had been\nattacked new material, all gave evidence that desirable habit\ns.\nestablished which would develop thoughtful, independent reader\n\n"}
{"page": 798, "printed_page": null, "text": "794\n\nNational\n\nVISUAL\nJOHN\n\nA.\n\nAIDS\n\nHOLLINGER,\n\nEducation\n\nRELATED\n\nTO\n\nAssociation\n\nTHE\n\nDIRECTOR, DEPARTMENT\nEDUCATION, PITTSBURGH,\n\nCURRICULUM\nOF\nPA.\n\nSCIENCE\n\nAND\n\nVISUAL\n\n1 wo types of materials function in the development of intelligent\nindi¬\nviduals. Fiist, are those materials of general interest that furnis\nh back¬\nground and develop attitudes and appreciation. These materials are\navailable\nfor assembly and other extracurriculum activities in the school\ns. Motion\npictures, lantern slides, all kinds of objects, specimens, and other\nrealia with\ngeneral social, scientific, or artistic values may be used effect\nively in the\nauditorium and other assembly programs. For mass instru\nction and for\nrecreation these have their place.\n\nThe other type of instructional materials can be more specif\nically effective\nin attaining knowledge and skill outcomes. In the classroom\nsuch materials\nare closely related to the curriculum. Every effective teach\ning device and\nall content materials bear directly on the ideas immediatel\ny at hand or deal\nwith the specific skills to be developed. Every classroom\nperiod should be a\nworthwhile experience rich in content. Those participat\ning in such experi¬\nences should grow more and more into the likeness of the man\nthat is to be.\nAs an integral part of classroom conferences, content mater\nials function to\nintegrate the life of every individual participating.\nWe assume general agreement upon the principle that\nvisual-sensory ma¬\nterials used in the classroom are related to the\ncurriculum and integrated\nwith the experiences of those participating in class\nroom conferences. Our\nbrief discussion deals with methods of accomplish\ning this. The method of\nthe classroom teacher is important. However, admin\nistration and super¬\nvision are equally important to the effective relation\nof visual materials to\ncurriculums.\n. A teacher of physics, by improving the selection of mater\nials and the de¬\nvices that he uses, improves his outcomes considerab\nly. Pupils’ responses rise\nto higher levels and instructional materials\nare improved as well. Supplies\nand equipment are carefully selected for indiv\nidual pupil experiments and\ntor pupil or teacher demonstrations. But lapses\noccur here and there Here\na motion picture is used, there lantern slides, until\nthe curriculum is complete\nHowever, to close the gaps “homemade” lante\nrn slides are prepared.\nTo assist teachers in such procedures the scho\nol system is responsible for\nproper administration and supervision. Materials\nmust be selected with care\nand teachers should be urged to make refineme\nnts as they use materials in\nthe classroom.\n\nStandards for selecting materials must be form\nulated and so manipulated\nas to serve as tools. A score sheet assigning numerica\nl values to different items\nof the standards, furnishes an instrument that\nmay be used rather generally\nfor selecting materials. On the score sheet provisio\nn may be made for assign¬\ning materials definitely to certain curriculums\nand specific grade levels.\nWith such a score sheet the materials of specific\nclassroom value may also\ne distinguished from those of general value for asse\nmbly programs.\n\n"}
{"page": 799, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\nInstruction\n\n795\n\nAfter materials have been selected for a school system, cataloging is\n. This\nessential so as to make them readily available foi the use of teachers\ndifferent\ncatalog must list materials in a comprehensive manner under the\na paiticusubjects of the program of studies and on the grade levels set up in\nalso\nmust\ns\nlar school system. Requisition forms in the hands of teachei\nspecific\nprovide for making requisition for materials for specific purposes on\nsed.\ngrade levels so that the use of the materials may be constructively supervi\nThe\nJournal\n\nl\nScholastic Inquiry , reported in the Scottish Educationa\nper¬\nof Edinburgh in its November 11, 1932, issue, contains some\n\nEdinburgh\n\ntinent conclusions which serve as a guide to those who\nrelating the motion picture to the curriculum.\n\nate lesponsible foi\n\nsimple\n1. Explanations should be as short as possible and drawn up in clear and\ntime for the\nterms. They should also remain on the screen a sufficient amount of\nspectators to read them in comfort.\nwork\n2. It would also be of use if the projection apparatus could be made to\nrepeated.\nbackwards so that more important parts could be seen twice or the whole\nare\n3. No single film should contain too much didactic matter. Explanatory maps\n.\nnecessary when showing geographical films or films of different countiies\n4. Talking films should not have any musical accompaniment.\nshould\n5. All the tricks and devices made use of in theatrical cinematography\nalso be utilized in didactic films, when found necessary and advisable.\nin one film.\n6. Serial films might be useful for subjects that cannot be completed\n\nHere is a large field for careful consideration. Some commendable work\nhas been done. Much remains to be done. A committee of this Department\ncould summarize what has been done, evaluate the same, and secure publi¬\ncation. This committee could also contact, for the Department, the indi¬\nviduals and the institutions that are currently making contributions to this\nfield and in some way make these contributions available for school systems.\n\n"}
{"page": 800, "printed_page": null, "text": ".\n\n■ Iw\n\n"}
{"page": 801, "printed_page": null, "text": "Department\n\nof Vocational Education\n\n"}
{"page": 802, "printed_page": null, "text": "The department of vocational education was\norganized\n\nas the industrial section at Minne-\n\ninnann,’ Mlnnes°ta, 1875. See Proceedings, 1875HIO The name was changed in 1890 to the\nment of Industrial and Manual Training. Depart¬\nSee Pro¬\nceedings 1890:758. In 1899 the name was\nchanged to\n1 6\n°* ,Manual Training. See Proceedmgs\n, 1899 .556. In 1914 the name was changed to\nthe\nDepa\n\nrtment of Vocational Training and\nPractical\nArts See Proceedings 1914:565. Sin\nce 1919 it has\nbeen known as the Department of Voc\national Edu¬\ncation. This Department cooperates wit\nh the National\nVocational Guidance Association and\ntional Society for Vocational Education. with the Na¬\nThe officers of this Department for the yea\nr 1933-34\nar e: President, R. W. Selvidge, Univer\nsity of Mis¬\nsouri Columbia, Mo. ; Secretary, Howard\nL. Briggs\nDirvel\nectand\nor , of Vocational Education, Public Schools’\nCle\nOhio.\n\nFacts relating to the establishment of this Depart\n¬\nment and the record of meetings are to be fou\nnd in\nearlier volumes of Proceedings as follows •\n\n1914:565-624\n1915:815-846\n1916:461-516\n1917:431-473\n\n1918:249-269\n1919:271-279\n1920 :269-270\n1921 :851 -858\n\n1922:1465-1483\n1923:1025-1043\n1924: 987-1015\n1925: 872- 912\n\n[ 798 ]\n\n1926:964- 996\n1927:971-1006\n1928:971-1003\n1929:945- 972\n\n1930 931-954\n1931 965-994\n1932 801-815\n\n"}
{"page": 803, "printed_page": null, "text": "FACING\nARTHUR\n\nB. MAYS,\n\nA NEW\n\nDAY\n\nPROFESSOR OF INDUSTRIAL EDUCATION,\nILL.\nILLINOIS, URBANA,\n\nUNIVERSITY\n\nOF\n\nnew movements, new con¬\nToday every thinking person is keenly aware of\nto modify every vital\nditioning factors and impending changes which promise\ng to penetrate the mists\naspect of contemporary life ; and all are earnestly tryin\nare for the new day\nwhich envelop the scene ahead to know how best to prep\nwhich seems both inevitable and imminent.\nonly means avail¬\nWith the limitations of vision which handicap us, the\nrelate presentday life to\nable for perceiving probable future conditions is to\nrelationship to try to\nthat of a comparable period of the past, and from this\ng. We unhesitatingly\ndetermine the direction in which we seem to be movin\nCivil War for those\nchoose the decades immediately following the great\nof today, and the conse¬\nyears exhibit conditions strikingly similar to those\nof what we may ex¬\nquences of conditions then existing are highly suggestive\nrespects the years between\npect during the next two or three decades. In some\nry. The country had\n1870 and 1890 are the most remarkable in all our histo\nstrength of the nation,\njust emerged from a terrible war that had taxed the\n, in a large part of\nbut it also had served to stimulate industry and commerce\nof during the relatively\nthe country, to a vigor and growth undreamed\nand manufacture grew\nleisurely years before 1860. Transportation, building,\nture which had hitherto\nwith unprecedented speed, and the old spirit of adven\nn fighting in the litt eexpressed itself in pioneering, exploration, and India\nof great commercial\nknown West now discharged its energy in the creating\nt and the unrestrained\nand industrial projects. But the expansion of credi\nuced their inevitab e\noptimism and recklessness of that frenzied era prod\ninto the darkness\nfruits, and the whole country was plunged, during 1873,\ndepression in almost\nand utter despair of an awful panic and depression, a\nnow beginning to\nall its details amazingly like the one from which we are\nely following the\nemerge. But it was what happened during and immediat\ntrial supiemacy. It\ndepression that laid the foundations of American indus\nof industrial education\nwas during those years that the modern movement\nwas born.\n.\nas an educational\nOrganized, purposeful industrial education came both\nbrought a new life\nreform and as an answer to a great economic need. It\ntransformation of the\nand vigor to the schools, and played a large part in the\ntion of the priv¬\nschools of this nation from institutions for the special educa\nrsal, democratic educa¬\nileged few to popular and effective agencies of unive\nof a school system\ntion. It contributed in no small measure to the development\nn to a height\nwhich has been able to lift the common level of a great natio\nwhich enabled this\nnever before reached in the history of civilization, and\nrevolution or even a\npeople to weather the recent economic storm without\nnew day and we\nserious disturbance. And now once more the nation faces a\nas students of\nshall be wise to consider carefully what the signs are, and\nchanges which\nindustrial education to try to prepare for the approaching\nmay be indicated.\n\n[ 799 ]\n\n"}
{"page": 804, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nAs in the 1870’s, 1880’s, and 1890’s, so toda\ny great new industries and\nmechanical developments are in the making.\nIt is probable that we are too\nclose to our day fully to realize the magnitud\ne and meaning of the changes\nw ich are occurring. Is it too much to expe\nct that the great Century of\n1 rogress Exposition now in progress will prov\ne to be as epoch-making in the\nrealms of industry and education as was that\nother marvelous centennial\nexposition, the World’s Fair of 1876? That even\nt marked the end of an age\nfor us, and the beginning of Modern America.\nThe signs are not lacking\nwhich point to this year’s being the first stage of\nanother new industrial era.\nConsider, for example, only three or four of the\nmost familiar fields of in¬\ndustry represented in the Century of Progress\nExposition, namely, aviation,\nrail transportation, communications, the automobile,\nand electric illumination'\nYVe are concerned primarily, however, with the\npossible changes in indus¬\ntrial, education in the new day facing us. Will\ntechnological developments\neliminate the need for human skill and tech\nnical knowledge? Obviously\nthey will not. The probabilities are just the oppo\nsite. Skills will change old\noccupations requiring skill will die, and others\nwill be split up into narrow\nspecialties as in all the past. But also, as\nin all the past, new occupations\nrequiring skill are sure to rise. Both the cons\numer and the producer of in¬\ndustrial products will increasingly need both\nskill and technical knowledge.\nEvery essential factor in modern life implies\nthe increasing exercise of skill\nand the conscious application of science to the\ndaily work of the world.\nAs processes and machines become progress\nively more complex and rapid\nt e safety of materials, machines, and men\nrequires intelligence, judgment,\nand skill in increasing degrees on the part\nof those who operate machines as\nwell as those who repair and those who\ndirect. American industry learns\nwith amazing slowness all its lessons whic\nh pertain to its personnel, but at\nlast it is beginning to see the extravagance of labo\nr that is cheap because it is\nuntrained and lacking in judgment and understa\nnding. Partly for this reason\nit is increasingly refusing to employ children, and\nmore than ever before in\nits history it is giving attention to programs of\npersonnel training. The\nc. anging attitude toward child labor which is even now\nproducing a revolu¬\ntion in the constitution and policies of the publ\nic school, offers to industrial\neducation a greater enlarged opportunity for vital\nservice and a challenge to\ngreater effectiveness in its methods and programs\nof instruction.\nAt the upper levels of industry the highly techn\nical nature of nearly every\ndivision of work requires increasingly exacting\ntechnical training of an order\nnever before demanded by manufacturing proce\nsses ; and the insistent de¬\nmand for improvement in both process and\nproduct places a premium upon\nt e highest possible technical efficiency. High tech\nnical efficiency is not only\na need of engineers and research scientists, but\nincreasingly it is needed by\nthose who purchase, who install, who repair, and\nwho supervise the opera¬\ntion of machines and industrial appliances whic\nh are the products of research\nand refined technical development. Not only\nmust specialized knowledge\nbe greater but the breadth of understanding upon\nwhich it is built must be\ngreater. It is from the breadth of technical unde\nrstanding and variety of ex-\n\n"}
{"page": 805, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\n801\n\nEducation\n\nperiences that both judgment and versatility are derived, and these are the\nprime requisites of modern industry.\nVersatility in industrial workers will very probably be a highly important\nquality in the new day toward which we are moving. Sudden changes of\nprocesses and of products have become almost the rule in the modern factory,\nand the worker, of whatever level, who is unable to adjust himself quickly to\nnew tasks and conditions of labor is of little value in this period of economic\nhistory. It is this demand for versatility and intelligence which constitutes\nthe most significant new factor to be dealt with by industrial education as\nwe face the new day.\nWhen the modern industrial education movement took definite form dur¬\ning the 1880’s and 1 890’s, curiously enough, among its aims were the very\nqualities here set forth as constituting the new factor to be dealt with. The\nvocational education movement which got under way during the first decade\nof this century stressed specific training for specific jobs. But now we face\nonce more the earlier situation which the fathers of the old manual training\nmovement sensed in their day. There are, however, certain new conditions\nto be met in the present and the probable future. Among them are the large\nnumbers to be taught and trained, rapid change in industry, and the progres¬\nsive increase in the application of science to productive processes. Hence we\nseem, today, to face the need for a type of industrial education which is fully\ncognizant of and in step with the determining factors of modern industry,\nbut which has much the same philosophy underlying it which the leaders of\nthe 1880’s possessed and upon which they established the modern\neducation movement.\n\nindustrial\n\nMuch progress has been made in the field of industrial education since the\nmanual training movement was inaugurated in 1880. Unfortunately the\nmanual training movement and the vocational education movement re¬\nmained antagonistic for a quarter of a century, developing almost wholly\nindependently of each other. But notwithstanding this attitude of the one\ntoward the other, each was inevitably influenced by the other. Now, modern\nindustry, and very probably the industry of the new day, greatly need both of\nthese types of industrial education. Hence it appears that the immediate\nproblem of industrial education as it faces the new day is that of an intelligent\ncoordination of the two great movements of industrial education each of\nwhich has already so heavily contributed in its own\ntion and modern economic progress.\n\nrealm to modern\n\neduca¬\n\nWe face the new day with ample means of meeting adequately its indus¬\ntrial education requirements, if only we see the problem clearly, and are\nboth able and willing so to reorganize and inform our program of study and\nwork as to produce the requisite technical understanding and industrial\nversatility. Let us, then, recast the industrial arts courses of our junior and\nsenior high schools so that they will contain much more richness of scientific\nand technical material which will be taught in close relationship to the\nmanual processes performed. Let us teach something of the social and eco¬\n\nnomic meanings of the processes and products of school shop and of industry.\n\n"}
{"page": 806, "printed_page": null, "text": "802\n\nNational\n\nLet us give more\n\nattention to the development\n\nEducation\n\nAssociation\n\nof habits of analysis and\nachievement and the growth of self-confidence and the powers of self-improve¬\nment. Let us enlarge the range of experiences provided in the school shops and\ndrafting rooms to the end that breadth of understanding and versatility\nmay be acquired. When the proper time in a young person’s career for\nspecialization arrives, let us build it upon broad foundations more quickly\nand efficiently than we now do. Let us provide more generally for the rapid\nretraining and effective extension of knowledge of adult workers who are\nunable quickly to adjust themselves to the swiftly occurring changes of in¬\n\ndustry and modern society. And let us coordinate all the nation’s resources\nof industrial education, both those of the schools and those of the trades and\nindustries, for the training of all workers at all levels and of all ages and\nconditions.\n\nIf we do these things we shall doubtless be able to face the new day with\nconfidence and the feeling that industrial education is fully alive to the\ntrends and needs of this most interesting and pregnant age of all history.\nREALIZING\nROBERT\n\nW.\n\nSELVIDGE,\n\nPROFESSOR\n\nThe\n\nOF\n\nACTING\n\nINDUSTRIAL\n\nOUR\n\nOBJECTIVES\n\nDEAN,\n\nCOLLEGE\n\nOF\n\nENGINEERING;\n\nEDUCATION, UNIVERSITY\nCOLUMBIA, MO.\n\nOF\n\nAND\n\nMISSOURI,\n\nindividual is what he is because of his natural endowment\n\nplus his\n\nexperience. Every change in the individual, good or bad, must come thru ex¬\nperiences and their interpretation. In no other way can the potential capacity\nof the individual be developed. If the experiences are well chosen and wisely\ninterpreted, the development will be desirable ; if unwisely chosen or im¬\nproperly interpreted, the development will be undesirable.\nLearning is the intellectual reaction to experience, and in order to secure\ndesirable learning it is necessary to provide selected experiences and arrange\na situation in which there will be as little interference from undesirable ones\nas possible. Before we can select the experiences wisely, it is necessary for us\nto have a very definite statement of the desirable attitudes, habits, ideals, and\naccomplishments which we wish to develop. Such a statement constitutes a\nlist of our objectives.\nIn making a statement of our objectives in the field of industrial arts, it is\nnot necessary to list every known human virtue. Rather, we should list only\nthose things for which we are willing to assume a large measure of responsi¬\nbility and toward the development of which we can provide reasonably ade¬\nquate experiences.\nIn preparing this report we have made a very careful study of the vast\nnumber of major and minor objectives in the industrial arts and we have\ntried to analyze them and combine the ideas into brief and definite state¬\nments without vagueness or obscurity. We have stated only those for which\nthe industrial arts teacher should himself assume a measure of responsibility\nand which we believe can be realized, to a measurable\n\ndegree by the proper\n\n"}
{"page": 807, "printed_page": null, "text": "Department\n\nof Vocational\n\n803\n\nEducation\n\nselection, presentation and interpretation of experiences. It is important that\nan objective should be regarded as a definite statement of our purpose and we\nshould feel under obligations to provide experiences which would make a\ndefinite contribution to that objective. We must also be sure that the experi¬\nences are presented and interpreted in such a way as to give the result desired.\nThe potential value of an experience is not sufficient, its value must be\nrealized.\nWe have thought of these objectives as the attitudes, habits, skills, infor¬\nmation, ideals and accomplishments which we expect the boy to have in some\nmeasure as a result of his experiences in the field of industrial arts. These,\nwe believe, will contribute toward making him a happy, useful and success¬\nful citizen, the thing we wish him to be.\nThe objectives of industrial arts work are as follows:\n1. To develop in each pupil an active interest in industrial life and in\nmethods of production and distribution.\n\n2. To develop the ability to select wisely, care for, and use properly the\nthings we buy.\n3. To develop an appreciation of good workmanship\n\nand good design.\n\n4. To develop an attitude of pride or interest in one’s ability to do useful\nthings.\n\n5. To develop a feeling of self-reliance and confidence in one’s ability to\ncare for one’s self in an unusual situation.\n6. To develop the habit of an orderly method of procedure in the per¬\nformance of any task.\n\n7. To develop a habit of careful, thoughtful work\nwasting time (industry).\n\nwithout loitering or\n\n8. To develop an attitude of readiness to assist others when they need\nhelp and to join in group undertakings (cooperation).\n9. To develop a thoughtful attitude in the matter of making things easy\nand pleasant for others such as keeping things in order, putting tools away\nin good condition and always doing a full share of the work where others\nare involved.\n10. To develop a knowledge and understanding of mechanical drawing,\nthe interpretation of conventions of drawings and working diagrams, and\nthe ability to express one’s ideas by means of a drawing.\n11. To develop the elementary skills in the use of the more common tools\nand machines in modifying and handling materials and an understanding of\nsome of the more common construction problems.\nFITTING\nWILLIAM\n\nWhen\n\nTHE\nJ. BOGAN,\n\nSTUDENT\n\nTO\n\nSUPERINTENDENT\n\nA CHANGING\nOF\n\nSCHOOLS,\n\nthe public, in rather recent times, demanded\n\nWORLD\n\nCHICAGO,\n\nILL.\n\nthat the schools take\n\nover the task of providing vocational education as a substitute for the old-time\napprenticeship system it thought of the school as it had been for generations,\na self-contained institution, isolated from the world and slow to accept ideas\n\n"}
{"page": 808, "printed_page": null, "text": "804\n\nNational\n\nEducation\n\nAssociation\n\nof progress. Nevertheless in the minds of many people schools were schools\nand only in the school could formal education be carried on. They assumed\nthat this new type of work would be developed within the walls of the school\nby the methods of tradition. Today, however, the efficient school regards the\nentire world as its field of action. The raw student material comes from\neverywhere and the finished product goes everywhere. The world takes or\nleaves this product, and to the extent that the students are successful in\nmeeting the requirements of society the school is considered successful.\nEvery student of human welfare from Plato to Dewey knows that all\ndreams of world betterment will ultimately be realized, if ever, not thru\nwar or treaties, not thru legislation, not thru propaganda, but thru the teach¬\ning of better ways to the rising youth of each generation. The problems en¬\ncountered in the teaching of these better ways are as complex as life itself.\n1 he aims of education are many, but aside from the training in citizenship\nso necessary in a democracy one of the most important aims is to train indi¬\nviduals to meet effectively diverse situations in an ever-changing society. All\nsystems of education fail of their purpose unless they take full cognizance of\nthree factors:\n1. Individuals, with their problems of uneven ability endowment,\nof human behavior not easily analyzed nor fully understood.\n2. Society with its vacillating social and\neasily recognized nor controlled.\n\neconomic\n\nentailing aspects\n\npattern, generating\n\nforces not\n\n3. The schools, with their limitations of formalism and routine, hampered by\ntradition and tending like most institutions to become static and somewhat\nisolated from\n\nthe society of which\n\nthey should\n\nbe an intimate\n\npart.\n\nThe problems of better ways are colossal, but the concerted efforts of edu¬\ncators to discover solutions are meeting with considerable success. The school\ncan become the agency, in fact, must become the agency thru which society\nwill remold itself for the achievement of better conditions of life.\nToday society is unstable financially, spiritually, and emotionally, a con¬\ndition radically different from that of the Middle Ages when apprenticeship\ntraining was common\n\nand very efficient. To a great extent education is re¬\n\nsponsible for the change. Apparently it has overdone the “stimulation of dis¬\ncontent.” In a previous day lack of education meant lack of standards, lack\nof conveniences, lack of ideals. The great majority of the people were un¬\neducated and hence the weak climbing and stretching for higher standards of\nliving placed little strain upon society. Today everyone is educated. Every¬\none knows his rights and how to maintain them. The lowliest, the most\nignorant, is ever ready to hitch his wagon to a star in the belief that a kind\nProvidence will land him lightly in the lap of the gods. Education for college\nin particular has given false notions to many who lack the ability, the apti¬\ntude or even the desire for those qualities of the spirit which the college is\nexpected to provide. After receiving the best type of education that the nation\nknows how to provide, many of the graduates of our schools are like the man\nall dressed up but with no place to go except to the wake of his hopes and\ndreams.\n\n"}
{"page": 809, "printed_page": null, "text": "Department\n\nTo lessen the tremendous\n\nof\n\nVocational\n\nwaste of money\n\nEducation\n\n805\n\nand energy inevitable in this\n\nhit or miss system of education, guidance of the highest type should be pro¬\nvided as soon as the pupil begins to appreciate his responsibilities to himself\nand to society for the making of a self-supporting independent citizen of high\ngrade. The task of guidance is especially difficult today for society is a seeth¬\ning cauldron filled with a mixture of outworn theories, wild hypotheses,\nmemories of the good old days, miseries of the present, hopes for the future,\nand facts that are not so. Hundreds of thousands of men and women who had\nbeen given an ideal training for their life occupations are saying with eyes\nand hands and voice: “Brother, can you spare me a dime?” Into what occu¬\npation shall we guide the youth of today? First we should guide ourselves\ninto a belief in the future, a belief in mankind, a resolve to destroy^ the\nphilosophy of defeatism. By making these beliefs our own we may be in a\nposition to guide with some intelligence the youth of the present and future.\nOne of the first steps in guidance should be to give the student a knowledge\nof his own abilities, aptitudes, and desires. He may underrate his abilities\nbut he is more likely to overrate them. A system that will show him rather\naccurately his own range of possibilities will enable him to do for himself a\nlarge part of this guidance. When he has given himself a fair rating he is\nready for information, theory, and advice. He should learn of the conditions\nand the rewards of the occupations for which he appears to be fitted. Sooner\nor later he must make a choice. If he does not fate will make it for him.\n\nAltho we live in what appears to be a rapidly changing civilization we\nmust admit that the foundation principles of this civilization are relatively\nstable. Modern vocational education, for instance, is based upon principles\nhoary with age, principles well illustrated in the apprenticeship system of\nthe Middle Ages. The public in those days took a vital interest in the in¬\nstruction of the pupil, for if the master failed in his duty to the apprentice\nhe thereby failed in his duty to the public. This interest of the public in the\nsupervision of trade education is an indication of the advanced thought of\nthe Middle Ages on the subjects of education and industry. Discoveries, ex¬\nplorations, inventions, education, and various forces of the industrial revo¬\nlution finally drove master and apprentice from the stage and substituted\nthe modern employer and the untrained employee for whom society accepts\nlittle responsibility. Not till restrictions on foreign labor became serious did\nthe employer interest himself in the education and training of employees. He\naccepted no responsibility for present or future training. Even now, society\nis not as conscious of its responsibility for industrial training as was society\nin the Middle Ages. When action of some kind finally became necessary the\nschools were chosen to accomplish the task.\nThe\n\ntask of the schools has been made difficult by socalled progress. The\n\neconomic changes made by inventions and scientific discoveries are so numer¬\nous and so far-reaching in their effects that the world is dazed by the results.\nIn other days it was possible to make a slow adjustment to new conditions\ntho the adjustment was usually painful and oft-times tragic. Now all is\nchanged. Inventions have made man an idler on an empty stomach. Less than\n\n"}
{"page": 810, "printed_page": null, "text": "806\n\nNational\n\nEducation\n\nAssociation\n\ntwenty years ago vocational education meant education and training in the\nskilled trades. Today those trades are passing or have passed, and vocational\neducation is entering a new phase. Thousands of specialized occupations\nwhich require unusual ability and special training are taking the places of\nthe old standardized occupations — to what extent is not known. If new ma¬\nchines produce new wants and higher standards of living, society will gradu¬\nally accustom itself to the change. In the meantime, however, old systems\nare crumbling and new ones must be constructed to take their places.\nIf vocational education, therefore, is to minister to changing needs, it\ncannot set itself up as a static institution. Vocational education must look\nupon itself as a clearing-house receiving and passing on all the educative\nforces of the community that may aid the individual in adjusting himself to\na society and an economic system in constant flux. With the disappearance\nof juvenile labor and the disappearance of old occupations, society is faced\nwith the problem of training and retraining for vocation and avocation and\nleisure. If the schools do not educate and care for the youth of the land what\nwill become of them ? Society today is facing a choice for youth. Will it\nchoose more education or will it let youth take the road to idleness and crime?\nThe Middle Ages believed in the principle that the public has a vital in¬\nterest in the education of youth above and beyond the selfish needs of em¬\nployer or apprentice. The same principle might be followed to advantage\ntoday. It took America, under a slower civilization, many years to accept the\nidea of compulsory school attendance in the interest of the community, but\nin a faster moving civilization, under the whip of a depression such as the\nworld has never known, society may be forced to consider state supervision\nof training for industry.\nPlainly when society, guided by its blind leaders, has wrecked the schools\nof the nation it may awaken to the need for a free public education far beyond\nthe compulsory school age so common in most of the states today. If the\npublic feels that it cannot support the schools it may accept the alternative\nof idleness or the penitentiary. Each has its good points. Idleness may develop\nthe free spirit, the wanderlust, the disregard of limitation of time or space.\nThe penitentiary provides discipline of a kind which may be excellent for\ncertain types of people. The public, however, should never lose sight of the\nfact that these alternatives are more expensive than education, to say nothing\nof their terrible effects upon morale.\n\n"}
{"page": 811, "printed_page": null, "text": "World\n\nFederation\n\nof Education\n\nAssociations\n\n"}
{"page": 812, "printed_page": null, "text": "The world federation of education associa¬\ntions\n\nwas\n\nthe outgrowth\n\nof a World\n\nConference\n\non Education which was called by the Committee\non Foreign Relations of the National Education As¬\nsociation to meet at San Francisco in July, 1923. The\nfirst biennial meeting of the World Federation of\nEducation Associations was held in Edinburgh, Scot¬\nland, in July, 1925. The Second Biennial Conference\nwas held in Toronto, Canada, in August, 1927. The\nthird conference was held in Geneva, Switzerland,\nAugust, 1929; the fourth conference took place in\nAugust, 1931; at Denver, Colorado; and the fifth\nconference took place in August, 1933, in Dublin,\nIreland. The officers for the years 1933-35 are : Presi¬\n\ndent , Fred Mander, London, England; Vicepresi¬\ndents : Paul Monroe, Istanbul, Turkey; Thomas Hen¬\n\nderson, Edinburgh, Scotland ; P. W. Kuo, Shanghai,\nChina; Secretary-General , Augustus 0. Thomas,\nWashington, D. C., U. S. A.; Secretary , Charles H.\nWilliams, Columbia, Missouri, U. S. A.; Treasurer ,\nE. A. Hardy, Ontario, Canada.\nFacts relating to the establishment of the World\nFederation of Education Associations and the record\n, of meetings are found in earlier volumes of Proceed¬\n\nings as follows:\n\n1921:176-182\n1922:312-317\n1923:106,402-424\n\n1924:272- 274\n1925:913- 927\n1926:996-1003\n\n[ 808 ]\n\n1927:1007-1016\n1928:1005-1012\n1929: 975- 988\n1931: 985- 994\n\n"}
{"page": 813, "printed_page": null, "text": "THE\nAUGUSTUS\n\nDUBLIN\n\nCONFERENCE\n\n0. THOMAS,\n\nSECRETARY-GENERAL,\n\nEDUCATION\n\nASSOCIATIONS,\n\nWORLD\n\nWASHINGTON,\n\nFEDERATION\nD.\n\nOF\n\nC.\n\nTen years of ups and downs of the economic and political world have\npassed into history and five biennial meetings have been held by the World\nFederation since that dramatic incident at San Francisco in 1923 when the\nFederation was born. These meetings have been stimulating and have brought\nopportunity to the leaders of education to sit together around the “green\ncloth” and exchange ideas, tell what is being done in the various countries\nin education, and plan what sort of education can do most in the support of\na new social order.\nAt the Dublin meeting, Old Man Depression made himself felt. He has\nfastened his iron grip upon educational institutions in every civilized country\nand this strangle hold has taken the breath of life from some institutions and\nsome people, but the World Federation of Education Associations succeeded\nin breaking that grip. It found itself somewhat lessened in numbers (1100\nenrolled, with 100 from the United States) but with the same enthusiasm\nas has been shown at previous meetings. There was no thought of turning\nback, no thought of abandoning this great world project. Instead, there\nseemed greater need for federated education today than ever before. The\ncomparative failures of atterfipts to hold armaments, commercial, and eco¬\nnomic conferences brought a sense of high responsibility to the Dublin meet¬\ning and some who were lukewarm became staunch supporters of the move¬\nment. Knowledge precedes understanding, and understanding and sympathy\nprecede cooperation.\n\nYes, there is greater need for the Federation today than ever before. As\nlong as leaders differ in fundamental philosophy, there will be strife and\nmaybe wars. Until men are sufficiently civilized to think more of saving\ncivilization than in saving faces there must be strife. Education must build\nthe foundation upon which economic and arms conferences may build the\nstructure of cooperation. What the world needs is a generation taught the\nprinciples of the world community, how to live in an international world,\nthe spirit of broadmindedness and tolerance, taught by teachers who have\nthe vision of a new order.\nThe Dublin Conference may have lacked in a central theme in the forensic\nprinciple of broad, general questions, but what it may have lacked in these,\nit made up in personalities — dynamic and forceful. The opening meeting\nwas addressed by the President of the Irish Free State, Eamonn de Valera,\nwho after welcoming delegates in the name of the Free State, said “material\nteachings are useless if they fail to teach the young people to know and con¬\nform to the principles that material things and forces subserve.” He spoke\nfirst in the Irish language (Gaelic), followed by English. He said also that\n“in the centuries which followed the collapse of the Roman Empire, Ireland\nwas almost the sole refuge of learning in Europe. The missionaries who went\nforth from her schools at that time took the leading part in evangelizing the\nbarbarian evaders of the West, in teaching them the arts of civilization, and\nin inspiring in them the love of brotherhood\n[ 809 ]\n\nand of peace.”\n\n"}
{"page": 814, "printed_page": null, "text": "810\n\nNational\n\nEducation\n\nAssociation\n\nM rs. Ruth Bryan Owen, who thru the influence of IVIrs. Oora Wilson\nStewart attended the Dublin Conference, was easily the star performer of\nthe occasion. Pity it was that greater use was not made of her presence. The\nmoment she appears on the platform the audience is electrified. You can feel\nthe presence and magnitude of a great woman. There is something of the\ninherited halo about her which comes from the matchless William Jennings\nBryan, but she is great in her own name. What she says is intellectually\ndramatic. She uses human illustrations in an interesting way. Quiet, modest,\ndignified, she holds her audience in expectancy and when she is finished the\naudience has been entertained; it has been informed; it has a new idea; and\nit is in an active mood, which is the summit of oratory.\nIn her address at this welcoming meeting Mrs. Owen, in speaking of the\nnecessity of universal education or the right of all men to read, made a telling\npoint when she said that an international diplomatic conference cannot rise\nhigher than the ideals of the lowest unit since a nation votes as a unit and\nthe action must be unanimous.\n\nMrs. Owen also made it clear that those who were born from the opening\nof the great war to the present are the part of the generation which adjusts\nitself to the new day. \"1 hose young people are now 20 years old or younger.\nShe illustrated this by an experience of her\nown. Mrs. Owen was accom¬\npanied over the Alps by her young daughter. When she landed she remarked\nthat it was all ‘very wonderful.”\n\n“What\n\nis wonderful?”\n\nasked the daughter.\n“The flight we have just made,” said the mother. “But why shouldn’t we?”\nsaid the daughter, taking the incident as a perfectly natural thing to do.\nThe address of the president of the Federation must always be a feature\nand in this instance it was no exception. Paul Monroe said: “There is a\ncommon ground where all knowledge has its roots. We should seek to make\nthat ground the heritage of all educated men, and to insure, insofar as might\nbe, that in that sense all men might be educated. To attempt more is to\nachieve superficiality, or intellectual confusion, and to defeat the purposes of\neducation.\n\n“The most efficient school, therefore, is that which best equips its pupils\nwith knowledge bearing upon the life around them\nand the circumstances\nwith which they are likely to spend their days, while relating that life to the\nlife of the world — the school which arouses a wholesome spirit of inquiry\nand creates the power to satisfy it.” President Monroe declared that it is\nnot the purpose of education to create a new social order. The business of\neducation is to lay soundly the foundations of society — sound, just, and se¬\ncure, out of the experience of the past. It might be necessary to look to the\nschools for leaders if and when a new social order is organized.\nThe Lord Mayor graced the convention with his presence and proved to\nbe very popular with the delegates. He welcomed the convention to the city\nand expressed a hope that when they dispersed to their several countries they\nwould carry pleasant memories of the Irish people and that the goodwill and\nfriendship of the nations might be enhanced.\nTomas O’Deirg, minister of education of the Free State, said the people\nof Ireland were, as a people, engaged in attempting to restore and revive\nre-\n\n"}
{"page": 815, "printed_page": null, "text": "World\n\nFederation\n\nof\n\nEducation\n\nAssociations\n\n811\n\nlations with other countries that had been broken off or faded over a long\nperiod, and in no respect were they more anxious to preserve and strengthen\nthose relationships than in the sphere of cultural and intellectual endeavor.\nLord Allen of Hurtwmod said: “The last time I was a near neighbor of\nthe president of the Irish Free State was when he and I were fellow prison¬\ners of the British government. It is with real respectful joy that I see that\nnoble figure placed at the head of this nation. If I might utter one prayer,\nwithout saying things that I ought not to say, it is this, ‘May the day soon\ncome when our two peoples may live in mutual freedom and mutual under¬\nstanding’.”\nOne of the high lights of the convention was a luncheon presided over by\nFrances Moon Butts (Washington, D. C.), as chairman of one of the\ndivisions of the Department of Social Adjustment thru Education. At this\nluncheon, J. F. Burke of the Saorstat Department of Education declared\n“what Mussolini did for Italy, what Roosevelt is doing for America, what\nour distinguished President Eamonn de Valera is doing for the Saorstat\nis founded on right principles.” Dr. Burke said further it was his firm belief\nthat the extent to which any policy of economic planning aimed at providing\nthe citizens with a full and ample life was the best measurement\n\nof its suc¬\n\ncess — “in fine,” he said, “to develop such industries as are essential to pro¬\nvide it to the fullest extent with food, clothing, and shelter, and to enable it\nto usefully employ all of its employable citizens.”\nThe Irish Free State has a great university with three colleges, one at\nDublin, one at Galway, and one at Cork. Dennis Coffey, president of the\nUniversity College, Dublin, in speaking before the general assembly said:\n“In the World\n\nFederation East and West\n\nare bound together and the meet¬\n\ning in Dublin is a joy to the Irish teachers.” He did not know anywhere else\nwhere a teaching body represented so faithfully, and with such enthusiasm,\nits own people as that of Ireland.\nSpeaking of the culture of humanities as a barrier to war, Selma Borchardt\n(Washington, D. C.), who presided over the section on social adjustment,\nsaid the object of the discussion would be the school as medium of interpret¬\ning and expressing the cultural life of the community, and as a reflection of\nthat cultural life. In America the culture of the humanities in the classroom\nhas been dealt with in an exceedingly practical manner.\n“World conditions showed the necessity for the development of the cul¬\nture of the humanities in the schools in every country. If educated people\nhad done their duty the catastrophe of the world war would not have taken\nplace.”\nMrs. M. Johnston (Alabama) contended that everybody ought to dance\nand sing. One could not hate his neighbor if one sang with him. She declared\nthat while world understanding is an intellectual process we must develop\nthe emotional part to the extent that we must live within the light of our\nunderstanding.\n\nHugh\n\nGuthrie\n\n(Scotland) said one of the biggest steps in educational\n\nwould\n\nbe to get the salaries of teachers financed from the na-\n\nadjustment\n\n"}
{"page": 816, "printed_page": null, "text": "812\n\nNational\n\nEducation\n\nAssociation\n\ntional exchequer. In Britain and the Free State a portion was contributed\nby the central exchequers and the balance by local authorities, but in North¬\nern Ireland the central exchequer financed the salaries of teachers, plus a\nsmall percentage of administrative expenditure.\nD. D. McDonald\n\n(Canada)\n\nmentioned\n\nthat in his country the greatest\n\nportion of the educational cost came from the local authorities, with the re¬\nsult that when a local authority wanted to economize the teachers suffered.\nMrs. Hugh D. Bradford (U. S. A.) opened a discussion on “Professional\nGuidance of Voluntary Workers in a Mental Hygiene Program.” A mental\nhygiene program, she said, which depended upon home and school coopera¬\ntion, and was based on mutual understanding, was naturally, one which\nwould emphasize the educational side of this work, leaving the more tech¬\nnical medical problems to the psychiatrist, who might also be the consultant\nand adviser of the educational program.\nThe fundamental purposes of a mental hygiene program would be to seek :\n(1) to understand the child; (2) to stimulate and guide his emotional and\nintellectual development; (3) to prevent contact with all home, school, and\ncommunity influences that would deter his normal, wholesome mental growth ;\n(4) to connect such mental disorders as might be within their control by\nunderstanding and readjustments; and (5) to create a consciousness on the\npart of the community to its responsibility in curative work.\nM. L. Combs (Virginia) explained how a state looks after the health of\nits children and detailed a program for the state of Virginia and explained\nthe 5-point system.\nW. Carson Ryan (Washington, D. C.), presided over the first meeting of\nthe Illiteracy Section and Annie C. Woodward (Massachusetts) over the\nsecond. In speaking before this section, Caroline P. Stephens (Louisiana)\ngave a very humanistic story of her experience in teaching a moonlight school.\nThe story of her work was both fascinating and dramatic. She said, “In\nLouisiana there has been a great deal of illiteracy, and great work has been\ndone to eradicate it by Mrs. Cora Wilson Stewart (chairman of that Sec¬\ntion), who was unfortunately unable to attend the Conference.\nMadame M. Comas (Barcelona) recited the story of the struggle against\nilliteracy in Spain. She reported that very effective work was being done by\nyoung volunteer students who traveled from Madrid around the country\n\nvillages. Only in Madrid, however, was the anti-illiteracy movement con¬\nducted under government supervision.\nMaria de la Luz Grouas (Mexico) reported that they had 7000 rural\nschools, many in places very difficult of access in the jungle and mountains,\nand teachers had to be heroic in order to reach them.\nD. Subotic (Yugo-Slavia) reported that the number\nslavia had been trebled in ten years.\nW. Carson Ryan (Washington,\nsion, said that the people known\nthemselves to modern living.\n\nof schools in Yugo¬\n\nD. C.), presiding over the afternoon ses¬\nas “Red\n\nIndians” were\n\nrapidly adapting\n\nM. L. Manich Jumsai (Siam) reported that in his country they had had\na Compulsory Education Act for 20 years. Their Buddhist temples had\n\n"}
{"page": 817, "printed_page": null, "text": "World\n\nFederation\n\nof\n\nEducation\n\nAssociations\n\n813\n\nalways been great seats of learning, and the priests cooperated with the state.\nSpeaking on the need for world cooperation in the Department of Teach¬\ners’ Organizations, E. W. Jones (Wales) said some extremely good results\nhad come about as the result of its formation, including the closer coopera¬\ntion of educationists from different countries. Was the Federation, however,\nattempting to do too much?\n\nIt was trying to solve so many\n\nproblems at once\n\nthat one was inclined to ask whether it was capable of carrying on the laud¬\nable work that it had set itself to do.\nG. D. Dunkerley (England) said that secondary teachers in Great Britain\nhoped for a greater advance in the status of teachers all over the world. It\nwas also felt essential that a too-imperialistic point of view should not pre¬\nvail among the younger generation.\nT. Frisby (Ireland) thought that there should be a worldwide survey of\nall the problems which had to be dealt with. He thought that matters con¬\ntained in textbooks, which were calculated to promote racial animosities\nshould be done away with.\n\nJessie Gray (Pennsylvania) expressed her appreciation for the system ob¬\ntaining in Ireland as regards retirement, and hoped it would be adopted\nlater on in her own country.\nA. O. Thomas (Washington, D. C. ) said that after the war there was so\nmuch feeling that no common ground could be found that would bring the\nnations of the world together, but it was thought that some efforts should\nbe made to find a starting point. The world needed understanding, sympathy,\nand cooperation. As a consequence, the World Federation came into being,\nfor education provides a universal basis for understanding. He said national¬\nism is stronger today than it has been. There are two drifts in presentday\ncivilization: one is the political drift which is struggling toward a national\nworld ; the other is a scientific or technological which is fast bringing the\nnations of the world into one neighborhood or an internationalized world.\nThis makes cooperation essential.\nMrs. A. H. Reeve (Pennsylvania), who presided over the Department of\nParents and Teachers said it was the conviction of the Federation that the\nchild was naturally free from prejudice and would readily work or play with\nother children, regardless of race, creed, or color, and that the conflicts aris¬\ning when many nationalities were grouped in one school or community, were\ndue to unreasoning antagonisms felt and promoted by adults. Six years had\npassed since the first step was taken in the international field, and they felt\nthey had a definite contribution to make to the welfare of childhood.\nJessie Gray (Pennsylvania) was one of the last speakers of the convention.\n\nWhen asked what we get out of this Federation, she said, “we should rather\nask what we put into and what services can we render.” She spoke as follows :\n“Ireland welcomed us with her blue skies, fleecy clouds, lovely lakes, glori¬\nous trees, and lawns. Heaven’s reflex, Killarney, will long delight us when\nit flashes upon the inward eye and we remember, across seas, Irish generosity,\ngeniality, and radiant hospitality. Human history began in a garden. To re¬\nstore us to the presence of the Creator, we must have the calm, the cool of\n\n"}
{"page": 818, "printed_page": null, "text": "814\n\nNational\n\nEducation\n\nAssociation\n\nthe day, the fragiance, the companionship, the common happy meeting place.\nI he seeds of the World Federation will transplant in many widely scattere\nd\nplaces human tiuths that are immutable. Upon friendly understanding,\nmutual regard, tolerance, desire to help, and a willingness to let each work\nout the same problems in a different way, depend the happiness of the human\nfamily. To meet delegates from many nations and so cement a unity of endeavoi in pioducing better life is the seed of future peace and happiness in\nthe family of nations. I he soul of the convention is ‘Split the sky in two,\nand let the face of God shine thru.’ 4 he hospitality of Ireland did the same\nthing to bless the nations gathered in convention. It prophesied greater\nfriendship, more devoted stewardship, and the eventual brotherhood of man.”\nE. Ruth Pyrtle (Nebraska) presided at the breakfast in honor of Mrs.\nRuth Bryan Owen. “4 he World Federation,” she said, “appreciates the\nsupport of strong personalities like the guest of the morning.” W. T. Long¬\nshore (Missouri) told the Herman-Jordan Committees that the re was\ndefinite need for helps in all levels of school work looking to more\nknowledge as a basis of understanding among the nations.\n\nRufus\n\nB. von KleinSmid\n\ncomplete\n\n(California)\n\npresided over the joint session of\nthe Herman-Jordan Committees in preparing a semi-final report for the\ndelegate assembly. The meeting developed an interesting discussion. Those\ncommittees virtually constituted the peace section of the Federation altho\nall subjects may have a bearing. The committee consisted of \\V. T. Long¬\nshore (Missouri), Rufus B. von KleinSmid (California), and Augustus O.\nThomas (Washington, D. C.). They prepared the following resolution\nwhich was presented to the representative assembly and passed by them:\nThis\nmittees\n\nW. F. E. A. commends and approves the work of the Herman-Jordan Com¬\nin gathering together valuable and educational material to be used for the\n\npurpose of furthering international understanding and goodwill. It recogniz\nes the\nalmost impossible problem of international diplomatic cooperation until thru\nedu¬\ncation theie is built up an informed “world opinion.” It, therefore, recomme\nnds:\n1. T hat the material assembled under the direction of these committ\nees, if and\nwhen approved by the Board of Directors, be printed as soon after its\npreparation\nas funds permit. Such publication should, however, be supplementary\nto\nand not in\nthe form of textbooks.\n2. That\n\nthese committees\n\nbe requested\n\nto continue\n\ntheir activities.\n\nThe\n\nsocial functions of the Dublin meeting were of an unusual character\nand distinctly portrayed the Irish character and hospitality. The Conference\nopened with a reception. Later in the session, President de Valera and Mrs.\nde Valera gave a garden party at the Viceregal Mansion. Mr. Sterling, ministei from the United States to the Irish Free State, and Mrs. Sterling\nalso\ngave a charming afternoon to the American delegates. The Right Honorable\nthe Lord Mayor opened the Mansion House for a reception and running\nlunch. Many of the citizens of Dublin opened their spacious homes and\ngardens to the delegates. The local committee, headed by T. J. O’Connell,\ntook the convention in a body on an excursion to the Bay of Glendalough\nwhere St. Kevan in an early century established his monastary and cloister,\nand also to the Bay of Avoca, the scene of much of Thomas Moore’s in¬\nspiration.\n\n"}
{"page": 819, "printed_page": null, "text": "Associational Records and Information\n\n"}
{"page": 820, "printed_page": null, "text": "■\n\n'/ '\n\n.\n\n-\n\n'\n\n<*\n\n' '1\n\n"}
{"page": 821, "printed_page": null, "text": "and Information\n\nAssociational Records\n\n1857—1870\nThe\n\nNational\n\nOrganized\n\nAugust\n\n26, 1857, at Philadelphia,\n\nsion of teaching and\nUnited States.\n\nchanged\n\neducation\n\nin the\n\nOhio, on August\n\nat Cleveland,\n\nAssociation.”\n\nEducational\n\n15, 1870, to the “National\n\nthe interests of the profes¬\n\nthe cause of popular\n\nto projnote\n\nof the Association was\n\nname\n\nPennsylvania.\n\nand advance\n\nelevate the character\n\nPurpose — To\n\nThe\n\nAssociation\n\nTeachers\n\n1870—1907\nNational\n\nEducational\n\nAssociation\n\nthe laws of the District of Columbia,\n\nIncorporated\n\nunder\n\n1886, under\n\nthe name,\n\n“National\n\nEducational\n\nchanged to “National\nNovember 6, 1886.\n\nNational\n\n1907of\n\nAssociation\n\nEducation\n\nIncorporated\nto succeed\n\nunder\n\nEducation\n\nEducational\n\nthe “National\n\nwhich\n\nwas\n\nby certificate filed\n\nUnited\n\na- special act of Congress,\n\n24,\n\nAssociation,”\n\nAssociation,”\n\nthe\n\nFebruary\n\nStates\n\napproved\n\nAssociation.”\n\nJune 30, 1906,\n\nThe\n\ncharter\n\naccepted and bylaws were adopted at the Fiftieth Anniversary\ntion held July 10, 1907, at Los Angeles, California.\nACT\nAN\n\nACT\n\n10\n\nOF\n\nINCORPORATE\nOF\n\nConven¬\n\nINCORPORATION\nTHE\n\nTHE\n\nNATIONAL\nUNITED\n\nEDUCATION\n\nSection 1. That the following-named\n\npersons, who\n\nEducational\n\nASSOCIATION\n\nSTATES\n\nof Representatives\n\nBe it enacted by the Senate and House\nAmerica in Congress assembled:\n\ntors and trustees of the National\n\nwas\n\nof the United\n\nare now\n\nStates of\n\nofficers and direc¬\n\nAssociation, a corporation\n\norganized\n\nof General Incorpora¬\nin the year eighteen hundred and eighty-six, under the Act viz:\nColumbia,\nof\nDistrict\nthe\nof\ntion of the Revised Statutes\nList of\nNathan C. Schaeffer, Eliphalet Oram Lyte, John W. Lansinger, of\nPennsylvania ; Isaac W. Hill, of Alabama; Arthur J. Matthews, Incorporators\nof Arizona; John H. Hinemon, George B. Cook, of Arkansas;\nJoseph O’Connor, Josiah L. Pickard, Arthur H. Chamberlain, of California; Aaron\nGove, Ezekiel H. Cook, Lewis C. Greenlee, of Colorado; Charles H. Keyes, of\nT.\nConnecticut; George W. Twitmyer, of Delaware; J. Ormond Wilson, William\nHampton, of\nHarris, Alexander T. Stuart, of the District of Columbia; Clem\nJ. Stanley\nFlorida; William M. Slaton, of Georgia; Frances Mann, of Idaho;\nAlbert R.\nPike,\nBrown, Albert G. Lane, Charles I. Parker, John W. Cook, Joshua\nThomas A. Mott, of\nTaylor, Joseph A. Mercer, of Illinois; Nebraska Cropsey,\nAshley V. Storm,\nIndiana; John D. Benedict, of Indian Territory; John F. Riggs,\nJewett, Luther D. Whitteof Iowa; John W. Spindler, Jasper N. Wilkinson, A. V.\nWarren Easton, of\nmore, of Kansas; William Henry Bartholomew, of Kentucky;\n[ 817 ]\n\n"}
{"page": 822, "printed_page": null, "text": "818\n\nNational\n\nEducation\n\nAssociation\n\nLouisiana ; John S. Locke, of Maine;\nM. Bates Stephens, of Maryland* Char\nles W\nEhot Mary H. Hunt, Henry T.\nBailey, of Massachusetts; Hugh A\nGraham\nShen' e!l Wh'te' Wllllam H- Elson, of Michigan; William F. Phelps, Irwin\nh'? j|\ni Cra\"St°\"’ °f Minn“ota; Robert B. Fulton, of Mississippi; F,\nLotus Sold an James M. Greenwood,\nWilliam J. Hawkins, of Missouri;\nO^car\nJ. ta.g, of Montana ; George L. Towne,\nof Nebraska ; Joseph E. Stubbs, of Nevada\n;\nrhme.S ^ °,Ck’uf Ncll,HanilPSll‘re: James M- Green< J°hn Enright, of New Jersey;\nCba.les M. Light, of New Mexico;\nJames H. Canfield, Nicholas Murray\nButler,\nWilliam H. Maxwell, Charles R. Skin\nner, Albert P. Marble, James C. Byrn\nes, of\n„\n)°'k’\nY' Joyner’ Ju,lus Isaac Foust, of North Carolina; Pitt Gordon\nKnow!, on of North Dakota ; Oscar T. Corso\nn, Jacob A. Shawan, Wells L. Griswold\no Ohio; Edgar S Vaught, Andrew R.\nHickham, of Oklahoma; Charles Carroll\nS la“0n; E,d7,nJD- Ressler- °f Oregon; Thomas W.\nBicknell, Walter Ballou Jacobs\nof Rhode Is'and; David B. Johnson,\nRobert P. Pell, of South Carolina; Morit\nz\nAdelbert Longer of South Dakota;\nEugene F. Turner, of Tennessee; Lloy\nd E.\nHoif, of Texas; David H. Christensen,\nof Utah; Henry O. Wheeler, Isaac Thom\nas,\nof Vermont; Joseph , L Jarman, of Virgi\nnia; Edward T. Mathes, of Washington;\nT Marcellos Marshall, Lucy Robinson,\nof West Virginia; Lorenzo D. Harvey\nof\n.scons, n; Thomas T. Tynan, of Wyoming;\nCassia Patton, of Alaska; Frank FI.\nBall, of Porto Rico; Arthur F. Griffiths,\nof Hawaii; C. H. Maxson, of the Philip¬\npine Islands; and such other persons as\nnow are or may hereafter be associated\nwith them as officers or members of said\nAssociation, are hereby incorporated and\ndeclared to be a body corporate of the\nDistrict of Columbia by the name of the\nNational Education Association of the\nUnited States,” and by that name shall\nbe\nknown and have perpetual succession with\nthe powers, limitations, and restrictions\nherein contained.\n\nSec\n\n2. That\n\nthe purpose\n\nand object of the said corporation shall\nbe to elevate\nthe character and advance the interests\nof the profession of teaching and to\npro¬\nmote the cause of education in the Unite\nd States. This corporation shall inclu\nde\nthe National Council of Education and\nthe following depart-\n\nuurpose and\nUepartments\n\nments, and such others as may hereafter be creat\ned by organization or consolidation, to wit: The Depa\nrtments, first, of\nSuperintendence;\n\n.\n\nsecond, of Normal Schools; third, of Elemenary Education; fourth, of Higher Educ\nation; fifth, of Manual Training; sixth\n, of\nArt Education; seventh, of Kindergarten\nEducation; eighth, of Music Education*\nninth, of Secondary Education; tenth\n, of Business Education; eleventh, of\nChild\nStudy; twelfth of Physical Education;\nthirteenth, of Natural Science Instructio\nn*\nfourteenth, °f Sch°o1 Administration; fifte\nenth, the Library Department; sixteenth\nof Special Education; seventeenth,\nof Indian Education; the powers and\nduties\nand the numbers and names of these\ndepartments and of the National Counc\nil\nof Education may be changed or abol\nished at the pleasure of the corporat\nion, * as\nprovided in its bylaws\n.\n\nSec. 3. Tha\ncommon\nsued\n\nseal, and\n\nin any\n\nPowers\n\nthe said corporation\n\ncourt\n\nto alter and\n\nof the United\n\nof\n\nshall further have power to have\nand to use\nchange the same at its pleasure;\nto sue or to be\nStates, or other court of competen\nt jurisdiction;\n\nt0 make£ b>'la^s not inconsistent with the provisions of this\nCorporation eive°r\n, w°[ thue C°nsti[^°n of the United States; to take or rereal\n\ni^any\n\n.TuT\n\nZ\n\nor\n\netier y gi t, grant, devise, bequ\nest, or purchase, any\npersonal estate, and to hold,\ngrant, convey hire or\n\n‘V PUrP°Se 1\n\nobjects oVthe co/pocalm\n\nincorPoration\n\nPerS° 651316 ^\n\n=\n\naccept\n\nand\n\nadmin-\n\n"}
{"page": 823, "printed_page": null, "text": "819\n\ntaxation;\n\ncorporation\n\nthe\n\nof\n\nproperty\n\nany\n\nto\n\napply\n\nhowever,\n\nprovided,\n\nand\n\nall per¬\n\nbe\n\nnot\n\nshall\n\nwhich\n\nto be\n\nTax-Exempt\n\npurposes, shall be exempt from\nthat this exemption shall not\n\nsuch\n\nfor\n\nused\n\nbe\n\nto\n\nincome\n\nof the\n\nProperty\n\nproduce\n\nto\n\nor\n\naforesaid,\n\npurposes\n\neducational\n\nfor\n\npurposes\n\nof producing income,\nheld, used, or\n\ncorporation as aforesaid other than the purposes\nsonal property and funds of the corporation\ninvested\n\nother\n\nor\n\nfor the educational\n\nby the corporation\n\nbe used\n\nshall\n\nwhich\n\nof Columbia\n\nthe District\n\nwithin\n\nof the corporation\n\nall real property\n\n4. That\n\nSec.\n\nInformation\n\nand\n\nRecords\n\nAssociational\n\nfor, or\n\nused\n\nthe\n\nof which shall not be applied to, the educational purposes of the corpora¬\ntion; and, provided further, That the corporation shall annually file, with the\nCommissioner of Education of the United States, a report in writing, stating in\nincome\n\ndetail the property, real and personal, held by the corporation, and the expenditure\nor other use or disposition of the same, or the income thereof, during the preceding\nyear.\nSec.\n\n5. That\n\nthe\n\nmembership\n\nconsist\n\nof three\n\nclasses\n\nPresident,\n\nbe\n\nof\n\nprescribed\n\nby\n\nan\n\na\n\nSecretary,\n\nExecutive\n\nCommittee,\n\nTreasurer,\nand a Board\n\na\n\nthe Treasurer,\n\nthe Chairman\n\nof the Board\n\nUnited\n\nthe\n\nof\n\nPresidents\n\nCommissioner\n\nStates\n\nthe First\n\nby the\n\nelected\n\nthe\n\none\n\nadditional\n\nactive\n\nmembers\n\nare chosen,\nAssociation.\n\nof Education,\n\nand\n\nall former\n\nliving,\n\nand\n\nall future\n\nnow\n\nOfficers\n\nVicepresident,\nand\n\nof Trustees,\n\nor district, to be\n\nAssociation\n\nsaid\n\ncorporation.\n\nshall be a\n\nfor the term of one year, or until their- successors\nand of all Life Directors of the National Educational\nThe\n\nMembers\n\nthe\n\nof\n\nbylaws\n\nthe\n\nof the President,\n\nstate, territory,\n\nand\n\nmembership,\n\nshall consist\n\neach\n\nshall\n\nassociate,\n\nof Directors\n\nfrom\n\nmember\n\nshall\n\nDirectors,\n\nBoard\n\nSecretary,\n\ncorporation\n\nterms\n\nVicepresidents,\n\ntwelve\n\na Board of\nof Trustees.\n\nsaid\n\nthe officers of the said corporation\n\nSec. 6. That\n\nThe\n\nqualifications,\n\nobligations\n\nand\n\nthe\n\nof members — viz, active,\n\ncorresponding — whose\n\nrights,\n\nof\n\nBoard\n\nof\n\nDirectors\n\nof the Association hereby incorporated, at the close of their respec¬\nof office, shall be members of the Board of Directors for life. The\nBoard of Directors shall have power to fill all vacancies in their own body; shall\nhave in charge the general interests of the corporation, excepting those herein\nintrusted to the Board of Trustees; and shall possess such other powers as shall be\n\nPresidents\ntive terms\n\nconferred\n\nof five members,\n\nconsist\n\nshall\n\nCommittee\n\nExecutive\n\nThe\n\nof the corporation.\n\nby the bylaws\n\nthem\n\nupon\n\nAssociation, the First Vicepresident,\nof the\nof Trustees, and a member\n\nof the\nBoard\n\nas follows:\n\nTreasurer, the\nAssociation, to be\n\nthe\n\nthe President\n\nChairman\n\n.\nchosen annually by the Board of Directors, to serve one year\nThe said committee shall have authority to represent and to\nthe\nact for the Board of Directors in the intervals between\n\nof\n\nExecutive\nCommittee\n\nion adopted by\nmeetings of that body, to the extent of carrying out the legislat\nby said board.\ngiven\nbe\nmay\nBoard of Directors under general directions as\nBoard\n\nThe\n\nDirectors\nshall\nthe\n\nbe\n\nfor\na\n\nBoard\n\nAssociation\ntrustee\nsaid\n\nof Trustees\n\nshall\n\nconsist\n\nof four\n\nmembers\n\nelected\n\nof\n\nfour\n\nyears,\n\nand\n\nthe\n\nPresident\n\nof the\n\nthe\n\nterm\n\nmember\n\nof Directors,\nat\n\nwhich\n\nfor the term\n\nBoard\n\nofficio during\n\nex\n\nof\n\nheld\n\nthey\n\nof four\n\nTrustees,\n\nduring\nwere\n\nthe\n\nby\n\nAll\n\nof\n\nthey\n\nresignation\n\none\n\noccurring\n\nin\n\nor\n\nbe\n\nthe\n\nof\nBoardwho\nthe ion,\nby ciat\nAsso\nfirst meeting of\n\nof the\n\nBoard of\nTrustees\n\notherwise,\n\nfilled by the Board of Directors for the unexpired\nof a trustee from two successive annual meetings of the\nmembership.\n\nshall\n\nthe\n\nelect\n\nshall\n\nvacancies\n\nAt\n\noffice.\n\nmeeting\n\nannual\n\nelected,\n\nyears.\n\nwhether\n\nhis term\n\nthe\n\nterm;\n\nand\n\nboard\n\nshall\n\nthe\n\nabsence\n\nforfeit\n\nhis\n\n"}
{"page": 824, "printed_page": null, "text": "820\n\nNational\n\nSec.\n\n7. That\n\nthe invested\n\nEducation\n\nfund\n\nnow\n\nAssociation\n\nknown\n\nas\n\nthe\n\n“Permanent\n\nFund\n\nof the\n\nNational Educational Association,” when\ntransferred to the corporation hereby\ncreated, shall be held by such corporation as a\nPermanent Fund and shall be in\ncharge of the Board of Trustees, who shall\nprovide for the\nPermanent\nsafekeeping and investment of such fund,\nand of all other\n^unc*\nfunds which the corporation may receive\nby donation, bequest,\n.\n_\nor devise. No part of the principal of such Permanent Fund\nor its accretions shall be expended, except by a\ntwo thirds vote of the active\nmembers of the Association present at any annual\nmeeting, upon the recommenda¬\ntion of the Board of Trustees, after such recomm\nendation has been approved by\nvote of the Board of Directors, and after printed\nnotice of the proposed expendi¬\nture has been mailed to all active members\nof the Association. The income of the\nPermanent Fund shall be used only to meet\nthe cost of maintaining the organi¬\nzation of the Association and of publishing\nits annual volume of Proceedings\nunless the terms of the donation, bequest,\nor devise shall otherwise specify, or the\nBoard of Directors shall otherwise order.\nIt shall also be the duty of the Board\nTrustees to issue orders on the Treas\nurer for the payment\n\nJJUties ot\n1 rustees\n\ncf all bills approved by the Board of Directors, or\nby the\nPresident and Secretary of the Association acting under\nihe\nauthor\nity\n\nBoard\n\nof Trustees\n\nexceeding\n\n$500\n\nexpenses\n\nof\n\nshall\n\nthat\n\nthe\n\nexpenses and\nensuing year.\n\nall\n\nfor\n\nDirectors.\n\nPermanent\n\nhands\n\nof the\n\nprevious\n\nyear,\n\nmade\n\nthe\n\nappropriations\n\nThe\n\nof the\n\nin the\nthe\n\nof\n\nby\n\nWhen\n\nFund,\n\npracticable,\n\nall surplus\n\nTreasurer\nand\n\nafter\n\nproviding\n\nBoard\n\nof\n\nthe\n\nfunds\n\npaying\n\nfor\n\nDirectors\n\nthe\n\nthe\nfixed\n\nfor\n\nthe\n\nBoard\n\nof Trustees shall elect the Secretary of the\nAsso¬\nciation, who shall be Secretary of the Execu\ntive Committee,\nand shall fix the compensation and the term\nof his office for a\nto exceed four years.\n\nnot\n\nSec. 8. That\n\nthe principal\n\noffice of the said corporation\n\nWashington,\nL,ocatl°n\n\nof\n\nbe determined\nbylaws.\n\nSec. 9. That\nAssociation\n\nby\n\nbe\n\nAcceptance\n\nthe\n\nCharter\n\nwere\n\nseverally\n\nsuch\n\nannual\n\ncontinue\n\nthat\n\npresent,\nadopt\n\nare\n\nabout\n\ntion\n\nof\n\nof\n\nDirectors,\n\nconstitution,\n\nshall be in the city of\n\nthe meeting\n\nof the corpora-\n\nand\n\nor\n\notherwise\n\nbylaws\n\nin\n\naccordance\n\nof the National\n\nwith\n\nthe\n\nEducational\n\nin\n\nelected\n\nmay\n\nthe present\n\ntion shall\nduties as\n\nmeeting\n\nand\n\nC. ; provided , That\n\nfull force and effect until the charter\ngranted by\naccepted by such Association at the next\nannual meeting of the\nAssociation, and until new\nbylaws shall be adopted* and\n\nof\n\n1 ms\n\nt en\n\nBoard\n\nthe charter,\n\nshall\n\nshall\n\nD.\n\ntion, its officers, committees, and department\ns, may be held, mid\nthat its business may be transacted, and an\noffice or offices may\nbe maintained, elsewhere, within the\nUnited States, as may\n\nUthce\n\nthis act\n\nBoard\n\nas part\n\nremain\n\nAssociation\n\nfor\n\nthe\n\ninvest,\n\nshall\n\nElection of\nSecretary\nperiod\n\nof\n\nactive\n\norganize\n\nand\n\ntrustees\n\ncontinue to hold office and perform\nsuch until the expiration of terms\n\nor appointed,\nthe\n\nofficers, directors,\n\nand\n\nand\n\nmembers\n\nuntil their\nof the\n\nsuccessors\n\nNational\n\nare\n\nof said\n\nAssocia-\n\ntheir respective\nfor which they\nelected.\n\nEducational\n\nThat\n\nat\n\nAssociation,\n\nproceed\n\nto accept the charter granted by this act\nto elect officers to succeed those whose terms\nhave expired or\nto expire, and generally to organize the “Nati\nonal Education Associa¬\n\nthe\n\nbylaws,\n\nUnited\n\nStates”; and that the Board of Trust\nees of the corporation\nshall thereupon, if the charter granted by\nthis act be accepted,\nreceive, take over, and enter into posse\nssion, custody, and management\nof all\nproperty, real and personal, of the corporatio\nn heretofore known as the National\nEducational Association incorporated as\naforesaid, under the Revised Statutes\nof\nthe District of Columbia, and all its rights\n, contracts, claims, and property of every\nkind and nature whatsoever, and the sever\nal officers, directors, and trustees of such\nhereby\n\nincorporated\n\n"}
{"page": 825, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n821\n\nlast-named Association, or any other person having charge of any of the securities,\nfunds, books or property thereof, real or personal, shall on demand deliver the same\nto the proper officers, directors, or trustees of the corporation hereby created. Pro¬\nvided, That a verified certificate executed by the presiding officer and secretary of\nsuch annual meeting, showing the acceptance of the charter granted by this act by\nthe National Educational Association, shall be legal evidence of the fact, when filed\nwith the Recorder of Deeds of the District of Columbia ; and, provided f uri h er ,\nThat in the event of the failure of the Association to accept the charter granted by\nthis act at said annual meeting then the charter of the National Educational Asso¬\nciation and its incorporate existence shall be and are hereby extended until the\nthirty-first day of July, nineteen hundred and eight, and at any time before said\ndate its charter may be extended in the manner and form provided by the general\ncorporation of the District of Columbia.\n\nSec. 10. That the rights of creditors of the said existing corporation, known\n\nAssociation, shall not in any manner be impaired by\nthe passage of this act, or the transfer of the property heretofore mentioned, nor\nshall any liability or obligation, or payment of any sum due or\nRights of\nto become due, or any claim or demand, in any manner, or for\nCreditors\nany cause existing against the said existing corporation, be\nreleased or impaired; and the corporation hereby incorporated\nis declared to succeed to the obligations and liabilities, and to be held liable to\npay and discharge all of its debts, liabilities and contracts of the said corporation\nso existing, to the same effect as if such new corporation had itself incurred the\nobligation or liability to pay such debts or damages, and no action or proceeding\nbefore any court or tribunal shall be deemed to have abated or been discontinued\nby reason of this act.\nas the National\n\nEducational\n\nSec. 11. That Congress may from time to time alter, repeal,\nor modify this act of incorporation, but no contract or individual\nright made or acquired shall thereby be divested or impaired.\n\nSec. 12. That said corporation may provide, by amendment\n\nAmendments\nto Charter\n\nto its bylaws, that\n\nthe powers of the active members exercised at the annual meet¬\nCreation of\ning in the election of officers and the transaction of business\nshall be vested in and exercised by a representative assembly Representative\nAssembly\ncomposed of delegates apportioned, elected, and governed in\naccordance with the provisions of the bylaws adopted by said\ncorporation.\n\nSections 1-11 were\n\npassed by Congress\n\nand approved\n\nby the President, June 30,\n\n1906. They were accepted and adopted as the constitution of the National Educa¬\ntion Association of the United States by the active members of the National Educa¬\ntional Association in annual session at Los Angeles, California, July 10, 1907.\n\nSection 12 was passed by Congress and approved by the President of the United\nIt was\nStates, May 13, 1920, as an amendment to the original act of incorporation.\nn\naccepted and adopted as an amendment to the constitution of the National Educatio\nAssociation of the United States by the active members thereof in annual session at\nSalt Lake City, Utah, July 9, 1920.\n\n"}
{"page": 826, "printed_page": null, "text": "822\n\nNational\n\nBYLAWS\nING\n\nEducation\n\nAssociation\n\nAS AMENDED AT THE ANNUAL BUSINESS MEET¬\nOF THE REPRESENTATIVE ASSEMBLY MIN¬\nNEAPOLIS,\n\nMINNESOTA,\n\nARTICLE\n\nJULY\n\n6, 1928*\n\nI— MEMBERSHIP\n\nWherever the word “State” appears in the proposed\namendments to these by¬\nlaws it will be understood that State, Territory, or Distric\nt of the United States\nis meant.\nSection\n\nSec. 2. Active members\nthe pi ofession of teaching\nSec. 3. The\n\n1. The\n\nmembership\n\nof the National Education Asso¬\nciation of the United States shall consist of three classes: Active,\nAssociate, and Corresponding, whose qualifications, rights,\nand\nobligations shall be as hereinafter prescribed.\n\nMembership\nDefined\n\nannual\n\nof the Association shall be those\nor other educational work.\n\ndues\n\nof an\n\nactive\n\nmember\n\nactively\n\nengaged\n\nin\n\nshall be $2, which\n\nshall entitle\nhim to attend all meetings of the Association and its several\nDepartments; to\nreceive The Jourrial free and on application, to secure all publica\ntions of the As¬\nsociation at a price fixed by the Executive Committee, which\n\nObligations\n\nshall be the approximate\n\nand\n\ncost. By the payment\n\nof $5 an\n\nshall receive\n\nPrivileges\nincluding reports\nwhen issued.\n\nactive member\n\nof annual dues\n\nin addition\n\nto The\n\nnal, without\n\napplication or other condition, the volume\n\nceedings\n\nall other\n\nof\n\nand\n\nCommittees\n\nSec. 4. All\n\nand\n\nregular\n\npublications\n\nall special\n\nlife members\n\nbulletins\n\nJour-\n\nof Pro¬\n\nof the Association,\nand\n\nannouncements\n\nand\n\nlife directors shall have all\nthe rights and privileges of active members without the\npay¬\nment of annual dues, and shall receive free without applica\n¬\ntion or condition the publications of the Association.\n\nLife Members\nand\nLife Directors\nSec. 5. Associate\n.\n\nmembers\n\nof the Association\n\ntively engaged\n\nAssociate\nMembers\n\nshall be persons who are not acin the profession of teaching or other educa-\n\ntional work, but who are otherwise interested in the promot\nion\nof education. The annual dues of an associate member shall\nbe the same\n\nas the dues\n\nof an active member\n\nand\n\nhe shall have\n\nthe same rights and privileges, except the right to vote, to\nserve\nin the Representative Assembly, and to hold office.\n\nas a delegate\n\n_\n\nthe publications\n\nMembership\nYear\n\nof\n\nnot\n\nresiding\n\nin America\n\nelected\n\nSec.\n\n7. The membership year shall be from September\n1\nto August 31. All membership dues paid during\nthe mem¬\nbership year shall be credited to that year unless otherw\nise\nrequested.\nSec.\n\nPayment\nDues\n\neducators\n\nmay be\nby the Board of Directors as corresponding member\ns.\nThe number of corresponding members shall not\nat any time\nexceed fifty. They shall pay no dues and may receiv\ne free\nof the Association.\n\nCorrespondmg\nMembers\n\nSec. 6. Eminent\n\n8. 1 he\n\nSecretary\n\non\n\nannual\n\nor before\n\ndues\n\nof members\n\nNovember\n\n1.\n\nAn\n\nshall\n\nbe\n\nactive\n\nsent\n\nmember\n\nto the\n\nfail¬\ning to pay his dues as herein provided shall forfeit the privi¬\nleges of membership and after being in arrears one\nhalf year\nbe dropped from the list of members.\n\n"}
{"page": 827, "printed_page": null, "text": "and\n\nRecords\n\nAssociation al\n\n823\n\nInformation\n\nSec. 9. The Secretary of the Association shall furnish each\nmember of the Association a Membership Card, declaring him\nto be a member of the National Education Association for the\npaid, and\n\nfor which\n\nhis dues\n\nare\n\nthe rights and\n\nprivileges\n\ngranted\n\nyear\n\nas such\n\nby the charter\n\nMembership\nCard\n\nentitled to all\nand\n\nbylaws\n\nof the Association.\n\n10. The right to vote, to serve as a delegate in the Representative As¬\nsembly and to hold office in the Association or in any depart¬\nment thereof, shall be limited to active members whose dues Right to Vote\nare paid. The right to vote and to hold office in the Council\nshall be limited to members of the Council whose dues are paid.\nSec.\n\nII— ELECTION\n\nARTICLE\n\nASSEMBLY,\n\nSection\nat the\n\n1. The\n\nmeeting\n\nAssembly composed of delegates\nerned as hereinafter provided.\n\nSec.\n\nthe\n\n2. At\n\nOFFICERS,\n\nAFFILIATED\n\nREPRESENTATIVE\n\nASSOCIATIONS\n\nelection of officers and transaction of business\n\nbusiness\n\nannual\n\nAND\n\nOF\n\nfirst business\n\nby\n\nshall be\n\nelected, and\n\napportioned,\n\nmeeting\n\na Representative\n\nthe\n\nof\n\nElection\n\nOfficers\n\ngov¬\n\nRepresentative\n\nof\n\nAssembly\n\non\n\nthe\n\nons for the follow¬\nsecond day of the annual meeting of the Association nominati\ner. Candidates\ning offices shall be made: President, Vicepresident, and Treasur\nthe states. On\nfor said offices shall be nominated from the floor upon roll call of\ns of each state,\nthe first day of the annual meeting of the Association the delegate\nperson for member\nterritory, and district of the United States shall nominate one\nbe reported to the\nshall\nof the Board of Directors and the name of such person\nRepresentative\n\nAssembly\n\nat the first business\n\nmeeting\n\nupon\n\nroll call of the states.\n\nfrom the candi¬\nOn the fourth day of the annual meeting officers shall be elected\nSaid ballots\nballot.\ndates by the delegates to the Representative Assembly by\nas provided above.\nshall be printed and shall contain the names of all nominees\nat such place or places\nPolls for voting shall be open from 8 A. m. to 6 p. M.,\nes for President,\nas the President of the Association shall designate. The candidat\nTreasurer,\n\nmember\n\nof Board\n\nof Directors\n\nfrom\n\neach\n\nstate, territory, or district,\n\nreceiving\nthe eleven candidates for the office of Vicepresident\nThe President of the\nthe highest number of votes shall be declared elected.\nments for carrying out\nAssociation shall appoint tellers and complete all arrange\nshall be announced at\nthe election. The results of the election herein provided\nThe officers thus chosen\nthe final business session of the Representative Assembly.\nsubsequent to their\nshall continue in office until the close of the annual meeting\nas herein provided. The\nelection, and until their successors are chosen, except\nduties at a date which shall\nSecretary and the Treasurer shall enter upon their\nshall not be later than the\nbe determined by the Board of Trustees and which\nterm for which they are\nfirst of October and shall continue in office during the\nelected.\nseparately chosen and until their successors are duly\ntion of a state,\nSec. 3. The State Teachers Association or Educational Associa\nNational Education Associa¬\nterritory, or district, may become affiliated with the\nEach Affiliated State\ntion and shall be designated an Affiliated State Association.\nthe\nAssociation shall be a state unit in the organization of\nbe entitled Affiliated btate\nNational Education Association and as such shall\nAssociations\nas hereinto representation in the Representative Assembly\nState Asso¬\nafter provided. The annual dues of an Affiliated\nstate shall be entitled, with a\nsaid\nwhich\nciation shall be $10 for each delegate to\nt application, or other\nmaximum of $100. Said Association shall receive withou\ntion Association, includ¬\ncondition, all regular publications of the National Educa\nand all special bulletins and\ning the volume of Proceedings, reports of committees,\nissued.\nwhen\nnts\nnceme\nannou\nrespectively,\n\nand\n\n"}
{"page": 828, "printed_page": null, "text": "824\n\nNational\n\nSec. 4. A Local\n\nEducational\n\nEducation\n\nAssociation\n\nAssociation\n\nor Teachers\n\nhaH be\nhy,H°r*ffiliate with the National\nshall\ndesignatedT' anmY\nAffiliated Local Association.\n\nOrganization\n\nwithin\n\na state\n\nEducation Association and\nEach Affiliated Local Asso-\n\n^tlon.sha11 be a ,ocal unit in the organization of the National\nEducatIon Association and as such shall be entitled to represervation in the Representative Assembly\nas hereinafter proLocal Association\nAffiliated\nT,hC aTUaI dueS °f an\nuu\nshall be U\nother . *5’ whl<* , ^\n.entire Said Association to receive without application, or\nS of the National Education Association, inPUbJiCati°n\n\"TP\"\n1\nthevolume\neluding\ng the\n, reports\nof Proceedings\nof committees, and all bulletins and\n8 ana\nannouncements when issued.\nAffiliated Local\nAssociating\nAssociations\n\nSec\n\n5. Each\n\nAffiliated\n\nAssociation,\n\nboth\n\nstate\n\nand\n\nlocal, shall\n\nbe\n\nfurnished\n\na certificate of membership and shall be entit\nled to the active assistance and sup¬\nport of the National Education Associat\nion in promoting the interest of such\nAffiliated Association and its members\ninsofar as such interest\nRelationship :\ncomes within the purpose and object of\nthe National Educa¬\nNational, State,\ntion Association as set forth in its\ncharter. The Secretary of\nand Local\nthe National Education Association shall\n, with the advice and\n\nf\n\napproval\n\nof the Executive\n\nCommittee,\n\nsL Z \\ C7e;rn ,beren the National Education and the\n\nand Local Affiliated Associations as\nwill promote\nadvance the interests of the teaching\nprofession.\nSec. 6. Each\n\nAffiliated\n\nState Association\n\nmake\n\nsuch arrangements\n\nthe welfare\n\nof all and\n\nshall be entitled to elect one\n\ndelegate\n\nand one alternate to the Representative Assembly\nfor each one hundred of its\nmembers, or major fraction thereof, who are active membe\nrs of the National Education Association, up to five hundred such activ\ne members, and\nMate Delegates thereafter one delegate and one\nalternate for each five hundred\n.\n*ts numbers, or major fraction thereof, who are active memers of the National Education Association.\nSuch delegates shall be designated\nState Delegates.\nSec.\n\nj\n\n7. Each\n\nAffiliated\n\n.\n\nSate\n\nocal\n\n8. Only\n\nand\n\nAssociation\n\none\n\nalternate\n\neach one hundred\n\nDelegates\n\nSEC.\n\nLocal\n\nshall\n\nbe\n\nentitled\n\nto elect one\n\nto the Representative\n\nof its members,\n\nAssembly\n\nmembers\n\nof\n\nthe\n\nNational\n\nfor\n\nor major fraction thereof,\n\nwho are active members of the National Education\nSuch delegates shall be designated Local Delegates.\nactive\n\ndele-\n\nEducation\n\nAssociation.\n\nAssociation\n\nshall\n\nbe\n\ne lgible to be delegates to the Representative\nAssembly, and to vote in the eleclion of delegates in a State or Local Affiliated\nAssociation. An active member\n„ , ..\n,\nsha11 be Permitted to vote for the election of delegates in but\n\nSelection of\nrelegates\n\none affiliated Local Association. For determin\ning the apportionment of delegates, an active member may be\ncounted in two\n.AffiIiated Associations, and no\nmore;\n\nbe the State Association.\nSec.\n\n9. The\n\nofficers of the\n\nNational\n\nEducation\n\nand that one of these shall\n\nAssociation\n\nas\n\nnamed\n\nin the\n\ncharter and the State Superintendent or Commission\ner of Education of each state,\nFv\nterritory, and district, shall be ex officio delegates to the Repb\n\n1\n+ o\nresentative Assembly. The President of the Association shall\neiegates\npreside at the annual meeting of the Representa\ntive Assembly,\n,\n. T\nand the Secretary of the Association shall keep the records\nthereof. In case of a tie the President shall\ncast the deciding vote.\nSec.\n\n10. Delegates\n\nshall file their credentials\n\nciation on blanks furnished\n\nby him\n\nwith\n\nfor that purpose\n\nthe Secretary\n\nof the Asso¬\n\nnot later than ten days be-\n\n"}
{"page": 829, "printed_page": null, "text": "825\n\nInformation\n\nand\n\nRecords\n\nAssociation al\n\nfore the beginning of the annual meeting. The Secretary shall turn over such\ncredentials to the Credential Committee, when appointed, with\nDelegates,\nsuch information thereon as may be obtained from the records\nCredentials;\nof the Association. The Representative Assembly shall be the\nfinal judge\n\nof the qualifications\n\nThe\n\nof delegates.\n\ndelegates\n\nVoting;\n\nFreedom of\nshall have equal rights and each shall have one vote. MeetFloor\nings of the Representative Assembly shall be open to the active\naddress\nto\nd\nprivilege\nbe\nshall\nmembers of the Association who\n\native As¬\nthe Assembly on subjects pertaining to the Association. The Represent\ncharter\nthe\nwith\nsembly shall adopt rules of procedure which shall not conflict\nand bylaws of the Association. It shall recommend an equitable plan for pay¬\nn.\ning the expenses of delegates to the annual business meeting of the Associatio\nSec. 11. The officers shall be permitted to hold meetings\nness purposes and expenses therefor shall be provided.\nARTICLE\nSection\n\n1. The\n\nPresident\n\nIII— DUTIES\n\nshall\n\npreside\n\nat\n\nOF\n\nother\n\nthan\n\nfor busi¬\n\nOFFICERS\n\nall meetings\n\nof\n\nthe\n\nAssociation\n\nand\n\nshall perform the duties prescribed by the Act of Incorporation and these Bylaws,\nand in addition such duties as usually devolve upon the Chief Executive of such\nan Association. In the absence of the President, the ranking\nDuties of the\nVicepresident, who is present, shall preside and in the absence\nPresident\nof the President and all Vicepresidents a Chairman pro tempore\nthe\nof\nSecretary\nthe\nof\nshall be elected under the direction\nAssociation. The President shall prepare the program for the general sessions\nof the annual meeting of the Association and shall have power to confer with\nthe President of the Council and the heads of the several Departments and to\nmake such recommendations in regard to the program of the Council and the\nseveral Departments as will, in his opinion, promote the interest of the annual\nmeeting. The President\nChairman of the Board\n\nshall be a member ex officio of the Board of Trustees and\nof Directors and of the Executive Committee. He shall\n\nap¬\nsign all bills approved for payment by the Board of Directors and all bills\nin¬\nthe\nproved or authorized by the Executive Committee acting for and under\nas\noffice\nof\nterm\nhis\nof\nstruction of the Board of Directors. On the expiration\nPresident, he shall become first Vicepresident for the ensuing year.\n\nSec. 2. The\n\nSecretary\n\nshall keep\n\na full and\n\naccurate\n\nrecord\n\nof the proceedings\n\nall meetings of the Board of\nof the As¬\nDirectors and of the Executive Committee, shall conduct the business\nthese\nsociation as provided in the Act of Incorporation and\nBylaws and, in all matters not definitely prescribed therein, Duties of the\nSecretary\nshall be under the direction of the Board of Directors or of the\nExecutive Committee acting for the Board of Directors, and,\nof the general\n\nmeetings\n\nof the\n\nAssociation\n\nand\n\nor the Executive Com¬\nin the absence of instructions from the Board of Directors\nshall receive or collect\nmittee, shall be under the direction of the President. He\nmonth to the Treasurer.\nall moneys due the Association and pay the same each\nof Directors, or\nHe shall countersign all bills approved for payment by the Board\nof the Board of Directors\nby the Executive Committee acting under the authority\nBoard of Directors or of the\nor by the President acting under authority of the\npresent at all meet¬\nExecutive Committee. The Secretary shall have his records\nof the Executive Commit¬\nings of the Association, of the Board of Directors, and\nsaid list annually. He\ntee. He shall keep a list of members and shall revise\nbe the custodian of all\nshall be Secretary of the Board of Directors. He shall\nthe Treasurer and the Board\nthe property of the Association not in charge of\nance of his duties\nof Trustees. He shall give such bond for the faithful perform\nsubmit his annual report\nas may be required by the Board of Trustees. He shall\nthe annual meeting\nto the Executive Committee not later than fifteen days before\n\n"}
{"page": 830, "printed_page": null, "text": "826\n\nNational\n\nEducation\n\nAssociation\n\nof the Association, which report shall be trans\nmitted to the Board of Directors\nat its annual meeting. At the expiration of\nhis term of office, he shall transfer\nto his successor all money, books, and other\nproperty in his possession belonging\nto the Association. The Secretary shall not print,\npublish or distribute any official\nreport or other document without the approval of\nthe Board of Directors or of the\n\nExecutive\ntors.\n\nSec.\n\nCommittee\n\n3. The\n\ncorporation\n\nacting\n\nTreasurer\n\nand\n\nunder\n\nthe general\n\nshall perform\n\nthese Bylaws.\n\ninstruction\n\nof the Board\n\nthe duties prescribed\n\nof Direc¬\n\nby the Act\n\nof In¬\n\nHe\n\nshall receive from the Secretary and under\nthe direction of the Board of Trustees, shall\nhold in safeng all moneys paid\nt0 the AiiS°ciation; shall pay the same keepi\nonly upon the order of\nuties of the\nthe Board of Trustees, shall notify the Presi\ndent of the Asso1 reasurer\nnation and the Chairman of the Board\nof Trustees whenever\nthe surplus funds in his possession exce\ned $500; shall keep\nan exact account of his receipts and expen\nditures with vouchers for the latter*\nand said accounts, ending on the thirty-fir\nst day of May each year, he shall\nrende. to the Executive Committee not later\nthan ten days before the annual\nmeeting of the Association, and when\napproved by said Committee, these ac¬\ncounts shall be transmitted by this Comm\nittee to the Board of Directors at its\nmeeting held in connection with the annua\nl meeting of the Association and a copy\n° * 6 l!,P°rt Shal! be transmitte(* ^ the Representative\nAssembly for its informa¬\ntion. The Treasurer shall give such bond\nfor the faithful performance of his\nduties as may be required by the Board\nof Trustees. At the expiration of his\nteim of office, he shall transfer to his\nsuccessor all moneys, books, and other\npropel ty in his possession belonging to the\nAssociation.\nSec. 4. The\n\nBoard\n\nof Directors\n\nshall have\n\nas are prescribed\ncorresponding\n\nsuch powers\n\nand perform\n\nsuch duties\n\nby the Act of Incorporation and by these\nBylaws, shall elect\nmembers as prescribed in Section 6 of Artic\nle I of these Bylaws-\n\nDuties of the\n\nsh^\" elect members\n\nBoard of\n\nfilTn\n\nDirectors\n\nSI\nThe\n\nof the National Council of Education\n\nas\n\n?eTn. 3 of Artic,e IV °f these Bylaws; shall\n\n,n lts own b°dy ™d\nl vac1an',e»\nBoar\nd of Direc\ntors shall approve\n\nor by the Executive\n\nCommittee,\n\nin the Board of Trustees.\nall bills incurred by itself\n\nor the President or the Secretary\n\nacting under the authority of the Board\nof Directors; shall appropriate from the\ncurrent funds of the year the amounts\nof money ordered by the Representative\nAssembly at the annual business meeting\nof the same for the work of all special\ncommittees of research and investigat\nion authorized and provided for at\nthe\nannual business meeting, and for all other\nneeds of the Association; shall make\na nil leport of the financial condition\nof the Association including the reports\nof\nthe Secretary, the Treasurer and the\nBoard of Trustees to the Representative\nAssembly at its annual business meeting,\nAssociation a useful and honorable insti and shall do all in its power to make the\ntution.\nThe Board of Directors shall appoint at\nits annual meeting a budget committee\nfor the ensuing year, whose duty it shall\nbe to prepare and present a budget to\ne Board of Directors at its next meeting.\nThe budget committee shall have\naut ority to secure the support of the auditing\ncommittee in preparing this budget.\nThe Board of Directors shall meet in connection\nwith the annual meeting of\nthe Representative Assembly, and may meet in conne\nction with the annual meet¬\ning of the Department of Superintendence and at such\nother times and places as\nmay be determined by the President or requested in\nwriting by a majority of the\nelective members of the Board of Directors.\n\n"}
{"page": 831, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\n827\n\nInformation\n\nsentative As¬\nExecutive Committee may recommend to the Repre\nntment of special committees for\nsembly at the annual business meeting the appoi\nhave been suggested by the\ninvestigation or research, the subjects for which may\nNational\nthe\nof\nNational Council or by the active members\nDuties of\ntments; it shall\nEducation Association or by any of its Depar\nExecutive\npriated for such\nrecommend the amount of money to be appro\nCommittee\nsuch special committees are provided\ninvestigations. When\nve Assembly and\nfor and duly authorized by the Representati\nrized by the Board of Directors, the\nappropriations for them have been autho\nuctions of the Board of Directors have\nExecutive Committee shall, under the instr\ntive Committee shall receive and con¬\ngeneral supervision of them. The Execu\nttees and shall print these reports and\nsider all reports made by the special commi\nSecretary, the Treasurer, and the\npresent them, together with the reports of the\nof the Executive Committee thereon,\nBoard of Trustees, and the recommendations\nmit the same with recommendations\nto the Board of Directors, which shall trans\nl business meeting. All such special\nto the Representative Assembly at its annua\nof the Association.\ncommittees shall be appointed by the President\noccurring in the body of officers\nThe Executive Committee shall fill all vacancies\nded for in the Act of Incorporation\nof the Association, except as otherwise provi\nor in these Bylaws.\nSec.\n\n5. The\n\nSec. 6. The\n\nBoard\n\nof Trustees\n\nshall have\n\nsuch powers\n\nand\n\nsuch\n\nperform\n\nduties\n\nshall require of the Secretary and\nas are prescribed by the Act of Incorporation,\nmined by said Board foi the\nTreasurer bonds in such amounts as may be deter\n.\nrt\nfaithful performance of their duties; shall make a full repo\ntive Committee Further Duties\nof the finances of the Association to the Execu\nof Trustees\nmeeting of the\nnot later than ten days prior to the annual\nive\nthe Execut\nAssociation, which report shall be transmitted by\nregular meeting of the Board\nCommittee to the Board of Directors at the first\nAssociation. It shall annua y\nheld in connection with the annual meeting of the\nchoose its own chairman and secretary.\nARTICLE\nSection\n\n1. The\n\nIV— THE\nNational\n\nNATIONAL\nCouncil\n\nof\n\nCOUNCIL\n\nEducation\n\nshall\n\nOF\n\nEDUCATION\n\ndiscuss\n\neducational\n\nExecutive\n\nof public and professional interest; propose to the\nre¬\nfrom time to time, suitable subjects for investigation and\nmeeting on “Edu¬\nsearch; have a report made at its annual\nin other ways\ncational Progress during the Past Year”; and\ntion and\nAssocia\nthe\nof\nobjects\nthe\nfurther\nto\nuse its best efforts\nto promote the cause of education in general.\ntions\n\nSec. 2. The\n\nNational\n\nCouncil\n\nof Education\n\nshall consist of one\n\nques¬\n\nCommittee,\n\nFunction of\nNational\nCouncil\nhundred\n\ntwenty\n\nof the National Education\nregular members, selected from the active membership\nis eligible to membership\nAssociation. Any active member of the Association\nyears\nsix\nin the Council and each member shall be elected for\nMembership\nto the 120 memand until his successor is elected. In addition\nin Council\nthe National\nbers thus selected from the active membership\nadmission to mem¬\nCouncil may in its bylaws provide for the\ntments of the Association on the\nbership of representatives from the several depar\n.\nbasis of equal representation from each department\nCouncil shall be held at the\nSec 3 The annual election of members of the\nn. The Board of Directors of the\ntime of the annual meeting of the Associatio\nand the Council ten members,\nAssociation shall annually elect ten members\nof members.\nElection of\nand each body shall fill all vacancies in its quota\nhave\nshall\nStates\nCommittee\nNo state, territory or district in the United\nthe\nin\ners\nmemb\nar\nregul\nMembers\nat one time more, than seven\nCouncil.\n\n"}
{"page": 832, "printed_page": null, "text": "828\n\nNational\n\nTime of\nMeeting\n\nEducation\n\nAssociation\n\nSec. 4. The annual meeting of the Council shall\nbe held dur¬\ning the week of the annual meeting of the Associ\nation.\n\nSec. 5. The\n\nabsence\n\nof a regular\n\nfrom two successive annual meetings\nshall be considered equivalent to his resignation\nof membership.\nregular membership in the Council has expired shall\nbe denomi¬\nnated honorary members of the Council during\nthe time of\n\nof the Council\nPersons whose\n\nL°ss of .\nMembership\n\ntheir active membership in the Association with the privilege\nof attending the regular sessions of the Council and partici¬\npating\n\nfeits his active\nCouncil.\nec. 6. The\n\nmember\n\nin its discussions.\n\nA\n\nmember\n\nwho\n\ndiscontinues\n\nor for¬\n\nhis membership\n\nin the\n\nmembership\n\nin the\n\nAssociation\n\nforfeits\n\nofficers of the\n\nCouncil\n\nshall\n\nof a President,\n\nconsist\n\na Vicepresident,\n\na secretary, and such standing committees\nas may be prescribed by its bylaws, all\nof whom shall be regular members\nof the Council. The SecreCouncil\ntary of the Council shall, in addition to performing\nthe duties\n\nOfficers\n\npertaining to his office, furnish the Secretary of the Assoc\niation\na copy\nof the proceedings\n\nSec. 7. The\n\nNational\n\nBylaws and\nPowers of\nCouncil\nSec\n\n8\n\nThe\n\nCouncil\n\nof the Council\n\nof Education\n\nis hereby\n\nfor publication.\n\nauthorized\n\nto adopt\n\nby-\n\nlaws foi its government not inconsistent with the act of incorporation or the bylaws of the Association; provided, That such\nbylaws be submitted to, and approved by, the Board of Directors\n\nof the Association\n\npowers\n\nand\n\nbefore they shall become\n\nduties of the Council\n\nmay\n\noperative.\n\nbe changed\n\nor the Council\n\nabolished upon a two thirds vote of the\nRepresentative Assembly taken at the\nannual meettng of the Association; provided,\nThat notice of the proposed action\nas been given at the preceding annual business\nmeeting of the Association.\nARTICLE\nSection\n\n1. The\n\nfollowing\n\nV— DEPARTMENTS\n\nDepartments\n\nare\n\nDepartments,\n\nnow\n\n(1932)\n\nin existence,\n\nto wit:\n\nThe\n\nfirst, of Superintendence; second, of Vocational\nEducation; third of\nKindergarten-Primary Education; fourth, of Secon\ndary Education; fifth, of Business\nEducation; sixth, of School Health and Physical Educ\nation; seventh, of Science In¬\nstruction; eighth, of Rural Education; ninth, of\nClassroom Teachers; tenth of\nDeans of Women; eleventh, of Adult Educatio\nn; twelfth, of Elementary School\nPrincipals; thirteenth, of Visual Instruction; fourt\neenth, of Social Studies; fifteenth\nof Teachers Colleges; sixteenth, of Lip Reading;\nseventeenth, of Secondary School\nnncipals, eighteenth, of Supervisors and Directors of\nInstruction; nineteenth of\nEducational Research; twentieth, of Special Educa\ntion, twenty-first, of Supervisors\nand Teachers of Home Economics; twenty-sec\nond, of Administrative Women\nin\nEducation. There is also the National Council of Educa\ntion.\nSec. 2. Each\n\nmembers\n\nDepartment\n\nshall\n\nhave\n\nthe\n\nright to fix the qualifications\n\nof its\n\nfor the purpose of electing officers and transacting the other business\nof the Department, provided, Active members of the Associa¬\ntion, and no others, shall be eligible to such Department mem¬\nMembers of\nbership, and provided also that all active members of the\nDepartments\nAssociation shall be permitted to attend the professional pro¬\ngrams and discussions of any Department.\nSec.\n\n3. Each\n\nDepartment\nMeetings\n\nDepartment shall hold an annual meeting at the time and\nplace\nof the meeting of the Association except as otherwise provid\ned\nin these bylaws or as directed by the Board of Directors,\nor\nby the Executive Committee acting under the general instruc¬\ntions of the Board of Directors.\n\n"}
{"page": 833, "printed_page": null, "text": "object of the meetings\n\nSec. 4. The\n\n829\n\nInformation\n\nand\n\nRecords\n\nAssociational\n\nshall be the discussion\n\nof the Departments\n\npro¬\n\nThe\n\nwork.\n\nof questions pertaining to their respective fields of educational\ngrams of these meetings shall be prepared by the respective\npresidents in conference with, and under the general direction\nof, the President of the Association. Each Department shall be\nlimited to two sessions, with formal programs, unless otherwise\n\nObject of\nDepartment\nMeetings\n\nordered by the President of the Association, except that a third\nsession of business or informal round-table conference may be\nheld at the discretion of the Department officers.\nSec.\n\nofficers\n\n5. The\n\neach\n\nof\n\nshall\n\nDepartment\n\nconsist\n\nof\n\na\n\nPresident,\n\na\n\nVice-\n\na Secretary, and such other officers as may be deemed necessary by the\nthe Department\nDepartment, who shall be elected at the last formal session of\nto serve one year and until their successors are duly elected;\nOfficers of\nand who shall, at the time of their election, be active memDepartments\nbers of the Association. Each Department shall provide for\nthe creation of an Executive Committee, and assign to it any\npresident,\n\nof Incoiporaduties consistent with the purposes of the Department and the Act\ntion and Bylaws of the Association. In case there is a vacancy in the office of\nPresident of any Department, it shall be filled by appointment made by the Execu¬\ntive Committee of the Department. Any other Departmental vacancy shall be\nfilled by appointment made by the President of the Department.\nSec.\n\n6. The\n\nSecretary\n\nof each\n\nDepartment\n\nshall, in addition\n\nto performing\n\nthe\n\nduties usually pertaining to his office, furnish to the Secretary of the Association\ncopy of the proceedings of the meetings of the Department for\npublication.\n\nNo\n\nDepartment\n\nshall establish\n\nan\n\nthe general headquarters of the Association\nsent of the Board of Directors.\n\noffice outside\nwithout\n\na\n\nof\n\nDepartment\n\nthe con-\n\nHeadquarters\n\nSec. 7. All Departments shall have equal rights and privileges, with the ex¬\nception stated in Section 3 of this article. They shall be named in Section 1 of\nthis article in the order of their establishment and shall be\nRights of\ndropped from the list when discontinued. Each Department\nDepartments\nmay be governed by its own regulations in so far as they are\nnot inconsistent with the act of incorporation or these bylaws.\n\nSec. 8. Upon\n\nthe recommendation\n\nof the Board\n\nof Directors\n\na new\n\ndepartment\n\nmay be established by vote of two-thirds of the delegates to the Representative\nAssembly present at any annual meeting; provided, that a written application for\nsaid Department with title and purpose of the same shall have\n\nbeen\n\nmade\n\nat the regular\n\nmeeting\n\nof the Assembly\n\nnext\n\npre-\n\nceding the one at which action is taken by at least 250 members engaged or interested in the field in the interest of which\n\nHow\n\nEstablished\n\nthe Department is proposed to be established ; provided, that no group shall be\nadmitted to Departmental status until it shall have held constructive meetings\nfor at least three successive years.\n\nA\n\nDepartment\n\nalready\n\nestablished\n\nmay\n\nbe discontinued\n\nupon\n\na two-thirds\n\nvote\n\n¬\nof the Representative Assembly at any business meeting provided that announce\nbusi¬\nment of the purpose to discontinue has been made at the preceding annual\nAs¬\nness meeting. The Board of Directors may recommend to the Representative\nof the\nsembly the discontinuance of any Department. Upon the recommendation\nfor\nBoard of Directors a Department which has failed to hold a regular meeting\ntwo successive years may be discontinued by a vote of two-thirds\nto the Representative Assembly present at any annual meeting.\n\nof the delegates\n\n"}
{"page": 834, "printed_page": null, "text": "830\n\nNational\n\nEducation\n\nAssociation\n\nSec. 9. Any Department, by a two-thirds\nbus, ness meeting, may levy a membership\n\nvote of those voting at any regular\nfee to supplement its allowance from\nSuch membership fees shall be paid to the\nSecretary of the De¬\npartment who shall transmit them month\nly to the Secretary of\nthe Association. Such funds shall be added\nto the Department’s\nallowance from the Association and shall\nbe used for the work\nof said Department only, and shall be disbu\nrsed upon the rec¬\nommendation of the executive officers of\nthe Department in the\nsame manner as other funds of the Assoc\niation are disbursed.\n\nthe Association.\n\nFees for\nDepartment\nMembers\n\nARTICLE\nSection\n\ndent\n\n1. Not\n\nlater than\n\nshall appoint\n\nthe Association,\nAndifino-\n\nfive months\n\nan Auditing\n\nno\n\none\n\nVI— COMMITTEES\n\nCommittee,\n\nof whom\n\nCommittee\n\nbefore\n\nthe end\n\nof the fiscal year\n\nconsisting\n\nof three\n\nshall be either a Trustee\n\nshall be referred\n\nthe report\n\nthe Presi¬\n\nactive members\n\nof\n\nor a Director; to this\nand audit of the expert\n\nCnmrniTf\nmittee\n\nHoard\n\naccountant or accountants, together with the communication of\nthe President transmitting the same as\nprovided in Section 5 of\nt*lls A,tlcIe; and the Committee shall report\nit's findings to the\nof Directors.\n\nSec. 2. On the first day of the annual meeti\nng of the Association, at such time\nand place as shall be designated on the annua\nl program by the President of the\nAssociation, the accredited delegates to the\nRepresentative Assem\nstate shall elect one member and one alternate bly from each\nwho are active\n\nDelegates Meet\nby States\n\nmembers of the Association for each of the following committees, to serve for the ensuing year: Credentials, Resolutions, and\nNecrology.\n\n°. ci a 1 bst of delegates\ntive Assembly.\nSec. 3. The\n\nfrom\n\nCommittee\n\non\n\nThe\n\nCommittee\n\nthe Secretary\n\nResolutions\n\nshall\n\nand\n\non\n\nCredentials\n\nreport\n\nreport\n\nthereon\n\nshall\n\nreceive\n\nthe\n\nto the Representa¬\n\nat the annual\n\nbusiness\n\nmeeting\n\nof the Representative Assembly, and except by unani\nmous consent, all resolutions shall\nbe referred to said committee without discussion.\nThis committee shall receive and\ne\nconsider all resolutions proposed by active members, or referred\n\nResolutions\n\nto it by the President; some time during the second day of the\n\nannual\n\nmeeting\n\nSec.\n\n4. 1 he\n\nof the Association\n\nthe committee\n\nshall hold a\nmeeting, at a place and time to be announced\nin the printed program, for the pur¬\npose of receiving proposed resolutions and heari\nng those who may wish to advo¬\ncate them.\n\nNecrology\n\nCommittee\n\non\n\nNecrology\n\npublished Proceedings brief memorial\nhave died during the year.\n\nmay\n\nprepare\n\nfor\n\ntributes to members\n\nthe\n\nwho\n\nSec. 5. Within\n\nthirty (30) days prior to the time of the annual\nmeeting of the\nAssociation, the President shall appoint a compe\ntent person, firm or corporation,\nlicensed to do business as expert accountants; the\naccountant or accountants so\n.\n.\nappointed shall examine the accounts, papers, and vouchers of\n\nExamination\nUt\n\nAccounts\n\nthe Secretary, the Treasurer,\n\nand\n\nthe Board\n\nof Trustees\n\nand\n\ncompare the same, shall also examine the\nsecurities of the\nPermanent fund held by the Board of Trustees.\nThe report\nof said accountant or accountants shall be filed with\nthe President not less than\nten days before the opening day of the annual meeti\nng of the Association, and\nshall be by him submitted to the Auditing Committee\nwith such comments as he\nmay think proper.\n\n"}
{"page": 835, "printed_page": null, "text": "Association al\n\nRecords\n\nARTICLE\nSection\n\n1. Stated\n\nmeeting\n\nof the\n\nand\n\n831\n\nInformation\n\nVII— MEETINGS\nAssociation,\n\nof the\n\nNational\n\nMeetings Held\nto be\n\nCouncil of Education, and of all Departments, except as other¬\nwise provided, shall be held at such time and place as shall be\n\nAnnually\n\ndetermined by the Board of Directors or by the Executive Com¬\nmittee acting under the instructions of the Board of Directors.\nSec.\n\n2. The\n\nat 9 oclock\nA\n\nregular\n\nannual\n\nannual\n\nbusiness\n\na. m., on\nmeeting\n\nmeeting\n\nmeeting\n\nthe second\n\nday\n\nof the Board\n\nof the\n\nof the\n\nRepresentative\n\nof the annual\n\nof Directors\n\nAssociation.\n\nThe\n\nmeeting\n\nshall be held\n\ntime\n\nand\n\nThe\n\nfirst regular\n\nshall\n\nbegin\n\nof the Association.\n\nin connection\n\nplace\n\nsuch meeting shall be designated in the program. The\ntary shall notify the members of the Board of Directors\ntime and place of meeting,\nthe meeting.\n\nAssembly\n\nwith\n\nthe\n\nof\n\nSecre¬\nof the\n\nMeetings\nof\nAssembly,\n\nnot less than\n\nthirty (30) days before\n\nDirectors, and\nTrustees\n\nof the new\n\nBoard\n\nmeeting\n\nof Directors\n\nshall\n\nbe held as soon as practicable and within twenty-four hours after the close of\nthe last session of the annual meeting. The place and time of this meeting shall\nbe announced\n\nThe\nand\n\nBoard\n\nin the printed\n\nmeetings\n\nthe meeting\n\nfollowing\n\nmay\n\nof the Trustees\n\nof the new\n\ncalled\n\nbe\n\nmeeting\n\nits annual\n\nshall hold\n\nof Trustees\n\nimmediately\n\nprogram.\n\nthe\n\nby\n\nBoard\n\nChairman\n\ntime\n\nconvenient\n\nat some\n\nSpecial\n\nof Directors.\nshall\n\nand\n\nbe\n\ncalled\n\non request of a majority of the Board of Trustees. Due notice of all meetings\nof the Board of Trustees shall be given to every member of the Board by the\nSecretary\n\nthereof.\nARTICLE\n\nSection\n\n1. The\n\nproceedings\n\nVIII— PROCEEDINGS\n\nof the\n\nAssociation,\n\nof the\n\nCouncil,\n\nof\n\nments, and of all commissions and committees, shall be published\nat the discretion of and under the direction of the Executive\nCommittee\nand\n\nprovided\n\nthe money\n\nSec.\n\nof the\n\n2. No\n\nthat such\n\ntherefor\n\npublication\n\nappropriated\n\npaper,\n\nlecture\n\nor\n\nDepartments\n\nin the\n\nabsence\n\nhas\n\nbeen\n\nby the Board\n\naddress\n\nshall\n\nof the\n\nbe\n\nthe\n\nPublication\n\napproved\n\nof Directors.\n\nread\n\nauthor,\n\nthe approval\n\nwithout\n\nARTICLE\nSection\n\n1. Elected\n\nstitute a quorum\n\ndirectors\n\nof the Board\n\nfrom\n\nbefore\n\nwithout\n\nthe Association\n\nthe\n\napproval\n\n1. These\n\nbylaws\n\nmay\n\nany\n\nof the\n\nAbsence of\nAuthor\n\nof the Execu¬\n\nstates\n\ntwenty-five\n\nA\n\nFormation\n\nshall con¬\n\nmajority\n\nof\n\nof all\n\nthe accredited delegates, representatives of not less than twentyfive states, shall constitute a quorum of the Representative Assembly.\n\nSection\n\nor\n\nIX— QUORUM\n\nof Directors.\n\nARTICLE\n\nof\n\nProceedings\n\nPresident of the Association, or of the President of the Depart¬\nment interested; nor shall any such paper, lecture or address be\npublished in the Proceedings\ntive Committee.\n\nDepart¬\n\nQuorum\n\nX— AMENDMENTS\n\nbe altered\n\nor amended\n\nat the annual\n\nRepresentative Assembly by unanimous vote, or by a two-thirds\nresentative Assembly if the alteration or amendment shall have\nbeen proposed in writing at the annual business meeting next\npreceding the one at which action is taken, and due announce¬\nment of the proposed action shall have been made in the official\npublication of the Association.\n\nmeeting\n\nvote\n\nof the\n\nof the Rep¬\n\nAmendments\nto Bylaws\n\n"}
{"page": 836, "printed_page": null, "text": "832\n\nNational\n\nNATIONAL\n\nEducation\n\nEDUCATIONAL\nNOW\n\nNATIONAL\n\nAssociation\n\nKNOWN\n\nEDUCATION\nUNITED\n\nASSOCIATION\n\nAS\n\nTHE\n\nASSOCIATION\nSTATES\n\nOF\n\nTHE\n\nCERTIFICATE\n\nof Acceptance of Charter\napproved June 30, 1906.\n\nand\n\nAdoption\n\nof Bylaws\n\nunder\n\nthe Act\n\nof Congress\n\nWe, the undersigned, Nathan C. Schaeffer, the presiding officer, and\nIrwin\nShepard, the Secretary of the meeting of the National Educational Association\nheld at Los Angeles, California, on the 10th day of July, 1907,\nsaid meeting being\nthe annual meeting of the Association held next after the passage\nof an act of\nCongress entitled An Act To Incorporate the National Education Associat\nion of\nthe United States,”\n\nDo hereby certify, that at said meeting held pursuant to due notice,\na quorum\nbeing present, the said Association adopted resolutions of which true copies\nare\nhereto attached, and accepted the charter of the National Education Associat\nion\nof the United States, granted by said act of Congress, and adopted\nbylaws as\nprovided in said act and selected officers; and the undersigned pursuan\nt to said\nresolutions,\nDo\n\nhereby\n\ncertify that the National\n\nEducation\n\nAssociation\n\nof the United\n\nStates\nhas duly accepted said charter granted by said act of Congress, and\nadopted by¬\nlaws, and is the lawful successor to the National Educational Association.\nIn witness\n1907.\n\nwhereof,\n\nwe\n\nhave\n\nhereunto\n\nsigned our\n\nnames\n\nthis 20th day\n\nNathan\n\nC.\n\nIrwin\n\nShepard,\n\nSecretary\n\nMEMBERS,\n\nJULY\n\nSchaeffer,\n\nof August\n\nPresiding\n\nOfficer\n\nVERIFICATION\n\nRESOLUTIONS\n\n1. Resolved,\n\nThat\n\nADOPTED\n\nBY\n\nthe National\n\nTHE\n\nACTIVE\n\n10, 1907\n\nEducational\n\nAssociation hereby accepts the char¬\nter granted by an act of Congress entitled “An Act To Incorporate the National\nEducation Association of the United States,” passed June 30, 1906, and that the\nPresident and Secretary of this meeting be authorized and directed to execute\nand file with the Recorder of Deeds of the District of Columbia a verified certifi¬\ncate showing\n\nthe acceptance\n\nby the Association\n\nof the charter\n\ngranted\n\nby said act.\n\n2. Resolved, That the proposed bylaws of which notice was given\nat the annual\nmeeting of the Association held on July 6, 1905, which are printed\nin full in the\nJournal of said meeting, be and the same are hereby adopted to take\neffect im¬\nmediately.\n3. Resolved,. That\nthe title “National\n“1857-1907.”\n\nthe Association\nEducation\n\nadopt\n\nAssociation\n\nas its corporate\n\nseal a circle containing\n\nof the\n\nStates,”\n\nUnited\n\nand\n\nthe\n\n4‘. ^solved, That the Association do now proceed to elect\nofficers, and\nganize under the charter granted by the act of\nCongress.\nFiled in the office of the Recorder\n\nof Deeds\n\nof the District of Columbia,\n\nber 4, 1907.\n\n’\n\ndates\n\nto or¬\n\nSeptem¬\n*\n\n"}
{"page": 837, "printed_page": null, "text": "—\n\nAssociation al\n\nRecords\n\nand\n\n833\n\nInformation\n\n1\n8\n\n1\n\n8\n8\n8\n6\n\n( >F MEETINGS\n\nCALENDAR\n\n6\n\n5\nNATIONAL\nTEACHERS\n—\n\nASSOCIATION,\n\n1857-1870\n\nS. S. Greene, President.\nTames L. Enos, Chairman.\nW. 6\nE. Shet.don. Secretary.\nW. E. Sheldon, Secretary.\n6\nZ. Richards, Treasurer.\n6\nHAR\nZ. Richards, —\nPresident.\nRIS\nBUR\nJ. W. Buckley, Secretary.\nG,\nJ. P. Wickersham,\nPresident.\n8\nA.\nT.\nRickoFF,\nTreasurer.\nPA. Secretary.\nS. H. White,\n9\n7\n8\nS. P. Bates, Treasurer.\nA. J. RickoFF,\nPresident.\n—\nJ. W. Buckley, Secretary.\n—\n186 INDI\nC. S. Pennell,\nTreasurer.\nANA\n7\n0\nJ. PM.\n85\nNo\nOLIGregory, President.\n7—\nL.\nVan\nBokkelEN, Secretary.\nJ.\nW.\nBuckley,\nPresident.\nS,\nP\nH\ns\nILADEL\ness\n4\nIND\n8\nPHIA, Secretary.\nZ. Richards,\nJames\nCruickshank,\nTreasurer.\ni\no\n.\nPA. (O\nn.\n—\nr\ng\nO. C. Wight,\nTreasurer.\na\nn\nized)\n—\nCI1861,\nNCI 1862 — No session.\nL. Van BoickELEn, President.\nNA\nNNA\nS\nW.\nE. Crosby, Secretary.\nTJohn\nHV\nI,\nD. Philbrick, President.\nILA. L. Barber, Treasurer.\nOH—\nLE\nJames IO\nCruickshank, Secretary.\n,\nTE\nO.\nC.\nWight,\nTreasurer.\n9\nTR\nNNB. Ha\nPr\nD\nan\nE\nes\nga Secretary.\n—\nNT\nA.\nP.\nMarblE,\ni\nid\nr\ne\nW.\nH.\nWells,\nPresident.\nen\n,\nON\nl\nWA\nt.\nW.\nECrosby,\nTreasurer.\nSH\n,\nDavid N. Camp, Secretary.\nIN\nN\n.\nGT\nJ.\nON Z. Richards, Treasurer.\n8\nBU\n,\nD.\nFF\nC.\nNATIONAL\nEDUCATIONALCLEASSOCIATION,\nAL\n1871-1907\nVE\nO,\nLA\nN.\nND\nY.\n5\n,Thomas\nW. Bicknell, President.\nJ. L. Pickard, President.\nO\nH.HIS.\nTarbEll,\nSecretary.\nW. E. Crosby, Secretary.\nO\nGO\nN. A. Calkins, Treasurer.\nJohn Hancock, Treasurer.\n,I\n8\nLL\n.\nE. E. White, President.\nF. Louis Soldan, President.\nMA\n—\nS. H. White, Secretary.\nDI\nW. E- Sheldon, Secretary.\nSO\nJohn Hancock, Treasurer.\nN. A. Calkins, Treasurer.\nN,\nWI\nB. G. Northrup, President.\nS. N. A. Calkins, President.\nW. E. Sheldon, Secretary.\nS. H. White, Secretary.\n—\nJohn Hancock, Treasurer.\nE. C. Hewett, Treasurer.\n\n8\n8\n\nTreasurer.\n\nNewall,\n\nS,\n\nPresident.\n\nN. N.\n,N\nT.\nIN TOON,\nTEE\nM\nL,\nLL\nN\nU\nRO\nVI PA\nTO\nSH ST.\n\nH.\n\nSmart,\n\nPresident.\n\nIF\n\nIC\n.\nLOL,\nAIG\n\nA\n\nS\n\nE. T. Tappan, President.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\n\nPresident.\n\n.\n\nE. H. Cook, President.\nR. W. Stevenson, Secretary.\nJ. M. Greenwood, Treasurer.\n(International Congress\nEducation.)\n\nof\n\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\n\nCH\n\nG. J. Orr, President.\nW. E. Sheldon, Secretary.\nH. S. Tarbell, Treasurer.\n\nMarble,\n\nW. R. Garrett, President.\nE. H. Cook, Secretary.\nJ. M. Greenwood, Treasurer.\n\nOC,\nAL\n\nJ. Ormond Wilson, President.\nW. D. HenklE, Secretary.\nE. T. Tappan, Treasurer.\nJames\n\nP.\n\nJ. II. Canfield, Secretary.\nN.\nEY. C. Hewett, Treasurer.\nJ. H. CanFiEld, President.\nW. R. Garrett, Secretary.\nE. C. Hewett, Treasurer.\n\nSC\n\nW. D. HenklE, Secretary.\nE. T. Tappan, Treasurer.\n\n.\n\nL.\nOI,L\n\nA.\n\nAlbert\n\nRI\n\nW. D. HenklE, Secretary.\nJ. Ormond Wilson, Treasurer.\nSA\nN\nJohn Hancock, President. FR\nAN\nW. D. HenklE, Secretary.\nJ. Ormond Wilson, Treasurer.CI\n\nPresident.\n\nNG\n\nAG\n\nM.\n\nGove,\n\nJ. H. Canfield, Secretary.\nE- C. Hewett, Treasurer.\n\nSP\n\nW. F. Phelps, President.\nW. D. HenklE, Secretary.\nA. P. Marble, Treasurer.\n\nNA\n\n—\n\n—\n\nGA\n\nAaron\n\nNS\n\nTO\n\nIC\n\nRA\n\nA\n,K\n\nSA\n\nCH\n\nW. T. Harris, President.\nM. R. Abbott, Secretary.\nA. P. Marbt.E, Treasurer.\n\nA\n\nK\n\nE\n\nHancock,\n\nP\n\nY.\n\nTohn\n\nW. E. Sheldon, President.\nL. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\nO\n\nN.\n\nS. H. White, President.\nA. P. Marble, Secretary.\n\nT\n\nG,\n\n—\n—\n—\n—\n\n3\n1\n0\n9\n\n4\n\nUR\n\n—\n—\n\n7\n6\n\n8\n\n9\n9\n9\n8\n\nSB\n\nJ. M.\n\nGreenwood,\n\nTreasurer.\n\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\n\nJ. M.\n\nGreenwood,\n\nTreasurer.\n\nA\n\nR\nY.\n.\nSN, RKN,\nA\nNGRPY\nRIBU\nAPS\nGSA\n\nO\n\nT\n\n"}
{"page": 838, "printed_page": null, "text": "1\n—\n834\n9\n\nNational\n\nEducation\n\nAssociation\n\n0\n\n1\n1\n1\n—\n1\n9\n9\n9\nNicholas\nMurray\nButlEr,\n0\n0\nTrwin\n\nShepard,\n\nPres.\n\nJames\n\nI. C. 2\nMcNeill, Treasurer.\n0 3\n—\n\n8\n\n9\n\n5\n\n—\n\nR\nI. ,C. CMcNeill,\nTreasurer.\nOLO\n. —\n\n9\n6\n9\n9—\n\nCharles\n\nOram\n\nIrwin\n\nMI\n\nLW\n\nLyte,\n\nPresident.\n\nShepard,\n\nSecretary.\n\n.\n\nKeyes,\n\nTreasurer.\n\nRhodes,\n\nGROVE,\n\nLO\n\nTreasurer.\n\nN. J.\n\nUWilliam\nIS\nH. Maxwell,\nPresident.\n,\nIrwinMO Shepard,\nSecretary.\n.\nJames\n\n19\n\nKE\n\n06\n\nE,\n\nH.\n\nMcHenry\n\nST\n\nI. C. —\nMcNeill, Treasurer.\n\nAU\n\nTreasurer.\n\nN\nEAP\nCharles\nOLI W. Eliot, President.\nS,\nIrwin\nShepard,\nSecretary.\nMIN\nN.Treasurer.\nW. M. Davidson,\nBO\nST\nON\nJohn\nW.\nCook,\nPresident.\n,\nIrwinMAS\nShepard,\nSecretary.\nS.\n\nCharles\nR. Skinner,\nPresident.\nIrwin\nShepard,\nSecretary.\n\nE.\n\n7\n\nPresident.\nSecretary.\n\nMIN\n\nI. C. McNeill, Treasurer.\nBU\n0\nFF\nAL\nOJ.\n0\n, M. Greenwood, President.\nN.\n5\nIrwin\nY.Shepard, Secretary.\nI. C. McNeill, Treasurer.\n7\n—\n\n189\n\nGreen,\n\nWilliam\nM. Beardshear,\nPresident.\nIrwin\nShepard,\nSecretary.\n\nNewton\nC. Dougherty,\n— President.\n4\nIrwin\nShepard,\nSecretary.\nVE\n\nDEN\n\nM.\n\nShepard,\nDETIrwin\nR\nT,GrEEnlEE,\nL.OI\nC.\nMICH\n.\n\nSecretary.\n\nW.\n\nNathan\n\nCrabtree,\n\nC.\n\nTreasurer.\n\nSchaf.efer,\n\nPresident.\n\nIrwin\nShepard,\nSecretary.\nN\nS.\nAS o\nBUse\nIrwin\nShepard,\nSecretary.\nJ.\nN.\nWilkinson,\nTreasurer.\n8\nRssY\nio\nCarroll\nG. Pearse,\nTreasurer.\nn. PA\n—\nRK\nNATIONAL\nand OF THE\nEDUCAT\nION\nASSOCI\nATION\nWA\nOC\nSH\nEA\nIN\nSTATES, 1908 —\nUNITED\nN\nGT\nLO\nON\nDES MOINES, IOWA.\nS\n,\nAN\nEdwin\nG. Cooley,\nPresident.\nD.\nGE Fred M. Hunter, President.\nC\nLEJ. W. Crabtree, Secretary.\nIrwin . Shepard,\nSecretary.\nS,\nCornelia\nS. Adair, Treasurer.\nArthur\nH.\nChamberlain,\nTreas.\nCA\n—\nBOSTON,\nLI MASS.\nCharl F\n.\nOrmond\nWilliams,\nLO\nPres.\nLorenzo\nD. Harvey, President\nS\nSecretary.\nCrabtree\nW.\nIrwin\nShepard,\nSecretary.\nJ.\n,\nAN\nGE\nS. Adair, Treasurer.\nCornelia\nArthur\nH.\nChamberlain,\nTreas.\nLE\nOAKLAND-SAN\nS,\nFRANCISCO.\nWilliam\nB. Owen,\nCAJames Y. Joyner, President.\nPresident.\nL\nIF\nAR\nJ. W. Crabtree, Secretary.\nIrwin\nShepard,\nSecretary.\n.\nLE\nCornelia\nS. Adair, Treasurer.\nArthur\nH. Chamberlain,\nTreas.\nST\nWASHINGTON,\nD. C.\nON\n,S\nOlive\nM. Jones, President.\nElla\nFlagg\nYoung,\nPresident.\n.\nJ. W. Crabtree, Secretary.\nC.\nIrwin\nShepard,\nSecretary.\n\nWI T.\nOscar\n\nCorson,\n\nDurand\n\nW.\n\nCakroll\n\nC. Pearse,\n\nPresident.\n\nSpringer,\n\nTreasurer.\n\nPresident.\n\nJESSE\n\nIr. n Shepard,\nSecretary.\nKatherine\nD. Blake,\nTreasurer.\nEdward\n\nT.\n\nFairchild,\n\nPresident.\n\nDurand\nW.\nSpringer,\nGrace\nM.\nShepherd,\n\nSecretary.\nTreasurer.\n\nJoseph\nSwain,\nPresident.\nDurand\nW.\nSpringer,\nSecretary.\nGrace\nM.\nShepherd,\nTreasurer.\n\nDavid\n\nStarr\nJordan, President.\nDurand\nW.\nSpringer,\nSecretary.\nGrace\nM.\nShepherd,\nTreasurer.\n\nCLE\n\nVEL\n\nAND\n\nDavid\n\n,\n\n9\nE\n—\nR,\nC\nO\n\nMary\n\nL\n\nPresident.\n\nSecretary.\nTreasurer.\n\nC.\n\nC.\n\nBradford,\n\nPresident.\n\nJ. W. Crabtree, Secretary.\nO\n.\nA. J.\nMatthews, Treasurer.\nGeorge\n\nD.\n\n1\n\n922\nStrayer,\n\nS\n\nS\n\nJosephine\nCorliss Preston,\n.\nJ. W. Crabtree, Secretary.\nA. J. Matthews,\nTreasurer.\n192\n3-\n\nC\n\nA\n\nL\n\nI\n\nF\n\n.\n\nJ, W.\n\nPres.\n\nS.\n\nH.\n\nAdair,\n\nIND.\n\nNewlon,\n\nCrabtree,\n\nCornelia\n\nS.\n\nPA.\n\nMcSkimmon,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nFrancis\n\nJ. W.\n\nPresident.\n\nAdair,\n\nMary\n\nSEATTLE,\n\nTreasurer\n\nSecretary.\n\nPHILADELPHIA,\n\nTreasurer\n\nPresident.\n\nSecretary.\nSmith,\n\nWASH.\n\nG.\n\nBlair,\n\nCrabtree,\n\nCornelia\n\nS.\n\nAdair,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nATLANTA,\n\nPresident.\n\nUel\n\nW.\n\nHenry\n\nLester\n\nPresident.\n\nSmith,\n\nLamkin,\n\nCrabtree,\n\nTreasurer.\n\nSecretary.\n\nGA.\n\nJ. W.\n\nTreasurer\n\nSecretary.\n\nL^STEr\nSmith,\nMINNEAPOLIS,\nMINN.\n\nTreasurer\n\nPresident.\n\nSecretary.\nSmith,\n\nTreasurer\n\nOHIO.\nCOLUMBUS,\nE. Ruth PyrtlE, President.\nJ. W. Crabtree, Secretary.\nHenry\n\nLOS\n\nLester\n\nSmith,\n\nANGELES,\n\nCALIF.\n\nWillis\n\nA.\n\nSutton,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nATLANTIC\n\n— President.\nJ. W. Crabtree, Secretary.\nA. J. Matthews, Treasurer.\n\n—\nN,\nM\nA\n\n—\n\nJohnson,\n\nRobert\nJ. ALEY, President.\n1er,\n921 Secretary.\nDurand\nW.\nSpring\n—\nThomas\nE. Finegan,\nTreasurer.\n\nNV\n\n—\nNC\nIS\nCO\n,\n\nB.\n\nO Durand W. Springer,\nH\nGrace\nM.\nShepherd,\nI\nO\n\nCornelia\n\nINDIANAPOLIS,\n\nFlorence\n\nPresident.\n\nSecretary.\nSmith,\n\nCITY,\nHale,\n\nPresident.\n\nCrabtree,\n\nHenry\n\nLester\n\nSmith,\n\nJoseph\n\nRosier,\n\nPresident.\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nILL.\n\nTreasurer.\n\nN. J\n\nJ. W.\n\nCHICAGO,\n\nTreasurer.\n\nSecretary.\nTreasurer.\n\nSecretary.\nSmith,\n\nTreasurer.\n\n"}
{"page": 839, "printed_page": null, "text": "ASSOCIATION\n\nEDUCATION\n\nNATIONAL\n\n835\n\nInformation\n\nand\n\nRecords\n\nAssociation al\n\nOFFICERS— 1932-33\nJoseph\n\nRosier .\n\nPresident .\n\nPresident,\n\nJ. W.\n\nCrabtree .\n\nSecretary .\n\n1201\n\nHenry\n\nFESTER\n\nWest\n\nDistrict\n\n.\n\nSmith\n\nState\n\nFairmont,\n\nCollege,\n\nTeachers\n\nVirginia\n\nBloomington,\n\nof\n\nSchool\n\nDean,\n\n.\n\nTreasurer\n\nW.,\n\nWashington,\n\nIndiana\n\nUniversity,\n\nStreet, N.\n\nSixteenth\n\nof Columbia\n\nEducation,\n\nIndiana.\n\nHonorary\nJohn\n\nDewey\n\n.\n\nHonorary\n\nPresident\n\nEconomic\nAlbert\n\nE.\n\nWinship\n\n.\n\nHonorary\n\nFlorence\n\nHale .\n\nH.\n\nChairman,\n\nNew\n\nBoard\n\nlic Schools,\n\nHenry\n\nFester\n\nThomas\n\nW.\n\nSmith .\n\nGosling .\n\nTreasurer .\n\nH.\n\nSaunders\n\nJoseph\n\nRosier .\n\nJ. M.\n\nGwinn .\n\nKate\n\nV.\n\nEdgar\n\nG. Doudna...\n\nWofford..\n\nYork,\nof\n\non\n\nSocial\n\nNew.\n\nYork\n\nCommittee\n\non\n\nMassachusetts\n\nState\n\nEditor,\n\nYork,\n\nNew\n\nTeachers\n\nCollege,\n\nFairmont,\n\nThe\n\nGrade\n\nTeacher,\n\nSuperintendent,\n\nNews,\n\nVirginia\n\nDean,\n\nSchool\n\nof Education,\n\nIndiana\n\nSuperintendent,\n\nOhio\n\n425\n\nFourth\n\nYork\n\nof Trustees,\n\nby Election .\n\nAkron,\n\nBoard\nJoseph\n\nChairman\n\nNewport\n\nBloomington,\n\nMember\n\nAssociate\n\nPresident,\n\nVicepresident .\n\nSaunders .\n\nof Committee\n\nNew\n\nVirginia\n\nAvenue,\n\nJoseph\n\nChairman\n\nUniversity,\n\nCommittee\n\nPresident .\nWest\n\nand\n\nBoston,\n\nExecutive\nRosier .\n\nAssociate\n\nColumbia\n\nPresident\n\nResolutions,\n\nJoseph\n\nand\n\nGoals,\n\nNewport\n\nNews\n\nIndiana\n\nUniversity,\n\nAkron\n\nPublic\n\nPub¬\n\nSchools,\n\nof Trustees\n\nChairman .\nSuperintendent, Newport News Public Schools,\nNewport News, Virginia\nPresident... .\nPresident, State Teachers College, Fairmont,\nWest Virginia\n\n.Superintendent,\nCalifornia\n\nSan\n\nFrancisco\n\nPublic\n\nSecretary .\nNew York\n\nSeth\n\nFow\n\nColumbia\n\nSecretary,\n\nof Normal\n\nBoard\n\nHall,\n\nSchool\n\nSchools,\n\nSan\n\nUniversity,\n\nRegents,\n\nFrancisco,\n\nNew\n\nMadison,\n\nYork,\n\nWisconsin\n\nVicepresidents\ntEorge C. Baker, Superintendent, Moorestown Public Schools .\nMoorestown, New Jersey\nErnest W. Butterfield, Commissioner of Education .\nHartford, Connecticut\nMabel Ellis, Viceprincipal, Frank McCoppin School .\nSan Francisco, California\nFdith Fouise Grosvenor .\n73 The Iowa Apartment, Washington, District of Columbia\nW-\n\nT.\n\nE. Fong, Department of Public Instruction .\nFongshore, Greenwood School .\n\nHonolulu, Hawaii\nKansas City, Missouri\n\nElizabeth McCormick, Principal, Timothy O. Howe School .\nSuperior, Wisconsin\nOrville C. Pratt, Superintendent, Spokane Public Schools .\nSpokane, Washington\nGeorge W. Wannamaker, Superintendent, Griflin Public Schools .\nGriffin, Georgia\nC. B. WivEl, 33 East Eighth Street .\nTempe, Arizona\nCaroline S. Woodruff, Principal, Castleton State Normal School .\nCastleton, Vermont\n\nBoard\nJoseph\n\nRosier,\n\nJ* LOREnce\n\nHenry\n\nHale,\n\nFester\n\nof Directors\n\nPresident — President,\n\nState\n\nTeachers\n\nVicepresident — Editor,\n\nThe\n\nGrade\n\nSmith,\n\nTreasurer- — Dean,\n\nCollege .\n\nTeacher,\n\n425\n\nSchool of Education,\n\nFourth\n\nIndiana\n\nFairmont,\n\nAvenue,\n\nWest\n\nNew\n\nUniversity,\n\nBloomington,\nJoseph\n\nIF\n\nSaunders,\n\nChairman,\n\nBoard\n\nof\n\nTrustees —\n\nNewport\n\nJ. W.\n\nCrabtree,\n\nSecretary — 1201\n\nSixteenth\n\nVirginia\n\nYork,\n\nN. Y.\n\nIndiana\n\nSuperintendent,\n\nNews\n\nStreet N.\n\nPublic\n\nW.,\n\nSchools,\n\nNewport\n\nWashington,\n\nNews,\n\nVirginia\n\nDistrict\n\nof Columbia\n\nJ. D. Williams, Principal, Avondale School .\nE. J. Beck, Superintendent, Nome\nPublic Schools .\nJ. O. MullEn, Superintendent, Jerome Public Schools .\nC. M. Hirst, State Commissioner of Education .\n\nBirmingham\nNome\n...Jerome\nLittle Rock\n\nState Directors\nAlabama\n.\nAlaska .\n\nArizona .\nArkansas .\n\n"}
{"page": 840, "printed_page": null, "text": "836\n\nNational\n\nCalifornia\n\n.\n\nFrederick\n\nC°Ior\nado.\n.\n„\n£rflcut\n\nW*\n\nEducation\n\nF. Martin\n\nAssociation\n\n55 5 Tenth\n\nSt\n\nc\n\n.\n\n,,\n\nB.\nMooney, h\nCommonwealt\nSecret\nBuilding\naryf'colorad\n... o Education\" AsVociationf ^530\n\n.\n\nJP* Collins,\n\n41 Fifth Street. /.V.V.V.V.V.V.V. .’ * New Haven\nDover\nSuperintendent of Public Instruction .\nState ,\nlJ^h0WA^\n’Em™ c^ISE\nof'‘Columbia*\nDistrict °f\nK\nC°1Umbla-‘?AD^\nGrosvENOR\n73 The Iowa Apartment .\nWashington\nfin™* .\nrS* ^rcKARDS,^ Secretary, Florida Education Association .. Tallahassee\nHawaii .\nR- Guggan, State Superintendent of Schools .\nAtlanta\nAaua\n.\nGrEn\nLong Deputy Superintendent of Public Instruction .... Honolulu\n0 .\nRaymond H. Snyder, Superintendent, Idaho Falls Public\nSchools,\nTIhnois\nT .\nInd,ana .\n\nAWhittenberg,\nSecretary,\nState Examining Board for Idah° FaHS\n_ L-teachers\nCertificates\n.\nSnrinefield\n<*««,\nO. Williams, Secretary-Treasurer, Indiana Stott\nTeach\nIndianapolis\nm,„v' a J\\S,S2C'at\\-0n’,i Y'm 20r5> Hotel Lincoln .\nyt n' rL R°RD’ North. Junior High School .\nSioux City\nKansas City\n..\nSchools\nPublic\nCity\nKansas\nSuPenntendent,\n’\nwT\nV\nR\nR> L-. Williams Executive Secretary, Kentucky Educati\non AssoP\nGiat1011-1\n^\n1\n71\n8\nHeyburn\nBuilding\n.\nLouisville\nP. H Griffith, Director, Extension Division, Louisi\nana State\n\nIowa _\nKansas .\nKentucky\nky .\n.\nLouisiana\nLouisiana .\nMar via .\nMaryland .\n,,\n,\n\nw B' jACo’ SuPerintendent, Portland Public Schools .\nPortland\nWilliam Burdick, State Supervisor of Physical Educat\nion,\n7 East\nMulberry Street .\nDait;mnrp\n\nMassachusetts .\nM nnesom .\nMississinni .\nS\nI P1 .\nMontana\nontana .\n.\n,, ,\n,\n\nAnnie C Woodward, 144 School Street _\n*.‘.*.'. ‘ * *.’ Somerville\nSaEBSTEt HwPEARCE’ State Superintendent of Public Instruction .. Lansing\nWillmar\nWahlstrand, 824 Third Street East .\nSl V- C°t0PEr’ Superintendent Vicksburg Public Schools .\nVicksburg\nT tomas J. Walker, Editor, School and Community .\nColumbia\nK. J Cunningham, Secretary, Montana Education Association,\n7 Kohrs Block .\nHelena\n\nNevada . . .\n.\nKpv;irl;|ka\n\nAlice\nArV^Y^'\nPorTErA\nPrincipal,\nOmaha High\nTechnical\nMaxwel\nl, Princip\nal, Junior\nSchool'High\n.School .!!'.! Omaha\nSoarks\n\nNew litis111™ .\nNew Mexico\nMet7 .\nNew\n.\nYork . .\n\n?A*A S' Jortda^ Superintendent, Littleton Public Schools'.' ‘.‘.‘.‘/.Littleton\nAlexander J. Glennie, Principal, Miller Street School .\nNewark\nPaul L. Fickinger, 18 Sena Plaza .\nSanta\nFe\nFrederick Houk Law, 345 East Fifteenth Street .\nNew York\n\nNorth\nOhhT\n\nr\nA^DREWS> Superintendent, High Point Public Schools. . High Point\nL- A. White, Superintendent, Minot Public Schools .\nMinot\nL. Offenhauer, Superintendent, Lima Public Schools .\nLima\nM. E. Hurst, Central High School .\nTulsa\nf ' u ' Rice» Superintendent, Portland Public Schools .\nPortland\nJ. Herbert Kelley, Executive Secretary, Pennsylvania State\n_\nEducation Association, 400 North Third Street .\nHarrisburg\n\nTSav°ota .\nDakota .\n.\nOklahoma .\n. .\nnnsylvania .\nP1 ... . , . ,\n1 ippine\n\nIslands\n\n. ...Camilo\n\nPnerm R.'™\nI V0Ti lC0, .\nlsIanG .\nO\n\nSouth\n\nn£a\n\n.\n.\n\nTennessee\nTp™\n.\ns .\nrTi ,\nVermont\n\n1\n\n.\n.\n\nOsias,\n\nResident\n\nCommissioner\n\nfrom\n\nthe\n\nPhilippine\n\nIslands,\n\nu\nBlouse Office Building .\nWashington, D. C.\nL Rodriguez-LopEZ, Department of Education .\nSan Juan\nCharles Carroll, Director, State Board for Vocational Education,\n122 State House .\nProvidence\n\nSissEn, Superintenden\n. Columbia\nEditor, South\nPublicn Schools’.’.'.'.'.'\nColumbia\nEducatio\nt. Dakota\nAssociation .’.'.'.\nS’ N£E0RA’\nc‘ B.\nJournal,\nSioux Falls\nur Berry Building..... .\nfARRY H. Clark, Superintendent, Knoxville Public Schools .... Knoxville\nL. W. Rogers, First Assistant State Superintendent of Public\nInstruction .\nAustin\nArch M. Thurman, 1923 Atkin Avenue .\nSalt Lake\nCaroline S. Woodruff, Principal, Castleton State Normal School.\n\nCity\n\nVirginia\ng a SlandS\n..\nw\n\nGeorge H. Ivins, Director of Education .\npDITH B. Joynes, Principal, George Washington and\nwood Schools .\n\nWest *Virgin in .\nwfscons ng\n.\nWyoming1\n.\ng .\n\nOrville r>” Bratt, Superintendent, Spokane Public Schools .... Spokane\nn ILLIAM\nC°?K’ State Superintendent of Free Schools .\nCharleston\nBlanche\nM.\nMcCarthy,\nAppleton\nHigh\nSchool\n.\nAppleton\nMrs. Katharine A. Morton, State Capitol Building .\nCheyenne\n\nRobert\n\nStf Thomas\nGateNorfolk\n\nLife Directors\nCornelia\n\nS. Adair,\n\n2121\n\nPark\n\nAvenue\n\n.\n\nRobert J. Aley, Butler College .\nrancis G. Blair, State Superintendent\nhoard of Education.\n. .\n\nMrs.\n\nMary\n\nC. C. Bradford,\n\n5069\n\nNewton\n\nof\n\nPublic\n\n.’\n\nInstruction\n\nStreet .\n\n'..\n\nElmer\nEllsworth\nBrown,\nChancellor, New\nYork University.’..!\nNicholas\nMurray\nButler, President, Columbia University..'...\n..\nt,V B- Claxton,\nPresident. Austin Peay Normal\nSchool .\nilliam John\nCooper, United States Commissioner\nof Education\nHugh\nA. Graham,\nEast Broadway\n.\nFlorence\nHai.E, Editor, The Grade Teacher, 425 Fourth\nAvenue. !\n\n.\nRichmond, Virginia\n. . . . Indianapolis, Indiana\n.\nSpringfield, Illinois\n.\nNashville, Tennessee\n.\nDenver, Colorado\n...New York, New York\n. . . .New York, New York\n.... Clarksville, Tennessee\n.. .\nWashington, D. C.\nMount Pleasant, Michigan\n. . . .New York, New York\n\n"}
{"page": 841, "printed_page": null, "text": "Associational\n\nFrederick\n\nM.\n\nHunter,\n\nChancellor,\n\nRecords\n\nUniversity\n\nand\n\nof\n\nInformation\n\nDenver\n\n837\n\n.\n\nDenver,\n\nColorado\n\nIeeinois State Teachers’\nAssociation,\nRobert C. Moore, Secretary .\nCarlinville, Illinois\nOlive M. Jones, Director, Calvary House, 61 Gramercy\nPark, North .\nNew\nYork, New York\nJames Y. Joyner, Assistant Manager, Prudential Insurance Company,\n304 East Jones\n\nStreet\n\nUel\n\nMary\n\nW.\n\n.\n\nLamkin,\n\nPresident,\n\nMcSkimmon,\n\n205\n\nNorthwest\n\nTappan\n\nRaleigh,\n\nMissouri\n\nState Teachers’\n\nStreet .\n\nJESSE H. Newlon, Lincoln School, Teachers\nsity .\n\nCollege,\n\nColumbia\n\nE. Ruth\n\nPyrtlE,\n\nPrincipal,\n\nBancroft\n\nD.\n\nStrayer,\n\nTeachers\n\nWillis\n\nA.\n\nSutton,\n\nSuperintendent,\n\n1201\n\nColumbia\n\nAtlanta\n\nUniversity\n\nPublic\n\nStreet,\n\nN.\n\nW .\n\nCrabtree,\n\nDirectors\n\nChase,\nJones,\n\nMartin,\n\nRecords\n\nAdministrative\n\n.\n\n.\n\nVicepresident\nSecretary\nExecutive\n\n.\n\n.\n\nMembership\nS. D.\nService and Secretary\n\nWilliam\n\nNebraska\nNew\n\nAtlanta,\n\nYork\n\nGeorgia\n\nDistrict\n\nof Columbia\n\nSTAFF\nWashington,\n\nD. C.\n\nElmer\nMorgan,\nPublications\nG. Pinkston,\nExecutive Secretary,\nO.\n\nSchool\n\nWilliams,\n\nof the Department\n\nPrincipals\n\nField\n\nService\n\nCOUNCIL\nC. Bagley.\n\nOF\n\nof Superintendence\n\nEDUCATION\n\nProfessor\n\nof Education,\n\nlege, Columbia\n\nUniversity .\n\n1506\n\nStreet .\n\nSusan\n\nAdelaide\n\nCommittee . ... Ann\n\nYork,\n\nPhiladelphia, Pennsylvania\n. .\nGainesville, Florida\nNational Education\n\nElementary\n\nand\n\nMrs.\n\nYork\n\nMary\nJ. Wineree,\nAccounts\nAgnes\nWinn,\nClassroom\nService\nShankland\n\nNATIONAL\nPresident\n\nNew\n\nLincoln,\nNew\n\nWashington,\n\nCharl\n\nof\n\nWomen\nT. D.\n\nYork,\n\nMilwaukee, Wisconsin\nKing County, Washington\n\nSecretary\n\nJoy\nEva\n\nSecretary’s Office\nSecretary, Deans\n\nMassachusetts\n\nof Divisions\n\nHarold\nA. Allan, Business\nWilliam\nG. Carr, Research\nM.\nW.\n\nNew\n\n.\n\nStreet, Northwest,\nJ. W.\n\nHarriett\nGwladys\n\n.\n\nSchools .\n\nHEADQUARTERS\n1201 Sixteenth\n\nMissouri\n\nSchool .\n\nCollege,\n\nSixteenth\n\nCollege .... Maryville,\n\nUniver¬\n\nTeachers’\nInstitute\n.\nJohn\nJ. Tigert, President, University of Florida .\nChare\nO. Williams,\nDirector, Field and Legislative Division,\n\nAssociation,\n\nCarolina\n\nBrookline,\n\nCarroll G. Pearse, 1721 Ludington Avenue, Wauwatosa\nBranch\nMrs. Josephine\nCorliss Preston, Burton, Vashon\nIsland .\nGeorge\n\nNorth\n\nM.\n\nDorsey,\n\nArapahoe\n\nS.\n\nBaylor,\n\nSuperintendent\n\nChief,\n\nHome\n\nEmeritus\n\nForce,\n\nPrincipal,\n\nLake\n\nNew\n\nCol¬\nYork,\n\nof Schools,\n\n....Los\n\nEconomics\n\nService, Federal Board for Vocational\nE St., N. W .\n\na Laura\n\nTeachers\n\nAngeles,\n\nY.\n\nCalif.\n\nEducation\n\nEducation, 1800\nWashington,\n\nJunior\n\nN.\n\nHigh\n\nSchool,\n\nD.\n\nC.\n\nDenver,\n\nColo. (Term expires 1933); Minnie J. Nielson,\nValley City, N. D. (Term expires 1934); David A. Ward,\nSuperintendent of Schools, Chester, Pa. (Term expires\n1935).\n\nOFFICERS\nDepartment\n\nOF\n\nDEPARTMENTS\n\nof Administrative\n\nWomen\n\nin Education\n\nPresident ..... .\nVicepresident .\n\nSomerville,\n. .\nAnnie C. Woodward, 100 Highland Ave .\nAnna Laura Force, Principal, Lake Junior High School....\n\nMass.\n\nDenver,\n\nColo.\n\nSecretary\n\nMrs.\n\n.\n\nMargaret\n\nMendenhall\n\nSmith,\n\n1522 Lafayette\n\nSt .\nDenver,\n\nTreasurer .\nAuditor .\nDirectors .\n\nColo.\n\nElizabeth W. Robertson, 1250 Judson Ave .\nRavinia,\nEvelyn ButlER, Butler University, Indianapolis, Ind.\nAgnes Samuelson, State Superintendent of Public Instruc¬\ntion, Des Moines, Iowa; Sue Powers, Superintendent,\nShelby Count}' Schools, Memphis, Tenn.; Mary\nE.\nO’Connor,\n\nSupervisor,\n\nElementary\n\nSchools,\n\nNatick,\n\nMass.; Eva G. Pinkston, Executive Secretary, Depart¬\nment of Elementary School Principals, 1201 Sixteenth\nSt., N. W., Washington, D. C. ; Rose Pesta, 460 South\nState St., Chicago, Ill.\n\nIll.\n\n"}
{"page": 842, "printed_page": null, "text": "838\n\nNational\n\nEducation\n\nDepartment\nPresident\n\nMary\n\nL.\n\nof Adult\n\nGuyton,\n\nCaroline\n\nA.\n\nAgnes\n\ntional Education\n\nExecutive\n\nDirector...\n\nExecutive\n\nCommittee .\n\n..Katherine\n\nH.\n\n.\n\nVicepresident\n\nof Adult\n\nEducation,\n\nof EducaBoston,\n\nEducation,\n\nAlbany,\n\nof Classroom\n\nAssociation,\n\n1201\n\nDirector\n\nService,\n\nSixteenth\n\nof Extension\n\nof Business\n\nS. Lomax,\n\nBenjamin\n\nN.\n\nSt., N. W.,\nWashington,\nand\n\nY.\n\nNa¬\n\nD. C.\n\nSummer\n\nMinn.\n\nEducation\n\nSchool of Education,\n\nR. Haynes,\n\nMass.\n\nState\n\nSchools, Board of Education, City Hall .\nMinneapolis,\n• -L. R. Alderman, Chief, Service Division, Office of Education,\nWashington, D. C.; Robert C. Deming, Supervisor, Di¬\nvision of Field Service, State Board of Education, Hart¬\nford, Conn.\n\nPaul\n\n.\n\nAlien\n\n.\n\nDivision\n\nKohler,\n\nDepartment\nPresident\n\nSupervisor\n\nDirector,\n\nAdult\n\nState Department\n.\n\nof Education\n\nWinn,\n\nof\n\nHouse,\n\nWhipple,\n\nDepartment\n\nT reasurer\n\nEducation\n\nSupervisor\n\nRoom 217, State\ntion .\n\nSecretary\n\nAssociation\n\nUniversity\n\nNew\n\nYork\n\nUniversity.\n.\nNew York,\n\nN. Y.\n\nof Southern\n\nCalifornia _\nLos Angeles, Calif.\nExecutive Secretary . . . . L. A. Rice, Assistant in Secondary Education, State Depart¬\nment of Education .\nTrenton, N. J.\nTreasurer .\nL. Gilbert Dake, Director of Commercial Education, Board\nof Education .\nSt. Louis, Mo.\nExecutive Committee - Albert E. Bullock, Director, Division of Commercial Educa¬\ntion, Chamber of Commerce Bldg., Los Angeles, Calif.;\nIra\n\nW.\n\nKibby,\n\nChief,\n\nBureau\n\nof\n\nBusiness\n\nEducation,\n\nState House, Sacramento, Calif.; Clay D. Slinker, Di¬\nrector of Commercial Education, Board of Education,\nDes Moines, Iowa; Clinton A. Reed, Supervisor of Com¬\nmercial Education, State Department of Education, Al¬\nbany, N. Y.; Helen Reynolds, Associate Professor,\nSchool of Commerce, Ohio University, Athens, Ohio;\nAnnie\n\nC.\n\nWoodward,\n\n100\n\nHighland\n\nAve.,\n\nMass.; Frederick G. Nichols. Graduate\ncation, Harvard University, Cambridge,\n\nDepartment\nPresident\n\n.\n\n.\n\nMrs.\n\nof Classroom\n\nF. Blanche\n\nPreble,\n\nAve .\nVicepresident\nSecretary\n\n. . . .\n\n.\n\n.\n\nAlbert\n\nM.\n\n.\n\nEugenie\nSara\n\nEx-officio .\n\n.\n\nRegional\n\nDirectors\n\n.\n\nJ. Brown,\n\nH.\n\nSchool\n\n.\n\n.\n\nFirst Vicepresident .\nSecond\n\nTeacher,\n\n10855\n\nVernon\n\n2833\n\nEstara\n\n.\nHigh\n\nSchool\n\nChicago,\n\nTeacher,\n\n.\n\nHistory\n\n.\n\nFahey,\n\nTeacher,\n\nJohn\n\nLos\n\nGirls\n\nCommercial\n\nAngeles,\n\nCalif.\"\n\nCleveland,\n\nOhio\n\nAdams\n\n..\n\nTeacher,\n\nHigh\n\nIll.\n\nSenior\n\nSchool,\n\n122\n\nWest 75th Street .\nNew York, N. Y.\nWestern Section, Faye Read, Elementary Teacher, 131 Vernon\nPlace, Pueblo, Colo. (Term expires 1933); Eastern\nSection, Daisy Lord, High School Teacher, 1027 West\nMain Street, Waterbury, Conn. (Term expires 1934);\nMiddle Section, Mary C. Ralls, Elementary Teacher,\n6529\n1935).Jefferson Avenue, Kansas City, Mo. (Term expires\n\nDepartment\nPresident\n\nJunior\n\nAve .\n\nHigh\nDirector\n\nShaw,\n\nTeachers\n\nElementary\n\n. .\n\nSomerville,\n\nSchool of Edu¬\nMass.\n\nAgnes\n\nEllen\n\nbama\n\nof Deans\nHarris,\n\nof Women\n\nDean\n\nof Women,\n\n.\n\nHarriett\n\nM. Allyn,\n\nAcademic\n\nUniversity of Ala¬\n\nUniversity,\n\nDean, Mount\n\nHolyoke\n\nSouth\n\nCollege\n\nHadley,\n\nAla.\nMass.\n\nVicepresident .... Jessie CoopE, Assistant Principal and Dean of Girls, McKin¬\nley Technical\n\nHigh\n\nSchool\n\n.\n\nSecretary\n\n.\n\nSara Norris, Dean of Women,\n\nTreasurer\n\n.\n\nElsie M. Smithies, Assistant Principal,\ncago High School .\n\nHeadquarters\n\nDepartment\n\nPresident\n\nSecretary . . Gwladys\n\nVicepresident\n\n.\n\nUniversity\n\nD.\n\nof Chi¬\nChicago,\n\nW. Jones, 1201 Sixteenth Street, N. W., Washington,\n\nof Educational\n\n.\n\nWashington,\n\nC.\n\nState Teachers College. .Mankato, Minn.\n\nResearch (American\nAssociation)\n\nEducational\n\nIll.\n\nD. C.\n\nResearch\n\nPaul T. Rankin, Supervising Director of Research and\nAdjustment, Board of Education .\n...Detroit, Mich.\nP. C. Holy, Professor of Education, Ohio State University\nColumbus, Ohio\n\n"}
{"page": 843, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n839\n\nInformation\n\nSecretary-Treasurer\n\n....William G. Carr, Director, Research Division, National Ed¬\nucation Association .\nWashington,\nCommittee ... .P aul T. Rankin (see above); William G. Carr (see above);\nW. W. Charters, Director, Bureau of Educational Re¬\nsearch, Ohio State University, Columbus, Ohio; John E.\n\nExecutive\n\nStenquist,\n\nDirector,\n\nBureau\n\nof\n\nEducational\n\nD.\n\nC.\n\nResearch,\n\nPublic Schools, Baltimore, Md. ; William S. Gray, Di¬\nrector of Teacher Training, University of Chicago, Chi¬\ncago, Ill.\n\nDepartment\nPresident\n\nFifth\n\nElizabeth\n\nVicepresident ... .Margaret\nVicepresident\n\n.\n\nMason\n\nA.\n\nMcCormick,\n\nSchool\n\nPrincipals\n\nSchool,\nSuperior, Wis.\nFirst Vicepresident .\nEarl R. Eaing, Principal, Burt School, 20710 Pilgrim Ave.\nDetroit, Mich.\nSecond Vicepresident ... .Eillian M. Towne, Principal, Thomas Gardner District Pub¬\nlic Schools, Allston Section .\nBoston, Mass.\nThird Vicepresident .\nH. B. Norton, Principal, Robinson School, 8400 First Ave. S.\nBirmingham, Ala.\nFourth\n\n.\n\nof Elementary\n\nC.\n\nPrincipal, Timothy\n\nMackintosh,\n\nStratton,\n\nPrincipal,\n\nPrincipal,\n\nO. Howe\n\nPublic\n\nSchool 140,\nBrooklyn, N. Y.\nAvenue Atlantic\nSchool _ City, N. J.\n\nBrighton\n\nExecutive Secretary - Eva G. Pinkston, 1201 Sixteenth Street, N. W.. .Washington,\nExecutive Committee ... .M. Emma Brookes, Principal. Miles School, 11918 Miles\nAve., Cleveland, Ohio (Term expires 1933); A. B.\nHeacock,\n\nPrincipal,\n\nEos\n\nBlvd., Eos\n\nAngeles,\n\nCalif. (Term\n\nbert\n\nC. Hansen,\n\nFeliz\n\nPrincipal,\n\nSchool,\n\n4737\n\nHollywood\n\nexpires\n\n1934);\n\nSchool,\n\nChicago,\n\nTalcott\n\nD. C.\n\nHer¬\nIll.\n\n(Term expires 1935); CassiE F. Roys, Principal, Walnut\nHill School, Omaha, Nebr. (Term expires 1936).\n\nDepartment\n\nof Kindergarten-Primary\n\nDepartment\nPresident\n\n.\n\nVicepresident\n\n.\n\nSecretary-Treasurer\n\n_\n\n.\n\n.\n\n/ icepresident\n\nof Lip\n\nReading\n\nCoraliE N. KenField, Instructor to Adult Deafened, Public\nSchools, 617 Shreve Bldg .\nSan Francisco, Calif.\nEstelle E. SamuELSON, Supervisor, Education and Employ¬\nment Work, N. Y. League for the Hard of Hearing, Inc.,\n480 Eexington Ave .\nNew York, N. Y.\nHelen Scriver, Volta Bureau for the Deaf, 1537 35th Street,\nN. W .\nWashington, D. C.\n\nDepartment\nPresident\n\nfor 1932-33)\n\nOfficers Elected\n\n(No\n\nEducation\n\nAgnes\n\nof Rural Education\n\nSamuelson,\n\nState Superintendent\n\nof Public Instruction\nDes Moines,\n\nIowa\n\n.\n\nR. E. Jaggers, Director of Teacher Training, State Department of Education .\nFrankfort, Ky.\nSecretary .\nMrs. Katherine M. Cook, Chief, Division of Special Prob.\nlems, United States Office of Education .\nWashington, D. C.\nExecutive Committee ... . M. S. Pittman, Director of Rural Education, State Normal\nCollege, Ypsilanti, Mich. (Term expires 1934); Helen\nHay\n\nHeyl,\n\nAssistant\n\nin Rural\n\nEducation,\n\nState\n\nDepart¬\n\nment of Education, Albany, N. Y. (Term expires 1935);\nO. H. Plenzke, Assistant State Superintendent of Public\nInstruction, Madison, Wis. (Term expires 1936); Fannie\nW. Dunn, Professor of Rural Education, Teachers Col¬\nlege, Columbia University, New York, N. Y. (Term\nexpires 1937); Sue Powers, Superintendent of Shelby\nCounty Schools, Memphis, Tenn. (Term expires 1938).\n\nDepartment\nPresident\n\n.\n\nA.\n\nof School\n\nHealth\n\nand Physical\n\nEducation\n\nW. Thompson, State Director of Health and Physical\nEducation, State Capitol .\nLansing, Mich.\nVicepresident .\nEdna W. Bailey, Associate Professor of Education, Uni¬\nversity of California .\nBerkeley, Calif.\nSecretary-Treasurer ....James E. Rogers, Director, National Physical Education Serv¬\nice, 315 Fourth Ave .\nNew York, N. Y.\n\n"}
{"page": 844, "printed_page": null, "text": "840\n\nNational\n\nExecutive\n\nCommittee.\n\nEducation\n\nAssociation\n\n.. . F. W. Maroney, Columbia University, New York, N. Y.\n(Term expires 1933); A. G. Ireland, State Director of\nHealth and Physical Education, 1208 Trenton Trust\nBldg., Trenton, N. J. (Term expires 1934); William EBurdick,\n\nState\n\nDirector\n\nberry Street, Baltimore,\nPerrin,\n\nAve.,\n\nAmerican\n\nNew\n\nDepartment\nPresident\n\n.\n\nYork,\n\nof\n\nMd.\n\nPhysical\n\n(Term\n\nEducation,\n\nChild\n\nHealth\n\nAssociation,\n\nN. Y.\n\n(Term\n\nexpires\n\nof Science\n\n7 Mul¬\n\nexpires 1935);\n450\n\nEthel\nSeventh\n\n1936).\n\nInstruction\n\nEllen Eddy Shaw, Curator of Elementary Instruction, Brook¬\nlyn Botanic Garden, 1000 Washington Ave .\nBrooklyn, N. Y.\nEllis Persing, Cleveland School of Education .\nCleveland, Ohio\nLouise Herrick, Roosevelt High School .\nRockford, Ill\n\nVicepresident .\nSecretary .\n\nDepartment\nPresident .\n.\nVicepresident .\nSecretary .\nTreasurer\n.\nRegional Directors .\n\nof Secondary\n\nEducation\n\nErnest D. Lewis, Room 1901, 130 West 42nd Street, New York, N. Y.\nFrank E. Barr, Balboa High School .\nSan Francisco, Calif.\nAnn E. Ryder, Dickinson High School .\nJersey City, N. J.\nGeorge M. Strong, East High School .\nColumbus, Ohio\nGrace M. Davis, Modesto High School, Modesto, Calif.; Asa\nE. Foster, Starling Junior High School, Columbus, Ohio;\nRobert W. House, Salem High School,\nGrace Kenehan, Chester S. Morey Junior\n\nSalem, Va. ;\nHigh School\n\nDenver, Colo.; Augustus\nSchool, Brooklyn, N. Y.\n\nJunior\n\nDepartment\n\nof Secondary\n\nLudwig,\n\nSchool\n\nPershing\n\nHigh\n\nPrincipals\n\nPresident .\nFirst Vicepresident .\n\nRobert B. Clem, Principal, Shawnee High School. .. .Louisville, Ky.\nCharles F. Allen, Supervisor of Secondary Education, Pub¬\nlic Schools .\nLittle Rock, Ark.\nSecond Vicepresident. ... Harrison C. L-ysETh, State Supervisor of Secondary Educa¬\ntion .\nAugusta, Maine\nSecretary-Treasurer - H. V. Church, 3129 Winona Ave .\nBerwyn, Ill.\nExecutive Committee .... William E. Burkard, Principal, Tilden Junior High School,\nPhiladelphia, Pa. ; D. A. Morgan, Principal, Shawnee\nMission Rural High School, Merriam, Kans. ; W. W.\nHaggard,\n\nJunior\n\nSuperintendent,\n\nDepartment\nPresident\nFirst\n\n.\n\nW.\n\nTownship\n\nHigh\n\nSchool\n\nand\n\nCollege, Joliet, Ill.\n\nG. Kimmel,\n\nof Social Studies\n1004 Physics\n\nBldg., Columbia\n\nUniversity....\nNew York,\n\nN. Y.\n\nVicepresident .\n\nHoward Wilson, Graduate School of Education, Harvard\nUniversity .\nCambridge, Mass.\nSecond Vicepresident ... .Edgar Wesley, Assistant Professor of Education, University\nof Minnesota .\nMinneapolis, Minn.\nSecretary-Treasurer ....Bessie L- Pierce, Associate Professor of American History,\n_\n, ,\n^ University of Chicago .\nChicago, Ill.\nBoard of Directors .\nICrijng M. Hunt, Assistant Professor of History, Teachers\nCollege, Columbia University, New York, N. Y. (Term\nexpires 1934); R. L. Ashley, Head, Department of\nSocial Science, Junior College, Pasadena, Calif. (Term\nexpires 1934).\n\nDepartment\nPresident\n\n.\n\nVicepresidcnt\n\n.\n\nSecretary-Treasurer\n\nof Special\n\nEducation\n\nElise H. Martens, Senior Specialist in the Education of\nExceptional Children, United States Office of Education\nWashington,\n\nD. C.\n\nMarion S. Clark, Teacher in Charge of Lip-reading Classes,\nPublic Schools .\n.\nCambridge, Mass.\n....Lucy Quinn, Director, Department of Special Classes, Public\nSchools .\nAtlantic City, N. J.\n\nDepartment\nPresident .\n.\nFirst Vicepresident .\nSecond Vicepresident ....\nExecutive Secretary .\n\nof Superintendence\n\nPaul C. Stetson, Superintendent of Schools .\nIndianapolis, Ind.\nMilton C. Potter, Superintendent of Schools .\nMilwaukee, Wis.\nDavid E. WeglEin, Superintendent of Schools .\nBaltimore, Md.\nSherwood D. Shanki.and, 1201 Sixteenth Street, N. W.\nWashington, D. C.\n\n"}
{"page": 845, "printed_page": null, "text": "Associational\n\nExecutive\n\nand\n\n841\n\nInformation\n\nCommittee. ... Members by Election: Charles B. Glenn, Superintendent of\nSchools, Birmingham, Ala.; Herbert S. Weet, Superin¬\ntendent of Schools, Rochester, N. Y.; Carroll R. Reed,\nSuperintendent of Schools, Minneapolis, Minn.; Charles\nS. Meek, Superintendent of Schools, Toledo, Ohio.\n\nDepartment\nPresident .\n.\nFirst Vicepresident .\nSecond\n\nRecords\n\nof Supervisors\n\nand Directors\n\nof Instruction\n\nMildred\nEeonard\n\nVicepresident -\n\nSecretary-Treasurer .\nExecutive Committee -\n\nEnglish, Assistant Superintendent of Schools, Raleigh, N. C\nPower, Assistant Superintendent of Schools... Tulsa Okla\nHelen\nM. Board\nReynolds,\nDirector.\nof Kindergarten-PSeattle\nrimary’ Wash\nGrades,\nof Education\nJames F. Hosic, Professor of Education, Teachers College,\nColumbia University .\nNew York, N. Y\nOfficers of the Department, ex-officio; Elizabeth Hall, As¬\nsistant Superintendent of Schools, Minneapolis, Minn.;\nErnest\n\nHorn,\n\nProfessor\n\nof Education,\n\nIowa\n\nState\n\nUni¬\n\nversity, Iowa City, Iowa; J. Cayce Morrison, Assistant\nCommissioner for Elementary Education, State Depart¬\nment of Education, Albany, N. Y.\n\nDepartment\nPresident\n\n. . .\n\nVicepresident\nSecretary\n\n. . .\n\nC.\n\nGreer,\n\nJohn\n\nHay\n\nHigh\n\nKennedy,\n\nMuir\n\nAucE\n\nCurrier,\n\nHead,\n\nSchool\n\nHead,\n\nTechnical\n\nEducation\n\nEconomics\n\nEconomics\n\nDepartment,\n\nHome\n\n.\n\nHome\n\nHigh\n\nof Home\n\nEconomics\n\nSchool\n\nSupervisor\n\nof\n\nDepartment,\n\n.\n\nHome\n\n.\n\nof Teachers\n\n.\n\nVicepresiient .\n\nFrank\nW.\n\nColleg\nes\nCo\nlleg(Amer\nes) ican\n\nE. Baker,\n\nA. Lewis,\n\nPresident,\n\nCalif.\nR. I.\n\nJohn\n\nPasadena\n\nEconomics,\n\nBoard\n\nof\n\nPawtucket\nEconomics,\n\nAssociation\n\nState Teachers\n\nPresident, Fort Hays\n\nOhio\n\nCleveland,\n\nMary M. Buckley, Supervisor of Home\nof Education .\n\nDepartment\n\nFirst\n\nand Teachers\n\nCarlotta\n\nAda\n\nTreasurer\n\nPresident\n\nof Supervisors\n\nKansas\n\nN. J.\n\nBoard\nPaterson,\n\nof Teachers\n\nCollege .\nState ColkgeWaU^“'\n\nW‘S'\n\nir£fSS5'\"-JHAHP,r’'\nlira r icepresiaent .\nH. H Cherry, PL«id'\"‘.\nNormal\nSchool\nSMem’,\nMass'.\nPresident, State\nWester\nn Kentuc\nky .\nState Teacher\ns\nSecretary-Treas\nurer\nHunt,' ' Dean,'\nSchooY of Educktion®0’ Weston™\"’\n„\n.\n..... Charles^W.'\n^\nReserve University\n.\nCleveland OW\nExecutive Committee.... George A. Selke, Presid\nent, State Teachers College, St\nCloud, Minn. ; H. L. Donovan\n, President, State Teach¬\ners College, Richmond, Ky. ; U. S. Conn, President, State\nTeachers College, Wayne, Nebr.\n\nDepartment\nPresident\nFirst\n\n.\n\nF. Hoban,\n\nVicepresident .\n\nSecretary-Treasurer\nExecutive\n\nDirector,\n\nVisual\n\nInstruction\nEducation\n\nDivision,\n\nState\n\nDe-\n\nPar^t\n°f Ed^.ation ••••••■•; .\nHarrisburg,\nD. McClusky, Directo\nr of Scarborough School .\n\nV ice president .. .\n\nSecond\n\nof Visual\n\n. .W.\n\nPa.\n\n\\\\t Whitt\n,,T\n, .ant Directo\nScarborough-on-the-Hudson, N. Y.\nW.\ninghill, Assist\nr, Visual Education\nDepartment Public Schools, 9345 Lawton Ave.,\nDetroit, Mich.\n\n. . . . Ellsworth C. Dent,\nDirector of Visual Instruction, Uni¬\n• A.\nversity of Kansas .\n.\nLawrence,\nCommittee .\nV\nt\nAssistant Superintendent of Schools, Newark\nN- J- (Term expires 1933); Abraham Krasker, Director\nof Visual Instruction, Public Schools, Quincy,\nMass.\n(Term expires 1934) ; Daniel C. Knowi.ton, Associate\nProfessoi of Education, New York University,\nNew\nYork, N. Y. (Term expires 1935); John A. IIollinger,\nDirector of Nature Study and Visualization, Public\nSchools, Pittsburgh, Pa. (Term expires 1936); Willia\nm\nH. Dudley, 736 South Wabash Ave., Chicago, Ill.\n(Term\nexpires 193/); Mrs. Grace Fisher Ramsey, Associate\nCurator, American Museum of Natural History 77th\nStreet and Central Park West, New York, N Y\n(Term\nexpires 1938).\n\nKans.\n\n"}
{"page": 846, "printed_page": null, "text": "842\n\nPresident\n\nNational\n\nEducation\n\nDepartment\n\nof Vocational\n\n.\n\nHenry\n\nNATIONAL\n\nHagen,\n\nEducation\n\nSchool\nChicago, 111.\nGerald D. Whitney, University of Pittsburgh .\nPittsburgh, Pa.\nF. E. Moore, State Director for Vocational Education, State\nHouse .\nDes Moines, Iowa\n\nVicepresident .\nSecretary .\n\nH.\n\nAssociation\n\nPrincipal,\n\nCrane\n\nEDUCATION\n\nTechnical\n\nHigh\n\nASSOCIATION\n\nOFFICERS— 1933-34\nJessie\n\nGray .\n\nPresident .\n\nJ. W.\n\nCrabtree\n\nSecretary .\n1201\ntrict of Columbia\n\nHenry\n\nLester\n\n.\n\nSmith\n\n.\n\n1210\n\nTreasurer .\n\nFillmore\n\nDean,\n\nBloomington,\n\nStreet,\n\nSixteenth\nSchool\n\nPhiladelphia,\n\nStreet, N. W.,\nof Education,\n\nPennsylvania\n\nWashington,\n\nIndiana\n\nDis¬\n\nUniversity,\n\nIndiana\n\nHonorary\nJohn\n\nDewey .\n\nHonorary\n\nPresident,\n\nand\n\nSocial Economic\nNew York\nSusan\n\nM.\n\nDorsey .\n\nHonorary\n\nPresident,\n\nResolutions,\n\nand\n\n1506\n\nExecutive\n\nAssociate\n\nGoals,\n\nChairman\n\nColumbia\n\nAssociate\n\nArapahoe\n\nof\n\nCommittee\n\nUniversity,\n\nChairman\n\nNew\n\non\n\nYork,\n\nof\n\nCommittee\n\nStreet, Los Angeles,\n\nCalifornia\n\non\n\nCommittee\n\nJessie Gray .\nJoseph Rosier .\n\nPresident .\n1210 Fillmore Street, Philadelphia, Pennsylvania\nFirst Vicepresident .\nPresident, Fairmont State Teachers\n\nJoseph\n\nH.\n\nChairman,\n\nHenry\n\nLESTER\n\nThomas\n\nW.\n\nCollege, Fairmont,\nSaunders .\nSmith .\n\nGosling .\n\nBoard\n\nPublic\n\nSchools,\n\nTreasurer .\n\nH.\n\nSaunders .\n\nJessie\n\nGray .\n\nJ. M. Gwinn .\nKate\nEdgar\n\nV. Wofford .\nG.\n\nDoudna\n\n.\n\nIndiana\n\nSuperintendent,\n\nNews,\n\nSchool\n\nNewport\n\nVirginia\n\nof Education,\n\nSuperintendent,\n\nOhio\n\nIndiana\n\nNews\n\nUniversity,\n\nAkron\n\nPublic\n\nSchools,\n\nNews\n\nPublic\n\nSchools,\n\nof Trustees\n\nChairman .\n\nNewport\n\nVirginia.\n\nNewport\n\nby Election .\n\nAkron,\n\nBoard\nJoseph\n\nWest\n\nTrustees,\n\nDean,\n\nBloomington,\n\nMember\n\nof\n\nNews,\n\nSuperintendent,\n\nVirginia\n\nNewport\n\nPresident .\n\n1210\n\nFillmore\n\nStreet,\n\nPhiladelphia,\n\nSuperintendent,\nCalifornia\nSecretary .\n\nSan\n\nFrancisco\n\nPublic\n\nSchools,\n\nSecretary\n\nof\n\n509 West\n\nBoard\n\nNormal\n\n121st Street, New\nSchool\n\nRegents,\n\nPennsylvania\n\nSan\nYork,\n\nMadison,\n\nFrancisco,\nNew\n\nYork\n\nWisconsin\n\nVicepresidents\nFrederick F. Martin .\nSuperintendent of Schools, Redondo Beach, California\nNoah\nM. Mason .\nSuperintendent of Schools, Oglesby, Illinois\nOrville C. Pratt .\nSuperintendent of Schools, Spokane, Washington\nErnest W. Butterfield. ... Commissioner of Education, Hartford, Connecticut\n\nA. F. Harman .\n\nState Superintendent\n\nHenry J. Gerling .\nMattie S. Doremus .\nSamuel M. Stouffer .\nHenry W. StilwELL .\nCaroline S. Woodruff .\nSEldEn M. Ely .\n\nSuperintendent of Schools, St. Louis, Missouri\n614 East 29th Street, Paterson, New Jersey\nSuperintendent of Schools, Wilmington, Delaware\nSuperintendent of Schools, Texarkana, Texas\nPrincipal, Castleton State Normal School, Castleton, Vermont\nSupervising Principal, Fifth District, Public Schools, Washington,\n\nof Education,\n\nMontgomery,\n\nAlabama\n\nDistrict of Columbia\n\nBoard\n\nof Directors\n\nJessie Gray .\nJoseph Rosier .\n\nPresident .\n1210 Fillmore Street, Philadelphia, Pennsylvania\nVicepresident .\nPresident, Fairmont State Teachers College,\n\nHenry\n\nLester\n\nTreasurer .\n\nJoseph\n\nII. Saunders .\n\nJ. W.\n\nSmith .\n\nCrabtree .\n\nFairmont,\n\nWest\n\nBloomington,\n\nChairman .\n\nVirginia\n\nDean,\n\nIndiana\n\nBoard\n\nSchool\n\nof Education,\n\nof Trustees,\n\nIndiana\n\nSuperintendent\n\nUniversity,\n\nNewport\n\nNews\n\nPublic Schools, Newport News, Virginia\nSecretary. .\n.1201 Sixteenth Street, N. W., Washington,\nDistrict of Columbia\n\n"}
{"page": 847, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n843\n\nLife Directors\nCornelia S. Adair, 2121 Park Avenue .\n. .\nRichmond, Virginia\nRobert J. Aley, Butler College, .\nIndianapolis, Indiana\nFrancis G. Blair,- State Superintendent of Public Instruction, .\nSpringfield, Illinois\nBoard oe Education .\nNashville, Tennessee\nMrs. Mary C. C. Bradford, 1420 Josephine Street .\nDenver, Colorado\nElmer Ellsworth Brown, Gramercy Park Hotel, 52 Gramercy Park.... New York, New York\nNicholas Murray Butler, President, Columbia University, .\nNew York, New York\nP. P. Claxton, President, Austin Peay Normal School .\nClarksville, Tennessee\nWilliam John Cooper, 6504 Maple Avenue .\nChevy Chase, Maryland\nHugh A. Graham, South Main Street .\nMount Pleasant, Michigan\nFlorence Hale, Editor, The Grade Teacher, 425 Fourth Avenue .\nNew York, New York\nFrederick M. Hunter, Chancellor, University of Denver .\nDenver, Colorado\nIllinois State Teachers Associaton, Robert C. Moore, Secretary .\nCarlinville, Illinois\nOlive M. Jones, Director, Calvary House, 61 Gramercy Park .\nNew York, New York\nJames Y. Joyner, Assistant Manager, Prudential Insurance Company, 304 East Jones\nSt!*66* .\n;.\n.\n.\nRaleigh, North Carolina\nUel W. Lamkin, President, Northwest Missouri State Teachers College. ... Maryville, Missouri\nMary McSkimmon, 205 Tappan Street .\nBrookline, Massachusetts\nJesse H. Newlon, Eincoln School, Teachers College, Columbia University. .New York, New York\nCarroll G. PearsE, 1721 Ludington Avenue, Wauwatosa Branch .\nMilwaukee, Wisconsin\nMrs. Josephine Corliss Preston, Burton, Vashon Island .\nKing County, Washington\nE. Ruth PyrtlE, Principal, Bancroft School .\nEincoln, Nebraska\nJoseph Rosier, President, Fairmont State Teachers College .\nFairmont, West Virginia\nGeorge D. Strayer, Teachers College, Columbia University .\nNew York, New York\nWillis A. Sutton, Superintendent, Atlanta Public Schools .\nAtlanta, Georgia\nTeachers' Institute. .\nPhiladelphia, Pennsylvania\nJohn J. Tigert, President, University of Florida .\nGainesville, Florida\nCharl O. Williams, Director, Division of Field Service, National Education Association,\n1201 Sixteenth Street, N. W. . . .\nWashington, District of Columbia\nGeorge F. Zook, United States Commissioner of Education. .. .Washington, District of Columbia\n\nState Directors\nAlabama .\nAlaska .\nArizona .\nArkansas .\nCalifornia .\nColorado .\nConnecticut .\nDelaware .\nDistrict of Columbia\nFlorida .\nGeorgia\n\n.\n\nHawaii\n\n.\n\nIdaho\n\n.\n\nIllinois\n\n.\n\nIndiana\n\n.\n\nIowa\n\n.\n\nKansas\n\n.\n\nKentucky\n\n.\n\nLouisiana\n\n.\n\nMaine .\nMaryland .\nMassachusetts .\nMichigan .\nMinnesota\nMississippi\nMissouri\nMontana\n\n.\n.\n\n.\n.\n\nNebraska .\nNevada .\nNew Hampshire\n\n. . .\n\n. . . . J. D. Williams, Principal, Avondale School .\nBirmingham\n. . . . E. J. Beck, Superintendent, Nome Public Schools .\nNome\n. . . . W. T. Machan, Principal, Creighton School .\nPhoenix\n. . . . C. M. Hirst, State Commissioner of Education .\nLittle Rock\n. . . . J. Russell Croad, Principal, Sierra School .\nSacramento\n. . . . W. B. Mooney, Secretary, Colorado Education Association,\n530 Commonwealth Building .\nDenver\n....Helen T. Collins, 41 Fifth Street .\nNew Haven\n....II. V. Holloway, State Supt. of Public Instruction .\nDover\n....Edith Louise Grosvenor, 73 The Iowa .\nWashington\n. . . . James S. Rickards, Executive Secretary, Florida Education\nAssociation .\nTallahassee\n. . . . George W. Wannamaker, Superintendent, Griffin Public\nSchools .\nGriffin\n. . . . OrEn E. Long, Deputy Superintendent of Public Instruc¬\ntion .\nHonolulu\n. . . . Raymond H. Snyder, President, Albion State Normal\nSchool .\nAlbion\n....A. L. WhiTTEnberG, Secretary, Illinois State Examining\nBoard for Teachers’ Certificates, Room 403 Centennial\nBuilding .\nSpringfield\n....Charles O. Williams, Secretary-Treasurer, Indiana State\nTeachers Association, Room 205, Hotel Lincoln .. Indianapolis\n. . . . Fred D. Cram, Extension Department, Iowa State Teachers\nCollege .\n. .\nCedar Falls\n. . . . F. L. SchlaglE, Superintendent, Kansas City Public\nSchools .\nKansas City\nR. E. Williams, Executive Secretary, Kentucky Education\nAssociation, 1317-18 Heyburn Building .\nLouisville\n. . . . P. H. Griffith, Director of General Extension, Louisiana\nState University .\nBaton Rouge\nW. B. Jack, Superintendent. Portland Public Schools ... .Portland\n. . . . William Burdick, State Director of Physical Education,\n7 East Mulberry Street .\nBaltimore\nAnnie C. Woodward, 100 Highland Avenue .\nSomerville\n. . . . E. T. Cameron, Executive Secretary, Michigan Education\nAssociation, Michigan Education Building .\nLansing\nHarry L. Wahi.strand, 824 Third Street East .\nWillmar\n. . . . H. V. Cooper, Superintendent. Vicksburg Public\nSchools .\nVicksburg\n....Thomas T. Walker, Editor, School and Community .... Columbia\n. . . . Martin P. Moe, Executive Secretary, Montana Education\nAssociation, 7 Kohrs Block .\nHelena\n. . . . George F. Knipprath, Omaha Technical High School .\nOmaha\n. ... M. J. Clarke, Superintendent, Ely Public Schools .\nEly\n. . . . Dana S. Jordan, Superintendent, Littleton Public\nSchools .\nLittleton\n\n"}
{"page": 848, "printed_page": null, "text": "844\n\nNational\n\nNew York . . .\nNorth Carolina . .\nNorth Dakota . . . .\nOhio .\nOklahoma .\n.\n\nPennsylvania\nPhilippine\n\nIslands\n\nPorto Rico .\nRhode Island\nSouth\nSouth\n\nCarolina\nDakota\n\n. . .\n\nTennessee .\nTexas .\nUtah .\nVermont\n\n.\n\nVirginia\n\n.\n\nVirgin Islands . . .\nWashington _ .\nWest Virginia . . .\nWisconsin .\nWyoming\n\n.\n\nNATIONAL\nPresident\n\nAssociation\n\nRaymond B. Gurley, Principal, Barringer High School. . .Newark\nVernon O. Tolls, Executive Secretary, New Mexico\nEducational Association, Suite 18, Sena Plaza .\nSanta Fe\nFrederick Hour Law, 130 West Forty-second Street. . .New York\nT. W. Andrews, Superintendent, High Point Public\nSchools .\nHigh Point\nL. A. White, Superintendent, Minot Public Schools .\nMinot\nR. E. Ofeenhauer, Superintendent, Lima Public Schools .... Lima\nClay W. Kerr, Assistant Superintendent of Public\nInstruction .\nOklahoma City\nBirdinE Merrill, President, Portland Grade Teachers\nAssociation, 331 Commerce Building .\nPortland\nJ. Herbert KelEEY, Executive Secretary, Pennsylvania State\nEducation Association, 400 North Third Street .... Harrisburg\nCamilo Osias, Resident Commissioner from the Philippine\nIslands, Plouse Office Building .\nWashington, D. C.\nF. Rodriguez Lopez, Department of Education .\nSan Juan\nCharles Carroll, Director, State Board for Vocational\nEducation, 122 State House .\nProvidence\nA. C. Flora, Superintendent, Columbia Public Schools ... Columbia\nS. B. Nissen, Editor, South Dakota Education Association\nJournal, Perry Building .\nSioux Falls\nS. L. Ragsdale, Principal, L. C. Humes High School .... Memphis\nL. W. Rogers, 111)4 West Thirty-third Street .\nAustin\nJames T. Worlton, Assistant Superintendent, Salt Lake\nCity Public Schools .\nSalt Lake City\nCaroline S. Woodruff, Principal, Castleton State Normal\nSchool .\nCastleton\nMrs. Edith B. JoynES, Principal, George Washington and\nRobert Gatewood Schools, Berkley .\nNorfolk\nGeorge H. Ivins, Director of Education .\nSt. Thomas\nEmery Asbury, Gault Junior High School .\nTacoma\nW. W. Trent, State Superintendent of Free Schools .. Charleston\nBlanche M. McCarthy, Head, Department of Social\nScience, Appleton High School .\nAppleton\nH. H. Moyer, Principal, High School .\nRawlins\n\nNew Jersey .\nNew Mexico . . . .\n\nOregon\n\nEducation\n\nCOUNCIL\n\nOF\n\nEDUCATION\n\n.\n\nWilliam C. BaglEy, Professor of Education, Teachers College, Co¬\nlumbia University .\nNew York, N. Y.\nVicepresident .\nLida LEE Tall, Principal, State Normal School .\nTowson, Md.\nSecretary .\nAdelaide S. Baylor, Chief, Home Economics Education Service,\nFederal Board for Vocational Education, 1800 H Street, N. W.,\nWashington, D. C.\nExecutive Committee ....Minnie J. Nielson, Valley City, N. D. (1934); David A. Ward,\nSuperintendent of Schools, Chester, Pa. (1935); Anna Laura\nForce,\n\nPrincipal,\n\nOFFICERS\nDepartment\nPresident .\nVicepresident .\nSecretary\n\n.\n\nTreasurer\n\n.\n\nAuditor .\nDirectors .\n\nOF\n\nLake\n\nJunior\n\nHigh\n\nSchool,\n\nDenver,\n\nColo.\n\n(1936)\n\nDEPARTMENTS\n\nof Administrative\n\nWomen\n\nin Education\n\nAnnie C. Woodward, 100 Highland Avenue .\nAnna Laura Force, Principal, Lake Junior High\n\nSomerville, Mass.\nSchool .\nDenver, Colo.\nMrs. Margaret Mendenhall Smith, 1522 Lafayette Street....\nDenver, Colo.\nElizabeth Wells Robertson, Supervisor of Art, Public Schools\nChicago, Ill.\nEvelyn Butler, Butler University .\n.Indianapolis, Ind.\nAgnes Samuelson, State Superintendent of Public Instruction,\nDes Moines, Iowa; Sue Powers, Superintendent, Shelby\nCounty Schools, Memphis, Tenn.; Mary E. O’Connor, Super¬\nvisor, Elementary Schools, Natick, Mass.; Eva G. Pinkston,\nExecutive Secretary, Department of Elementary School\nPrincipals, 1201 16th Street, Washington, D. C. ; Rose\nPf.sta,\n\n460\n\nDepartment\nPresident\n\n.\n\nSecretary\n\n.\n\nTreasurer\n\n.\n\nSouth\n\nState\n\nof Adult\n\nStreet,\n\nChicago,\n\nIll.\n\nEducation\n\nMary L. Guyton, Supervisor of Adult Alien Education, Room\n217, State House, State Department of Education .. Boston, Mass.\nCaroline Whipple, Supervisor of Adult Education, State Edu¬\ncation Department........ .\nAlbany, N. Y.\n.\nAgnes Winn, Director, Division of Classroom Service, . National\nEducation Association, 1201 Sixteenth St .\nWashington, D. C,\n\n"}
{"page": 849, "printed_page": null, "text": "845\nAssociation al\n\nExecutive Director\nEditor .\nExecutive\n\nRecords\n\nand\n\nInformation\n\nCharles\n\nJ. Lunak,\n\nAssistant\n\nSuperintendent\n\nAlonzo\n\nD. Grace,\n\nProfessor\n\nof Education,\n\nUniversity\n\nIII.\n\nof Roches-'\n\nT _Jer . .\n.\n.\nRochester, N. Y.\nE. R. Alderman, Chief, Service Division, U. S. Office of Edu¬\ncation, Washington, D. C. ; Robert C. Deming, Supervisor,\nDivision of Field Service, State Board of Education .\nHartford, Conn.\n\nCommittee\n\nDepartment\n\nof Art\n\nEducation\n\nPresident\n\nElizabeth\n\nSecretary\n\nlie Schools ... .\n.\nEdna E. Hood, Supervisor of\n\nT reasurer\n\nat\nMarcella\n\nWells\n\nRobertson,\n\nDistrict\n\n.\nArt,\n\nSupervisor\n\nDepartment\n\nof Business\n\nof\n\nArt\n\n.\n.\nAdministration\n\nta\nT\nJackson,\nDirector\nof Art,\n.\n\nPresident\n\nof Schools .. Chicago,\n\nState\n\nPub-\n\nChicago, Ill.\nBuilding\nKenosha, Wis.\n\nTeachers\n\nCol-\n\nCastleton, Vt.\n\nEducation\n\n.\n\nBenjamin R. Haynes, Professor of Business Education, Uni¬\nversity of Southern California .\nLos Angeles, Calif.\nFirst Vicepresident .\nM. E. StudEbaker, Director of Commercial Teacher Training,\nBall State Teachers College .\nSecond Vicepresident .... Clay D. SlinkEr, Director of Commercial Education,Muncie^'lnd.\nPublic\n.\nSchools .. .\n.\n• . .\nDes Moines, Iowa\nSecretary-Treasurer ....Raymond C. Goodfellow, Director of Commercial Education,\nBoard of Education .\nNewark, N. J.\nExecutive Committee ....Paul S. Lomax, Professor of Education, New York University,\nNew York,\nY. (1934); Mass.\nAnnie (1934);\nC. Woodward,\nHigh-’\nland\nAvenue,N. Somerville,\nSeth B.100Carkin,\nPrincipal. Packard School, 253 Lexington Avenue, New York,\nN. Y. (1934); Dorothy L. Travis, High School, Pierre, S.\nDak. (1934); B. Frank ICyker, North Carolina College for\nWomen, Greensboro, N. C. (1935); Ernest A. Zelliot,\nProfessor of Commercial Education, University of Denver,\nDenver, Colo. (1935); E. G. BlackstonE, Head of Com¬\nmercial Teacher Training, University of Iowa, Iowa City,\nIowa (1936); G. F. Cadisch, Director, School of Business\nAdministration, State College of Washington, Pullman,\nWash. (1936).\n\nDepartment\nPresident\n\n.\n\nVicepresident\n\nFayeTeacher)\nRead,\n\n.\n\nSecretary\n\n.\n\nDirector\n\nex-officio .\n\nRegional\n\nDirectors\n\nMrs.\n\nMrs. Mary D.\n(Elementary\n\n.\n\n.\n\nTr.\nV icepresident\n\nVernon\n\nPlace,\n\nBarnes,\nTeacher)\n\n223\n\nPueblo,\n\nColo.\n\n(Elementary\n\nPillsbury Avenue,\n\nMinneapolis,\n\nSummit\n\nRoad,\n\nElizabeth,\n\nN.\n\nJ.\n\nMrs.\n\nF. Blanche Preble, 10855 Vernon Avenue, Chicago, Ill.\n(Elementary Teacher)\nEastern Section, Daisy Lord, High-School Teacher, 1027 West\nMain Street, Waterbury, Conn. (1934); Middle Section,\nC.\n\nRalls,\n\nElementary\n\nKansas\n\nCity,\n\nShaw,\n\nHigh-School\n\nAngeles,\n\n„.\nFirst\n\n131\n\nTeachers\n\nMyrtle Hooper Dahl, 3527\nMinn. (Elementary Teacher)\n\nMary\n\nPresident\n\nof Classroom\n\nMo.\n\n(1935);\n\nCalif. (1936)\n\nTeacher,\n\n6529\n\nWestern\n\nSection,\n\nTeacher,\n\n2833\n\nEstara\n\nDepartment\n\nof Deans\n\nAgnes\n\nHarris,\n\nDean\n\n.\nAli.yn,\n\n.\nAcademic Dean,\n\nEllen\n\nStreet,\n\nAlbert\n\nM.\n\nAvenue,\n\nLos\n\nof Women\nof Women,\n\nUniversity\n\nof Ala-\n\nUniversitv, Ala.\n.\nM.\nMount Holyoke ColSouth Hadley, Mass.\n.\n.\n.\nr\n- j .- u\nj T7\nc\nSecond\nVicepresident\nJessie CoopE, Asst. Principal, and Dean of Girls, McKinley Technical High School .\nWashington, D. C.\nSecretary .\nSara Norris, Dean of Women, State Teachers College . Mankato Minn\nTreasurer .\nElsie M. Smithies, Asst. Principal, University of Chicago High\nSchool .\nChicago Ill\nHeadquarters Secretary . . Gwladys W. Jones, 1201 Sixteenth Street .\nWashington, D. C.\n\nDepartment\nPresident\n\nof Educational\n\n.\n\nT7. t\nVicepresident\n\nTT bama\nHarriett\n\nJefferson\n\n.\n\nResearch (American\nAssociation)\n\nEducational\n\nResearch\n\nPaul T. Rankin, Supervising Director of Research and Adiust_\n™en,L Board of Education .\nDetroit. Mich.\nT. C. Holy, Professor of Education, Ohio State Columbus,\nUniversity Ohio\n\n"}
{"page": 850, "printed_page": null, "text": "846\n\nNational\n\nEducation\n\nAssociation\n\nSecretary-Treasurer William G. Carr, Director, Research Division, National Educa.\ntion Association .\n.. .\nWashington, D. C.\nexecutive Committee ....Paul T. Rankin, Supervising Director of Research and Adjust¬\nment, Board of Education, Detroit, Mich.; William G.\nCarr, Director, Research Division, National Education Asso¬\nciation, Washington, D. C. ; W. W. Charters, Director, Bu¬\nreau of Educational Research, Ohio State University, Colum¬\nbus, Ohio; John L. Stenquist, Director, Bureau of Educa¬\ntional Research, Public Schools. Baltimore, Md. ; William\nS. Gray, Director of Teacher Training, University of Chi¬\ncago, Chicago, Ill.\n\nDepartment\nPresident\n\n.\n\nof Elementary\n\nFirst Vicepresident\n\n...Aaron Kline, Principal,\nnue .\n...Elizabeth McCormick,\n\nSecond\n\nVicepresident\n\n. . . Mason\n\nThird\n\nVicepresident\n\nFourth\n\nVicepresident\n\nFifth\n\nVicepresident\n\n,\n\n,\n\nExecutive Secretary\nExecutive Committee\n\nPullman School, 185 N. Wabash Ave.\n.\nChicago, Ill.\nPrincipal, Timothy O. Howe School\nSuperior, Wis.\n.\nStratton,\nPrincipal, Brighton Avenue Atlantic\nSchool .\nCity, N. J.\n\nEmma\nBrookes, Principal, Miles School, 1108 The Com¬\nmodore, Euclid and Ford Drive .\nCleveland, Ohio\n. . .Ernest L. MarklEY, Principal, Ritchie Platoon School .\nWheeling, W. Va.\n...Margaret C. Mackintosh, Principal, Public School 140 .\nBrooklyn, N. Y.\n...Eva G. Pinkston, 1201 Sixteenth Street .\nWashington, D. C.\n...A. B. Heacock, Principal, Los Feliz School, 4737 Plollywood\nBoulevard, Los Angeles, Calif. (1934); Herbert C. Hansen,\nPrincipal, Talcott School, Chicago, Ill. (1935) ; Cassie F.\nRoys, Principal, Walnut Hill School, Omaha, Nebr. (1936);\nEarl R. Laing, Principal, Burt School, Detroit, Mich. (1937)\n\n. . .\n\nof Kindergarten-Primary\n\n.Mrs. Livia\n\nVicepresident\n\n.Norma\n\nSecretary\n\nEdith\n\n. . .\n\nYoungquist\n\n.\n\ni icepresident\n\n.\n\nr\no ecretarv-Treasurer\n\n.\n\nPeterson,\n\nEducation\n\n328 Dempster\n\nStreet .\nEvanston, Ill.\nSmith, State Supervisor, Elementary Education .\nMontgomery, Ala.\nRosa, 401 Fullerton Parkway .\nChicago, Ill.\n\nDepartment\nPresident\n\nPrincipals\n\n. . ,M.\n\nDepartment\nPresident\n\nA.\n\nSchool\n\nof Lip Reading\n\nCoraliE N. IvEn Field, Teacher of Lip Reading, San Francisco\nPublic Schools, 617 Shreve Building .\nSan Francisco, Calif.\nEstelle SamuElson, Supervisor, Education and Employment\nWork, New York League for the Hard of Plearing, Inc., 480\nLexington Avenue .\nNew York, N. Y.\nJane Cronholm, 1213 Seventh Avenue .\nRock Island, Ill.\n\nDepartment\n\nof Rural\n\nEducation\n\nPresident .\nAgnes SamuElson, State Superintendent of Public Instruction\nT7.\nDes Moines, Iowa\nl icepresident .\nR. E. Jaggers, Director of Teacher Training, State Departc\nx\nment of Education .\nFrankfort, Ky.\nsecretary .\nMrs. Katherine M. Cook, Chief, Division of Special Problems,\n_\n_\nU. S. Office of Education .\nWashington. D. C.\nExecutive Committee . . . M. S. Pittman, Director of Rural Education, State Normal Col¬\nlege, Ypsilanti, Mich. (1934); Helen Hay Heyl, Assistant\nin Rural Education, State Education Department, Albany, N.\nY. (1935); O. H. PlEnzke. Assistant State Superintendent\nof Public Instruction. Madison. Wis. 0936); Fannie W.\nDunn, Professor of Rural Education, Teachers College, Co¬\nlumbia University, New York, N. Y. (1937); Sue Powers,\nSuperintendent of Shelby County Schools, Memphis, Tenn.\n(1938)\n\nDepartment\nPresident\n\n.\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\nA. W. Thompson, State Director of Health and Physical Edu¬\ncation, State Capitol. .\nLansing, Mich.\nVicepresident .\nEdna W. Bailey, Associate Professor of Education, University\nof California .\nBerkeley. Calif.\nSecretary-Treasurer .... James E. Rogers, Director, National Physical Education Service.\n315 Fourth Avenue .\nNew York, N. Y.\n\n"}
{"page": 851, "printed_page": null, "text": "Association al Records\n\nExecutive\n\nCommittee\n\n. . A. G. Ireland, State Director of Health and Physical Education,\n1208 Trenton Trust Bldg., Trenton, N. J. (1934); William\nE. Burdick, State Director of Physical Education, 7 East\nMulberry Street, Baltimore, Md. (1935); Ethel Perrin,\nAmerican Child Health Association, 450 Seventh Avenue,\nNew York, N. Y. (1936) ; F. W. MaronEy, Columbia Uni¬\nversity, New York, N. Y. (1937)\n\nEllen Eddy Shaw, Curator of Elementary Instruction, Brook¬\nlyn Botanic Garden, 1000 Washington Avenue. . . .Brooklyn, N. Y.\nMadison, Wis.\nIra C. Davis, University High School .\n....Chicago, Ill.\nMildred Fahy, Principal, Schneider School .\nKansas City, Mo.\nRalph C. Bedell, 3619 Wyandotte Street .\n\n.\n\nVicepresident .\nSecretary .\nTreasurer .\n\nVicepresident .\nSecretary .\nTreasurer ' .\nRegional Directors .\n\nRoom\n\nD. Eewis,\n\n.Ernest\n\n.\n\nEducation\n\nof Secondary\n\nDepartment\nPresident\n\nInstruction\n\nof Science\n\nDepartment\nPresident\n\n847\n\nInformation\n\nand\n\n42nd\n\n1901, 130 West\n\nStreet .\nNew York, N. Y.\nSan hiancisco, Calif.\nJersey City, N. J.\n\nFrank E- Barr, Balboa High School. . • . * .\nAnn E. Ryder, Dickinson High School .\n.\nGeorge M. Strong, East High School\nGrace M. Davis, Modesto High School, Modesto,\nFoster,\n\nJunior\n\nStarling\n\nColumbus,\n\nSchool,\n\nHigh\n\nColumbus, Ohio\nCalif.; Asa E.\nOhio;\n\nRobert\n\nW. House, Salem High School, Salem, Va. ; Grace KenEhan,\nChester S. Morey Junior High School, Denver, Colo.; Augus¬\n\ntus\n\nDepartment\nPresident\n\nof Secondary\n\nJunior\n\nSchool,\n\nHigh\n\nBrooklyn,\n\nSchool\n\nPrincipals\n\nShawnee\n\nHigh\n\nPrincipal,\n\nB. ClEM,\n\nRobert\n\n.\n\nPershing\n\nKudwig,\n\nN.\n\nY.\n\nSchool. .. .Louisville, Ivy.\n\nPublic Ark.\nAllen, Supervisor of Secondary Education,\nF. .\nCharles\nLittle Rock,\nSchools\nSecond Vicepresident ... Harrison C. Lyseth, State Supervisor of Secondary Education..\nAugusta, Maine\n.......... Berwyn, Ill.\nH. V. Church, 3129 Wenonah Avenue Secretary-Treasurer _\nExecutive Committee ...William E. Burkard, Principal, iilden Junior High School,\nPhiladelphia, Pa.; D. A. Morgan, Principal, Shawnee Mis¬\nsion Rural High School, Merriam, Ivans.; W. W. Haggard,\nSuperintendent, Township High School and Junior College,\nJoliet, Ill.\nFirst Vicepresident\n\n'._\n\nDepartment\nPresident\nFirst\nSecond\n\nG. KimmEl,\n\n1004\n\nBuilding,\n\nPhysics\n\nColumbia\n\nUniversity....\nNew York, N. Y.\n\n.... Howard Wilson, Graduate School of Education, Harvard Uni¬\nCambridge, Mass.\n.\nversity .\nVicepresident . . . Edgar Wesley, Assistant Professor of Education, University of\nMinnesota .\nMinneapolis, Minn.\n\nVicepresident\n\nSecretary-Treasurer\nBoard\n\n. . W.\n\nof Social Studies\n\nof Directors\n\n.... Bessie L. Pierce, Associate Professor of American History, Uni¬\nChicago,\n.\n.\nversity of Chicago .\nErling M. Hunt, Assistant Professor of History, Teachers Col¬\n.\nlege, Columbia University, New York, N. Y. (1934); R. L.\nAshley,\n\nPasadena,\n\nHead,\n\nDepartment\n\nDepartment\n\nCalif. (1934)\n\nof Special\n\nof Social\n\nScience,\n\nJunior\n\nIll.\n\nCollege,\n\nEducation\n\nof Education....\nMadison, Wis.\nChicago, Ill.\nFlorence N. Beaman, Montefiore School .\nVicepresident .\nPortsmouth, N. II. (Box 47)\nSecretary-Treasurer .... Vesta Thompson, Haven School .\n\nPresident\n\n.\n\nLavilla\n\nWard,\n\nDepartment\nPresident\n\n.\n\nPaul\n\nSupervisor,\n\nState\n\nDepartment\n\nof Superintendence\n\nC. Stetson,\n\nSuperintendent\n\nof Schools .\n\nIndianapolis,\n\nInd.\n\nMilwaukee,\n.\nSchools .\nof Schools\nSuperintendent of\nPotter, Superintendent\nFirst Vice’p'resident\nMd.\nBaltimore, Wis.\nDavid E. C.WeglEin,\nVicepresident _... Milton\nSecond\n.\n.\nStreet\nSixteenth\n1201\nSherwood D. Shankland,\nExecutive Secretary _\nWashington, D. C.\nAla.\nBirmingham,\nSchools,\nof\nExecutive Committee . . . CijarlES B. Glenn, Superintendent\n(1934); Herbert S. West, Superintendent of Schools, Roch¬\nester, N. Y. (1935); Carroll R. Reed, Superintendent of\nSchools, Minneapolis, Minn. (1936) ; Charles S. Meek, Su¬\nperintendent of Schools, Toledo, Ohio (1937)\n\n"}
{"page": 852, "printed_page": null, "text": "848\n\nNational\n\nDepartment\nPresident\n\n.\n\nEducation\n\nof Supervisors\nMildred\n\nEnglish,\n\nand\n\nAssociation\n\nDirectors\n\nAssistant\n\nof Instruction\n\nSuperintendent\n\nof Schools .\n\nFirst Vicepresident .\nLeonard Power, Assistant Superintendent of Schools .. ^Tufsa’\nOkla\nSecond l icepresident ...Helen M. Reynolds, Director\nof Kindergarten-Primary Grades\n„\n„\n\nBoard\n\nof Education .\n\nSecretary-Treasurer\n\n.\n\nExecutive\n\n... Officers\nof ntende\nthe Departm\nent,\nSuperi\nnt\n\n„\n\n.\n\n_\n\nCommittee\n\nof Supervisors\n\n.\n\nVicepresident\n\n.\n\nCarlotta\nHay\n\n.\n\n.\n\nDepartment\nPresident .\nFirst Vicepresident\nS econd V icepresident\nT bird V icepresident\n\nTeacherk New\n\"Colleg\ne CmN\nVnA\n\nv\n\nand\n\nC. Greer,\n\nHigh\n\nTeachers\nHead,\n\nSchool\n\nof\n\nHome\n\n(Home:\n\nHome\n\nEconomics\n\nEconomics\n\n2515\n\nJohn\nNorfolk Depart\nRoad) ment,\n_\n......\n\nAda IKennedy\nHead Schoo\nHome\nEconomics\nechmcal High\nl (Home\n: 320 Department,\nE. Walnu\nt\n\nJohn' Mduir°hi°\nSt.) .\n\n-Allot Currier, Supervisor of Home\nEconomics, Boarf of' Edm^''\nA/r , M. Buckl\n^Home: 12„ Howard Ave.) .\nPawtucket, R. I.\n.Mary\ney, Supervisor of Home Economics, Board\nof\nEducation (Home: 267 Fair St.) .\nPaterson, N. J.\n\nTreasurer\n.\n\nof Teachers Colleges (American\nTeachers Colleges)\n\nAssociation\n\nof\n\n\"'wAaKt^: Bak®r’ P/esident, State Teachers College. . Milwaukee, Wis\n' ' 'tV‘ aA‘ PEwis’ President, Fort Hays Kansas State\nCollege Hays Kans\n\nSecretary-Treasurer\nExecutive\n\nJames\nF. Hosic,\nProfesso\nr of Education,\nlumbia\nUniversity\n.\n\nWach\n\nex-offici\no; Elizabe\nth Minn.\nid all.; Assistan\nof School\ns, Minnea\npolis,\nErnestt’\nHorn\nI rofessor of Education, Iowa State Univer\nsity, Iowa\nUity, Iowa; J. Cayce Morrison, Assistant Commissioner\nfor\nElementary Education, State Education Depart\nment, Albany,\n\nDepartment\nPresident\n\nSeattle\n\n.\n\n,Stw NormaJ. Sch°ol .\nC™vrpl\nH\nCollee\n’ de^’\nPresldent) Western Kentucky State\n\n■\"•H\n\n. .Charles^ W^Hunt,\n\nCommittee\n\nDean,\n\nSchool\n\nof Education,\n\nSalem,’ Mass.'\nTeachers\n\n’We°7erng Reserve Ky'\n\nMinn., H. L. Donovan, President, State\nTeachers '=c\"oud,0hi°\nColiege'Jst College,\nm1,F.S H!'KrE'\nKy. President,\n• GE0 Richmond,\n; U. S. State\nConn, Tocher's'\nPresident,\nState Teachers\nCollege .\nWayne. Nebr.\n\nDepartment\nPresident\nFirst\n\n.\n\nVicepresident\n\nSecond\n\n. .Mrs\n.\n\nExecutive\n\nCommittee\n\nFisher\n\nInstruction\n\nRamsey\n\nAssociate\n\nCurator\n\nof Education,\n\nCentral\n±ark West .\nciietrtimpa1CvnwMllSeUm\nof Natural History, 77th\nIVpwStreet\nVrvrUandat\n. .C. \\ Hoban\nDirector, Visual Education Division,\nState\nDepartment of Educati\n\non .\n\nVicepresident\n\nSecretary-Treasurer\n\nGrace\n\nof Visual\n\n. .Rupert\n\nPeters,\n\nDirector\n\nof Visual\n\nHarrishm-cr\n\nInstruction,\n\n.\n\nPubii'c Schools\n\nv\n\nPa\n\n!\n\not ivansas, 1812 Illinois St .\nlawrenrp Kane\n..Abr\naham\nKrasker,\nInstructionK uSve^lt) M°'\nVisu!“\n<?/ l\nec!°rVisua\nSi-tor,\nD1M2Direc\n• ElTS«s\nInstructio\nn, Pubfic Schools\nQuincy, Mass\n(1934);\nProfessor of Education\n\nDaniel\nC. Knowi.ton, Associate\nNew York University. New York!\n\no- , ■ (1j>35) J?.HN. A.\nVlsuali?ation,\naw\nnoiA\n\nHollingEr, Director of Nature\nPublic Schools, Pittsburgh, Pa\n\ncago,\nIll. (1937\nMrs.\nSouth\nDudre\nL9o6)I,1\nGrac\ny’ e736Iishe\nW;^) , Ha>\nr\n\nChi¬\nWabaey,\nsh Ave.,\nRams\nAssociate\n\n,\\lQst°rJ’ l7th '\nStr^et and khC\nCentral\nPark n\nof Natural\nWest.\nNew York,\nMuseum\nN. Y\nA,moric,a\nTIistorv\nbouth\nHigh\nSchoo\nl,\nDenve\nWbHr\nC,°LkKR’ r.\n-Tr-’Colo.\ndirector\n(1939)of Visual Instruction\n\nDepartment\nPresident\nSecretary\n\nof Vocational\n\nEducation\n\n,R. W. Selvidge, University of Missou\nri.\n.Howard L. Briggs, Director of\nVocational\n\nSchools\n\n.\n\n«,\n\n.Columbia,\n\nMo.\n\non, Public\nEducati Cleveland, Ohio\n\n"}
{"page": 853, "printed_page": null, "text": "Associational\n\nCOMMITTEES\n\nOF\n\nRecords\n\nTHE\n\nand\n\nNATIONAL\n\nASSOCIATION,\nCOMMITTEE\n\nON\n\n849\n\nInformation\n\nEDUCATION\n\n1932-33\n\nCREDENTIALS\n\nNorton, H. B., Chairman; Principal, Robin¬\nson School, Birmingham, Ala.\nAtkinson, Bertha I., Principal, Public School,\nSummit Avenue, Pitman, N. J.\n\nLusk, Georgia L., State Superintendent\nPublic Instruction, Santa Fe, N. M.\n\nBird, Annie Laurie, Head, History Depart¬\nment, Nampa\nHigh School, Nampa, Idaho.\n\nMoody, A. E., Superintendent,\nlic Schools, Bedford, Ohio.\n\nBedford\n\nPub¬\n\nBruce, John C., Supervising Principal, Thir¬\nteenth Division Public Schools, Lincoln\nSchool, Washington, D. C.\nCarter, E. M., Secretary, Missouri State\n\nNutt, J. H., Superintendent, Rosedale\nlic Schools, Rosedale, Miss.\n\nPub¬\n\nTeachers’ Association, Columbia, Mo.\nChambers, Max, Superintendent of Schools,\nOkmulgee, Okla.\nChapline, Miss M. L., 105 East\nfourth Street, Little Rock, Ark.\n\nTwenty-\n\nClark, Harry, Superintendent, Knoxville Pub¬\nlic Schools, Knoxville, Tenn.\nCollins, Helen T., 41 Fifth Street, New\nHaven, Conn.\nCotton, Arthur C., Principal, Abner Gibbs\nSchool, Westfield. Mass.\nFergus, Lewis, 544 Fox Street. Denver, Colo.\nFitzGerald, James E., Principal, Hopkins\nSchool, Sioux City, Iowa.\nFlores. Mrs. Zella K., Principal of Ele¬\nmentary\nSchools, Box\n412, Lewistown,\nMont.\nGarrett, J. W., McKinley\nHigh\nSchool,\nHonolulu, T. H.\nHeck, H. F., East High School, Erie, Pa.\nHibarger, Pearl, Superintendent of Yakima\nCounty Schools, Yakima, Wash.\nHobson, Pat, Superintendent, Clover Public\nSchools Clover. S. C.\nHolden, William O., 46 Gooding St., Paw¬\ntucket, R. I.\nJackson. C. W., 4301 East Fourteenth Street,\nLong Beach, Calif.\nJaggers, R. E., Director of Teachers Train¬\nof\ning, State Department\nEducation,\nFrankfort. Kv.\nJennings, R. C.. Principal, Public School,\nWaynesboro, Va.\nJordan. Dana\nS., Superintendent, Littleton\nPublic Schools. Littleton, N. H.\nKarnes, A. E.. Commissioner of Education,\nJuneau, Alaska.\nKurtz. C. W., Superintendent, Reliance Pub¬\nlic Schools, Reliance, Wyo.\nLandreth. Austin, Superintendent, Pendle¬\nton Public Schools, Pendleton, Ore.\nLewis, Mrs. Thomas.\nPrincipal, Hapeville\nSchool, Hapeville, Ga.\n\nMartin, J. W., Omaha\nOmaha,\nNebr.\n\nCentral\n\nHigh\n\nof\n\nSchool,\n\nRathfon, Clara, Assistant Principal, Logansport High School, Logansport, Ind.\nReschke, Alfred, Instructor, North Division\nHigh School, Milwaukee, Wis.\nRiordan, Josephine, 142 Charles Street, An¬\nnapolis, Md.\nRobinson, Ray, Superintendent, South Paris\nPublic Schools, South Paris, Maine.\nRohde, Henry\nJ., 134 West\nForty-eighth\nStreet, Minneapolis, Minn.\nRue, Judith, 711 Avenue A., Bismarck, N. D.\nRugg, L. S., Principal, West End Grammar\nSchool, Alexandria, La.\nSanborn, Isaranda, Assistant\ntor High School, Proctor,\n\nPrincipal,\nVt.\n\nProc¬\n\nSchafer, John, Superintendent, Midland Pub¬\nlic Schools, Midland, Mich.\nSchantz, C. W. W., Superintendent, Smyrna\nPublic Schools, Smyrna, Del.\nSchar, Mrs. Francena, Superintendent, Per¬\nkins County Schools, Bison, S. D.\nSnell, Squire, H., 459 Rockingham\nStreet,\nRochester, N. Y.\nStilwell,\nPublic\n\nH. W., Superintendent, Texarkana\nSchools. Texarkana, Texas.\n\nThalman, John W., Superintendent,\ngan Township Secondary Schools,\n\nWauke¬\nWauke¬\n\ngan, Ill.\nWaite,\nMrs. Grace\nMiami, Fla.\n\nSchool,\n\nG., Senior\n\nHigh\n\nWarren, Jule B., Secretary. North Carolina\nEducation Association, Box 274, Raleigh,\nN. C.\nWatson, Archie A., Superintendent. Yerington Public Schools. Yerington. Nev.\nWhite, Laurence C., 1704 20th Street, Park¬\nersburg, W. Va.\nWinsor,\nTillie, Primary\nSupervisor of\nSchools, St. George, Utah.\nWivel. C. B., Superintendent, Tempe Public\nSchools, Tempe, Ariz.\nVan\nSlyck. W.\nN., 832 Anderson\nCourt,\nTopeka,\n\nKans.\n\nCOMMITTEE\nTO COOPERATE\nWITH\nTHE NATIONAL\nASSOCIATION\nOF TEACHERS\nIN\nCOLORED\nSCHOOLS\n(Authorized\n\nby\n\nRepresentative\n\nAssembly)\n\nNewbold, N. C., Chairman; State Director\nof Negro Education, State Department of\nEducation, Raleigh, N. C.\nAtkins, S. G.. President, Winston-Salem\nTeachers College, Winston-Salem, N. C.\nBlair, Francis G., State Superintendent of\nPublic Instruction, Springfield, Ill.\nCarney. Mabel,\nProfessor of Education,\nTeachers College, Columbia\nUniversity,\nNew York, N. Y.\n\nFavrot, Leo M., General Field Agent, Gen¬\neral Education Board, 910 Louisiana Na¬\ntional Bank Building, Baton Rouge, La.\nGrossley, R. S., President, State College for\nColored Students, Dover, Del.\n\nClark, Josenh L.. Head, Department of His¬\ntory and Government, Sam Houston State\nTeachers College, Huntsville, Texas.\n\nHale, W. J., President. Tennessee Agricul¬\ntural and Industrial State College, Nash¬\nville, Tenn.\n\nDavis Jackson, Assistant Director of Edu¬\ncation, General\nEducation\nBoard, 804\nGrace-American Building, Richmond, Va.\nEdwards, Margaret\nlege for Women,\n\nM., Alabama State\nMontevallo, Ala.\n\nCol¬\n\n"}
{"page": 854, "printed_page": null, "text": "850\n\nNational\n\nEducation\n\nHope, James H., State Superintendent of\nEducation, Columbia, S. C.\nJohnson, Charles S., Fisk University, Nash¬\nville, Tenn.\nKlein, Arthur J., Department\nof School\nAdministration, Ohio\nState University,\nColumbus, Ohio.\nMcAlister, H. L., President, Arkansas State\nTeachers College, Normal\nStation, Con¬\nway, Ark.\nPyrtle, E.-Ruth, Principal, Bancroft School,\nLincoln, Nebr.\nRead, Florence M., President, Spelman Col¬\nlege, Atlanta, Ga.\nSanders, W. W., Secretary, National Asso¬\nciation of Teachers in Colored Schools,\n\nCOMMITTEE\n\nON\n\nTHE\n\nState Department of Education, Charles¬\nton, W. Va.\nSmith, S. L., Director for Southern Schools,\nJulius Rosenwald\nFund, Cotton States\nBuilding, Nashville, Tenn.\nWilkinson, Garnet, First Assistant Superin¬\ntendent of Public Schools, Washington,\n\nWilliams, Fannie C., 1922\nNew Orleans, La.\n\nby\n\nLouisiana\n\nAvenue,\n\nWilliams, W. T. B., Dean, Tuskegee Normal\nand Industrial Institute, Tuskegee Insti¬\ntute, Ala.\nWright,\n\nArthur D., President, John D. Slater\nFund, 726 Jackson Place, N. W., Wash¬\nington, D. C.\n\nECONOMIC\n\n(Authorized\n\nAssociation\n\nSTATUS\n\nRepresentative\n\nOF\n\nTHE\n\nTEACHER\n\nAssembly)\n\nBuckingham, B. R., Chairman; 15 Ashburton\nPlace, Boston, Mass.\nBallou, Frank W., Superintendent, Public\n\nCoxe, W.\nW., Director, Educational Re¬\nsearch Division, University of the State\nof New York, Albany, N. Y.\n\nSchools, Franklin School\nington, D. C.\nBarnard, Florence, 1658\nBoston, Mass.\n\nMcGaughy,\nJ. R., Professor of Education,\nTeachers College, Columbia\nUniversity,\nNew York, N. Y.\n\nJOINT\n\nCOMMITTEE\n\nBuilding,\n\nWash¬\n\nBeacon\n\nStreet,\n\nON\n\n(Authorized\n\nHEALTH\nby\n\nPROBLEMS\n\nRepresentative\n\nWood,\nThomas\nD., Chairman;\nTeachers\nCollege, Columbia University, New York,\nN. Y.\nBrownell, C. L., Associate Chairman; Pro¬\nfessor of Physical Education, Teachers\nCollege, Columbia University, New York,\nN. Y.\nBailey, Edna W., Associate Professor of\nEducation, School of Education, Univer¬\nsity of California, Berkeley, Calif.\nBlack, George H,, Delta Kappa\nEpsilon\nClub, 5 East Fifty-first Street, New York,\nN. Y.\n\nCody,\nFrank,\nSuperintendent,\nPublic\nSchools, Detroit, Mich.\nGarrison, Jessie R., Director, Physical and\nHealth Education, State Department of\nEducation, Montgomery, Ala.\nHaisley, Otto W., Superintendent, Public\nSchools, Ann Arbor, Mich.\nHale, Florence, Editor, The Grade Teacher,\n425 Fourth Avenue, New\nYork, N. Y.\nHannum,\nRoy\nF., Superintendent, Public\nSchools, Ottumwa, Iowa.\nHoward, Harvey J., Washington University,\nSt. Louis, Mo.\nMcSkimmon,\nMary,\n205 Tappan\nStreet,\nBrookline, Mass.\nMcWilliams,\nMrs. Marion\nLerrigo, Staff\nAssociate, Division of Health Education,\nAmerican Child Health Association, 450\nSeventh Avenue, New\nYork, N. Y.\nMurphy,\nMary\nE., Director, Elizabeth\nMcCormick\nMemorial\nFund, 848 North\nDearborn Street, Chicago, Ill.\nNichols, J. H., Director, Department\nof\nPhysical Education, Intramural Division,\nOberlin College, Oberlin, Ohio.\n\nIN\n\nEDUCATION\n\nAssembly)\n\nBradford, Mrs. Hugh, President, National\nCongress of Parents and Teachers, 1014\nForum Building, Sacramento, Calif.\nBurdick, William D., Director, Playground\nAthletic League, Inc., 7 East Mulberry\nStreet, Baltimore, Md.\nBurke, John E., Department of Public In¬\nstruction, Schenectady, N. Y.\nBurnham,\nWilliam\nH., Bancroft Hotel,\nWorcester, Mass.\nBurns, H. B., Director of Hygiene, Public\nSchools, Administration Building, Pitts¬\nburgh, Pa.\n\nPatey, Henry C., National Committee for\nMental\nHygiene, 450 Seventh Avenue,\nNew York, N. Y.\nReeve, Mrs. A. H., President, International\nFederation of Home\nand School, 1520\nSpruce Avenue, Philadelphia, Pa.\nRobinson, Bruce B., Board of Education,\nDirector, Department of Child Guidance,\n31 Green Street, Newark, N. J.\nStoddard, A. J., Superintendent,\nSchools, Providence, R. I.\nStudebaker, J. W., Superintendent,\nSchools. Des Moines, Iowa.\nSutton, Willis A., Superintendent,\nSchools, Atlanta, Ga.\n\nPublic\nPublic\nPublic\n\nSymonds, Percival M., Teachers College,\nColumbia University, New\nYork, N. Y.\nTall, Lida Lee, Principal, Maryland State\nNormal School, Towson. Md.\nWhitney. Anne, Director. Division of Health\nEducation. American Child Health Asso¬\nciation,\n450 Seventh Avenue, New\nYork,\nN. Y.\nWilson, Charles C., Director, Department of\nHealth and Physical Education, Public\nSchools, Evansville, Ind.\n\n"}
{"page": 855, "printed_page": null, "text": "Association al\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nRecords\n\nand\n\nInformation\n\nINTERNATIONAL\nby Representative\n\nWoodward, Annie Carleton, Chairman, 100\nHighland Avenue, Somerville, Mass.\nAbercrombie, John W., Assistant State Su¬\nperintendent of Education, Montgomery,\nAla.\nAdair, Cornelia S., 2121 Park Avenue, Rich¬\nmond, Va.\nAiken, Georgia Whelan, Hotel Alms, Wal¬\nnut Hills, Cincinnati, Ohio.\nAlderman, L. R., Chief, Service Division,\nOffice of Education, Washington, D. C.\nAlexander, Thomas, Teachers College, Co¬\nlumbia University, New York, N. Y.\nAllen, J. Edward, Superintendent, Warren\nCounty Public Schools, Warrenton, N. C.\nAndrews, Mrs. Fannie Fern, 295 Common¬\nwealth Avenue, Boston, Mass.\nBarnum, Mrs. Mary G., California League\nof Women\nVoters, 839 South Flower\nStreet, Los Angeles, Calif.\nBarton, J. R., 529 West Nineteenth Street,\nOklahoma City, Okla.\nBell, Helen, 2104 North Eighth Street,\nSpringfield, Ill.\nBell, Maude R., 4147 Starr Street, Lincoln,\nNebr.\nBennion, Milton, Dean, School of Education,\nUniversity of Utah, Salt Lake City, Utah.\nBlair, Francis G., State Superintendent of\nPublic Instruction, Springfield, Ill.\nBlake, Katherine Devereux, 101 West 85th\nStreet, New York, N. Y.\nBoehm, Charles H., Principal, Morrisville\nJunior-Senior High School, Morrisville,\nPa.\nBoynton, Mrs. Frank E., 819 Oaklawn Street,\nN. E., Grand Rapids, Mich.\nBradford, Mrs. Mary C. C., 1415 Race Street,\nDenver, Colo.\nBradford, Mrs. Mary D., 306 Sixtieth Street,\nKenosha, Wis.\nBradley, Helen, 2349 Ashland Avenue, Cin¬\ncinnati, Ohio.\nBrown, Emma M., Principal, Skinner Junior\nHigh School, Denver, Colo.\nBrown, Eugenie, Doanbrooke Hotel, Cleve¬\nland, Ohio.\nBurdick, William D., Director, Playground\nAthletic League, Inc., 7 East Mulberry\nStreet, Baltimore, Md.\nCasey, William V., Superintendent, Public\nSchools, Boulder, Colo.\nChamberlain, Arthur H., Publisher, Overland\nMonthly and Outwest Magazine, 623 H.\nW. Heilman Building, Los Angeles, Calif.\nChambers, W. Max., Superintendent, Public\nSchools, Okmulgee, Okla.\nChandler, J. A. C., President, College of\nWilliam and Mary, Williamsburg, Va.\nClark, Mrs. Frances E., Manager, Educa¬\ntional Activities, RCA-Victor Company,\nInc., Camden, N. J.\nClaxton, P. P., President, Austin Peay Nor¬\nmal School, Clarksville, Tenn.\nCogil, Annie M. T., Principal, Hayward\nSchool. Lincoln, Nebr.\nCook, Albert S., State Superintendent of\nSchools, Baltimore, Md.\nCoombs, Daniel, 1412 Kennedy Street, N. W.,\nWashington, D. C.\nCoyne, Marie, South 210 Adams Street, Spo¬\nkane, Wash.\nCrawford, Mary, State Teachers College,\nKearney, Nebr.\nDaniel, Roland B., Superintendent, Public\nSchools, Columbus, Ga.\nDavidson, Helen Mehard, 6814 Thomas\nBoulevard, Pittsburgh, Pa.\n\n851\n\nRELATIONS\n\nAssembly)\n\nDavis, Jesse B., Boston\nMass.\n\nUniversity,\n\nBoston,\n\nDever, Mary, Women’s Club, 3535 Euclid\nAvenue, Cleveland, Ohio.\nDickhaut, Alvin. Head, Department of His¬\ntory, Central High School, Evansville Ind.\nDobbs, Zoe, Dean of Women and Social Di¬\nrector of Men, Alabama Polytechnic Insti¬\ntute, Auburn, Ala.\nDorsey, Martha W., Head, Department of\nEnglish, George Washington High School,\nIndianapolis, Ind.\nDowling, Evaline, Chairman, World Friend¬\nship Committee, Jefferson High School,\n1319 East Thirty-eighth Street, Los An¬\ngeles, Calif.\nDrew, William J., Principal, Mission High\nSchool, San Francisco, Calif.\nDuke, Florence E., 2224 West Grace Street,\nRichmond, Va.\nEarle, I. Newton, Principal, Roosevelt Junior\nHigh School, New Brunswick, N. J.\nEisner, Miriam D., 3098 California Street,\nSan Francisco, Calif.\nEldred, Arvie, Secretary, New York State\nTeachers Association, 240 State Street,\nAlbany, N. Y.\nEllis, Mabel R., 805 Shrader Street, San\nFrancisco, Calif.\nFahey, Sara, 405 Coram Avenue, Shelton,\nConn.\nFair, Jessie Frances, Supervisor, Upper\nElementary Department, Dayton Public\nSchools, Dayton, Ohio.\nFarrin, Leon, Superintendent, Public Schools,\nAthol. Mass.\nFicke, Alice, Roosevelt High School, Hono¬\nlulu, Hawaii.\nFinley, John H., Associate Editor, New York\nTimes, New York, N. Y.\nFull, George D., President, Dudley Lock\nCorporation, 26 North Franklin Street,\nChicago, Ill.\nGardner, Ethel M., Dakota Street School,\n2911 South Thirty-second Street, Mil¬\nwaukee, Wis.\nGaumer, Clay F., Superintendent, Public\nSchools, Howard, Ohio.\nGlenn, C. B., Superintendent, Public Schools,\nBirmingham, Ala.\nGoodrich, Bessie Bacon, Assistant Superin¬\ntendent, Public Schools, Des Moines, Iowa.\nGorrell, Harry R., Superintendent, Public\nSchools, Massillon, Ohio.\nGosling, Thomas W., Superintendent,\nSchools, Akron, Ohio.\n\nPublic\n\nGrassmuck, Erna, Head, Geography Depart¬\nment, State Teachers College, Indiana, Pa.\nGray, Clifton D., President, Bates College.\nLewiston, Maine.\nGray, Jessie,\ndelphia, Pa.\n\n1210\n\nFillmore\n\nStreet,\n\nPhila¬\n\nGuhin, M. M., Professor of Rural Education.\nNorthern Normal and Industrial School,\nAberdeen, S. D.\nGyger, John T., Superintendent, Public\nSchools, Falmouth, Maine.\nHall, Elizabeth, Assistant Superintendent,\nPublic Schools, Minneapolis, Minn.\nHammond, Vida. 331 Chamber of Commerce\nBuilding, Portland, Ore.\nHarden, Frances E., 1520 Via Lazo, Palos\nVerdes Estates, Calif.\nHarned, P. L., B-10, Harding Court, Nash¬\nville, Tenn.\nHeatwole, Cornelius J., Secretary, Virginia\nEducation Association, 401 North Ninth\nStreet, Richmond, Va.\n\n"}
{"page": 856, "printed_page": null, "text": "852\n\nNational\n\nEducation\n\nHendrie, William E., Principal, Public\nSchool No. 109, Queens Village, N. Y.\nHinsdale, Mary L., Grand Rapids Junior\nCollege, Grand Rapids, Mich.\nHobson, Louise B., 166 Arnold Avenue, Edgewood Station, Providence, R. I.\nHolley, Ella J., Rural Supervisor of New\nCastle County Schools, Room M 221, Dela¬\nware Trust Building, Wilmington, Del.\nHood, Edna E., Supervisor, Household and\nFine Arts, Public Schools, Administration\nBuilding, Kenosha, Wis.\nHood, Elisabeth, Supervisor, Department of\nHousehold Arts, Public Schools, Racine,\nWis.\nHoward, Daniel, Superintendent, Public\nSchools, Windsor, Conn.\nHoward, Margarette E., Principal, Lincoln\nSchool, Summit, N. J.\nHumphrey, Adele, Viceprincipal, Polytechnic\nHigh School, 400 West Washington Street,\nLos Angeles, Calif.\nHunter, Frederick Maurice, Chancellor, Uni¬\nversity of Denver, Denver, Colo.\nJacobsen, Christine A., 1320 West 41st Place,\nLos Angeles, Calif.\nJames, William Alonzo, Principal, Ball High\nSchool, Galveston, Texas.\nJamison, Jeannette, Senior High School,\nReading, Pa.\nJean, Sally Lucas, 200 Fifth Avenue, New\nYork, N. Y.\nJohnson, M. Irene, Director, Student Teach¬\ning, Manchester College, North Man¬\nchester, Ind.\nJones, Olive M.. Director, Calvary House,\n61 Gramercy Park North, New York, N. Y.\nJoynes, Mrs. Edith B., Principal, George\nWashington and Robert Gatewood Schools,\nNorfolk, Va.\nKeegan, Mary E., 512 Van Ness Avenue,\nSan Francisco, Calif.\nKeith, Alice, Hotel Shelton, New York, N. Y.\nKinsey, Juanita, Junior College, Wichita\nFalls, Texas.\nKnemeyer, Bertha C., Principal, Elko County\nHigh School, Elko, Nev.\nLaing, Earl R., Principal, Burt School, De¬\ntroit, Mich.\nLamkin, Uel W., President, Northwest Mis¬\nsouri State Teachers College, Maryville\nMo.\nLane, C. H., Chief, Agricultural Education\nService, Federal Board for Vocational\nEducation, 1800 E Street, N. W., Wash¬\nington, D. C.\nLewis, Anna Newton, Box 793, Douglas,\nWyo.\nLewis, Mrs. Inez Johnson, State Superin¬\ntendent of Public Instruction, Denver,\nColo.\nLewis, W. A., President, Kansas State Col¬\nlege, Hays, Kans.\nLobben, Clara H., 902 Eighth Street, North,\nFargo, N. D.\nLommen,\nGeorgina. Director, Training\nSchool, State Teachers College, Moorhead,\nMinn.\nLongshore, W.\nT., Viceprincipal, Green¬\nwood School, Kansas City, Mo.\nLord, Daisy, Wilby High School, Waterbury,\nConn.\nMacCracken, John H., American Council on\nEducation, 744 Jackson Place, N. W.,\nWashington, D. C.\nMacGregor, Effie, Principal, John Burroughs\nSchool, Minneapolis, Minn.\nMacKay, Donald W., Superintendent, Public\nSchools, Raton, N. Mex.\nMcCollum, R. E., Washington Public School,\nSecond and Rockford, Tulsa, Okla.\nMcCormick, Elizabeth, Principal, Timothy\nO. Howe School, Superior, Wis.\n\nAssociation\n\nMansfield, Mrs. Katharine M., Principal,\nCedar School, Canton, Ohio.\nMarsh, Daniel L., President, Boston Univer¬\nsity, 688 Boylston Street, Boston, Mass.\nMatthews, A. J., President Emeritus, State\nTeachers College, Tempe, Ariz.\nMeredith, Albert B., Professor of Education,\nNew York University, New York, N. Y.\nMeyer, Sophia C., Lewis and Clark High\nSchool, Spokane, Wash.\nMonroe, Paul, Director, International Insti¬\ntute, Teachers College, Columbia Univer¬\nsity, New York, N. Y.\nMontgomery, E. W., Superintendent, Phoe¬\nnix Union High School and Junior College,\nPhoenix, Ariz.\nMull, Cora E., 5543 Kimbark Avenue, Chi¬\ncago, Ill.\nNielson, Minnie J., 901 Fifth Avenue, Valley\nCity, N. D.\nNisbett, Mary Leila, 821 Melba Street, Dal¬\nlas, Texas.\n\nO’Connor, Mary Elizabeth, Supervisor, Ele¬\nmentary Schools, Natick, Mass.\nPeterson, Mrs. Francis, 3034 Manoa Road,\nHonolulu, Hawaii.\nPitman, J. Asbury. Principal,\nSchool, Salem, Mass.\nPyrtle, E. Ruth,\nLincoln, Nebr.\n\nSalem\n\nNormal\n\nBancroft\n\nSchool,\n\nJefferson\n\nStreet,\n\nPrincipal,\n\nRalls, Mary Calvert,\nKansas City, Mo.\n\n6529\n\nReed, Carroll R., Superintendent, Public\nSchools, Minneapolis, Minn.\nReeder, Mrs. Fanny Scoville, 2337 West\nMonroe Street, Chicago, Ill.\nReinhardt, Aurelia Henry, President, Mills\nCollege, Mills College, Calif.\nRichter, Leilet, George W. Brackenridge\nHigh School, San Antonio, Texas.\nRiddle,\nAnna, 2 Summit Place, St. Joseph,\nMo.\nRoberts, Edward D., Superintendent, Public\nSchools, Cincinnati, Ohio.\nRorvik, Gladys, Box 869, Miles City, Mont.\nRudy, Ida Odelle, Director of Primary Edu¬\ncation, Public Schools, Dayton, Ohio.\nRyan, W. Carson Jr., Director of Education.\nOffice of Indian Affairs, Department of\nthe Interior, Washington, D. C.\nSamuelson, Agnes, State Superintendent of\nPublic Instruction, Des Moines, Iowa.\nSaunders, Joseph H., Superintendent, Public\nSchools, Newport News, Va.\nSexton, J. W.,\nSuperintendent,\nSchools, Lansing, Mich.\n\nPublic\n\nShepherd, Grace M., 803 North Mulberry\nStreet, Maryville, Mo.\nShibles, Marietta, 30 East Fourth Street, Mt.\nVernon, N. Y.\nShowalter, N. D., State Superintendent\nPublic Instruction, Olympia, Wash.\n\nof\n\nSiders, Walter R., Apartment 44 South,\nGrove Street, Montclair, N. J.\n\n75\n\nSmith, Henry Lester, Dean, School of Edu¬\ncation, Indiana University, Bloomington,\nInd.\nSmith, Jessica, 307\nWichita, Kans.\n\nNorth\n\nGreen\n\nStreet,\n\nSmith, Margaret Mendenhall, Principal,\nEbert School, 23rd and Glenarm Place,\nDenver, Colo.\nSpaulding, Frederick H., Principal, Hills¬\nborough High School, 5000 Central Avenue,\nTampa, Fla.\nSteele, N. E., Secretary, South Dakota Edu¬\ncation Association, Room 3, Perry Build¬\ning, Sioux Falls, S, D.\n\n"}
{"page": 857, "printed_page": null, "text": "Records\n\nAssociational\n\nStephens, E. L., President, Southwestern\nLouisiana Institute of Liberal and Tech¬\nnical Learning, Lafayette, La.\nStewart, Mrs. Cora Wilson, Director, Na¬\ntional Illiteracy Crusade, Inc., Washington\nBuilding, Washington, D. C.\nStrong, Vera,\nTexas.\n\nBoard\n\nof Education,\n\nHouston,\n\nStudebaker, John W., Superintendent,\nSchools, Des Moines, Iowa.\nSutton, Willis A., Superintendent,\nSchools, Atlanta, Ga.\n\nPublic\nPublic\n\nTaylor, William S., Dean, College of Educa¬\ntion, University of Kentucky, Lexington,\nKy.\nThomas, Augustus O., Secretary-General,\nWorld Federation of Education Associa¬\ntions, 1201 Sixteenth Street, N. W., Wash¬\nington, D. C.\nThompson, Anna M., Carlton Hotel, Kansas\nCity, Mo.\nToner, Caroline E., 1814 Ingleside Terrace,\nN. W., Washington, D. C.\nTrent, Adelaide R., 519 Larson Lane, Lee\nHeights, Cherrydale, Va.\nTurner, C. E., Massachusetts Institute of\nTechnology, Cambridge, Mass.\nTuttle, Chester C., Superintendent, Public\nSchools, Kennebunk, Maine.\nvon KleinSmid, Rufus B., President, Uni¬\nversity of Southern California, Los An¬\ngeles, Calif.\nWalker, Thomas J., Editor, School and Com¬\nmunity, Columbia, Mo.\n\nJOINT\nOF\n\nand\n\n853\n\nInformation\n\nWalton, George A., Principal, George School,\nGeorge School, Pa.\nWard, David A., Superintendent, Public\nSchools, Chester, Pa.\nWebber, George Harris, Head, Department\nof Education and Psychology, Georgia\nState College for Women, Milledgeville,\nGa.\n\nWellemeyer, J. Fletcher, Dean, Junior Col¬\nlege, Ninth and Minnesota Avenue, Kansas\nCity, Kans.\nWellman, J. O., University of New Hamp¬\nshire, Durham, N. H.\nWiley, George M., Assistant Commissioner\nof Education, State Department of Educa¬\ntion, Albany, N. Y.\nWilliams, Charles H., Secretary, _ World\nFederation of Education Associations, 123\nJesse\nlumbia,Hall,\nMo.\n\nUniversity\n\nof\n\nCo¬\n\nMissouri,\n\nWilliams, Charles O., Secretary, Indiana\nState Teachers Association, Room 205,\nHotel Lincoln, Indianapolis, Ind.\nWilson, Mrs. Alice, Director, World League\nof International Education Associations,\nRoom 521, Phelan Building, San Francisco,\nCalif.\n\nWirt, Lula E., Nebraska State Normal\nSchool and Teachers College, Kearney,\nNebr.\n\nWithers, John W.,\ntion, New York\nN. Y.\n\nDean, School of Educa¬\nUniversity, New York,\n\nWoodruff, Caroline S., Principal,\nNormal School, Castleton, Vt.\n\nState\n\nIN EDUCATION\nON THE EMERGENCY\nCOMMISSION\nAND\nASSOCIATION\nEDUCATION\nTHE NATIONAL\nOF SUPERINTENDENCE\nTHE DEPARTMENT\n(Special\n\nNorton, John K., Chairman, Professor of Edu¬\ncation, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nEdmonson, J. B., Dean, School of Education,\nUniversity of Michigan, Ann Arbor, Mich.\nHall, Sidney B., State Superintendent of\nPublic Instruction, Richmond, Va.\n\nJOINT\n\nCommittee)\n\nPreble, Mrs. F. Blanche, 10855 Vernon Ave¬\nnue, Chicago, Ill.\nThrelkeld, A. L., Superintendent, Public\nSchools, Denver, Colo.\nWeet, Herbert S., Superintendent, Public\nSchools, Rochester, N. Y.\nWeglein, David E., Superintendent, Public\nSchools, Baltimore, Md.\n\nEDUCATION\nOF THE NATIONAL\nCOMMITTEE\nAND THE AMERICAN\nASSOCIATION\nLIBRARY ASSOCIATION\n(Special\n\nWitmer, Eleanor M., Chairman, Librarian,\nTeachers College, Columbia University,\nNew York, N. Y.\nBristow, W. H., Assistant Director, High\nSchool Classification, State Department of\nEducation, Harrisburg, Pa.\nKennedy, Anna Clarke, Supervisor .of School\nLibraries, Education Department, Univer¬\nsity of the State of New York, Albany,\nN. Y.\n\nCommittee)\n\nLathrop, Edith A., Assistant Specialist in\nSchool Libraries, Office of Education,\nWashington, D. C.\n\nPorter, D. E., Principal, Cass Technical\nHigh School, Omaha, Nebr.\nStudebaker, J. W., Superintendent, Public\nSchools, Des Moines, Iowa.\n\nVought, Sabra W.. Chief, Library Division,\nOffice of Education, Washington, D. C.\n\n"}
{"page": 858, "printed_page": null, "text": "854\n\nNational\n\nEducation\n\nAssociation\n\nJOINT COMMITTEE\nOF THE NATIONAL EDUCATION\nASSOCIATION AND THE NATIONAL\nCONGRESS\nOF PARENTS AND TEACHERS\n(Authorized\n\nby\n\nRepresentative\n\nBradford, Mrs. Hugh, Chairman, Presi\ndent\nNational Congress of Parents and Teach\ners 1014 Forum\nBuilding, Sacramento,\nCalif.\nAri,1.tt> . Ada Hart, University\nCincinnati, Ohio.\n\nof\n\nCincinnati,\n\nArmbruster, Mrs. Bertha S., Principal,\nTilton\nSchool, 4152 West End Avenue, Chicag\no,\nCooper, William John, United States Com¬\nmissioner of Education, Washington,\nD. C\nEdson, Newell W., National Chairman, Com¬\nmittee on Social Hygiene of the National\nCongress of Parents and Teachers,\n450\nSeventh Avenue, New York, N. Y.\nEnglish, Mildred, Assistant Superintendent,\nPublic Schools, Raleigh, N. C.\n\nLEGISLATIVE\n(Authorized\n\nEXECUTIVE\n\nby\n\nHosmer, Mrs. Frederick,\nAuburn, N. Y.\n\nHunter\n\nAvenue\n\nLangwo\nrthy,\nW innetk\na,\n\nBryant\n\nAvenue,\n\nMrs.\nIll.\n\nLombard, Ellen\nton, D. C.\nMann, L.\nMaine.\nMyers,\n\nJunior\nSouth\n\nB. F., 832\n\nC., The\n\nPauline,\n\nGarry\n\nHome\n\nKenesaw,\n\nButler\n\nWabash\n\nParent\n\nAvenue,\n\nJoynes Mrs. Edith B„ Principal,\nGeorg\nWashington and Robert Gatewood Schoo e\nls\nBerkeley, Norfolk, Va.\nMann, C. R., American Council on Educa¬\ntion, 744 Jackson Place, N. W., Washing¬\nton, D. C.\n\nPortland,\n\nEditor-in-Chief,\n\nand\n\nChild,\n\nChicago,\n\nThrelkeld, A. L., Superintendent,\nPublic Schools, Denver, Colo.\n\n1018\n\nIll.\n\nDenver\n\nCOMMISSION\nAssembly)\n\nCapen, S. P., Chancellor,\nfalo, Buffalo. N. Y.\n\nHall Sidney B., Chairman; State Superi\nn¬\ntende\nVa. nt of Public Instruction, Richmond,\n\nSchool,\n\nCleveland,\n\nFor\n\nWashing¬\n\nRosier, Joseph, President, Fairmont State\nTeachers College, Fairmont, W. Va.\n\nRepresentative\n\nCOMMITTEE\n\nAssembly)\n\nUniversity\n\nof Buf¬\n\nChandler, J. A. C., President, College of\n^William and Mary, Williamsburg, Va.\nChenoweth, Arthur S., Superintendent, Pub¬\nlic Schools, Administration Building, At¬\nlantic\nCity, N. J.\nClarke, Edward\nR., Superintendent, Public\nSchools, Winthrop, Mass.\nConnor, William L., Chief, Bureau of Edu¬\ncational Research, Board of Education,\nCleveland, Ohio.\nCook,\n\nAdams,\nJohn H., Principal, Perry High\nSchool, Pittsburgh, Pa.\nAllen, A. T., State Superintendent of Public\nInstruction, Raleigh, N. C.\n■A-llman, H. B., School of Education, Indian\na\nUniversity, Bloomington, Ind.\nArmbruster, Mrs. Bertha S., Principal,\nTil¬\nton School, 4152 West End Avenue, Chi¬\ncago, Ill.\nBardwell,\nSchools,\nBarnes, C.\nCompany,\nWis.\n\nR. W.,\nMadison,\n\nSuperintendent,\nWis.\n\nPublic\n\nH., Manager, E. M. Hale and\n3102 Cherry Street, Milwaukee,\n\nBa//on’ NoraMinneapolis,\n\nLincoln\nMinn.\n\nJunior\n\nHigh\n\nSchool,\n\nBogan, William J., Superintendent,\nSchools, Chicago, Ill.\n\nPublic\n\nBond, W. F., State Superintendent of Edu¬\ncation, Jackson, Miss.\nBowers, Charles A., Secretary, Nebra\nska\nState Teachers Association, 605 South\nFourteenth Street, Lincoln, Nebr.\nBradford, Mrs. Mary C. C., 1415 Race Street,\nDenver, Colo.\nBreitwieser, J. V., Dean, School of Educa¬\ntion, University of North Dakota, Grand\nForks, N. D.\nBrister, J. W., President, West Tennessee\nState Teachers College, Memphis, Tenn.\nBurleson,’ D. S., Dean, East Tennessee State\nTeachers College, Johnson City, Tenn.\nButler, Leslie A., Superintendent, Public\nSchools, Grand Rapids, Mich.\nButterfield, Ernest W., Commissioner\nof\nEducation, Hartford, Conn.\nCallahan, John C., State Superintendent of\nPublic Instruction, Madison, Wis.\n\nJohn H., Dean, School of Education,\nWomen’s\nCollege of the University of\nNorth Carolina, Greensb\noro, N. C.\nCook, William\nC., 1118 Virginia Street,\nCharleston, W. Va.\n\nCram, Fred D., Professor of Education, Ex¬\ntension Division, Iowa\nState Teachers\nCollege, Cedar Falls, Iowa.\nCrowell, H. D., Assistant Superintendent,\nPublic Schools, Stamford, Conn.\nCutler, Nathaniel, Principal, High School,\nAthol, Mass.\n\nDavis, Charles S.,\nSchools, Steelton,\n\nSuperintendent, Public\nPa.\nDavis, Pearle, Deputy State Superintendent\nof Public Instruction, Little Rock, Ark.\nDeneen, Florence, 457 West 61st Place, Chi¬\ncago, III.\nDienst, Charles F., Superintendent, Public\nSchools, Boise, Idaho.\nDoster, J. J., Dean, College of Education,\nUniversity of Alabama, University, Ala.\nDyke, Charles Bartlett, Superintendent, Pub¬\nlic Schools, Short Hills, N. J.\nEckles, Isabel Lancaster, Superintendent,\nPublic Schools, Santa Fe, N. Mex.\nElliott, Harriett, Professor of Political\nScience, North\nCarolina College for\nWomen,\nGreensboro, N. C.\nEly, Selden M., Supervising Principal, Fifth\nDivision, Public Schools, Emery School,\nWashington, D. C.\n\nEvans, Lawton B., Superintendent,\nSchools, Augusta, Ga.\nFaust, H. G., Superintendent,\nShawnee, Okla.\n\nPublic\n\nPublic\nSchools,\n\nFisher, Charles M., Superintendent,\nCounty Schools, Miami, Fla.\n\nDade\n\n"}
{"page": 859, "printed_page": null, "text": "855\nRecords\n\nAssociation al\n\nFraser,\n\nPrincipal, Woodrow\nOakland,\nSchool,\n.\n_\n\nGraeme,\n\nAnna\n\nHigh\nJunior\nWilson\nCalif.\n\nPublic\n. .\n\nSuperintendent,\nFrizzell, Bonner,\nSchools, Palestine, Texas.\n\nry\nFulp, J. D., Superintendent, Bailey Milita\nS. C.\nInstitute, Box 532, Greenwood,\nWay,\n, Lloy, 2354 Addison\nGalpin\ngeles, Calif.\n\n.\n\nAn¬\n\nLos\n\nState\nGillett, A. D. S„ President, Superior\nSchool, Superior, Wis.\nNormal\nPublic\nSuperintendent,\nJ.,\nJ.\nGodbey,\nSchools. Ardmore,\nOkla.\n.\nSecretary,\n185 State\n\nMaine\nStreet,\n\nSuperintendent,\nBen,\nPittsburgh, Pa.\n\nPublic\n\nW.,\nAdelbert\nGordon,\nAssociation,\nTeachers\nAugusta, Maine.\n\nGraham,\nSchools,\n\nAnnie\n\nHagan,\nRock\n\nJ. J., Superintendent,\nIsland, Ill.\n\nIda\nHale, Mrs.\nCounty\nhoma\nOkla.\n\nRock,\n\nLittle\n\nBattery,\n\nG., 2110\n\nGriffey,\nArk.\n\nSchools,\n\nPublic\n\nOkla¬\nCity,\n\nM., Superintendent,\nOklahoma\nSchools,\n\nPublic\n\nHeffelfinger, John B., Superintendent,\nSchools, Newton,\nKans.\n\nIs¬\nO., Treasurer, Rhode\nWilliam\nHolden,\nland Institute of Instruction, 46 Gooding\nR. I.\nStreet, Pawtucket,\n\nEduca¬\nBuild¬\n\nC. M., Secretary, Oklahoma\nHowell,\n700 Continental\ntion Association.\nOkla.\nCity,\noma\nOklah\ning,\nSuperintendent,\nW.,\nGeorge\nHug.\nSchools, Salem, Ore.\nIvy, H. M.,\nMeridian,\nJahnke,\nkane,\n\nSuperintendent,\nMiss.\n\nClara L.,\nV/ash.\n\n1930\n\nSchools,\n\nPublic\n\nSpo¬\n\nAvenue,\n\nEighth\n\nJames, W. A., Principal,\nTexas.\nGalveston,\n\nPublic\n\nBall\n\nHigh\n\nSchool,\n\nJones, Olive M., Director of Calvary House,\nYork. N. Y.\nPark, North, New\n61 Gramercy\nSchools,\nPublic\nendent,\nJones, R. G., Superint\nCleveland, Ohio.\n\nJudd, Charles H., Dean, School of Education,\nUniversity of Chicago, Chicago, Ill.\nPublic\nSuperintendent,\nF.,\nJ.\nKeating,\nPueblo,\nTwenty,\nSchools, District Number\nColo.\nPublic\nR., Superintendent,\nM.\nMich.\nHamtramck,\nState\nKimball. P. H., Principal, Washington\nMaine.\nSchool, Machias,\nNormal\n\nKeyworth,\nSchools,\n\nSuperintendent,\nLee,\nKirkpatrick,\nSchools, Paris, Ky.\n\nLamkin.\nsouri\nMo.\n\nPublic\n\nMis¬\nUel W., President, Northwest\nCollege, Maryville,\nState Teachers\n\nL., Superintendent,\nLefler, Millard\nSchools, Lincoln, Nebr.\n\nPublic\n\nSuperintendent,\nS. D.\n\nPublic\n\nC.,\nJohn\nLindsey,\nSchools, Mitchell,\n\nT., Principal,\nW.\nLongshore,\nCity, Mo.\nSchool, Kansas\n\nGreenwood\n\nInformation\n\nand\n\nIll.\nMiller,\n\nHenry,\n\n524\n\nBenton\n\nMilne, John, Superintendent,\nN. M.\nAlbuquerque,\n\nPublic\n\nSchools,\n\nNielson,\n\nAvenue,\n\nValley\n\nCity,\n\nMinnie\nN.\n\nJ., 901\n\nH., State Superintendent\nPearce, Webster\nPublic Instruction, Lansing, Mich.\nPeixotto, Mrs.\nYork, N. Y.\n\nB.\n\nC.,\n\nPublic\n\nSuperintendent,\nM.,\nSue\nTenn.\nSchools, Memphis,\nH., Superintendent,\nPriest, Charles\nCity, Nev.\nSchools, Carson\n\nShelby\n\nSuperintendent,\nMerle,\nPrunty,\nSchools, Tulsa, Okla.\n\nPublic\n\nSuperintendent,\nCarmon,\nRoss,\nPa.\nSchools, Doylestown,\n\nPublic\n\nPowers,\nCounty\n\nCol¬\nState Normal\nE. L., Nebraska\nChadron, Nebr.\nPublic\nSaunders, Joseph H., Superintendent,\nVa.\nNews,\nSchools, Newport\n\nP., President,\nM.\nShawkey,\nVa.\nW.\nlege, Huntington,\nGrace\nShepherd,\nMaryville, Mo.\n\nM.,\n\nMin¬\n\nEduca¬\n\nJ. L., Professor of Rural\nMcBrien,\nCollege,\ntion, Central State Teachers\nmond,\nOkla.\n\nEd¬\n\nD., Superintendent,\nN.\nIowa.\nCherokee,\n\nPublic\n\nA., Superintendent,\nA.\nMcDonald,\nSchools, Sioux Falls, S. D.\n\nPublic\n\nof\n\nEduca¬\n\nMcCombs,\nSchools,\n\nB. H., Commissioner\nMcIntosh,\nWyo.\ntion, Cheyenne,\n\nCol¬\n\nMarshall\n\nNorth\n\nMulberry,\n\nStreet,\n\nFifteenth\n\nof Education,\nP., Professor\nHarry\nSmith,\nUniversity,\nSyracuse\nCollege,\nTeachers\nSyracuse, N. Y.\nSchool\nStreet,\n\nPerry\nSmith, J. W., President, Hugh\nYoung\n1033\nDepository,\nBook\nDallas, Texas.\n\nStahl, H. E., Superintendent,\nDel.\nClaymont,\n\nSchools,\n\nPublic\n\nPublic\n\nSuperintendent,\nF.,\nB.\nStanton,\nSchools, Alliance, Ohio.\n\nD.,\nStrayer, George\nUniversity,\nlumbia\n\nCollege,\nTeachers\nYork, N. Y.\nNew\n\nA.,\nSutton, Willis\nSchools, Atlanta,\n\nSuperintendent,\nGa.\n\nKate,\nTaylor, Annie\nDallas, Texas.\n\n4807\n\nCo¬\n\nPublic\nAvenue,\n\nGaston\n\nTown¬\nTaylor, Harry, Principal, Harrisburg\nIll.\nSchool, Harrisburg,\nship High\nExtension,\nof\nDirector\nJ. W.,\nThomas,\nand Industrial School,\nNormal\nNorthern\nS. D.\nAberdeen,\nPublic\n\nSchools,\n\nMay, Head, Department\nTrumper,\nSchool,\nEducation, State Normal\nN. Y.\n\nof Rural\nGeneseo,\n\nTodd, G. W., Superintendent,\nLewiston, Idaho.\n\nM., Superintendent,\nIdaho.\n\nPublic\n\nSuperintendent,\nIdaho.\n\nPublic\n\nHarrison\n\nBoule¬\n\nE. Norman,\nVaughn,\nSchools, Pocatello,\n\nSchool, 2003 Aldrich\nneapolis, Minn.\n\n803\n\nSkinner, Jessie A., 482 East\nNorth, Portland, Ore.\n\nPublic\n\nBurroughs\n\nPublic\n\nF., Superintendent,\nScully, John\nSchools, Brockton,\nMass.\n\nSuperintendent,\nMaine.\n\nSouth,\n\nPublic\n\nRouse,\nlege,\n\nE.,\nCharles\nLord,\nSchools, Camden,\n\nJohn\n\nAdministra¬\nStreet, New\n\nSuperintendent,\nWalter,\nEast St. Louis, Ill.\n\nPotts, D.\nSchools,\n\nPatten, M.\nVan\nSchools, Buhl,\n\nAvenue,\n\nNew\n\nStreet,\n\nJohn\n\nPublic Schools, Public School\ntion Building, 703 Carondelet\nOrleans, La.\n\nPublic\n\nPrincipal,\n\n55\n\nof\n\nPub¬\nPesta, Rose, Assistant Superintendent,\nState Street, Chi¬\nlic Schools, 460 South\ncago, Ill.\nS., District Superintendent,\nPfaff, Caroline\n\nSuperintendent,\nAriz.\n\nEffie,\n\nFifth\n\nD.\n\nD.,\nJohn\nLoper,\nSchools, Phoenix,\n\nMacGregor,\n\nBelleville,\n\nStreet,\n\nD.,\nVincent, Wilbur\nvard, Boise, Idaho.\n\n1009\n\nB., President, Western\nD.\nWaldo,\nMich.\nSchool, Kalamazoo,\nNormal\n\nState\n\nDirector, Pub¬\nBruce M., Managing\nWatson,\nand Child Labor Association\nlic Education\n311 South Juniper Street,\nof Pennsylvania,\nPhiladelphia, Pa.\n\nDistrict\nSuperintendent,\nHolman,\nWhite,\ns,\nSchool\nPublic\nelphia\nPhilad\nNine,\nr\nNumbe\nPhiladelphia,\n135 East Mt. Airy Avenue,\nPa.\n\n"}
{"page": 860, "printed_page": null, "text": "856\n\nNational\n\nEducation\n\nWhite, L. A., Superintendent, Minot Public\nSchools, Minot, N. D.\nWilliams, Chari Ormond, Director, Field\nand Legislative Division, National Edu¬\ncation Association, Washington, D. C.\nWilliams, R. E., Secretary, Kentucky Edu¬\ncation Association, 1317-18 Heyburn Build¬\ning, Louisville, Ky.\nWilson, S. C., Director, Division of Teacher\nTraining in Vocational Education, Sam\nHouston State Teachers College, Hunts¬\nville, Texas.\n\nNATIONAL\n\nAssociation\n\nWist, Benjamin O., President, Normal\nTraining School, Honolulu, Hawaii.\n\nWofford, Kate V., 509\nNew York, N. Y.\n\nWoodward, Annie Carleton,\nAvenue, Somerville, Mass.\n\n121st\n\nStreet,\n\n100\n\nHighland\n\nWright, Robert H., President, East\nTeachers College, Greenville, N.\n\nCarolina\nC.\n\nYork, Ada, Superintendent, San Diego\nCounty Schools, Room 2, Court House,\nSan Diego, Calif.\n\nCOMMISSION\nTHE\nADULT ONLIFE\n(Special\n\nWest\n\nand\n\nENRICHMENT\n\nOF\n\nCommittee)\n\nMoyer James A., President, State Director\nof University Extension, State House,\nBoston, Mass.\n\nFolsom, Ernest C., President,\nTeachers\nCasualty Underwriters, 1407 O Street,\nLin¬\ncoln, Nebr.\n\nReeve, Mrs. A. H., First Vicepresident,\n1520\nSpruce Avenue, Philadelphia, Pa.\nRussell, James E., Second Vicepresident\nR. F. D. No. 4, Trenton, N. J.\n^rs' ^usan M., Third Vicepresident,\n1506 Arapahoe Street, Los Angeles, Calif\nRogers, James E., Secretary, 315 Fourth\nAvenue, New York, N. Y.\n\nFosdick Harry E., Riverside Church,\nside Drive at 122nd Street, New\nN. Y.\n\nAbbott, Grace, Chief, Children’s Bureau, DeP^rtment of Labor, Washington, D. C.\nAlbright, Horace, Director, National Park\nService, Department of the Interior, Wash¬\nington, D. C.\nAlderman L. R., Chief, Service Divis\nOffice of Educatfon, Washington, D. ion,\nC.\nBittner, W. S., Secretary-Treasurer, Natio\nnal\nUniversity Extension Association, Exten\n¬\nsion Division, Indiana University, Bloom\n¬\nington, Ind.\n\nBogan, William J., Superintendent, Public\nSchools, Chicago, Ill.\nBradford, Mrs. Hugh, President, Natio\nnal\nCongress of Parents and Teachers,\n1014\nForum Building. Sacramento, Calif.\nBroome, Edwin C., Superintendent, Philadelphia Public Schools, Philadelphia\nPa\nBumpus, H. C., 76 Carlton Road, Waba\nn\nMass.\n\nBurnett, Marguerite H., Director of Adult\nEducation, State Department of Publi\nc\nInstruction Eleventh and Washi\nngton\nStreets, Wilmington, Del.\nCapper, Arthur, United States Senator from\ntonnSDS’ (?enate °ffice Building, WashingCartwright Morse A., Editor, Jour\nnal of\nAdult Education, 60 East Forty-seco\nnd\nStreet, New York, N. Y.\nCasde, A. W., Director, Extension Educa\n¬\ntion, Department of Public Instru\nction,\nHarrisburg, Pa.\n\nCody, Frank, Superintendent, Public Schoo\nls\nDetroit, Mich.\nColeman, Laurence Vale, Director,\nAmerican\nAssociation of Museums, Smithsonian\nIn¬\nstitute, Washington, D. C.\nCooper, William John, United States Commissioner of Education, Washington\n, D C\nCutten, George Barton, President,\nColgate\nUniversity, Hamilton, N. Y.\nD6A^nig’ Robert C., State Supervisor of\nAdult Education, Hartford, Conn.\nFmley, John H., Associate Editor, New\nYork\nTimes, New York, N. Y.\nF1fI1cer>\n?am,u»\nm ’- Board °f Education,\n1415 Packard\nBuilding,\nPhiladelphia, Pa.\n\nRiver¬\nYork\n\nFrysinger, Grace E., Senior Home Econo\nmist, Central States, Extension Servic e\nUnitengton\nWashi\nd State\n, sD. Depar\ntment of Agriculure’\nC.\n\nGrace, Alonzo G., Professor of Educa\nUniversity of Rochester, Rochester, tion,\nN. Y.\nGroves, Ernest R., University of North\nCaro¬\nlina, Chapel Hill, N. C.\nGrumman, R. M., Director, Universi\ntension Division, University of Northty Ex¬\nCaro¬\nlina, Chapel Hill, N. C.\nHale Florence Editor, The Grad\n425 Fourth Avenue, New York, e Teacher,\nN. Y.\nHurrell, Arthur S., Director, Teacher\nTraining\nnsion\n, Pennsylvania State College,\nStateElxtc\nColl\nege,\nPa.\nJones, R G., Superintendent, Cleveland\nPub¬\nlic Schools, Cleveland, Ohio..\nKohler Katherine, Director of\nExtension\nSumnier Schools, Board of Educatio\nn,\n305 City Hall, Minneapolis, Minn.\nMallery, Otto T., Sugar Hall, N.\nH.\nJtsuttalo, N.\n\nY.\n\ni CIi?Tre£ce’ University of Buffalo,\nMengel, Levi W., Director, Visual Educa\n¬\ntion and Museum, Reading Museum,\nRead¬\ning, Pa.\nMilam, Carl H., Secretary, American\nLibra\nAssociation. 520 North Michigan Aven ry\nue\nChicago, Ill.\n1230 Amsterdam\nM?oVnSS;\nMrs‘ Elizabeth\nWhittier\nHall,\nAvenue, C..New\nYork, N.\nY.\nMorse, Sidney, Vicepresident and Gener\nal\nManager, The Grade Teacher, 425 Fourt\nh\nAvenue, New York, N. Y.\n\n0d?.m: Howard W., Chief, Social Science\nDivision A Century of Progress Inter¬\nnational Exposition, Administration Build¬\ning, Burnham Park, Chicago, Ill.\nPacked, Bertram E., State Commission\ner of\nEducation, Augusta, Maine.\nPatterson, Mrs. Edith McClure. Home Eco¬\nnomics Division, General Federation\nof\nWomen s Clubs, 1019 North Main Street\nDayton, Ohio.\nPyrtle, E. Ruth, Principal, Bancroft Schoo\nl\nLincoln, Nebr.\n\nRobertson, Elizabeth Wells,\nAvenue, Ravinia, Ill.\n\n1250\n\nJudson\n\nSippel, Mrs. John F., President, Genera\nl\nfederation of Women’s Clubs, 1734\nN\nStreet, N. W., Washington, D. C.\nSmith, W. C Chief, State Adult Educa\ntion\nBureau, Albany, N. Y.\n\n"}
{"page": 861, "printed_page": null, "text": "Sutton, Willis A., Superintendent,\nSchools, Atlanta, Ga.\n\nPublic\n\nWoll, Matthew, Third Vicepresident, Ameri¬\ncan Federation of Labor, 901 Massachu¬\nsetts Avenue, N. W., Washington, D. C.\n\nCOMMITTEE\n\nON\n\n(Authorized\nSuperintendent,\nAriz.\n\nPub¬\n\nAnthony, Kate V., Bradford Junior High\nSchool, Richmond, Va.\nBliss, W.\nB., Editor, Ohio Schools, 428\nChamber of Commerce, Columbus, Ohio.\nBond, W. F., State Superintendent of Educa¬\ntion, Jackson, Miss.\nBoyce, Mrs. Josephine, Tribune Apartment,\nCasper, Wyo.\nBracken, Ida, 87 Kimball Apartments, Salt\nLake City, Utah.\nBradford, May, 1209 Cherry Street, Musko¬\ngee, Okla.\nConboy, Irene K., 418 Broadway, Sterling,\nColo.\nCrawford, Emily, 323 South J Street, Ta¬\ncoma, Wash.\nDebolt, V.\nH.,\nSuperintendent, Public\nSchools, Seward, Alaska.\nDewey, Mrs. Pearle Z., 45 Meredith Avenue,\nBrighton, N. Y.\nFindley, Raymond\nS., Superintendent, Public\nSchools, Pittsfield, Maine.\nFodge, Martha H., 1509 South Tenth Street,\nOmaha. Nebr.\nFowler, Lotta B., Boyd Street School, Mil¬\nwaukee, Wis.\nFreeman, Hazel, 1011 Asbury Street, San\nJose, Calif.\nGreist, O. H., Secretary, State Teachers Re¬\ntirement Fund, 224 State House, Indian¬\napolis, Ind.\nGibson,\nBlanche,\nSupervisor, Training\nSchool, State Teachers College, Fairmont,\nW. Va.\nGraves, P. B., Principal,\nChanute, Kans.\nGray, Margaret, 188\nHartford, Conn.\nHarris, Henry\nLowell, Mass.\n\nH.,\n\nJunior\n\nFour\n93\n\nMile\n\nHigh\n\nSchool,\n\nRoad,\n\nWest\n\nEleventh\n\nStreet,\n\nHarris, J. C., Superintendent, State\nfor the Deaf, Cave Springs, Ga.\n\nSchool\n\nHartney, Eleanor M., 416 Eighth\nSouth, Fargo, N. D.\nHinson, Ellie Ford, 1207 Elizabeth\nDurham, N. C.\n\nStreet,\n\nHolden, William O., Treasurer, Rhode\nInstitute of Instruction, 46 Gooding\nPawtucket, R. I.\n\nIsland\nStreet,\n\nJames, W. A., Principal,\nGalveston, Texas.\n\nSchool,\n\nBall\n\nHigh\n\nStreet,\n\nCOMMITTEE\n\n857\n\nInformation\n\nWeisiger, Kendall. Assistant to President.\n1740\nSouthern Bell Telephone Company,\nHurt Building. Atlanta, Ga.\n\nWardlaw, J. C., Director of University Ex¬\ntension, University of Georgia. Athens,\nGa.\n\nRose, C. E., Chairman;\nlic Schools, Tucson,\n\nand\n\nRecords\n\nAssociation al\n\nON\n\n(Authorized\n\nDushane, Donald, Chairman, Superintendent,\nPublic Schools, Columbus. Ind.\nAnderton (Miss), Marion, 153 Pidge Avenue,\nPawtucket, R. I.\n,\nSchools,\nPublic\nnt,\nBelt. L. J., Superintende\nWheatland, Wyo.\nSuperintendent, Public\nBixler, J. W.,\nSchools, Skagway, Alaska.\nV.. Principal, Puunene\nLouise\nBoyum,\nMaui, Hawaii.\ne,\nPuunen\n,\nSchool\n\nNECROLOGY\n\nby\n\nBylaws)\n\nJohnson,\nAvenue\n\nM., Principal, Richmond\nAtlantic City. N. J.\n709 East Fifth Avenue,\n\nAlberta\nSchool,\n\nJordan, Willard,\nMitchell, S. D.\nKetchum,\nMo.\n\nLucille,\n\nKinsway\n\nKoffman, G. C.. Principal,\nShreveport, La.\n\nLee, John\nHawaii.\n\nA.,\n\nHilo\n\nHotel,\nByrd\n\nHigh\n\nSt. Louis,\n\nHigh\n\nSchool,\n\nHilo,\n\nSchool,\n\nMacLaren, Roland T., Principal, Washing¬\nton Elementary School, Williamsport, Pa.\nMcClurken, Mrs. Eva G. T., Principal, Ele¬\nmentary School, Cato, Ark.\nMcGary,\nBertha, Principal, Salem\nDepot\nSchool, Salem, N. H.\nAla.\nMcGehee,\nLaura, Pratt School, Birmingham,\n\nNewsome, W. T., Superintendent, Suwannee\nCounty Schools, Live Oak, Fla.\nPeet, J. H., Superintendent, Public Schools,\nWashington, Iowa.\n\nSchool, Salis¬\nPowell, Ruth, State Normal\nbury, Md.\nRader, Elizabeth, 545 Rio Grande Street,\nRaton, N. M.\nRichmond, E. W., Principal, High School,\nBerry, Ky.\nRodriguez,\nPiedras,\n\nHortensia, 30 Vallejo\nPorto Rico.\n\nStreet,\n\nRio\n\nRussell, Martha C., Leamington Hotel, Min¬\nneapolis, Minn.\nHigh School,\nShofner, G. E., L. C. Humes\nMemphis, Tenn.\nSchool,\nJ., Spaulding High\nSmith, Eva\nBarre, Vt.\nH., Superintendent, Public\nSnyder, Raymond\nSchools, Idaho Falls, Idaho.\nStahl, H. E. Superintendent, Public Schools,\nClaymont, Del.\nStewart, Adaline, 124 Chadwick Street, Roseburg, Ore.\nSuperintendent, Public\nH.,\nW.\nWard,\nSchools, Walterboro, S. C.\nWarren, J. R., Principal, Billinghurst Junior\nHigh School, Reno, Nev.\nWatkins, Catherine R., 2120 P Street, N. W.,\nWashington, D. C.\nWillison, Mabel C., Highland Park High\nSchool, Highland Park, Mich.\nWilson, Irvin A., Principal, Delano Public\nSchool, Chicago, Ill.\nA., Principal, Gallatin\nJohn\nWoodard,\nCounty High School, Bozeman, Mont.\n\nRESOLUTIONS\nby\n\nBylaws)\n\nBroady, Mabel, Knoxville\nMaryville, Tenn.\nBurgess, Grace, 142 West\nDenver, Colo.\n\nHigh\n\nSchool,\n\nCedar\n\nStreet,\n\nStreet,\n\nCor¬\n\nP., Secretary. South Carolina\nCoates,\ncation J.Association. Columbia, S. C.\n\nEdu¬\n\nCougill, J. R., Superintendent,\nSchools, Chariton, Iowa.\n\nPublic\n\nChapin,\nOre.\nvallis, Mary\n\nV.,\n\n695\n\nJefferson\n\n"}
{"page": 862, "printed_page": null, "text": "858\n\nNational\n\nDahl, Mrs. Myrtle Hooper, 3527\nAvenue, Minneapolis, Minn.\n\nEducation\n\nPillsbury\n\nE uans^Wllliam W-> Superintendent, Columbia County Schools, Bloomsburg\nPa\n\nFeinNrMPaUl\n\nL”\n\n18\n\nSena\n\nPl3Za’\n\n'Santa\n\nFuHer, Robert J., Superintende\nnt, Public\nSchools, Hanover, N. H\nGreenwood, E. E., Midvale,\nUtah.\nHall, William Franklin, Elem\nentary School\nSupervisor, State Department of\nEduca¬\ntion, Little Rock, Ark.\nHartsfield, Frank S., Superint\nendent, Leon\nCounty Schools, Tallahassee,\nFla.\nH Schools,\n~nr/’ 1ChaT£!f1s\nSuperintendent,\nDillon,R->\nMont.\n\nHinrichs, Amy\nOrleans, La.\n\nH.,\n\n7336\n\nHurst\n\nPublic\n\nStreet,\n\nHolmes\nWilliam H., Superintendent,\nSchools, Mt. Vernon, N.\nY.\n\nSchool,\n\n^ason' Principal,\nNorfolk, Va.\n\nJ°Fargo' N CDa’\n\nNinth\n\n901\n\nPublic\n\nOcean\n\nView\n\nStreet’\n\nSouth’\n\nSch°o1-\n\nJUBeil£SsSipank VVtPrinCipa1' High\nKDihc’\n\nAnnie’\n\nCurtis\n\nKueiy Margaret V.,\nBridgeport, Conn.\nL^bee\n\nFreda,\n\nSch°ol.\n250\n\nAvenue,\n\nSeattle\n\nCentral\n\n3'7\n\nGrade\n\nBuiIdinS.\n\nh i ’\ns'a\nLoper\n, WeT\nJ. was\nD. Superintendent, Public Schoo\nls\n’\nPhoenix, Anz.\nMcCormick\nEHzabeth, Principal, Tim\nothy\nO. Howe School, Superior,\nWis.\n2°5 TaPPa\"\nBrook.T„°en'M”U'\nMMSh’\n0Fruan^’\nPresiden\nConcord\nNormal School, Athens, t.\nW. Va.\n\nMTexasLUlU’\n\n1921\n\nPark\n\nAvenue>\n\nCOMMITTEE\n\nON\n\n(Authorized\nEXECUTIVE\n\nMnPM’ ^d^riTE‘’ 3009 Linwood Avenue,\nOakland,\nCalif.\nNorth\n, Samuel\nM.. State Supervisor of High ’\nSchools, State Department of Educa\nBaltimore, Md.\ntion,\n\nNorton, H B., Principal,\nBirmingham. Ala.\n\nRobinson\n\nPayne, J\nA., Superinten\nCounty Schools, Cynthiana,dent,\nKy.\n\nSchool\nHarrison\n\nPeppord, Helen, c/o Board of Education,\nTopeka, Kans.\nPitts, Ermin, Superintendent, Coah\noma\nCounty Schools, Clarksdale, Miss.\nPreble Mrs. F. Blanche, 10855 Vernon\nAve¬\nnue, Chicago, Ill.\nPyrde, E. Ruth, Principal, Bancroft Schoo\nl\nLincoln, Nebr.\n\nRowe, Frank B., Superintendent,\nPublic\nSchools, Warren, Maine.\nRichards, Donnell, Principal of\nSchools\nFernley, Nev.\nRodriguez Ana J., Rio Piedras, Porto\nRico.\nSchultz, Mrs\nJean, 2535 East Admiral\nBoulevard, Tulsa, Okla.\nSnyder, Raymond H., Superintendent, Publi\nc\nSchools. Idaho Falls, Idaho.\n\nWashington,\n\nMyrtle\n\nPresident,\n\nNew\n\nAssociation\n\nState\n\nDallas,\n\n^T^tt^N^C™6’\nStan\nton B\nF.,\nSchools, Alliance,\n\nStoele’\n, Harold,\nSchools,\ndent, Public\nJackson, Superinten\nMich.\nStouffer, S. M., Superintendent, Publi\nc\nSchools, Wilmington, Del.\nTatmamer, Buelah, Ashland School, Kansa\ns\nCity, Mo.\nGeorge W., Superintendent,\nPublic Schools, Griffin, Ga.\nWard, William R., Director of Manual Train¬\ning and Arts, Administration Building\n\nWieting, C. Maurice, Principal,\nJ.\nN. D.\nTrentox,\nLenno\nn, S.\n\nRETIREMENT\n\nForce, Anna Laura, Chairman, Princi\npal,\nLake Junior High School, Denver, Colo.\nLamkin, Uel W., President, Northwest Mis¬\nsouri State Teachers College, Maryville\n’\nMo.\nPyrtle, E. Ruth, Principal, Bancroft School,\nLincoln, Nebr.\nAbbe, Mary M., Secretary, Board of Trustees\nof the Public School Teachers Pension and\nRetirement Fund, 188 West Randolph\nStreet, Chicago, Ill.\nAbercrombie, John W., Assistant State\nSuperintendent of Education, Montgomery,\nAla.\n\nAiken, Georgia Whelan, President, National\nLeague of ‘Teachers Associations, Hotel\nAlms, Walnut Hills, Cincinnati, Ohio.\nAlfriend, Kyle T., Secretary, Georgia Education Association, 934 Vineville Avenue,\nMacon, Ga.\n\nAverill, Beulah, Box 19, Winton, Calif.\nBachelor, A. H., Superintendent, Lovelock\nConsolidated Schools, Lovelock, Nev.\nBaish, H. H., Secretary, Public School Em¬\nployees Retirement Board, Department of\nPublic Instruction, Harrisburg, Pa.\nBlair, Pearl C., High School, Butte, Mont.\nBowers, Charles A., Secretary, Nebraska\nState Teachers Association, 605 South\nFourteenth Street, Lincoln, Nebr.\nBrookes, M. Emma,\nCommodore\nHotel,\nCleveland, Ohio.\n\nHigh\n\nSchools‘\n\nALLOWANCES\n\nby Representative\n\nCOMMITTEE\n\nHawthorne\nCharSupe\nrintendeLane,\nnt, Public\nOhio.\n\nAssembly)\nBurnhcim, Ernest, Western State Teach\ners\nCollege, Kalamazoo, Mich.\nCaldw\nell,\nR. N., 2527 Moss Avenue, Dallas\nTexas\n.\n\nCarleton, E\nF., Secretary, Oregon State\nteachers Association, 602-603 Studio Build¬\ning, Portland, Ore.\nCacro11,\nT>Charles, Director, Rhode Island\nState Board\nfor Vocational Education, 122\nState House, Providence, R. I.\n^ardda> R*\nSecretary, Teachers Pension\nand Retirement Fund, Springfield, Ill.\nClark, F. B., Head, Department of Eco¬\nnomics, Agricultural and Mechanical Coliege of Texas, College Station, Texas.\nCloud, Roy W., Secretary, California Teach¬\ners Association, 155 Sansome Street,\nSan\nFrancisco, Calif.\nCombs Morgan L., President, State Teach¬\ners College, Fredericksburg, Va.\nCrane, A. G., President, University of Wyo¬\nming, Laramie, Wyo.\nDarnell, W. L., Principal, Palm School\n,\nAustin, Texas.\n\nDay, Grace\npartment\n\nA., Elementary Supervisor, Deof Public Instruction, Hudson,\n\nuuggan\nGa. ,\n\nL., 850\n\nM.\n\nPenn\n\nAvenue,\n\nEarly, John J., Superintendent,\nSchools, Sheridan, Wyo.\n\nAtlanta\nPublic\n\nEarly William I., Principal, Washington\nHigh School, Sioux Falls, S. D.\nEckles, Isabel Lancaster, Superintendent,\nPublic Schools, Santa Fe, N. M.\n\n"}
{"page": 863, "printed_page": null, "text": "Elder, Marguerite\nPittsburgh, Pa.\n\nAssociational\n\nRecords\n\nM., Schenley\n\nSchool,\n\nHigh\n\n859\n\nInformation\n\nand\n\nMcSkimmon,\nMary,\nBrookline, Mass.\n\n205\n\nTappan\n\nStreet,\n\nStreet, Little\nEvans, Bessie, 1005 McGowan\nRock, Ark.\nFinch, Adelaide, Principal, Dingley Normal\nTraining School, Lewiston, Maine.\nErnest C., President, Teachers\nFolsom,\nCasualty Underwriters, 1407 O\nStreet,\nLincoln, Nebr.\nFoster, J. Carlisle, Superintendent, Public\nSchools, Bethune, S. C.\nGilmore, W.\nLee, Supervising Principal,\nPublic Schools, Oakmont, Pa.\n\nMarsh,\nArthur L., Executive Secretary,\nWashington\nEducation Association, 707\nLowman\nBuilding, Seattle, Wash.\nMatoon,\nDonald\nS., Headmaster,\nHigh\nSchool, Littleton, N. H.\n\nGoodrich, Bessie Bacon, Assistant Superin¬\ntendent, Public Schools, Garfield Building,\nDes Moines, Iowa.\nGreist, O. H., State House, Indianapolis,\nInd.\n\nBuilding, Denver, Colo.\nNash, Corinne, 1900 Washington\n\nGridley, Earl G., Secretary-Treasurer, Bay\nSection, California Teachers Association,\nRoom\n1, 2163 Center Street, Berkeley,\nCalif.\nGriffith, P. H., Director, Extension Division,\nLouisiana State University, Baton Rouge,\nLa.\nHall, Elizabeth, Assistant Superintendent,\nPublic Schools, Minneapolis, Minn.\nHall, Sidney B., State Superintendent of\nPublic Instruction, Richmond, Va.\nHanna, Howard\nJ., President, High School\nTeachers Association, 305 Trinity Audi¬\ntorium, 847 South Grand\nAvenue, Los\nAngeles, Calif.\nHeatwole, Cornelius J., Secretary, Virginia\nEducation Association, 401 North Ninth\nStreet, Richmond, Va.\nHinrichs,\nOrleans,\n\nAmy,\nLa.\n\n7336\n\nHurst\n\nStreet,\n\nNew\n\nIll.\nMiller,\n\nHenry,\n\n524\n\nStreet,\n\nBenton\n\nBelleville,\n\nMitchell,\nPublic\n\nJohn G., Superintendent,\nSchools, Seminole, Okla.\n\nSeminole\n\nMooney,\ntion\n\nW. B., Secretary, Colorado Educa¬\nAssociation, 530\nCommonwealth\nAvenue,\n\nWaco, Texas.\nNaumann,\nI. A., Principal, Sudlow Inter¬\nmediate School, Davenport, Iowa.\nNeave (Miss), E. Moore, Park Street School.\nHood River, Ore.\n\nNielson,\n\nMinnie Jean, 901 Fifth Avenue, Val¬\nley City, N. D.\nO’Rourke, Mary, 421 East Main\nStreet.\nWeiser, Idaho.\nPorter, Mrs. Caroline W., Principal, Lin¬\ncoln School, Parsons, Kans.\nPowers, Sue M., Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nPye, Charles F., Secretary, Iowa\nState\nTeachers Association, 415 Shops Building,\nDes Moines, Iowa.\nRagsdale, S. L., Principal, L. C. Humes\nHigh School. Memphis, Tenn.\nRoch, Jennie, Secretary-Treasurer, National\nCouncil of Teachers Retirement Systems.\nNew Orleans, La.\n\nRogers, H.\nTechnical\nHawaii.\n\nAlton, Principal, Lahainaluna\nHigh School, Lahaina, Maui,\n\nHolmes, William H., Superintendent, Public\nSchools, Mt. Vernon, N. Y.\nHolt, Lucy Mason, Principal, Ocean View\nSchool, Norfolk, Va.\nHoward,\nGeorge Jr., Extension Division,\nUniversity of North Carolina, Chapel Hill,\nN. C.\n\nRose,\nGuy\nMontcla\nir, B..\nal,\nN. Princip\nJ.\n\nHowell, C. M., Secretary, Oklahoma\nState\nTeachers\nAssociation, 700\nContinental\nBuilding, Oklahoma\nCity, Okla.\nHunter, Eula F., 1802 Hemphill Street, Fort\nWorth, Texas.\n\nSeifert, E. R., Principal. Central\nSchool, Oklahoma City, Okla.\n\nHurst, M.\nOkla.\n\nE., Central\n\nHigh\n\nJack, W. B., Superintendent,\nPortland, Maine.\nJensen, C. N.. 1202\nLake City. Utah.\n\nFourth\n\nSchool,\nPublic\n\nTulsa,\n\nSchools,\n\nAvenue,\n\nSalt\n\nKershner, W.\nE., Secretary, Ohio\nState\nTeachers Retirement System. Ohio State\nSavings Building, Gay and Third Streets,\nColumbus, Ohio.\nKnutson, K. J.. Secretary, Seattle\nRetirement Fund, 843 Central\nSeattle, Wash.\n\nTeachers\nBuilding,\n\nKocher, Henry A., Assistant Secretary. New\nYork State Teachers Retirement Board,\nStandard Building, Albany, N. Y.\nYork\nLantman, Edgar G.. Secretary, New\nState Teachers Retirement Board, Standard\nBuilding, Albany, N. Y.\nLarson, John A., Principal, Little Rock\nSenior High School, Little Rock, Ark.\nLockard, Mrs. Josephine D., 635 Rio Grande\nAvenue, Raton, N. M.\nLoper, Harold W., Supervising Principal,\nElementary Schools, Honolulu, Hawaii.\nMcAllister, Mrs. W. W., 828 East Seventh\nStreet, Tucson, Ariz.\nMcCormick,\nElizabeth, Principal, Timothy\nO. Howe\nSchool, Superior, Wis.\nA., President, State\nGeorge\nMcFarland,\nTeachers College, Minot, N. D.\n\nGlenfield\n\nSchool,\n\nRutherford, R. B., Superintendent,\nSchools, Jacksonville, Fla.\n\nPublic\n\nSamuelson, Agnes, State\nPublic Instruction, Des\n\nShanley, Dorothy\ners Retirement\n\nSuperintendent\nMoines, Iowa.\n\nof\n\nHigh\n\nM., Secretary, State Teach¬\nBoard, Hartford, Conn.\n\nShawkey, Morris P., President, Marshall\nCollege, Huntington, W. Va.\nSheehan, Mary\nA., Assistant Principal,\nWashington Junior High School, 725 Clif¬\nford Avenue, Rochester, N. Y.\nShelton, Frank M.. Superintendent,\nSchools, Springfield, Ohio.\nShepherd, Grace M.. 803\nStreet, Maryville, Mo.\n\nNorth\n\nPublic\n\nMulberry\n\nShilling. John, Assistant Superintendent\nPublic Instruction, Dover, Del.\nSmith,\nPima\n\nMrs. Constance\nCounty Schools,\n\nof\n\nF., Superintendent,\nTucson, Ariz.\n\nTall, Lida Lee, Principal, Maryland\nNormal School, Towson, Md.\n\nState\n\nTaylor, Walter N., Secretary, Mississippi\nEducation Association, 219 North Presi¬\ndent Street, Jackson, Miss.\nTidwell, R. E., Director of Extension, Uni¬\nversity of Alabama, University, Ala.\nWalker, Mrs. Sadie A., 301 Tenth Street\nSouth. Fargo, N. D.\nWard, W, Scott, Athol, Mass.\nWarriner,\nTeachers\n\nE. C., President. Central State\nCollege, Mount Pleasant, Mich.\n\nWellman, Florence M., Superintendent,\nlic Schools, Brattleboro, Vt.\n\nWhite,\nvard,\n\nMabel A., 513 North\nSt. Joseph, Mo.\n\nNoyes\n\nPub¬\n\nBoule¬\n\nWilliams, Charles O., Secretary, Indiana\nState Teachers Association, 205 Hotel\nLincoln, Indianapolis, Ind.\n\n"}
{"page": 864, "printed_page": null, "text": "860\n\nNational\n\nEducation\n\nWilliams, R. E., Secretary, Kentucky Edu¬\ncation Association, 1317-18 Heyburn\nBuilding, Louisville, Ky.\n\nCOMMITTEE\n(A\n\nON\n\nAssociation\n\nWood, John A., 3d, Teachers\nAnnuity Fund. 1012 Trenton\ning, Trenton, N. J.\n\nRURAL\n\nSpecial\n\nEDUCATION\n\nCommittee)\n\nSutton, Willis A., Chairman, Superintendent.\nPublic Schools, Atlanta, Ga.\n\nEarly, Albert,\nDepartment\nDel.\n\nAdan?,s;. Charles Albert, Humbolt\nBank\nBuilding, San Francisco, Calif.\nAdams, Frank R., Superintendent, Orlea\nns\nCentral District Schools, Barton,\nVt.\nArcher, C. P., Head, Department of Educa¬\ntion, State Teachers College, Moorhead,\nMinn.\n\nEastman,\n\nE.\n\nR.\n\nturist,\n\n461\n\nFourth\n\nAvery, W. J., Superintendent, Rapides Parish\nSchool Board, Alexandria, La.\nBaker, J. M., Superintendent, Crowley Pub¬\nlic Schools, Crowley, La.\nBaldridge, Chloe, Director of Rural Educa¬\ntion, State Department of Public Instruc¬\ntion, Lincoln, Nebr.\nBarnard, Anna E., Superintendent, Calumet\nCounty Schools, Chilton, Wis.\nBatchelder, Carl J., State Board of Educa¬\ntion, Montpelier, Vt.\nBerger, W. J., Superintendent, Sheboygan\nCounty Schools, Sheboygan Falls, Wis.\nBest, E. C., Fallon, Nev.\nBlanton, Annie Webb, University of Texas,\nAustin, Texas.\nBroome, Edwin W., Superintendent, Montgomery County Schools, Rockville, Md.\nBrown, Mrs. Josepha L., Superintendent,\nArapahoe County Schools, Littleton, Colo.\nBrumby, Anne, Superintendent, Polk County\nSchools, Cedartown. Ga.\nBryant, Burl, Chief Supervisor, Rural\nSchools, State Department of Education,\nAustin, Texas.\nBurk, Cassie, Director, Rural School Super¬\nvision, Department of Public Schools,\nJefferson City, Mo.\nBurts, R. C., Superintendent, Public Schools,\nRock Hill, S. C.\n\nCalhoun, J. T., Rural and Elementary School\nSupervisor, Department of Education,\nJackson, Miss.\nCampbell, W. H.. Secretary, Nebraska Or¬\nganized Agriculture, David City, Nebr.\nCarson, Mrs. Rosella, Superintendent, Lara¬\nmie County Schools. Cheyenne, Wyo.\nCase, Mrs. Emma\nY., Eastern Kentucky\nState Teachers College. Richmond. Ky.\nCase, John, Editor, Missouri Ruralist\nWright City, Mo.\nClaxton, P. P., President, Austin Peay\nNormal School, Clarksville, Tenn.\nClifton, J. L., Professor of School Adminis¬\ntration, Ohio State University, Columbus,\nOhio.\nCobb,\n\nC. A., Editor, Progressive\n\nSouthern\n\nRuralist,\n\nAtlanta,\n\nFarmer\n\nand\n\nGa.\n\nColson, Ephraim, Superintendent, Foster and\nScituate Schools, North Scituate, R. I.\nCooper, Nell A., Superintendent, Barnes\nCounty Schools, Valley City, N. D.\nDakin, W. S., State Board of Education,\nHartford. Conn.\nDickey, Charles E., Superintendent, Alle¬\ngheny County Schools. 345 County Office\nBuilding, Pittsburgh, Pa.\nDriver, Lee L.. Director, Rural Schools Divi¬\nsion, State Department of Public Instruc¬\ntion, Harrisburg, Pa.\nDuke, E. A., Rural School Supervisor, State\nDepartment of Education, Oklahoma Citv\nOkla.\n\nPension and\nTrust Build¬\n\nN. Y.\n\nSupervisor of Schools, State\nof Education, Georgetown,\nEditor,\n\nAmerican\n\nAvenue,\n\nAgricul¬\n\nNew\n\nYork,\n\nErwin, Clayton L., Deputy Commissioner,\nState Board of Education, Montpelier, Vt.\nErwin, Clyde A., Superintendent, Ruther¬\nford County Schools, Rutherfordton, N. C.\nErwin, Mrs. Della B., Primary Supervisor,\nElementary Schools, Jefferson County\nBoard of Education, Birmingham, Ala.\nFilson, Mrs. Bertha, Superintendent, Mason\nCounty Schools, Point Pleasant, W. Va.\nFloyd, G. C., Director of School Law and\nFinance, State Department of Education,\nLittle Rock, Ark.\nFoulk, Virginia, Marshall College, Huntington, W. Va.\nFox, George, Superintendent, Anne Arundel\nCounty Schools, Annapolis, Md.\nFrisch, Ottilia M., Commissioner, Saginaw\nCounty Schools, Saginaw, Mich.\nFry, Kathryn, State Director of Special\nEducation, State Department of Educa¬\ntion, Cheyenne, Wyo.\nFuller, A. C., Associate Director, Extension\nDivision, Iowa State Teachers College,\nCedar Falls, Iowa.\n\nFutrall, Alma, Superintendent,\nSchools, Marianna, Ark.\n\nLee\n\nCounty\n\nGibbs, Edna, Superintendent, Adair County\nSchools, Greenfield, Iowa.\nHackworth, (Miss) Lector, Northeastern\nTeachers College, Tahlequah, Okla.\nHagood, L. K., Superintendent, Public\nSchools, Beaufort, S. C.\nHarvey, Mrs. Marie Turner, Rural Educa¬\ntion Division, State Teachers College.\nMaryville, Mo.\nHaught, D. L., Dean of Education, West\nLiberty State Normal School, West Lib¬\nerty. W. Va.\nHaver, Jennie M., Helping Teacher, Centre\nStreet, Clinton, N. J.\nHeatwole, Cornelius J., Secretary, Virginia\nEducation Association, 401 North Ninth\nStreet, Richmond, Va.\nHeck, Mrs. M. Phyllis. Rural Supervisor,\nNev/ Castle County, Wilmington, Del.\nHeyl, Helen, Assistant in Rural Education,\nState Department of Education, Albany,\nN. Y.\n\nHibarger, L. Pearle, Superintendent, Ya¬\nkima County Schools, Yakima, Wash.\nHughes, W. L., Agricultural and Mechani¬\ncal\nTexas.College of Texas, College Station,\n\nHutto, Mrs. Elizabeth D., Superintendent,\nDarlington County Schools, Darlington,\nS. C.\nJackson, Frank W., Superintendent of\nSchools, Supervisory District, Madison,\nN. H.\nJacobson, R. S., Panaca, Nev.\nJaggers, Richard E.. Professor of Rural\nEducation and Director of Extension\nEastern\nKentuck\nRichmond,\nKy. y State Teachers College^\n\nJenkins, Elizabeth M., State Normal\nNorth Adams, Mass.\n\nSchool,\n\n"}
{"page": 865, "printed_page": null, "text": "Records\n\nAssociational\n\nInformation\n\nand\n\n861\nJohnston, Mrs.\nton County,\nTenn.\n\nEula A.. Supervisor, Hamil¬\nCourt House, Chattanooga,\n\nJones, A. L., Principal, Washington School,\nDistrict Number\nSix, Phoenix, Ariz.\n\nJones, Burr F., State Supervisor of Ele¬\nmentary Education, Department of Educa¬\ntion, Boston. Mass.\nKeller, J. A., Superintendent, Covington\nCounty Schools, Andalusia, Ala.\nKelley, Mrs. Margaret R., Helping Teacher,\nDerby, Vt.\nKelly, J. J. Jr.. Division Superintendent,\nWise County Schools, Wise, Va.\nKieffer, Hannah A., State Teachers College,\nShippensburg, Pa.\nKind, Dan\nE., Superintendent, Richland\nCounty Schools, Sidney, Mont.\nKing, H. B., Assistant State Superintend¬\nent in Charge of Elementary Schools, De¬\npartment of Public Instruction, Dover,\nDel.\nKirkham, James A., Editor, Utah Farmer,\n410 Vermont\nBuilding, Salt Lake City,\nUtah.\nKohten, Regina, Rural School Supervisor,\nState Capitol. Helena, Mont.\nLacey, Ida B., Box 182. Willimantic, Conn.\nLandis, Benson\nY., Secretary, American\nCountry Life Association, Inc., 105 East\n22nd Street, New York, N. Y.\nLee, Hans J., Superintendent, Kidder County\nSchools, Steele, N. D.\nLibby, R. J., State\ntion, Department\nMaine.\n\nAgent for Rural Educa¬\nof Education, Augusta,\n\nLloyd, W. H., Editor, Ohio Farmer, 1011-15\nRockwell Avenue, Cleveland, Ohio.\nLynd, Louise B., State Normal\nSchool,\nTempe, Ariz.\nMacDonald, Rose M., Berryville, Va.\nMcArthur, Gertrude, Gholson, Miss.\nMcGuire, A. E., Head, Department\ncation, Concord\nState Normal\nAthens. W. Va.\nMiller, Mrs. Inez, Head,\nRural Education, Oregon\nMonmouth, Ore.\n\nof Edu¬\nSchool,\n\nDepartment\nof\nNormal School,\n\nMills, D. C., Executive Secretary, Depart¬\nment of Young Citizens League, State De¬\npartment of Education, Pierre, S. D.\nMilnor, Roma\nL., Superintendent,\nCounty Schools, Albion, Ind.\n\nNoble\n\nMims, Mary, Extension Sociologist, Louisi¬\nana State University, Baton Rouge. La.\nMineer, F. Edgar, Superintendent, Overton\nPublic Schools, Overton, Nev.\nMorris, George M., 768 Sheridan Avenue,\nBexley, Ohio.\nMurray, Elizabeth C., Superintendent, Co¬\nlumbia County Schools, St. Helens, Ore.\nNeale, O. W., Director, Rural Education,\nCentral State Teachers College, Stevens\nPoint, Wis.\nNewell. Madlyn, 308 West\nFirst Street,\nOklahoma\nCity, Okla.\n\nNichols, Augusta M., Headmaster, Hamp¬\nstead High School, Hampstead, N. H.\nOfferman, Kate M., Assistant Superintend¬\nSchools, Bowling\nCounty\nent, Wood\nGreen, Ohio.\nOtt, Mrs. Hazel H., State Department of\n\nEducation, Director, Department\nriculum Revision, Pierre, S. D.\n\nPalmer, Mrs. Bertha\nance Federation,\nBoston, Mass.\n\nof\n\nCur¬\n\nR., Scientific Temper¬\n400 Boylston Street,\n\nPearson, Anna C., Rural School Supervisor,\nState Normal School, Albion, Idaho.\nPeterson, Fred, Superintendent, Klamath\nCounty Schools, Klamath Falls, Ore.\n\nPhillips, Homer\nT., Chairman. Department\nof Education, Northwest Missouri State\nTeachers College, Maryville, Mo.\nPickett, John E., Editor, Pacific Rural Press\n\nand\n\nCalifornia\n\nFarmer,\n\nSan\n\nFrancisco.\n\nCalif.\n\n560 Howard\n\nStreet,\n\nSuperintendent, Stark\nO.,\nPippin, H.\nCounty Schools, Dickinson, N. D.\nPittenger, L. A., President, Ball State\nTeachers College, Muncie, Ind.\nPowers, Sue\nM., Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nPreston, Mrs. Josephine Corliss, Vashon\nIsland, King County, Burton, Wash.\nPrior, Charles F., Superintendent, Public\nSchools, Fairhaven, Mass.\nRarick, C. E., Director, Extension Service,\nFort\nKans. Hays State Teachers College, Hays,\nRichardson. Mrs. Ellsworth,\nLeader, Givin, Iowa.\n\nFarm\n\nBureau\n\nRobinson, William McKinley, Director, De¬\npartment of Rural Education, Western\nState Teachers College, Kalamazoo, Mich.\nSamuelson, Agnes, State Superintendent of\nPublic Instruction, Des Moines, Iowa.\nSchraeder, E. H., Superintendent,\nSchools, Grand Forks, N. D.\nSecor,\n\nAlson,\n\ncessful\n\nEditorial\n\nFarming,\n\nDes\n\nPublic\n\nDepartment,\n\nMoines,\n\nIowa.\n\nSuc¬\n\nSeidell, Ida E., Rural Supervisor, Pitt\nCounty, Greenville, N. C.\nSelke, George A., President, State Teachers\nCollege, St. Cloud, Minn.\nSewell, Mrs. Charles W., Director, Home\nand Community\nWork,\nAmerican\nFarm\nBureau Federation. 58 East Washington\nStreet, Chicago, Ill.\nShowalter, N. D., State Superintendent\nPublic Instruction, Olympia, Wash.\n\nof\n\nShriber, J. H., Associate Professor of Edu¬\ncation, School of Education, University\nof Colorado, Boulder, Colo.\nSimmons,\nEdna,\nElementary\nSupervisor,\nHinds County, Jackson, Miss.\nSimpson, T. Arthur, State Supervisor of\nRural Education, Springfield, Ill.\nSloane, Mrs. Irene. Superintendent, Logan\nCounty Schools, Guthrie, Okla.\nSmith, I. S., State Supervisor of\nState Department of Education,\n\nSchools,\nAtlanta,\n\nGa.\nSmith, William\nmouth County\n\nM., Superintendent, Mon¬\nSchools, Freehold, N. J.\n\nP., Chief, Rural Education\nSnyder, Ray\nBureau, State Department of Education,\nAlbany, N. Y.\nSoule, Andrew M., President, State College\nof Agriculture and Mechanic\nversity of Georgia, Athens, Ga.\n\nStrickland, Etta,\ndoches\nCounty\nTexas.\n\nArts,\n\nSuperintendent, Nacog¬\nSchools, Nacogdoches,\n\nSutton, W. J., Chairman, Education\nmittee of the State Legislature,\nSenate,\n\nCheney,\n\nUni¬\n\nCom¬\nState\n\nWash.\n\nSwain, C. C„ President, State Teachers Col¬\nlege, Mayville, N. D.\nSwenson, Anna, Director of Rural Educa¬\ntion, State Department of Education, St.\nPaul,\n\nMinn.\n\nWallace’s\nEditor,\nJohn. ing\non,\nThomps\nCompany, Des\ne Publish\nWallac\nIowa.\n\nFarmer,\nMoines,\n\nHarvey L., Director, Division of\nEducation, Michigan State Normal\nCollege, Ypsilanti. Mich.\n\nTurner,\nRural\n\nVogltance, F. J., Superintendent,\nCounty Schools, Schuyler, Nebr.\n\nColfax\n\n"}
{"page": 866, "printed_page": null, "text": "862\n\nNational\n\nEducation\n\nAssociation\n\nWalker, Florence H., Rural Supervisor,\nState Department of Education, Topeka,\nKans.\n\nWilcox, Carlyle W., Principal, Public\nSchools, District Number One, Pioche,\nNev.\n\nWallace, D. A., Webb Publishing Company,\nEditor, Farmer’s Wife, 55 East Tenth\nStreet, St. Paul, Minn.\nWard, W.\nH., Superintendent, Public\nSchools, Walterboro, S. C.\nWhite, Raymond, Superintendent, Public\nSchools, Douglas, Wyo.\n\nWilson, S. C., Director, Division of Teacher\nTraining in Vocational Education, Sam\nHouston State Teachers College, Hunts¬\nville, Texas.\nYates, W. S., Supervisor of Rural Schools,\nBoard of Education, Hillsborough County,\nPlant City, Fla.\n\nCOMMITTEE\n\nON\n\nSOCIAL\n\nECONOMIC\n\n(A\n\nCommittee)\n\nSpecial\n\nKelly, F. J., Chairman; Chief, Division of\nColleges and Professional Schools, Office\nof Education, Washington, D. C.\nDewey, John, Associate Chairman; Teachers\nCollege, Columbia University, New York,\nN. Y.\nGivens, Willard E., Superintendent,\nSchools, Oakland, Calif.\n\nCOMMITTEE\n(Authorized\nEXECUTIVE\n\nPublic\n\nOBJECTIVES\n\nMarshall, Leon C., Institute of Law, Johns\nHopkins University, Baltimore, Md.\nMoore, Robert C., Secretary, Illinois State\nTeachers Association, Carlinville, Ill.\nRoss, E. A., University\n\nof Wisconsin,\n\nMadi¬\n\nson, Wis.\n\nON\n\nPROBLEM\n\nby Representative\n\nCOMMITTEE\n\nTall, Lida Lee, Chairman; Principal, Mary¬\nland State Normal School, Towson, Md.\nAdair, Cornelia S., 2121 Park Avenue, Rich¬\nmond, Va.\nEvenden, E. S., Teachers College, Columbia\nUniversity, New York, N. Y.\n\nApplegate, Mrs. Stella S„ 304 Stacy Trent\nHotel, Trenton, N. J.\nBailey, Francis L., Commissioner of Educa¬\ntion, Montpelier, Vt.\nBoggess, Estelle, 1615 Grant Street, Denver,\nColo.\nBowden, A. O., President, New\nMexico\nState Teachers College, Silver City, N. M.\nBrennan, Katherine, 182 Lloyd Street, New\nHaven, Conn.\nCameron, E. T., Executive Secretary, Mich¬\nigan Education Association, 935 North\nWashington Avenue, Lansing, Mich,\nCarmichael, H. F., Principal, Roosevelt\nJunior High School, Decatur, Ill.\nCarr, A. T., Principal, Wilson Junior High\nSchool. Cleveland, Ohio.\nCarter, Mrs. Susanne Homes, Superintend¬\nent, Jackson County Schools, Medford,\nOre,\n\nCody, Frank, Superintendent, Public Schools,\nDetroit, Mich.\nDahl, Mrs. Myrtle Hooper, 3527 Pillsbury\nAvenue, Minneapolis, Minn.\nDann, George J., Superintendent, Oneonta\nPublic Schools, Oneonta, N. Y.\nDavison. George M., Principal, Abraham\nLincoln Junior High School, 530 Ridge¬\nwood Avenue, Brooklyn, N. Y.\nDeCamp, John A., Superintendent, Public\nSchools, Utica, N. Y.\nDickinson, Florence M.. 249 Windsor Ave¬\nnue, Haddonfield, N. J.\n\nOF\n\nTENURE\n\nAssembly)\n\nDolton, Isabella, Assistant Superintendent,\nPublic Schools, Chicago, Ill.\nDrake, Flora E., 2230 Brookside Avenue,\nIndianapolis, Ind.\nDwan, Stephen, Broadway High School,\nSeattle, Wash.\nEarly, John J., Superintendent, Public\nSchools, Sheridan, Wyo.\nEvans, C. Ray, Principal. North Summit\nHigh School, Coalville, Utah.\nEverett, Ralph W., Sacramento Junior Col¬\nlege, Sacramento, Calif.\nGates, C. Ray, Superintendent, Public\nSchools, Grand Island, Nebr.\nGilligan, James R., Superintendent, Dunmore Public Schools, Dunmore, Pa.\nHale, Mrs. Gertrude, High School, Athol,\nMass.\nHinman, Harriett L., Research Department,\nBoard of Education, Toledo, Ohio.\nHolley, Ella J., Rural Supervisor for New\nCastle County Schools, Wilmington. Del.\nJacobs, Clara M., Centennial High School,\nPueblo, Colo.\nKemp, W. W., Dean, School of Education,\nUniversity of California, Berkeley, Calif.\nKittel, Charles A.. Superintendent, Public\nSchools, West Waterloo, Iowa.\nLain, Nell E., 4518 Montgall Stre.et, Kansas\nCity, Mo.\nLonganecker, F. M., Superintendent, Public\nSchools, Racine, Wis.\nLord, Mary A., North Junior High School,\nSioux City, Iowa.\nMcConnell, John Preston., President, State\nTeachers College, East Radford, Va.\nNeave, (Miss) E. Moore, Park Street\nSchool, Hood River, Ore.\nNissen, S. B., Editor, South Dakota Edu¬\ncation Association Journal, Perry Build¬\ning, Sioux Falls, S. D.\nNorton, Mrs. Alice R., Principal, San Mi¬\nguel School, San Francisco, Calif.\nO’Connor, Mary Elizabeth, Supervisor\nElementary Schools, Natick, Mass.\n\nof\n\n"}
{"page": 867, "printed_page": null, "text": "Associational\n\nRecords\n\nPitts, Gertrude, 915 Cumberland\nStreet,\nLittle Rock, Ark.\nRoe, Warren A., Principal, Alexander Street\nSchool, Newark, N. J.\nSamuelson, Agnes, State Superintendent of\nPublic Instruction, Des Moines, Iowa.\n\nShawkey, M. P., President, Marshall Col¬\nlege, Huntington, W. Va.\nSheehan, Mary\nA., Assistant Principal,\nWashington Junior High School, 725 Clif¬\nford Avenue, Rochester, N. Y.\nShepherd, Grace M., 803 North Mulberry\nStreet, Maryville, Mo.\nSmall, Irving W., Superintendent, Public\nSchools, Bangor, Maine.\nSmith, C. O., 312 North Hersey Street,\nBeloit, Kans.\nSuperintendent, Public\nH.,\nStaley, A.\nSchools, Hastings, Nebr.\n\nand\n\n863\n\nInformation\n\nStevenson, Fred\nSalle, Ill.\n\nG., 737\n\nSeventh\n\nStreet,\n\nStiles, Chester D., Superintendent,\nSchools Westfield. Mass.\n\nLa\n\nPublic\n\nStuart, Milo H., 4535 Park Ave., Indian¬\napolis, Ind.\nThalman, Joseph L., Principal, Anderson\nSenior High School, Anderson, Ind.\nOliver Scott, Superintendent,\nThompson,\nSecondary\nDistrict\nUnion\nCompton\nSchools, Compton, Calif.\n\nTigert, John J., President,\nFlorida, Gainesville, Fla.\n\nUniversity\n\nof\n\nWilson, Josephine, President, Dallas Grade\nTeachers Council, 1220 Kirby Building,\nDallas, Texas.\n\nWolaver, Florence E.,\nnue, Evanston, Ill.\n\n1734\n\nOrrington\n\nAve¬\n\n"}
{"page": 868, "printed_page": null, "text": "864\n\nNational\n\nMINUTES\n\nOF\n\nTHE\n\nEducation\n\nAssociation\n\nTHIRTEENTH\nASSEMBLY\n\nREPRESENTATIVE\n\nChicago, Illinois, July 1-7, 1933\nFirst Business\n\nSession, Tuesday\n\nMorning,\n\nJuly 4, 1933\n\nThe\n\nfirst business session of the Representative Assembly, scheduled\nto convene\nat 9 a.m. in the Grand Ballroom of the Stevens Hotel, was opened\nby a musical pro¬\ngram, rendered by the Harrison Technical High School Orchestra,\nunder the\ndilection of Joseph Gail!. At 9:30 a.m. the meeting was formall\ny\nconvened by the\npresident.\n_ President Rosier : The Representative Assembly of the Seventy-first Annual Ses¬\nsion of the National Education Association will be in order. The invocatio\nn this\nmorning will be given by the Rev. Herbert L. Willett of Kenilworth Union Church,\nChicago, Illinois. (The invocation was one of the kind that inspires, giving\ncourage\nand hope.)\n\nMr. H.B. Norton (Alabama)\nto report as follows:\n\n: Mr. President, permit the Committee\n\non Credentials\n\nThe Committee met, organized and performed its duties in compliance with the\ninles and regulations and bylaws of this Association. The meeting was held\nJuly 3, 193;), at 2 p.m., in private dining room No. 9, Stevens Hotel. A chairman\nand a secretary were elected. Thirty-four states responded to roll call. The report\nof the secretary was that 1221 delegates were already registered.\nIt was the unanimous vote of the committee that all delegates duly registered\nby Miss Chase in the secretary’s office up to the time of the meeting of this Com¬\nmittee be seated, and that all who are duly registered thereafter and whose\ncredentials meet the requirements of the bylaws of this Association, be admitted\nas delegates to this assembly.\nIt was unanimously voted that the New York, N. Y., branch of the National\nCouncil of Administrative Women be permitted representation this year. It was\nmoved and seconded that after this year, the Committee deny representation to\nbranches of departments affiliated with the National Education Association, and\nwhich pay dues to the Departments. The motion carried.\nIt was unanimously voted that the chairman appoint a subcommittee, consist¬\ning of five members, the five to include the chairman and secretary, to act for\nthe Committee in cases of emergency. The additional three were Mr. Carter of\nMissouri, Miss Sanborn of Vermont, and Miss Rathfon of Indiana.\nThe meeting then adjourned.\n(Signed) H. B. Norton, Chairman\n(Signed) Anthony E. Karnes, Secretary\n\nMr. Chairman, there is one paragraph of this report on which the committ\nee\nrecognizes it cannot bind the Association. The Committee desires to recomme\nnd\nthat this be referred to the Executive Committee. May I read that\nparagraph again?\n“It was moved and seconded that after this year the committee deny\nrepresentation\nto branches of Departments affiliated with the National Educati\non Association and\nwhich pay dues to the Departments. The motion was carried.”\nI move that this paragraph be referred to the Executive Commit\ntee, and that the\nremainder of the report be adopted.\n(Motion seconded and unanimously adopted.)\nPresident Rosier: The motion is carried and all\nthose occupying seats under the\nregulations announced by the committee will have\na part in this Representative\nAssembly.\n\n1 he next is the adoption of an order of business.\n\n"}
{"page": 869, "printed_page": null, "text": "Associational\n\nSecretary\n\nCrabtree:\n\nMr.\n\nRecords\n\nand\n\n865\n\nInformation\n\nChairman,\n\nit has been the practise to adopt\nprepared by the president as the order of business. I so move.\nMr. Joseph //. Saunders: Second the motion.\n\nthe program\n\n(There being no discussion, the motion was put and carried, and the regular order\nof business was declared to be the program as prepared by President Rosier.)\nPresident Rosier: The next item on the program is the minutes of the preceding\nmeeting.\n\nWhat\n\nis your\n\npleasure?\n\nSecretary Crabtree: These minutes have been printed in the volume of Proceed¬\nings and the most of them have been printed in the Manual. It has been the custom\nto adopt the minutes as printed in the volume of Proceedings. I now move to that\neffect.\nMr.\n\nGeorge\n\nW annamaker\n\n(Georgia)\n\n(There being no discussion,\ndeclared adopted as printed.)\nPresident\n\nRosier:\n\nNow\n\n: Second\n\nthe motion\n\nit has\n\nwas\n\nbecome\n\nthe motion.\nput\n\nand\n\nthe custom\n\ncarried,\n\nin recent\n\nwith the business\n\nof this Representative\n\nAssembly\n\nto have\n\nthat the members\n\nof the Representative\n\nAssembly\n\nmay\n\nup with purely business\n\nproceedings,\n\nand\n\nan\n\nyears\n\nthe\n\nminutes\n\nin connection\n\noccasional\n\nnot have\n\nI think today\n\nand\n\naddress,\n\nso\n\nall their time taken\n\nthat we\n\nhave\n\nprovided\n\nyou\n\nwith two very fine speakers. I have very great pleasure at this time in presenting as\nthe first speaker before this Representative Assembly a former president of the\nAssociation,\n\nthe state superintendent\n\nof public instruction\n\nof the state of Illinois,\n\nFrancis G. Blair, who will speak to us on the topic, “Teachers on Guard.” (The\naddress is printed elsewhere in this volume. See index.)\nPresident Rosier: The members of the Representative Assembly will be interested\nto know that the general session which\nStreet Theater has a capacity audience\n\nis being held parallel to this in the Eighth\nat this hour.\n\nWe have now an item of business, the Report of the Joint Committee on Health\nProblems in Education of the National Education Association and the American\nMedical\n\nAssociation.\n\nTeachers\n\nCollege,\n\nto many\n\nThe\n\nchairman\n\nColumbia\n\nof this committee\n\nUniversity.\n\nof you. It is a matter\n\nof great\n\nDr.\n\nWood\n\nJames\n\nE. Rogers\n\n(New\n\nYork)\n\nThomas\n\nand\n\nD.\n\nWood,\n\nfavorably\n\nknown\n\nregret to us today that Dr.\n\npresent. We are pleased, however, that the report\nsented by Dr. Rogers, a member of the Committee.\nMr.\n\nis Dr.\n\nis well\n\nWood\n\nof the Committee\n\n: It is a pleasure\n\nto make\n\ncannot\n\nbe\n\nwill be pre¬\n\nthis report for Dr.\n\nW ood. As you know, we have a Joint Committee with a number of great organiza¬\ntions, such as the National Congress of Parents and Teachers, the American Medical\nAssociation, the American Library Association. This Joint Committee is very old,\nprobably\nrather\n\nthe first and\n\nlengthy\n\noldest, dating\n\nfrom\n\nreport, but for brevity\n\n1911.\n\nDr.\n\nI shall simply\n\nWood\n\nhas\n\nhere\n\npresented\n\ngive parts of it and\n\nmake\n\na\nan\n\noutline or digest for you. This is a report of the Joint Committee on Health Problems\nin Education of the National Education Association and the American Medical\nAssociation.\nSee index.)\n\n(He\n\nreviewed\n\nthe report. It will be found\n\nelsewhere\n\nin this volume.\n\nPresident Rosier: May I take just a minute to express the appreciation of the\nNational Education Association of Dr. Thomas D. Wood and his Committee. I think\nof no greater\nyears\n\ncontribution\n\nthan that which\n\nthat has been made\n\nhas been\n\ncontribution should have\ncation Association. I am\n\nbeen\nsure\n\nmade\n\nJoseph\n\nH.\n\nSaunders:\n\nthanks, and incorporated\n(Motion\nPresident\nAssociation\n\nseconded,\n\nby Dr. Wood\n\nand\n\nin the last twelve\n\nor fifteen\n\nit is most gratifying\n\nthat his\n\nmade thru and under the name of the National Edu¬\nthat we all appreciate the very fine contributions of\n\nthis Committee under the leadership\nchildren of our nation.\nMr.\n\nto education\n\nMr.\n\nof Dr.\n\nWood\n\nChairman,\n\nto the health\n\nI move\n\nand\n\nthe report\n\nwelfare\n\nof the\n\nbe received\n\nwith\n\nin the record.\n\nput, and\n\nunanimously\n\ncarried.)\n\nRosier: Among the organizations with which the National\nis affiliated, there is none more helpful or more important\n\nof the National\n\nCongress\n\nof Parents\n\nand Teachers.\n\nIt has been\n\nmy\n\nEducation\nthan that\n\npleasure\n\nto have\n\n"}
{"page": 870, "printed_page": null, "text": "866\n\nIN ational\n\nEducation\n\nAssociation\n\nhad some conference during the year with Mrs. Hugh Bradford,\nthe president of\nthat gieat organization. It is a matter of regret to her, as well as to\nme and this\nRepresentative Assembly, that Mrs. Bradford does not find it possibl\ne to be in\nattendance at this convention. However, she will be represented\nin presenting the\nreport of the Joint Committee of the National Education Association and the\nNational\nCongress of Parents and Teachers by Mrs. Charles Rowe. (The\nreport is printed\nelsewhere in this volume. See index.)\nPresident Rosier: I am sure the school people of the countr\ny appreciate the\ncooperation and loyalty of the members of the National Congress of Parent\ns and\nTeachers. In many states of the Union this organization has been\nthe strong right\narm of our educational organizations, and in behalf of the Nation\nal Education\nAssociation I want to express our deep appreciation of the cooper\nation of Mrs.\nBradford and her staff in the headquarters in Washington and of all organiz\nations\naffiliated with this national organization. Let us have a motion to receive\nand\nadopt\nthis report.\nMr.\n\nGeorge\n\nW annamaker\n\n(Georgia) : I so move you.\n(The motion being seconded, was put and unanimously carried.)\nPt esident Rosier: Now we are to have the pleasure at this time\nof hearing a\nvoice a school voice which I suppose more people have heard in the\nlast two\nyears than any other school voice. Not only school teachers but people of all\nclasses\nand conditions have heard this voice.\nThere\n\nhas been a good bit of talk about whether the National Education Associa¬\ntion is meeting its obligations and whether it is rendering the service\nit ought to\nor not. I want to say to you that in the last two years, thru the National Educati\non\nAssociation, we have talked education to millions of people. We have\ngone in a\nsimple, practical way over the radio to the people of the United States and we have\ntalked to them as they sat in their homes, and about their firesides, and\nI do not\nbelieve that any more important service has ever been given to the whole cause\nof\neducation than has been given thru our radio programs in the last two\nyears. And\ntoday, at this hour, we are to have an address from that person whose voice has\nbeen heard by these millions of people. I am glad to have her in her characteristic\nway, with her enthusiasm and her characteristic energy, talk to you about “How the\nNational Education Association Helps the Individual Teacher of the United States.”\nI have great pleasure in presenting the one and only Florence Hale. (The address is\nprinted elsewhere in this volume. See index.)\nPresident Rosier: Now we have just about the right time for the very interest\ning\nfeature of this first session of the Representative Assembly, and by way\nof intro¬\nduction to this interesting situation, we will have the announcement of the arrange¬\nments made by the Committee on Elections.\nMr. John IV . Thalman (Illinois): Under the bylaws of the National Education\nAssociation the election of officers must be held on the fourth day of the sessions,\nwhich will be Thursday, July 6. The polls open at 8 oclock in the morning and\nclose at 6 oclock at night.\nNow this isn’t going to be a common garden variety election. It is going to be\nan honest-to-goodness, old-fashioned type with the characteristic rivalry. We hope\nthat no bitterness will creep in. Every delegate is eligible to vote. When vou received\nyour delegate’s credentials you received a ticket with a coupon. On Thursday will\nvou take that coupon, sign it, and present it at the voting place and receive vour\nballot?\nThe voting place will be at the secretary’s desk in the exhibit hall where\nreceived your delegate credentials.\n\nyou\n\nThe ballots will be printed. Will vou place your cross for your candidate at the\nright of the name and be very careful that you do not invalidate your ballot because\nof the keenness of this election.\nThe\n\nmembers\n\nof the committee, who are as follows: Superintendent Charles Rice\nof Portland. Oregon; the secretarv of the State Association of West Virginia. J. H.\nHickman ; Edith Joynes of Norfolk, Virginia, an elementarv-school principal; Effie\n\n"}
{"page": 871, "printed_page": null, "text": "Associational\n\nMacGtegor\n\nof Minneapolis,\n\nwill meet tomorrow\narrangements.\n\nRecords\n\nalso an\n\nmorning\n\nand\n\nelementary-school\n\nat 8:45\n\na.m.\n\n867\n\nInformation\n\nat the\n\nprincipal — this committee\n\nsecretary’s\n\noffice to complete\n\nI believe that is all that is necessary except your determinatio\nn to be there early\nand vote. Don’t forget there is a wonderful ball game\non that afternoon, so get\nyour voting in early.\nPresident Rosier: Now we will have ample time for the presentation\nof candi¬\ndates and the distribution of the ballots before we go. While\nI am sure the\nRepresentative Assembly does not care to listen to me long, especia\nlly in this\nrespect, but I believe you all agree with me that you will enjoy a reasona\nble length\nof time I suggest about five minutes — for the nominating speeche\ns, and two\nminutes for the seconding speeches.\nFirst in order\n\nwill, be the presentation of candidates for president. May\nI just\nnow ask all those who expect to make nominating speeches or\nto make seconding\nspeeches to come toward the front so that you may be here to make\nyour presenta¬\ntion. I will wait just a few moments until those who wish to present\ncandidates have\ncome forward. Maybe you are already here. I will ask those who are\nto present\ncandidates, either nominating speeches or seconding speeches, to come\nand stand\nbefore the microphone so that all may be heard. I am sure you are interes\nted in this\nmatter.\n\nSecretary Crabtree will call the roll of the states for the presentation of candidates\nfor president.\n\n(On\n\ncalling “Alabama”\n\nthis state yielded\n\nto Pennsylvania.)\n\nDr. Frank B. Haas (Pennsylvania) : I voice the unanimous appreciation of the\nPennsylvania delegation for the gracious courtesy extended to us by our friends\nfrom the delegation from Alabama.\nPennsylvania\nassociations.\n\nyields to none\n\nin its zeal\n\nand\n\nsupport\n\nof professional\n\neducation\n\nSeventy-six\n\nyears ago, in 1857, the National Education Association had\nin Philadelphia. Eight years later, in 1865, the Department of Super¬\nintendence was organized in Harrisburg. Thruout these years Philadelphia and\nPennsylvania have contributed much to the growth, the leadership, and the support\nof this great National Education Association.\nits beginning\n\nFor the past two years Pennsylvania\n\nhas had\n\nmore\n\nactive members\n\nin the National\nAssociation than any other state. Philadelphia, in point of numbers, ranks\nabove every other city in N. E. A. membership. Strange as it may seem, however, at\nno time during the long history of the National Education Association has a Phila¬\n\nEducation\n\ndelphian\ndelphian\n\nbeen honored by the presidency. Pennsylvania now brings to you a Phila¬\nas its nominee for the presidency of this great organization. This classroom\nteacher is not presented because she is a resident of Philadelphia. She is being\npresented because of her association work in Philadelphia and Pennsylvania. She\nhas proved to us that in her are the essential qualities of leadership needed for the\neffective work of this great national association during this emergency. I shall\nspeak but briefly of her outstanding services which prompt us to present Jessie Gray\nas your candidate.\nIn the first place, she is a classroom\nhas ever been\nteaching\n\nassociated\n\nprocedures\n\nand\n\nwith\nher\n\nteacher.\n\nThruout\n\nher professional\n\nchildren and classroom problems. Her\nability to deal with children have been\n\ncareer\n\nshe\n\nknowledge\nrecognized\n\nof\nby\n\nthe fact that she now teaches a training class of fifth-grade boys and girls in the\nThaddeus Stevens Training School in Philadelphia. It is in this training school in\nPhiladelphia\n\nthat those preparing\n\nto teach, observe, and practise and I submit to you\nthat no higher honor can come to any classroom teacher than to serve as a guide in\nteaching methods for those who come after.\nIn the second place, she embraces unusual qualities of leadership. A brief enumera¬\ntion of her services in Philadelphia, in Pennsylvania, and in the nation are abundant\nproof\n\nof this statement.\n\nFor\n\nfour years\n\nshe was\n\nhonored\n\nwith\n\nthe presidency\n\nof the\n\nPhiladelphia Normal School Alumni Association; for three years she was the presi¬\ndent of the Philadelphia Teachers Association with a membership of approximated\n8000; she is chairman of the Louise Haeseler Memorial Fund, a fraternal fund to\n\n"}
{"page": 872, "printed_page": null, "text": "868\n\nNational\n\nhelp disabled\ndelphia\n\nteachers,\n\nTeachers\n\nwhich\n\nEducation\n\nwas\n\nAssociation;\n\nestablished\n\nshe was\n\nAssociation\n\nduring\n\npresident\n\nher presidency\n\nof the Phila¬\n\nof the Pennsylvania\n\nState Educa¬\n\ntion Association in 1925, the only woman in Pennsylvania ever elected to that posi¬\ntion ; for ten years she has been a member of the Legislative Committee of the\nPennsylvania State Education Association; for four years she has been vicepresident\nof the Women’s Legislative Council of Pennsylvania, representing more than 200,000\norganized women; she is chairman of the Committee on Management of the Lloyd\nMifflin Memorial, Pennsylvania’s teachers’ home; she has been a member of the\nRepresentative Assembly of the National Education Association live times in the\nlast eight years; she has been a member of the Tenure Committee of the National\nEducation Association for live years; she has been appointed a delegate to the World\nfederation of Education Associations on three ditlerent occasions; she is a member\nof the National Education Association's committees on international relations and\nteacher retirement; and in 1930-31 she was vicepresident of this great national\norganization.\nHonors so varied and so continuous as those enumerated above come only to one\n\nservice. It is because of this proved leadership in association affairs that\nPennsylvania presents her in nomination for the presidency of this great National\nEducation Association. The years that lie ahead are critical and it is because of the\nservice which we know Jessie Gray can render education nationally that we present\nher for the presidency of the National Education Association.\n\nof proved\n\nprofessionally, that as president\nof the Pennsylvania State Education Association I place in nomination the name of\nMiss Jessie Gray, a classroom teacher of Philadelphia, Pennsylvania. Thank you.\nkeen\n\nIt is with\n\npleasure,\n\nboth\n\npersonally\n\nand\n\nCrabtree: Alaska. (This delegation yielded to Washington.)\nW ashington: Mr. Chairman, Washington yields to Pennsylvania.\nMr. M. S. Bentz (Pennsylvania) : Mr. Chairman, last evening when the principal\nspeaker of the morning addressed the life members she said that she had been\ninformed that when a person became a Past President, that she immediately became\nSecretary\n\na dead one, and she voiced also her opinion that she was not going to be a dead\none. You notice from what she had to say that she is not a dead one. I have the\npleasure of expressing to you that we have in Pennsylvania a past president who\nis not a dead one. As I preceded in the presidency my good esteemed friend who\nin nomination Jessie Gray, I was called to Philadelphia to speak to the\nPhiladelphians in their gathering and every time that Jessie Gray was the esteemed\npresident of that organization, she managed them just as well as did Florence Hale\nher.\nmanage them this morning when she indicated how they should fix the mike for\nplaced\n\nJessie Gray, as has been stated, has had a varied experience but the thing I would\nlike to bring to you most particularly is not only her ability but her humanitarian\ninterests in the care of the teachers of Pennsylvania. If you could go to our teachers\nhome you would find that Jessie Gray has animated the spirit, that she has guided\nthe destinies, and\n\nI feel sure that if she is elected, and\n\nelected, to this honorable position that she will guide\nas successfully as we have been guided this last year.\nSecretary Crabtree: Arizona.\nArizona:\n\nA\n\npoint of information.\n\nis a regular\n\nclassroom,\n\na model\n\nDr. Frank\n\nB. Haas:\n\nMr.\n\nPresident,\n\nSecretary\n\nCrabtree:\n\nYou\n\nwish\n\nDr. Haas:\n\nNot\n\ncritic teacher?\nDr. Haas:\n\nmay\n\nto come\n\nI attempt\n\nshe may be\nthis coming year\n\nmay\n\nI ask whether\n\nMiss\n\nWe\n\nare not sure.\n\nto answer\n\nthat question?\n\nGray\n\nup here on the platform?\nthe question\n\nis, is Miss\n\nGray\n\na classroom\n\nteacher, or a critic teacher?\nquite. Is she a regular\n\nWe\nMy\n\nPresident,\n\nhoping\n\nus thruout\n\nteacher, or a critic teacher?\n\nI think not. As I understand,\n\nteacher, a model\nArizona:\n\nMr.\n\nI am\n\nclassroom\n\nteacher\n\nor a model\n\nteacher\n\nor a\n\nare1 not sure here.\nexperience\n\nis that there is a varied\n\nterminology\n\nI will tell you what Miss Gray is. Miss Gray is a regular\nsponsible for teaching a class of children every day.\n\nthruout\n\nclassroom\n\nthe country.\nteacher,\n\nre¬\n\n"}
{"page": 873, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n869\n(As the roll call of states proceeded\nasked for recognition.)\n\nArkansas\n\ngave\n\nway\n\nto Colorado\n\nand\n\nMiss\n\nJohnson\n\nMiss Inez Johnson (Colorado) : I would like to say to Miss Hale that out in\nColorado we love and revere and trust the National Education Association. The trust\nand\n\nreverence\n\nthat has come\n\nthe nth degree\n\nthere has come\n\nto the great cause\n\nbecause\n\nof the National\n\ndeems it an honor and a great privilege\npresident of this great organization.\n\nwe\n\nhave\n\nEducation\n\nto present\n\nhad\n\nthose devoted\n\nAssociation\n\nto you\n\ntoday\n\nand\n\nto\n\nColorado\n\na candidate\n\nfor\n\nAt this time I want to present one who has been on guard, as was so ably ex¬\npressed to you this morning that the teachers of this organization should be. I want\nto present to you the president of the Classroom Teachers Association of Denver,\nwho\n\nwill nominate\n\nAnna\n\nLaura\n\nForce,\n\nof America’s greatest educators,\nfile of the educators and teachers\n\none\n\nof Colorado’s\n\ngreatest\n\neducators,\n\none\n\none who has been an inspiration to the rank and\nof our state. I take it as a rare privilege to present\n\nto you Miss Elizabeth Ferguson, the president\ntion, who will nominate our candidate.\n\nof the Classroom\n\nTeachers\n\nAssocia¬\n\nMiss Elizabeth Ferguson (Colorado) : In presenting one for the presidency of the\nNational Education Association the classroom teachers of Denver feel honored to\nvoice the sentiment\nWe\n\nof all the members\n\nfeel that being president\n\nthat can\nshould\n\ncome\n\npossess\n\nto any\n\nof the educational\n\nof this great Association\n\nindividual.\n\nThe\n\nthe highest qualifications.\n\nperson\n\nand personal\n\nis one\n\naggrandizements.\n\nof Colorado.\n\nof the greatest\n\nis nominated\n\nHis goal should\n\nnoble goals of the men and women who\nsplendid executives who have succeeded\njealousies\n\nwho\n\nprofession\n\nhonors\n\nfor this position\n\nbe commensurate\n\nwith\n\nthe\n\nfounded our organization and of the\nthem. He should be above the petty\n\nThe\n\npresident\n\nof this organization\n\nshould\n\npossess vision, a store of knowledge; he should understand all educational problems,\nwhether they be among those in our group or those among the laity. He should\nunderstand the workings of this organization in order to solve these problems most\neffectively. He\n\nshould\n\nbe broad\n\nof vision and\n\nunderstanding,\n\nof executive ability and\ngeneral qualities of leadership that are necessary for the president of this great\norganization; breadth of vision and understanding will recognize all educational\nneeds and achievements in all sections of our country, whether they be of the smallest\nrural school or in the great universities; executive ability and general qualities of\nleadership are necessary for the president who would meet these needs.\nColorado\nbecause\n\ndoes\n\nshe comes\n\nnot present\nfrom\n\nits candidate\n\nthe West,\n\nbecause\n\nand\n\nshe belongs\n\nto all groups\n\nto any\n\nof our\n\nstate or\n\nin\nher\nour profession. She is presented because of the reasons I have stated, because\nidentification with the cause of education is so broad and so deep that she belongs\n\nto all sections of our great land\n\nor because\n\nshe is a native\n\nspecial group\n\nin our profession.\n\nHer personality, executive ability, and leadership, developed thru long years of\nactive participation in the work of city, state, and national associations, will make\nher a most efficient and gracious president.\nIn the name\n\npresenting in nomination the name\nNational Education Association.\n\nAs\n\nthe\n\ncall proceeded,\n\nthe\n\nof Colorado,\n\nprofession\n\nof the educational\n\nof Miss\n\ndelegations\n\nAnna\n\nMiss\n\nSara\n\nH. Fahey\n\n(asked\n\nNebraska,\nto speak\n\nForce\n\nLaura\n\nNew\n\nNew\n\nfor New\n\nMexico,\nYork\n\npleasure\n\nfor president\n\nConnecticut,\n\nof Delaware,\n\nColumbia, Louisiana, Maryland, Michigan, Minnesota,\nand Texas seconded the nomination of Miss Gray.\nThe following states, Kansas,\nthe nomination of Miss Force.\n\nI take great\n\nand\n\nWyoming,\n\nfollowing\n\nof the\n\nDistrict\n\nJersey, North\n\nin\n\nof\n\nDakota,\nseconded\n\nroll call): I had\n\nthe honor some months ago of having Pennsylvania request me to second this endorse¬\nment and I was delighted to do so for two serious reasons. I think that the great\nproblem before us today is securing publicity for education thru our educational\norganizations and thru our schools. To me it is wonderful — the Pennsylvania organi¬\nzations, particularly the Philadelphia city organizations, and how they have fared\nunder\n\nthe leadership\n\nof Miss\n\nGray.\n\nSecondly,\n\nI want\n\nto say that today, outside\n\nthe\n\n"}
{"page": 874, "printed_page": null, "text": "870\n\nNational\n\nEducation\n\nAssociation\n\nNational\n\nEducation Association, we have small groups here and there perhaps, not\nvery dangerous as yet, but still radical groups of teachers who do not understand\nthe general policies of the N. E. A. and who have a notion that they may succeed\nbetter by themselves, and this is such an opportune time to show them that the\ngreat National Education Association is wholly democratic in its tendencies and\nlooks everywhere thruout the field, whether among teachers or among administra¬\ntors, for vision and ability, knowledge of the situation, readiness to meet the problems\nof education, and enthusiasm for the education of the children of America. This\nAssociation\n\nwas\n\nborn\n\nin Philadelphia,\n\nand\n\nlike loyal children who have neglected\ntheir parents for so long, it seems to me since in seventy-six years Philadelphia\nhas claimed no candidate, that it is proper for us this year, with all those needs before\nus, to have a classroom teacher, to stir up the classroom teachers to membership\nin the N. E. A. that we should endorse this classroom teacher. Thank you.\nMiss Frances Harden (Illinois) : On behalf of the largest group in the whole\nfield of education,\n\nthe group\n\nNational\n\nAssociation,\n\nEducation\n\nthat\n\nrepresents\n\nthe group\n\n80,000\n\nthat has\n\nof the\n\nbeen\n\nmembership\n\nhonored\n\nin the\n\nbut once\n\nin all\n\nthe seventy-six years of its existence by the National Education Association with\nthe presidency, on behalf of the classroom teachers I wish to endorse the candidacy\nof Miss Jessie Gray, a classroom teacher.\n\nPresident\n\nRosier:\n\nNow\n\nunder\n\nthe bylaws the Representative Assembly is em¬\npowered to elect eleven vicepresidents. These are honors that are desired by many\nand we will now call the roll of states for the presentation of candidates for vicepresident. I wish that those presenting candidates would see that the proper name\nis brought up here to the secretary. Secretary Crabtree suggests that those who are\ngoing to present names for vicepresidents step up to the front and leave the name\nof your candidate after you have made your presentation. The roll call will now\nproceed for candidates for vicepresident.\n\nAs the secretary called the roll of states the following responded:\nMr. John E. Brown (Alabama): I would like to place in nomination for vicepresident of the National Education Association, the state superintendent of educa¬\ntion of Alabama, Arthur F. Harman, a rural-school teacher, city superintendent,\ncounty superintendent, and now state superintendent of education.\nMr.\n\nIV. T. Longshore\n\n(Missouri)\n\n: Members\n\nof the Assembly,\n\nMissouri\n\nhas\n\nthe\n\nhonor of presenting the name of one of Missouri’s greatest educators, that of Henry\nS. Gerling, superintendent of schools of St. Louis, Missouri. Mr. Gerling started out\nas a classroom teacher. He was then an elementry-school principal, one of the\ngreatest positions in education. Then he became a high-school principal, a super¬\nintendent, superintendent of schools of St. Louis at this time. He is a man who is\ndearly\n\nbeloved\n\nmunity.\n\nHe\n\nin his own\n\nneighborhood, by his own teachers, and by the com¬\nhas been president of the State Teachers Association. He is an example\nof a successful superintendent that carries with him his schools, his board of educa¬\ntion and is representative\n\nas a city man. He has been very liberal and is very much\nthought of in his community for his relation to relief work and he not only has said\nit with his mouth but he has been liberal with his contribution. So it gives Missouri\ngreat pleasure\nvicepresident.\nMr.\nto you\n\nto present\n\nto you\n\nthe honorable\n\nsuperintendent,\n\nHenry\n\nS. Gerling\n\nfor\n\nC. IV. Jackson (California) : California takes great pleasure in presenting\na candidate for the vicepresident. The state of California is fully represented\n\nin every\n\ngathering\n\nof the N. E. A. It is well known to you as one of the leading\nstates of education and we present for our nominee today Frederick F. Martin of\nRedondo Beach, a man well qualified to stand with the best in educational circles\nthruout the country.\nMiss\n\nHelen\n\npleasure\n\nT.\n\nCollins\n\nin presenting\n\nfor the vicepresidency\neloquence\n\nat your\n\n(Connecticut) : Mr. President, Connecticut takes great\nto this audience the name of its commissioner of education\nof this Association.\n\nmeetings\n\nand\n\nhis work\n\nHe\n\nneeds\n\nno introduction to you. His\nin the field of education speak for him.\n\n"}
{"page": 875, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n871\n\nIt is an honor to me and to the delegation to place before you the name of Ernest W .\nButterfield as candidate for vicepresident.\nMr. H. I . II oil o'Way (Delaware) : Delaware, whose beautiful blue banner hangs\nin the east of this hall, the source of light, begs to present as a candidate for the\nvicepresidency of this Association a past president of two state educational associa¬\ntions, Superintendent S. M. Stouffer of the city of Wilmington. And inasmuch as this\nis the first time that Delaware, who stands in tie-place for second in percentage of\nmembership in all the states of the Union, has offered a candidate we hope that that\ncandidate will receive your support.\nMiss Edith Grosvenor (District of Columbia) : The District of Columbia wants\nto put in nomination for vicepresident of the National Education Association one\nwho served you another time as vicepresident. He has twice been elected president\nof our state association and is supervising principal of one of the divisions in the\nDistrict of Columbia. I, therefore, take pleasure in nominating Selden M. Ely,\nDistrict of Columbia, for vicepresident.\nFlorida: Mr. President, Florida is very proud to second the candidacy of her\ngood neighbor Superintendent Harman of Alabama.\nGeorgia: Mr. Chairman, Georgia unanimously and enthusiastically seconds the\nnomination of Dr. Harman of Alabama.\nMr. Robert E. McConnell (Washington) : Washington wishes to place in nomina¬\ntion the name of Superintendent Orville C. Pratt of the city of Spokane for vicepresident of this Association. Mr. Pratt has been a member of the Board of Con¬\nsultants of the National School of Finance, a member of the Resolutions Committee\nof the Department of Superintendence, vicepresident of the National Education As¬\nsociation, president of the Inland Empire Education Association, president of the\nWashington Education Association, and is now state director from Washington.\nWashington takes pleasure in commending him to you for vicepresident.\nMr. Robert C. Moore (Illinois) : Illinois presents as candidate for vicepresident\na man who has been a classroom teacher; however, he has degenerated into a\nmere superintendent of schools in a city of Illinois. He has the verv active support\nand the most hearty sympathy of the classroom teachers of Illinois, who have\nelected him as a member of the Board of Directors of the Illinois State Teachers\nAssociation. He is also the chairman of the Legislative Committee of our Illinois\nState Teachers Association, and has worked most effectively this year in preventing\nbad legislation and actually getting a few beneficial legislations passed by our\nIllinois Legislature. He will probably soon be elected as the president of our Illinois\nState Teachers Association. Moreover he is state senator in the Illinois Legislature,\nwhich you should not hold against him of course. As a state senator he is very\nhelpful and an effective member of the Committee on Education of the Illinois State\nSenate. Therefore, as the spokesman for the Illinois delegation I feel honored this\nmorning to nominate for vicepresident of the National Education Association Noah\nM. Mason of Oglesby, teacher, superintendent, statesman, gentleman.\nMr. Frank G. Pickell (New Jersey) : You heard this morning a very inspiring\naddress from the past president of this Association, Florence Hale, who spoke in\nbehalf of the classroom teachers, and goodness knows in this critical hour we need\nmore Florence Hales. Now if I could present in person the candidate that New\nJersey wishes to propose, there isn’t a single member of this great delegate body who\nwould not be glad to vote for her. She has ability, she has executive beauty — I mean\nshe has executive ability. You think an executive can’t be beautiful. Well, I will\nadmit it as far as the men go. She has executive ability — she has personality and\ncharm. She is one of the outstanding characters in the teaching profession in the\nstate of New Jersey. Now I am not just using words. I have had her on the executive\ncommittee of our State Teachers Association. She has been president of her own\ncity teachers association. She is a classroom teacher and she is one person in the\nstate of New Jersey who has not found it necessary to be called from the noble job\nof teaching children day after day, than which there is no higher calling, in order\n\n"}
{"page": 876, "printed_page": null, "text": "872\n\nNational\n\nEducation\n\nAssociation\n\nto be given these honors in the state of New Jersey. She is still a classroom teacher\nand these honors have come to her as such. New Jersey takes great pleasure in\npresenting to you for your kind consideration — and she is a charming lady I tell\nyou — Miss Mattie S. Doremus.\nMr. Charles Carroll (Rhode Island) : The greatest state of the oldest republic in\nthe world, the first American state, having declared its independence two months\nahead of Congress, the seat of the first public schools within the United States,\npresents as its candidate for vicepresident Alexander J. Stoddard of Providence,\nwho is the superintendent of schools in the oldest existing system of free public\nschools in the world.\nMr. A. C. Flora (South Carolina) : South Carolina, the home of the palmetto and\npine, wishes to present today as candidate for the vicepresidency of this organization\na man who has been president of our state association, a leader of education in our\nstate, W. H. Ward of Waterbury.\nTennessee: Tennessee has no candidate but is happy to second the nomination of\nSuperintendent W ard of the neighboring state of South Carolina.\nMr. W. A. James (Texas) : Mr. President, the Lone Star State of Texas puts\nin nomination Henry W. Stillwell, now president of the Texas State Teachers Associa¬\ntion, president of the Junior College, Texarkana, Texas, a former high-school\nprincipal, a grade-school principal, a classroom teacher, a country teacher, a scholar,\na gentleman — Henry W. Stilivell of Texarkana.\nMr. W. L. Tallin (Vermont) : The Vermont delegation wishes to present a candi¬\ndate for vicepresident of the Association. Those of you who are in attendance at the\nnational convention regularly, many of you will know our candidate. We wish to\npresent Caroline S. Woodruff, who is principal of the Castleton Normal School, a\nformer classroom teacher also, and now a teacher of classroom teachers. She is the\nfirst woman to become president of the state association in Vermont. She has been\npresident of the National Council of Administrative Women in Education. She has\nbeen for many years a director of the National Education Association in Vermont\nand is a sincere and loyal worker and servant in the cause of education. I hope she\nwill receive your favorable consideration for vicepresident.\nMiss Lucy Mason Holt (Virginia) : Virginia, the mother of states, asks your kind\nconsideration for the request of the littlest state. Delaware has asked us for the\nfirst time to give them a vicepresident. He has taught — he is a superintendent — he\nis still willing to learn. Let us grant Delaware her request.\nMr. Donald DuShane (Indiana) : The present Committee on Resolutions elected\na year ago will have a meeting this afternoon at 4:30 oclock in private dining room\nNo. 9. This will be the final and most important meeting of this Committee. There\nis a representative from every state on it and you are urged to attend. Tomorrow\nafternoon at 4 oclock the new Committee on Resolutions to present the report for\nnext year will meet in room 422-A at 4 oclock to organize for next year.\nPresident Rosier: We have one other office for which to present candidates. It has\nbeen customarv to have the same man in this office for so long I guess we had almost\nforgotten to elect him. Nominations are now in order for the nomination of treasurer.\nWe will not call the roll of states on this.\nMr. Albert Free (Indiana1) : It is perhaps superfluous that we should attempt to\nintroduce to the members of this Assembly Indiana’s candidate for reelection for\nthe position of treasurer of this Association. Perhaps no man who has been connected\nwith this Association enjoys more acquaintance, has made broader contacts, or is\nheld in higher regard than Dean Henry Lester Smith of Indiana University. I would\nadd this one thing only. It is said, “That a prophet is not without honor save in his\nown country.” Dean Smith is the exception to the rule which proves that saying. We\nhave been having some troubles down in Indiana, as you have in other places. We\nfeel perhaps we have come to somewhat of a solution of those troubles and I want\nto say that thruout this controversy and dissension that we have had, that perhaps\nin no state in the Union have the professional leaders, the people who have formed\nthe educational\n\npolicies and have promulgated\n\nthe educational\n\nprograms,\n\nenjoyed\n\n"}
{"page": 877, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n873\n\nthe confidence of public officials, as large a percentage of the laity as in the state\nof Indiana. And I want to add that largely this is due to the leadership of Dean\nSmith\n\nin educational\n\ncircles in our\n\nstate. He\n\nhas\n\nstood\n\nlike a rock. He\n\nhas\n\nbeen\n\nreasonable, he has been affable, he has been capable, and we are proud of him.\nUsing another figure, if our ship has been brought to a safe port, while we are\nwilling to grant to certain political leaders the title of captain of that ship, keep in\nmind always that we had a first mate beside him that was wise in his counsel and\nable in his direction in the person of Dean Smith of Indiana. He has served as\ntreasurer of this organization since 1925 and in all that time he never has fled to\nEurope but once — and he came back in due time. He has taken great pains in the\ndetail work that has devolved in the administration of this office and we of Indiana\nfeel that the National Education Association could do no better than return him to\nthis honor.\nPresident\n\nRosier : Are\n\nthere any\n\nother\n\nnominations\n\nfor treasurer?\n\nThere\n\nbeing\n\nnone, I will declare the nominations closed. Now just one word in conclusion. I will\nsimply announce that the various candidates for state directors which were placed\nin nomination by the various state delegations yesterday at noon will be printed on\nthe ballot. You understand that directors must be elected by the Representative As¬\nsembly. While you nominate the directors in your state delegations, which is virtually\nan election, their names must be printed on the ballot and I request you to observe\nthat fact and vote for them tomorrow or on Thursday. Are there any other announce¬\nments? The question is raised here as to whether the treasurer goes on the ballot.\nYes, the treasurer is elected by the Representative Assembly the same as the other\nofficers.\n\nIf there are no other questions or announcements\nstands adjourned until 9 oclock tomorrow morning.\n\nthe Representative\n\nAssembly\n\nJ. W. Crabtree, Secretary\nJoseph Rosier, President\nSecond\n\nBusiness\n\nSession, Wednesday\n\nJuly 5, 1933\n\nMorning,\n\nThe second business session of the Representative Assembly convened at 9 a.m.\nin the Grand Ballroom of the Stevens Hotel. A musical program was rendered by\nthe Tuley High School Orchestra, under the direction of Irving Letchinger. Colorado\ngave its stunt supporting the candidacy of Miss Laura Force.\nPresident\n\nRosier:\n\nthe audience\n\nThe\n\nRepresentative\n\nto stand while\n\nthe Rev.\n\nAssembly\n\nPeter\n\nwill now\n\nPeterson, President\n\nLutheran Council, gives the invocation. (The invocation was\nable to members.)\nPresident\nStetson,\n\nRosier : The\n\npresident\n\nfirst speaker\n\nof the Department\n\nschools of Indianapolis,\n\nIndiana.\n\non\n\nbe in order. I will ask\n\nthe program\n\nof the Chicago\n\nmost fitting and valu¬\nis Paul\n\nC.\n\nsuperintendent\n\nof\n\nthis morning\n\nof Superintendence,\n\nand\n\nIt is a very great pleasure to me\n\npersonally and\n\nAs¬\nofficially to present to the Representative Assembly of the National Education\nwho\nsociation the president of the Department of Superintendence, Paul C. Stetson,\naddiess is\nwill speak to you on the topic, <4A National Outlook On Education. (The\nprinted elsewhere in this volume. See index.)\nPresident\n\nRosier:\n\nI shall vary\n\nthe program\n\nat this moment\n\nwith a little diversion.\n\nschool administrators\nWe have on our platform this morning some guests. I think we\nwhole campaign for\nand school people have overlooked a powerful force in this\nthe most vitally con¬\neducation in this country. As a matter of fact those who are\nof the schools, and the\ncerned in the efficiency of the schools and in the preservation\nwho are students in our\nupholding of educational standards are the young people\nas our guests on the plat¬\nhigh schools, our colleges, and so this morning we have\nthis and other com¬\nsome representatives of high-school student bodies of\nform s.\nmunitie\n\n"}
{"page": 878, "printed_page": null, "text": "874\n\nNational\n\nEducation\n\nAssociation\n\nRecently the high-school students of the city of Chicago sent a delegation to Wash¬\nington to confer with Cabinet members and other government officials about the\neducational situation in this community and in this country, and I am told by Miss\nWilliams,\n\nwho\n\naccompanied\n\ntnose people, that they presented\n\nthe educational\n\nsitua¬\n\ntion in tnis country with peculiar force and persuasiveness. So I want to take just a\nfew minutes to present these high-school young men to you. I have asked each one\nof them to take about two or three minutes. (He introduced Jack Light, Robert Watt,\nEdward Schlick, and Joseph Faulkner. The audience was thrilled by the fine addresses\ndelivered by tnese young men.)\nPresident Rosier: We are to have the pleasure at this time of hearing from the\nPresident of one of our great Departments of the National Education Association.\n1 introduce at this time Mrs. Blanche Preble, President of the Department of Class¬\nroom Teachers of the N. E. A., and President of the Illinois State Teachers Asso¬\nciation of Chicago. She will speak to us on the topic, “The Teachers At The Helm.”\n(The address is printed elsewhere in this volume. See index.)\nPresident Rosier : We are making good time with this program. I find little\ndiversions here and there assist us in that course and just now before we have these\ninteresting and important committee reports, I am going to give the delegation\nfrom New York five minutes.\nDelegate\n\n(New\n\nYork)\n\n: On\n\nbehalf\n\nof the teachers\n\nof New\n\nYork\n\nstate, the New\n\nYork State Delegation wishes to present the rallying song, “Stand By The Schools’’\nto the National Education Association, and thru it to the children of the country and\nof the nation. The words of this song were written on the way home from a great\nN. E. A. meeting by Superintendent W. H. Holmes of Mount Vernon. Dr. Holmes\nis a life member\n\nof this Association.\n\nFor over thirty years he has been a militant\nof the rights of children and youth. The music was written by Irving\nCheyette, band director in the Mount Vernon Schools, and lately of the Horace\nMann School, Teachers College, Columbia University. During the last year in\n\nchampion\n\nNew\n\nYork\n\nstate this song has been\n\nIt has the power\n\nused by teachers\n\nto call to action. As one woman\n\nand parent-teacher\n\nsaid, “When\n\nI heard\n\ngatherings.\n\na great group\n\nof growing boys singing the words, ‘Stand by the schools, don’t sell them for a\nprice; stand by the schools with prayer and sacrifice,’ I realized I must do something\nfor the schools and I enlisted in their defense.”\nThe audience then sang the following:\n\nStand\n\nWords\n\nby the\n\nSchools\n\n(Dedicated\n\nto the Children\n\nand\n\nby IV. II. Holmes,\n\nsuperintendent\n\nof schools, Mount\n\nmusic\n\nby Irving\n\nCheyette, band\n\nYouth\n\ninstructor, Public\nNew York\n\nof America)\nVernon,\n\nSchools, Mount\n\nStand\nStand\nStand\n\nby the\nby the\nby the\n\nSchools !\n\nThe\n\nSchools !\nSchools !\n\nStand\n\nby the\n\nSchools !\n\nWith courage free from fear.\nThere must be no retreat.\nTo falter means defeat.\n\nStand\nStand\n\nby the\nby the\n\nSchools !\n\nStand\n\nby the\n\nSchools !\nSchools !\n\nDon’t\n\nsell them\n\nStand\n\nby the\n\nSchools !\n\nWith\n\nprayer\n\nStand\nStand\nStand\nStand\n\nby\nby\nby\nby\n\nSchools !\n\nMake\n\nit a sacred\n\nSchools !\nSchools !\nSchools !\n\nOur children’s heritage.\nThe millions in them cry.\nAmerica! Stand by!\n\nthe\nthe\nthe\nthe\n\nclarion call rings clear.\n\nThey must not suffer wrong.\nAnd keep the nation strong.\nfor a price.\n\nand\n\nsacrifice.\npledge.\n\nNew\n\nYork;\n\nVernon,\n\n"}
{"page": 879, "printed_page": null, "text": "Associational\n\nPresident\n\nRosier:\n\nWe\n\nsure will be interesting\n\nRecords\n\nare now\n\nand\n\nInformation\n\nready for these committee\n\nand profitable to all of us today. As\n\n875\n\nreports, which\nhas been\n\nI am\n\nmentioned\n\nby\n\ndifferent persons on this program, early in the year the National Education Asso¬\nciation and the Department of Superintendence joined together in creating a Joint\nCommission for the study of the Emergency in Education. That Commission has\nbeen doing a great deal of fine and valuable work and its chairman at this time will\ngive some\n\nreport\n\nof the activities and\n\nthe accomplishment\n\non the Emergency\n\nin Education.\n\nJohn\n\nK. Norton,\n\nprofessor of education, Teachers\n\n(The\n\nreport is printed\n\nPresident\n\nRosier:\n\nthat an obligation\nthis Assembly.\nyou have\n\nelsewhere\n\nMay\n\nand\n\nYou\n\nI have\n\nin this volume.\n\nI again\n\nan obligation.\n\nYou\n\nof introducing\n\nthe chairman,\n\nCollege, Columbia\nwhich\n\nrest upon\n\nare appointed\n\nrepresenting\nassembled\n\nUniversity.\n\nSee index.)\n\nrepeat the statement\n\nresponsibility\n\nare here\n\nthe pleasure\n\nof the Joint Commission\n\nthose who\n\nlarge groups\n\nI made\n\nof people\n\nslowly this morning\n\nand\n\nyesterday,\ndelegates\n\nback\n\nso we\n\nhome\n\nto\n\nand\n\nare delayed\n\nin our program and I shall probably have to run a few minutes past 12 oclock but\nI think that is justified in view of the fact that you came in more than fifteen minutes\nlate.\n\nNext\n\nStatus of the Teacher.\n\non the Economic\n\nof the Committee\n\nis the report\n\nThis\n\nreport will be presented by the chairman, B. R. Buckingham of Boston, Massachusetts.\n(The report is printed elsewhere in this volume. See index.)\n\nPresident\n\nRosier:\n\nto duty. You\n\nknow\n\nI want\nwe\n\nto commend\n\nare running\n\nthe Delegate\n\nAssembly\n\nin these programs\n\nfor its faithfulness\n\non daylight\n\nsaving\n\ntime. It is\n\nonly 11 oclock regularly. We are now to have the report from the Legislative Com¬\nmission. I regret that Dr. Hall, superintendent of public instruction of the state of\nVirginia, cannot be here but we are fortunate in that the report of the committee\nwill be presented to the Representative Assembly by Dr. Strayer of New York.\n(The report is printed elsewhere in this volume. See index.)\n\nI ask if the chairman\n\nMay\n\nPresident Rosier:\n\nent? We will have an announcement\nman is coming to the platform may\ngetting his credentials\n\nsembly\n\nso that we\n\nIt is important\n\ntomorrow.\n\nof the Elections Committee\n\nis pres¬\n\nconcerning the election made. While the chair¬\nI emphasize the importance of every delegate\n\nmay\n\nhave\n\na full vote\n\nin this, a democratic\n\nAs¬\n\nof the Representative\n\nRepresentative\n\nAssembly,\n\nthat all delegates should remember tomorrow and exercise the right of suffrage\nin the selection of the officers of the Association. Now I recognize Mr. Thalman,\nchairman of the Elections Committee.\n\nMr.\nlarge\n\nJohn\n\nThalman\n\nW.\n\nvote. We\n\n(Illinois) : Tomorrow\n\nto have\n\nwant\n\na quiet, orderly\n\nwe\n\nexpect\n\na\n\nand\n\nwe\n\nwant\n\nto\n\nand\n\nCommittee\n\navoid confusion as far as possible. The\nto make of you two requests:\n\nis election day and\nfair election\n\non Elections\n\nthis morning\n\ndecided\n\nFirst, use care in marking your ballots. Do not vote for more candidates for any\noffice than the number to be elected. For instance, eleven vicepresidents are to be\nelected. You mav vote for one up to eleven. If vou vote for twelve or more the\nballot will be thrown out for that office. In fact, all ballots that are defaced in any\nwav will be thrown out.\nSecond,\n\nall candidates\n\nfor office and\n\ntheir friends\n\nare\n\nrequested\n\nto refrain\n\nfrom\n\nelectioneering by handing out candidate cards about the voting place or in the\nexhibition room or the entrances thereto. We know that there will be a spirited\nelection this year because of the fact that we have\nWe want to avoid confusion as far as possible.\n\nthe two\n\ncandidates\n\nfor president.\n\nThe same procedure in fact will be followed at this election as is followed in your\nstate at the time of the national or state election. So it will facilitate matters and\nif you\n\nhelp the committee\neverybody\n\nPresident\n\nto vote\n\nand\n\nRosier:\n\nwe\n\nas possible in your voting. We\nto be able to count every vote that is cast.\n\nwill be as careful\nwant\n\nJust now — and\n\nI will ask Iowa\n\nwant\n\nto be getting ready — I am\n\ngoing to present what I think is a remarkable exhibit. You know Chicago hasn’t\nhad all of the stage; Iowa has had some things going on this year too — you have\n\n"}
{"page": 880, "printed_page": null, "text": "876\n\nNational\n\nheard\n\nstories of the farmer\n\nEducation\n\nrevolts\n\nand\n\nAssociation\n\nrevolutions\n\nin Iowa — but in the midst of\nall that we have a wonderful delegation of country boys and girls\nfrom Iowa here\nthis morning and I want to introduce them to you just now.\n\n(Miss Agnes\n\nSamuelson\n\n1 1 esident Rosier:\nAgnes Samuelson.\n(A\n\nI want\n\nlong line of young\n\nMiss Samuelson\n\ncame\n\nto the platform.)\n\nto introduce a great educational\n\nboys and\n\n(Iowa) : These\n\nleader of Iowa, Miss\n\ngirls stood in front of the speakers’\n\nplatform.)\n\nare about half of the boys and girls who\n\ncame\n\nyesterday to demonstrate the Iowa school music movement\non the program of the\nRural Department of the National Education Association.\nThey came from twelve\ncounties over in Iowa. Professor Fullerton is the originator\nof this pioneer movement\nin rural-school music. If he is around here some place,\nperhaps you would like to\nhave one minute of song from these boys and girls.\n\nProfessor Fullerton:\n\nOne\n\nstanza\n\nand girls represents a thousand\n27,000 — there are about 27,000.\n(The\n\ngroup\n\nof the “Sailor’s Song.” Each\n\nin Iowa.\n\nof boys and girls sang\n\nPi esident Rosier:\n\nMay\n\nwe\n\nhad\n\none of these boys\n\na full choir for you\n\nthe “Sailor’s Song”\n\nBusiness\n\nmorning\n\nSession, Thursday\n\nAssembly\n\nthan you did this morning.\nJ. W.\n\nCrabtree,\n\nJoseph\n\nRosier,\n\nMorning,\n\njust\n\nas requested.)\n\nI request that the delegates to the Representative\n\nassemble a little more promptly tomorrow\nare adjourned until tomorrow morning.\n\nThird\n\nI wish\n\nYou\n\nSecretary\n\nPresident\n\nJuly 6, 1933\n\nThe third business session of the Representative Assemb\nly of the National Educa¬\ntion Association, which was scheduled to convene at 9 a.m.\nin the Grand Ballroom of\nthe Stevens Hotel, was opened by a musical program\nSchool Orchestra, under the direction of Merle Isaac. rendered by the Marshall High\n\nI oronto, Canada, presented a stunt, introducing\na very charmingly gowned young\nwoman with a large basket of flowers on her arm, whom\nthey called “Miss Toronto ”\nand who addressed the Assembly as follow\ns:\n•\n\nMiss\n\nToronto:\n\nEducators\n\nof the nation: Toronto, the Queen\n\nCity of Canada,\n\nin¬\n\nvites you for 1934. From the vantage ground of our\ncommon history, our equal\neiitage in the land and the art of English speaking\npeople, from the stronghold\nof shared ideals of life, and education to live, we extend\nhands of welcome to you\nto visit your sister nation.\nCome over her 3000-mile\nclasp hands of friendship\nbitter struggle in 1813.\nWe shall be 100 years\nyou come?\n\nThe\n\nmeeting\n\nwas\n\nborder, that boasts never a fort or a gun. Come,\nlet us\nin historic Fort York, where our forefathers met in\n\nold next year, and we\n\nformally\n\ncalled to order\n\nare planning\n\na birthday\n\nat 9:35 a.m. by President\n\nparty. Won’t\n\nRosier.\n\nPresident Rosier: The Representative Assembly\nwill please be in order. Bishop\nEmeritus Samuel P. Spreng, of the Evangelical Churc\nh of Naperville, Illinois will\n\ngive the invocation. Will you please stand. (The\ninvocation was pronounced and\nthe president introduced State Superintendent Harm\nan for an address which is\nprinted elsewhere in this volume. See index.)\n\nPresident\ncommittee\n\nRosier:\n\nto make\n\nWe\n\nwill proceed\n\nnow\n\nwith our committee\n\nreports. The\n\nfirst\n\na report this morning will be the one on Retirement\nAllowances,\nand 1 have the pleasure of presenting at this time\nMiss Anna Laura Force, principal\n^ ^\nJunior High School, Denver, Colorado, who is chairman of this committee.\n(The report is printed elsewhere in this volume. See\nindex.)\n(It was moved by Mr. Saunders and seconded that\nthe report of the Committee\non Retirement Allowances be received and made\na part of the proceedings. The\nquestion was called for, motion put, and carried\nand the report declared accepted\nv\nas given.)\n\n"}
{"page": 881, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n877\n\nAt this time I call on Superintendent Holloway of the state of\nDelaware to coine to the platform and make a statement and a motion.\nme that the\nMr. H. V. Holloway (Delaware) : I think you will agree with\ne. I feel\ncoming of this Association to the city of Chicago has been a real privileg\nout the directions\nthat the president used very wise judgment indeed when he carried\nof the Board of Directors in choosing Chicago as the place of meeting.\nPresident\n\nRosier:\n\ngiven to Mr.\nI therefore move, Mr. Chairman, that the privilege of the floor be\nal High School,\nJohn M. Fewkes, teacher of physical education in the Tilden Technic\nfor a ten-minute statement of the Chicago teachers’ situation.\nwho is known\nPresident Rosier: It has been moved and seconded that Mr. Fewkes,\nof Chicago as a leader\nto many of you, who is certainly known here in the city\na statement fiom the stand\namong groups of teachers, be given ten minutes to make\n. I might say that an\npoint of his group, representing many hundreds of teachers\nntative Assembly\naudience as large as the one now assembled here in this Represe\nts that element. The\ngreeted me yesterday afternoon at 4:30. Mr. Fewkes represen\nwelcome to the president\ngroup assembled here at 4:30 yesterday extended a cordial\nIs there any dis¬\nof the National Education Association and to this convention.\n.\ncussion of this question, this motion?\n\n(The question being called for, the motion was put and\nPresident Rosier: I now invite Mr. Fewkes of Chicago\nand make a statement to the Representative Assembly.\n\nunanimously carried.)\nto come to the platform\n\nChairman of the volunteer Emergency Committee,\nof the teachers but all of the teachers of the city of\nwhich\nto welcome you to the\nChicago, I wish again the opportunity of greeting you and\nl headquarters asking as\ncity of Chicago. I received a telegram from your nationa\nto be held here or elsewhere.\nto whether I thought it would be best for the convention\nthat the National Education Asso¬\nMy reply to that was simply this: that I believed\nto the city of Chicago at this\ncoming\nciation convention could do more good by\ntime than by staying away.\nto assure you that the teachers\nI wish to greet all you teachers of the nation. I wish\nalone at this present time is in dire\nof Chicago appreciate the fact that not Chicago\nconcerned. We know that in manv\ndistress insofar as its teaching and education are\nin Chicago. We do not ask that\nplaces distress is much more severe than it is here\ndirect all its sympathy toward\nthe National Education Association’s convention\nthy already— but we do hope and\nChicago— in fact we have had too much sympa\nupon public education is national,\nurge upon you that you realize that this attack\npublic education. We as teachers\nthat there is a real organized attempt to curtail\nto the pupils. We have them within\nin the past have gone along carrying high ideals\nuntil we feel that we are the per¬\nus They have been inculcated in our systems\nWe feel that we have carried out\nformance of ideal living, of ideal citizenship.\nover to our pupils, that we have\nthese ideals in the past, that we have put them\ner here this morning said, we have\ntaught them to our pupils. As our former speak\nalways shall. We shall go ahead\nalways carried our ideals before the pupils and we\nbut we must bring home the\nwith the highest ideals and ambitions for education,\nourselves merely to theory; that\nfact at the present time that we can no longer limit\nand the principles we have been\nwe must make practical application of the ideals\nteachers, must be their examples;\nputting over to our children; that we, as their\nons of our cities, of our com¬\nthat we must carry our ideals into the civic organizati\nrs to be more than just mere\nmunities, and of our nation. We must begin as teache\ncitizens of our communities\nclassroom teachers; we have to get out among other\nto decency in government.\nand help lead back to prosperity, help lead back\nwell-balanced statement on\n(He continued his address amidst applause, in a fine,\ning.)\nthe rights of teachers and pupils, closing with the follow\nand one-half months is\nThe situation in the city of Chicago now is this: Five\nthe first of January.\nowing to the teachers in pay; they have not been paid since\nfinance the schools\nAt the present time there is supposed to be on foot a scheme to\nMr.\n\nFewkes (Illinois) : As\ncomprises not hundreds\n\n"}
{"page": 882, "printed_page": null, "text": "878\n\nNational\n\nprovidine^for\n\nEducation\n\n1933 ^\n\ngov^„„r^ienaatu^0nw'SShUe\n\nt0 P*y\n\nbaCk\n\nAssociation\n\nsalaries for the last semester.\n\nWaS ,PaSSCd ,iD ,he\n\nlegislature\n\nand\n\nA\n\nbill\n\n»\n\nwaiting the\nit has been\nsigned or whether it’ ha^ nn/p”0' been, able t0 ascertain as to whether\nemergenc>' they delay- Unless that bond\nE'reI* m T\nissue passes unless the\nSj d’ ‘l®\" has been 110 Provision for the opening\nof schools next fall Ts 't S\nthai we fee? f f J ' 1\na\"y wonder that your teachers in Chicago are aroused\nto walk the rnhhl T3'1™ in the CIty of Chicago so greatly that we are even willing\n,l n ,..th co|rblestones and the street car tracks of\nthe city of Chicago to arouse\n\nschools ? C\n\nSltuatl0n\n\na«d\n\nlet them\n\nknow\n\nwhat\n\nis happening\n\nto their public\n\n°f y°U pe0ple' busy as y°“ are with\nnational\neducation, TV1\"1';\nna!ional ^cation\nto permit *me,haSa ^\nrepresentative of just one little\ngroup that is\nronsbf 3 wU^S ’ t0 takC UP y°Ur dme When you have such important things to\nconsider. W on t you go home, tho,\nwith the idea that the most important\not\ntning of\ni ortant thing\nall is our struggle for public education?\n\nJ*resident Ro*ler:\n\nwill continue\n\nwith\n\nour\n\ncommittee\n\n: Mr.\n\nPresident,\n\nreports. The next is a\nthat ** chairman of\nexp,ain\n1\n0n/ral EdUCati°n- May\nrr;\nhfs Comm 1\nSutton' ow,ng *° an automobile accident, is unavoidably\n“\ndetained a ti,73\ndetmned and the report w.ll be\nsubmitted by Miss Agnes Samuelso\nn, a member <S\nthe Committee, state superintende\nnt of public instruction of Iowa\n.\n(The report is\nprinted elsewhere in this volume. See in\ndex.)\nP\nthifrepS™UelS°n\n\nRowing\n\nher address)\n\nI move\n\nthe adoption\n\nof\n\nu0Sur: Y°U have heard the report of the\nCommittee on Rural Educait has been.moved and seconded\nthat it be adopted.\ne parliamentarian calls my attentio\nn to the fact that this report invo\nlves a\nrecommendation for the employme\nnt of a specialist in this depa\nrtment which is\n\ntion and\n\nmotion' to*amend\" this\n\n^\n\n\"P°n\n\n*”*\n\nmiSUnderStandiDg\n\n««\n\nadopted\n\naqsUgiven.)Ca\"ed *\"*\n\nNa^nnlt a\n\nPUt’\n\nm°t!°n\n\n\"d\n\nPassed'\n\nhe‘e-\n\nThC\n\nBMrd\n\nand\n\nthe\n\n-port\n\ndeclared\n\nCooperate\n\nwith the\n\n“rried-\n\nT?e \"eXt is the rePort of the Committee\n\nvolume\n\nIS abSent\n\n‘,°17 end„the rep01t\n\ns“ex.f\n\nwiM\n\nTen\"eSSee'\n\nbe S'ven\n\n(The\n\na\n\nand\n\nin C°lored Schoo,s- The\nnTi\nee is Tc'\nmil\nI\nn' N wb°Jdstate director of Negro education\nof TA\n\nhave\n\nMay\n\n°f Directors'\n\nby the B°ard\n\nTo\n\nChairman of this Comof North Carolina. Mr\n\nhy Mr ■ s-\n\nSmith,\n\na member\n\n'ep°rt is printed cohere\n\nin this\n\ntio!?r“,The\nneXt.rep°rt is that of ‘he Committee on International Rela•n Lh\nuhC pIeasure t0 intr°duce at this time Miss Annie C. Woodward\nSomer\n\nin this ^aolSume.UseeeS’i„Cdhex.)man *\n\nl oice:\n\nSecond\n\n^\n\nC°mmittee'\n\n(THe\n\n1 °ffer thi\ns — <\nelsewhere\n\nreport is P\"\"*d\n\nthe motion.\n\nthe THe\nCalled f°r’ the modon was put and unanimously carried and\na ana\nthe report declared adopted as read.)\nPresident Roster: We have the feel\ning that the National Education\nAssociation\nought to be carrying on studies in the\nphilosophy and theory of education' and\nwe\niritteehaUSPmaademm,‘tr\n0\"\n““\nS°Cia'\nEc0nomic\nGoals\n1\"\nEducation.\nThis\nComm.ttee has made a preltmtnary report\nthis year, which you found in your\nenvelopes\nI hope you will carry that report home\nwith you and that you will study it\nthorolv\nand carefully and make a digest\nof it back home, because it is goin\ng to be as h\npr ceeds in its development, one of the\nmost important contributions to the phil\nosophy\n\n"}
{"page": 883, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n879\n\nof education. At this time I want to present to you for a preliminary report the\nchairman of the Committee, Dr. F. J. Kelly, chief of the Division of Colleges and\nProfessional Schools of the United States Office of Education.\nelsewhere in this volume. See index.)\nDr. Kelly (after presenting report) : I move\nadopted and made a part of the proceedings.\n\nthat the\n\n(The motion being seconded, the question called\nunanimously carried and the report declared received\n\n(The\n\nreport\n\nreport is printed\nbe\n\nreceived\n\nand\n\nfor, the motion was put\nand adopted as given.)\n\nand\n\nPresident Rosier: Mr. W hittenberg , state director of Illinois, has just an announce¬\nment of a little matter to present.\nMr. A. L. IV hittenberg (Illinois) : The Board of Directors of the N. E. A. author¬\nized me to bring to you this morning a recommendation from that Board. You are\nadvised that it concerns the creation of a new Department of the N. E. A., a De¬\npartment of Art, and I am sure you will hail with some joy the courage of certain\nmembers\n\nof your\n\ngreat Association\n\nwho\n\nwill come\n\nforward\n\nat this time when\n\nelimina¬\n\ntion, and repression and restraint seem to be the order, with the proposition of creat¬\ning a Department of Art of the N. E. A. Miss Elizabeth Wells Robertson of Chicago,\na district superintendent\nwith others\nthe moment\n\nof art in the schools of this city, some\n\nyears\n\nago\n\nundertook\n\nthe organization of this Department. Permit me to present to you for\nMiss Elizabeth Robertson of Chicago, who has had much to do with\n\nthe organization\ndepartment.\n\nof this proposition\n\nwhich\n\nwe\n\nhope\n\nyou\n\nwill create\n\ninto\n\na new\n\nMiss Elizabeth W ells Robertson (Illinois) : The Conference on Art Education has\nfulfilled all its requirements. Because art is an important subject, necessary to the\ndevelopment and culture of the children of America, and because this is a par¬\nticularly critical period in its life, I suggest that we create now a Department of\nArt in the National Education Association.\nMr. A. L. W hittenberg : President\nbe created.\n\nRosier, I move\n\nyou\n\nthat this new\n\ndepartment\n\n(The motion being seconded, the question was called for, motion put, and unani¬\nmously carried, and the new Department of Art declared a newly created department\nof the N. E. A.)\nPresident Rosier: May I say that the chairman of the Art Committee has been\nthe chairman of the Entertainment Commitee for this convention in Chicago. She\nheld a luncheon\nwas\n\none\n\nhere of the new\n\nof the most\n\n400 people\n\nArt Department\n\nimportant\n\nat her luncheon.\n\nluncheons\n\nThat\n\nwas\n\non Tuesday,\n\nI believe it was,\n\nwhich\n\nin the Association\n\nthis year. There\n\nwere\n\na very fine beginning\n\nfor a new\n\nDepartment.\n\nTomorrow forenoon is going to be one of the most interesting sessions of the Repre¬\nsentative Assembly that we have ever held and I do hope you will stay with us\nuntil the motion\n\nfor final adjournment\n\nFourth\n\nBusiness\n\nhas\n\nbeen\n\nSession, Friday\n\nmade.\n\nYou\n\nare\n\nnow\n\nJ. W.\n\nCrabtree,\n\nJoseph\n\nRosier,\n\nMorning,\n\nadjourned.\nSecretary\n\nPresident\n\nJuly 7, 1933\n\nThe fourth business session of the Representative Assembly was scheduled to\nconvene at 9 a.m. and was opened by a musical program of a combined chorus from\nthe Funston, Key, and Stowe Elementary Schools, and\ncalled to order at 9:30 oclock a.m. by President Rosier.\nPresident\n\nRosier:\n\nThe\n\nRepresentative\n\nAssembly\n\nthereafter\n\nthe meeting\n\nwill please be in order\n\nand\n\nwas\nwe\n\nwill stand while the Rev. Von Ogden Vogt of the First Unitarian Church, Chicago,\nwill give the invocation. (The invocation was pronounced. These invocations have\nbecome\n\na fixed and\n\nimportant\n\npart of the program.)\n\nPresident Rosier: The first committee report this morning is that of the Joint Com¬\nmittee of the National Education Association and the American Library Association.\nThe\n\nchairman\n\nof this committee\n\nis not present\n\ntoday\n\nbut a report\n\nsigned\n\nby the\n\n"}
{"page": 884, "printed_page": null, "text": "880\n\nNational\n\nEducation\n\nAssociation\n\nmembers of the committee has been filed for the Proceedings.\nIf there are no objec¬\ntions, I will receive this report and order that it be made a part\nof the Proceedings.\nIheie being no objections it is so ordered. (The report is printed\nelsewhere in this\nvolume. See index.)\nPresident\n\nRosier :\n\n1 he\n\nEnrichment\n\nof Adult\n\nLife. I present\n\nnext\n\nreport\n\nis that of the National\n\nCommission\n\non\n\nthe\nat this time the president of the Commission,\nDr. James A. Moyer, state director of university extension,\nState House, Boston,\nMassachusetts. ( I he report is printed elsewhere in this volume. See index.)\n1 1 esident Rosier: At this time I present to you, for a five-minute\nstatement, Dr.\nRaymond Hatton, professor of political science, Northwestern University. I\nam sure\nyou will be interested in the brief statement he has to make.\nDr. Raymond Hatton (Illinois) : Altho my appearance at this meeting\nwas recently\nananged, my inteiest in matters of education and the effect of our public-s\nchool\nsystem upon our social and economic life is not recent. From the time 1\nentered\nschool in a country district of southern Indiana at six years of age,\nexcept for one\nyear at the end of my high school and one year out of college because of ill health,\nI have been constantly connected with the school systems, either as pupil\nor in¬\nstructor. If anything was needed to add to my interest it was the fact that during\nthe last three years I have been chairman of the Chicago Commission on Citizen¬\nship Training in the public schools of Chicago, appointed by Superintendent Bogan.\nAlong with the rest of you I have been alarmed and appalled at the effect or pos¬\nsible effect of this present depression and hysteria which has arisen from it upon\nour school systems. . . . Unfortunately a good many newspapers in the United\nStates, I think perhaps without due consideration, have taken their part in this\nunwise attack upon the schools. It is for that reason I was delighted yesterday in\nspeaking with the editor, the managing editor of the Chicago Herald and Examiner,\nto have him say to me that in Chicago and thruout the United States the newspapers\nin the Hearst system proposed to see to it, so far as they were able to see to it, that\nthe school system of the United States was not wrecked or even permanently dam¬\naged by these unwise attacks.\n\n* * * \"I hat to me is one of the most hopeful things I have discovered in\nwhat I\nhope is the turn of the tide in these unwise, unjust, unfair attacks upon our educa¬\ntional system. Too few people realize that we are entering upon a new order, a new\norder in which I am satisfied that the American people are increasingly taking as\ntheir ideal one in which material security must be insisted upon, because they are\ncoming increasingly to believe that it is possibly an arrangement in which, as the\nprevious speaker has indicated, the necessity must be more and more leisure — an\narrangement in which, therefore, we must adjust ourselves and adjust ourselves\nrather rapidly in the future to these new conditions. And in the processes of that\nadjustment no one has suggested, indeed I believe no one can devise hastily any\ninstrumentality to take the place of the public schools. It is not only necessary that\nour schools be not permanently or even temporarily seriously damaged or threatened\nbut that they must continue in full strength in order that we may make that adjust¬\nment, in order that we may train people for the future for that wise use of leisure\nwhich is necessary not only in justice to them but which\nsocial safety and political safety of our own institutions.\n(After\n\nhaving\n\nspoken\n\nis necessary\n\nfor the very\n\nfurther\n\non conditions and remedies, he closed as follows) :\nare things I am glad to come here to say to you and I never have felt\nmore heartened than I was when Mr. IV atson said to me yesterday that the Hearst\npapers thruout the United States intended to support that policy.\n1 hose\n\nPresident Rosier : In addition to what has been said by Dr. Hatton, may I take\nadvantage of this occasion to express the appreciation of myself, and I think of all\nthe delegates to this Assembly, of the services especially of two of the great news¬\npapers in this country, the New York Times and the Christian Science Monitor.\nBoth of these great organs of public opinion have special correspondents at this\nconvention and they have given thruout their complete reports to their papers and\nthose reports have been printed with generous space. 1 think that is something which\n\n"}
{"page": 885, "printed_page": null, "text": "Associational\n\nas educators\n\nwe\n\ndeeply\n\nshould\n\nRecords\n\nand\n\nI want\n\nand\n\nappreciate\n\n881\n\nInformation\n\nof this\n\nadvantage\n\nto take\n\noccasion to say that wherever newspapers and magazines are giving line and reason¬\nable and loyal support to the principles of public education that the educators of\nthis country have a deep appreciation of their cooperation and support and I think\nit is time that we should let it be known that magazines and newspapers which\nextend\n\na reasonable\n\nshould\n\nbe appreciated\n\nand\n\nfair and just support\nshould\n\nthat we\n\nand\n\ncontrolled by sinister influences and\nciate the help of the Hearst papers.\nNow\n\nopposing\n\nthat we\n\nMay I say for your information\ning this convention.\n\nit a great\n\nPresident Rosier: I esteem\nthe delegation from Hawaii.\n\nHawaii\n\ndeeply\n\nattend¬\n\nHawaii\n\nand\n\nhung\n\napplause\n\nof\n\nto be a member\n\nof\n\nloud\n\nneck, amid\n\nfor the moment\n\nhonor\n\nappre¬\n\nto Hawaii.\n\nto the platform\n\ncame\n\nRosier’s\n\nPresident\n\na very beautiful green lei around\nthe Representative Assembly.)\n\nWe\n\nfrom\n\n150 persons\n\nover\n\nhave\n\nfrom\n\nof the delegates\n\npublic education.\n\ngiving five or ten minutes\n\nat this time, I am\n\nfor a little diversion\n\n(At this point one\n\nto public education of this country\nfrown just a little bit on those who are\n\nAt this hour we pause for a few minutes to pay tribute to some departed leaders\nof our great Association. During the past year one of the best known and the most\nbeloved members of this Association passed away, a man who was known prob¬\nably to more school people in the United States than any other man that ever lived\nin this country. It seems fitting that a special tribute should be paid to him and I\nlooked all over the field for somebody who might prepare an appropriate tribute\nand I couldn’t think of any one that could do it more fittingly than our own secretary,\nand so I have asked J. IV. Crabtree, secretary of the National Education Associa¬\ntion, that he present a tribute of respect to Albert E. Winship. (The tribute is printed\nelsewhere in this volume. See index.)\nPresident\n\nRosier:\n\nIt is necessary\n\nfor me\n\nto make\n\nan apology\n\nfor myself\n\nand\n\nthose\n\nin the fact that the report of the Committee on Necrology\nis not printed here. I had written Miss Mary McSkimmon of Boston to take charge\nof this report this morning and to give especial attention to this particular part of\nour program. While it is not printed in the program, I am pleased at this time to\n\nwho\n\nup this program,\n\nmade\n\npresent Miss Mary McSkimmon, a former president of our Association, who will\nmake a report for the Committee on Necrology. (The report is printed elsewhere\nin this volume. See index.)\nPresident\n\nRosier:\n\nAt this time we\n\nof Education.\n\nThe\n\nearlier\n\nweek,\n\nin the\n\nchairman,\nwas\n\nare to have\n\nDr.\n\nWilliam\n\nobliged\n\nto go\n\nC. Bagley\n\nof New\n\nhome,\n\nthe\n\nMr. Joseph H. Saunders of Virginia, a member\nelsewhere in this volume. See index.)\nMr.\n\nSaunders\n\n(after presenting\n\nthat the Delegate Assembly\ning on this report.\n(The\n\nmotion\n\nfor, the motion\nPresident\n\nbeing\nwas\n\nRosier:\n\nput and\nWith\n\nbut\n\nthere\n\nno discussion\n\nwho\n\nwill\n\n(The\n\nwas\n\nhere\n\nbe given\n\nMr.\n\nby\n\nPresident,\n\nof Directors\n\nand\n\nCouncil\n\nreport is printed\n\nrecommend,\n\nthe action of the Board\nbeing\n\nYork,\n\nreport\n\nof the Council.\n\nreport) : I therefore\n\napprove\n\nseconded,\n\nthe report of the National\n\nin pass¬\n\nthe question\n\ncalled\n\ncarried.)\n\nyour\n\npermission\n\nI think I will vary\n\nthe order\n\nof business\n\nslightly and call for the report of the officers before we take up unfinished busi¬\nness and the report of the Committee on Elections. I call now for the annual report\nof the secretary.\nSecretary\n\nCrabtree:\n\nThe\n\nreport\n\nof the secretary\n\nenvelope which you have received. I move\nand put in the volume of Proceedings.\n(The\n\nmotion\n\nbeing\n\nseconded,\n\nhas been\n\nprinted\n\nthat the secretary’s\n\nthe question\n\nwas\n\nPresident Rosier: I think that this secretary\nhave a little more attention.\n\ncalled\n\nput in the\n\nreport be accepted\n\nfor and\n\nof ours, if we\n\nand\n\nmotion\n\nhad\n\ncarried.)\n\ntime, ought\n\nto\n\n"}
{"page": 886, "printed_page": null, "text": "882\n\nNational\n\nEducation\n\nMr. Crabtree: My report, as I under\nthank the Assembly for its kindness. stand\n\nAssociation\n\nit, has already\n\nbeen\n\nadopted.\n\nI certainly\n\nPresident\n\nRosier: I suppose there are a hundred men\nand women here who could\nmake speeches at this time about the virtues\nof Mr. Crabtree but we will desist. I\ncall now for the report of the treasurer.\nMr.\nreport\n\nHenry Lester Smith: Mr. President and\nmembers of the Assembly: The\nof the treasurer has been printed. You will\nfind it in the Financial Retort\nand I think I shall not take time to list the\nimportant items there except to say that\nthe receipts during the year exceeded the\nexpenditures. Mr. President, I move the\nreceipt and approval of this report.\n(Motion seconded, question called for, motio\nn put and carried.)\n• Presi<*™t Rosler: May 1 say by way of comment\nupon the finances of the Associa¬\ntion and the report of the treasurer that in\nthese days of business stress and business\nfailure and bank closings and bank failur\nes, and all sorts of economic upheavals\nt e teachers of the United States in their\nlargest educational organization have\ngiven the captains of industry and the banker\ns and all the great commercial leaders\nthe sign of how they ought to develop and conduc\nt their business.\nI call now for the report of the Board of Trust\nees. Mr. Saunders.\nMr Joseph H. Saunders: The report of\nthe Board of Trustees has been also\nprinted in the Financial Report.\n\n(When\n\nMr. Saunders announced the reelection of\nthe secretary, the applause was\nso enthusiastic and continuous that Mr. Crabt\nree\nstepped forward and bowed in\nrecognition.)\nMr Saunders: I move the approval of\nthis\nand the incorporation of it in the Association’s report, the adoption of this report\nrecords.\n(Motion seconded, question called for, motio\nn put and carried.)\nPresident Rosier: The next is the report\nof the Budget Committee. I am getting\nin too big a hurry here. The next is the repor\nt of the Committee on Audit, which\npropeidy f^lows the report of the Board of\nTrustees, and that report will be given\nby the Chairman, Herbert C. Hansen of the city\nof Chicago.\nM^ Herbe[t C' Hansen {Illinois): The members of the Auditi\nng Committee ap¬\npointed by the president, in accordance with\nthe requirements of the constitution\nhave examined and audited the accounts\nof the Board of Trustees, the secretary\nand treasurer of the National Education\nAssociation as presented by WayneKenarick, Certified Public Accountants of\nWashington, D. C., and we find them in\nfine financial condition. We commend the\nheadquarters staff, the Board of Directors\nand the Trustees for the excellent management\nof the funds of the Association. The\nheadquarters staff has displayed a fine morale\nand unselfish spirit in its donation\no free services which has made possible\na saving of $93,000.00 in the appropria¬\ntions made for the current year by the Repres\nentative Assembly.\nMr. President, I move the adoption of this\nreport.\n(Motion seconded, put, and carried and the\nreport declared adopted.)\n1S,r-eSldeint Rosler: The report of the Budget Committee will be\nmade by Mr A L\nW hittenberg, a member of the Committee and state\ndirector from the state of Illinois’\nin the absence of L. IV. Rogers of Texas, the\nchairman.\nMr. If hittenberg (Illinois) : This is the concl\nuding report of this convention that\ndeals with finances.\nThe\n\nmembers\n\nof this Committee\n\nof Massachusetts,\n\nmyself, Charles\n\nIV . B. Mooney\nCarroll\n\nof Rhode\n\nof Colorado,\n\nAnnie\n\nIsland, L. W.\n\nC. Woodward\n\nRogers of Texas\nchairman— met in Washington in May,\nafter having made a careful study thru\ncorrespondence and otherwise, but in May\nwe spent two days in Washington looking\nthoroly into your finances. We examined,\nif yOU please, the finances from every\nstandpoint and particularly the operation that\ngoes forward under the direction of\nSecretary Crabtree and his official staff. Follo\nwing that we met in Chicago two days\nbefore the convening of this convention and\nfinally put into form the report, a copy\nof which you have.\n\n"}
{"page": 887, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n883\n\nMr. President, I move — I should say first, Mr. President, that this Budget Report\ncame before the Board of Directors on Saturday afternoon and again on Tuesday\nafternoon and was thoroly approved by the unanimous vote of the Board of Direc¬\ntors. The Board of Directors recommend that the Assembly give a vote of apprecia¬\ntion to the headquarters staff for services and sacrifice. Mr. President, I move that\nthe Representative Assembly adopt this report including the vote of appreciation.\nMr. George JV . W annamaker (Georgia): Second the motion.\nPresident Rosier: It is moved and seconded that the report of the Committe\ne be\nadopted. Are there any questions?\n\nMr.\n\nDuShane\n\n(Indiana)\n\n: Mr.\n\nI wish to move that, with the consent\n$200 be appropriated for the expenses of the Resolutions\n\nof the Boaid of Directors,\nCommittee for next year.\n\nPresident\n\nRosier:\n\nChairman,\n\nIt has\n\nbeen\n\nmoved by Mr. DuShane and seconded that the\nreport of the Budget Committee be amended to include $200 for the\nexpenses of the\nResolutions Committee. Are there any remarks?\n(The question was called for, the motion was put and carried.)\nPresident Rosier: The question is now on the adoption of the report\nof the Budget\nCommittee as amended.\n(The question being called for, the motion was put and carried and the report of\nthe Budget Committee as amended was declared adopted.)\nPresident Rosier: We take up now the item of unfinished business. This includes\nproposed\n\namendments\n\nto the Bylaws. I will ask Mr. Saunders to explain the\nparliamentary procedure. First explain the amendments and the parliamentary pro¬\ncedure in the consideration of these amendments.\n\nMr. Joseph H. Saunders (Parliamentarian): I presume you have in your hands\nyour Official Manual. All delegates should bring that Official Manual to the session\nwhere the main business is transacted, that is this session. On that assumption, if\nyou will turn to page 4, you will find at the bottom of page 4 proposed amendments\nto the bylaws which were submitted as required by the bylaws themselves, at the\nAtlantic City meeting, and are to be acted upon at this time. (He then explained\npoint by point.)\nThe\n\neffect of the two\n\nproposed amendments is to remove from\nAssembly 144 ex-officio delegates out of a total of 1500 delegates.\n(After further discussion the president spoke as follows:)\nPresident\n\nRosier:\n\nNow,\n\nthe Representative\n\nmembers\n\nof the Delegate Assembly, I think that the pur¬\npose I had in mind has been accomplished. I wanted the Delegate Assembly to\nunderstand fully and clearly the direct effects of this amendment, and it seems to me\nit has been made fairly clear. The whole question, the issue involved here I think\nis clear to all of you, is a matter of ex-officio representation in this Assembly. The\nquestion is now on the adoption and rejection of the amendment and it is open\nfor discussion.\nMiss Frances Harden (Illinois): Mr. President,\nproposed amendments?\nDr. JV. H. Holm es: Second the motion.\nPresident\namendments\n\nRosier:\n\nYou\n\nhave\n\nheard\n\nbe adopted.\n\nNow\n\nthe matter\n\nMiss Frances Harden:\nPresident Rosier: Miss\nMiss\n\nHarden:\n\nthe motion.\n\nMr. Chairman,\nHarden.\n\nFirst of all I am\n\ngoing\n\nis open\n\nmay\n\nmay\n\nI move\n\nIt is moved\n\nthe adoption\n\nand\n\nseconded\n\nof the\n\nthat the\n\nfor discussion.\n\nI speak\n\nto question\n\nfor the amendments?\nthe figures that Mr.\n\nSaunders\n\ngave you. Now I am only a first-grade teacher, possibly my mathematical knowledge\nis not very accurate, but I have checked and re-checked these officers and I do not\nget the same result that Mr. Saunders has given you.\nThe charter of the National Education Association\n\nreads, in part:\n\n“Section 6. That the officers of said corporation shall be a president, twelve vicepresidents, a secretary, a treasurer, a board of directors and an executive committee\nand\n\na board\n\nof trustees.”\n\n"}
{"page": 888, "printed_page": null, "text": "884\n\nNational\n\nEducation\n\nAssociation\n\n1 he second paragraph of the same section reads — this is simply defining this\nboard of directors that is named in the first paragraph:\n1\nboard of directors shall consist of the president, the first vicepresident, the\nsecretary, the treasurer, the chairman of the board of trustees and one additional\nmember from each state, territory, or district to be elected by the active members\nfor the term of one year or until their successors are chosen, and all of the life direc¬\n\ntors of the National Education Association.”\nThe next sentence defines life directors:\nI he U nited States Commissioner of Education and all former presidents of the\nAssociation now living, all future presidents of the Association hereby incorporated\nat the close of their respective terms of office, shall be members of the board of\ndirectors for life.”\nNow\n\nturn to the bylaws\n\nof this Association.\n\nIn Section\n\n9 we\n\nfind this: “All of the\n\nofficers of the N. E. A. named in the charter” — which I have just read to you — “and\nthe state superintendent or commissioner of education of each state, territory, and\ndistrict shall be ex-officio delegates to the Representative Assembly.”\nIn your program you will find near the back of the program a list of officers.\nEliminate all duplication and you will find under the head of “Officers” there are\n20. Now I did not count John Dewey’s name for I don’t know what his status is in\nthis body, whether he is ex-officio or not. He is listed as an officer but I did not\ncount his name. If you will add those up you will find there are 20. At the bottom\nof that same page and on the next page you will find the life directors. If you will\nadd those up, count those and add the name of the newly appointed United States\nCommissioner of Education, who under the bylaws is a member, an ex-officio membei of this body, you will find there are 27 of them. There are 54- states, territories,\nand districts, each of which is entitled to two representatives in this body, their\nstate superintendent\n\nor commissioner\n\nof education, and their N. E. A. director. Adding\nthose to 54 I make it 155 ex-officio delegates in the Representative Assembly\nas at\npresent constituted. If the bylaws are adopted, there will be retained in this body\n16\nof that 155, eliminating from the body 139. So you see my figures do not correspond\nwith Ale. Saunders . I think A/dr. Saunders and I will have to get together\nin a corner\nsomewhere and see if we can reconcile them.\n\nAir. Joseph ff. Saunders : I beg pardon.\nYou said 139 would be eliminated.\n\nMiss\n\nFrances\n\nHarden:\n\nWhere\n\nYours\n\nare lower\n\nthan\n\nmine.\n\nI said 144.\n\ndid you\n\nget the 144 eliminated?\nMr. Saunders: I counted them on my list. I may have counted three too many.\nPresident Rosier: Let us have your attention, please.\nMiss Frances Harden: First, I want to say that you are here as elected delegates.\nYou have been sent here by groups of teachers back home, either your state asso¬\nciation or some local association. You are their elected representative. You are\nresponsible\n\nto that group back home. When you go home you expect to report to that\ngroup, tell them what you did and why you did it. Every delegate here has back\nof him or her one hundred members of the National Education Association which\nyou represent. Every time you cast a vote in this organization, you are not casting\na vote for yourself alone. You are casting a vote for one hundred people at home.\nYou\n\nare thinking\n\nmy\n\npeople at home\n\nof those people\nwant?\n\nat home.\n\n“Shall\n\nI vote ‘aye’ on this? Is that what\n\nShall I vote ‘no’ on it? Is that what\n\nthey would expect of\nme?” You argue that matter, not in the light of your own ideas or your own thoughts,\nbut in the light of what the people who sent you want you to do. You are responsible\nto those people.\nAn\n\nex-officio delegate in a representative body like this is not sent by any group,\nis not responsible to any group, does not have to consider the question as to what the\npeople\n\nback\n\nhome\n\nup, it is only what\ngroup.\nhome\n\nAs\n\nwill think. When\nhe or she may\n\nI said before, you\n\nstates. Your\n\nare\n\nthe question\n\nof voting\n\nthink individually,\nrepresentatives\n\nvote is a vote for one hundred\n\non\n\na proposition\n\ncomes\n\nnot as a representative\n\nof the\n\nof one\n\nhundred\n\npeople. An\n\nteachers\n\nin your\n\nex-officio vote is a vote\n\n"}
{"page": 889, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n885\n\nInformation\n\nfor one person. Therefore, an ex-officio’s voting power is one hundred times the\nvoting power of an elected delegate. (She continued in careful analysis of the points\ninvolved, answering a number of questions.)\nPresident\nMr.\n\nRosier:\n\nThe\n\ntV. H. Holmes\n\npresident\n\n(New\n\nYork)\n\nrecognizes\n\nMr.\n\nHolmes\n\n: (After\n\narguing\n\nof New\n\nYork.\n\nfor the amendment)\n\n: I move\n\nthat these two amendments be laid on the table for one year and that a committee of\nthree be appointed to draft a statement as to the purpose and effect of these two\namendments, if they are adopted, and have it printed in the report that is sent to\nthe Delegate Assembly next year.\nMrs.\n\nLindlof\n\n(New\n\nYork)\n\n: Question.\n\nMr. George IV. W annamaker (Georgia) : Second the motion.\nPresident Rosier: It has been moved and seconded that the consideration\n\nof these\n\namendments be laid on the table or deferred for one year and that a committee of\nthree be appointed to make a report to the Delegate Assembly as to the effect of the\namendment.\nMrs.\n\nLindlof:\n\nunderstand\n\nA\n\nquestion\n\nof information.\n\nMr.\n\nthe motion properly.\n\nPresident\n\nRosier:\n\nI will explain\n\nto you\n\nChairman,\n\nI don’t know\n\nthat the parliamentarian\n\nthat I\n\nrules that this\n\nquestion is debatable.\nVoices:\nMr.\n\nOh, no! No!\n\nSaunders\n\n(Parliamentarian)\n\n: Beg\n\npardon,\n\noh yes, it is. The\n\nauthority\n\nof the\n\nDelegate Assembly is Robert’s Rules of Order, and Robert’s Rules of Order says,\n“A motion to lay on the table is debatable.” So, therefore, since Robert’s Rules of\nOrder\n\nis the adopted\n\nprocedure\n\nauthority\n\nof the convention\n\nI rule that the motion\n\nis debatable.\nMrs.\n\nmade\n\nLindlof:\n\nI am\n\nexceedingly\n\nsorry that the motion\n\nby Dr. Holmes.\n\n(She continued\n\nSaunders:\n\nparliamentarian\n\nMr.\n\nto make\n\nThe\n\nin an argument\n\na speech but he regrets he was\n\nPresident\nVoice:\n\nRosier:\n\nThe\n\na question\n\nenough to tell the assembled\nand where is she from?\nPresident\n\nRosier:\n\ngarten Teachers\nMrs.\n\nLindlof:\n\nThe\n\nlooking at the wrong\n\nnumber\n\nin the chart\n\nI am\n\nwas\n\nlast speaker\n\nwas\n\nMrs.\n\nYork\n\nCity.\n\nof New\n\nthe president?\n\nin error — I apologize\n\nof Mr.\n\nof information.\n\nwho\n\nI correct\n\nfor the amendment.)\nopportunity\n\nmultitude\n\nAssociation\nMay\n\nHolmes’s\n\nWill\n\nLindlof,\n\nMy\n\nname\n\nHolmes\n\nRosier:\n\nof New\n\n(The motion\n\nThe\n\nYork\n\nwas\n\nquestion\n\nis on the adoption\n\nto lay this matter\n\nthereupon\n\npresident\n\nYork\n\nto lay\n\nbe\n\nkind\n\nspoke last\n\nof the kinder¬\n\nJohanna\n\nLindlof,\n\nCity, an Associa¬\n\nof the motion\n\nmade\n\nby Mr.\n\non the table for one year.\n\nput to a viva voce vote.)\n\nMr. George IV. W annamaker\nPresident Rosier: A division\nIV annamaker to act as tellers.\n\n(The president thereupon\n\nthe chairman\n\nis Mrs.\n\nto the\n\nproposal\n\nthe eloquent lady who\n\npresident of the Kindergarten Sixteenth Association, of New\ntion of 8000 classroom teachers.\nPresident\n\nbeen\n\nan\n\nquestion is on the adoption\n\nChairman,\n\nhave\n\nhad\n\non the table for one year.\n\nMr.\n\nshould\n\nis glad the last speaker\n\nwhen he stated that the motion was debatable.\nAssembly. The motion is not debatable.\nthis matter\n\njust made\n\n(Georgia) : A division.\nis called for. I will appoint\n\nMr.\n\nCloud\n\nput the motion and requested all those who\n\nand\n\nMr.\n\nwere opposed\n\nto the motion to stand. Those opposed arose and the tellers counted them. The presi¬\ndent thereupon called for all those in favor of the motion to stand and it was so\nobvious that those opposed had the greater majority that the tellers did not count\nthe votes.)\nPresident\n\nRosier:\n\nThe\n\ntellers rule a count is unnecessary\n\nNow the question is on the original motion\nplain that under the charter and the bylaws\nvote cast.\n\nand the motion\n\nis defeated.\n\nto adopt the amendments. May I ex¬\namendments must have a two-thirds\n\n"}
{"page": 890, "printed_page": null, "text": "886\n\nNational\n\nMiss\n\nSara\n\nH. Fahey\n\n(New\n\nEducation\n\nYork)\n\n: Mr.\n\nAssociation\n\nChairman,\n\nsince we\n\nare\n\nall looking\n\nfor\n\nlight on this motion, and the effect it will have on the National Educat\nion Associa¬\ntion, I hope you will not be too critical about the information that\nI like to give you\nbecause after all we are seeking for truth, and one is seeking\nfor democracy in our\noiganization and we are not anxious to rule out for trivial reasons\nunder some pre¬\ntext, of parliamentary usage the real truth that should be brought before the\nor¬\nganization.\nAfter presenting further argument she closed as follows: Today it is dangero\nus\nfor the National Education Association to be reactionary because\nthere are groups\neverywhere organizing themselves and really forgetting that we are here\nwanting\nto indicate to other groups that they will never get the objectives of teachers\nand\nthe objectives of progressive superintendents unless they organize branches differ¬\nent from ours because we insist on having this great body that can throw\na close\nquestion one way or another instead of being responsible to the people who\nsend us.\nPi esident Rosier:\n\nThe\n\nchairman\n\nrecognizes\n\nMr.\n\nIVannamaker.\n\nMr. George JV . W annamaker (Georgia): I simply want to bring\nup one par¬\nticular question. There isn’t any one in the National Education Association\nwho\nbelieves in democracy any more than your speaker at this time. I ask the\nquestion\nfor the clearing of this particular point, should this particular amendment be\nmade,\nwill it be in any wise in conflict with the charter of the great organiz\nation and\nthereby be thrown out. I personally am tremendously in favor of the spirit\nof not\nhaving ex-officio delegates in anything, but I am appalled, my friends\n, at what\nmight possibly be hasty action to have an amendment passed here which might be\nin conflict with our charter, which was granted by Congress and which\nwould,\ntherefore, have to stand. It can be amended by Congress as it was granted\nby Con¬\ngress. And it was for that reason and for no other reason I speak to you,\nnot as an\nex-officio delegate but a duly accredited delegate from my state. I ask for\na ruling\nfrom the parliamentarian on the point as to how this will be construed, if the amend¬\nment as presented here is passed. If it excludes the ex-officio delegates and\npeople\nwho haven’t the backing back in their home states, I am for it; but if it comes\nin here\nand can’t be properly dovetailed into our charter, I am against it.\nPresident\n\nRosier:\n\nof this amendment\nthe charter.\nMiss\n\nEula\n\nI have\n\nalready\n\ntalked to the parliamentarian\n\nand he has ruled with me\n\nB. Hunter\n\n(Texas)\n\n: Members\n\nthat the amendments\nof the Delegate\n\nabout\n\nthe legality\n\nare legal under\n\nAssembly,\n\nI wish\n\nto\n\nspeak to you on just one point raised by the former speaker in referring to this as\nhasty action. I have been attending the meetings of the National Education Associa¬\ntion for many years, and in practically every business session for the past ten years\nthis question has come up and the discussions have followed much the same lines\nwhich they have followed this morning. We people of the United States have been\nstudying this question for many years and we are not calling this hasty action when\nwe say we are ready to vote on it now.\nPresident\n\nRosier:\n\nThe\n\nchair recognizes\n\nMr.\n{Mr. Cloud spoke against the amendment.)\nPresident Rosier: I recognize Mr. Gosling.\n\nCloud\n\nof California.\n\nMr.\n\nspeak\n\nto you\n\nThomas\n\nIV . Gosling\n\n(Ohio)\n\n: I cannot\n\ntoday\n\nas a classroom\n\nteacher. I am a superintendent of schools but I have had twenty-one years’ experience\nas a classroom teacher and I think I know somewhat of the views of the classroom\nteachers and the motives which prompt them to make this motion at this time. Inci¬\ndentally I ought to say I am sitting in this convention today, not as an ex-officio\nmember at all. I happen to be on the Executive Committee but under the terms of\nour bylaws I am not a member ex-officio. I am here as an elected delegate of the\nNortheastern Ohio Teachers Association.\nI wish to support the amendment for the reason that, in my judgment, we are\nentering upon a period when a thoro enunciation of democratic principles in every\ndepartment alike will have to be made. I know of no better place and no better\n\n"}
{"page": 891, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n887\n\nInformation\n\norganization to give a pronouncement in favor of a thoroly democratic principle\nthan this place, and this organization. (After further argument.) So I think that\ntnis whole body should be an elected body. I say I speak as a superintendent and\nperhaps I might be one of those persons who will be decapitated for taking this\nposition, but I believe what I say and I will take the consequences.\nMr.\n\nGeorge\n\nPresident\nLucy\n\nJV. W annamaker\n\nRosier:\n\nMason\n\nHolt\n\n(Georgia)\n\nI recognize\n\nMiss\n\nLucy\n\n(Virginia)\n\n: (After\n\n: Mr.\n\nMason\n\na most\n\nChairman.\nHolt. She has the floor.\n\ninteresting\n\nargument)\n\n: We\n\ndo not\n\nfeel, being born of Jefferson, that those who come of the big community ought to\nforget us who are working in the little communities. We feel that we need for a\ntime at least to send to you the best we have, which we give you for service, but we\ndo not want to have to cut down on those we are bringing up for the first time. This\nAssociation needs new blood always and it is a hard thing to go to one we have\nselected and then say, “You cannot go because we feel this other person is needed\nbut his privilege has been taken from him.” That is the way it looks to me.\nMr. JV. D. Blaine (Colorado) : Just a minute, I wish to speak a word for the state\nsuperintendents of public instruction who represent countless thousands.\nPresident\n\nwants\nMr.\n\nRosier:\n\nWill you\n\ncome\n\nup here\n\nto speak for state superintendents\nBlaine:\n\nWe\n\nhave\n\nwhen\n\nsomebody\n\nin these days I like to give them\n\na chance.\n\nliterally thousands\n\nand\n\nspeak?\n\nof teachers\n\nYou\n\nwho\n\nknow\n\nare not represented\n\nhere\n\nat all. The large cities gather together their one hundred and send their delegates.\nIt seems to me you are cutting out representation from your rural districts when\nyou will not let one from each state represent the rural schools, the countless num¬\nbers from over your state, and I speak for the rural sections and those who belong\nto the N. E. A. who cannot get the group of one hundred, which is mighty small.\nWe have sent to you our chosen people when we sent you our state superintendents\nof public instruction. And we do not feel it is right to take away from them the right\nto vote in this large assembly, here where you have ten or twenty times their number\nwhere they represent more people who are not with those groups of one hundred than\ndo those who are delegates.\nMr.\n\nRobert\n\nC. Keenan\n\n(Illinois) : Perhaps\n\nI miss the point. Mr.\n\nBlaine\n\nspoke about\n\nthe rural teachers not being represented. If the rural teachers, it seems to me, are\nmembers of this organization they may elect a delegate for each one hundred such\nmembers. I would like to point out to you another fact. I know of no government\nunder\n\na democracy\n\nin which people continue to legislate because they are ex-officios.\n\nWe do not have our ex-presidents sitting in Congress. We don’t have our ex-governors sitting in our state legislatures. We do not have our ex-mayors sitting in our\ncity councils, — and for that, frequently, we can thank God! It is true if a man has\nserved his country well or his people well, or his teachers well, he deserves to be\nreturned to that group where he can do them the most good and unquestionably he\nwill be returned if he is worth his salt. Let me point out to you that the fact that a\nman has once been elected to an office is no guarantee that that man may remain\ntrue to the interests that elected him. We have too many instances to the contrary.\nWhen I say this I do not reflect in any way upon any ex-officio member of this\norganization because I know nothing about any of them.\n(After presenting arguments for the amendment he closed as follows:) It is\n\nquite common for ex-presidents, ex-governors, ex-judges of supreme courts as soon\nas they are out of office to be seized by large corporations and large interests to\nrepresent them because of the influence they have gained in their official positions.\nI don’t know whether that can happen here but I think there is danger\nno reason why any man should not be returned.\nPresident\n\nRosier:\n\nMr.\n\nof it. I see\n\nSaunders.\n\n(Mr. Saunders then followed with arguments against the amendment.)\nPresident Rosier: Is it the desire of the Assembly to continue this discussion?\nVoices: No! No! Question! Question!\n\n"}
{"page": 892, "printed_page": null, "text": "888\n\nNational\n\nEducation\n\nAssociation\n\nM). Charles Carroll (Rhode Island) : I ask for roll\ncall by states on the question.\nMr. George JV. IV annamaker (Georgia) : Second the\nmotion.\n(The motion was put and carried.)\nPresident\nto vote. We\n\nRosier: The secretary will call the roll and delegates\nonly are permitted\nhave a delegation or two here that must leave in a few\nminutes to catch\na train. Will there be any objection in the Assembly\nif those delegations are per¬\nmitted to report their vote now?\nVoices: No ! Nc !\n\nPresident Rosier: All right, the report may be record\ned with the secretary. Let\nthere be no misunderstanding, you are voting on the\nadopti\non of the amendment\nwhich has been under discussion.\nThe secretary\nrecorded :\nVote\n\nby States:\n\nthereupon\n\ncalled\n\nState\n\nthe roll of states\n\nand\n\nthe following\n\nvote\n\nwas\n\nFor\n\nAlabama .\nAlaska .\nArizona\n\n.\n\nArkansas\n\n. .\nCalifornia .\nColorado .\n\nConnecticut .\nDelaware .\nDistrict of Columbia\nFlorida .\n.\nGeorgia .\n\n0\n0\n0\n1\n\nA gainst\n4\n161\n1\n\n27\n\n10\n\n37\n39\n0\n\n2\n\n2\n\n1\n\n6\n\n2\n\n9\n\n0\n\n4\n\nPresident\n\nRosier: The question has been raised about the\nvoting of those who are\nnot present. The chairman rules only those deleg\nates who are present can vote\nSecretary Crabtree continued the call of the states\nand recorded the vote further\nas follows:\ni J\nState\nFor\n\nHawaii\n\n.\n\nA gainst\n11 0C\n\nIdaho .\nIllinois .\nIndiana .\nIowa\n\ni yjr\n1 Q\n\niZa\nu\n\n.\n\nKansas\n\non\n\nZ\\)\n\n.\n\nKentucky\n\n.\nLouisiana .\nMaine .\n\nzo\n1UAu\n1A\n\nMaryland .\nMassachusetts .\n\nMichigan\nMinnesota\n\n.\n....\n\nA\nU\n\nAT\n\nMississippi . . .\nMissouri .\nMontana .\nNebraska .\nNevada .\n\nNew\nNew\nNew\nNew\nNorth\n\n1\n1\n\nA\n\nT\n1 2j/\n1 7\n\nHampshire .\nJersey .\nMexico .\nYork ....\n\nCarolina\n\n1A\nUj\n\n.\n\n15£O\nO\nO\n7\nl\n\n"}
{"page": 893, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nState\n\nFor\n\nAgainst\n\n0\n\n1\n\nOhio .\nOklahoma .\n\n61\n9\n\nOregon .\nPennsylvania .\nRhode Island .\n\n11\n60\n0\n\n0\n1\n106\n\nNorth\n\nDakota\n\n2\n\nCarolina\n\n.\n\n0\n\nSouth\n\nDakota\n\n.\n\n0\n\n.\n\n5\n\n0\n0\n8\n\nSouth\n\nTennessee\nTexas\n\n.\n\n17\n\n4\n\nUtah\n\n.\n\n4\n\n8\n\n0\n\n4\n\nVermont\n\n.\n\nVirginia\n\n.\n\n0\n24\n\n243\n\nWest Virginia .\nWisconsin .\n\n0\n19\n\n7\n\nWyoming\n\n6\n\nWashington\n\nSecretary\n\n.\n\nCrabtree:\n\n.\n\n.\nThe\n\n889\n\n6\n0\n\nvote by states is 447 for, 368 against.\n\nPresident Rosier: The amendments not having received a two-thirds vote are lost.\nThe next is the report of the Committee on Resolutions. I want to say so far as\nthe chairman or president is concerned he is at your service. We are having a great\ntime. Now if there are any real issues in the resolutions I hope you will face them\nbut I do plead on behalf of the Delegate Assembly that there be no attempts to waste\ntime in the consideration of the resolutions.\n\nMr.\nmember\n\nDonald\n\nDuShane\n\n(Indiana):\n\nelected by each delegation,\n\nThe\n\nResolutions\n\nhas been\n\nCommittee,\n\nconsidering\n\ncomposed\n\nof one\n\nduring\n\nthe past\n\nresolutions\n\nyear. A meeting of the Committee was held in Minneapolis. A questionnaire was\nsent in by every Committee member with many suggestions. It is our feeling and the\nfeeling of the Committee this year we represent a cross-section of the profession and\nof the country. W^e have deliberated after coming here for many, many hours, and\na report of\nwe present our report to you not as the report of the chairman but as\nthe whole Committee. '\nat hand. How¬\nI assume each of you has a printed copy of the proposed resolutions\nons, I sug¬\never, so that you may get fully in hand what is in the proposed resoluti\nthem.\nreading\nin\nme\ngest you follow\n\n3 Mr. Charles Carroll: Mr. President, I move the reading be dispensed\n;\n(Motion seconded, question called for, motion put and carried.\nons.\nresoluti\nthe\nof\nn\nadoptio\nMr. Carroll: I move the\n\nwith.\n\nput and carried.)\n(The motion being seconded, the question was called for, motion\nPresident Rosier: At this time I recognize Mr. Kelley of Pennsylvania.\nion last year\nMr. J. Herbert Kelley (Pennsylvania) : At the Atlantic City convent\nmembers to that posi¬\nyou created the office of honorary president and elected two\ndeath of Dr. Winship\nThe\n.\nWinship\ntion, Dr. John Dewey and Dr. Albert Edward\nto nominate foi \\our con¬\nhas created a vacancy. I have the honor this morning\nto fill this vacancy\nAmerica\nin\nn\nsideration one of the outstanding women in educatio\nregularly elected as president\nas honorary president. This woman could have been\nthat she had other duties that would\nmany times, almost any time, but she always felt\nI am pleased to nominate for\nmake it impossible for her to function. So at this time\nDr. Susan M. Dorsey of\nyour consideration that outstanding woman in education,\nLos Angeles.\nPresident Rosier: I recognize Mr. Givens of California.\nCalifornia Teachers\nMr. Willard E. Givens (California): As president of the\nion. Dr. Dorsey has been\nAssociation, it gives me great honor to second this nominat\ns, a great understander\none of our great superintendents and great leaders of teacher\n\n"}
{"page": 894, "printed_page": null, "text": "890\n\nNational\n\nEducation\n\nAssociation\n\nof children, one of the outstanding educators\nof the country, one of the great women\no t e countr}. It is indeed a pleasure for\nthe California delegation to second this\nnomination.\nMr.\n\nKelley:\n\nI move\n\nthat this vacancy be filled by vote by accla\nmation.\nbeing seconded, question called for, the motio\nn was carried and Dr\nbusan M Dorsey declared elected honor\nary president by acclamation.)\n1 resident Rosier: I think the Representative\nAssembly and the educational pro¬\nfession of this country has maintained its\nhigh standards in this recognition.\nMay I call attention of the new officers of\nthe Board of Directors to the fact that\nthis afternoon at 2 oclock, in the West Ballr\noom, there will be a meeting of the new\nBoard of Directors and immediately follo\nwing that a meeting of the new Executi\\ e Committee and the Board of Trust\nees.\n(I he motion\n\nt/6\ncome\nlt.he.r®port. of the Elections Committee. Mr. Thalman of Illinois.\nr. lalman (Illinois) : First I want to pay\nmy respects to the members of the\nCommittee other than the chairman for\ntheir untiring efforts in doing the work\nthat was set out for them. We began yesterday\nmorning at 8 oclock and worked\nuntiringly until 11:15 last night. I feel\nthat they have done a remarkably good\njob\nI want to pay my respects to Mr. E. M. Carter\nof Missouri and to Mr. John Rove\nof Illinois, who volunteered their assistance\nto make it possible for us to get to bed\nsometime before the wee small\nhours.\n\nThere were 1445 delegates in this Asse\nmbly. It will be pleasing to you to know\nat more than 1200 of them exercised their\nright of franchise. I think this is a\nremarkable tribute to their intelligence.\nThat is what we are trying to teach\nour\nyoung children all over the United States—\nwe are setting the example for them.\nalso want to congratulate all candidates —\nunfortunately not all can be elected\nwho are nominated, but every one received\na remarkably fine vote, especially was\ntnat true of the vicepresidents. Nobody knew,\nnot even the tellers, until the votes\nwere tabulated and counted just who were\nelected. I am pleased to say that for our\ntreasurer for next year we have Dr. Henry\nLester Smith. The state directors also\nreceived a very handsome vote. Not any one\nof them had any opposition.\nNow then we come to the beauty contest,\nso naively put here Tuesday morning\nby the delegate from New Jersey, I believe. The\nfirst place goes to F. F.'Martin of\nCahforma; second place to Noah M. Maso\nn of Illinois. May I pause here to say\nthat when Noah M. Mason was suggested\nby the delegates,from the state of Illinois\nthey did so because of this industry and intel\nligence and not because of his beautv\nThe others are as follows: Third place-O.\nC. Pratt, Washington; fourth place- *\nErnest W. Butterfield Connecticut; fifth\nplaced. F. Harman, Alabama; sixth\nplace Henry S. Gerhng, Missouri; seven\nth place— the real beauty of the group,\neighth Place-‘S'. M. Stouffer, Delaware; ninth\nn\nt\\lTL\nplace\nHenry U . Stilw\nell, Texas; tenth place— Caroline S. Woodr\nuff, Vermont*\neleventh place— Selden M. Ely, Washington, D. C.\n’\nAnd the election for presidency— there were\na few scattering votes other than for\nthe two candidates who had been nominate\nd from the floor. The honor goes to Miss\nJessie Gray of Pennsylvania.\n\nPresident Rosier: ^The question is on the adoption\nof the report of the Committee\nand I recognize Miss Anna Laura Force of\nColorado.\n\nMiss\n\nAnna Laura Force (Colorado) : Mr. President,\nit gives me great pleasure at\nthis time to make for Colorado the election\nof Miss Gray unanimous, and for our\nclassroom teacher.\n(The motion being seconded, question called for, motion\nMiss Jessie Gray declared elected unanimously.)\n\nwas\n\nput and\n\ncarried\n\nand\n\nPresident Rosier: May I just take two or three minute\ns to sing my little swan song?\nave remarked before this week, I came into this positi\non in trying times. We have\nsailed our ship thru narrow channels and we have\ngot out at times on stormy seas,\nn e have been threatened in all sorts of ways. We\nhad forebodings about this con¬\nvention. I have tried to carry on in a safe, sane way.\nI felt that this was no year for\n\n"}
{"page": 895, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n891\nany\n\nwild experiments.\n\nMy\n\nfirst thought\n\nwas\n\nto give attention\n\nto the development\n\nof\n\nour organization and to bring about a greater spirit of cooperation between the Na¬\ntional Association and state associations and local associations; to secure a greater\nspirit of cooperation and interest among the officers of the Association and the Board\nof Directors. I have particularly tried to emphasize this year the development of\ndepartments of the Association and to me the most pleasing accomplishment of the\nyear is the success\nFrom\n\nall sources\n\nwhich\n\nhas\n\nI learned\n\nattended\n\nthe emphasis\n\nthat the departments\n\nplaced\n\nupon\n\nthe departments.\n\nof this Association,\n\nmeeting\n\nin\n\nsections this week, have had the finest programs and the best attendance they have\never had in their history, and I want to thank the chairmen of the departments the\npast year for the cooperation\nNow,\n\nwhich\n\nthey gave\n\nas I said earlier this morning,\n\nwe\n\nto us.\n\nhad\n\nnot only professional\n\ndifficulties and\n\ndifficulties concerning strategy and plans and all that, but we had financial difficul¬\nties and in the face of all these difficulties, we have come thru the year with our\nfinances in solid and substantial shape.\nThe\n\nMetropolitan\n\nNational\n\nthe financial statements\n\nBank\n\nin Washington\n\nof the National\n\nEducation\n\nhas indicated, after looking\nAssociation,\n\nthat they stand\n\nto make us any loans that are needed for carrying on the operation\ntion. I think that is the best recommendation I can give to you.\n\nover\nready\n\nof our Associa¬\n\nAs I hand over this organization to my successor, I do it with a considerable feel¬\ning of pleasure and pride, feeling that thru all these difficulties I have managed to\nbring the Association to the conclusion of this great convention. I do not reflect in\nany way upon previous conventions of the National Education Association when I\nsay that taking it all around, in spirit and in interest and in the quality and charac¬\nter of the programs, we have had no convention in the history of the Association\nthat surpasses the one we are concluding here at this hour.\nI hope the delegates in this Assembly will go back to their homes with a new out¬\nlook, with a new spirit; that you will go back resolved you are going to carry on;\nthat you will feel that there is a better day just ahead. I really think that here in Chi¬\ncago this week we have inaugurated a new era in educational affairs; that we have\nturned the corner and the obligation rests upon the leadership in the National Edu¬\ncation Association to carry on in every part of this country in this new period of\ndevelopment, reorganization and the development of which we are now entering\nupon.\nI want\nBoard\n\nto thank\n\nof Directors\n\ncommittees.\n\nI want\n\nall those\nand\n\non the program,\n\nall the chairmen\n\nthe local committees,\n\nSiiferintejident\n\nto thank\n\nof departments,\nBogan , and\n\nall for the fine spirit of loyal cooperation\n\nbeen given to me\n\nto bring this hectic year to a successful\n\nclose. And\n\ndeal of pleasure\n\nand joy that I now\n\nnew\n\nGray\n\nof Philadelphia,\n\npresent\n\nto you your\n\npresident,\n\nall his\n\nwhich\n\nit is with\nMiss\n\nthe\nhas\n\na great\nJessie\n\nPennsylvania.\n\nMiss Jessie Gray : (Pennsylvania)\n\n(The Assembly\n\nof Delegates\n\narose to their feet\n\nwith loud applause) I want to thank, and my state wishes me to thank, the Dele¬\ngates of Colorado for their gracious sportsmanship in making the election of a\nclassroom teacher to the presidency of the N. E. A. a unanimous thing. It was a\ngracious act. It was a beautiful gesture and we are thankful.\n\nMy state is the center of my heart but my state is a part of the great nation, and\nmy nation is the heart of my heart. I think of this great Association, as you come\nfrom every corner of this nation and every island and every dependency of this\nnation, I think of it as a great treasure chest and the amount of that treasure is not\nwhat we take out of the chest for ourselves, but what we put into that chest as riches\nto spend for others.\n\nYou\nand\n\nhave\n\nput in loyalty, you have\n\nindustry;\n\nyou\n\nhave\n\nworked\n\nput in cooperation,\n\nwhere\n\nothers\n\nhave\n\nyou have\n\nput in a fine zeal\n\nslept that education\n\nfor the\n\nchildren of this nation may go on, as it will go on because you are back of educa¬\ntion. You are the education of the future of this nation and I pledge to you, with\nevery\n\nounce\n\nof strength\n\nthat I have — and\n\nit is so small — but with\n\nthe use of all the\n\n"}
{"page": 896, "printed_page": null, "text": "892\n\nNational\n\nEducation\n\nAssociation\n\ncooperation in that chest, I am not afraid. I may\ngo down defeated but never go\ndown dishonored. I will trust in your honor\nand\nloyalt\ny. I pledge you all I have.\nThank you very much.\n(Mr. J Herbert Kelley, state director of Pennsylvan\nia, came to the platform with\na beautiful bouquet of flowers for Miss\nGray.)\nPresident Gray: From my own state. Thank\nyou, Pennsylvania.\nDelegate from Hawaii: In behalf of the Hawai\nian delegation may I present you\nthis lei which is the symbol of love and friendship\n. (Hanging a beautiful lei around\nMiss Gray s neck.) Love and friendship, words to\nbreak any heart with happinessjust remember.\nPresident Rosier: There\nAssembly, I declare —\n\nbeing\n\nno\n\nfurther\n\nbusiness\n\nbefore\n\nthis Representative\n\nMrs. Myrtle Hoofer Dahl (Minnesota): May I submit\nthese amendments to be\npresented at the meeting next year?\nPi esident Rosier: I was about to declare there\nwas no further business but I was\nmistaken. The secretary will read them.\n\nSecretary Crabtree:\nbducation Association.\n\nAmend\nThe\n\nArticle\n\nThe\n\nproposed\n\nI by amending\n\nrepresentative\n\nassembly\n\namendments\n\nSection\n\nto the bylaws\n\nof the National\n\n2 as follows:\n\nshall be composed\n\nof the president, the twelve viceof the National Education Association, of\nthe United States, the United States Commission\ner of Education, and delegates\nelected from the various affiliated state and\nlocal\nassociations, as provided by the\nbylaws.\nAmend Article II, Section 9 to read:\npresidents\n\nthe secretary\n\nand\n\ntreasurer\n\n“The\n\npresident, the twelve vicepresidents, the secret\nary and treasurer of the\nEducatlon Association, and the United States Commi\nssioner of Education\nshall be ex-officio delegates to the representative\nassembly.”\nThis is to be laid over for action next year.\nPresident Rosier: These proposed amendments\nwill be printed in the Journal so\nthat all members may be advised. Is there any other\nbusiness?\nMiss Frances Harden (Illinois) : Mr. President,\nmay I just make a request?\nI his isn t a motion or anything.\nInasmuch as at this Representative Assembly, it is\nthe custom to call upon the bodv\nto vote on reports as printed, I would like to reques\nt that a sufficient number of\ncopies of these reports be made available so that\nevery delegate will have a copy.\nNow I happen to know there are many delegates here—\nI am one of them— I happened\nto i egister a little late, and I did not receive those\nreports. I was called upon to vote\ntor reports I had never seen and my request is a\nsufficient supply be furnished that\nevery delegate can be supplied with reports, if we\nare going to be called upon to\nvote upon a printed report.\nPresident Rosier : I declare the seventy-first\nEducation Association adjourned.\n\nannual\n\nconvention\n\nof the National\n\nJ. W.\n\nCrabtree,\n\nJoseph\n\nRosier,\n\nSeeretary\n\nPresident\n\n"}
{"page": 897, "printed_page": null, "text": "Associational\n\nMINUTES\n\nRecords\n\nOF THE\n\nand\n\nInformation\n\nMEETINGS OF THE\nDIRECTORS\n\n893\n\nBOARD\n\nOF\n\nChicago, Illinois\nSaturday\nThe\n\nmeeting\n\nEducation\n\nAssociation,\n\nscheduled by the program, convened at 9 a. m. in the West\nThe meeting was called to order by President Rosier.\n\nBallroom,\n\nStevens\n\npresident\n\nthereupon\nsession of\n\nOfficio: Joseph\n\nJoseph H. Saunders, chairman,\nFlorence Hale, vicepresident.\nState Directors:\nMullen,\n\nto call the roll. Secretary\n\nHotel.\n\nCrabtree\n\nEx\n\nthe secretary\n\nas\n\ncalled the roll, and commented upon the splendid attendance at the opening\nthe Board. The roll call showed the following delegates present:\nDirectors\n\nasked\n\nof Directors\n\nJuly 1, 1933\n\nof the National\n\nThe\n\nof the Board\n\nMorning,\n\nRosier,\n\npresident;\n\nBoard\n\nof Trustees;\n\nAlabama — J. D. Williams,\n\nHenry\n\nLester\n\nJ. JV. Crabtree,\n\nConnecticut — Helen\n\nT. Collins, Delaware — H.\n\nEdith\n\nFlorida — James\n\nT. J. Martin,\nCharles\n\nIdaho — Raymond\n\nO. Williams,\n\nIowa — Mary\n\nA. Lord, Kansas — M. E. Pearson,\n\nBurdick,\n\nMassachusetts — Annie\n\nJordan,\n\nNew\n\nFrederick\n\nC. Woodward,\n\nB. Mooney,\nHawaii —\n\nKentucky — R. E.\n\nB. Jack, Maryland — William\n\nMinnesota — Harry\n\nL. Wahlstrand,\n\nMissouri — Thomas\n\nJ. Walker,\n\nMontana — D. S. Williams,\n\nE. Porter, Nevada — Alice\n\nMaxwell,\n\nNew\n\nJersey — R. B. Gurley,\n\nHouk\n\nColorado — W.\n\nIllinois — A. L. Whittenberg , Indiana —\n\nLouisiana — P. H. Griffith, Maine — William\n\nNebraska — Dwight\n\nArizona — J. O.\n\nGeorgia — J. O. Martin,\n\nWilliams,\n\nMississippi — H. V. Cooper,\n\nand\n\nV. Holloway , District of Columbia —\n\nS. Rickards,\n\nH. Snyder,\n\ntreasurer;\n\nsecretary;\n\nAlaska — A. E. Karnes,\n\nArkansas — C. M. Hirst, California — F. F. Martin,\n\nL. Grosvenor,\n\nSmith,\n\nLaw,\n\nNorth\n\nNew\n\nMexico — Vernon\n\nCarolina — T. W.\n\nOregon — C. A. Rice, Pennsylvania — J. Herbert\nroll, South\n\nCarolina — A.\n\nThurman,\n\nVermont — Caroline\n\nC. Flora,\n\nAndrews,\n\nO. Tolle, New\n\nOklahoma — M.\n\nKelley, Rhode\n\nTennessee — Harry\n\nS. Woodruff,\n\nHampshire — Dana\n\nH.\n\nYork —\n\nE. Hurst,\n\nIsland — Charles\nClark,\n\nS.\n\nCar-\n\nUtah — Arch\n\nM.\n\nVirginia — Edith B. Joynes, Washington —\n\nOrville C. Pratt, Wisconsin — Blanche M. McCarthy, Wyoming — H. H. Moyer.\nLife Directors: U el W. Lamkin and Mary McSkimmon.\n\nMr.\n\nA. L. Whittenberg\n\n(Illinois) : I move\n\nthat the names\n\nof the persons\n\npresent\n\nas\n\nsubstitutes for the regularly appointed members of the Board of Directors, be elected\nat this time to serve as state director from their respective states. (The motion was\nseconded by Miss McCarthy of Wisconsin. It was carried by a unanimous vote.\nMessrs. J. O. Martin, T. J. Martin, Vernon O. Tolle, R. B. Gurley and H. H. Moyer\nwere\n\nthereby\n\nPresident\n\ndeclared\n\nRosier:\n\nduly elected directors from\n\nAbout\n\nthe time\n\ntheir respective states.)\n\nof the Minneapolis\n\nconvention — and\n\nif any\n\nof\n\nyou were away from home and got stranded on the way you will remember something\nabout it— we had a general bank moratorium and unless you had cash money with\nof a. number\nyou, you had some difficulty in getting home from Minneapolis. I heard\nto\nof people who were stranded here in Chicago for a day or two. (He continued\nexplain the financial difficulties, closing as follows) :\n\nthings brightened up a little toward the close of the year and the Budget\nI sent\nCommittee had a meeting and had a little better spirit and were encouraged, so\nout a second letter and said under no circumstances must a director stay away from\nN. E. A. would\nthe meeting on account of expense; that in some way or other the\nthat statement\nmanage to take care of the expenses. And I was very glad to make\nthis organization.\nbecause I believe so strongly in keeping the directors in touch with\nmonth or two we\nSo I think that with the more favorable developments in the last\nWell,\n\ncan take care of these expenses,\n\nand of course\n\nyou have\n\nthe privilege\n\nI think I stated\n\n"}
{"page": 898, "printed_page": null, "text": "894\n\nNational\n\nEducation\n\nAssociation\n\nyou could vote these expenses in spite\nof anything the president might say-but\nthe\npresident is going to recommend that these\nexpenses be taken care of and with the\nsuggestion that you make them just as reaso\nnable as you can. But, as I said before\nwe do not want any director to be emba\nrrassed on account of these expenses\nWe\nis ant you here. We were anxious to have\nyou here and I am sure that the Budget\nCommittee and the officers can take care\nof the necessary expenses. So at this time\nwe\nare going to distribute the usual expense blank\ns so that you may fill them out as usual.\n(1 he president then called on Mr. Whit\ntenberg for the report of the Budget\n®\nCommitt\nee.)\nMr\\ jVhittenberg: While these reports are being\ndistributed may I bring to you\na word of greeting and welcome to Chicago?\nYou have read and heard much about\nChicago within recent months. No doubt some\nof you wondered whether it was wise\nfor this convention to assemble in this city\nat this time. The conditions certainly\njustify your consideration of that question.\nI am indeed very happy that you have\ndecided to come and that you are here. Thruo\nut the week you will come to know\nChicago people I sincerely hope that you\nwill recognize the presence of great\nforces working for the ultimate good of this\ncity. I sincerely hope that within the\nnext week you will come to know that our situat\nion here in Illinois and in Chicago\nis not without hope. You may find it necessary\nto exercise some patience with us.\ne may become a bit extravagant. That, howev\ner, is perfectly natural. Whatever\nmay be the faults of our own people, city, or\nstate we always find ourselves eager\nin t eir defense. This is pardonable. Just now\nI happen to think of one of Cowper’s\npoems, The Task. You will recall that he takes\nto task the British crown, British\ngovernment, British society; that he even invades\nthe sacred precincts of 'the Anghcan church and pays his respects to a certa\nin\ntype\nof bishop, but finally redeems\nhimself in these splendid lines:\n“England, with all thy faults, I love thee still\n—\nMy country! and, while yet a nook is left,\nWhere English minds and manners may\nbe found,\nShall be constrain’d to love thee. Tho thy\nclime\nBe fickle, and thy year most part deform’d\nWith dripping rains, or wither’d by a frost,\nI would not yet exchange thy sullen skies,\nAnd fields without a flow’r, for warmer France.”\nTins is the sentiment of Illinois and\not Directors to Chicago.\nYou\n\nnow\n\nYour\n\nCommittee\n\nhave\n\nthe preliminary\n\nreport\n\nwith\n\nthat sentiment\n\nwe\n\nwelcome\n\nthe Board\n\nof the Budget\n\nCommittee. You will recall\nt at at Atlantic City last summer one of your\nmembers requested that the Budget\nCommittee should mail out to each member\nof the Board of Directors a copy of the\npreliminary report of the Committee immed\niately following its May meeting in\nWashington. This request was complied with\nin May. Early in that month your\nBudget Committee spent two days in Mr. Crabtree’s\noffice. We made what we be¬\nlieved to be a thoro study of the affairs of\nthe Association as revealed by the\nrecords in Washington.\nmet\n\nThursday\n\nmorning\n\nof this week\n\nin Chicago. We have been\nseriously engaged in the formation of your\nbudget thruout Thursday, Friday, and\ntoday. The report you have is the result of our\nstudy. I shall make no extended\ndiscussion of this report unless inquiries from\nyou require it.\nPermit me to say to you that Mr. Crabtree and the\nentire official staff have cer¬\ntainly been keenly aware of the financial difficu\nlties confronting the Association.\nTheir determination thruout the past twelve\nmonths to keep expenditures within\navailable revenue without seriously crippling\nthe work of the Association has\nled them into acts of generosity which merit\nthe highest commendation of every\nmember of the Association. Their voluntary donati\non of a portion of their salary\n\n"}
{"page": 899, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n895\n\nInformation\n\nas indicated in this report is additional evidence of their fidelity and will certainly\nbe most gratifying to you. Your officials at Washington have given to themselves\na straight 10 percent reduction in salary and have made certain donations that are\nexceedingly generous. At the same time they have done a magnificent year’s work.\n(Mr. Whittenberg then made a brief explanation of certain items in the prelim¬\ninary report answering numerous questions from board members.)\n(At this point Miss Hale, vicepresident, made a motion that the Board of Directors\nexpress appreciation and thanks to the headquarters staff at Washington.)\nMiss Florence Hale: I endorse everything that has been said. I know how\n\ngreat\n\nthe sacrifice has been, much greater than indicated in this talk in many instances. If\nthat is agreeable, I should like to move a very cordial and appreciative note be sent\nto the staff in Washington to show our appreciation of their loyalty and fine spirit,\nthe ungrudging spirit with which they have helped us to meet this emergency. (The\nmotion was seconded by Mrs. Joynes of Virginia.)\n\nMr.\n\nF. F. Martin\n\nthis Board\n\n(California):\n\nof Directors\n\nMay\n\nI amend\n\nit, Mr.\n\nPresident,\n\nby saying\n\nthat\n\nwould\n\nlike this to be brought to the Delegate Assembly and\nlet them know, and it is open for further action, that\nthe whole N. E. A. should understand and express itself. I think it will unanimously.\nMr. Charles Carroll (Rhode Island) : Mr. President, I might emphasize the fact,\nsome\n\naction be taken there and\n\nbecause\n\nit is a fact after all which\n\nduring\n\nthis past year\n\namounts\n\ncounts, the actual savings produced by the staff\nto $93,000, or a little over 16 percent of the amount\n\nappropriated\nthere worked\n\nlast year, and that saving is due to the way in which the people down\nextra time, took furloughs, accepted a reduction in salaries, and saved\npossible way in order to make it possible to get thru on the income. It is a\n\nin every\nsaving\n\nof $93,000, almost\n\nMr.\n\nW.\n\nB. Mooney\n\n$100,000, 16^3 percent\n\n(Colorado)\n\n: Mr.\n\nof the budget.\n\nChairman,\n\nI think we\n\nall ought\n\nto keep this\n\nin mind also, and while it was not resolved by the Budget Committee, all appropria¬\ntions recommended here were made with the thought that should these times continue\nand\n\nwe\n\nshould\n\nsuffer further\n\ndeductions\n\nthan\n\nready to do the same thing again, so that we\nanced budget next time.\n(The\n\nmotion\n\nthe secretary\n\nwas\n\nthose\n\nmay\n\nwe\n\nanticipate coming\n\nthen put and carried, the president\n\nto convey\n\nthis note of appreciation\n\nPresident Rosier : We should now\nexpenses of directors and delegates.\n\nhave\n\nanticipate, the staff stands\nhere with\n\na bal¬\n\nstating that he would\n\ndirect\n\nto the staff.)\n\na motion\n\nto appropriate\n\nMr. Mooney: I move that the item of $8000, appropriated\nof members of the Board of Directors, be approved.\n(The\n\nmotion\n\nunanimously\nThe\nHe\n\nbeing duly seconded,\n\nthe question\n\nfunds\n\nto cover\n\ncalled for, the motion\n\nfor the\n\nthe expenses\nwas\n\nput and\n\ncarried.)\n\npresident\n\nthen spoke at large concerning\n\ncalled attention\n\nto the way\n\nthe efforts being made\n\nin which\n\nto counteract\n\neducation\n\nvicious\n\nsituation in particular, and complimented\n\nthe Chicago\n\nfor their valiant\n\nstand. He\n\ncriticism\n\nand\n\nthe difficult situations\n\nthen called on Mr.\n\nWhittenberg\n\nexplained\n\nto propose\n\na new\n\nfor 'which application had been made earlier.\nMr. W hittenberg : Mr. President, it may add\n\nof the officers for the year.\n\nis handicapped\n\nmovements.\n\nteachers\n\nin handling\n\nthe work\n\nHe\n\nstate and\n\nspoke\n\nof the Chicago\n\nsuperintendent,\n\nprincipals, and\n\nin detail his own\nwith\n\nin every\n\nwhich\n\ndepartment\n\npolicy in meeting\n\nhe was\n\nconfronted.\n\nHe\n\nfor the Association,\n\none\n\na little encouragement\n\nto you\n\nthat\n\nin these days of depression, when “fads and fancies” are supposed to be repressed\nor eliminated, that we come before this body today to propose a Department of Art.\nThis\n\nnew\n\ndepartment,\n\nif it is granted\n\nby the Association,\n\nwill probably\n\nbe the\n\ntwenty-third department of the N. E. A. I know little of art and I shall make no\neffort to discuss it, but introduce this matter because the supervisor of art in the\ncity schools of Chicago has taken the initiative in the organization of this new de¬\npartment. Miss Elizabeth Wells Robertson, district supervisor of art here in Chicago\n\n"}
{"page": 900, "printed_page": null, "text": "896\n\nNational\n\nEducation\n\nAssociation\n\npublic schools, will now present to you the proposition of creating this new Depart¬\nment and I will say before she comes to the floor that 250 petitions are required —\nshe offers 123 5, and they represent every big city in this country. Miss Elizabeth\nIV ells Robertson, will you please come forward?\nMiss Elizabeth Wells Robertson (Illinois) : I have here the names of 1284 — we\nhave\n\na few\n\nmore\n\nsince Mr.\n\nworking\n\nin art. We\n\nthat we\n\nbegan\n\nWhittenberg\n\nreported\n\nfeel that this is a very\n\nthis — names\n\ncritical time\n\nour work\n\nat a most\n\nopportune\n\nthey elected me\n\nchairman\n\nfor the meeting\n\nmoment.\n\nof teachers\n\nwho\n\nare\n\nsubject and\n\nwe\n\nfeel\n\nfor our\n\nThree\n\nyears\n\nago Dr. Sutton\n\nat\nafter his election, asked me if I would be chairman of the art group meet¬\ning in Los Angeles because he wanted art in the Los Angeles meeting. We had three\nvery fine meetings in Los Angeles, carrying out his program in every way. At Los\nColumbus,\n\nAngeles\n\ntwo fine meetings,\n\nmost\n\nenthusiastic,\n\ninfant and carry it on thru another\nin Chicago\n\nwe\n\nand\n\nin Atlantic\n\nthere again\n\nyear, which\n\nI was\n\nCity and\n\nthere we\n\nhad\n\nto nourish\n\nthis\n\nglad to do. And\n\nhere\n\nthey asked\nextremely\n\nme\n\nare asking you to consider\n\nthis as a real department. We have a great\ndeal of interest in it and we want to push it hard. We want it to mean, too, a great\ndeal to you, and we need you. And so, Mr. Chairman, I submit this petition to form\nan Art Department in the National Education Association.\nMr.\n\nU el W. Lamkin (Missouri): Mr. Chairman, I move\nRepresentative Assembly that this department be created.\nMrs.\n\nEdith\n\nB. Joynes\n\n(Virginia)\n\n: Second\n\nwe\n\nrecommend\n\nto the\n\nthe motion.\n\n(There\n\nbeing no discussion, the question was called for, motion put, and carried.)\nPresident Rosier: Now there is a resolution here presented to us from the National\nCouncil\n\nof Education,\n\nI believe, that Mr.\n\nCrabtree\n\nwill present\n\nto us.\n\nSecretary\n\nCrabtree: This is a resolution which was adopted last year but which\ndid not reach the secretary until after our last meeting of last year. We have not\ntaken it up formally with the Board of Directors because it seemed to us that we are\nreally carrying\n\nout what\n\nthis resolution recommended.\n\nwas recommended to the National\nlution in their list:\n\nBe It Resolved,\n\nThat\n\nEducation\n\nthe National\n\nBut this is the resolution\n\nAssociation.\n\nEducation\n\nIt was\n\nAssociation\n\nwhich\n\nthe eleventh\n\nshould\n\ncreate\n\nreso¬\n\na com¬\n\nmission,\n\nfirst, to reformulate the social objectives of educational associations;\nsecond, to propose a plan for the more effective integration of the National Edu¬\ncation Association with state associations and other general association\ns; and,\nthird, to formulate a. program of action in the period of reconstruction that will\nfollow the depression.\n\nIt seems\n\nto me\n\nthat we\n\nways. I see no reason\nby the Council.\n\n(A motion\nMr.\nwould\n\nwas\n\nwhy\n\nso made\n\nhave\n\nalready\n\nwe\n\ncould not adopt the resolution, however,\n\nput this resolution\n\ninto effect in some\n\nCrabtree:\n\nWe\n\nas presented\n\nand duly seconded.)\n\nT how as J. If alker (Missouri) : May I ask if the adoption\nnot obligate us to form a commission?\n\nSecretary\n\nother\n\nalready\n\nhave\n\nformed\n\na commission\n\nof this resolution\n\nwhich\n\ncarries out one\n\nphase of it and the other phase of it Dr. Kelly’s committee is carrying out.\nMr. Walker: I should think in view of that it would be unnecessary\nanother commission. This evidently asks us to form another commission.\n\nto form\n\nSecretary Crabtree: I don’t think we ought to form another commission.\nPresident Rosier: Is there any other discussion of this? Now you understand this\ncomes from the Council and in the meantime, well, beginning with this time, we\nhave\n\nhad\n\na Committee\n\nThis year\n\non Social Economic Objectives which is making a careful\nthat committee has functioned in a very fine way and will have\n\nstudy\na fine\n\n"}
{"page": 901, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n897\n\nreport here. Then\n\nin the meantime during this year we have organized a Joint Com¬\nmission on the Emergency in Education which deals with the other\nphase there.\nAir. Caii nil (Rhode Island) : Mr. President, I move it he referred to the Com¬\nmittee on Resolutions.\nMr.\n\nIValker:\n\nIs a motion\n\nin order?\n\nPresident\n\nRosier: \\ ou can make a motion — is there a parliamentarian\nwill accept it. We have got a motion and a second to adopt this resolutio\nn.\nMr. IV alker: Is a motion to substitute in order?\nPresident Rosier : Yes.\nMr.\nCouncil\n\nIValker:\n\nI move\n\nbe informed\n\na substitute\n\nthat we\n\nhave\n\nhere? — we\n\nmotion\n\ncarried\n\nto the effect that the officers and the\nout the spirit of their resolution which was\n\noffered a year ago but too late to be presented, and that having that on\nfile, that we\nfeel that in these two committees already at work we have carried out the\nspirit of\ntheir resolution.\n\n(The substitute motion was thereupon put and carried.)\nPresident Rosier: Are there any other matters?\nS ecr etary Crabtree : Nothing very special.\nMr. Edgar G. Doudna (Wisconsin): I might say that a few years\nago I was\nelected a. member of the Board of Trustees and sat for two years\nat the foot of the\nBoard of Trustees and I want to tell you for the record that you don’t\nknow how\nmuch you owe and how much the Association owes to the chairman of\nthat Board,\nMr. Saunders, who has worked night and day with fine, intelligent,\nand unusual\nintegrity, and an industry which I can’t imagine a man putting into a thing\nfor which\nhe gets no personal consideration, and I think we ought to express our apprecia\ntion\nof that sort of service. I can’t tell you how much we owe.\nPresident Rosier: Very glad to hear that. I might say in that connection\nwe owe\na great deal of the soundness of our financial situation to the indefatigable\nefforts of\nMr. Saunders, who has wrestled with this thing almost night and day.\nDoes anybody\nhave anything to say before we adjourn for the good of the order?\nMr. Uel IV . Lamkin (Missouri) : Mr. President, I don’t know how many ex-presi¬\ndents may be here but if I understood Miss Hale correctly one of them would like\nto\nbe here and can t. If we don’t have the money to send Mr. Sutton a telegram,\nI would\nlike to have Air. Smith take it out of his allowance and send Mr. Sutton a telegram\ntelling him we are sorry he is not here, or to anybody else who has been unable to be\npresent. I don’t know whether anybody else is sick or hurt.\nMr. Mooney: Mr. President, Mrs. Alary C. C. Bradford\nmeeting and I should like to include her name.\n\nMiss\n\nHale:\n\nMr.\n\nLamkin\n\nabout\n\nMr.\n\nwas\n\ntoo ill to attend this\n\nCrabtree suggests in view of what has just been said by Mr.\nSutton — I had a letter last night from Mrs. Sutton in which she\nasked me to give information to anyone interested. It was on the 31st of May that\nAir. Sutton was returning from a lecture given at a negro college, and in haste to\nreturn for his own graduation exercises to be given in Atlanta., he met with this\nterrible accident just outside of Savannah. First it was thought there was only a\nbroken collar bone and it would not be serious but he has now been in the hospital for\nfour weeks and is at the present time in a brace and it takes several nurses even to\nturn him over in bed, absolutely helpless so far as moving is concerned. It is an injury\nto the third vertebra — I don’t know enough about medicine to know what that is _\nbut it is a very bad condition. One leg was very painful and at one time the vision\nof the right eye was hurt somewhat but they think that is going to clear up all right.\nMrs. Sutton said in this letter they are very hopeful that the whole thing will clear\nup all right; that he is having the very best doctors and is very cheerful.\n(The motion offered by Mr. Lamkin was thereupon put and unanimously carried.)\nMr. Robert C. Moore (Illinois) : Several suggestions have been made in the dis¬\ncussion up to this time in regard to the rather peculiar conditions under which\n\n"}
{"page": 902, "printed_page": null, "text": "898\n\nNational\n\nthe N.\n\nE. A.\n\nEducation\n\nAssociation\n\nis meeting\n\nthis year in Illinois and particularly in Chicago. As\na representative of the Illinois State Teachers Association I just thought I ought to\nadd a few words to tell you that that State Association, consisting of about 39,000\n\nmembers\n\nat this time, of which\n\nabout\n\n8000 are here in the city of Chicago,\n\nwants\n\nyou\n\nto know we appreciate most highly your convening here for this week’s service to\neducation, because we feel it will be particularly helpful to us here in Illinois and to\n\nwith\n\nregard\n\nbut some\n\nto school finances. I know\n\nof them\n\nin really much\n\nof several\n\nworse\n\ncondition\n\nis in a serious\n\nwhich\n\nis not the only city in the world\n\nsaid that Chicago\n\nwho\n\nof the speakers\n\none\n\nwith\n\nI think I agree\n\nthose of the stricken city of Chicago.\n\ncondition\n\nothers in Illinois, not so far away,\nthan Chicago. Chicago was referred\n\nto as the “Windy City.” I hope you will have a cool wind for the next few days. (He\ncontinued his address speaking particularly of the Chicago crisis.)\nPresident Rosier: I will entertain a motion now to adjourn until 2 oclock Tuesday.\nIt was\n\nmoved\n\nby Mr.\n\nThomas\n\nJ. Walker,\n\nadjourned until 2 oclock Tuesday,\nand the session stood adjourned.\n\nand duly seconded,\n\nJuly 4, 1933, which\n\nthat the meeting\n\nmotion\n\nwas\n\nput and\n\nstand\n\ncarried\n\nJ. W. Crabtree, Secretary\nJoseph Rosier, President\n\nTuesday Afternoon, July 4, 1933\nThe meeting was\nroom of the Stevens\nSecretary\n\ncalled to order\nHotel.\n\nCrabtree:\n\nus to go ahead\na few remarks\n\nPresident\n\nwith the work\nat this time.\n\nat 2 p. m. by Secretary\n\nRosier\n\nand we\n\nwill be in within\n\nCrabtree\n\nin the West\n\nBall¬\n\njust a short time. He\n\nasked\n\nwill call on Superintendent\n\nCody\n\nof Detroit\n\nfor\n\nMr. Frank Cody (Michigan) : In conclusion I— This is not the time for invitations.\nThis speech should be made on Friday but I am not going to talk until Friday. I just\nwish\n\nto extend\n\nto you\n\na cordial\n\ninvitation\n\nto hold your\n\nIt has been over thirty years\n\nsince you have\n\nto Detroit, the superintendent\nI thank you.\n\npersonally\n\nPresident\nhave\n\nRosier:\n\na man\n\nfrom\n\nnext year\n\nwill be glad to receive you\n\nVirginia — West\n\nat Detroit.\n\nbeen in Detroit officially. If you will come\n\n(entered) — I beg pardon\nWest\n\nmeeting\n\nfor being\n\nVirginia\n\ndelayed.\n\nis in charge\n\nwith open\n\narms.\n\nI got tied up. We\nof everything\n\nthis\n\nyear — who is heading up a national organization of business colleges, that is meeting\nover here in another room and they are having a luncheon and they were very deter¬\nmined I should come over there and make a little speech, so I had to hold you up for\njust a few\nwill now\nMr.\n\nGeorge\n\non Sunday\nmitted\n\nminutes\n\nwhile\n\nbe in order. Mr.\nD. Strayer\n\nafternoon\n\nto the Board\n\nLegislative\n\nI talked to that group\nStray er has a matter\n(New\n\nYork)\n\ntheir attention\nof Directors\n\nCommission,\n\nhad\n\n: At a meeting\n\nwas\n\nand\n\nand that accounts\nto present\n\nnot received\n\nin the judgment\n\nfull consideration\n\nwhich\n\ndelay. We\n\nof Directors.\n\nof the Legislative\n\ncalled to a resolution\n\nwhich,\n\nfor my\n\nto the Board\n\nCommission\n\nhad\n\nbeen\n\nsub¬\n\nof one member of the\nby this body. I was in¬\n\nstructed to appear before the body to read this resolution and to make such sugges¬\ntions as seem valid. The resolution is as follows, presented from the National Council:\nThat the National Education Association should create a commission, first, to\nreformulate the social objectives of education associations; two, to propose a plan\nfor more effective integration of the National Education Association with state\nassociations\n\nand other general\n\nassociations;\n\naction in the period of reconstruction\n\nand third, to formulate a program\nthat will follow the depression.\n\n(After discussing\n\nhe said:) I move\n\nthe matter\n\nfurther\n\nthis body record itself as asking or proposing\nsuch membership\n\nfrom\n\ntheir Commissions\n\nof\n\nthen, Mr.\n\nPresident,\n\nthat\n\nthat the three chairmen\n\nconcerned,\n\nwith\n\nas may\n\nbe readily\n\navailable\n\nin or near\n\n"}
{"page": 903, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nWashington, consider jointly this resolution and make\nment would further the cause that is represented.\n\nsuch proposals\n\nMr. Henry Lester Smith (Indiana) : Second the motion.\nPresident Rosier: You have heard the resolution and motion\nNow the matter is open\ncussed the resolution.)\n\nfor discussion.\n\n(Mr . Lamkin,\n\nMr.\n\n899\nas in their judg¬\n\nwhich\n\nStrayer,\n\nis seconded.\n\nand\n\nothers\n\ndis¬\n\nPresident Rosier: Anything\nMr. L. IV . Rogers\n\nfurther on this motion?\n(Texas) : Mr. Chairman, I would just like to ask a second read-\n\ning of that resolution. I think I am inclined\nwould just like to hear it stated again.\n(The\n\npresident\n\nthereupon\n\nre-read\n\nto be entirely in accord\n\nwith\n\nit but I\n\nthe resolution.)\n\nPresident Rosier: The motion was\n\nmade\n\nto adopt this resolution.\n\nNow,\n\nthe substance of Mr. StrayePs motion, as I understand, was to suggest or\npropose that the chairman of the Committee on Social and Economic Objectives and\nthe chairman of the Legislative Commission, and the chairman of the Joint Com¬\nmission on Emergency in Education should constitute a special committee organized\nto carry out the purposes of this resolution.\n\nMr. Strayer: That is the motion.\nPresident Rosier: That is the motion you understand.\n(Mr. Whittenberg pointed\nthe motion that was made.)\n\nout that the resolution\n\nMr. Strayer: Mr. Chairman,\n\nas I understand\n\nread\n\nmy own\n\nJames\n\nS. Rickards\n\nnot in harmony\n\nmotion, it was\n\nout the purpose of the resolution, rather than adopt\ncarried out in the manner I suggested in my motion.\n\nMr.\n\nwas\n\nit, and\n\nwith\n\nthat we carry\n\nthat that purpose\n\n(Florida) : A point of information,\n\nplease. The\n\nbe\n\ncertain\n\nphrasing in the second clause of that resolution that pertains to the integrating or\ncloser relation of the work between the state associations and the National Education\nAssociation,\n\nPresident\n\nI didn’t get.\n\nRosier:\n\ntions” that would\non this motion?\n\n“To\n\nseem\n\nreformulate\n\nto be both national\n\n(There being no further\nput and carried.)\n\nPresident Rosier: We\nThe\n\nsecretary\n\nDirectors\n\nEx\n\nthe social objectives of education\nstate. Are\n\ndiscussion, the question\n\nwill now\n\nthereupon\n\nand\n\nwas\n\nFlorence\n\nHenry Lester Smith, treasurer; Joseph H. Saunders,\nJ. JV. Crabtree, secretary.\nU el W.\n\nLamkin,\n\nState Directors:\n\nwas\n\nhave the roll call.\n\nRosier, president;\n\nStrayer, Robert C. Moore.\n\nother remarks\n\ncalled for, the motion\n\ncalled the roll and the following\n\nOfficio: Joseph\n\nLife Directors:\n\nthere any\n\nassocia¬\n\nMary\n\nwere\n\npresent:\n\nHale,\n\nfirst vicepresident;\n\nchairman,\n\nMcSkimmon,\n\nBoard\n\nE. Ruth\n\nof Trustees;\n\nPyrtle, George\n\nD.\n\nAlabama — J. D. JV illiams, Alaska — A. E. Karnes , Arizona — J. O.\n\nMullen, Arkansas — C. M. Hirst, California— Frederick F. Martin, Colorado — JV. B.\nMooney, Connecticut— Helen T. Collins, Delaware—//. V. Holloway, District of\nColumbia\nHawaii\n\nEdith\n\nL. Grosvenor,\n\nT . J. Martin,\n\nIndiana — Charles\n\nFlorida — James\n\nIdaho — Raymond\n\nH.\n\nO. JVilliams, Iowa — Mary\n\nS. Rickards,\nSnyder,\n\nGeorgia — J. 0. Martin,\n\nIllinois — A.\n\nA. Lord, Kansas — M.\n\nL. JVhittenberg,\nE. Pearson,\n\nKen¬\n\ntucky — R. E. JVilliams, Louisiana — P. H. Griffith, Maine — JVilliam B. Jack, Mary¬\nland JVilliam Burdick, Massachusetts — Annie C. JV oodward, Michigan — JVebster\n\nH. Pearce, Minnesota — Harry L. JV ahl strand, Mississippi — H. V. Cooper, Missouri —\nThomas J. JV alker, Montana — V. S. JVilliams , Nebraska — Dwight E. Porter, New\nHampshire — Dana\n\nTolle, New\nDakota\n\nS. Jordan,\n\nNew\n\nJersey — R. B. Gurley,\n\nYork — Frederick\n\nHouk\n\nLaw,\n\nNorth\n\nL. A. JVhite, Ohio — R. E. Offcnhauer,\n\nNew\n\nMexico — Vernon\n\nCarolina — T. JV. Andrews,\nOklahoma — M.\n\nE. Hurst,\n\nO.\n\nNorth\n\nOregon —\n\n"}
{"page": 904, "printed_page": null, "text": "900\n\nNational\n\nEducation\n\nAssociation\n\nC. A. Rice , Pennsylvania — J. Herbert Kelley, Rhode Island — Charles Carroll, South\nCarolina — A. C. Flora, South Dakota — S. B. Nissen, Tennessee — Harry H. Clark,\nTexas — L. IV. Rogers , Utah — Arch M. Thurman, Vermont — Caroline S. Woodruff,\nVirginia — Edith B. Joynes, Wisconsin — Blanche M. McCarthy.\nPresident Rosier : I will call for the report of the Board of Trustees next.\nMr. Joseph H. Saunders (Virginia.) : It is hardly necessary for me to consume your\ntime since you have so many matters to discuss this afternoon, by a reading of this\nreport which is already printed and has been placed in your hands. There are one\nor two items in connection therewith, however, that it may be worthwhile for me to\ncomment upon in order that you may have a fairly thoro understanding of the\nfinances of the Association.\n\n(Mr. Saunders continued, explaining the closing of the Commercial National Bank\nand the hardships involved therein and explaining how the Board of Trustees and\nExecutive Committee handled matters to avoid serious difficulties. He then answered\nquestions concerning the value of bonds and the condition of various accounts. The\nreport of the Board of Trustees is printed in another part of this volume. He closed\nwith the following statement) : So that, take it all in all, our finances are in excellent\nshape and I want to commend to you, as I have done in the printed report here, the\nvery fine assistance and the able services of our business manager, Mr. Allan, who\nhas stood at my right hand thruout this and helped us to keep these finances in\nproper shape, together with the cooperation and support of our very wonderful\nsecretary of this organization. He is so modest that he never lets his real virtues\nbe known. You just have to discover them yourself. But those of us who work down\nthere in the headquarters office really appreciate him more and more as the days\ngo by. And with the assistance of these two able gentlemen we have kept our finances\nin the excellent shape which they have been in this year and are in now. I thank you.\nPresident Rosier (After commenting favorably on the report of the Board of\nTrustees) : The next will be a report of the treasurer.\nMr. Henry Lester Smith (Indiana) (After briefly presenting his report): Mr.\nPresident, I move the adoption of the treasurer’s report.\n(Motion seconded, put, and carried.)\nPresident Rosier: The next will be the report of the Budget Committee. Mr. L. IV.\nRogers.\n{Mr. Rogers explained that the committee had asked Mr. Whittenberg to present\nthe report for them. Mr. JV hittenberg was introduced and presented the report.)\nMr. A. L. Whittenberg (Illinois): The Board of Directors will recall that Satur¬\nday afternoon you had a temporary report. This is exactly the report which you\nreceived Saturday afternoon except that the printer has been at work with it and\nthis is a galley proof with just a few changes that are something which the printer\nsupplied.\nFor instance, the date July 7, then the language somewhere in this report after\nit is adopted by this Board of Directors would be inserted in this printed copy,\n“adopted by the Board of Directors July 7” — or whatever date it was — and outside of\nthat this copy is exactly ready for the printer unless you do something to it. And\nthe purpose of the Budget Committee Saturday afternoon in giving you the tem¬\nporary report at that time exactly as it would come to you now in galley proof was\nthat you might have an opportunity to look it over and I assume that every one of\nyou has read that temporary report, and that perhaps it would not be out of place\nnow to go down the first page and see what the suggestions of the Budget Committee\nreally are.\n(The items in the report were taken up one by one. Questions were asked and\nanswered. The report had the careful consideration of all the members.)\nA motion was made by Mr. Law of New York to increase the appropriation for\nthe Department of Secondary Education to $1500. After his explanation a motion\nwas made to refer the matter to the Executive Committee with power to act but\n\n"}
{"page": 905, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n901\nwith the understanding that it would be entirely satisfactory to the Board of Direc¬\ntors for such an increase to be made. Later, and after further discussion, a motion\nwas substituted, seconded, and carried to appropriate $1500 for this department.\nAfter further discussion and after answering many questions, Mr. Whittenberg\nmoved the adoption of the report with the corrections as had been made.\n(The motion was seconded by Mrs. Joynes of Virginia. It was put and carried.)\nMr. F. F. Martin (California) : Mr. President, may I bring several items of busi¬\nness before the Board of Directors at this time?\nPresident Rosier: Yes, sir.\n\nMr. Martin: Just a few minutes ago, or before the meeting, Mr. Frank Cody,\nsuperintendent of schools of Detroit, issued an invitation for the coming year. Now\nas the groundwork for the thing I am asking that you consider and that we have\na bit of information dispersed thru the Board of Directors, California is inviting the\nN. E. A. in 1935. In 1927 the N. E. A. met at Seattle, in 1931 at Los Angeles, and\nin 1935, the fourth year again, we would like for you to come to the Pacific Coast.\n(Mr. Martin continued his invitation for the Association to come to San Francisco\nin 1935.)\n\n]Mr. Saundets. M^i. President, Mr. Lamkin made reference in one of his speeches\nto the report from the National Council of Education, of which Dr. Bagley\nis presi¬\ndent, and Dr. Bagley had to return to New York and so did the secretary of the\nNational Council have to return to Washington on account of receiving\na telegram\nthat they were reorganizing the office down there and she was needed in Washing¬\nton. So when Miss Baylor left or Dr. Bagley left rather, he placed in my hands\nthis\npaper and asked me to see that it got before the Association. I have never been quite\nclear in my own mind as to how this paper should be presented to the Association,\nwhether it should come to this Board of Directors or whether it should be presente\nd\nto the General Assembly.\nIt is in the form of certain resolutions on social objectives, which were adopted\nby the Council at its meeting in Minneapolis and then a supplementary set of resolu¬\ntions, which were adopted by the Council in its session here in Chicago, and if this\nis the proper place and the proper time to present this paper from the Council, I would\nlike to present it here. If this isn’t the proper place and time, then I would like to\npresent it to the Representative Assembly, if that is the proper place for it, but being\nin the nature of a set of resolutions, since this body has a committee on resolutions,\nit did not seem to me it should go before the Representative Assembly.\n(After prolonged discussion in which most of the members of the Board of Direc¬\ntors participated, Mr. Saunders was requested to read the resolutions of the Council.\nHe read the same. The report of the Council is printed elsewhere in this volume.\nSee National Council of Education minutes.)\nA motion was then made to adopt the resolutions as read, which was seconded.\nThe question was discussed at some length, mainly on how the resolutions could\nbe carried out. Again a majority of the members of the Board of Directors partici¬\npated in the discussion. Finally the one who had made the motion and the one who\nhad seconded it withdrew their motion and asked the chairman to appoint a com¬\nmittee to clear matters up and report the following day. The chairman appointed\nMr. Lamkin, Mr. Whittenberg, Mr. Mooney, and Mr. Smith, and Mr. Lamkin was\nasked to serve as chairman of the committee. The secretary was asked to attend the\nmeeting. Thereupon the meeting stood adjourned for a special meeting on July 5,\n1933, at 2 oclock.\nJ. W. Crabtree, Secretary\nJoseph\n\nWednesday\n\nAfternoon\n\nRosier,\n\nPresident\n\nJuly 5, 1933\n\nThe special meeting of the Board of Directors was called to order by President\nRosier in the West Ballroom of the Stevens Hotel at 2 p. m.\nPresident Rosier: I now ask for the roll call.\n\n"}
{"page": 906, "printed_page": null, "text": "902\n\nNational\n\nEducation\n\nAssociation\n\nDirectors Ex Officio: Joseph Rosier , president; Henry Lester Smith, treasurer;\nJoseph H. Saunders, chairman, Board of Trustees; J. W. Crabtree , secretary.\nLife Directors: U el W. Lamkin, Mary McSkimmon, Robert C. Moore, E. Ruth\nPyrtle.\nState^ Directors : Alabama— J. D. Williams, Arizona— J. O. Mullen, California—\nFrederick F. Martin, Colorado — W. B. Mooney, Connecticut— Helen T. Collins,\nDelaware — Ii. V. Holloway, District of Columbia— Edith L. Grosvenor, Florida—\nJames S. Rickards, Georgia— J. O. Martin, Hawaii— <T. J. Martin, Illinois— /T L.\nW hittenb er g , Indiana — Charles O. Williams, Iowa — Mary A. Lord, Kansas — M. E.\nPearson, Kentucky— R. E. Williams, Maine— William B. Jack, Massachusetts—\nAnnie C. Woodward, Minnesota — Harry L. W ahlstrand, Missouri — Thomas J.\nWalker, Montana — V. S. Williams, Nebraska — Dwight E. Porter, New Hampshire\n— Dana S. Jordan, New Jersey — R. B. Gurley, New Mexico — Vernon O. Tolle, New\nYork— Frederick Houk Law, North Dakota— L. A. White, Ohio— R. E. Offenhauer,\nOklahoma— M. E. Hurst, Oregon— C. A. Rice, Pennsylvania— J. Herbert Kelley,\nRhode Island — Charles Carroll, South Dakota — S. B. Nissen, Utah — Arch M. Thur¬\nman, Vermont — Caroline S. Woodruff, Virginia— Edith B. Joynes, Wisconsin—\nBlanche M. McCarthy, Wyoming — H. IF. Moyer.\nPresident Rosier: I have to take part on the program in another meeting but I\nwant to hear the preliminary report of the Committee before I go and I will call for\nthat report at this time and then I will ask Mr. Lamkin to take charge of the meeting.\nMr. Uel W. Lamkin: Mr. Chairman, I think it is an effectual way to keep a man\nfrom talking by asking him to preside. I appreciate what Mr. Rosier is trying to do.\nThe Committee met last night, took dinner together and later stayed until some of\nthe men had to go to dress for the reception, and a little bit later Miss Pyrtle had\nto go to dress. The rest of us didn’t dress to go to the reception and stayed on.\nThere were two matters which we considered — one was the tentative report of\nthe Committee on Social and Economic Goals of America, and the other was this\nseries on resolutions submitted to the Executive Committee by the National Council.\nMr. Saunders advised us correctly, I think, that this report of the National Council\nshould be submitted to the Executive Committee, but of course the Board of Direc¬\ntors or the Representative Assembly, one, is the policy-determining body of the\nNational Education Association. Your Committee thought it should be brought to you\nand that you should undertake either to approve the principles involved or to dis¬\napprove them.\n(He then explained the details of the report.)\nPresident Rosier: What is your feeling about the Board of Directors adopting the\nresolutions submitted by the National Council? They were read yesterday and an\noutline given here today by Mr. Lamkin.\nMr. J. D. Williams (Alabama) : Mr. Chairman, to get this matter moving, I move\nto adopt these resolutions.\nMiss Edith Grosvenor (District of Columbia) : Second the motion.\n(The president stated the motion.)\nPresident Rosier: Now the motion is open for discussion. We had quite consider¬\nable discussion yesterday but we will have more. Mr. Kelley.\n(A number took part in the discussion.)\nPresident Rosier: I will ask Mr. Lamkin to take the chair just for a little while.\n(President Rosier was called from the meeting at this time.)\nSecretary Crabtree (To Mr. Lamkin ) : You can’t make any speeches now.\nThe Chair {Mr. Lamkin) : No, can’t talk any further.\nMr. J. Herbert Kelley (Pennsylvania) : Mr. Chairman, I give the further in¬\nformation, since they have been further revised and since I knew nothing about\nthem, and since we have a member of the National Council here in the person of\nour treasurer, Dean Smith, may we not have his interpretation of the latest develop¬\nment?\nThe\n\nChair: Dean\n\nSmith.\n\n"}
{"page": 907, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n903\n\nInformation\n\n{Dean Smith explained the importance of the principles set forth in the report.\nMr. Moore of Illinois also made explanations as did Mr. Mooney.)\nMr. T. J. Walker (Missouri) : Mr. Larnkin, I think it would clarify things some¬\nwhat probably if you would explain just what this National Council of Education\nis, what it was organized for, and what its function is and what its relation to us is.\nThe Chair: Mr. Saunders, will you explain that? I can’t talk.\nMr. Joseph H. Saunders (After explaining as requested): What could be done\nwith this report is just the thing that has been suggested to you, and which I took\nthe liberty myself of suggesting to this committee which you appointed yesterday,\nnamely, that you adopt the report and refer it to the Executive Committee with\nauthority to carry out its provisions insofar as that committee is able to do so.\nWhere money would be involved that committee couldn’t act because it would have\nto come back to you for authorization, but there are a great many things in that\nreport that committee could refer to machinery already set up in the Association\nitself for putting into effect. So I should think it would be wise, in my own judg¬\nment and this is my individual judgment only — that such action as that be taken,\nnamely, that the report be approved and that it be referred to the Executive Com¬\nmittee for carrying out its provisions.\nMr. Williams: Now that is one avenue. Suppose we do what was suggested here,\nyesterday, receive it, and print it in the Proceedings, then what has happened?\nThen what does that mean?\nMr. Saunders: Well, in my judgment here is what it would mean — perhaps the\nchairman had better answer that question than that I should — but in my judgment\nhere is what would happen if it were received and printed in the report, maybe a\ndozen, fifteen, possibly in each state, would read it and that would be the end of it.\nNothing would follow and nothing worthwhile in education would come out of the\naction.\nMr. Williams: My third question: You do not think it is necessary that this be\nreferred to the Delegate Assembly?\nMr. Saunders: No, I do not. I think this body is the body competent to take action.\nI think if you referred to it the Delegate Assembly 90 percent of them would not\nknow what it is all about and there would be discussions on the floor which would\nbe almost interminable and the ultimate outcome would be of no real service or\nbenefit to us or to education either.\nMr. Williams: Thank you for your clear-cut statement.\n{Mr. R. E. Offenhauer of Ohio and Miss E. Ruth Pyrtle of Nebraska took part in\nthe discussion. The question again being called for, the motion was put and\ncarried.)\n\nThe Chair: Then the second report which this committee has to make to you is\nthat this matter, as approved by the Board of Directors, shall be referred to the\nExecutive Committee with instruction of the Board of Directors to act and report\ntheir action — and what\nBoard of Directors.\n\nhas happened\n\nin the meantime — to the next meeting\n\nof the\n\nMr. T. J. Walker: I so move.\nMiss Grosvenor: Second the motion.\n\n(After discussion by Mr.\nand carried.)\n\nRickards, Mr. Mooney\n\nand others, the motion\n\nPresident Rosier (having returned) : Mr. Chairman,\n\njust before Mr. Moore\n\nwas\n\nput\n\nspeaks\n\n— I am expecting someone to come after me any minute now and take me to the\nColumbia Broadcasting Studio — and so just before I go I want to express to the\nBoard of Directors my deep appreciation of your cooperation during the year. It\nhas been a hectic year, as I have stated before and we have encountered many diffi¬\nculties, and we had a chance to make all sorts of mistakes and blunders, but I think\nwe have avoided most of the blunders we might have made and I believe we are\nhanding\n\nover\n\nthe National\n\nEducation\n\nAssociation\n\nand\n\nits whole\n\norganization\n\nto\n\n"}
{"page": 908, "printed_page": null, "text": "904\n\nNational\n\nEducation\n\nAssociation\n\nthe incoming administration in as fine shape as could possibly be expected consider¬\ning all the difficulties we have encountered.\n(He continued his remarks speaking of the value of the work of state directors,\nwhat departments had accomplished, and the responsibility of the Association.)\nThe Chair: Before Mr. Rosier goes, may I say for all of us that we are making\nno apology to anybody for the leadership of American education thru the National\nEducation Association for this year. We appreciate the work that he has done and\nwe only hope he is going to keep on fighting in the ranks of this Association as he\nhas done in the years that are gone.\nThe Chair: You have a report tomorrow on the Social Economic Goals Committee.\nI he committee which met last night has no desire to discuss the content of the report.\nWe think, however, that the Board of Directors should consider just what it means\nand what disposition should be made of this report at the meeting tomorrow. The\ncommittee states that it is making a tentative report. The committee states in this\nprinted report, which I think you ought to read before you go to this meeting to¬\nmorrow, if you haven’t already read it, that it is making a tentative report.\nMr. Robert C. Moore (Illinois) : I regret very much that Dr. Kelly is not here\nto make the report on this and the very moment that he comes in I shall relinquish\nthis station and ask him to make the report and if I should say anything before he\ncomes in, and he says differently after he comes in, he is right, and you will please\nforget what I said. However, I am going to speak just as frankly and truthfully\nand as positively as I can remember from my experience upon this committee and\nwhat took place.\nI do not profess to be an expert in the knowledge of sociology and economics, but\nas one member of the committee I do profess to have had a rather intimate relation\nwith some of the extremely difficult social and economic problems in my forty or\nfifty years of experience in Illinois, and in the last year or two they have piled up\nso rapidly that my experience in the last year or two has been about as much as all\nof the preceding time. However, there are some eminent men upon this committee:\nJohn Dewey, professor of philosophy at Columbia University; Willard E. Givens,\nsuperintendent of schools of Oakland, California; Fred J. Kelly, Division of Higher\nEducation, the United States Office of Education, who was chairman of the commit¬\ntee; Leon C. Marshall, professor of law at Johns Hopkins University; Howard A.\nLaw, professor of sociology of the University of Wisconsin. I want to say to you\nit was a very excellent opportunity for me to receive an education in sociology and\neconomics just being associated with these men. It was largely my function to present\ndifficult nuts for them to crack. There were three meetings of this committee. . . .\nOn the other hand, we decided that there must be some certain fundamental economic\nprinciples underlying our American form of government and our particular social\norder in this country that ought to be expressed and definitely set out as guide posts\nfor the teachers of this country. I believe you think that is fair. (He continued setting\nforth the great value of the study.)\nThe Chair: I feel I should say for the committee that there was no disposition\non the part of our committee to question the content or character of the work of this\ncommittee. The Board of Directors have nothing but commendation for that. As\nmany of you realize, a report of this kind, or any kind of a report, somebody may\nget up and say, “I move its adoption,” and somebody else seconds it and it goes\nthru. We wanted to know if it is your view of the matter, and if you said it isn’t we\nwant the courtesy of a discussion of the matter.\nMr. W. B. Mooney (Colorado) : Mr. Chairman, the suggestion has been made\nthat Mr. Moore sketch the ten major points without reading the points.\nThe Chair: Read the ten favorable comments there.\n\nMr. Moore: Synopsis — it will only take me a few minutes to read the synopsis.\n(He then read the ten points and commented on each. The report of the committee\nis printed elsewhere in this volume, see index.)\nThe Chair: Any further discussion?\n\n"}
{"page": 909, "printed_page": null, "text": "905\nAssociational\n\nRecords\n\nand\n\nInformation\n\nMr. Mooney: I would just like to ask Mr. Moore, is there any plan of the com¬\nmittee to ask to be continued in its report? I see nothing in the report itself.\nMr. Moore: Why, no. I think it is a continuing committee or I think it is to serve\nuntil discharged. Now a motion could be made to accept and adopt this report and\ndischarge the committee.\nMr. Mooney : Mr. Chairman, I move that the Board of Directors accept this re¬\nport, pass it to the Delegate Assembly with the recommendation of the Board of\nDirectors that the committee be continued for further study.\nMr. Williams: Second the motion.\n\nThe Chair: I don’t know whether we have the right to accept it or not but we do\naccept it and pass it to the Delegate Assembly with the recommendation that the\ncommittee be continued, the report be accepted for further study and the committee\nbe continued. Is there any discussion?\n(The question being called for, the motion was put and carried.)\nThe Chair: So far as I know that is all the trouble I got you into.\nMr. H. V. Holloway (Delaware) : Mr. Chairman, this Board of Directors has\ngone on record this afternoon in starting to meet one of the most vital problems\nthat has been presented to it during the years in which I have been a member. I offer\nthe following resolution.\nResolved, That it is the sense of the Board of Directors that the reports of all\ncommittees, including the Committee on Resolutions, be presented for the con¬\nsideration of the Board of Directors before being presented to the General\nAssembly.\nAnd I beg to move the adoption of that resolution.\nThe Chair: You have heard that motion. Is there a second?\nMiss E. Ruth Pyrtle (Nebraska) : I second it.\nThe Chair: Is there any discussion?\nMr. Walker: You specifically exempt all adoption?\nMr. Moore: Mr. Chairman, I would like to ask the director if that means the\naction or acceptance by the Board of Directors to foreclose contrary action by the\nRepresentative Assembly? Many it ought to and many it ought not, I am recog¬\nnizing that question, but I would like to know definitely who is the final authority\non legislation in the N. E. A.?\nThe Chair: Mr. Saunders will probably answer that.\nMr. Joseph H. Saunders (Virginia) : The final authority on legislation or any¬\nthing else is the Representative Assembly to which all subordinate bodies must\nreport its action for adoption, except certain details of management that is placed in\nthe hands of the three servants of the Representative Assembly, that is the Execu¬\ntive Committee, the Board of Trustees and this Board of Directors. Certain minor\nfunctions with power to act reside in or are inherent in those three bodies but ulti¬\nmately all authority rests with the Representative Assembly and they can reverse\nanything anyone of these three servants of the Representative Assembly does.\nThe Chair: Then if the Resolutions Committee presented a resolution which the\nBoard of Directors thought was unwise to adopt, the Board of Directors could say\nto the Resolutions Committee: We think this resolution should not be adopted — but\n\nthey couldn’t control the action of the Representative\nMr. Saunders: No.\n\nAssembly\n\nnor veto it?\n\nMr. Mooney: Mr. Chairman, I am in favor of Mr. Holloway’s resolution. I feel\nwe need education, not for the purpose of keeping the Delegate Assembly or any\ncommittee from running away from itself, but I as a member of this Board feel\nthat I myself need to study those things and if they are coming before me, it gives\nthe motive to do so and to keep oufselves informed. I think it is a wise resolution.\nMr. Saunders: There are three committees you could not compel to make a report\nhere as they are constituted directly by the Assembly and they are the Committee\n\n"}
{"page": 910, "printed_page": null, "text": "906\n\nNational\n\nEducation\n\nAssociation\n\non Resolutions, the Committee on Credentials, and the Committee on Necrology. You\ncould not compel them to make their reports here.\nThe Chair: But if you were to ask the Committee on Resolutions to make its\nreport here, they would probably do so.\nMr. Saunders: They would probably do so.\n(The question being called for, the motion was put and carried.)\nThe Chair: I have heard discussion everywhere about when the new Board is to\nmeet. It seems to me this is the last meeting of the old Board and if the new Board\nwants to meet immediately after the adjournment of the session on Friday Mr. Kelley: Wouldn’t the Board of Directors find it very satisfactory to hold\nbreakfast meeting on Friday of the new Board and then not be held over for thea\nafternoon?\nThe Chair: I never got a breakfast — I don’t know.\nMr. Kelley: Anyway we could meet Friday morning\nafternoon ?\n\nand not be held over Friday\n\nMr. Saunders: Mr. Chairman, I would have to raise a point of order there, and\nthat is that the Representative Assembly adopted as the order of business the printed\nprogram, and the printed program sets forth the time and place of meeting of the\nnew Executive Committee, the Board of Directors, and the Board of Trustees. I\ndon’t think you could very properly change that procedure.\nMr. Carroll: Mr. Chairman, change it tomorrow if we want to in the Representa¬\ntive Assembly. So far as that goes anything adopted by the Representative Assembly\nwould govern the Board of Directors.\nMr. Saunders:\n\nBut the point that I am making, Mr. Carroll, is this: This Board\nof Directors can meet all day today if it wants to, or on call for meeting, but the\nnew Board of Directors hasn’t met. They are not elected yet. They will not be elected\nuntil tomorrow by ballot. At the end of tomorrow they will be elected and the point\nI am making is that the new Board cannot assemble until it does so under the direc¬\ntion and authority and action of the Representative Assembly, and that is set forth\nwhen they adopted this as the order of business for this convention. That is the point\nI am making — this Board can do whatever it pleases but the new Board can’t until\nit is constituted.\nThe Chair: There are lots of fellows in jail you know\nMr. Holloway now moves we adjourn.\n(The meeting\n\nthereupon\n\nwho\n\ncouldn’t be put in.\n\nadjourned.)\n\nFriday Morning,\n\nJ. W.\n\nCrabtree,\n\nJoseph\n\nRosier,\n\nSecretary.\n\nPresident.\n\nJuly 7, 1933\n\nThe meeting of the new Board of Directors was called to order promptly at 9\na. m. in the West Ballroom of the Stevens Hotel, by President Rosier.\nPresident Rosier: The meeting of the Board of Directors will please come to order.\nThe director ought to be a conscious force in the organized forces of his state. I hope\nthe old directors and those who are new will go back to the states feeling that you\nare a part of a nationally organized force for the protection of the educational in¬\nterests of the children. And so I want again to emphasize the power and force of\norganization. It has been my purpose this year to place this emphasis upon organiza¬\ntion, and from what I hear about Miss Gray, I think that is her strong point, and\nI rather think a year or two in succession of emphasis upon organization will be\naltogether for the benefit of the Association and for the benefit of education. I hope\nyou will carry this same organizing spirit back to your homes. You ought to give\na lot of cooperation to the development of your state association and to your local\nassociations.\n\n"}
{"page": 911, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n907\n\nInformation\n\nWe have many difficulties ahead of us yet — there are all sorts of difficult prob¬\nlems — but with a revival in business we are thrown back into a position where we\ncan do things with some hope. We have been in despair the last year or two, to tell\nthe truth. Most of this year I think that I, and most of you, were in a state of despair,\nwondering what we were going to do, but the last month or two things have com¬\nmenced to change, and I believe here this week we have all caught the spirit of a\nnew day. So it is a very great pleasure and gratification to me to turn over this work\nof leadership of these organized forces to my successor. She represents a great state\norganization. I wish you would bear that in mind, that she is the product of a great\nstate organization. I don't think there is a state organization in the United States\nthat has done any more wonderful work in the last year or two than the state asso¬\nciation in Pennsylvania. A fine group of men and women; some of the finest men\nin this country have been in that organization and gone down to Harrisburg and\nfought the good fight, just as good fights have been fought in all of the state capitals\nof the country. I hope you may give to Miss Gray the same cordial support and co¬\noperation which you have given so generously to me.\nIt is my very great pleasure to present to you your new president, Miss Gray.\n{Mr. Kelley came forward with the very beautiful basket of flowers which had\nbeen presented to Miss Gray by her state upon her election.)\nVoice: Now Kelley would do that!\nMiss Gray: Yes, he would. It is exactly what Kelley would do. I want to give\nyou just a word of greeting if I may, please.\nAs a classroom teacher, when the people of the state asked me to be the president\nof the state association I was so breathless and so mystified to think anybody would\nlook at a classroom teacher and think they could do anything big like that, that I\njust simply thought, and thought, and thought for over a month, “Why, it couldn’t\nbe; I couldn’t be so presumptuous!” But if there is one thing I will ask you as direc¬\ntors to do, it is to believe in the classroom teachers, not believe in them because they\nare classroom teachers, but to see something of wonder in the power of development\nof that group. There are potential leaders there. They haven’t been awakened and\nthey can be saved for great and glorious work. Other people are seeing in our class¬\nroom leaders that same power and are guiding it in wrong channels. Now we have\ngot to save those people. I don’t mean to say they are in danger — they are not.\nThey are up and coming, they are on their toes; they want this thing — they believe\nthat the National Education Association is a force. You know they are constantly\nsaying, “What is that organization doing for us?” They don’t realize that the\nN. E. A. could be their power, their own strength challenged to service. And that\nis what I hope, in a modest way, to be able to convince them.\nFor the development that has been patiently given me in my own state, thru my\nown leaders — my own dear Dr. Davidson and Dr. Fmegan, who have gone, and\nthe executive secretary of our great state association, who has the most wonderful\ndeveloping power among us teachers of any of the educators I have known —\nI am extremely grateful.\nWith this modest beginning, I want to tell you I feel like a tug that is taking out\nof port some great vessel. The captain is on the vessel. I am not the captain; you\nare the captain. And if I can do anything to take this ship and launch it into the\ndeep sea properly, I am\nmuch.\n\ngoing to do it, with every power\n\nI have. Thank\n\nJessie Gray , president-elect, presiding.\nThe President: Will you call the roll, please, Mr. Crabtree?\n(Secretary Crabtree thereupon called the roll as follows:)\nDirectors Ex Officio: Joseph Rosier, Henry Lester Smith, treasurer;\nSaunders, chairman, Board of Directors, and J. IV. Crabtree, secretary.\nLife Directors: Florence Hale, Mary McSkimmon, Carroll G. Pearse.\nThe Secretary: Now we will call the roll of State Directors.\n\nyou very\n\nJoseph\n\nH.\n\n"}
{"page": 912, "printed_page": null, "text": "908\n\nNational\n\nEducation\n\nAssociation\n\nState Directors: Alabama— J. D. Williams, Alaska — Cleo Campbell, Arizona—\nW. T. Machan, Arkansas— C. M. Hirst, California — J. R. Croad, Colorado—//7. B.\nMooney, Connecticut — Helen T. Collins, Delaware—//. V . Holloway, District of\nColumbia — Edith Louise Grosvenor, Florida — James S. Rickards, Georgia — George\nW. Wannamaker, Hawaii — T. J. Martin (alternate for Oren E. Long), Idaho—\nRaymond //. Snyder, Illinois—^. L. W hittenberg , Indiana— Charles O. Williams,\nIowa Mary A. Lord, Kansas — F. L. Schlagle, Kentucky — R. E. Williams , Louisiana\n— P. H. Griffith, Maine — William B. Jack, Maryland — William Burdick, Massachu¬\nsetts — Annie C. Woodward, Michigan — E. T. Cameron, Minnesota — Harry L.\nW ahlstrand, Mississippi — H. V. Cooper, Missouri — Thomas J. Walker, Montana—\nJ . S. Williams, Nebraska — George P. Knipprath, New Hampshire — Dana S. Jordan,\nNew Jersey — R. B. Gurley, New Mexico — Vernon O. Tolle, New York — Frederick\nHouk Law, North Carolina — T. W . Andrews, Ohio — R. E. Offenhauer, Oklahoma —\nM. E. Hurst, Oregon— Birdine Merrill, Pennsylvania— J. Herbert Kelley, Rhode\nIsland — Charles Carroll, South Carolina — A. C. Flora, South Dakota — S. B. Nissen,\nTennessee — S. L. Ragsdale, Texas — W. A. James (alternate for L. W. Rogers ),\nLtah James T. W orlton, Vermont — • Caroline S. Woodruff, Virginia — Edith B.\nJoynes, Wisconsin — Blanche M. McCarthy, Wyoming — H. H. Moyer.\nMr. Saunders: Madam Chairman, I move you that the representatives of absent\ndelegates, duly certified and recommended be seated, the resignations of such absent\ndirectors being accepted.\n(Motion seconded, question called for, motion put and carried.)\nThe secretary explained that a mistake had been made on the ballots too late to be\ncorrected before balloting. The name M. J. Clarke of Nevada should replace that\n°f F- Edgar Aline er. We will consider Mr. Clarke elected if satisfactory to the Board\nof Directors.\n\n(It was\n\nagreed to. Mr.\n\nCrabtree continued) :\nThere are a number here waiting to extend invitations, and I would suggest to\nthe president that we take up that item of business next so that those who are here\nfor the purpose of extending invitations may leave at the close of that part of our\nbusiness.\nThe President: We shall now be glad to hear invitations from those who\nN. E. A. convention to meet with them next year.\nAir. Charles Carroll (Rhode Island): Madam President, I move\ntending invitations be limited to five minutes each.\n\nwish the\n\nthe time for ex¬\n\n(Motion seconded, put and carried.)\nMr. J. M. Gwinn (California) : Madam Chairman —\nThe President: Mr. Gwinn of California.\nMr.\n\nGwinn:\n\nI have\n\nwith\n\nme\n\nMr.\n\nCampbell,\n\nrepresenting the Convention and\nTourist Bureau of San Francisco. This is California’s day out at the Fair. He has\na duty there. I would like him to say just a word. This is for 1935, not for 1934.\nThe President: Mr. Campbell.\n{Mr. Campbell extended an invitation for 1935.)\nThe President: I shall be glad to hear from anybody\nan invitation.\n\nelse at this time who\n\nhas\n\nMr. John C allahan (Wisconsin) : I am here to represent the state of Wisconsin,\nthe city of Milwaukee, and its Chamber of Commerce and the City Council, and the\nmayor, and all the teachers organizations for that matter, and to extend to you an\ninvitation to meet in 1934 in the city of Milwaukee. I have the president of the\nState Teachers Association here. He might like to say a word.\nAir. O. H. Plenzke (Wisconsin) : As president of the State Teachers Association,\nat the plea and request of the several state teachers associations, who are affiliated\nin large numbers, very loyal in every way, we would like to add our request to\nmeet in Milwaukee next year. (His invitation was cordially received.)\n\n"}
{"page": 913, "printed_page": null, "text": "Information\n\n909\n\nThe President: I recognize Mr. McN alley , assistant managing\nToronto Convention and Tourist Association at this time.\n\ndirector of the\n\nAssociational\n\nRecords\n\nand\n\nMr. McNalley (Canada) : My American confreres are all sitting tight back here,\nwaiting to be the last ones to speak, so I am going to break the ice. I esteem it an\nhonor to come before you, and I hope represent, as adequately as I may, the mayor\nof the corporation, and the citizens of the city of Toronto, to extend to you the very\nheart-felt invitation to place your convention in the city of Toronto next year. There\nare before you executive, formal invitations, which start with that of the minister of\neducation for the province of Ontario, and the Board of Education for the city of\nToronto, and others, and display a wide and I think rather genuine interest in the\npossibilities of your coming to Toronto to meet with us. (He continued\ntion and was warmly applauded as he closed.)\nMr. JV. H. Pearce (Michigan) : Madam\nwhether there is any meeting hall in Toronto\n\nPresident, may I ask the gentleman\nthat will hold more than 2000 people?\n\nI didn’t understand him to say.\nMr. McNalley: We can seat any gathering\nnot more than 12,000 efficiently.\nThe President:\nMiss Grosvenor.\n\nAre\n\nthere any\n\nthe invita¬\n\nwhich\n\nrequires a seating capacity of\n\nother invitations to be extended\n\nat this time?\n\nMiss Edith Louise Grosvenor (District of Columbia) : I had hoped to be the\nproverbial woman and have the last word, but I see Detroit is holding out on me.\nPerhaps it is just as well. The last time I did have the last word, in 1931, Detroit\ndidn’t hold out on me\n\nbut Atlantic City beat me out. So, even tho nobody else is\nsaying anything, even tho I am not from California, I am going to talk. (She ex¬\ntended the invitation for the District Association and other agencies.)\nMr. E. T. Cameron (Michigan) : I wish to extend to the Board of Directors of the\nN. E. A. a sincere invitation to hold your meeting next summer in Detroit. I do\nthis in behalf of the teachers of our state, the teachers of our city, the various group\n\norganizations, our Association of Schoolboards, and our citizens.\nWe sincerely invite you to come. And at this time I would like to ask the privilege\nof presenting Mr. Lee Berry, a member of one of our local boards of education, and\ndirector and manager of the Detroit Convention Bureau. He will tell you something\nof the advantages the city of Detroit has to offer you. {Mr. Berry was introduced\nand extended a most cordial invitation for Detroit.)\nThe President: Are there any other invitations at this time?\n\nMr.\n\nR. B. Gurley\n\n(New\n\nJersey) : Madam\n\nPresident,\n\nAtlantic\n\nCity likes the\n\nN. E. A. We would like to have you come there every year. We like you. I don’t\nknow whether you like us but we hope you do. At the request of the State teachers\nAssociation in Atlantic City, I am asking you to come to Atlantic City as soon as\nyou can possibly do it.\nMr. Charles Carroll (Rhode Island) : Are they all done?\nSecretary Crabtree: The president of the Association asks us to change our pro¬\ncedure here for just a moment. We noticed Mr. John Bowman, the manager of this\nhotel, step in at this time, and we understand he has a word to say to us, so she\nwishes me to call upon him at this time. Mr. Bowman. (He responded in a speech\nfor the Association’s having come to Chicago.)\nMiss Grosvenor : Madam President, I would like at this time to ask just a moment’s\ntime for the Convention Bureau man from the District of Columbia. Mr. Nichols.\n{Mr. Nichols responded by urging the Association to meet in Washington in 1934.)\nMr. Callahan: Madam President, may I request we make it unanimous and that\n\nof appreciation\n\nI be given an opportunity to call on the Convention Bureau Director from Milwau¬\nkee, Mr. Ferguson. {Mr. Ferguson added to the Milwaukee invitation.)\nThe President: Are there any other invitations? If not I shall ask you what action\nyou wish to take and how you wish to record your decision?\n\n"}
{"page": 914, "printed_page": null, "text": "910\n\nNational\n\nEducation\n\nAssociation\n\nMr. Carroll: Madam President, I understand this is an advisory vote and that\nno mandate is laid upon the officers in determining the place of convention. It occurs\nto me it might be well to make it purely a preferential ballot and so have the vote\nof the directors indicate the three cities as first, second, and third choice.\n(This being taken as a renewal of the motion, it was seconded, and the motion\nstated by the president and after discussion and explanation it was carried.)\nThe President: I will appoint Mr. Law of New York, Mr. James of Texas, and\nMrs. Joynes of Virginia to count the ballots.\nMr. A. L. W hittenh er g (Illinois) : I don’t want to disturb anybody’s conversation\n— go right along talking — but I want to remind you, a year ago in Atlantic City,\nIllinois made an earnest plea for you to come to Chicago, and you were gracious\nenough to come to Chicago. Last Monday morning Illinois undertook to welcome\nyou in the most loyal way we knew how, and thruout the week Illinois has been at\nyour service, and now Illinois would come to you before you go away and thank\nyou for your gracious presence in Chicago, and for your helpful, ameliorating in¬\nfluence — and it has certainly been fine. Now I would like to say to the successful\ncity here — whatever it is — if you get as much fun out of working for the 1934 con¬\nvention as Illinois has had out of this convention, then I should say that you will be\nvery happy. We most joyously thank you for your presence and your help.\nThe President: While the ballots are being counted, if it will be satisfactory to\nyou, we will proceed to the election of officers and there is a trustee that may be\nnominated at this time.\nMr.\n\nGeorge\n\nIV annamaher\n\n(Georgia)\n\n: As was\n\nexplained on the floor of the Dele¬\ngate Assembly this morning, the Association has numerous committees and depart¬\nments. I think a great many who have been serving on this Board of Directors for\na number of years realize the responsibility of the position of trustee of the organiza¬\ntion, but for the benefit of those who are new on the committee — and I don’t mean to\nbe presumptuous at all — I want to say, as one who has attended conventions for in¬\nnumerable years and interested in the Association, I can conceive of nothing more\nimportant in the way of an election than the election of men on the Board of Trus¬\ntees. I come from the state of Georgia, but as I look upon nominations made in the\nNational Education Association, I try to look at the United States as a whole, and\nin looking over all of it, from one end of the country to the other, I know of no one\nwho could serve this Association better than Mr. Gwinn, the superintendent of\nschools in San Francisco.\nMr. Croad (California) : Madam President, as the delegate from California, it\ngives me extreme pleasure to second the nomination that was made from Georgia.\nOur representative on the Board of Trustees, Mr. Gwinn, is the one man from the\nwestern states on the Board of Trustees.\nMr. Gwinn as a member of that Board surely deserves to be retained.\nMiss Florence Hale (New York) : Madam President, I move the nominations\nclosed and Mr. Gwinn be elected by acclamation.\n\nbe\n\n(Motion put, carried, and Mr. Gwinn declared elected as a trustee for four years.)\nMr. J. M. Gwinn (California) : All you have to do is get more memberships so\nthat we can handle more money. That is what we need — plenty of members.\nMr. T. IV. Andrews (North Carolina) : Madam President, I don’t want to inter¬\nrupt the regular procedure but one item I would like to get in before we start this.\nLike to get it in before your vote as to the convention place is announced. We have\nhad a most unusual invitation presented to us for the meeting next year, and re¬\ngardless of how the preferential vote may turn out, I would like to suggest or move\nif necessary, that we express our appreciation for the magnificent international ges¬\nture which has come to us in the form of an invitation to take our meeting to Toronto\nnext year and reciprocate in feeling, in cordiality of spirit if we do not show that\nwe have done so with our ballots.\n\n"}
{"page": 915, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n911\nThe\n\nPresident:\n\nWas\n\nthat in the form of a motion?\n\nMr. Andrews: I would be glad to make\nMiss Grosvenor: Second the motion.\n(Question\n\ncalled for, motion\n\nit as a motion if you would\n\nlike to have it.\n\nput, and carried.)\n\nThe President: I wish to extend to Mr. McN alley our very good wishes and ap¬\npreciation for the splendid invitation from Toronto and the request he take back\nto Toronto our great appreciation.\nMr. McN alley : I appreciate that very highly. I trust that if I am not at the top\nof the list on this ballot — and quite frankly I hardly expect to be — we shall have the\npleasure of greeting a great many of you as individuals during the year.\nThe President: The next officer that is to be elected is a member of the Executive\nCommittee, Mr. Gosling’s term having expired.\nMr. R. E. Offenhauer (Ohio) : Madam President, as has been said here, we appre¬\nciate very much the importance of the Board of Trustees. We also appreciate very\nmuch the importance of the Executive Committee. A year ago this body unanimously\nelected Mr. Gosling a member of the Executive Committee and I would like at this\ntime to renominate him for the position.\nMiss Grosvenor : Second the motion.\nMr. J. D. Williams (Alabama) : Madam President, I move the nominations close\nand that we elect by acclamation.\n(Motion seconded by Miss Grosvenor , put to a vote, carried and Mr. Gosling\ndeclared unanimously elected a member of the Executive Committee.)\nThe President: Now we are ready for nominations for a member of the Budget\nCommittee.\nMr.\n\nW. B. Jack (Maine)\n\n: I would\n\nlike to place in nomination\n\nMr.\n\nGeorge\n\nWan¬\n\nnamaker of Georgia. He served with the Budget Committee before — did some pains¬\ntaking and very hard work on that committee. I believe there is no more important\ncommittee than the Budget Committee.\nThe President: I recognize Mr. Walker of Missouri.\nMr. T. J. Walker (Missouri) : Last year we adopted a resolution that members\nof this committee could not be elected to succeed themselves, with the idea of intro¬\nducing new blood on the committee. Since I cannot nominate that excellent lady who\nis retiring, I want to nominate another excellent New Englander. This lady whom\nI want to nominate is a member of our Board of Directors, is president of the\nTeachers League in her city, is a member of the board of directors of the State\nTeachers Association in her state, is editor of the teachers organ in her city, has\nbeen fighting for years there for the benefit of the teachers, and has such consum¬\nmate skill and ability that the superintendent asked her and her committee to rep¬\nresent the schools before the mayor and the civic organizations of her city. I have\ngreat honor in placing before this body the name of Miss Helen T. Collins of New\nHaven, Connecticut.\nMr. Wannamaker: Madam Chairman, may I be recognized at this time?\nThe President: Yes, Mr. Wannamaker. (He then asked that his name be dropped\nafter thanking Mr. Jack for nominating him.)\nThe President: Mr. W annamaker having withdrawn his nomination, I presume\nthe motion now carries the added provision that the nominations be closed and\nMiss Helen Collins be nominated by acclamation a member of the Budget Committee.\n(Question called for, motion put and carried and Miss Helen Collins declared\nelected by acclamation a member of the Budget Committee.)\nThe President: We are glad to have Miss Collins as a member of the Budget\nCommittee. This body makes the appropriations and I am going to call on Mr.\nWhittenherg at this time to give a report on the appropriations or budget.\nMr. Whittenherg: Madam President, the report necessarily is very, very brief.\nYou will recall that the preliminary report of the Budget Committee was sub¬\nmitted on Saturday afternoon; that it was represented to you on Tuesday afternoon\n\n"}
{"page": 916, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nand some changes made and approved by this Board\n. This report as approved by\nyour Board on Tuesday afternoon was presented\nthis morning to the General\nAssembly, that change being that an appropriation for\n$200 was voted for the use\nand purposes of the Resolutions Committee. And so\nthe report that you have seen\nexactly as you approved it last Tuesday with the one\nexception I mention of $200\nbeing added for the use of the Resolutions Committee\nis the report now of your\nudget Committee. And I move now that the sever\nal sums enumerated in this\nprinted volume, with the one exception I have mentioned\nfor the Resolutions Com¬\nmittee, be now appropriated by this body.\n(Seconded by R. E. Offcnhauer, motion put and carried.)\nThe President: We will accept the budget as it has\nbeen prepared.\nMr. Joseph H. Saunders (Virginia) : Madam President,\nif there are no items of\nnew business, I move that the resignation of those duly\nelected at this meeting to\nsit for the regularly elected members be accepted, and\nthe duly elected members of\nthis Board of Directors be elected. That motion is necess\nary.\nMr. Wannamaker : Madam Chairman, befor\ne that motion is put, may I be\nprivileged to make a statement?\nThe delegates from one of the states represente\nd here, my state in particular,\nasked me if I would make a motion in this meeting\nof the Board of Directors that I\nfeel a little reluctant to make, but I feel I ought to\nbe privileged to make a state¬\nment. As those of you who were here in this meeti\nng at this time, or in attendance\nupon the Representative Assembly this morning, will\nnote there was a point of\nveiv great importance to the Association voted upon.\nI move you, Madam President, that we request the editor\nof our Journal, the\notticial organ, to make a full statement of the resolution,\nthe amendment that was\noffered there this morning, in the Journal, prior to the\nmeeting next summer.\nMt. R. E. Off enhauer (Ohio) : Second the motion.\nThe President. In which number of the Journal\nwould you say?\nMr. II annamaker : That will have to be left to\nhim. It will have to be probably\nmore than once prior to the next meeting, and the explanatio\nn should be made about it.\n(Question called for, motion put, and carried.)\nThe President: Mr. Law, will you give us the report\nof your committee, please\nas to the place of meeting?\nMr.\n\nF. II. Law (New York) : Madam Chairman, ladies\nand gentlemen. Your\ncommittee appointed to examine the ballots found\n148 choices had been expressed\nas follows. (He then explained how many votes had\nbeen cast for first, second and\nthird choice.)\nAccording to the total votes cast the choice of meeting\nplace was in the following\norder: Washington, Detroit, Milwaukee, Toronto,\nAtlantic City, Hawaii, Memphis.\nThe President: Is there anything else that is to be\nbrought before the attention\nof the Board of Directors at this time?\nMr. JV. B. Mooney (Colorado) : Madam President,\nI move\nto the Executive Committee for final action.\n\nthe matter be referred\n\nA//. Saunders: May I ask the chairman of the commi\nttee just once more — some\ndiscussion there— was the first choice for Washington\nor first choice for Detroit?\nMr. Law: Washington for first place received 34 ballot\ns; Detroit for first place\nreceived 12.\n\nMr. Saunders:\n\nThank\n\nyou.\n\nThe. President : If there is no other business to come before\nthe Board of Directors\na motion to adjourn is in order. Well, we have not\nyet acted on Mr. Saunders'\nmotion.\n\nMr Saunders: 1 move that the resignations of tempo\nrary directors be accepted\nand those regularly elected by the Representative\nAssembly this morning be now\nelected members of the Board of Directors.\n\n"}
{"page": 917, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n913\n\nInformation\n\n(Question called for, motion seconded, put and carried.)\nThe President: The resignations are accepted and the newly elected directors\nare duly seated. A motion to adjourn is in order.\n(A motion to adjourn was offered, seconded, put, and carried and the session\nclosed.)\n\nMINUTES\n\nOF THE\n\nJ. W.\n\nCrabtree,\n\nJessie\n\nGray,\n\nMEETINGS OF THE\nCOMMITTEE\n\nSecretary\n\nPresident\n\nEXECUTIVE\n\nMinneapolis, Minnesota\nMonday\n\nMorning,\n\nFebruary\n\n27, 1933\n\nThe meeting of the Executive Committee of the National Education Association,\nheld at the Radisson Hotel, was called to order at 11 a.m., by President Rosier.\nThe following were present: Joseph Rosier, president, Florence Hale, Joseph H.\nSaunders, Henry Lester Smith, Thomas W. Gosling, and J. W. Crabtree, secretary.\nEdgar G. Doudna, member, Board of Trustees, was present on invitation.\nUpon motion it was voted that the reading of the minutes of the last meeting,\ninasmuch as they had been printed in the Proceedings, be dispensed with.\nFor the information of the Executive Committee and the Board of Trustees,\nPresident Rosier reviewed a few things in connection with the action of the Executive\nCommittee. He stated that the most important matter coming before the Executive\nCommittee at the meeting in Atlantic City was the determination of place of meeting\nfor the next annual convention. At that time the Board of Directors gave a\npreferential vote for the city of Chicago, the second largest vote being for Milwaukee,\nthe matter being left in the hands of President Rosier, as president of the Committee,\nto look into the matter and make final decision.\nA direct report reached President Rosier that one group of teachers in Chicago\ndid not want the convention, and there was other conflicting opinion about it.\nWishing to follow the preferential vote of the Board of Directors, President Rosier\nasked Charles H. Judd, dean, School of Education, University of Chicago, to make\na careful investigation and give a confidential report on the whole situation in\nChicago. A very thoro report was given, which determined that the public-school\nsystem in Chicago and the two universities there were unanimous in wanting the\nconvention, giving their pledges to make it a success.\nPresident Rosier gave a resume of his meeting with the staff of the National\nEducation Association at headquarters, in September 1932, and the discussion re¬\ngarding the financial conditions of the Association and of the country at large.\nAs a result of the discussion the staff members volunteered to make whatever\nsacrifices were necessary to carry on thru the year. President Rosier and Secretary\nCrabtree resolved upon the plan, which was readily agreed to by the staff members,\nthat a certain number of weeks’ service be furnished by each member during the\nyear, without pay; the payless weeks to be distributed thruout the year in such a\nway as to cause the least hardship on the staff. He commented at length upon the\nvery fine spirit of cooperation from the members of the staff, stating he felt the\nyear could probably be finished, because of this fine spirit of cooperation, without\na deficit; that it would be necessary to operate on about a 20 percent reduction\nof the budget, and that with Secretary Crabtree's fine management in holding down\nother expenses, accounts could probably be balanced.\nPresident Rosier requested Secretary Crabtree to comment upon his own report,\nor matters he wished to bring up. Secretary Crabtree referred again to the matter\n\n"}
{"page": 918, "printed_page": null, "text": "914\n\nNational\n\nEducation\n\nAssociation\n\nof the cooperation of the headquarters staff, stating that the demands\nwere so great\nthey felt they did not dare drop anybody from the staff or reduce it further\nthan\nwas absolutely necessary; that a great many had been let out, but that\nall were\nkept as long as possible in view of the fact that the Joint Commission had\nmeant\nmuch extra work for the staff members.\nSecretary Crabtree stated they had also arranged to give four weeks’\nfree\nservice, and that this free service, in terms of a cut would represent\nmore than the\ngovernment workers had received; also, that he was confident the budget\ncould not\nbe .met without a still further cut, making at least five weeks, in\nthe end, ef free\nservice. Secretary Crabtree stated he was setting the example of\nadding another\nweek of free service for himself because his salary was the\nlargest,\nand he felt\nhe should lead.\n\nDiscussion was had with reference to the work of the Emerge\nncy Commission.\nTrustee Doudna stated he hoped they would get some emotional “kick” into\ntheir\nmaterial put out, and not rely on the intellectual appeal, because the “low brows”\nwould not be moved. President Rosier stated the hope had been expres\nsed to him\nthat the Emergency Commission material would not be made a research enterpr\nise.\nMr. Gosling emphasized using local teachers associations for series of talks on\neducation.\nPresident Rosier stated that at the Atlantic City meeting arrangements\nwere\nmade with Miss Hale to continue the radio broadcasting this year under the\nauspices\nof the N. E. A.; that Miss Hale had given it a great deal of attention and had held\nthe programs to a high standard, and that between this time and next July\nthe\nofficers should be thinking about how that work should be carried on.\n^ Discussion was brought up regarding the program for the summer meeting in\nChicago, and President Rosier asked for suggestions. He stated that,\ncarrying out\nhis idea of the power of organization, personally he was not looking for\n“big guns”\nespecially, unless they represent organization, and that he did not want to have\nanyone speak on the program who was hostile to public education. Mr. Gosling\nand others made suggestions.\nThere being no further business the meeting adjourned at 12 noon.\nJ. W. Crabtree,\n\nSecretary\n\nJoseph\n\nPresident\n\nRosier,\n\nChicago, Illinois\nSaturday Morning,\n\nJuly 1, 1933\n\n1'he opening meeting of the Executive Committee of the seventy-first\nannual\nconvention of the National Education Association took place\nas scheduled. It opened\nat 10 a.m. in the president’s suite 1004-1006, Stevens Hotel.\nThere were present Joseph Rosier, president; Florence Hale, Henry Lester\nSmith,\nThomas JV . Gosling, Joseph H. Saunders, and J. W. Crabtree, secretary. There\nwere\nalso present on invitation Kate V. Wofford and Edgar G. Doudna, members of\nthe\nBoard of Trustees. Joseph Rosier, the president, presided at the meeting.\nJ he secretary was called on to read the minutes of the previous meeting\nbut\nsince they had been sent out to members of the committee, reading was dispense\nd\nwith and the minutes were adopted.\nThe\n\nchairman\n\nthen asked the secretary to read his annual report which opened\nup a number of subjects for general discussion. He called attention, in the report,\nto the work of the Joint Commission and the plans for the work for the new\nyear.\nHe mentioned the effort to keep the schools open and read the tribute to the teachers\nof today which he prepared in honor of the sacrifices made by teachers to keep\nthe\nschools open. He spoke in some detail of the work going on at the headqua\nrters\n\n"}
{"page": 919, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n915\n\nInformation\n\noffice. He explained the efforts to force the Saturday Evening Post to apologize for\narticles which had been printed finding fault with teachers and the schools. He\npresented copies of the correspondence between himself and the editors of the\nSaturday Evening Post. The correspondence showed that Mr. Lorimer had been\nseverely punished yet he was too proud to apologize.\nMembers of the committee discussed favorably the various parts of the report\nexpressing the hope that this report would be widely distributed. The report is\nprinted in the volume of Proceedings.\nWhile no motions were made and no formal action was taken, yet the committee\ndiscussed a number of subjects of importance concerning the program of the meeting\nand concerning the action that ought to be taken in order to protect the schools\nof the nation from injury by the National Economy League, tax leagues, and\nother organizations.\nMiss Hale was called upon to discuss the value of radio in education. Her report\nbrought out the far-reaching results of the program on American Schools. There\nwas the general feeling that her program should be continued during the follow¬\ning year. Members expressed themselves greatly pleased with the programs for\n1933. Superintendent J. Mi. Gvjinn , a member of the Board of Trustees, arrived\nbefore the meeting ended and made a short talk for the good of the order.\nTreasurer Smith asked what authority the treasurer had as to depositing the\nfunds of the Association. The chairman of the Board of Trustees, Mr. Saunders\n,\nexplained the matter of choosing the bank was in the hands of the Board of Trustees\nand called attention to a legal opinion on the question.\nThere being no further business, a motion was made to adjourn. The motion\nwas seconded and carried.\n\nFriday Afternoon,\n\nJ. W.\n\nCrabtree,\n\nSecretary\n\nJoseph\n\nRosier,\n\nPresident\n\nJuly 7, 1933\n\nThe meeting of the new Executive Committee of the National\ntion convened at 2:30 p.m. at the Stevens Hotel.\n\nEducation\n\nAssocia¬\n\nThe following members were present: Jessie Gray, president, Joseph Rosier, first\nvicepresident, Thomas IV. Gosling, Joseph H. Saunders, Henry Lester Smith, and\nJ. PC . Crabtree, secretary. Members of the Board of Trustees were present on\ninvitation. Jessie Gray, the new president, presided.\nMr. Saunders made a motion that the next annual meeting be held in the city\nof Washington providing satisfactory contacts can be made by our business depart¬\nment with the officials of the city of Washington for proper facilities for holding\nthe convention. The motion provided that in case the business department does not\nget definite statements from officials, that the committee consider the advisability of\nmeeting elsewhere. The motion was seconded by Mr. Rosier. After general discussion\nthe motion was put and unanimously carried.\nThe secretary stated that he had been requested by the Budget Committee to\npresent the recommendation to the Executive Committee that the salary for this\nyear be cut 10 percent from the regular salary schedule and that the president and\nsecretary again be authorized to make further reduction in case the income should\nbe lower than anticipated. He expressed the hope that the Executive Committee\nwould give the president and secretary complete authority to act in case of the\nemergency mentioned. No salary below twelve hundred is to be cut. Mr. Saunders\nmoved the adoption of the recommendation. Mr. Smith seconded the motion. It\nwas put and unanimously carried.\nAfter the passage of the motion, Mr. Rosier took occasion to say that he was\ngreatly pleased to have the National Education Association set an example in the\n\n"}
{"page": 920, "printed_page": null, "text": "916\n\nNational\n\nEducation\n\nAssociation\n\nmatter of salary schedules. He said that he understood that the reduction of all\nsalaries was a temporary matter and that the schedule of salaries in effect when\nthe depression came upon us is still the schedule except as the board is forced to\nmake temporary reductions. He hoped that all superintendents would have their\nboards, as far as possible, adopt this same procedure. Mr. Saunders and others took\nthe same view.\nI he secretary presented the request of the Legislative Commission that arrange¬\nments be made to promote the sale of the new work on social trends provided a\ncheaper edition is printed for the use of teachers. After discussing the question\nfrom various angles, a motion was made that the question be left in the hands of\nthe president and secretary with power to render such assistance as may seem\nadvisable. The motion was seconded, put, and carried.\nA motion was then made by Mr. Rosier that the new president be authorized to\nappoint and reorganize such committees as she finds desirable. The motion was\nseconded by Mr. Smith. After discussion it was put and carried.\nThe secretary, after explaining the need of action of this kind, proposed the follow¬\ning resolution:\nThe secretary of the National Education Association is hereby authorized to\nexecute loan agreements and to request application of loan values towards\npremiums on Retirement-Annuity Insurance policies issued by the Equitable\nLife Assurance Society of the United States under the Association’s RetirementAnnuity Insurance plan.\nThis action specifically approves the execution of loans on policies No.\n4,563,705; No. 4,563,725; No. 7,703,017, to be applied toward the aggregate\npremiums due June 1, 1933, on all of the policies of the Association and its\nemployees and further authorizes the secretary to execute similar loan agreements\nwhen, in his judgment, conditions so require.\nThe secretary is further authorized to execute assignments of the Association’s\npolicies to its employees when conditions of settlements so require.\n\nIt was\npresented\ncarried.\n\nmoved\n\nby Mr.\n\nSmith\n\nbe adopted. After\n\nand\n\nseconded\n\ndiscussion\n\nand\n\nby Mr. Rosier that the resolution as\nexplanation the motion was put and\n\nIt was recommended by the secretary that Mr. Allan be authorized to make\nreasonable discounts on advertising for the fall and winter issues of the Journal.\nMr. Gosling moved the adoption of the recommendation. Mr. Saunders seconded the\nmotion. It was then put and carried.\nThe secretary called attention to the solicitation of advertising in bulletins of the\ndepartments. He said the Association had not intended for departments to encroach\non the advertising field but to leave it to local, state, and national associations. It\nseemed to be the opinion of the committee that the bulletins should not do this\nadvertising, particularly those departments receiving appropriations from the\ngeneral association. It was thought that the matter would need to be handled\ndiplomatically. Mr. Gosling moved that the plan be worked out by negotiation on\nthe part of the president with the departments. The motion was seconded by Mr.\nRosier. It was put and carried.\nA motion was made by Mr. Smith that matters which had been referred by the\nBoard of Directors to the Executive Committee be placed in the hands of the presi¬\ndent and secretary with power to act. The motion was seconded by Mr. Saunders ,\nput and carried.\nThe\n\npresident, Miss Gray, called upon members of the Executive Committee for\nguidance and help. She mentioned the big problems before us, explaining the view\nthat the president will need to have the help of individuals and the help of groups\nin order to do her work satisfactorily.\n\n"}
{"page": 921, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n917\n\nMr. Rosier then expressed appreciation for the help which he had received from\nmembers of the Executive Committee during the past year. He mentioned several\nordeals thru which the Association had passed and mentioned the practical help\nwhich he received from members. He felt that no one could have had better support\nthan he had and the success of the administration was due to the policy of working\ntogether. He explained how several most difficult problems were handled. The\nmembers of the committee individually pledged support to Miss Gray and urged\nher to call upon them whenever they could be of help.\nA motion was made by Mr. Gosling to express appreciation to Miss Hale for her\nwork on the Executive Committee and over the radio. The motion was seconded\nby Mr. Smith, and carried by unanimous vote.\nIt was explained by Mr. Rosier that he had assured Miss Hale that she was to\ncontinue her work over the radio for the Association and then the president, Miss\nGray, stated that she would be glad to comply with that promise and do what she\ncould to encourage Miss Hale in going ahead with her fine constructive program.\nThere being no further business, the motion was made to adjourn. It was seconded,\nput, and carried.\n\nMINUTES\n\nOF THE\n\nJ. W.\n\nCrabtree,\n\nJessie\n\nGray,\n\nOF BOARD\n\nMEETINGS\n\nSecretary\n\nPresident\n\nOF TRUSTEES1\n\nMinneapolis, Minnesota\nMonday\n\nMorning,\n\nFebruary\n\n27, 1933\n\n(In Brief)\n\nThe meeting of the Board of Trustees of the National Education Association,\nheld at the Radisson Hotel, was called to order at 9:20 a.m., by Joseph H. Saunders ,\nchairman of the Board.\nThe following members were present: Joseph H. Saunders , chairman, Joseph\nRosier, president, Kate V. Wofford, Edgar G. Doudna, and J. W . Crabtree, secretary,\nNational Education Association.\n\nThe reading of the call of the meeting\npresent had received copies.\n\nwas\n\ndispensed\n\nwith, inasmuch\n\nas all\n\nUpon motion of Trustee Doudna, seconded by President Rosier, it was voted to\ndispense with the reading of the minutes of the last meeting.\nChairman Saunders stated he had negotiated with the Penn Mutual Life Insurance\nCompany for renewal of the loan, that papers had been properly signed for the\nrenewal of the loan on March 5, 1933, and asked for approval of the following\nresolution:\n\nBe it Resolved, That the action of the chairman of the Board of Trustees in\nrenewing a loan of $162,500 with the Penn Mutual Life Insurance Company of\nPhiladelphia due March 5, 1933, on the following terms: viz., $12,500 will be\npaid on the principal debt on March 5, 1933, $150,000 to be borrowed for a\nperiod of ten years at 6 percent interest payable semi-annually until the debt\nhas been reduced to $100,000 ; thereafter until maturity or until the debt is paid\ninterest to be at the rate of 5/4 percent; $5000 to be paid on principal on Septem¬\nber 5, 1933, and semi-annually thereafter with the privilege of paying additional\namounts upon principal at interest dates in amounts of $500, or multiple thereof,\nnot to exceed a total additional payment upon principal, in any one calendai\nof said loan\nyear, of 20 percent of the unpaid principal, 2 percent of the amount\nrenewed to be paid as commission to E. Quincy Smith, Inc., is hereby appio\\ed\nand ratified.\n1 For minutes of the Chicago\n\nmeetings of the Board\n\nof Trustees, see p. 947.\n\n"}
{"page": 922, "printed_page": null, "text": "918\n\nNational\n\nEducation\n\nAssociation\n\nBe it Further Resolved, That the presiden\nt and secretary of the National\nucation Association respectively be authoriz\ned and requested to affix their\nsignatures to the contract with Penn Mutual\nLife Insurance Company of Phila¬\ndelphia embodying the terms above stated.\nChairman\n\nSaunders\n\nwhat, inasmuch\n\nas on March\n\namoumTXoOO\n\nThe\n\nstated it had\n\nbeen found\n\n5 the sum\n\nVi\"g ”\n\ncould be altered some¬\nof $15,000, instead of $12,500, could be paid\n\nam°Unt\n\nmatter of 2 percent commission\n\nthe terms\n\n* $M7’5°° *° b' b°rr°Wed\nby I>“\"\"\n\non renewal\n\nW*\"*‘\n\ninStead °f a\"\n\nh was\n\nof loan to E. Quincy\n\n™ed\n\nSmith\n\nto\n\nInc.\n\nno matter with whom the loan was renewed.\nnoTaiterNh Ch?\"mtt” Saunders advising it was a regulation, and unavoidable’\nThe sale of the radio equipment to the Hage\nrstown Broadcasting Company having\nbeen approved by correspondence with Boar\nd of Trustee members, the following\nresolution was approved for the rec\nord:\n^\n\nResolved,\n\nThat\n\nthe sale of the radio equipment\n\nto the Hagerstown Broad^Qnni\nf°r ‘he sum of $2500 ^ hereby approved and that the sum of\n$5900 beC°,mpany\ncharged off\nthe cost of our properties.\n\nChairman\n\nSaunders\n\nset forth in detail the controversy rega\nrding the matter of\nleaks m the fire room of the building\n, stating that they had ifeen stopped\nby Lying\nS219 «imh°f. *t drains a\"d resurfacing the floor, one-half the cost amounting to\n$\n• , aving been paid by the Association and\none-half by the building contractor\nInasmuch as, under the terms of the contr\nact, the building contractor had complied\nwith specifications of the architect, it\nwas considered the best policy to acce\npt Le\n. • .'lS C°n-cfC]0r S Pr.°P°s,tlon for repairing the leaks in the fire room\n, and thus\net cetera. Chairman Saunders was heartily\nT’cy a!t0rney’s\nfor\ncommen\nd ed S for\neL\nded\nhis poli\nin regard £eesto this matter, and it was voted, upon\nmotion\n‘hat h!s m0tion in this regard\n** Presiient\n' SeC°\nbe approved 1 #\nAslocLLionTT™'’1' Wch thj rU'eS «overnin8 a correct audit of the books of the\nunder\nth -’f“l \"C™ SaU”fm stated he had suggested to the Association that\nnder the\nitem Equipment as set forth in\nthe financial statement, they give\na\n\nEquipment,” and that it be\nearned\n“Bering\na bond or$1,3’14+-(!1\na^Tbond\ncarried ‘as\nloan, the same\nas in“Operating\nthe bond account. That inasmuch as all\nthe earnings of the Permanent Fund go\nback to the Association, any interest paid\non the note would immediately go back to them\nas earnings, and that at any time\nthey had a surplus they could pay it on that note.\nThat it was merely a matter\no correct bookkeeping, and would relieve the Asso\nciation of the necessity of pay¬\ning this amount in the present stringency. The actio\nn of Chairman Saunders was\napproved.\n\nTrustee Doudna referred to the new type of letterhead\nin use by the Board of\nrustees. After discussion it was the consensus of opini\non that the letterhead be\nimproved by crowding it up a little further on the page,\nand the names be put in\n>etter balance, also that half pages be provid\ned.\nA discussion was had regarding the securities and\nproperty left to the National\nEducation Association as provided for in the will\nof Marilla Zeroyda Parker of\nhicago, deceased. Chairman Saunders explained in detail\nall matters in connec¬\ntion with this will, and the employment of a lawye\nr in Chicago, by name I. T.\nGreenacre. Chairman Saunders read the list of prope\nrty as contained in the will,\nand stated an agreement had been reached with other\nheirs whereby the National\neducation Association would receive one-half of all\nproperties in consideration of\nwhich the National Education Association would\nrelinquish all rights under the\nwill. Mr. Harold A. Allan, business manager of the\nNational Education Association,\n\n"}
{"page": 923, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n919\n\nhaving been instructed to obtain the one-half of certificates of securities belonging\nto the National Education Association, had endeavored to do so, and the list so\nobtained was read by Chairman Saunders , a full list not having been obtained.\nChairman Saunders stated Mr. Allan had been instructed that upon completion of\nbusiness in Minneapolis he return to Chicago, find out the value of all of these\nproperties thru the Drexel Boulevard Bank of Chicago, trustee under the will, and\nto demand an accounting from Mr. Greenacre on all certificates. If necessary, to\nemploy an attorney for a proper accounting. After discussion, it was moved by\nTrustee Doudna, seconded by President Rosier , that Chairman Saunders be author¬\nized to take necessary steps to legally protect the interests of the National Education\nAssociation in the matter of the estate of Manila Zeroyda Parker, and other ques¬\ntions that require legal advice, and, if necessary, to retain an attorney for the\nAssociation. The motion was carried.\nThe\n\nresolution in effect authorizing\n\nthe borrowing of money was discussed, and\nit was moved by Trustee Doudna, seconded by Trustee Wofford that the chairman\nof the Board of Trustees and the secretary of the Association be authorized to make\nthe necessary borrowing to carry forward the activities of the Association. The\nmotion was carried.\n\nThe Charter of the Association having provided that the Board of Trustees\nshall elect a secretary of the Association for a period not to exceed four years in\nlength, and to fix his compensation, and the term of Secretary J. W. Crabtree coming\nup for expiration September 1, 1933, this matter was discussed. After discussion,\nin view of the absence of Trustee J. M. Gwinn, this matter was held over for the\nsummer meeting, with an informal understanding that the election of Mr. Crabtree\nwould be made formal at that meeting, the details as to salary, etc., to be attended\nto at that time. Each member of the Board expressed approval of retaining Mr.\nCrabtree, including such an expression from Trustee Gwinn, by letter, which was\nread into the record.\n\nThere\n\nbeing no further business the meeting\n\nadjourned\n\nat 10:45 a.m.\n\nJoseph H. Saunders, Chairman\nKate V. Wofford, Secretary\n\nREPORT\n\nOF\n\nBOARD\n\nOF TRUSTEES\n\nFinancial\nThe\n\neconomic\n\nupheaval\n\nwhich\n\nthe nation has experienced\n\nupon the Association’s finances. In the first place, in common\ntions our revenues have been greatly diminished.\n\nhas had a marked\n\neffect\n\nwith all other institu¬\n\nIn the second place, the Commercial National Bank of Washington, one of the\ntwo principal banks in which our funds were deposited, was on March 1, placed\nin the hands of a receiver, freezing for us a total of $109,832.59 of which $73,888.33\nwas on deposit in our operating account and $35,944.26 was the income and principal\nof the permanent fund in custody of the Trust Department. There was also in the\ncustody of the Trust Department securities to the par value of $108,250.00. (See\nExhibit E, Auditors’ Report.) On April 1, your chairman made application to the\nreceiver for the return of these securities. On April 15 they were delivered into the\ncustody of the chairman and secretary of the Board of Trustees and have been\nplaced in a lock box in the vault of the American Security and Trust Company.\nPrompt application was made for the return of the trust fund and claim has been\nfiled for the operating fund. Counsel has been employed and all legal steps necessary\nhave been taken to protect the interests of the Association. This tying-up of these\nfunds has made it necessary for us to secure temporary loans and to make deferred\npavment obligations to our employees.\n\n"}
{"page": 924, "printed_page": null, "text": "920\n\nNational\n\nEducation\n\nAssociation\n\nIn the third place our principal\nfund has been affected by the defa\nult of the St\nLouts and San Franctsco Railway\nCompany, which is now undergoi\nng a eorganizatton, and by the action of the Stat\ne of Arkansas in refusing to pay\nthe amoun of\ninterest due on its bonds. Court\naction is pending\n\nTrust\n\nmCreaSe\n\n’\n\nAudTt’orsTeport )$\n\nFund— Principal\n\nAccount— June\n\nas shown in statement of May\nts:\neip\nRec\n\nTransferred\n\nfrom Income\n\n°f $7'68179'\n\n1932\n\n°Ver\n\nC ash overdrawn\n\nJuly 25, 1932\n\n31* I933' eXclusive °f the P«^r\n\n°£ ^\n\n\"\n\nes,I,hee aaltn,°toth$77?3r2Ton,ent ^\n\n1, 1932-May\n\n(See Exhibit\n\n31, 1933\n\n31 1932..\n.\n’\n\nAccount\n\nto cover amount\n\nAug.\n\n18, 1932-City\n\nof Clearwater\n\nEstate .\n\nBonds\n\nLife Memberships .\nSale of Radio .\n.\nTotal\n\npaid .\n\n•jo/:\n«P‘r,ouo.6o\n\npre-\n\nP;idr from PrmciPal for interest on loans T V1°U/ly\n1932— Tran\n2? 1932\nTuJv 25,\nJuly\nsferred\nfrom Income Account for Reserve\nfor\nDepreciation\n\nof Real\n\n.\n\n8,000.55\n\n8 non nn\n“\n3,000.00\n24,285.09\n2,500.00\n\n~Z\n$41,478.98\n\neipts....\nP\nRec\n.\n\nDisbursements:\n\nSept. 3, 1932\n\nTo\n\nPenn\n\nMutual\n\nLife Ins. Co. — Curtail\n\nct. 14,\nge\nTo N. E. A. —\n.^ga\n°n Adju\n1932\nstme\n14 1932\nOct\nnts .\nof Life Member¬\nships heretofore\n\nOct. 31, 1932— To\n\nEngineering\n\nSpecifications\n\n3, 1932\n\nTo\n\nGeorge\n\nroom\n\nMay\n\n31, 1932\n\nPenn\n\nWyne,\n\n31, 1933\n\nInc., for\n\nWaterproofing\n\nboiler-\n\n.\n\nMutual\n\nLife\n\nCurtail Payment\nMay\n\nManagement,\n\nOil Burner .\n\nBalance\n\nCash\n\nInsurance\n\nHand\n\n1 170 00\n70 20\n21991\n\nCompany\n\non Mortgage .\n\non\n\n$17,500.00\nin on\n\nArthur Ballard, Inc., for installation\nof\nOil Burner at 1201 16th Street .\n\nOct. 31, 1932— To\nNov.\n\ndeposited .\n\n7,000.00\n\n$25,970.11\nin\n\nCommercial\n\nNational Bank .\nBalance Cash on Hand in National\npolitan Bank .\n\n15 170 89\nMetro¬\n337 98\n15,508.87\n$41,478.98\n\nTrust\n\nBalance on Hand\nReceipts :\n\nInt. from\n\nFund\n\nIncome\n\nas shown\n\nAccount— June\n\nin Statement\n\nof May\n\n1, 1932-May\n\n31, 1932\n\nBonds:\n\nColumbus Co. S. C.\nColumbus Co. S. C.\n( hie. Ind. & S. W.\n\ndue Jul. 1932 .\ndue Jan. 1933 .\ndue Jul. 1932 .\n\n$125.00\n125.00\n200.00\n\nD,\n\n31, 1933\n\n$47,355.16\n\n"}
{"page": 925, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n921\nChic. Ind. & S. W.\ndue Jan. 1933 .\nSt. Louis-San Fran. due Jul. 1932 .\nTerminal R. R. Assn, due Jul. 1932 .\nTerminal R. R. Assn, due Jan. 1933 .\nCounty of Aiken\ndue Aug. 1932 .\nCounty of Aiken\ndue Feb. 1933 .\nCity of Monessen due Aug. 1932 .\nCity of Monessen due Feb. 1933 .\nCity of Clearwater due Aug. 1932 .\nState of Arkansas due Sept. 1932 .\nAtlantic Coast Line due Sept. 1932 .\nAtlantic Coast Line due Mar. 1933 .\nManhattan Railway due Oct. 1932 .\nB. & O. R. R.\ndue Nov. 1932 .\nB. & O. R. R.\ndue May 1933 .\nNewport News City due Dec. 1932 .\nElementary School Principals:\nNewport News City due Dec. 1932 .\nRents from 1201 16th Street N. W. :\nFor quarter ended Aug. 31, 1932 .\nFor quarter ended Nov. 30, 1932 .\nFor quarter ended Feb. 28, 1932 .\nFor quarter ended May 31, 1932 .\n\nInterest on savings account to Sept. 30, 1932 .\nInterest on deferred payment of radio .\nInterest on savings account to Feb. 27, 1933 .\n\n$200.00\n105.00\n300.00\n300.00\n112.50\n112.50\n112.50\n112.50\n75.00\n700.00\n200.00\n200.00\n80.00\n400.00\n400.00\n22.50\n137.50\n$4,020.00\n10,750.00\n10,750.00\n10,750.00\n10,750.00\n\n343.74\n4.31\n267.24\n\n43,000.00\n\n615.29\n-\n\n$47,635.29\n\n$94,990.45\nDisbursements :\nTransferred to Principal Account to cover amount pre¬\nviously paid from principal for interest on loans .\n$8,000.55\nTransferred to Principal Account for reserve for deprecia¬\ntion on Real Estate .\n8,000.00\nTransferred to Regular Account of N. E. A .\n31,354.61\nTransferred to Elem. School Principals Fund to cover\nInterest to Sept. 30, 1932 .\n10.07\nTransferred to Educational Research Fund to cover in¬\nterest to Sept. 30, 1932 .\n7.50\nTo Commercial National Bank of Washington, loan paid. . 10,000.00\nTo Commercial National Bank of Washington, interest on\nloan .\n92.33\n5,400.00\nTo Penn Mutual Life Ins. Co. — Interest .\n1.50\nExchange Charges on City of Clearwater Bonds .\n.42\nExchange Charges on Manhattan Rwy. Coupons .\n-10\nTax on Checks .\n4,875.00\nPenn Mutual Life Ins. Co. — Interest .\n2,950.00\nE. Quincy Smith — Commission on Renewal .\n3,525.00\n.\nA\nE.\nTo N.\nBalance on Hand in Commercial National Bank.... 20,773.37\n$94,990.45\n\n"}
{"page": 926, "printed_page": null, "text": "922\n\nNational\n\nEducation\n\nAssociation\n\nParker Estate\n\nThe estate left to the Association by will of Manila Z. Parker\nis in process of\nsettlement and in due time will be entered upon the books of the\nAssociation. The\npresent approximate value of these properties is $11,000.00. (See\nExhibit F, Auditors\nReport.)\n\nBuilding\n\nDuiing the present fiscal year we have curtailed our loan on\nthe building by the\nsum of $24,500.00 reducing the loan to $155,500.00. This loan\nwas renewed on\nMarch 5, 1933, for a term of ten years at 6 percent until the loan\nis reduced to\n$100,000.00 when the rate will automatically become SJ/2 percent.\nOur properties are in excellent shape. Our financial situation is\nsound. The ability,\nuntiring energy, zeal and devotion of our secretary, J. W.\nCrabtree, and our\nbusiness manager, H. A. Allan, are in large measure responsible for\nour favorable\nposition.\n\nr\nBoard\nT rustees\nof\n\n2 J. M. Gwinn\n\nE. G. Doudna\n\nV\n\nREPORT\nWAYNE\n\nRust\n\nJoseph Rosier, President\n\nOF AUDITORS\n\nKENDRICK\n\nCertified\n\nJoseph H. Saunders, Chairman\nKate V. Wofford, Secretary\n\nPublic\n\nBuilding,\n\n& COMPANY\n\nAccountants\n\nWashington,\n\nD. C.\nJune\n\nDr. Joseph Rosier, President\nNational Education Association\n1201 Sixteenth Street, N. W.\nWashington, D. C.\n\nDear\n\nof the United\n\n12, 1933.\n\nStates\n\nSir:\n\nn accoidance\nof account\n\nwith instructions\n\nof the National\n\nreceived, we have examined the books and records\nEducation Association of the United States for the\nfiscal\n\nyear ended May 31, 1933, and submit\nexhibits, schedules, and comments:\n\nherewith\n\nour report consisting of the following\n\nExhibit “A” Statement of assets and\nliabilities as at May 31, 1933.\nExhibit B\nCondensed comparative statement of income and\nexpenses\nfiscal years ended May 31, 1933 and 1932.\n\nfor the\n\nExhibit “C”— Income and expenses for the\nfiscal year ended May 31, 1933.\nExhibit “D” — Assets of permanent funds\nas at May 31, 1933.\nExhibit “E” — Securities of permanent funds on\nhand as at May 31, 1933.\nExhibit “F” — List of properties owned, secured thru adjust\nment of the estate of\nMarilla Z. Parker, as at May 31, 1933\n\nComments\nOur\n\nexamination\n\nconsisted\n\nof the Association\n\nas at May\n\nexpense\n\naccounts\n\nsubstantially\n\nprincipally\n\nof the verification of assets and liabilities\n31, 1933, but we made sufficient tests of income and\n\nto determine\n\nthe accuracy\n\nthereof.\n\n"}
{"page": 927, "printed_page": null, "text": "Associational\n\nCash\n\nin banks\n\nthe amounts\npayees\n\nand\n\nwas\n\nentered\n\nRecords\n\nand\n\n923\n\nInformation\n\nverified by a comparison\n\nof all checks paid by the banks\n\nwith\n\nin the books\n\nWe\n\nas to\n\nendorsements.\n\nof account.\n\nAll bank\n\naccounts\n\nwere\n\nalso inspected\n\nthe checks\n\nverified by direct correspondence\n\nwith the depositories, and where statements were furnished by the banks the balances\nshown thereon were reconciled to the amounts shown by the books. Cash on hand\nwas verified by actual count.\nAccounts\n\nreceivable,\n\n$11,705.19,\n\nwere\n\nverified\n\nby\n\ninspection\n\nof the\n\nindividual\n\naccounts in the ledger. The greater portion of these accounts are for current ad¬\nvertising, and such accounts were also verified thru inquiries in the business\nmanager’s office. After a careful check of these accounts, we believe the Reserve\nDoubtful Accounts is sufficient to take care of any loss from this source.\n\nfor\n\nTime Checks Receivable, $3,510.81, were verified by inspection of the checks on\nhand. Such checks as were returned by the banks unpaid at maturity date are\nincluded\n\nin the “Protested\n\nChecks”\n\naccount.\n\nStamped Envelopes and Cards, $632.12, and Office Supplies, $382.32, were inven¬\ntoried by your staff, and an inspection was subsequently made by us to determine the\nreasonable accuracy thereof. We also checked the calculations and extensions.\nProtested Checks, $3,984.55, were examined by us insofar as possible. The\njority of checks returned unpaid prior to February, 1932, however, had been\nto the makers, and the only evidence available\ntransmittal to the makers of such checks. The\n\nfor our inspection was\nReserve for Protested\n\nincreased\nsource.\n\nfor estimated\n\n$500.00 as at May\n\nOffice Furniture\n\nand\n\n31, 1933, to provide\n\nFixtures, $46,952.04. We\n\nverified\n\nfurther\n\nthe additions\n\nma¬\nsent\n\nthe letter of\nChecks was\nloss from\nmade\n\nthis\n\nduring\n\nthe year to this account by inspection of purchase invoices. A physical inventory\nwas made by your employees, which we examined and compared to the inventory at\nMay 31, 1932. The depreciation deduction of $5,855.77 includes depreciation on\n$13,144.01 equipment, heretofore included in the building cost. This equipment has\nbeen segregated from the building cost so as to take the proper depreciation ap¬\nplicable thereto. It is our understanding that it is the intention of the Association\nto take over this furniture from the “Permanent Fund” at a future date. While the de¬\npreciation factor is recognized on the building, none has been deducted for the fiscal\nyear 1933, as it would be necessary to set aside cash or other assets to increase\nFund.” We agree with your Association that it is better to use\noff the mortgage, thereby reducing the interest charge. After this\ndebt has been paid, the depreciation deduction may then be resumed.\nNotes Receivable — Life Members, $206,326.50, were examined by us and found\nto be in agreement with the books. We found that payments aggregating $37,000.00\nthe “Depreciation\nsuch funds to pay\n\non such notes were in arrears. These notes are non-negotiable. An unascertainable\namount of the above payments has been extended at the request of the makers.\nInvestments in Securities were verified by actual inspection of stock certificates\n\nor bonds. It will be noted from\nreceived on the following items:\nToll Bridge,\n\nState of Arkansas\nRailway\n\nExhibit\n\n“D”\n\nthat a full year’s\n\nSt. Louis\n\nand\n\nSan\n\nFrancisco\n\ninterest was\n\nRailroad,\n\nnot\n\nManhattan\n\nCompany.\n\nState of Arkansas\n\ninterest coupons,\n\nwhich\n\nbecame\n\ndue\n\nMarch\n\n1, 1933, have\n\nnot\n\nbeen paid, as the State is attempting to issue refunding bonds bearing a lower rate\nof interest. The St. Louis and San Francisco Railroad paid interest due July 1, 1932,\non the payment which became due January 1, 1933. Manhattan Rail¬\nway Company interest due October 1, 1932, was paid. It is our understanding that\nthe Manhattan Railway Co. has sixty days from due date in which to pay the\ninterest, which right was exercised when the April 1, 193 3, coupon became due.\n\nbut defaulted\n\nThis\n\nright expired\n\nMay\n\n31, 1933, and the bond\n\ninterest is still unpaid.\n\nNewport News City Street Improvement Bonds were purchased for the Depart¬\nment of Superintendence between interest dates, and at the time of purchase, $13 5.45\n\n"}
{"page": 928, "printed_page": null, "text": "924\n\nNational\n\nEducation\n\nAssociation\n\ninterest was accrued thereon. The interest shown in Exhibit “E”\nis, therefore,\nshown “net” after deducting the above amount.\nIn addition to the foregoing, interest due June 1, 1932, on City of Newport\nNews\nbonds was included in the auditor’s report for the fiscal year\nended May 31, 1932,\nleaving but one interest payment due within\nwhich was collected Decembe\nr 1, 1932.\nd he interest on\n\nSouth\n\nCarolina\n\nHighway\n\nof a full year’s interest, as the coupons\ncollected until July 1932.\n\nthe fiscal year\n\n1933\n\non\n\ncertificates shows\n\nan\n\namount\n\ndue February\n\n1 and\n\nAugust\n\nthese\n\nbonds*\n\nin excess\n\n1, 1931, were\n\nnot\n\nIt will be noted\n\nfrom Exhibit “A” that the total net equity value of the Permanent\nFund Assets was $771,329.91, at May 31, 1933, as compared to\n$763,648.12, at May\n31, 1932. The increase is accounted for as follows:\nGross\n\nValue at May 31, 1932, as shown by prior audit report .\nLess: First Trust Payable— May 31, 1932 .\n\nNet Equity\n\nshown\n\nabove\n\nat May\n\n$943,648.12\n180^000.00\n\n31, 1932 .\n\n$763,648.12\n\nTo which Add:\nIncrease\n\nin Life Memberships .\nAmount Included in Trustee Report for 1932, not\nuntil 1933 .\nIncrease\n\nin Elementary\n\nSchool\n\nPrincipals\n\n11,817.59\n\non\n\nGeneral\n\n14.00\n\nBooks\n\n10.07\n\nAccount — Net .\n\nD epartmcnt of Superintendence\nInterest\n\non\n\nTransferred\n\n475.13\n\nSecurities — Net .\nfrom\n\nNational\n\nEducation\n\nAssociation\n\nDecember,\n\n1932. . . .\n\n$777,229.91\n\nFrom which Deduct:\nLoss on Sale of Radio\n\nBroadcasting\n\nNET\n\n31, 1933 — As shown by Exhibit “A” .\n\nEQUITY\n\nVouchers\n\nMAY\n\nPayable,\n\n1,265.00\n\n$36,502.84,\n\nEquipment .\n\nwere\n\nverified\n\n5,900 00\n\n$771,329.91\n\nby examination\n\nof the individual\naccounts, and checking the payments for the month of May, 1933, to make a test\nas\nto whether any of such vouchers had been paid. The Business Division also shows\nthere are no purchases made which were not entered on the books.\nDeferred\n\nPayroll, $13,465.56, was verified by inspection of cash records showing\npayments, and by checking the total unpaid to records in the business manager’s\noffice. This amount represents part of the regular payroll deferred on account of\nthe Commeicial National Bank going into receivership. The same is shown as a\nliability pending\n\nfinal disposition\n\nthereof.\n\nAmounts due to Associated Departments totaling $32,523.92 were\nshown by the books, except the Elementary School Principals, American\nResearch, and Department of Superintendence\nchecking the records kept by these Departments.\nExhibit\n\n“A”\n\naccepted as\nEducational\n\nfunds, which were verified\nThe total shown above and\n\nby\non\n\nconsists of the following:\n\nDepartment\nDepartment\n\nof Superintendence\nof Rural Education\n\nDepartment\n\nof Lip Reading .\n\nDepartment\nDepartment\n\nof Elementary School Principals .\nof Adult Education .\n\n3,999.02\n7.69\n\nDepartment\n\nof American\n\n5,385.78\n\n.\n.\n\nEducational\n\nResearch\n\n$21,903.73\n983.49\n29.08\n\n.\n\n"}
{"page": 929, "printed_page": null, "text": "Information\n\n925\n\nDepartment\n\nof Secondary\n\n..\nSchool Principals .\nand Teachers of Home Economics .\n\n$141.29\n73.84\n\nDepartment\n\nof Supervisors\n\nand\n\nRecords\n\nAssociational\n\n$32,523.92\n\nfirst trust mortgage payable, $155,500.00, against the real estate and building at\n16th and M Streets, was verified by direct correspondence with the holder of the\nmortgage. This note was curtailed $24,500.00 during the year, reducing it from\n$180,000.00 to $155,500.00, as shown above.\nYour Association owns certain personal and real property received from the\nThe\n\nEstate of Manila Z. Parker, as shown in Exhibit “F” of this report. These assets\nhave not yet been entered on the books, due to the doubtful value of some of the\nsecurities. We understand they will be appraised and entered on the books in the\nnear future. In addition to the property listed in Exhibit “F,” we also examined the\nfollowing, which were included in the assets received from this estate:\n500 Shares\n\nCalifornia\n\nPure\n\n525 Shares\n2 Shares\n\nNorwegian\nNew York\n\nAmerican Copper and Smelting Company.\nand St. Louis Mining and Manufacturing Co.\n\nWe\n\nare informed\n\nthese shares\n\nFood\n\nCompany.\n\nno value.\n\nhave\n\nBudget Comparison\nThe\n\ntotal of expenditures\n\nallowed\n\nin the budget\n\nfor the fiscal year\n\nended\n\nMay\n\n31,\n\n1933, was $537,231.78, as compared to the actual expenditures, amounting to $444,250.08. A comparative summary of budgeted and actual expenditures, showing the\namounts under or over the budgeted figures, is shown below:\n\nActual\nExpenditure\nBoard\nBoard\n\nof Trustees .\nof Directors .\n\nExecutive\n\n$784.02\n9.822.19\n\nCommittee .\n\nContingent Fund for President — 1932-33\nJoint Emergency Commission .\n\nand\n\nDivision\n\nof\n\nGeneral Secretary’s Office and\nAccounts .\n\n800.00\n1.636.12\n\nService .\n\n7,306.38\n\n8,300.00\n\n& Membership .\n\n8,631.42\n27,093.51\n27.499.74\n\n9,976.00\n34,700.00\n\n54,529.44\n558.95\n\n55,850.00\n\nof Research .\n\nDivision\n\nof Classroom\n\nDivision\nDivision\n\nof Administrative\n\nService .\n\nMaintenance\n\nof Membership...\n\nPhysical Plant — Headquarters .\nOffice Furniture and Fixtures .\nGeneral Office Expense .\nAnnual Conventions .\n\nof Exhibits .\n\nPayment to Department of Superintendence. . . .\nN. E. A. Journal .\nVolume of Proceedings — 1932 .\nPublications and Reports for General Sale .\nResearch Bulletin .\n\n62,100.00\n\n36,000.00\n\n2,000.00\n7.170.20\n4,560.50\n7,740.92\n9,061.75\n74,844.82\n8,689.37\n386.45\n4,594.98\n\nUnder\n\nor\n\nOver\n\n822.19\n$84.02\n446.12\n\n2,800.00\n\n45,875.00\n\nDivision\n\nOperation\n\n9,000.00\n\n39,659.15\n55,406.58\n\nof Publications .\n\nand\n\n$700.00\n\n35,400.00\n13,922.00\n19,300.00\n\nDivision\n\nPromotion\n\nAllowance\n\n30.438.73\n12,632.92\n16,157.68\n\nDivision of Legislation (Field) .\nDivision of Business .\n\nof Records\n\n3.246.12\n\nBudget\n\n7,833.78\n7,150.00\n13,000.00\n13,000.00\n94,400.00\n9,500.00\n1,500.00\n\n8,000.00\n\n836.12\n\n4,961.27\n1,289.08\n3,142.32\n6,215.85\n993.62\n6,693.42\n1,344.58\n7.606.49\n8,500.26\n1,320.56\n1,441.05\n663.58\n2.589.50\n5,259.08\n3,938.25\n19,555.18\n810.63\n1,113.55\n3,405.02\n\n"}
{"page": 930, "printed_page": null, "text": "926\n\nNational\n\nEducation\n\nAssociation\n\nA dual\nExpenditure\n\nSpecial\n\nAppropriations....\n\nMembership Fees\nFinancing of Delegates.\nRetirement Annuities and Insuranc\ne\nMiscellaneous ....\nFund.\n\nUnder\n\nAllowance\n\nOver\n\n10,000.00\n\n2,898.25\n329.77\n\n9,550.00\n\n111.92\n\n{—300.00\n\n1,200.00\n\n. . .\n\n$444,250.08\n\nor\n\n010.76\n\nI $24,375.00\n700.00\n1\n300.00\n\nAssociation\n\nEmergency\n\nBudget\n\n$537,231.78\n{ 1,500.00\n\nIt is remarkable\n\n}$10,\n\nthat the actual expenditures were\nreduced $92,981.70 below the\nLldg(5j for the year’ and that the reduction\nin expense from the fiscal year 1932\n932\n7\nwas $106,029.18, as shown by Exhibit “B.”\nIt is noted that no cash value for\nthe Retirement Annuities Insuranc\ne Policies\nowned by the Association on the lives\nof its employees is carried on the\nbooks The\ncash surrender value of all policies\nissued under this insurance plan\nat May 31 1933\nsffXT^l\n’ f’ °f\na?proximately $+8,165.99 belongs to employees and\n$31,\n248.22 belongs to your Association.\nWe believe that proper authorit\ny7shouldd\nbe issued for placing this asset on the books.\nIn connection with income from\nCommercial Exhibits, it should\nbe noted that\n\nExhibit ^,CXpenSe\nPart\n\nof ^\n\nm\n\nconnection\n\nCXPenSe T\n\nwith $8,701.00\n\nC°nneCtl0n\n\nherewith\n\nincome\n\nreceived\n\nfrom the Chicago\nin the ensuing year\n\nwill be shown\n\nex^nses of the Atlantic City Exhibit was included in the\nl\nn'T\nrenl t Due\nf932\n2 report.\nto this overlapping, such income is\nnot comparable to previous years\nPrepaid subscriptions, memberships,\nincome from Chicago Exhibit etc\nhave\nbeen treated as income at the time\nreceived. Likewise such items as costs\nof\nun^\nprm e journals, prepaid insurance, prep\naid commission on renewal of first trust\nmortgage, etc., have been treated as expe\nnses at the time the invoices were rece\nived\no common\nhas been provided for trust officer for\nthe handling of trust funds\nas this is also considered as expense\nat the time paid.\nThe following is a summary of the Trus\nt Officer Income Account for the curre\nnt\nIncome\n\nJ\n\nvul\n\n•\n\nInterest on Deposits .\n\nInterest on Deferred Payment\nInterest on Bonds .\nRent\n\nCharged\n\nto General\n\n4.31\n$610.98\n\nof Radio .\n\n3,882.50\n43,000.00\n-\n\nHeadquarters .\n\nExpenses\n\nCommission on Renewal of First Trust\nInterest on Mortgage .\n\nLoan .\n\n$2,950.00\n10,275.00\n92.33\n1.92\n\nInterest on Loan — Commercial National Bank\n.\nExchange Charges on Bond Coupons .\nTax on Checks .\n\nInterest to September 30, 1932, due Elem\nentary\nPrincipal and Educational Research Funds.\n\nNet Income\n\nfor Fiscal Year\n\nEnded\n\nMay\n\n31\n\nSchool\n\n.10\n\n17.57\n-\n\n1933\n.\n’\n\nAdd:\nInterest received by Trust Officer for Elem\nentary\nPrincipal — Not Transferred .\nIncome\n\nas Shown\n\nby Trust\n\nOfficer’s Report\n\n$47,497.79\n\n13,336.92\n\n$34,160.87\n\nSchool\n\n137.50\n\n$34,298.37\n\n"}
{"page": 931, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n927\n\nInformation\n\nThe interest received for the Elementary School Principals’ Account has not been\ntransferred due to the fact that the Commercial National Bank was closed before\nsuch transfer was\nat a later date.\nSubject\n\nmade.\n\nWe\n\nto the foregoing\n\nunderstand\ncomments,\n\nthat an interest adjustment\n\nwe\n\nhereby\n\nwill be made\n\ncertify that in our\n\nopinion,\n\nthe\n\nattached Balance Sheet, marked Exhibit “A,” reflects the true financial position of\nthe National Education Association as at May 31, 1933.\nRespectfully\n\nsubmitted,\nWayne\n\nBy T.\n\nKendrick\n\nDelos\n\n& Company,\n\nPaxman,\n\nCertified Public Accountant.\n\nStatement\n\nof Assets\n\nand Liabilities as at May\n\n31, 1933\n\nEXHIBIT “A”\nAssets\nGeneral\n\nAccounts\n\nCash — On\nBank\nPetty\n\nhand\n\nand on deposit — National\n\nMetropolitan\n\ncash .\n\n$40.00\n\nSecretary’s Fund — Net .\nRegular account .\nCash\n\nat Commercial\n\nNational\n\nBank\n\n30,738.35\n11,438.15\n\nAmount due from permanent fund Trust Officer —\nCommercial National Bank (in receivership)...\nAccounts receivable .\nLess: Reserve\nTime\n\nchecks\n\nStamped\n\nfor doubtful\n\naccounts .\n\nand\n\nReserve\n\n9,205.19\n632.12\n3,510.81\n\nfor depreciation .\n\nfor uncollectibles .\n\nadvances .\n\nOffice\n\nsupplies .\n\nBank\nTotal\n\nFunds — Including\n\n$18,052.21\n\n(in receivership) — from\n\nExhibit\n\n25,386.60\n$3,984.55\n\nTravel\n\nPermanent\n\n500.00\n$46,952.04\n\nchecks .\n\nLess: Reserve\n\n20,773.37\n\n2,500.00\n\ncards .\n\nVolumes of Proceedings and Publications\nOffice furniture and fixtures .\n\nProtested\n\n$11,705.19\n\nreceivable .\n\nenvelopes\n\nLess:\n\n$42,216.50\n73,888.33\n\n(in receivership)\n\ncash\n\n21,565.44\n\n1,700.00\n722.52\n2,284.55\n382.32\n\nin Commercial\n\nNational\n771,329.91\n\n“D” .\n\nAssets\n$947,011.06\n\nLiabilities and Net Worth\nLiabilities\n\nVouchers\n\npayable — 'Trade\n\ncreditors .\n\nDeferred payroll — See comments .\nDue to associated departments .\n\n$36,502.84\n13,465.56\n32,523.92\n$82,492.32\n\n"}
{"page": 932, "printed_page": null, "text": "928\n\nNational\n\nFirst Trust payable\nNet Worth — Represented\n\nPermanent\n\nGeneral\n\nEducation\n\n(Deducted\n\nfrom\n\nAssociation\n\nassets contra)\n\nby:\n\nFunds\n\nFund .\n\n$749,666.62\n\nElementary School Principals’ Fund .\nDepartment of Superintendence — Educationa . ’\nl Re¬\nsearch Fund .\n\n5,855.77\n15,807.52\n771,329.91\n\nSurplus — June\nDeduct:\n\n1, 1932 .\n\n$101,581.28\n\nNet expenses in excess of income for\nfiscal year\nMay 31, 1933 — from Exhibit “B”. ...\n\nended\n\n8,392.45\n93,188.83\n\nTotal\n\nLiabilities and\n\nCondensed\n\nNet Worth\n\n$947,011.06\n\nComparative Statement of Income and Expenses\nthe Fiscal Years Ended May 31, 1933 and\n1932\nEXHIBIT\n\nMemberships from Secretary’s Office...\nN. E. A. Journal — Subscriptions, Adver¬\ntising, etc .\nSales of Proceedings .\n\nSales of Special Reports .\nCommercial Exhibits .\nResearch Bulletins .\nHonorariums .\nRentals .\nInterest and Discount\n\nEarned .\n\nCash Sales — Reports, Pamphlets,\netc....\nAmerican Education Week — Material\nSales .\nPermanent\n\nFund — Gross Income .\nCarnegie Foundation Contribution .\nSundry Income .\n\nTotal\n\n“B”\n\n31\n\nDecrease or\nIncrease\n\n$157,515.28\n\n$191,898.63\n\n$34,383.35\n\n188,182.42\n386.91\n\n239,964.69\n429.31\n\n51,782.27\n42.40\n\n3,757.45\n32,058.50\n\n5,845.46\n46,110.00\n\n2,088.01\n14,051.50\n\n6,311.61\n1,647.04\n9,153.00\n\n7,705.84\n2,447.59\n\n1,394.23\n800.55\n\n8,725.90\n\n1,045.44\n1,253.45\n\n3,375.24\n1,816.02\n\n562.57\n2,329.80\n\n3,311.62\n47,635.29\n\n1,992.62\n48,077.14\n\n1,319.00\n441.85\n\n2,375.00\n173.86\n\n301.02\n\n2,375.00\n\n$454,806.87\n\n$558,689.46\n\n$103,882.59\n\n$784.02\n9,822.19\n4,882.24\n\n$941.47\n14,234.68\n\nFiscal Year Ended May\n1933\n1932\n\nIncome\n\nIncome .\n\nFor\n\n427.10\n\n127.16\n\nExpenses\n\nBoard\n\n“B-1”\n\nBoard\n\n“B-1”\n“B-2”\n\nof Trustees .\nSchedule\nof Directors .\nSchedule\nExecutive Committee - Schedule\nGeneral Headquarters . . Schedule\nPhysical Plant .\nSchedule\n\n“ B-3 ”\n“B-4”\n\nInstitutional\n\nExpense _ Schedule “B-5”\nSpecial Appropriations. .Schedule “B-6”\nAssociation’s Membership Fees\n\nSchedule “B-6”\n\n109,878.79\n\n3,916.03\n8,358.67\n58,662.63\n159,749.88\n\n14,664.24\n\n15,391.06\n\n700.00\n\n700.00\n\n7,170.20\n54,529.44\n\n$157.45\n4,412.49\n966.21\n1,188.47\n4,133.19\n49,871.09\n726.82\n\n"}
{"page": 933, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nFiscal Year\n1933\nFinancing of Delegates. .Schedule\nLife Annuities and Insurance\n\n“B-6”\n\nle “B-6”\n\nSchedu\nSecretary’s Office and Division\nof Accounts .\nSchedule “B-7”\n\nGeneral\n\nDivision\nDivision\n\nof Legislation. .Schedule\nof Business _ Schedule\n\nDivision\n\nof Publications\n\n“B-8”\n“B-9”\n\nSchedule\n\n“ B-10 ”\n\nDivision of Research. . .Schedule\nDivision of Classroom Service\n\n“B-ll”\n\nDivision\n\nEnded\n\nMay 31\n\n1932\n\n$7,101.75\n\n$9,122.50\n\n9,220.23\n\n8,725.16\n\n30,438.73\n12,632.92\n16,157.68\n\n36,320.30\n\n39,659.15\n55,406.58\n\n44,613.65\n\n16,686.17\n19,086.43\n60,251.27\n\n“B-12”\nSchedule\nof Administrative\nService\n\n7,306.38\n\nSchedule “B-13”\n\n8,631.42\n\n9,252.90\n\ndule “B-14”\nSche\nmanent\n\n54,593.25\n\n72,395.50\n\n929\nDecrease or\nIncrease\n\n$2,020.75\n495.07\n\n5,881.57\n4,053.25\n2,928.75\n4,954.50\n4,844.69\n930.42\n\n8,236.80\n621.48\n\nDivision\n\nof Records\n\nMiscellaneous\n\nMemberships\n\nand\n\nCharges\n\nPer\n\nFund\n\n17,802.25\n111.92\n\n111.92\n\nSchedule “B 15”\nTotal\n\nOperating\n\nNet Income\n\nBefore\n\nExpenses .\nDeduction\n\n$443,691.13\n\n$546,645.10\n\n$102,953.97\n\n$11,115.74\n\n$12,044.36\n\n$928.62\n\n$8,000.55\n\n$5,224.45\n\n5,783.19\n\n4,639.32\n\n500.00\n\n8,000.00\n1,200.00\n\n1,143.87\n700.00\n8,000.00\n\n$19,508.19\n\n$21,839.87\n\nof Interest and\n\nCommission on Mortgage, Depreciation,\nand Protested Checks .\nDeduct:\nInterest on Mortgage and Commission\non Renewal of Loan .\nDepreciation\nEquipment\n\non Office Furniture\n\nand\n\n$13,225.00\n\n.\n\nDepreciation on Building .\nProvision for Protested Checks .\n\nNet\n\nDifference\n\npenses\n\nIncome\n\nbetween\n\nIncome\n\nand\n\n.\n\nand\n\nExpenses\n\n$8,392.45\n\nfor the Fiscal\n\nYear\n\n$9,795.51\n\nEnded\n\nMay\n\n“C”\nEXHIBIT\nIncome\nMemberships from Secretary’s Office .\nN. E. A. Journal\nSubscriptions\n\n$2,331.68\n\nEx¬\n\n(Part of Membership\n\nAdvertising .\nSales .\n\nDues) .\n\n$1,403.06\n\n31, 1933\n$157,515.28\n\n$147,014.12\n41,111.49\n56.81\n-\n\n188,182.42\n\nSales of Proceedings .\n\n386.91\n\nSales of Special Reports .\nCommercial Exhibits .\nResearch Bulletin\n\n3,757.45\n\nSubscriptions\n\n.\n\nSales .\nSpecial Investigations .\n\n32,058.50\n$3,729.00\n2,373.78\n208.83\n6,311.61\n\n"}
{"page": 934, "printed_page": null, "text": "930\n\nNational\n\nEducation\n\nAssociation\n\nHonorariums\nRentals\n\n.\n.\n\nInterest\n\nand\n\nDiscount\n\n$1,647.04\n9,153.00\n1,045.44\n\nEarned .\n\nCash Sales — Reports, Pamphlets, etc .\nAmerican Education Week Material Sales .\nInterest on Bonds — Permanent Fund .\nInterest on Deposits and Miscellaneous Permanent\nRent — Permanent Fund .\n. .\n\n1,253.45\n3,311.62\n4,020.00\n615.29\n\nFund\n\n43,000.00\n\nCarnegie Foundation — Contribution .\nSundry Income .\n\nTotal\n\n173.86\n2,375.00\n\nIncome .\n\n$454,806.87\n\nExpenses\n\nBoard\n\nof Trustees .\nSchedule\n\nBoard\n\nof Directors .\n\n“B-l”\n\n$784.02\n9,822.19\n$10,606.21\n\nExecutive\n\nCommittee\n\nPresident\n\nExpenses Schedule\n\n“B-2”\n\n1932-1933 .\n\n$741.97\n\nPresident’s Contingent Fund 1932-1933\nEmergency Commission .\nPresident 1931-1932 .\n\nand\n\nJoint\n1,636.12\n873.57\n\nPresident’s Contingent Fund 1931-1932 .\nFirst Vicepresident 1932-1933 .\nTreasurer .\n\n599.33\n219.43\n222.83\n\nChairman — Board of Trustees .\nMember by Election .\n\n402.17\n186.82\n4,882.24\n\nGeneral\n\nHeadquarters\n\nSchedule\n\nExpense\n\n“B-3”\n\nAuditing Association Accounts .\nExpress and Freight .\nGeneral Expense .\nGovernment Tax on Checks .\nInsurance\nInterest\n\n$850.00\n441.47\n408.64\n113.64\n\n.\n\nand\n\nDiscount\n\n605.90\n\nAllowed .\n\n877.90\n\nPostage — Miscellaneous Reports .\nRefunds from Overpayments .\n\n172.76\n.\n\nRepairs — Office Furniture and\nSurety Bonds .\nTelephone\n\nFixtures .\n\n.\n\nService .\n\nLess: Refunds\n\nfrom\n\n414.86\n252.50\n3,085.98\n\nOverpayments .\n\n53.45\n$7,223.65\n7,170.20\n\nPhysical Plant Expense\nRents\n\n.\n\nLight and\nHeat\nJanitor\n\nSchedule\n\nPower .\n\n.\nService .\n\nMaintenance\n\n.\n\n“B-4”\n$43,000.00\n1,696.26\n1,212.48\n5,985.40\n2,635.30\n54,529.44\n\n"}
{"page": 935, "printed_page": null, "text": "Associational\n\nRecords\n\nInstitutional Expenses\nAnnual Convention\n\nSchedule\n\nand\n\nInformation\n\n“B-5”\n\nDepartment Expense .\nRegistration Bureau .\nStenographers and Typists .\n\n$161.48\n408.37\n\nPublicity\n\n364.97\n\n519.75\n\n.\n\nPrintinS .\nExpress and Freight .\n\n1,583.05\n224.74\n\nTelephone and Telegrams .\nGeneral Program .\n\n15.97\n758.55\n\nRepresentative\n\n523.62\n\nOperation\n\nAssembly\n\nExpense .\n\nof Exhibits\n\n$4,560.50\n\nCost of Operation .\nPortion of Net Income Paid to Depart¬\nment of Superintendence .\n.\n\n$7 740.92\n9,061.75\n16,802.67\n\nPrinting and Distribution\nN. E. A. Journal .\n\nVolume\n\n$74,844.82\n\nof Proceedings .\n\nPublication\n\nResearch\n\nand\n\n8,689.37\n\nReports .\n\n386.45\n\nBulletin .\n\n4 594.98\n88,515.62\n-\n\nSchedule “B-6”\nSpecial Appropriations\nCommission on Enrichment of Adult Life .\nCommission on Economic Status of Teacher .\nCommittee of 100 on Retirement .\nCommittee on Social Economic Objectives of America\nCommittee on Tenure .\nHealth Education\nDepartment\n\n$109,878.79\n\n500.00\n417.08\n955.72\n164.89\n\nof School Health and Physi¬\n\ncal Education .\nJoint Commission on Health\nEducation\n\n931\n\n$157.34\nProblems\n\nin\n\n.\n\n155.38\n\nLegislative Commission .\nDepaitment of American Educational Research\nDepartment of Adult Education .\nDepartment of Classroom Teachers .\nDepartment of Secondary Education .\nNational Council on Education .\nEmergency Fund .\n\nLess: Commission on Enrichment\nCredit Balance .\n\nof Adult\n\nAmerican Council on Education .\nUnited States Chamber of Commerce .\nWorld Federation of Education Associations\n\nFinancing of Delegates .\nLife Annuities and Insurance\n\n312.72\n391.17\n\n1,000.00\n\n500.00\n\n7,821.01\n1,500.00\n309.30\n800.00\n\nLife\n\n$14,671.89\n7.65\n\n$14,664.24\n100.00\n\n100.00\n500.00\n$15,364.24\n7,101.75\n9,220.23\n\n"}
{"page": 936, "printed_page": null, "text": "932\n\nNational\n\nEducation\n\n“B-7”\n\nSchedule\n\nGeneral Secretary’s Office and\nDivision of Accounts\n\nGeneral Secretary’s Office\nSalaries and Clerical Services .\nTraveling\n\nExpense\n\nAssociation\n\n$19,840.53\n\n.\n\n739.78\n\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\n\n280.50\n866.56\n\nTelegrams\n\n192.31\n\nDivision\n\nand Telephone\n\nToll Charges\n\n$21,919.68\n\nof Accounts\n\nSalaries\n\nand\n\nTraveling\n\nClerical\n\nServices .\n\n$7,666.26\n\nExpense .\n\n199.85\n\nStationery and Supplies .\nPostage and Stamped Envelopes .\n\n287.59\n365.35\n8,519.05\n-\n\nDivision of Legislation\nSalaries and Clerical\n\n“B-8”\n\nSchedule\nServices .\n\nTraveling\n\nExpense .\n\nStationery\n\nand\n\n$11,503.99\n836.89\n72.07\n\nSupplies .\n\n169.08\n\nPostage and Stamped Envelopes .\nTelegrams .\n\nDivision\n\nand\n\nTraveling\n\n-\n\nClerical\n\n$14,664.56\n885.89\n83.12\n\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\nTyping\n\n12,632.92\n\nServices .\n\nExpense .\n\nAdvertising\n\n-50.89\n\n“ B-g ”\n\nSchedule\n\nof Business\n\nSalaries\n\n$30,438.73\n\n337.13\n42.33\n128.59\n\nExpense .\n\n11.13\n65.63\n\nSection .\n\nMailing Section — Postage .\nMultigraph Section .\n\nLess: Credit on Mailing\n\nSupplies\n\n27.84\n\nand\n\nClerical. . . .\n\n$16,246.22\n88.54\n16.157.68\n\nDivision\n\nof Publications\n\nSalaries\n\nand\n\nClerical\n\nSchedule\n\nServices .\n\nTraveling\n\nExpense .\n\nStationery\n\nand\n\nPostage\n\nand\n\n“B-10”\n$33,455.15\n1,335.96\n\nOffice Supplies .\n\nStamped\n\nEnvelopes .\n\nTelegrams .\nAmerican Education Week .\n\n588.75\n1,026.04\n149.07\n2,033.97\n\nReprints .\nPhotos and Prints .\n\n788.04\n282.17\n39,659.15\n\nDivision\n\nof Research\n\nSalaries\nTraveling\n\nand\n\nClerical\n\nSchedule\n\n“B-ll”\n\nServices .\n\nExpense .\n\n$50,544.67\n1,295.11\n\n"}
{"page": 937, "printed_page": null, "text": "Associational\n\nStationery\n\nRecords\n\nand\n\nInformation\n\nand\n\nOffice Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\n933\n\n$763.32\n1,253.35\n65. 62\n\nSpecial Charts, Tables, etc .\nBooks and Pamphlets — Library .\n\n1,120.56\n\n363.95\n$55,406.58\n\nDivision\n\nof Classroom\n\nSchedule\n\nService\n\n“B-12”\n\nSalaries and Clerical Service .\nTraveling Expense .\n\n$6,873.71\n237.62\n\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\n57.21\n132.57\n5.27\n7,306.38\n\nSchedule\nDivision\n\nof Administrative\n\nService\nService. .\n\nClerical\n\nand\n\nSalaries\n\nTraveling\n\nExpense .\n\nStationery\n\nand\n\nPostage\n\nand\n\n“B-13”\n\n120.69\n$8,411.70\n82.83\n16.20\n\nOffice Supplies.\n\nStamped\n\nEnvelopes\n\n8,631.42\n\nSchedule\n\n<‘B-H”\n\nDivision\n\nof Records and Memberships\nSalaries and Clerical Services .\nTraveling Expense .\n\n$25,667.81\n613.97\n\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nAddressograph\n\nPromotion\n\n106.91\n278.31\n9.07\n\n.\n\nand\n\n417. 44\n-\n\nMaintenance\n\nof Membership .\n\n$27,093.51\n27,499.74\n54,593.25\n\nPermanent\n\nFunds\n\nSchedule\n\nCharges\n\n“ B-15 ”\n\nTransferred to Elementary School Principals’ Fund..\nTransfer to Educational Research Fund (To cover\nInterest to September 30, 1932) .\nInterest on Loan to Commercial National Bank .\nExchange\n\nTotal\nNet\n\nCharges\n\nand\n\nTax\n\n$10.07\n7.50\n92.33\n\n2.02\n\non Checks .\n\n111.92\n\nExpenses .\n\nIncome\n\nBefore\n\nDeduction\n\ngage, Depreciation,\n\nAssets\n\nGeneral\n\nand\n\nfor Interest\n\nProvision\n\nand\n\nCommission\n\nfor Protested\n\nof Permanent\n\nFund\n\n$443,691.13\n\nFunds\n\nEXHIBIT\n\non Mort¬\n\nChecks .\n\nAs at May\n\n31, 1933\n\n“D”\n\nCash at Commercial National Bank (In Receivership)\nCash at National Metropolitan Bank .\n\n$15,170.89\n337.98\n\nNotes\n\n206,326.50\n\nReceivable — Life\n\nInvestments\n\nMembers .\n\nin Securities (Book\n\nValue) — Exhibit\n\n“E”.\n\n107,683.18\n\n$11,115.74\n\n"}
{"page": 938, "printed_page": null, "text": "934\n\nNational\n\nOffice\n\nEquipment\n\nEducation\n\n.\n\n.\n\n$13,144.01\n\nReal Estate, Building and Improvements.\nLess Reserve for Depreciation .\n\nLess: First Trust\n\nAssociation\n\n. $570,504.06\n8,000.00\n\n$562,504.06\n155,500.00\n\nPayable\n\n407,004.06\nElementary School Principals’ Fund\nCash at Commercial National Bank\nInvestment\nDepartment\nCash\n\nin Securities\n\nof Superintendence\n\nat Commercial\n\nInvestment\n\nTotal\n\n(Book\n\nValue) — Exhibit\n\nBank\n\nin Securities\n\n(Book\n\nFunds — To\n\nExhibit\n\nPermanent\n\nSecurities\n\n(In Receivership).\n\nEducational\n\nNational\n\nof Permanent\n\nResearch\n\n“E”.\n\n$855.77\n5,000.00\n\n5,855.77\n\n$2,025.55\n13,781.9 7\n\n15,807.52\n\nFund\n\n(In Receivership).\n\nValue) — Exhibit\n\n“E”.\n\n“A”\n\n$771,329.91\n\nFunds\n\non Hand\n\nEXHIBIT\n\nAs at May\n\n31, 1933\n\n“E”\n\nPar value\nGeneral\n\n$749,666.62\n\nInterest\ncollected\n\nBook value\n\nfor fiscal\n1932-1933\n\nFund\n\nMunicipal\n\nBonds\n\nCity of Monessen, Pa., 4\nDue Aug.\n1, 1951 .\nState of Arkansas Toll Bridge, 5% Due\nSept. 1, 1950 .\nState of Arkansas Toll Bridge,\nSept.\n\n5%\n\nDue\n\n1, 1944 .\n\nCounty\n\nof Columbus,\n\nN.\n\nC., 5%\nDue\n\nFeb.\n\n1,\n\nand\n\nSan\n\n4j4%\n\nDue\n\nJune\n\n4%\n\nManhattan\n4%\n\nDue\n\nFrancisco\n\nCo.\n\nCons.\n\nApril\n\n1, 1990 .\n\nBaltimore\n\n& Ohio\n\nR. R. Co. (Pittsburgh,\n\nErie, and West\n\nRef. Mtge., 4%\nChicago,\n\n4%\n\nIndiana\n\nDue\n\nVirginia\n\nSystem)\n\nDue\n\nNovember\n\n1, 1941\n\nand\n\nSouthern\n\nRy. Co.,\n\nJanuary\n\n23,558.90\n\n5,000.00\n\n5,470.75\n\n5,000.00\n\n575.00\n\n5,064.38\n892.50\n\n22.50\n\n105.00\n5,250.00\n10,000.00\n\nMtge.,\n\nDue\n\nLake\n\n23,000.00\n\nR. R. Co.,\n\nJuly 1, 1952 .\n\nRailway\n\n5,166.51\n\n1,000.00\n\nPrior Lien, 4% Due July 1, 1950 .\nAtlantic Coast Line R. R. Co., 1st Cons.\nMtge.,\n\n5,000.00\n\n$225.00\n125.00\n\n225.00\n\n1, 1948 .\nRailroad Bonds\nSt. Louis\n\n$5,206.39\n\n250.00\n\nCity of Aiken, S. C., 4^4%\n1939 .\nNews,\n\n$5,000.00\n\nDue\n\nJuly 1, 1954 .\n\nCity of Newport\n\nyear\n\n1, 1956 .\n\n4,331.25\n400.00\n9,600.00\n\n4,000.00\n\n3,900.00\n\n20,000.00\n\n19,942.50\n\n10,000.00\n\n80.00\n\n800.00\n400.00\n\n9,500.00\n\n"}
{"page": 939, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n935\n\nInformation\n\nInterest\ncollected\n\nPar value\nTerminal\n\nAdd:\n\nInterest Received on $3,000.00 Clear¬\nwater, Kansas, 5%\nBonds Redeemed\nAugust 1, 1932 .\nGeneral\n\nfor fiscal\n1932-1933\n\nRailroad\n\nAssociation of St.\nLouis, Gen. Mtge., 4% Due January\n1, 1953 .\n\nTotal\n\nBook value\n\nFund.\n\n$15,000.00\n\nyear\n\n$15,050.00\n\n$600.00\n75.00\n\n$108,250.00\n\n$107,683.18\n\nElementary School\nNewport News\n\nPrincipals’ Fund\nCity Street Improvement and\nSewerage Cons. 5^%\nDue December 1,\n1960 .\n\n137.50\n$5,000.00\n\nTotal\n\nIncome\n\nfrom\n\nPermanent\n\nFund\n\n$5,000.00\n\nInvestment\n$4,020.00\n\nDepartment of Superintendence\nsearch Fund\n\nEducational\n\nRe¬\n\nU. S. Fourth Liberty, 4 YA% Due 1933-1938.\nSouth Carolina Highway Certificate of In¬\ndebtedness,\n\nNewport\nand\n\n4 YA%\n\nNews\nSewerage\n\nDue\n\nDecember\n\n1, 1946.\n\n$400.00\n\n$419.69\n\n2,000.00\n\n2,077.28\n\nCity Street Improvement\nCons., 5j4% Due Decem11,000.00\n\nInterest on $6,000.00 New Orleans,\nDue Oct. 1, 1932 .\nTotal\n\nTotal\n\nSuperintendence\n\nSecurities\n\nas shown\n\nEducational\n\nby Exhibit\n\n4 1/2%\n\n142.50\n$17.02\n\n167.05\n\n11,285.00\n\n135.00\n\nRedeemed\n\nResearch\n\n“D” .\n\n$13,400.00\n\n$13,781.97\n\n$126,650.00\n$126,650.\n00\n\n$126,465.15\n\nList of Properties Owned, Secured Thru Adjustment\nof Marilla Z. Parker As at May 31, 1933\n\n$461.57\n$4,481.57\n\nof the Estate\n\nBIT “F”\nEXHI\nBONDS\n$1,000.00*\n1,000.00\n\nCharles B. Burkhardt,\nwith coupon payable\n\n6%, First Mortgage\n1/9/32\n\nHisgen-Guettrich, 6%, First Mortgage\ncoupon payable 10/15/32\n\nNote,\n\nNote, No.\n\nNo.\n\n31, due\n\n39, due\n\n1/9/32,\n\n10/15/33,\n\nwith\n\n500.00*\n\nVito and Ceresa Marchetti, 6%, First Mortgage\n4/26/33, with coupon payable 10/26/32\n\nNote,\n\nNo.\n\n3, due\n\n1,000.00*\n\nVito and Ceresa Marchetti, 6%, First Mortgage\n4/26/33, with coupon payable 10/26/32\n\nNote,\n\nNo.\n\n2, due\n\n1,000.00''\n\nRichard and Gisela Rosenheim, 6%, First Mortgage\n10/20/32, with coupon payable 4/20/32\n\nNote, No.\n\n28, due\n\n(*) Deposited\n\nat Drexel\n\nState Bank\n\nof Chicago\n\nfor collection April\n\n26, 1933.\n\n"}
{"page": 940, "printed_page": null, "text": "936\n\nNational\n\nEducation\n\nAssociation\n\nwith\n\n2/28/34,\n\n30, due\n\nNo.\n\nNote,\n\n1,000.00\n\nJohn J. Duffin, 6%, First Mortgage\ncoupon payable 8/28/32\n\n1,000.00\n\n208 South LaSalle Street Building, 5j4%, First Mortgage\ndue 11/1/58, with coupon payable 11/1/32\n\nBond,\n\nM-1834,\n\n1,000.00\n\nPacific Gas and Electric Company, 4*4%, First Mortgage\ndue 6/1/60, with coupon payable 12/1/32\n\nBond,\n\nM-27816,\n\n500.00\n1,000.00\n\nCity of Park Ridge Improvement Bond, 6%, M-180, due 12/15/31\nAllie M. Anderson, 6%, First Mortgage Note, No. 32, due 5/20/36,\ncoupon payable 11/20/32\n\nwith\n\n1,000.00\n\nB. Markwald, 6%, First Mortgage\ncoupon payable 10/26/32\n\n10/26/34,\n\nwith\n\n1,000.00**\n\nAlbert Hokanson,\n6/16/32\n\nNote\n\non 6%\n\nAgreement\n\nHolder’s\n\n8, due\n\nNo.\n\nNote,\n\nnote, due\n\nmortgage\n\nSTOCKS\n5 Shares\n20 Shares\n5 Shares\n10 Shares\n\nAmerican Can Company Preferred Stock, 7% @ $100.00\nInternational Textbook Company Capital Stock (no par\n\nvalue)\n\nInternational\n\nEducational\n\nStock @\n\nInternational\n\nEducational\n\n@\n\nPublishing\n\nCompany\n\nPublishing\n\nCommon\n\nCompany\n\nPreferred\n\n$50.00\n\nStock\n\n7%,\n\nLAND\n\n$50.00\n\nOne-half\n\nOwnership\nOccupied\n\nof 192-8/10 acres land,\nby Elmer Perry, tenant\n\nOne-half\n\nOwnership\nMontana\n\nof Contract\n\nOne-half\n\nOwnership of 160 acres land, Williams\nWirtz, tenant\nCASH\n\n$50.00\n$1,049.37\n\nReceived\n\nfrom\n\nof Purchase\n\nsale of one-half\n\nNorth\n\nDakota,\n\nacres land, Blaine\n\nCounty,\n\nBurleigh\nfor 320\n\nCounty,\n\nDakota,\n\nNorth\n\nof one $100 share Bank\n\nIn possession of I. T. Greenacre, Attorney,\ncash paid by Trustee to Attorney\n\nREPORT\n\nCounty,\n\nW.\n\nW.\n\nof Brodhead\n\nas amount\n\nof one-half\n\nof\n\nOF TREASURER\n\nWayne Kendrick & Company\nCertified Public Accountants\nRust Building\nWashington,\n\nD. C.\nJune\n\nDr. Joseph Rosier, President\nNational Education Association\nWashington,\nDear\n\nWe\n\nof the United\n\n14, 1933.\n\nStates\n\nD. C.\n\nSir:\n\nhave\n\nexamined\n\nthe records\n\nof the Secretary\n\nof your Association\n\nfor the fiscal\n\nyear ended May 31, 1933, and have checked the cash transactions shown\nto the records of the Treasurer, and have found them in agreement. We\n\ntherein\nhereby\n\ncertify that the attached Treasurer’s Report correctly reflects the cash transactions\nfor the fiscal year ended, and the cash balance at the close of business May 31, 1933.\nIncluded in cash balance as at May 31, 1933, is $73,888.32 on deposit with the Com¬\nmercial National Bank now in receivership.\nRespectfully\n\nsubmitted,\nWayne\n\nBy T. Delos\n\nKendrick\n\n&\n\nCompany,\n\nPaxman,\n\nCertified Public Accountant.\n(**) Mortgage\nJanuary\n\nBond deposited\n6, 1933.\n\nat Drexel\n\nState\n\nBank\n\nof Chicago\n\nfor collection,\n\n"}
{"page": 941, "printed_page": null, "text": "Associational\n\nReport\nCash\n\nof Treasurer\n\non Hand May\nReceipts\n\nRecords\n\nand\n\nFor the Fiscal Year\n\n($5.00) .\n\n9,812.00\n\nMembership\n\n(Affiliation) .\n\n4,193.00\n\n(Subscription)\n\n....\n\n$308,258.40\n\nIncome .\n\n41,111.49\n\nExhibits — Atlantic\n\nCity .\nExhibits — Minneapolis .\n\n$1,130.00\n\nExhibits — Chicago\n\n8,701.00\n-\n\nAmerican\n\n$84,475.22\n\n3,729.00\n\n-\n\nMiscellaneous\n\n22,227.50\n\n.\n\n32,058.50\n\nIncome\n\nEducation\n\nWeek .\n\n$3,311.62\n\nCash Sales — Reports and Pamphlets.\nHonorariums — Field Work .\nInterest and Discount earned .\nRentals Received .\n\n1.253.45\n,1,647.04\n1,045.44\n9,153.00\n\nSales of Copies .\n\n2,373.78\n56.81\n386.91\n\nSale of Journal, Mats, etc .\nSale of Proceedings .\nSale of Special\nSpecial\n\nReports .\nInvestigations .\n\nSundry\n\nIncome,\n\nExchange,\n\n3.757.45\n208.83\n\netc .\n\n2,548.86\n-\n\n25,743.19\n-\n\nCash\n\nreceived\n\nfrom\n\nTrustee .\n\nMay\nof Superintendence....\nof Rural Education....\n\nDepartment\n\nof Lip Reading .\n\nDepartment of Elementary\nPrincipals .\nDepartment\n\nof Adult\n\nDepartment\nResearch\n\nof American\n.\n\nBalance\nMay\n\n31,1933\n\n$16,113.36\n293.18\n141.16\n\n$21,903.73\n983.49\n29.08\n\n2,323.22\n601.69\n\n3,999.02\n7.69\n\n4,610.04\n\n5,385.78\n\n32.00\n\n141.29\n\n298.20\n\n73 84\n\n$24,412.85\n\n$32,523.92\n\nSchool\n\nEducation....\nEducational\n\nDepartment of Secondary\nPrincipals .\n\nSchool\n\nDepartment of Supervisors and\nTeachers of Home Economics....\n\nAccounts\n\n31,1932\n\n45,188.19\n\nDepartments\n\nDepartment\nDepartment\n\nCarried\n\n$407,171.58\n\n.\n\nBalance\nFor Associated\n\n31, 1933\n\n147,014.12\n\nBulletin (Subscription) . . .\n\nAdvertising\n\nMay\n\n937\n\n$143,510.28\n\nMembership\n\nResearch\n\nEnded\n\n31, 1932 .\n\nThru Secretary’s Office\nMembership ($2.00) .\n\nN. E. A. Journal\n\nInformation\n\nForward .\n\nReceivable\n\n(Gross) .\n\n8,111.07\n$460,470.84\n\n13,191.40\n\n11,705.19\n\n1,486.21\n\n$84,475.22\n\n"}
{"page": 942, "printed_page": null, "text": "938\n\nNational\n\nStamped\n\nEducation\n\nEnvelopes .\n\nStationery and Supplies .\nIncrease in Vouchers Payable .\n\nTotal\n\nAssociation\n\n$906.90\n737.74\n\n$632.12\n382.32\n\n355.42\n$274.78\n\n32,046.43\n\n49,968.40\n\n17,921.97\n-\n\nReceipts\n\n$480,509.22\n\n$564,984.44\n\nDisbursements\nExpenses\n\nBoard\n\nof Trustees .\n\n$784.02\n\nBoard of Directors .\nExecutive Committee .\nContingent Fund for President — 1932-33 .\nJoint Emergency Commission .\nGeneral Secretary’s Office and Division\ncounts .\nDivision of Legislation (Field) .\n\nDivision\n\n30,438.73\n\n12,632.92\n16,157.68\n39,659.15\n\nof Research .\nof Classroom Service .\n\nDivision\n\n55,406.58\n].\n\nof Administrative Service .\nof Records and Membership .\n\nDivision\nPromotion\n\nand\n\nMaintenance\n\n1,542.40\n\nof Ac¬\n\nDivision of Business .\nDivision of Publications .\n\nDivision\n\n9,822.19\n3,246.12\n93.72\n\nof Membership....\n\n7,306.38\n8,631.42\n27,093.51\n27,499.74\n\nPhysical Plant — Headquarters .\nGeneral Office Expense .\n\n54,529.44\n7,170.20\n\nAnnual\n\n4,560.50\n\nConventions .\n\nOperation\n\nof Exhibits .\nPayment to Department of Superintendence _\nN. E. A. Journal .\nVolume of Proceedings — 1932 .\nPublications and Reports for General Sale .\nResearch Bulletin .\nSpecial\n\n7,740.92\n9,061.75\n74,844.82\n8,689.37\n386.45\n\n4,594.98\n\nAppropriations .\n\n14,664.24\n\nAssociation’s Membership Fees .\nFinancing of Delegates .\nRetirement Annuities and Insurance .\n\n700.00\n7,101.75\n9,220.23\n\nTotal Expenses .\nFurniture and Fixtures Purchased .\nOther\n\nDisbursements\n\nMay 31, 1932 May\nFor\n\n$443,579.21\n558.95\n\n31, 1933\n\nincrease\n\nin Protested Checks\n(Gross) .\n$2,357.45 $3,984.55\nFor increase in Time Checks .\n1,118.98 3,510.81\nTravel Advance .\n.\nTotal\n\nCash\n\n1,627.10\n2,391.83\n722.52\n448,879.61\n\nExpenses\n\non Hand,\n\nMay\n\n31, 1933\n\n$116,104.83\n_\nHenry\n\nLester\n\nSmith,\n\nT reasurcr.\n\n"}
{"page": 943, "printed_page": null, "text": "Associational\n\nREPORT\n\nOF\n\nRecords\n\nTHE\n\nand\n\nBUDGET\n\n939\n\nInformation\n\nCOMMITTEE\n\nAppropriations\nThe following\nin 1927:\nBefore\n\nis an excerpt\n\nfrom\n\na resolution\n\nadopted\n\nby the Board\n\nof Directors\n\nmaking\n\nany appropriations for any fiscal year, the Board of Directors shall\nhave in hand and shall have considered all requests for\nappropriations for the year,\nand shall also have in hand an estimate from the secretary and\nthe Board of Trustees\nof the piobable income for the year. Appropriations shall not be made\nin excess of\nthis estimate.\n\nMaximum\n\nExpenditures\n\n9\n0\n2\n3\n\nThe respective total amounts finally budgeted for the divisions of the headquar\nters\nstaff and the various departments and special committees shall be in each\ncase the\nmaximum amounts that may be expended, except that on the written recommendation\nof the secretary of the Association and with the formal approval of the Executiv\ne\nCommittee the Emergency Fund may be drawn upon to provide for the unforese\nen\nneeds of a division, department or committee.\n\nBudget\n\nRecommendations for 1933-34 Approved\nDirectors July 4, 1933\n\n1. Board\n\nof Trustees:\n\nActual\n\nexpenses\n\n.\n.\n\n1930-31\n1931-32\n1932-33\nAmount\n\n2. Executive\nActual\n\nAmount\n\n3. Board\n\nby the Board\n\nAppropriated\n1933-34\n\nfor last five years:\n\n.\n.\n.\n.\n.\n\n.\n.\n.\n\nrecommended\n\n$\n\n613.69\n798.51\n1,096.60\n941.47\n784.02\n\nfor 1933-34 .\n\n$\n\n900.00\n\nCommittee:\nexpenses\n\nfor last five years:\n\nrecommended\n\nfor 1933-34 .\n\n.$ 2,500.00\n\nof Directors:\n\nActual\n\nAmount\n\nexpenses\n\nof\n\nfor last five years:\n\nrecommended\n\nfor 1933-34.\n\n8,000.00\n\n"}
{"page": 944, "printed_page": null, "text": "940\n\nNational\n\n4. Contingent\n\n92\n\nFund\n\nEducation\n\nAssociation\n\nAppropriated\n1933-34\n\nfor President:\n\nActual\n\nexpenses\n\nfor last five years:\n\nAmount\n\nrecommended\n\nfor 1933-34 .\n\n$\n\n700.00\n\n8-\n\n29\n.Office:\n- 5. General Secretary’s\n3\n** 0\nActual expenses for last $five years:\n3\n0\n.\n440.47\n3\n3\n1\n1\n.\n955.4\n5\n3\n3\n2\n2\n.\n1,575\n.12\n3\n3\nAmount recommended for 1933-34:\n654.9\n4\nSalaries and Clerical Services... .\n1,636\nTraveling Expense .\n.12*\nStationery and Office Supplies .\n\n2\n\n9\n\n$ 27,525.00\n800.00\n425.00\n\nPostage and Stamped Envelopes .\nTelegrams .\n\n1,075.00\n175.00\n\n-\n\nTotal\n9\n.\n3\n\n-\n\n2\n\n-\n\n-\n\n.\n\n$30,000.00\n\n6. Field Division (Legislative) :\n\n0\n.\nActual expenses\n1\n.\n3\n\n3\n\nfor\n$ 3last five years.:\n4,4\n70.\n47\n2\n35,\n.\n3\n913\n.75\n3\n35,\n.\n853\n.43\n36,\n320 for 1933-34:\nAmount recommended\n.30\nSalaries and 3Clerical\nServices .\n0,4\n38.\n7\nTraveling Expense 3 .\nStationery\n\nand\n\nOffice Supplies\n\n.\n\nPostage and Stamped Envelopes\nTelegrams .\n\n.\n\n$\n\n9,800.00\n750.00\n60.00\n150.00\n40.00\n\nTotal\n$ 10,800.00\n\n7. Division of Business:\nActual\n\nexpenses\n\nfor last five years:\n\nAmount\n\nrecommended\n\n9\n.\n0\n\n1\n$\n\nfor 1933-34:\n\nSalaries and Clerical Services\nTraveling Expense .\n\n18\n,1\n38 also expenses for Joint Emergency\n^Includes\n.6\n1\n7,\n6 Division of Accounts.\n**lncludes\nalso\n20\n9.\n93\n15\n,9\n50\n.4\n16\n2\n,6\n86\n.1\n12\n7\n,6\n32\n.9\n2\n\n.\n\nCommission,\n\n$ 14,675.00\n725.00\n\n"}
{"page": 945, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n941\n\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams\nTyping\n\n.\n\nSection\n\n$80.00\n310.00\n40.00\n\n.\n\n10.00\n\nMailing Section .\nMultigraph Section .\n\n25.00\n10.00\n\nAdvertising\n\n125.00\n\nService\n\nAppropriated\n1933-34\n\n.\n\nTotal\n$ 16,000.00\n\nActual\n\nexpenses\n\nfor last five years:\n\nAmount recommended for 1933-34:\nSalaries and Clerical Services .\n\nDiv\n\nisi\n\non\n\nof\n\nPub\n\nand\n\nand\n\n.\n\nOffice Supplies\n\nStamped\n\nEnvelopes\n\nPhotographs, Prints, Mats\nAmerican Education Week\n9\n.\n\n2\n\n-\n\n3\n\n0\n\n.\n\nand Electros\n.\n\n2\nActual\n3\n\n3\n\n$ 40,400.00\n\n0\n40,\n120\n.21five years:\nexpenses for last\n43,\n306\n.66\n44,\n613\n.65\n39,\n659\n.15\n\nTraveling\n\nStationery\nPostage\n\nExpense\n\nand\n\nand\n\nTelegrams\n\n.\n\nOffice Supplies\n\nStamped\n\n.\n\nEnvelopes\n\n.\n\n.\n\nSpecial Charts, Tables, etc .\nBooks and Pamphlets (Library) .\nTotal\n\nActual\n\n48\n\n,5\n\n53\n\n,8\n\n33\n\n.3\n\n0\n\n750.00\n275.00\n2,835.00\n\nAmount recommended for 1933-34:\nSalaries and Clerical Services .\n\n$\n\n1,025.00\n150.00\n\n$ 3\n1,66\n0.2\n\n1\n\n.\n\n1,325.00\n590.00\n\nTotal\n\n3\n3\n\n.\n\nati Telegrams .\nons\n:\nReprints\n.\n\n-\n\n-\n\nExpense\n\nStationery\nPostage\n\nlic\n\n-\n\nTraveling\n\n$ 33,450.00\n\n.\n\nexpenses\n\nfor last five years:\n\n$ 50,600.00\n1,150.00\n700.00\n\n1,125.00\n50.00\n\n1,025.00\n350.00\n\n$ 55,000.00\n\n"}
{"page": 946, "printed_page": null, "text": "942\n\n9\n\nNational\n\nEducation\n\nAssociation\n\nAmount\n\nrecommended\n\nfor 1933-34:\n\nSalaries and Clerical Services .\nTraveling Expense .\n3Stationery\n2\nand Office Supplies .\n.\n\n-\n\n8\n9\n0\n1\n2\n2\n2\n3\n3\n3\n\nAppropriated\n1933-34\n\n93\n\n1-\n\n93\n\n2-\n\n$\n\n45.00\n\nPostage and Stamped Envelopes .\n33\n$8,236.8\n0\n.\nTelegrams\n.\n\n9\n0\n1\n2\n3\n2\n3\n3\n3\n3\n\nTotal\n\nActual\n\nexpenses\n\n115.00\n5.00\n\n7,306.3\n\n8\n\n.\n\n11. Division of Administrative\n\n6,875.00\n210.00\n\n9,001.03\n9,252.90\n8,631.42\nrecommended\n\nPostage\n\nand\n\nTotal\n\nfor 1933-34:\n\nStamped\n\nEnvelopes\n\n.\n\n$\n\n8,410.00\n100.00\n\n20.00\n\n20.00\n\n.\n\n12. Division of Records\n\nand Membership:\n\nA. Records:\nActual\n\nexpenses\n\nAmount\n\nfor last five years:\n\nrecommended\n\nSalaries\n\nand\n\nfor 1933-34:\n\nClerical\n\nServices\n\n.\n\n$ 25,450.00\n440.00\n\nOffice Supplies\n\n.\n\n100.00\n\nPostage and Stamped Envelopes\nTelegrams .\n\n.\n\n215.00\n5.00\n\nTraveling\n\nExpense\n\nStationery\n\nand\n\n.\n\nStock, Supplies and Machine Upkeep\n(Addressograph Section) .\n\n390.00\n\nTotal\n$ 26,600.00\nB. M embership :\n\nActual\n\n,4\n\n33\n\n,7\n\n92\n\n.6\n\n7\n\n8,550.00\n\n8,124.42\n8,447.05\n\nand Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\n\n33\n\n$\n\nfor last five years:\n\nSalaries\n\n$\n\n7,250.00\n\nService:\n\n$\n\nAmount\n\n.\n\n$\n\nexpenses\n\nfor last five years:\n\n"}
{"page": 947, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n943\n\nAppropriated\n1933-34\n\nAmount\n\nrecommended\n\nTOTAL\n\nfor 1933-34\n\n.\n\n$ 27,000.00\n\nfor Division\n$ 53,800.00\n\n93\n\n1-\n\n2\n2\n\n32 Plant:\n13. Physical\n.\n\n93\n\n2-\n\n3\n37,527.\n3 expenses for last five $years:\nActual\n80\n.\n27,499\n\n.74\n\n9\n8\n\nAmount\nRent\nLight\n\n8\n\n-\n\n-\n\n9\n\n-\n\n2\n\n-\n\n3\n\n-\n\n-\n\nrecommended\n\nfor 1933-34:\n\n.\nand Power .\n\n$ 43,000.00\n1,600.00\n\nHeat .\nJanitor Service .\n\n1,200.00\n5,800.00\n\nMaintenance\n\n2,400.00\n\n.\n\n9\nTotal\n.\n\n$ 54,000.00\n\n0\n\n14.\nGeneral\n3\n\nOffice Expenses $ : 2\n2,21\n1.84\n1\n\n3A. Operating Expenses: 22\n,398\n2\n.92\n3\nActual expenses for 2last five years:\n3,71\n3\n8.82\n58,6\n\n62.6\n\n54,\n\n3\n\n529\n\nrecommended\n\nInsurance\nGeneral\n\n81\n\n6,\n\n94\n\n7,\n\n5.\n\n92\n\n8,\n\n35\n\n17\n\n0.\n\n20\n\n83\n\n2.\n\n7.\n\n4.\n\n87\n\n32\n\nEquip¬\n425.00\n540.00\n\n.\n\n425.00\n50.00\n10.00\n\nExpress and Freight .\nInterest and Discount Allowed .\n\n440.00\n900.00\n\nSurety Bonds .\nAuditing Accounts of Association\n\n.\n\n255.00\n500.00\n\nMailing — Reports and Pamphlets .\nGovernment Tax on Checks .\n\n170.00\n175.00\n\nActual\n\n6,\n\n3,110.00\n\nRefunds of Overpayments .\nPurchase of Back Volumes .\n\n.\n\nB. Office Furniture\n\n$\n\n$\n\n.\n\nExpense\n\nTotal\n\n7,\n\nfor 1933-34:\n\nTelephone Service- .\nRepairs — Office Furniture and\nment .\n\n0\n9\n\n3\n2\n\n9\n.\n0\n\nAmount\n\n.44\n\n32\n\nexpenses\n\nand\n\n$\n\nFixtures :\n\nfor last five years:\n$\n\n4,932.97\n4,000.95\n\n7,000.00\n\n"}
{"page": 948, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nAppropriated\n1933-34\n\n-\n\n8\n9\n0\n1\n2\n\n2\n2\n3\n3\n3\n\n9\n9\n9\n9\n\n944\n\nAmount recommended for 1933-34 .\nTotal .\n31\n93\n.\n115. Annual\n32Conventions:\n93\n$4,480.\n283\n3\nActual\n3 expenses for last live years:\n5,466.0\n7\n$ 5,917.34\n558.7,764.33\n95\n6,518.04\n32,339.88\n21,363.17\n\n93\n\nAmount\n\n3\n.\n\n.\n\nrecommended\n\n1,000.00\n\n$\n\n8,000.00\n\nfor 1933-34:\n\nGeneral Convention Expenses .\nOperation of Exhibits .\nExhibit Payment to Department\nperintendence .\n\nof\n\n4,000.00\nSu¬\n\n7,500.00*\n\n9,500.00*\n\nTotal\n\n$ 21,000.00\n16. Journal of the National Education\nActual\n\nexpenses\n\nAmount\n\n17. Other\n\nAssociation:\n\nfor last five years:\n\nrecommended\n\nfor 1933-34\n\n74,000.00\n\nPublications:\n\nActual\n\nexpenses\n\nAmount\n\nrecommended\n\nResearch\n\nfor last five years:\n\nfor 1933-34:\n\nBulletin .\n\n$\n\nVolume\n\nof Proceedings .\nPublications and Reports for General\nSale .\n\n9\n.\n0\n.\n1\n\n2\n\n$\n\n9\n0\n1\n2\n3\n\n2\n3\n3\n3\n3\n\n0-\n\n4,600.00\n8,500.00\n400.00\n\nTotal\n$1\n\n$ 13,500.00\n\n05\n\n,0\n\n55 Delegates :\n18. F inancing\n.5\n1\n\n08\n4\n,5\n3\n8\n.6 expenses for last five years:\n10 Actual\n9\n6,\n08\n2\n.3\n10\n3\n1,\n80\n5\n.\n74\n7\n,8 to 61931-32\nPrior\nprovided for directly from exhibit receipts.\n44\n.8\n2\n\n"}
{"page": 949, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n945\n\nAppropriated\n1933-34\n\nAmount\n\nrecommended\n\nfor 1933-34 .\n\n$\n\n93\n\n8,000.00\n\n019. Department and Committee Appropriations:\n31\n93\n. for last five years:\nActual expenses\n132\n$8,484.\n93\n50\n.\n233\n9,122.5\n.\n0\n7,101.\n\n75\n\nAmount recommended for 1933-34:\nHealth and Physical Education .\nLegislative Com .\nCom. on Tenure .\n\n8\n\n-\n\n9\n\n-\n\n0\n\n-\n\n1\n\n-\n\n-\n\nDept, of Classroom Teachers .\nRetirement\nCom .\n2\n9\nEnrichment\n. of Adult Life .\n3\nNat. Council on Education .\n0\n.\n$ 26\nEconomic Status of Teacher\n.\n3\n,052\n.\n3\n1\n1\nAm. Research Department .\n.\n3\n15,8\nSocial Economic Objectives\n46.3.\n2\n1\n.\nDept. Rural Ed .\n3\n16,8\n94.1\nDept. Sec. Ed .\n3\n.\n1\nDept. Adult Ed .\n15,3\n91.0\n6on .\nJoint Emergency Commissi\n14,6\n64.2\nTotal .4\n\n$\n\n400.00\n350.00\n50.00\n\n10,100.00\n100.00\n300.00\n300.00\n1,400.00\n500.00\n5,000.00\n300.00\n1,500.00\n500.00\n5,000.00\n\n$ 25,800.00\n\nNote: Expenditures for printing (under Section 19) shall be made under the\ndirection of the Secretary of the Association. For satisfactory reasons, including\nlower cost and convenience in distribution, the Secretary may permit a department\nor committee to contract for printing. Printing orders shall be placed on the basis\nof competitive\n\nbids.\n\n20. Association\n\nMembership\n\nFees:\n\nActual expenses for last five years:\n1928-29 .\n$ 1,100.00\n1929-30\n\n.\n\n1,100.00\n\n1930-31\n\n.\n\n1,200.00\n\nAmount\n\n21. Retirement\nActual\n\nAmount\n* Complete\n\nrecommended\n\nAnnuities\nexpenses\n\nand Insurance:\n\nfor last five years:\n\nrecommended\n\npayment\n\nfor 1933-34 .\n\nfor 1933-34.\n\nfor\n\n1933-34\n\n$\n\n1,200.00*\n\n"}
{"page": 950, "printed_page": null, "text": "946\n\nNational\n\n22. Emergency\nAmount\n\nEducation\n\nAssociation\n\nAppropriated\n\nFund :\n\n1933-34\n\nrecommended\n\nGRAND\n\nfor 1933-34\n\n$\n\nTOTAL\n\nAvailable\n\n1,500.00\n\n$+49,900.00\n\nfor Appropriations\n\nfor 1933-34\n\nCash Assets\n\nCash on hand National Metropolitan Bank and Petty\nCash. .$ 42,216 50\n60% of deposits of $73,888.33 in Regular and Special Ac¬\ncounts of Commercial National Bank .\n4+ 332.98\nFull amount of income from Permanent Fund in Commercial\nNational Bank .\n20 773 37\nAccounts receivable less reserve for bad accounts .\n9 205 19\nTime checks receivable .\n.\n3 510 81\n1 otal Cash Assets .\nLiabilities\n\n$120,038.85\n\nApproved vouchers payable— Trade creditors\nDeferred payrolls .\nDue to Associated Departments .\n\n$ 36,502.84\n13,465.56\n32,523.92\n\nTotal Liabilities .\nNET\n\nCASH\n\nASSETS\n\nAVAILABLE FOR 1933-3+ EXPENDITURES.\nEstimated Income for 1933-34\n\nMemberships from Secretary’s Office .\nN. E. A. Journal — Subscription and Advertising\nSales of Proceedings .\nSales of Special Reports .\nCommercial Exhibits .\nResearch Bulletins .\nHonorariums .\nRentals .\nInterest and Discount Earned .\nCash Sales — Reports, Pamphlets, etc .\nAmerican Education Week Material— sales .\nIncome from Permanent Fund .\nSundry Income .\n\n$157,000.00\n190,000.00\n400.00\n4,000.00\n35,000.00\n6,300.00\n1,650.00\n9,150.00\n1,050.00\n1,250.00\n4,000.00\n47,500.00\n200.00\n\nTotal Estimated Income .\nTOTAL\nTOTAL\n\n$ 82,492.32\n37,546.53\n\nAVAILABLE FOR\nRECOMMENDED\n\n$+57,500.00\n\nAPPROPIATION . . .\nAPPROPRIATIONS\n\n$495,046.53\n449,900.00\n\nExcess of available funds over appropriations\nTHE\n\nBUDGET\n\n$ 45,146.53\n\nCOMMITTEE\n\nW. B. Mooney, Denver, Colorado\nAnnie C. Woodward, Somerville, Massachusetts\n\nA. L. Whittenberg,\nCharles\n\nCarroll,\n\nSpringfield, Illinois\n\nProvidence,\n\nL. W. R(k;ers, Chairman,\n\nRhode\n\nIsland\n\nAustin, Texas.\n\n"}
{"page": 951, "printed_page": null, "text": "Associational\n\nMINUTES\n\nOF\n\nTHE\n\nRecords\n\nand\n\nInformation\n\nMEETINGS\n\nOF\n\nBOARD\n\nChicago,\n\nIllinois\n\nSaturday\n\nMorning,\n\nJuly\n\n947\n\nOF\n\nTRUSTEES\n\n1, 1933\n\n(In Brief)\n\nThe\n\nBoard\n\nof I rustees\n\na. m., in the President’s\nchairman, presiding.\nThere were present:\nEdgar G. Doudna.\nThere\n\nwere\n\nThe\n\nChair:\n\nof the National\nSuite, 1004-1006\n\nJoseph\n\nEducation\nStevens\n\nH. Saunders,\n\nalso present Florence\n\nHale\n\nAssociation\n\nHotel, with\n\nJoseph\n\nand J. W.\n\nconvened\n\nJoseph\n\nRosier, Kate\n\nH.\n\nat 9:30\n\nSaunders,\n\nV. Wofford,\n\nand\n\nCrabtree.\n\nThe\n\nfirst thing will be the minutes of the Minneapolis meeting.\n(Miss Wofford, secretary of the Board of Trustees, read the minutes.)\nThe Chair: Are there any remarks?\nMr. Rosier: I would like to ask, Mr.\nabout that will, the money?\nThe\n\nChairman,\n\nif there was\n\nanything\n\ndeveloped\n\nChair:\n\nYes, I will have a full report of that here in a moment. If there\nis no objection the minutes will stand approved as read.\nThe next matter is the printed report which has just been given you, which is\n\nthe combined Audit and Treasurer’s report, combined all in one form to save the\nexpense of printing. Now I want to go over this report rather in detail with you\nbecause there are some things will require your discussion and acceptance or dis¬\napproval as we go.\n{Mr.\n\nSaunders\n\nthereupon\n\nread\n\nthe opening\n\nstatement\n\nof the printed\n\nreport\n\npre¬\n\nceding the tabulations, and then proceeded to go over, item by item, the tabula¬\ntions set forth on pages 3, 4, and 5 of the Report of the Board of Trustees.)\n(He then explained, in answer to questions, the Manila Z. Parker\nMiss Kate Wofford: I move that the report be approved.\nMr. Edgar G. Doudna: I second the motion.\nMiss\n\nW offord: I would\n\nlike to include\n\nthe report but express our appreciation\nSaunders has handled our affairs.\n(The\n\nmotion\n\nwas\n\nthereupon\n\nThe\n\nChair:\n\nNow\n\nif you\n\nthere that in our\nclosed its doors\nin cash.\nMr.\n\nDoudna:\n\nTrust\n\nin my\n\nRosier\n\nunanimously\n\ndeposited\n\nin Minneapolis,\n\nHow\n\ndid you happen\n\nThe Chair: I’ll tell you how\nover the matter in detail.)\n\nwe\n\nand\n\nway\n\nin the Commercial\n\nto have\n\nhappened\n\nthere were\nso much\n\nto have\n\nbegin\n\nHale\nto pay\n\ninquired\n\nif the\n\nthe regular\n\nsalaries\n\ncarried.)\n\nNational\n\ngoing\n\nout\n\nof what\n\ncame\n\nSaunders stated that the prospects at this time\nbe able to do so beginning with September.\n\nyou\n\nwill find\n\nBank,\n\nwhich\n\ncash?\n\nso much\n\nwas\n\nAssociation\n\nMr.\n\nsecurities and $35,944.26\n\ncash. (He\n\nthen went\n\ngreeted\n\nthe Board\n\nAt this point Superintendent William G. Bogan of Chicago\nand wished them a very successful convention and a happy\nstay in Chicago.\nMiss\n\nin which\n\nto the first part of the report\n\nwere\n\nwe\n\nnot only approve\n\ncapable\n\nFund\n\nwhile\n\nthat we\n\nof the very\n\nput by Mr.\n\nwill turn\n\nmotion,\n\nestate matter.)\n\ntime\n\nduring\n\nenough\nin later on and\nto have\n\nmoney to\nChairman\n\nthe Association\n\nindicated\n\ntheir\n\nwould\n\nRosier: Mr. Saunders , I think the Budget Committee probably is going to\nrecommend that a loan be made and that these salaries be paid immediately, that\nis the first part of the year. The Budget Committee takes the view they had\nMr.\n\nreduced the salaries 10 percent, and Mr. Moody and Mr.\nstrongly of the opinion these people ought to be paid.\n\nMiss Florence\ncussion.)\n\nHale:\n\nI think\n\nthey ought\n\nWhittenberg\n\nto, too. (Others\n\nare\n\nrather\n\ntook part in the dis¬\n\n"}
{"page": 952, "printed_page": null, "text": "948\n\nNational\n\nEducation\n\nAssociation\n\nMr. Doudna: Does the treasurer have any relationship toward\nthe Trust\nThe Chair: The treasurer has no relationship to the Trust Fund.\nMr. Henry Lester Smith: And as I understand it the treasurer\nover the selection of the depository for the operating fund.\nThe Chair: No, the Board of Trustees has that authority.\nThe\n\nhas no\n\nFund?\n\nauthority\n\nChair\n\n(after explaining the care of trust funds) : Now what I am coming\nto is this, whether or not it is the wish of the Board of Trustee\ns for us to employ\na trust company as trustee, to deposit our securities and money again\nwith them\nand maybe go thru an experience such as we have just gone thru,\nor whether we\nshould keep them ourselves in our lock-box with account kept by\nthe treasurer\nor assistant treasurer of the current revenue and deposit itMr. Doudna (interrupting) : Is the business manager bonded?\nThe Chair: Yes, the business manager is bonded.\nMr. Doudna: Are you bonded?\nThe Chair: No, I am not bonded, not as a member of the Board of Trustees.\nIt was thereupon moved by Mr. Doudna, seconded by Miss Wofford,\nthat the\nBoard proceed to operate under this scheme of having the chairman of the Board\nand the business manager, Mr. Allan, look after the securities jointly and\nthe\nrevenue therefrom, the chairman to serve without bond for one year, and at the\nend of that period if the Association\nbetter to bond the chairman.\nIt was\n\nfurther\n\ntive Committee\n\nsuggested\nbut not\n\nby Mr.\n\na member\n\nwas\n\nThomas\n\nin better\n\nfunds,\n\nIV. Gosling,\n\nit would\n\na member\n\nprobably\n\nbe\n\nof the Execu¬\n\nof the Board\n\nof Trustees, who had come in\nof the meeting, that possibly it might be well to designate three\npersons rather than just two, in the event of a protracted illness on the part of\nany one member.\nduring\n\nthe course\n\nMr. Doudna further suggested that if any trouble should arise before\nyear meeting at Cleveland, at that time the Board could correct it.\nThereupon,\n\nthe motion\n\nThe\n\nAs\n\nChair:\n\nwas\n\nput and\n\nI stated awhile\n\nunanimously\n\nthe mid¬\n\ncarried.\n\nago Mr.\n\nAllan and I are going to try to get the\nestate in such shape we can make a much more satisfactory report than\nthe one which is set up here in the printed report but we thought that this would\ngive you full information, at least it is as full as we can make it at this time, and\nthese securities were also checked by the auditor. We have not as yet put these\nsecurities in the lock-box because while questions were coming up about them\nevery day or two that necessitated handling them we have kept them in the vault\nat Headquarters. They are not in the records of the Association.\nMr. Doudna: I think they ought to be kept separate.\nThe Chair: We are keeping them separate at the present time.\nAfter Mr. Saunders explained his handling of the Arkansas bonds it was there¬\nParker\n\nupon moved by Mr. Doudna, seconded by Miss Wofford, that the Board of Trustees\napprove the action of its chairman in declining to become a member of the Bond¬\nholders’ Committee to prosecute\nmotion was put and carried.\nThe\n\nChair:\n\nThere\n\nan\n\nis no further\n\naction\n\nagainst\n\nbusiness\n\nwith\n\nthe state of Arkansas,\n\nthe exception\n\nwhich\n\nof the question\n\nof\nthe election of a secretary and Dr. Gwing wants to be present when we take up\nthat question, so unless some member of the Board has some matter to bring up\nfor our consideration, I think we will adjourn and let the Executive Committee\nmeet\n\nand\n\nset a time\n\nfor further\n\ntaking up of the matter\nIt was\nadjourn\n\nthereupon\n\nmeeting when Dr.\nof electing our secretary.\n\ndecided\n\nto re-convene\n\nby the members\n\nat 5 oclock Monday,\n\nGwinn\n\nof the Board\n\ncan\n\nbe present\n\nin the\n\nthat the meeting\n\nshould\n\nJuly 3.\nJoseph\nKate\n\nH.\nV.\n\nSaunders,\nWofford,\n\nChairman\nSecretary.\n\n"}
{"page": 953, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nMonday\n\nMorning,\n\nJuly 3, 1933\n\n949\n\n(In Brief)\nThe\n\nBoard\n\nof Trustees\n\nof the National\n\nEducation\n\nAssociation\n\nre-convened,\n\nsuant to adjournment, at 5 p. m., in the President’s Suite, 1004-1006\nChicago, Illinois, with Joseph H. Saunders, chairman, presiding.\n\nStevens\n\npur¬\nHotel,\n\nThere were present: Joseph H. Saunders , J. M. G<winn, Edgar G. Doudna, Kate\nV. Wofford, and Joseph Rosier.\nThe Chair: The Board of Trustees will come to order. The meeting of the\nBoard\ncation\n\nat this hour is for the purpose of electing a secretary of the National Edu¬\nAssociation. The term of the secretary expires September 15. The Chair\n\nwill entertain\nDr. J. M.\n\nany\n\nmotion\n\nGnuinn:\n\nany\n\nI move,\n\nmember\nMr.\n\nof the Board\n\nChairman,\n\nhas to make.\n\nthat Mr.\n\nJ. EC. Crabtree,\n\nthe present\n\nsecretary, be elected secretary at the same salary as he now receives, less a waiver\nof 10 percent as recommended by the Budget Committee, and to serve for the\nfiscal year, June 1, 1933, to May 31, 1934, and thereafter until his successor has\nbeen elected and in office.\nThe\n\nmotion\n\nwas\n\nduly\n\nseconded\n\nby Mr.\n\nDoudna,\n\nput\n\nand\n\nunanimously\n\ncarried.\n\nThe Chair : The Chair will entertain any other motion that there is.\nMr. E. G. Doudna: In view of the fact that Mr. Crabtree will have\n\nreached\n\nthe age of retirement, as determined by our retirement plan, before the expiration\nof his duly elected term of office, I move that we request the Executive Committee\nto provide a plan for an adequate retirement allowance.\nThe\n\nmotion\n\nThere\n\nwas\n\nduly seconded\n\nbeing no further\n\nbusiness\n\nby Miss\n\nW afford, put and\n\nunanimously\n\nto come\n\nbefore\n\nthe chair\n\na motion, which was duly seconded, to adjourn\nhour scheduled on the official printed program.\n\nthe Board,\nuntil Friday,\n\ncarried.\n\nentertained\n\nJuly 7, 1933, at the\n\nJoseph H. Saunders, Chairman\nKate V. Wofford, Secretary.\n\nFriday\n\nAfternoon,\n\nJuly\n\n7, 1933\n\n(In Brief)\nThe\n\nBoard\n\nof Trustees\n\np. m., in a committee\nJoseph\n\nH. Saunders,\n\nThere were\nJ. M. Gwinn.\nThere\n\nwere\n\nof the National\n\nroom\n\nchairman,\n\npresent:\n\ncustom\nwith\n\nMr.\n\nChair:\n\nalso present\n\nThe\n\nBoard\n\nof this Association\n\nus and\n\nSmith:\n\nfamily and\nshould go.\n\nparticipate\n\nthe Ballroom\nH.\n\nHenry\n\nat 3:30\n\nof the\n\nStevens\n\nHotel,\n\nwith\n\nSaunders , Jessie\n\nGray,\n\nJoseph\n\nRosier,\n\nand\n\nLester\n\nof Trustees\n\nSmith\n\nand\n\nThomas\n\nJ. 1C. Crabtree,\n\nwill now\n\nfor the treasurer\n\nand\n\nand\n\ncome\n\nEC. Gosling,\n\nmembers\n\nH. A. Allan,\n\nbusiness\n\nto order.\n\nthe retiring\n\nIt has\n\npresident\n\nbeen\n\nthe\n\nto sit in\n\ndiscussion.\n\nI appreciate\n\nit very\n\nmuch\n\nand\n\nif it were\n\nto drive\n\ntonight\n\n250\n\nmiles\n\nI would\n\nhave\n\nconvened\n\nFloor\n\nSecretary\n\nin our\n\nAssociation\n\npresiding.\n\nJoseph\n\nof the Executive Committee,\nmanager of the Association.\n\nThe\n\non\n\nEducation\n\nnot for the fact I have my\nremain. As it is I believe I\n\nChair: There are only two matters here that I have not reported to the\nTrustees that I should like to report before we take up the organization of the\nThe\n\nfor the coming year. One of them you heard me announce at the Repre¬\nsentative Assembly this morning in giving our report. We have received tele¬\ngraphic assurances from Washington that we have been successful in our fight in\nBoard\n\nobtaining the cash in the Trustees’ Fund less the interest that had been charged\nto that fund. That was a technical point involved. So it is less the interest that\n\n"}
{"page": 954, "printed_page": null, "text": "950\n\nNational\n\nhas been charged\n\nEducation\n\nAssociation\n\nto that fund\n\nsince it has been on deposit. Of course there will\nbe\nsome attorneys’ fees. I don’t know what they\nwill be as yet.\nThe second matter is that Mr. Allan and I\nsucceeded yesterday in coming to an\namicable and satisfactory conclusion with our\nattorney here in Chicago, Mr.\nGreenacre. Mr. Greenacre was employed as most of\nus know at the suggestion of\nMm\nHarden and some of the other teachers here in Chica\ngo to handle the Manila\nZ. Parker estate. Since the almost complete settlement\nof that estate Mr. Greenacre\nhas suggested his fee as attorney would be what\nhe said was the fee paid by the\nother heirs to their attorney, namely, $2500. We sugge\nsted that that was entirely\ntoo much and we made a counter proposition of $500,\nwhich insulted him. But\nMr. Allan suggested to him in a subsequent interview that\nperhaps he would like\nto make a donation of a part of his fee to the Association since\nhe expressed inter¬\nest in teachers and teacher organizations and that inasm\nuch as he is the attorney\nfor the teachers association in Chicago. So finally he\nsuggested we pay him $1500\nand that he would make a donation of $1000 to the Associatio\nn. We let that simmer\nfor five or six months and yesterday Mr. Allan and I called on\nMr. Greenacre to\ncomplete our relationships with him. He thereupon agreed, after\nI pointed out to\nhim how this estate was dwindling on account of the kind of securi\nties in which\n\nit had been invested — some of them no good at all — and that we\nstood to profit\nfar less from the affair than he or anybody else anticipated and as he had\ncollected\n$1048 and some cents that he accept the cash in hand in complete settle\nment of his\nfee. He\n\nagieed\n\nto that proposition\n\nand\n\nwe\n\nwere\n\nto make him a duplicate statement\nshowing that he had donated the difference between that and what his fee ought\nto be to the Association. So we made up that voucher and I have signed it and\nso\nfar as the attorney’s fees in connection with that estate are concerned, the\nmatter\nis settled. There are some other questions connected with that estate that are not\nyet settled, namely, the value of some lands out in the northwest, the leases on those\nlands and so forth, but we can handle that thru our business office in Washington\n.\nNow perhaps it might be well for you to approve the action which Mr. Allan\nand I took in the settlement of that matter as a matter of this year’s business. I\nwould like to have a motion to that effect if you so feel.\nIt was moved by Mr. Gwinn, seconded by Miss Gray, that the action of the\nchairman in the matter of attorney’s fees connected with the Manila Z. Parker\nestate be approved, and the motion was thereupon put and unanimously carried.\nThe Chair: Now at this time it is necessary to reorganize the Board of Trustees\nby the election of the chairman and secretary.\nMr. J. M. Gwinn: Mr. Chairman, Mr. Doudna\n\nand\n\nMiss\n\nWofford\n\nof course\n\nhad\n\nto leave, they can't be here, but there is a quorum. We have been well served by\nour present chairman and secretary, so I move Mr. Saunders be continued as the\nchairman of the Board of Trustees, and, if it is proper to be included in one motion,\nthat Miss W offord be continued as secretary.\nMiss Jessie Gray: I second the motion.\n(The\n\nmotion\n\nthereupon\n\nwas\n\nput by Secretary\n\nThe Chair: Thank you very\nfully during the coming year.\nMr.\n\nGiuinn:\n\nfor Mr.\n\nIf it were\n\nDoudna\n\nmuch.\n\nCrabtree and unanimously carried.)\nI will try to look after your interests faith¬\n\nlegal to do so, I have\n\nto cast his vote, and\n\nMiss\n\nOf course she couldn’t vote for herself.\nThe Chair: The Board is ready then\nmay\n\ncome\n\nbefore\n\nit properly.\n\ntime, so far as I can\n\nthink\n\nbeen\n\nWofford\n\nauthorized\n\ntoo, to vote for Mr.\n\nfor the transaction\n\nI think the only thing you\nat the present\n\nto have\n\nought\n\nof any\n\nSaunders.\n\nbusiness\n\nto do maybe\n\ntime, is to review\n\nthe\n\nproxies\n\nthat\n\nat this\n\nresolution — I\n\nhaven’t got the exact language of it now but it is in our previous minutes — au¬\nthorizing us to borrow such sums as may be necessary to carry forward the activi¬\nties of the Association during the coming six months.\nThe\n\nmotion\n\nchairman\n\nwas\n\nmade\n\nof the Board\n\nby Mr.\n\nJ. M.\n\nbe authorized\n\nGivinn,\n\nto borrow\n\nseconded\nsuch\n\nby Miss\n\nmoney\n\nGray,\n\nas was\n\nthat the\n\nnecessary\n\nto\n\n"}
{"page": 955, "printed_page": null, "text": "Associational\n\nRecords\n\ncontinue the activities of the Association\nmotion was voted upon and carried.\nThe\n\nChair:\n\nIs there anyone\n\nelse who\n\nand\n\nInformation\n\nduring\n\nwishes\n\nthe coming\n\n951\n\nsix months,\n\nto bring up anything?\n\nThere\n\nwhich\nis one\n\nother thing perhaps I would like to get your approval on, because it is your busi¬\nness. I would like to have the approval of the deposit of a portion of the Trust\nand Income Funds in the American Security & Trust Company, and also if it\nseems\n\nwise\n\nin the Federal\n\nor the Liberty\n\nBank,\n\nAmerican\n\nNational\n\nBank.\n\nIt is one\n\nof the two banks wrhich have offered to help us. I would like to have the authoriza¬\ntion of the Board to deposit the funds handled by the Trustees which are in three\ndifferent funds, the Income account, the Trustees’ account and the General Funds\nof the Association which are now in the Metropolitan Bank — and I would like to\nhave your authorization to use all three of these banks because it seems wise to\ndistribute our funds at the present time rather\nbasket. Those seem to be the most reliable banks.\n\nthan\n\neggs\n\nall our\n\ncarry\n\nin one\n\nIt was moved by Mr. Givinn , seconded by Miss Gray, that the Board authorize\nthe chairman to make the deposits of the funds referred to by the chairman in the\nthree banks\n\nnamed,\n\nwhich\n\nmotion\n\nwas\n\nput and\n\nunanimously\n\ncarried.\n\nIt was asked by Miss Gray if there was any way of safeguarding the deposits\nin the bank and the chairman stated there was not. Mr. Gwinn inquired if it was\npossible to insure\nbeginning\n\ndeposits\n\nand\n\nChairman\n\nthe first of January\n\nunder\n\nSaunders\n\nthe new\n\nstated that it was\n\nFederal\n\nLaw\n\nnot but that\n\nup to $2500\n\ncould\n\nbe\n\nguaranteed, and after the first of June of next year up to $10,000 and after Janu¬\nary first of the following year up to $50,000 could be guaranteed under the new\nbanking law. The chairman also stated he might be in error as to the exact date\nexcept he knew the smaller amount began the first of January 1934. The chairman\nfurther stated that some two years before the Board had authorized him to attempt\nto insure the deposits and\ntrust companies\n\nThere\n\nbeing\n\nentertained\n\nwould\n\ninsure\n\nno further\n\na motion\n\nthat he found\nanything\n\nand\n\nthat neither banks\n\ntrust funds.\nbefore the Board,\n\nnor\n\nexcept\n\nto come\n\nbusiness\n\nto adjourn\n\nit could not be done;\n\nthe Board\n\nof Trustees\n\nwas\n\nChairman\n\nSaunders\n\ndeclared\n\nadjourned\n\nsubject to the call of the chairman.\nJoseph H. Saunders, Chairman\nKate V. Wofford, Secretary.\n\nTHE ANNUAL\n\nREPORT\nPART\n\nWeathering\n\nOF THE SECRETARY\nI\n\nthe Storm\n\nIN OUR REPORT for 1932 we used the subject “American Educa¬\n\ntion Faces the Storm.” The profession has during the present year\nnot only faced the blasts of the worst storm in the history of our\nnation but it has battled bravely in the darkest hours. It has succeeded\nin salvaging many of the essentials in our American sys¬\ntem of education which will serve as a basis for readjustments and rebuilding to begin as soon as the dark\nclouds and the fury of the winds have passed. In other\n\nSALVAGING\nESSENTIALS\n\nwords the profession led by local, state, and national associations is “weath¬\nering the storm” in a remarkably effective manner.\n\n"}
{"page": 956, "printed_page": null, "text": "952\n\nNational\n\nJoint Commission\n\nEducation\n\nAssociation\n\non the Emergency\n\nin Education\n\nAs the seriousness of the emergency became apparent,\nthe National\nEducation Association took steps to mobilize the forces of\neducation thruout the country\n\nin support of our American schools. The most important\nstep which the Association has taken in a decade is\n\nEDUCATIONAL\nLEADERSHIP IN\nTHE EMERGENCY\n\nof the depression.\n\nthe appointment in cooperation with the Depart¬\nment of Superintendence of the Joint Commission\non the Emergency in Education and the recognition\nof its leadership in all problems that have grown out\nThe\n\nactivities of the commission,\n\ntherefore, become\n\nan\nimportant feature of the Secretary’s Report.\nThe commission represents in its membership and consultants every\nphase of educational enterprise. It brings together the best experience of\nthe entire profession. It encourages every teacher in elementary school,\n\nhigh school, college, university, or profes-\n\nNATIONWIDE RESPONSE\nTO COMMISSION PLANS\n\nsional school to assume his share of responsibility for interpreting education to the public.\n\nThe\n\nresponse\n\nof the profession\n\nand\n\nof the\n\ncitizens of the country has been most encouraging. Every group\nand sec¬\ntional interest has been subordinated to make the work of the commission\neffective. From every quarter there has come wholehearted and enthusiastic\ncooperation. The regional meetings have brought encouragement and\nper¬\nspective to all who have taken part in them. They have helped to define\nthe\nproblems created by the emergency. They have helped to hold the battle¬\nline for the schools.\nNo\n\none can estimate the farreaching effects of the prompt, vigorous,\nand\ncontinuing leadership which this joint commission, under the chairman¬\nship of Dr. John\n\nK. Norton\n\nof Columbia\n\nUniversity, former\n\ndirector of\n\nresearch for the National Education Association, has been able\nto give to\nthe profession and to the country. The commission will\n\nTAKING THE\nSCHOOLS TO\nTHE PEOPLE\n\npiesent its plans for 1933-34 at the Chicago convention.\nThese plans include a comprehensive interpretation of the\nideals, purposes, and achievements of American education\nto the entire population. They include a widespread cele¬\n\nbration of American Education Week which will reach\nmillions of homes\nwith a new understanding of the significance of the\nschool in the life of\nchildren.\n\nOwing to the depression and to an antiquated system\nof taxation in many\nof the states thousands of children have lost from\ntwo months to a full\nyear of their inherent right for an educa-\n\nCHILDREN DEPRIVED OF\nAN INHERENT RIGHT\n\ntion. That much of their birthright has\nbeen lost forever. Other hundreds would\nhave\nlost theirs if teachers had\n\naged some way to keep the schools open — some\ntimes\nand sometimes without any pay at all.\n\nnot man¬\n\non a pittance of pay\n\n"}
{"page": 957, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n953\n\nInformation\n\nIn deep appreciation of the loyalty and devotion of the teachers in Ala¬\nbama, Michigan, Illinois, and in every other state we poured out our\nheart in a tribute to the teachers of 1933 which we are including in this\nreport. This tribute was prepared in its present form\nsoon after the meeting of the Department of Superin- THE TRIBUTE\ntendence and at the time of the March 1933 mora¬\ntorium on banks. It sets forth the teachers’ courage, loyalty, and devotion\nas exhibited under the terrible ordeals of the depression. We make it a part\nof this report because of the recognition which it has already had and\nbecause of the satisfaction to teachers to know that their sacrifices are\nappreciated.\n\nMy\n\nTribute\n\nto the Teacher\n\non education\nThere will be no moratorium on education. A moratorium\nthe leasons why\nwould mean a moratorium on civilization. This is one of\nteachers will continue the schools, pay or no pay.\nUM\nThe nation, as it becomes aware of the services and NO MORATORI\nON EDUCATION\nof\nsacrifices of teachers and of the great significance\ntheir courage and farsightedness, will show the ap¬\ntheir lives foi\npreciation that it has shown to its soldiers who sacrificed\ntheir country.\nthe saciifwes\nIn the crisis of the seventies, I was amazed, as a boy, at\nmade by the pioneer teacher of that day. Since then,\nSACRIFICES IN\nI have observed that whether in time of famine or\nfor self, THE SEVENTIES\nin time of plenty, the teacher has lived not I have\nbut for the children and the community.\nprofession.\nnoticed that the selfish man or woman seldom remains long in the\nled in\nWhen the terrible days of the World War came upon us, who\nled in col¬\nfood conservation ? Who led in the sale of Liberty bonds ? Who\nkept the schools\nlecting food, clothing, and funds for the Red Cross? Who\nwhat\ngoing, whether funds were available or not? And\nSACRIFICES\nIN\nof the teachers of today ? T hey are serving in a worse\nWORLD\nWAR\ncrisis than ever before. Their responsibility is greater.\nAND\n\nNOW\n\nEnvironment is more destructive in its effect on chil¬\ndren. The teacher-load is almost doubled. In spite of\nmay be a\nall this, the teacher is again leading in welfare activities. 1 here\noff for the\ndelay in pay — a month or six months — or the pay may be cut\nyear, yet the work of the school goes on !\nfrom\nWho is it that removes gloom from the lives of children that come\nhomes filled with sorrow and suffering because of the\ndepression? Who is it that inspires children with cour- THE HOPE OF\nard THE NATION\nage and ambition ? Who teaches them to look forw\nto better days? Who is it that is saving civilization in\n1933! \"tour\nthese dark hours? All honor, therefore, to the teacher of\nof our democracy\ncourage and your devotion stand out as the safeguard\nand as the hope of the nation.\n\n"}
{"page": 958, "printed_page": null, "text": "954\n\nNational\n\nThe\n\nEducation\n\nHeadquarters\n\nATION\n\nAssoci\n\nStaff\n\nThe tribute to the teachers of 1933 mig\nht well apply to the headquarters\n- taff. Salaries were not reduced a yea\nr ago because the staff had offered\nto offset any possible decrease in income by\nmeans\nfree service. The\nsituation became more serioof\nus than was anticiDONATING\n\nSERVICE\n\npated. Then came the moratorium on bank\ns, and\n, • ,\n,\n, ,,\nthe closing of the Commercial National Bank in\nwh,ch more than half our funds were\ndeposited. To meet the situation each\nember of the staff gave not less than\nfive weeks of free service. Since the\nclosing of the bank, staff members\nhave received only half their pay\nand\nwill not receive the other half unti\nl fall. This has been done cheerful\nly\nWhen sympathy is expressed they are\nlikely to say that their ordeal is less\nsevere than that of thousands of teac\nhers in the nation.\nI he staff not only donated service\nbut it has assisted in saving in eve\nry\no ier possible way. We hardly kno\nw yet how it was done but the figu\nres\napprowas\nthan\nI***\n0\n• .i f Wf gf al°ng °n $93>00\nTT\nSPIR\nSTAFF SPIR\nIT\npnated by the Representative\nteacher way of sacrificing whenAssembly. It is just the\nnecessary in an emer¬\ngency. It is a natural result of a\nfine staff morale and an unselfish\nSpirit\nsue as teachers have shown as the\nchallenge has come to them.\nThe Chicago Situation\n\nThe\n\nBoard of Directors at the Atl\nantic City Convention\n\nlocated the\nf0r 1933 at Chica§° larSeIy in honor\nTrr\nTHE BATTI F FOP\nALCHE\n.HER\nrs wh° were at the time\nS\ni'/\nfi hti\nfig\nRS\nng to'Cfg°\nCHICAGO TEA\nkeep teache\nthe schools open and to for\nce\n. J?f.y for their services- Soon after this and after\nF T Roa 1\nR T.\nthe R.\nthe\nC. had loaned millions to Chi\ncago banks, and after banker\ns had\nshown impatience and disgust over the demand, „\n7\nf erS\nhad\nts,\nwarran\ncash\nto\nthem\non\nds\ndeman\n.\nfL\nnil\nin\nteacher*\nthe •\npi\n,\ne states began to protest against the treatment of\nChicago teachers, demanding tha\nt the convention bt changed to\nsome other\ncity unless authorities should do\nthe right thing by the feachers\nfor the tea\n'\"f\n3ry\naUth0n'ty\nkosier took up the fight\nchers,\nattack?■\ning 6men\nin high°fplaPre$ident\nces, giving them full informatfon\nfetlmg0f bifemeSS thrUout the ««ion and\nA SICNIFICamt sh\nthe\ntHis WOuld have\nthat\ncel\nrg\nShebr\nation. Vf6\"\nVICTORY\nThese lea\nders aI‘\nfinally saw that they were\n.. . ,\n, not, , y intending with the teachers of Chicago but\nthe teachers (and their friend\ns) of the nation. They then\nfound a\nwav of cashing the warrants\nto January and promised to\ncontinue pay¬\nments as rapidly as possible. Presid\nent Rosier having given due consid\neran\n-rtS> m V1CW thfVi\nachieved f0r Chicag° teachers decided\no hold the conventmn ,n th,s Ct°ry\ncity as previously planned. The financ\nial\neaders ,n Chicago are now under\nstill deeper obligations to carry out\ntheir\npromises to Mayor Kelly and Superi\nntendent Bogan.\n\n"}
{"page": 959, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nPART\n\nII\n\nInformation\n\n955\n\nSelections from the Reports of Divisions\nDivision\nJoy\n\nElmer\n\nof Publications\nMorgan,\n\nDirector\n\nThe growth of interpretive activities is reflected in the increased demands\nwhich have been made upon the Division of Publications during the year.\nThe experience gained during the thirteen years that\nthis Division has been in operation and the resources INCREASED\nDEMANDS\nof a trained staff are an invaluable asset to the teachers\n\nof the nation. At no time since its organization in 1920\nhas the Division of Publications been so effective as\n\nFOR\n\nSERVICE\n\nduring 1932-33. Tho the Division has shared with the headquarters staff\nas a whole in keeping expenditures within Association income, it has done\nmore work than ever before and has done it better. The Division is now\norganized in four units in such a way as to fix responsibility and to give\nflexibility as new demands arise. The director works on The Journal and\nmajor plans. An assistant director, Lyle W. Ashby, is assigned administra¬\ntive work and special projects. Another assistant director, Einest R. Bryan,\ncoordinates printing. Convention press service, American Education Week,\nnewspaper contacts, and radio programs are coordinated under another\nis fine. The\nassistant director, Belmont Farley. The spirit of the staff\ngrowth among\nloyalty, devotion, and personal\nfunds.\nreduced\non\nservice\nincreased\nsible an\n\nits members\n\nhave made pos¬\n\nto the emer¬\nDuring 1932-33 The Journal has given particular attention\nhas\ngency in American life and education. It\nspread information which would help teachers THE JOURNAL AND\nTHE EMERGENCE\nto understand conditions affecting their schools\nand which would encourage them to give a more\nwork.\nvigorous leadership to the communities in which they live and\nThe\n\nDepartment\nEva\n\nG.\n\nof Elementary\n\nPinkston,\n\nExecutive\n\nSchool\n\nPrincipals\n\nSecretary\n\nt — new methods\nWe hope to be keenly alert to professional improvemen\nment which\nand ideas which are continually being tried out ; to every move\naffect edu¬\nwill enrich the lives of our people ; and to all conditions which\ncation. The activities of the Department have been many\nACTIVITIES\nand varied. The promotion of membership, keeping a financial record, and answering a volume of correspondence are\nworked out\namong the most time-consuming. Plans and policies must be\na testing\nand approved by the executive committee. T. he past year has been\ntime and an extra effort was made to keep as nearly as possible to out\n\n"}
{"page": 960, "printed_page": null, "text": "956\n\nNational\n\nEducation\n\nAssociation\n\nmembership of last tear. Bills, letters, cartoons, and leaflets were\nsent regulail\\ each month to principals, vice-principals, superintende\nnts, and many\nother groups whom we thought might be interested in joining\nthe Depart¬\nment. The dues which we have received have been sent\nin the form of\nchecks, money pinned in an envelope, money orders, scrip,\nand warrants.\nI he response has been inspiring.\nAnother activity added to the Headquarters Offic\ne this past year was\nthe editing and publishing of the National Elementary Princ\nipal — the news\nbulletin of the department. The change in name and\nmake-up of the bulletin\nrequired close attention. It gives me much pleasure to report that\nthe com¬\nments received about the new bulletin from members and frien\nds have been\nonly of praise.\nResearch\nWilliam\n\nG.\n\nDivision\nCarr,\n\nDirector\n\nDuring the year just past the Research Division has continued to place\nthe major share of its resources in the struggle to maintain educational\nstandards. Reports have been prepared which aim\nTHE EMERGENCY\nto help local communities in meeting their urgent\nOFFERS AN\nfinancial and educational problems. Up-to-the-minOPPORTUNITY\nute information on school salaries, budgets, and\nre¬\ntrenchments has been collected and distributed.\nIn\nplanning the work of the Division, priority has\nbeen given to those projects\nwhich deal with the crisis confronting the schools. The\nDivision gave direct\nservice to several communities and states in organizing\nfacts for the defense\nof their schools. The Division cooperated with the Unite\nd States Office of\nEducation in the preparation of the report entitled “The\nCurrent Situation\nin Education,” which became the basic document submi\ntted to the Citizens’\nConference on the Crisis in Education called last\nJanua\nry by the President\nof the United States.\n\nThe\n\nDivision has also been assigned the responsibili\nty for carrying thru\nmany of the projects sponsored by the Joint Commissi\non on the Emergency\nin Education. In cooperation with other staff units the Divi\nsion developed\nthe exhibits sponsored by the Joint Commission at its four regi\nonal confei ences and at the IVlinneapolis and Chicago convention\ns.\nSERIES OF\nA series of leaflets stating important facts and principles\nLEAFLETS\nhas been piepared for early publication by the Comm\nissi\nThe following special reports totaling over four hund on.\nred\nmimeographed pages have also been drafted for the Comm\nission and its\nfive hundred consultants: (a) The Depression and the\nSchools; (b) Schools\nClosed and Children Denied Educational Opportunities\nin 1933; (c) Pre¬\nliminary Survey of Certain Activities Affecting Public Education;\n’ (d) Tell\nCitizens About Their Schools; (e) Feder\nal Pay Cuts and Their Bearing\non Teachers’ Salaries.\n\n"}
{"page": 961, "printed_page": null, "text": "Associational\n\nSecretary’s\nHarriett\n\nM.\n\nRecords\n\nand\n\nInformation\n\nOffice, Including\n\nChase,\nI. The\n\nHarriett\n\nChief\n\nAssistant\n\nSecretary’s\nM.\n\nChase,\n\n957\n\nAccounts\nto the Secretary\n\nOffice\nDirector\n\nThe work of the Secretary’s Office, outside of the duties and responsibilities\nof the secretary, might be divided into nine groups, i.e. (1) answering gen¬\neral correspondence; (2) keeping a card file of 100 percent schools, sending\ncertificates and preparing Journal lists; (3) recording life members, con¬\nducting campaigns for new life members, and sending certificates; (4) filling\norders for publications; (5) entering on the cash machine all funds which\ncome to the Association; (6) keeping a record of all state and\nlocal affiliated associations, corresponding with them in connection WORK\nwith the annual meeting and at other times during the year; (7)\nsending identification certificates for both the meeting of the Department of\nSuperintendence and the annual meeting of the Association; (8) communi¬\ncating with officers of the Association and committees; (9) receiving visitors\nwho come to headquarters, which requires about one-seventh of the time of\none person. The girls in this Division take turns in acting as hostess. Each\none has quite complete knowledge of the work of the Association and makes\na trip thru headquarters most interesting for the visitor.\nII. Accounts\n\nMary\n\nJ. Winfree,\n\nDirector\n\ncor¬\nfinancial records of the Association are arranged, not only to\neach\nrectly give the assets and liabilities, but to enable\ndepartment, committee, and division to quickly obtain\n—\nUN\nl its\nCO\nETSOF\nTUR\nPIC\nA AC\ncomplete information that will enable each to contro\nrecords\nASSOCIATION\nexpenditures. The various reports show that these\nis made\nhave been helpful. A complete audit of the books\nled re¬\neach month and reported to the treasurer. Detai\ncomplete data regarding\nports are also furnished to all other officers. Full and\nAssociation at all times.\nthe permanent fund are available to officers of the\nrtment of\nDivision of Administrative Service and Depa\nSuperintendence\nThe\n\nSherwood\n\nD.\n\nShankland,\n\nExecutive\n\nSecretary\n\nof the\nThe Division of Administrative Service was officially made a part\n1923, with\nNational Education Association headquarters organization in\nas its diiectot\nthe Executive Secretary of the Department of Superintendence\ndepartments and\nex officio. Thru this division contact is made with all\norganizations which are concerned with school adDIVISION OF\nministration or supervision. It provides part of the ADMINISTRATIVE\nSERVICE\nmachinery by which superintendents, principals, suwork\nr\nbette\npervisors, and other school officials may\nest. At no time\ntogether in solving educational problems of national intei\n\n"}
{"page": 962, "printed_page": null, "text": "958\n\nNational\n\nEducation\n\nAssociation\n\nduring this generation has the necessity for united effort\nand unselfish devo¬\ntion to the common cause been so urgent as now.\nSchool people are looking\nmore earnestly than ever before to their national\nand state associations for\ninformation and support.\n\nThe Department\n\nof Superintendence\n\nwas organized in 1870 as one of the\nfour original departments of the National Educatio\nn Association. Its sixtythird annual meeting was held at Minneapolis,\nMinnesota, during the last\nweek in February, 1933. The convention theme\nselected by President Milton C. Potter was “New Frontiers for AmeriS‘nCe 1875 had the Department\nCan L‘fe'” Notolis.\nmet\nin Minneap\nAs the convention met, the\n- ,\nschools were confronted with a variety of dif¬\nficult problems growing out of the depression.\nThese problems, in one form\nor another, colored most of the discussions.\nThe music at Minneapolis was\nnotable. Programs such as were rendered by\nthe public school choruses, or¬\nchestras, and bands are seldom equalled. A conc\nert by St. Olaf’s Choir on\nSunday afternoon and one by the Minneapolis\nSymphony Orchestra on Wednesday evening were high spots in the conventi\non program. A life membership\nin the Department of Superintendence was\npresented to Dr. Ellwood P\nCubberley, Dean, School of Education, Stanford\nUniversity, California who\nretired from active service this vear.\n\nNCE\nF\nENDE\nnpi^°\nRINT\nfMTPM\nSUMJR\n\nField Service\n\nCharl\n\nDivision\n\nWilliams,\n\nDirector\n\nOn June 30, 1932, Congress conferred upon the Presi\ndent of the United\nStates the power to reorganize the executive and\nadministrative agencies\nof the federal government, and on December 9,\n1932, President Hoover\npresented a plan for such reorganization to Congress\n. The House Com¬\nmittee on Expenditures in the Executive Departme\nnts of the Government\nheld hearings on the President’s plan from Dece\nmber 14-23, 1932, and on\nJanuary 19, 1933, submitted an unfavorable repor\nt on the plan. The\nHouse approved the committee’s report.\nSection 407 of the Act of June 30, 1932, was\namended by Section 16\nof the Act of March 3, 1933, and by Section 1\nof Title III of the Act\nof March 20, 1933, to read as follows:\nWhenever\n\nthe President makes an executive order\nthis title, such executive order shall be submi\ntted to\n\nunder the provisions of\nCongress while in session\n\nand shall not become effective until after\nthe expiration of 60 calendar days\nafter such transmission, unless Congress shall\nby law provide for an earlier\neffective date of such executive order or order\ns.\n\nOn Saturday, June 10, 1933, President Roosevelt sent an\nexecutive order\non reorganization of the federal government to Cong\nress. The following\n\n"}
{"page": 963, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n959\n\nInformation\n\nsections of that order deal with the transfer of vocational educational activi¬\nties of the federal government:\nSection\nThe\n\n15.\n\nTitle: Vocational\n\nfunctions\n\nferred\n\nof the Federal\n\nto the Department\n\nadvisory\nSection\n\nEducation.\n\ncapacity\n\n22.\n\nwithout\n\nTitle: Effective\n\nIn accordance\n\nBoard\n\nfor Vocational\n\nof the Interior\n\nand\n\nEducation\n\nthe board\n\nare\n\ntrans¬\n\nshall act in an\n\ncompensation.\n\nDate.\n\nwith\n\ndate, provided,\n\nlaw, this order shall become effective 61 days from its\nhowever, that in case it shall appear to the President that\n\nthe interests of economy require that any transfers, consolidations, or elimi¬\nnations should be made beyond the date this order becomes effective, he\nmay in his discretion fix a later date therefor, and he may for like cause\nfurther defer such date from time to time.\n\nCongress took no action on this executive order ; so the first session of the\n73rd Congress adjourned leaving the President’s reorganization order as\nsubmitted to that body in effect.\nThe following section of the executive order is not encouraging\neducators :\nSection\n\n18:\n\nThe\n\nTitle: Functions\n\nfollowing\n\nCooperative\nPayments\n\nfunctions\n\nVocational\n\nReduced.\nare\n\nabolished\n\nEducation\n\nfor agricultural\n\nin part:\n\nand\n\nexperiment\n\nRehabilitation,\n\n25 percent\n\nstations, 25 percent\n\nthereof.\n\nthereof.\n\nCooperative agricultural extension work5 25 percent thereof.\nEndowment and maintenance of colleges for the benefit of agricultural\nmechanic\n\nWhen\n\nto\n\narts, 25 percent\n\nand\n\nthereof.\n\nthe order was discussed in the Senate, Senator Charles L. McNary\n\nof Oregon\n\noffered an amendment\n\ndebate on his amendment\n\nwhich would\n\nnullify this section. The\n\nin the closing hours of the Senate indicated that\n\npassage of this resolution by that body might result in delaying the carrying\nout of the provisions of Section 18 of the executive order.\n\nDivision\n\nof Business\n\nH. A. Allan,\nThe\n\nDirector\n\nDivision of Business is both administrative and revenue producing.\n\nSome of its sections provide direct service to other divisions and Association\nactivities. It consists of the Business Office, the Mailing Section, the Multi¬\ngraph Section, the Typing Section, and the Building Service Section. The\npresent minimum organization requires twenty-five employees, thirteen of\nwhom are on the permanent roll. The largest number employed during the\nyear has been thirty-nine against a maximum\nthe peak period last year.\n\nof fifty-three employed during\n\n"}
{"page": 964, "printed_page": null, "text": "960\n\nNational\n\nEducation\n\nDivision\n\nof Classroom\n\nAgnes\n\nWinn,\n\nAssociation\n\nService\n\nDirector\n\n1 he teachers of the nation have been called upon to take unusual respon¬\nsibilities in their schools and in their communities and they have looked to\nthe National Education Association and its Division of Classroom Service\nat Headquarters for assistance and guidance. The chief purpose of this Divi¬\nsion is to render service to the classroom teachers of the country and the need\nfor this service has been more clearly demonstrated this year than ever\nbefore. Service to the teachers has been given in three ways: (1) thru the\nDepartment of Classroom Teachers ; (2) thru affiliated local associations\nand state organizations ; and (3) thru correspondence with individuals.\n\nA close relationship between local affiliated organizations and the N. E. A.\nhas been developed thru correspondence, thru personal contacts with leaders\nduring convention, and thru the exchange of\nSERVICE\n\nLOCAL\n\nTO\n\nlocal publications. The\n\nORGANIZATIONS\n\nto send something\n\nDivision\n\nthat would\n\nhas aimed\n\nbe helpful to\n\nthese affiliates at least once a month.\n\nMore\n\nthan fifty of these groups publish bulletins and these furnish one of the best\nmeans of keeping in touch with local activities. A working relationship has\nalso been established with state organizations of classroom teachers. Nor has\nservice to the individual been overlooked.\n\nDivision\n\nof Records\nT. D. Martin,\n\nand Membership\nDirector\n\nThe work of the Division of Records and Membership falls under four\nmain headings, each distinct yet intimately related: (a) keeping the member¬\nship records; (b) answering inquiries regarding them; (c) addressing The\nJournal\n\nand other publications to members;\n\nin cooperation with the secretary.\n\n(d) promotion\n\nof membership\n\nThe prospects for next year are difficult to predict. The need for a\nunited profession was never greater and need should be the measure of\nresponse, but teachers are merely human beings and can probably be classified\nnext fall into three groups — (a) those who because of economic conditions\ncannot\n\nhonestly afford to pay professional dues, (b) those\nPROSPECTS\nwho will use the plea of financial inability as an unwar¬\nranted alibi to avoid the payment of professional dues, and\n(c) those who in spite of reduced incomes will meet their professional re¬\nsponsibilities with a spirit of royal loyalty.\n\n"}
{"page": 965, "printed_page": null, "text": "Associational\n\nREPORT\nMARY\n\nOF\n\nTHE\n\nMCSKIMMON,\n\nPAST\n\nRecords\n\nand\n\nCOMMITTEE\nPRESIDENT\n\nOF\n\nTHE\n\n961\n\nInformation\n\nON\n\nNECROLOGY\n\nN. E. A., BROOKLINE,\n\nMASS.\n\nIn the midst of this busy hour we pause for a moment in memory of\nthe\nvaliant and loving members of this organization who have passed on,\nwhose\nfaces we cannot see, but whose memories will remain to bring renewe\nd\ncourage in every darkened hour. Our list, incomplete as it is, contai\nns\nnearly 500 names that have been the soul and strength of our American\neducation. Their voices are silent, to our ears, but our hearts repeat the\neloquent message of their lives. Only a handful of these names can be re¬\ncalled in this crowded hour, but each one of us is a different person be¬\ncause of the contributions they have made thru the gifts they scattered\namong us so lavishly.\nThe names of the following members of the profession who have passed\naway during the past year have been sent to the chairman from the various\nstates. There are probably others which have not been reported.\nALABAMA\nAppleby, F. T.\nCooke, H. E.\n\nGibson,\nLetson,\n\nSimeon\nJ. W.\n\nBlake\n\nManley,\n\nMark\n\nP.\n\nARIZONA\nFelton, James L.\nGillespie, John\n\nPerry, Frances M.\nSwanson, Carl Arthur\n\nDe Lozier, Ortelle\nLynch, Agnes G.\nARKANSAS\n\nAkridge, J. P.\nDunn, B. J.\nEngland, W. R.\n\nLatkin, Lena\nMiller, F. W.\nSterling, Mrs.\n\nTorreyson, Burr\nZellers, Peter\nB.\n\nWalter\n\nB.\n\nCALIFORNIA\nBabcock, Mrs. Julia G.\nBailey, Mrs. Rachel\nBlackford, Mrs. Mabel V.\nBall, Miss Lew A.\nBallard, Mrs. Abbie E.\nBland, Lotta Lee\nBassler, Alice\nBeasley, Mrs. Nellie Teal\nBowman, Amy G.\nBraddock, D. W.\nBradley, Mrs. Gertrude\nUpton\nBreniman, Mrs. Edna\nBrewer, Florence Howard\nBrininger, Helen Kelsey\nCauch, Frank R.\nClark, Frederick H.\nCollins, Mrs. Frances\n\nCorwin, Mrs. Mae Johnson\nCrites, Mrs. Louesa M.\nCutler, W. B.\nDoom, Frances\nDuval, Mrs. Robert\nErickson, Clarence Wm.\nFisher, Philip M.\nFlynn, Alice Rose\nFox, Charles James\nGamble, Katherine\nGeorge, Bert M.\nHall, Richard Frederick\nHanley, Sara\nHanlon, William H.\nHargis, Samuel E.\nHunt, Helen Emily\nHutchinson, Agnes\nKelso, James M.\n\nLange, Marcia\nMonlux, John B.\nOverholser, John\nOyler, Georgia Lee\nRichmond, Adha Jane\nRoesman, Thomas Jefferson\nRowell, Percy R.\nRuch, Isabel\nSanders, George L.\nSmith, Mrs. Eleanor\nStanton, O. F.\nWiggins. Pearl\nWight, W. S.\nWilkinson, Jasper N.\nWilliams, Mrs. Grace\nWilson, Harry B.\n\nCOLORADO\nBerger, Evangeline\nBright, George F.\nBrown, Edward L.\n\nBrown, Russell R.\nDodds, John H.\nEffinger, Stanley S.\nDISTRICT\n\nBooth, Mrs. R. A.\nCaron, Miss B. H.\nDodson, Mrs. L. L\nEnglish, Harry\n\nOF\n\nRiggs,\n\nJ. D.\n\nS.\n\nCOLUMBIA\n\nGore, Miss M. F.\nHardy, Rose Lees\nJensen, Emma\nMoss, Mrs. L. J.\n\nMartin, Miss K. R.\nPlummer, Miss N. A.\nRucker, A. S.\nShaw,\n\nMrs. Julia H.\n\nH.\n\nH.\n\n"}
{"page": 966, "printed_page": null, "text": "962\n\nNational\n\nEducation\n\nAssociation\n\nGEORGIA\nDenton,\n\nJ. N.\nIDAHO\n\nBocock,\n\nClarence\n\nE.\nILLINOIS\n\nHartline,\n\nMcCormack,\n\nKate\n\nThomas\n\nJ.\n\nINDIANA\nAndrews, A. P.\nAugburn, Margaret\nAyres, Gertrude\nBeckman, Katie\nBiggs, Alice\nBlack, Sara Fern\nBond, Arthur E.\nBrock, Elva\nBryant, Elvora J.\nCarlisle, Edwin B.\nChristophel, Allen B.\nCoble, Myrtle\nCrouse, Howard L.\nCunningham, Daniel R.\nDeLashmit, Maude\nDodds, Elizabeth\nDonohue, Loretto\nDoolittle, Nina\nDuff, Zella B.\nEavey, Marie H.\nEdmondson, Doris\nEdwards, Lem\nEmmert, John\nFelton, R. B.\nGastino, Eva\nGehring, Margaret\nGetzendanner, Edna\nGlidden, Will\nGraves, Alva\nGuard, Melba\nHadden, Lulu\nHaines, Laura\nHamilton. Floyd\nHargitt, Richard N.\n\nHarper, Geraldine\nHarris, Martha\nHart, Robert C.\nHedges, Ira J.\nHeltenburg, Cleve\nHenderson, Mary C.\nHile, William\nHoggatt, James R.\nHogue, Rachel Cohee\nHolderman, LaVon\nHunt, Walter\nHyneman, Edna\nJames, William H.\nJarrett, James J.\nJones, Eva\nKessel, W. H.\nKing, Eliza\nLee, Jessie\nLeech, Leona\nMarlette, Ida\nMartin, Gold\nMartin, Mary Louise\nMayes, Edna Service\nMcCarty, Florence\nMcComas, Virginia\nMcCoy, Frances\nMcCutchan, Ella\nMcCutcheon, Olive\nMcFarland, Martha E.\nMiddleton, Ida E.\nMiller, Ethel\nMorgan, Flora\nMorlock, Claude\nMurphy, Rose\n\nOcker, William A.\nOrton, Ora\nParker, Florence\nParker, George A.\nPeacock, Cynthia\nPeden, Ernest\nPickerel, Mary\nPlummer, Margaret\nPugh, Florence J.\nRay, C. B.\nReed, Grace\nReid, Henry\n\nJ.\n\nScholer, Florence\nScholz, E. W.\nShenefield, B. C.\nShields, Katherine\nSmith, Bertha\nSmith, Vera LaMotte\nSteinfeld, Hattie\nStephen, Selma J.\nStrong, Jessie\nSwarens, Daniel\nTalbert. Helen\nVoight, Mary K.\nWagner. Maude Sturken\nWard, C. S.\nWard, L. C.\nWasson. Isa\nWestfall. Ida B.\nWilkinson. Flora\nWise. Cora\nWolfe, Gilderoy\nYeley,\n\nAlberta\n\nMiller,\n\nMary\n\nOppelt,\nO’Shea,\n\nLeah\nAnna\n\nBruce\n\nIOWA\nAnderson, Anne K.\nAnderson, Wanda\nAnthony, Martina\nBidlack, Olive Grace\nCarlson, C. Donovan\nCarpenter, Jeanette\nCessna, Howard Orange\nChehock, Henry W.\nCramer, Mrs. W. F.\nDahm, J. N.\nDeming, Katherine L.\nEdgington, Myrtle\nFlynn, Mrs. Anna\nFoster, Charlotte\nFoxwell, Mary A.\nFry, Leota\n\nFuller, Mary Adele\nGould, Ira E.\nGregg, Warren B.\nGuernsey, Kathleen S.\nHart, Mrs. Irving H.\nHiatt, J. E.\nHofer, Joseph S.\nHorchen, B. J.\nHowe, Morrison Y.\nHughes, Mrs. R. M.\nKessler, Sue A.\nKyle, Joanna\nMarshall. George E.\nMcLaughlin, George A.\nMerriman, Mrs. Martha\nHerbold\n\nReed, Mrs. Frances\nRosser, J. W.\n\nA., Jr.\nR.\n\nKiner, Rebecca\nSenter, Frank\n\nD.\n\nSmick,\n\nCaleb\n\nMorris,\n\nAgnes\n\nLOUISIANA\nBoyd,\n\nThomas\n\nDuckett\n\nHouston,\n\nB, L.\n\nB.\n\nSeerley, Homer H.\nSmith, H. G.\nSteffins, Cornelius M.\nStewart, C. C.\nSutherland, Leone\nVinton, Lois\nWallace, Warren L.\n\nKANSAS\nAllen, George\nBrooks, John\n\nA.\n\nOwens, Mrs. Eliza\nParks, Joseph\n\n"}
{"page": 967, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n963\n\nInformation\n\nMASSACHUSETTS\nAvery, Mrs. Jeannette\nBoyden, Arthur Clarke\nCole, S. Adelaide\nDavidson, Isobel D.\nDelgado, Mrs. Elizabeth\nDutton, Maude M.\n\nC.\n\nEmery, Clintie A.\nFrawley, Mary\nGallagher, Oscar C.\nGuyton, Mine\nHarding, Ernestine\nMolloy, Hugh J.\n\nMorris,\n\nMary\n\nPollard,\n\nLoila\n\nD.\n\nRye,\nLewis\nE. T.\nSharkey,\nMary\nSimpson, Mildred E.\nWinship, Albert E.\n\nMICHIGAN\nAuringer, Mrs. Albert S.\nBellinger, Leone E.\nBenkelman, W. F.\nBlay, Mrs. Mildred S.\nBogema, Mrs. Ethel G.\nBrough, Lettie Ida\nBrown, Lillian M.\nCardinal, Eva M.\nCarpenter, Charles M.\nCarter, Florence M.\nCleary, Ida J.\nCleary, Mrs. Sybil\nCornwell, Katherine L.\nDeBarr, Clara\nDickinson, Sarah\nEmendorfer, Eva\nEmery, Lottie\nFarrell, Mrs. Margaret C.\nField, Charles F.\nFoster, George S.\nGilmore, Anna M.\nHambleton, E. C.\n\nMonaghan, Owen\nNeal, L. May\n\nHare, Mrs. Henrietta B.\nHendrick, Mrs. Mary A.\nHilton, Nina\nHise, Susa Van\nHornsby, Lee\nHoward, Benjamin F.\nHubbard, James\nJohnson, Mrs. Martha D.\nKaye, James H. B.\nKenaga, Harold\nKenyon, Harold L.\nKirtland, James E.\nKnapp, Thad Johnson\nLamb, Ida A.\nLaurikane, Edith L.\nLawther, Mary\nLohr, Mrs. Ruth B.\nLuten, Alice\nMann. LaVerne B.\nMatney, Mrs. Ardell\nMcCulloch, A. J.\nMcLough,\n\nClarence\n\nOrr, Elizabeth B.\nPayne, John W.\nRagatz, Mrs. Nancy L.\nRobinson, Minnie\nShea, Bridget\nSheldrew, Ruth M.\nSherzer, William H.\nShields, Harry\nSlowinski, Mrs. Roman\nSmith, Gertrude B.\nStephenson, Clarence\nStow, Nellie\nTagge, Arthur C.\nTaylor, Fred M.\nThieman, Anna L.\nTripp, Alice M.\nTroutman, Oliver W.\nWarner, Henrietta\nWells, Mrs. Alice B.\nWheeler, Mrs. Frankiedell\n\nD.\n\nMINNESOTA\nAlbright, Nora\nBorup, Sophie C.\nBryant, Mrs. Lora\nDonlin, Mrs. Margaret\nEckert, Alice\nEittrich, Theresa\nFisher, H. Edith W.\nGardner, Marie\nGuise, John M.\n\nHern, Augie K.\nIngram, Lulu\nJacobson, M. L.\nJenness, Josephine\nJohnson, Antoinette\nJohnson, Nettie\nLackersteen, Wynne\nLitzke, Arline\nMcConnell, J. M.\n\nMiller, Maude\nPower,\nRace, S.Anna\nJ.\n\nJ.\n\nSeymour, Jane A.\nSpencer, Nellie\nThomson, Mrs. Agnes\nWondrew, Ella\nYork, Georgia\n\nV.\n\nMISSISSIPPI\nBass,\n\nE. E.\n\nRamsey,\n\nMrs.\n\nW.\n\nE.\n\nMISSOURI\nAlexander, Ed. T.\nAnderson, I. R.\nArnold, Katherine F.\nBaskin, Anna\nBeal, Fred, Jr.\nBiggs, Ramona\nBloom, Sarah\nBrown, Margarette G.\nBuehler, Maggie E.\nBurge, Mrs. Mattie M.\nBush, Blanche\nCallier, Berenice\nCalvird, Enid\nCole, Carol Skinner\nCarbey, Myrtle\nCowherd, Coleby\nCurry, Jennie Fearn\nDel, Banco Miriam\nDenison, E. B.\nDowning, Robert E.\nEaton, Marie B.\nFinney, Mexico\nFish, Daniel\nFisher, Althea\nFlaven, Mrs. Catherine\n\nGathright,\n\nLloyd\n\nHagan, Stella\nHageman, Bertha\nHarris, Grace\nHaskell, Bessie\nHifner, W. D.\nHollowell, Lillie L.\nHolmes, Mrs. Esther M.\nHudson, M. Ether\nHurt, T. M.\nJames, George O.\nJohnson, Mrs. Florence M.\nKmety, Jan\nKnight, R. F.\nKnofler, Frances\nKoelle, Laura M.\nLanders, Elander\nLeezy, W. T.\nLeHew, Ludie\nLevy, Rosa\nLinton, Ida M.\nLudwig, William A.\nMadden, Mary\nMaloney, Mary V.\nMcChesney, Mrs. Florence\n\nR.\n\nMcCrea, Annie\nMcEnnis, Bessie\nMcLeod, Nellie\nMcNew, Zella\nMiller, Delle\nOlson, Rose W.\n\nM.\n\nOrgan, Minnie\nPickel, Myra Margaret\nPogue,\nPriess, Lucille\nR.\nRobertson, Georgia\nRunyon, Laura L.\nSchmalhorst, Christine\nSchmidt, Ada\nSears, Victor L.\nSellers, Jessie\nShane, Lucy V.\nSharp, Anne M.\nShaighnessy, Margaret\nShaw, G. W.\nShearmire, Emma\nShinnick, M. Isabelle\nShoope, Katheryne\nSimpson, Julia\nSmith, Mrs. G. Byron\n\nA.\n\n"}
{"page": 968, "printed_page": null, "text": "964\n\nNational\n\nEducation\n\nAssociation\n\nWalters, William W.\nWard, Buford\nWaterman, Mrs. Mabel\nWatts, Susie\nWayland, Bettie Lue\nWeidemann, Marie F.\n\nStone, Mable\nSwift, Edgar J.\nTrusty, Etta\nTyler, Eleanore\nVandiver, W. D.\nVickers, Arctic Clay\n\nWells, Anna\nWhite, Lillian\nWhiteford, Mrs. J. A.\nYount, Mrs. Gertie Doggott\n\nMONTANA\nBrome, Frances\nFinlayson, Mrs. Jean\nHansen, Minnie\nKay, John M.\nMcKenzie. Mrs. Charles\nMercier, Elsie\n\nPowell, Gerald G.\nRussell, Leilah Rommell\nSullivan, Ella\nWold, Gladys\n\nNesing, Mabel C.\nParker, Mrs. F. B.\nPaul, Lolita\nPederson, Clara\nPennington, W. W.\nPotts, Bess C.\n\nNEBRASKA\nAbbott, Frederick H.\nAyres, George D.\nBeattie, Mabel\nBell, Mrs. A. T.\nBeveridge, J. H.\nBlessing, Hermine\nBohlken, Leotus\nBonner, Mrs. Barbara\nBrown, Leona Belle\nBrown, Mrs. Marion\nBryant, William M.\nCampbell, Martha\nCanaday. J. S.\nCarter, W. R.\nCavanaugh, Zita\nChase, Celia\nClark, Anna Gray\nClarke, L. B.\nCockerill, Mary A.\nConaway, Cora\nConkling, W. M.\nCowman, lone\n\nDavies, Dora M.\nDick, Gerhard\nDunlap, Alexander\nEmley, Mrs. Ray\nErnst, C. J.\n\nB.\nOliver\n\nFossler, Laurence\nFraser, W. Y.\nGiles, Hazel\nFrant, Flint\nHaney, Leta\nHarlan, William S.\nHasik, Irene\nHerian, Emma Funke\nHerzog, Fay\nHorning, Eva Knox\nJeffords, Mrs. J. M.\nJohnson, Cordelia\nKeebler, Anna M.\nKuhn, Elizabeth Dorothy\nLaShelle, Grace\nLock, Mrs. Helen\nLowery, D. P.\n\nNEW\nBrick, Francis A.\nBurd, Lucy H.\nCarr, Mary E,\nFaunce, Howard C.\nFlynn, Minnie V.\nGernert, Marjorie M.\n\nGraham,\n\nWarren\n\nJERSEY\n\nHaasz, Celia\nHamm, Franklin P.\nHibben, John Grier\nKrause, Carl F.\nNormandeau, Herbert\nPreuss, Ida B.\n\nNEW\n\nMEXICO\n\nNEW\n\nYORK\n\nRoys, Alice C.\nSchuyler, Myrtle W.\nSmith, William Alexander\nVan Dyke, Henry\nM.\n\nR.\n\nBaird, James\nBarto, Everett A.\nBeard, Stella\nBolger, Rosetta\nBrown, M. Ethel\nButts, Eva\nCornell, Nellie\nCreahan, Nora F.\nDunbar, Deborah\nDwyer, Lillian\nEdson, Frank M.\nFayette, William C.\n\nFinegan, Thomas E.\nFowler, Francis\nGaffney, Edna\nGillette, John U.\nHeath, Grace M.\nKurtz, Mary E.\nLane, May Rogers\nMcKay, John\nMcKee, James M.\nNewcomb, Anna E.\nNichols, Hiram H.\nO’Donnell, Frank J.\n\nNORTH\nCole, R. D.\n\nJ.\n\nLundy, Hattie J.\nMajors, Thomas J.\nMurray, Mrs. James\nMurrish, Marjorie\nNoyes, Mrs. C. B.\nPentzer, J. C.\nRamey, W. N.\nReed, J. M.\nReilly, Clare\nSchuldt, Mrs. John\nShedd, Harry G.\nSherman, L. A.\nSnearly, Mrs. Emma\nSohler, Cecelia\nThomas, V. A.\nUpdike, Vern L.\nvon Schulte, H.\nWallace, C. W.\nWatson, Julia P.\nWirsig, O. A.\nWirt, Julia M.\nYerkes, Mason\n\nLeonard,\n\nDAKOTA\n\nArthur\n\nG.\n\nOveracker, Minnie L.\nPower, Anna M.\nRhodes, Elie A.\nRickey, Matthew\nRiedel, Lois A.\nSchermerhorn, Elizabeth\nShattuck, Edna W.\nSlaid, Mary E.\nUnderhill, Ralph I.\nVan Rensselaer, Martha\nWardlaw, Sarah\nWoods, Mary A.\n\nC.\n\n"}
{"page": 969, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n965\n\nInformation\n\nOHIO\nCaldwell, D. E.\nCollins, j. E.\nCowden, Mrs. Martha P.\nCulp, Mrs. Carrie T.\nDevlin, Estelle M.\nDolbear, Mrs. Josephine\n\nDutenhaver, John A.\nFogarty, Laurie A.\nGraham, George J.\nHall, Charles S.\nLittell, Mary\n\nMcVean,\n\nEtta\n\nRicker, Margaret Tracy\nScott, Grace\nTate, Davis D.\nWhinnery, Ray E.\n\nWilliam\n\nMcClain,\n\nOKLAHOMA\nAdams, W. A.\nAntrim, Mrs. Eugene\nBrandon, Mrs. R. J.\nBras, Kathryn\nBreedlove, Mrs. Cecil\nBuchanan, Lenore\nByers, Irma\nClayton, J. D.\nColdiron, Reed A.\nDale, Hanry C.\nel ***■\nDark, Mab\nDixon,\nMrs. Emma\nDutcher, Emma\n\nFrench, Ulys E.\nGriffith, Walt B.\nHansaid, Harry\nHowell, Alfred T.\nKaff, Ed.\nKernodle, Hortense\nKernodle, Miriam\nKing, Claude\nLoy, Clyde V.\nMaple, Clarence W.\nMartin, W. H.\nMcDaniel, Belle\nMiles, Arthur Dale\n\nMitchell, Mrs. Katie E.\nMock, Imamar Evelyn\nNetherton, Noel E.\nPalmer, Odell\nReece, LaVenia\nScott, J. W.\nSivells, S. B.\nSmith, Lucile\nStubblefield, May\nWheeler, Commodore O.\nWiggins, C. J.E. N.\nWilkerson,\n\nPENNSYLVANIA\nArnold, Laura\nBachert, C. W.\nBall, Charles F.\nBennett, Frank YV.\nBoyer, C. C.\nBright, Elizabeth E.\nBrooks, John D.\nBrown, Margaret J.\nBrown, Mary Ida\nCoolidge, Cora Helen\nCooper, Helen\nCooper, Joseph\nCosper, Lucy\nDavies, Mary Jane\nDean, Cecil H.\nDerr, John F.\nDilkes, Beatrice\nEldon, James\nFox, Lena\nFundenberg, Mrs. Elizabeth\nH.\nGallagher, Joseph M.\nGibbons, Leo\nGoodlin, Mary G.\nHerbert, George W.\n\nHickernell, Minerva\nHoke, Joseph M.\nHolland, William Jacob\nIrwin, Mrs. Belle\nKeeler, Maria P.\nKidd, Howard C.\nKline, Jennie D.\nLady, Hiram C.\nLamb, Laura J.\nLeiser, Barbara T.\nLeonard, Cora A.\nLeVan, Mrs. Eva\nLeVan, Evelyn May\nMcGinnis, S. Ellen\nMcFarland, Elizabeth N.\nMead, Audrey\nMeyer, Hermine\nMiller, Allen P.\nMiller, Mrs. Laura\nMoyer, Henry M.\nNorton, Alice\nPayne, Pearl Alma\nPealer, Louise M.\nPeffer, Robert Weakley\nPerham, Mrs. Grace S.\nSOUTH\n\nBebb, Mrs. Morris\nBewey, Mrs. Rachel\nBostian, Howard R.\nBrown, Fern\nCamp, Mrs. Whit\nCarson, H. P.\nCole, Bart\nCook, William\nCressman, K. H.\nDempster, Mrs. Wallace\nDevine, Evelyn\nDevins, Bessie Irene\nDuggan, W, V.\nFaught, John B.\n\nPrice, Elizabeth\nRaabe, Amelia C.\nReinhard, Henry J.\nRenn, Mrs. Amanda E.\nRobb, Sarah Miller\nRoberts, Jennie\nRynearson, Edward\nSchulter, William C.\nSchultz, John\nSeyler, Alvin S.\nScott, Emma A.\nShull, Brinton M.\nSpeck, W. H.\nShiffert, Mrs. L. Arnet\nSmith, David A.\nSmith, George A.\nStephenson, Margaret A.\nStout, Amanda E.\nSwift, Anna\nTeel, Warren Floyd\nVanFleet, Katherine May\nWilson, Mrs. Carrie\nYeingst, Wilbur M.\n\nDAKOTA\n\nFrieberg, August\nFrye, Ethel\nGrahm, Grace Talem\nHall, C. S.\nHalverson, Mrs. Jennie\nW alker\nHeadden, William P.\nHenry, C. M.\nKehrwald, Albert, Jr.\nKissell, Jennie\nLamb, Mrs. Winifred\nLinka, Mrs. Eugene G.\nMcCauley, Pauline\nMcCoin, Helen\n\nMcLearie,\n\nJohn\n\nMiller, Mrs.\nNeill, Henry\n\nJessie\n\nKann\n\nPapna, Anthony\nPetersen, Kate R.\nPiertz, Mrs. A. A.\nRamer, M. N.\nRoberts, Mrs. G. T.\nSinclair, Clara\nSmith, Frank Clemes\nSmith, Samuel\nSolberg, H. C.\nWilliamson, Lois\n\nTEXAS\nBassett, Lilia Graham\nBayer, Anna\nBeers, Mrs. Dove C.\nBurrell, Julia Arthur\nCarson, Mrs. Lily Bentley\nCollins, Miss John Anna\nCooper, O. H.\nDurham, H. L.\n\nEllis, J. N.\nHoward, T. R.\nJoiner, Anna Ruth\nLedlow, W. F.\nMartin, Mary A.\nMcCall, Miss Ezel\nMiller, Ruby\nMiner,\n\nWallace\n\nH.\n\nMorgan, J. O.\nRichmond, Mrs. S. A.\nRoss, Thomas A.\nSimmons, J. P.\nSmith, Elizabeth May\nStubbs, Clara M.\nTorbett, Dfushia\nWhatley, C. A.\n\n"}
{"page": 970, "printed_page": null, "text": "966\n\nNational\n\nEducation\n\nAssociation\n\nVIRGINIA\nGlass, E. C.\nHershberger, Marion\nHill, Albert H.\n\nJordan, Mrs. Della Crowder\nSaville, Joseph Sidney\nWard, B. P.\n\nWood,\n\nB. I.\n\nReed,\n\nJoseph\n\nWASHINGTON\nDansingburg, Eva\nFagan, Charles\n\nJohnson, J. E.\nParker, Mary A.\n\nM.\n\nWEST\nBrooks, Fred\nCampbell, Ella\nFowler, Mrs. Marietta\n\nVIRGINIA\n\nGalloway, Sara\nHanifan, L. J.\nUhl\n\nKessel,\n\nVelma\n\nJohnson, Salome\nStewart, James S.\nWeyer, Ada B.\n\nWISCONSIN\nAinsworth, Fred C.\nAmes, F. M.\nAnderson, Catherine Welch\nAnderson, George\nAnderson, Phyllis Palmer\nApthorp, Mary E.\nBeitling, Mary\nBerry, Mary J.\nBoley, C. U.\nBrewer, Nina Wright\nBristol, Elsey Lois\nBrown, Mary Ethel\nBumby, Mrs. Olive Wells\nBurden, Mrs. Elva\nBurke, Julia Ann\nBushnell, Jessie\nCairns, William B.\nChase, Mrs. Willard E.\nClark, Gertrude\nCole, Marshall Thatcher\nCoughenour, Linn Simmons\nCrabb, Mrs. Theodore\nCrawford, Alma\nCrowley, Bernard\nDapprich, Mrs. Emma\nDavidson, Lottie\nDavidson, Percy B.\nDavies, Dora M.\nDavison, Walter B.\nDell, Freeman B.\nDenessen, Mrs. Arthur\nDodge, Florence\nDusenberry, Emily Hepler\nDysart, William Roland\nEnklemann, William T.\nEngel, Rilla\nEvenson, Harlan\nFish, Carl Russell\nFlynn, Margaret\nForrestal, Mary A.\nFoster, Ida\nGerman, Grant A.\nGerrard, Lillian Taylor\nGile, Mrs. Annie W. L.\nGordon, Frances F.\nGillespie, Wilhelmina\nMenzel\nGretencord, Erna P.\nGrimes, Miss Ronie\nGrove, Mrs. Tessie\nHallock, Anna F.\nHartgerink, Mrs. Leta\nHatherell, Albert N.\n\nHaverson, George B.\nHayes, Agnes Mary\nHenry, Mary McKee\nHenry, William A.\nHepp, Freda\nHolcomb, Clara Sears\nHowell, Elizabeth Brown\nHoyt, Marian\nJames, B. B.\nJames, Mrs. James H.\nJelson, William E.\nJohnson, J. L.\nJohnson, Viola Jones\nJohnston, Margaret\nJones, John O.\nJones, Winifred\nJoyce, Mrs. Thomas\nJung, John J.\nKahl, Henry\nKeeley, L. S.\nKirwan, Michael\nKissell, Jennevra\nKlues, Lewis\nKoss, Mrs. Hermine\nLampert, Leone E.\nLandgraf, Mrs. Katherine\nLehan, Catherine\nLewis, F. F.\nLinderman, John H.\nLintzman, Norman\nLuhman, Frederick\nLynch, Marie K.\nLyon, Cornelia Packard\nMacDougall, Claire\nMacMillan, Jessie Irene\nMadson, Lydia\nMatthews, Delnia\nMcCoy, Mrs. Elizabeth\nMcCulloch, Levi Gilmore\nMcFarlane, Margaret\nMcGrath, Mrs. James C.\nMapel, John J.\nMiller, Irwin\nMonsted, John W.\nMorgan, Lucie E.\nMoss, Joseph A.\nMoyle, Mary A.\nMuegenburg, Clara\nMulrine, Mrs. C. L.\nMunro, Dana Carleton\nNeil, Mrs. Lillian\nNeuhaus, Barinka\nO’Hanlon, R. J.\n\nWYOMING\nDowney,\n\nJune\n\nOlson, Agnes Mitchell\nParmenter, Alice\nPeardon, Mrs. Julia W.\nPeterson, Esther Evelyn\nPriebe, Mrs. Marie Boyce\nPuerner, Russell E.\nQuaw, Mrs. Eva P.\nQuinn, Josie\nRanyard, Hannan\nRice, Rudolph Hillery\nRoberts, L. D.\nRoot, Mrs. Julia\nRouse, J. D.\nRyan, John E.\nSandberg, Mrs. Inga\nScarsi, Christine\nSchaar, Adele F.\nSchlaback, Elsie\nSchwanzle, Ann Marie\nSeaman, G. B.\nSell, William\nSeman, Anna M.\nShea, Nell E.\nSmith, Albert W.\nSmith, Mrs. Clara A.\nSmith, George E.\nSpicer, C. E.\nSpoor, Mrs. Minerva\nStarr, Harry Linn\nStreet, Ida M.\nTaylor, Clara Baird\nThompson, Ella Mowry\nTiffault, Mrs. Mattie J.\nTomelty, Mary\nTorney, Juliana F.\nTreweek, Mrs. Mabel\nSchroder\nTripp, Merriam Hibbler\nVan Ess, Arlene\nWalvoord, John G.\nWarner, Dezelle T.\nWarner, Elizabeth\nWarner, Nellie\nWaters, Sarah\nWhitaker, Mrs. Letitia\nWhite, Frank\nWhitemarsh, Edith Sheldon\nWillard, Helen Cheney\nWilliams, Mrs. Ella\nWilliams, Mrs. Fay S.\nWilliams, W. H.\nYapp, Nellie\nZimmer,\nMrs. A.Carl\n\n"}
{"page": 971, "printed_page": null, "text": "Associational\n\nTHE\n\nTHIRTEENTH\n\nRecords\n\nand\n\nInformation\n\nREPRESENTATIVE\n\n967\n\nASSEMBLY\n\nDelegates who attended the seventy-first annual meeting of the National\nEducation\nAssociation m Chicago, Illinois, July 1-July 7, 1933. The classification of positions in¬\ncludes (1) directors and supervisors, (2) superintendents, (3) principals, (4) classroom\nteachers, (5) college and normal school presidents, (6) educational editors and secretaries\nand (7) ex-officio members.\nALABAMA\nBrown, Charles A. (Associate Superin¬\ntendent of Schools), Birmingham; Ala¬\nbama Education Association.\nBryan, John E. (Superintendent of Schools),\nBessemer; Alabama Education Association.\nDouglass, V. J. (Supervisor), 5225 Seventh\nAvenue, South Birmingham; Birming¬\nham Teachers Association.\nDrake, W. W. (Supervisor), 5225 Seventh\nAvenue, South, Birmingham; Birmingham\nTeachers Association.\nGrove, Frank L. (Secretary), Alabama Edu¬\ncation Association, 417-20 First National\nBank Building, Montgomery; Alabama\nEducation Association.\nHarmon, A. F. (ex-officio), State Superin¬\ntendent of Education, Montgomery.\nHoward, Viola Pearl (Teacher), Birming¬\nham; Alabama Education Association.\nJohnson, H. B. (Principal), 824 South\nTwentieth Street, Birmingham; Birming¬\nham Teachers Association.\nMcKinney, Leila M. (Teacher), Board of\nEducation, Bessemer; Alabama Education\nAssociation.\nNorton, H. B. (Principal), 501 South\nEightieth Street, Birmingham; Birming¬\nham Teachers Association.\nSmith, Leila May (Teacher), 1205 North\nTwenty-ninth Street, Birmingham; Bir¬\nmingham Teachers Association.\nWilliams, J. D. (ex-officio), Principal, Avon¬\ndale School, Birmingham.\nALASKA\nBeck, E. J. (ex-officio), Superintendent of\nSchools, Nome; Alaska Educational As¬\nsociation.\nCampbell, Cleo (Teacher), Ingersoll Hotel,\nKetchikan; Alaska Educational Associa¬\ntion.\n\nLoper, John D. (Superintendent of Schools),\nPhoenix; Phoenix Teachers Association.\nMontgomery, Winona (Teacher), Phoenix\nUnion High School, Phoenix; Arizona\nEducation Association.\nMullen, J. O. (ex-officio). Superintendent\nof Schools, Jerome; Arizona Education\nAssociation.\nNaylor, Mary G. (Teacher), 410 East Speed¬\nway,\ntion. Tucson; Tucson Teachers Associa¬\n\nSawyer, W. C. (Principal), Willcox High\nSchool, Willcox; Arizona Education As¬\nsociation.\n\nSheldon, Don R. (Superintendent of Schools),\nHolbrook; Arizona Education Associa¬\ntion.\nTwining, Mrs. Lou (Teacher), Adams School,\nPhoenix; Arizona Education Association.\nWivel, C. B. (ex-officio), 33 East Eighth\nStreet, Tempe.\nWickliffe,\nTempe;\n\nChester (Principal),\nArizona Education\n\nBalsz School,\nAssociation.\n\nARKANSAS\nChapline, M. Leona (Teacher), 105 East\nTwenty-fourth Street, Little Rock; Arkan¬\nsas Education Association.\nChristian, Nina (Teacher), 1500 Broadway,\ntion.\nLittle Rock; Women\nTeachers Associa¬\nHaley, H. H. (Superintendent of Schools),\nHot Springs; Arkansas Education Asso¬\nciation.\nHirst, C. M. (ex-officio), State Commis¬\nsioner of Education, Little Rock.\nMcClurken, Mrs. Eva G. T. (Principal),\nElementary School, Cato; Arkansas Edu¬\ncation Association.\nMcNeill, Mrs. Fred (Principal), Route No.\n1, Little Rock; Arkansas Education As¬\nsociation.\nCALIFORNIA\n\nKarnes, A. E. (ex-officio), Commissioner of\nEducation, Juneau.\nPepoon, Lucile (Teacher), High School,\nDouglas; Alaska Educational Association.\n\nBaldwin, Harold (Teacher), 5817 Mendocino\nAvenue, Oakland; Oakland Teachers As¬\nsociation.\n\nARIZONA\n\nBaldwin, Helen (Teacher), 325 Beverly Ave¬\nnue, San Leandor; Oakland Teachers As¬\nsociation.\n\nBoehringer, C. Louise (Supervisor), State\nDepartment of Education, Phoenix; Ari¬\nzona Education Association.\nDavis, Mabel (Teacher), 1418 West Wash¬\nington Street, Phoenix; Phoenix Teach¬\ners Association.\nDexter, Mata E. (Principal), Washington\nSchool, Prescott; Arizona Education As¬\nsociation.\nDoyle, Mrs. Lena S. (Teacher), 246 North\nTyndal Street, Tucson; Tucson Teachers\nAssociation.\nGoodwin, John B. (Teacher), Box 1627,\nJerome; Arizona Education Association.\nGreen, Maryann (Teacher), 353 Park Ave¬\nnue, Prescott; Prescott Education Asso¬\nciation.\nGrieder, T. G. (Superintendent of Schools),\nWinslow; Arizona Education Association.\nHendrix, H. E. (ex-officio). State Superin¬\ntendent of Public Instruction, Phoenix.\nJohns, Hester Mary (Teacher), Drachman\nSchool, Tucson; Tucson Teachers Asso¬\nciation.\n\nBarber, Augusta (Teacher), 2919 North\nBroadway, Los Angeles; Los Angeles\nElementary Teachers Club.\nBell, Mrs. Mabel (Director), 1805 Grand\nAvenue, Santa Barbara; Santa Barbara\nCity Teachers Club.\nBernstein, Pauline (Teacher), 140 Twen¬\ntieth Avenue, San Francisco; San Fran¬\ncisco Classroom Teachers Association.\nBlack, Mrs. Bess Newton (Teacher), 3435\nWinslow Drive, Los Angeles; Los An¬\ngeles Elementary Teachers Club.\nBond, R. Margaret (Teacher), 1717 Hope\nStreet, South Pasadena; Los Angeles Ele¬\nmentary Teachers Club.\nBonney, Wilbert H. (Principal), 307 East\nAlberta Street, Anaheim;\nCalifornia\nTeachers Association.\nBoone, Cora (Supervisor), 1562 Jackson\nStreet, Oakland; Oakland Teachers As¬\nsociation.\nBoyer, Fred A. (Superintendent of Schools),\ntion.\nCoronado; California Teachers Associa¬\n\n"}
{"page": 972, "printed_page": null, "text": "968\n\nNational\n\nEducation\n\nBradley, J. H. (Superintendent of Schools),\nModesto; California Teachers Association.\nBrady, Mary Arline (Teacher), 841 Hamp¬\nshire Street, San Francisco; California\nTeachers Association.\nBrainard, Esther C. (Teacher), 1742 Meade\nStreet, San Diego; San Diego Teachers\nAssociation.\nBronsdon, Aileen (Teacher), 144 Thirteenth\nStreet, Richmond; Richmond Teachers\nAssociation.\nBruce, Robert (Superintendent of Schools),\nSanta Maria; California Teachers Asso¬\nciation.\nBunker, Celeste (Teacher), Niles; Alameda\nCounty Educational Association.\nCagney, W. J. (Supervisor), Lancaster;\nCalifornia Teachers Association.\nCain, Edgar Virgil (Superintendent of\nSchools), Gridley; California Elementary\nPrincipals Association.\nCardozo, T. V. (Principal), Box 396, Riverbank; Stanislaus County Teachers Asso¬\nciation.\nCarvell, D. Marie (Teacher), 4421 Missis¬\nsippi Street, San Diego; San Diego Teach¬\ners Association.\nChapin, Carrie Alice (Principal), 610 North\nKenmore Street, Los Angeles; Principals\nClub of the Los Angeles City Elementary\nSchools.\nClark, Olive E. (Vice-Principal), 129 East\nG Street, Colton; California Teachers As¬\nsociation.\nCleaver, Ruby (Principal), 244 Monterey\nRoad, South Pasadena; City Teachers\nClub of Long Beach.\nCloud, Roy W.\n(Executive Secretary),\nCalifornia Teachers Association, 155 Sansome Street, San Francisco; California\nTeachers Association.\nCochran, Mabel (Teacher), 1329 Madison\nStreet, Oakland; Oakland Teachers Asso¬\nciation.\nCocking, Floyd W. (Teacher), 3770 Tenth\nAvenue, San Diego; California Teachers\nAssociation.\nCohn, Flora N. (Teacher), 1500 Wooster\nStreet, Los Angeles; City Teachers Club\nof Long Beach.\nCosgrove, Anita (Teacher), 404 Fell Street,\nSan Francisco; San Francisco Classroom\nTeachers Association.\nCrandall, Dorothy (Teacher), 431 South\nBroadway, Santa Maria; California Teach¬\ners Association.\nCroad, J. Russell (Principal), 664 Fortieth\nStreet, Sacramento; California Teachers\nA con/'i\n\nnf 1\n\nm\n\nCullen, Ellen V. (Teacher), 1262 Tenth\nStreet, San Pedro; Los Angeles Elemen¬\ntary Teachers Club.\nCuller, Bess E. (Principal), South School,\nRedondo Beach; California Teachers As¬\nsociation.\nCurtis, Bessie M. (Teacher), 10 Cambridge\nWay, Piedmont; Oakland Teachers As¬\nsociation.\nDavis, Laura D. (Teacher), 6819 Converse\nAvenue, Los Angeles; City Teachers Club\nof Long Beach.\nDavis, W. N. (Superintendent of Schools),\nBox 184, Dinuba; California Teachers As¬\nsociation.\nDermody, Mrs. Clyde (Teacher), Los Altos;\nSanta Clara County Teachers Association.\nDressier, O. G. (Teacher), 1840 North\nMichigan Street, Pasadena; Pasadena\nTeachers Association.\nDrury, Louise (Teacher), 1428 Alice Street,\nOakland; Oakland Teachers Association.\nDuncan, Ruby (Teacher), 529 C Montana\nAvenue, Santa Monica; Santa Monica\nTeachers Association.\n\nAssociation\n\nDutro, Bertha (Teacher), 131 South Man¬\nhattan Place, Los Angeles; Los Angeles\nElementary Teachers Club.\nDyck, H. O. (Principal), 438 North Ken¬\nmore Avenue, Los Angeles; California\nTeachers Association.\nEberhart, Roland F. (Teacher), 1007 Laurie\nAvenue, San Jose; Santa Clara County\nTeachers Association.\nEckels, C. F. (Teacher), 2460 Cumberland\nRoad, San Marino; California Teachers\nAssociation.\n\nEdmiston, Mrs. Eleanor (Teacher), 2928\nThirty-third Street, San Diego; San\nDiego Teachers Association.\nEllis, Ethel (Teacher), 3835 Stockbridge\nAvenue, Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nEngeseth, Mrs. Hazel M. (Teacher), 45\nCedar Avenue, Long Beach; City Teach¬\ners Club of Long Beach.\nFahey, Nell (Teacher), 1100 Pico Street,\nSan Fernando; Los Angeles Elementary\nTeachers Club.\nFarr, Jessie V. (Teacher), 405 West\nStreet, Los Angeles; High School\ners Association.\n\nAdams\nTeach¬\n\nFinney, J. J. (Principal), Box 552, Suisun;\nCalifornia Teachers Association.\nFischer, Mrs. Leitha C. (Teacher), 2333\nRidgeview Avenue, Eagle Rock; Los An¬\ngeles Elementary Teachers Club.\nFlorcken, Herbert G. (Teacher), 1723 Maynell Street, Modesto; Stanislaus County\nTeachers Association.\nFurbush, George E. (Principal), 1326 Clin¬\nton Avenue, Alameda; Oakland Teachers\nAssociation.\nGarrison, Mrs. Blanche (Teacher), 4259\nWest Fifty-eighth Place, Los Angeles;\nHigh School Teachers Association.\nGarstang, Margery J. (Teacher), Box 212,\nOwensmouth; City Teachers Club of Long\nBeach.\n\nGauker, Bertha (Teacher), 2839 Hope Street,\nHuntington Park; Los Angeles Elemen¬\ntary Teachers Club.\nGivens, Willard E. (President), California\nTeachers Association, 1025 Second Ave¬\nnue,\nOakland; California Teachers Asso¬\nciation.\n\nGlendenning, Clara\nAvenue, Oakland;\nsociation.\n\n(Teacher), 226 Athol\nOakland Teachers As¬\n\nGray, Mrs. Lutie M. (Teacher), 5523 Lex¬\nington Avenue, Hollywood; Los Angeles\nElementary Teachers Club.\nGriffin, Grace L. (Teacher), 904j4 Leighton\nAvenue, Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nGwinn, J. M. (ex-officio), Superintendent\nof Schools, San Francisco.\nHale, B. S. (Teacher), 341 “F” Avenue,\nNational City; San Diego Teachers As¬\nsociation.\n\nHamm,\nMarguerite (Teacher), 917 South\nEighth Street, Alhambra; Los Angeles\nElementary Teachers Club.\nHampton, Mrs. Florence K. (Teacher), 1210\nGravada Avenue, San Marino; Los An¬\ngeles Kindergarten Club.\nHannon, Bess A. (Teacher), 1018 South\nUnion Avenue, Los Angeles; High School\nTeachers Association.\nHatch, Irvin C. (Principal), 142 Hugo\nStreet, San Francisco; San Francisco\nPrincipals Association.\nHeacock, Arnal Burtis (Principal), 709 East\nWindsor Road, Glendale; Principals Club\nof the Los Angeles City Elementary\nSchools.\nHendrickson, Carl (Teacher), High School,\nVan Nuys; California Teachers Associa¬\ntion.\n\n"}
{"page": 973, "printed_page": null, "text": "Associational\n\nRecords\n\nHerrmann, Louisa (Teacher), Fortuna;\nCalifornia Teachers Association.\nHolt, Helen (Teacher), 1418 Central Ave¬\nnue, Alameda; Alameda Grade Teachers\nClub.\nHoward, Bailey (Teacher), 1088 North Holliston Street, Pasadena; Pasadena Teach¬\ners Association.\nHoward, Mrs. Gertrude (Principal), Inter¬\nmediate School, Inglewood; California\nTeachers Association.\nHurley, Morris E. (Principal), 3144 Clare¬\nmont Avenue, Berkeley; Oakland Teach¬\ners Association.\nImel, Kenneth S. (Teacher), 515 Sampson\nStreet, San Diego; San Diego Teachers\nAssociation.\nIngle, E. B. (Teacher), 2001 Allston Way,\nBerkeley; Berkeley Teachers Association.\nJack, Mrs. Frances M. (Teacher), 1009\nNorth Lajolla Avenue, Hollywood; Cali¬\nfornia Teachers Association.\nJackson, C. W. (President), City Teachers\nClub of Long Beach, 4301 East Four¬\nteenth Street, Long Beach; City Teach¬\ners Club of Long Beach.\nJackson, Robert C. (Teacher), Hotel Sandford, San Diego; California Teachers As¬\nsociation.\nJackson, R. V. (Teacher), 106 West Pedregosa Street, Santa Barbara; Santa Bar¬\nbara City Teachers Association.\nJacobs, Manuel J. (Teacher), 1200 Thirtyfifth Avenue, San Francisco; San Fran¬\ncisco High School Teachers Association.\nJacobsen, Christine (Teacher), 1320 West\nForty-first Place, Los Angeles; California\nTeachers Association.\nJaps, Loretta (Teacher), 1564 Las Lunas\nStreet, Pasadena; Pasadena Teachers As¬\nsociation.\nJenkins, Anna Irene (Teacher), 344 South\nBoyle Avenue, Los Angeles; California\nKindergarten Primary Association.\nJones, Mrs. Eugenia W. (Teacher), 318\nSouth Benton Way, Los Angeles; Califor¬\nnia Kindergarten Primary Association.\nKemp, Mrs. Sarah G. (Teacher), Box 1492,\nHollywood; High School Teachers As¬\nsociation.\nKerr, Henry (Teacher), 1753 Van Ness,\nFresno; California Teachers Association.\nKeyes, Charles E. (Supervisor), 2333 Ninth\nAvenue, Oakland; Alameda County Edu¬\ncational Association.\nKillion, P. Errett (Teacher), 4073 Thirtyninth Street, San Diego; San Diego\nCounty Teachers Association.\nKindler, Bonselene (Teacher), 3383 Twentyeighth Street, San Diego; San Diego\nTeachers Association.\nKretsinger, R. W. (Principal), 3050 Fiftyfifth Avenue, Oakland; Oakland Teach¬\ners Association.\nLacy, Helen J. (Teacher), 380 Perry Street,\nOakland; Oakland Teachers Association.\nLanyon, Milton C. (Principal), Moreland\nSchool, San Jose; Santa Clara County\nTeachers Association.\nLawrence, Mabel May\n(Principal), 619\nNorth Avenue Fifty-six, Los Angeles;\nCalifornia Teachers Association.\nLawyer, Mrs. Harriet P. (Teacher), 1151\nShattuck Avenue, Berkeley; Berkeley\nTeachers Association.\nLembka, Mrs. Edna (Teacher), 823 Bonita\nDrive, South Pasadena; South Pasadena\nEducation Association.\nLewis, Gertrude (Teacher), 470 Chetwood\nStreet, Oakland; Oakland Teachers As¬\nsociation.\n\nand\n\nInformation\n\n969\n\nLyon, Harley W.\n(Principal), 95 North\nSierra Bonita Avenue, Pasadena; Califor¬\nnia Elementary School Principals Asso¬\nciation, Southern Section.\nMacdonald, Margaret (Teacher), 2944 North\nFair Oaks Avenue, Altadena; California\nTeachers Association\nMacKeever, Mrs. Hortense A. (Teacher),\n4205 Saint Charles Place, Los Angeles;\nLos Angeles Elementary Teachers Club.\nMcCunn, Drummond J. (Teacher), 745 East\nCalifornia Street, Pasadena; Pasadena\nTeachers Association.\nMcGuire, Mrs. Josephine (Teacher), 2913^4\nWest Fourteenth Street, Los Angeles;\nLos Angeles Elementary Teachers Club.\nMcIntyre, Mrs. Mary Q. (Teacher), 607\nWest Fortieth Place, Los Angeles; City\nTeachers Club of Long Beach.\nMaguire, S. Edna (Principal), 141 Corte\nMadera Avenue, Mill Valley; California\nTeachers Association.\nMallory, Gertrude (Teacher), 443 North\nAvenue Fifty-six, Los Angeles; High\nSchool Teachers Association.\nMancin, Mrs. Mabel (Teacher), 416 South\nBoyle Avenue, Los Angeles; Los Angeles\nElementary Teachers Club.\nMapes, Edgar P. (County Superintendent of\nSchools), Willows; California Teachers\nAssociation.\n\nMartin, Frederick F. (ex-officio), Superin¬\ntendent of Schools, Redondo Beach.\nMaudlin, Murl A. (Teacher), 4908 Mendota\nAvenue, Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nMetzler, David R. (Teacher), Route No. 1,\nBox 389, Fresno; Fresno City Council of\nEducation.\nMillea, Mary\n(Teacher), 1569 Jackson\nOakland Teachers As¬\nOakland;\nStreet,\nsociation.\n\nMiller, Mrs. Elizabeth J. (Teacher), Box\n86, Tujunga; Los Angeles Elementary\nTeachers Club.\nMinkler, Estelle S. (Teacher), 215 North\nAvenue Fifty-six, Los Angeles; High\nSchool Teachers Association.\nMoore, Mary Anne (Teacher), 6205 Miles\nAvenue, Huntington Park; California\nTeachers Association.\nMorgan, Marcus\nmont Avenue,\nTeachers Club.\n\nJ. (Teacher), 2719 Pied¬\nMontrose, Glendale City\n\nMorgan, Ruby Cross (Teacher), 2331 Riverdale Avenue, Los Angeles; Los Angeles\nElementary Teachers Club.\nMoses, Mrs. Mildred (Teacher), 5108 Sev¬\nenth Avenue, Los Angeles; California\nKindergarten Primary Association.\nMuller, Edgar E. (Principal), 3909 Linwood\nAvenue, Oakland; California Teachers\nAssociation.\nMullia, Ellen C. (Teacher), 1232 Third Ave¬\nnue, Los Angeles; Los Angeles Elemen¬\ntary Teachers Club.\nNewman, Norma Hortense (Teacher), San\nCarlos Hotel, Los Angeles; High School\nTeachers Association.\nNicholson, Genevieve (Teacher), 1141 Fil¬\nbert Street, San Francisco; California\nTeachers Association.\nNiday, Everett F. (Teacher),\nDrive, Pasadena; Pasadena\nsociation.\n\n1993 Jefferson\nTeachers As¬\n\nNilsson, Percy (Teacher), 6630 Hazeltine\nAvenue, Van Nuys; High School Teachers\nAssociation.\nNolan, Walter C. (Deputy Superintendent),\nSan Francisco; California Teachers As¬\nsociation.\n\n"}
{"page": 974, "printed_page": null, "text": "970\n\nNational\n\nEducation\n\nNorton, Mrs. Rowena\n(County Superin¬\ntendent), Woodland; California Teachers\nAssociation.\n\nO’Bannon, Anna (Teacher),\nRoad, Berkeley; California\nsociation.\n\n137 Ardmore\nTeachers As¬\n\nO’Bannon, Mary B. (Principal), 137 Ard¬\nmore Road, Berkeley; California Ele¬\nmentary School Principals Association.\nO’Brien,\nIda Teachers\n(Teacher),Association.\nSan Luis Obispo;\nCalifornia\nOtt, Eva M. (Teacher), 61 Agnes Street,\nOakland; California Teachers Associa¬\ntion.\nPaine, Mrs. Mabel M. (Principal), Yorba\nLinda; California Teachers Association.\nParker, Audrey M. (Teacher), 2881 Hill\nDrive, Eagle Rock; Glendale City Teach¬\ners Club.\nPeters, W. J. (Principal), 1295 Randol Ave¬\nnue, San Jose; Santa Clara County Teach¬\ners Association.\nPollich, Raymond Elliott (Principal), 2361\nWest Twenty-first Street, Los Angeles;\nPrincipals Club of the Los Angeles City\nElementary Schools.\nPribble, F. J. (Teacher), 4848 Ninth Ave¬\nnue, Sacramento; Sacramento City Teach¬\ners Association.\nRathbone, A. J. (Principal), Washington\nUnion High School, Centerville; Califor¬\nnia Teachers Association, Bay Section.\nRedemeyer, Mrs. Coralie B. (Teacher), 39\nAlamo Avenue, Berkeley; Berkeley Teach¬\ners Association.\nReid, Robert (Superintendent of Schools),\nHayward; Alameda County Educational\nAssociation.\nRiness, Grace M. (Teacher), 1224 S. Norton\nAvenue, Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nReiterman, Ethel (Teacher), 216 North\nCoronado Street, Los Angeles; High School\nTeachers Association.\nRollins, Mrs. lone Gager (Teacher), 1440\nPatton Avenue, San Pedro; Los Angeles\nElementary Teachers Club.\nRominger, Sue (Teacher), 2757 San Marino\nStreet, Los Angeles; High School Teach¬\ners Association.\nRoseland, Ethel (Teacher), 7616 Hampton\nAvenue, Los Angeles; California Kinder¬\ngarten Primary Association.\nShaver, Stanley B. (Teacher), 436 East\nBadillo Street, Covina; California Teach¬\ners Association.\nShaw, Albert M. (Teacher), 2833 Estara\nAvenue, Los Angeles; California Teach¬\ners Association.\nSheehan, Mame\nC. (Teacher), 2101 Har¬\nrison, Oakland; Oakland Teachers Asso¬\nciation.\nShotwell, Carolyn (Teacher), 831 Atlantic\nStreet, Long Beach; City Teachers Club\nof Long Beach.\nSires, Jewell (Teacher), 813 South Flower\nStreet, Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nSmith, Isabella (Teacher), 1430 South Bon¬\nnie Brae, Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nSmith, Isadore (Teacher), 1250 Masonic\nAvenue, San Francisco; San Francisco\nClassroom Teachers Association.\nSmith, Mrs. Josephine P. (Teacher), 1533\nShatto Street, Los Angeles; Los An¬\ngeles Elementary Teachers Club.\nSmith, Nina Grace (Teacher), 121 East\nFifth Street, Los Angeles; Los Angeles\nElementary Teachers Club.\nSpaugh, R. L. (Principal), Olive School,\nTustin; Elementary Principals and Teach¬\ners Association of Orange County.\n\nAssociation\n\nSpencer, Adaline (Teacher), 555 North Kenmore, Los Angeles; Los Angeles Ele¬\nmentary Teachers Club.\nStafford, Mrs. Marion (Teacher), 2308 Lakeshore Boulevard, Oakland;\nOakland\nTeachers Association.\nStanger, F. M. (Teacher), 826 Crossway\nRoad, Burlingame; California Teachers\nAssociation.\nStein, Abbie Taft (Teacher), 2009 Fair\nOaks, South Pasadena; Los Angeles Ele¬\nmentary Teachers Club.\nStevens, Mrs. Kathleen H. (Teacher), 145\nLoma Drive, Los Angeles; Los Angeles\nElementary Teachers Club.\nSwan, John H. (Teacher), 4450 Price Street,\nLos\nAngeles; High School Teachers As¬\nsociation.\nSwan, J. H. (Teacher), 2314 V Street, Sac¬\nramento; California Teachers Association.\nSwenson, Clarence (Principal), 3610 Amaryl¬\nlis Drive, San Diego; San Diego Prin¬\ncipals and Supervisors Club.\nSwoboda, Vera A. (Teacher), 170 North\nRosanna Street, Gilroy; Santa Clara\nCounty Teachers Association.\nThickett, Rosemary, 638 Douglas Street,\nPasadena; Pasadena Teachers Associa¬\ntion.\nThompson, Robert A. (Teacher), 600 South\nMcCadden\nPlace, Los Angeles; High\nSchool Principals Association.\nThompson, Mrs. Robert A. (Teacher), 814\nBrent Avenue, South Pasadena; California\nTeachers Association.\nTillett, Arie Gray (Teacher), 843 South\nBonnie Brae, Los Angeles; Los Angeles\nElementary Teachers Club.\nTreat, Alice A. (Principal), 414 Meridian\nRoad, Route No. 1, San Jose; California\nTeachers Association.\nWalker, Ethel (Teacher), 1392 Funston Ave¬\nnue, San Francisco; San Francisco Class¬\nroom Teachers Association.\nWashburn, E. E. (Teacher), 4025 Brighton\nAvenue, Oakland; Oakland Teachers As¬\nsociation.\nWaugh, Irving (Teacher), 5615 Picardy\nDrive,\nciation. Oakland; Oakland Teachers Asso¬\nWheat, Helen E. H. (Teacher), 5249 Bal¬\ntimore Street, Los Angeles, Los Angeles\nElementary Teachers Club.\nWilson, Maybelle (Teacher), 820 Contra\nCosta Avenue, Berkeley; Berkeley Teach¬\ners Association.\nWork, Cree T. (Principal), Central Union\nHigh School, Fresno; California Teachers\nAssociation.\nZillgitt, Mrs. Helen Hand (Teacher), 5318\nHillcrest Drive, Los Angeles; Los An¬\ngeles Kindergarten Club.\nCOLORADO\nAndrews, S. M. (Superintendent of Schools),\nWalsenburg;\nColorado Education Associa¬\ntion.\nAvery, George T. (Teacher), State Agri¬\ncultural College, Fort Collins; Colorado\nEducation Association.\nBailey, N. N. (Teacher), Matheson; Colo¬\nrado Education Association.\nBaker, Augusta (Teacher), Lake Junior\nHigh School, Denver; Denver Teachers\nClub.\nBlaine, W. D. (Superintendent of Schools),\ntion.\nLongmont; Colorado Education Associa¬\nBrown, A. A. (Principal), Junior-Senior\nHigh School, Fort Morgan; Colorado Sec¬\nondary Principals Association.\n\n"}
{"page": 975, "printed_page": null, "text": "Associational\n\nRecords\n\nBurgess, Grace E. (Teacher), 142 West\nCedar Place, Denver; Denver Classroom\nTeachers Association.\nClark, Mabel F. (Teacher), 2810 Dahlia\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nCordova, Ysabel (Teacher), 947 Nickerson\nStreet, Trinidad; Colorado Education As¬\nsociation.\nCrane, Esther E. (Teacher), 44 Grant\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nDugdale, Lee D. (Teacher), 1026 South Race\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nFergus, Lewis V. (Teacher), 544 Fox Street,\nDenver; Denver Classroom Teachers As¬\nsociation.\nFerguson, Elizabeth E. (Teacher), 1383\nSouth University, Denver; Denver Class¬\nroom Teachers Association.\nFinn, Letitia (Teacher), 1620 North Nevada\nAvenue, Colorado Springs; Colorado\nSprings Classroom Teachers Association.\nForce, Anna Laura (Principal), 2254 Lowell\nBoulevard, Denver; Colorado Education\nAssociation.\nGalbraith, Marie S. (Teacher), Shirley\nSavoy Hotel, Denver; Denver Teachers\nClub.\nGolden, Della M. (Teacher), 708 Thirteenth\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nHall, Dorothy M. (Teacher), 703 Polk\nStreet, Pueblo; Pueblo Classroom Teach¬\ners Association, District Number Twenty.\nHill, Sam R. (Principal), 1450 Humboldt\nStreet, Denver; Denver Principals and\nDirectors Association.\nHoffman, Mrs. Fern E. (Teacher), 941 South\nVine Street, Denver; Denver Classroom\nTeachers Association.\nJohnson, Preston (Teacher), 918 North\nCorona Street, Colorado Springs; Colo¬\nrado Springs Classroom Teachers Asso¬\nciation.\nKing, Mrs. Lulu M. (Teacher), 3768 Perry\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nLafferty, Edith M. (Teacher), 2308 Birch\nStreet, Denver; Denver Classroom Teach¬\ners Association.\nLewis, Mrs. Inez Johnson (ex-officio). State\nSuperintendent of Public Instruction,\nDenver.\nMacFarlane, Hazel Mildred (Teacher), 2401\nGrand Avenue, Pueblo; Pueblo Educa¬\ntional Association, District Number One.\nMcClellan, Carrie (Teacher), 702 North\nCascade Avenue, Colorado Springs; Colo¬\nrado Springs Classroom Teachers Asso¬\nciation.\nMeyer, Harriet L. (Teacher), 1081 South\nClarkson Street, Denver; Denver Class¬\nroom Teachers Association.\nMinner, Lester (Principal), High School,\nSpringfield; Colorado Education Associa¬\ntion.\nMooney, W. B. (ex-officio), Secretary, Colo¬\nrado Education Association, 530 Common¬\nwealth Building, Denver.\nMoorhead, M.\nR.\n(Superintendent of\nSchools), Glenwood Springs; Colorado\nEducation Association.\nRames, Mrs. Bertha (Teacher), 1420 Euclid\nAvenue, Boulder; Boulder Community\nEducation Association.\nRoberts, Addie W. (Teacher),\nfield Street, Denver; Denver\nTeachers Association.\n\nSmith, H. B. (Teacher),\nteenth Avenue, Denver;\nTeachers Association.\n\n1224 Gar¬\nClassroom\n\n3434 East Seven¬\nDenver Classroom\n\nand\n\nInformation\n\nSmith, Margaret\nLafayette Street,\nDenver Teachers\n\n971\n\nM.\n(Teacher), 1522\nApartment C, Denver;\nClub.\n\nSnyder, George F. (Teacher), Fort Lewis\nSchool, Hesperus; Colorado Education\nAssociation.\n\nSteele, William H. (Teacher), 106 East\nJefferson Street, Colorado Springs; Colo¬\nrado Education Association.\nThrelkeld, A. L. (Superintendent of Schools),\nDenver; Colorado Education Association.\nWhitman, Bertha (Teacher), 1626 Eleventh\nAvenue, Greeley; Colorado Education As¬\nsociation.\nWilley, G. S. (Principal), University Park\nSchool, Denver; Colorado Education As¬\nsociation.\nCONNECTICUT\n\nBeers, Josephine (Teacher), Box\n387,\nSpringdale: Connecticut State Teachers\nAssociation.\nBrackett, David N. (Teacher), 43 Houston\nTerrace, Stamford; Stamford Teachers As¬\nsociation.\nBrown, R. N.\nThomaston;\nAssociation.\n\n(Superintendent of Schools),\nConnecticut State Teachers\n\nButterfield, Ernest W.\n(ex-officio). Com¬\nmissioner of Education, Hartford.\nCollins, Helen T. (ex-officio), 41 Fifth\nStreet, New Haven.\nConaut, Lillian R. (Teacher), 60 Lorraine\nStreet, Hartford; Hartford Grade Teach¬\ners Club.\nConnor, Alice M. (Teacher),\nAvenue, New Haven; New\ners League.\n\n488 Ellsworth\nHaven Teach¬\n\nFitzpatrick, Gertrude (Teacher), 74 Sanford\nPlace, Bridgeport; Bridgeport Teachers\nAssociation.\nFitzpatrick, Katharine (Principal), 74 San¬\nford Place, Bridgeport; Bridgeport Teach¬\ners Association.\nHarrington, F. E. (Executive Secretary),\nConnecticut State Teachers Association,\nRoom 320, State Office Building, Hart¬\nford.\nKennedy, Mary E. (Teacher), 20 South\nStreet, Waterbury; Waterbury Teachers\nAssociation.\nLord, Daisy (Teacher), 1027 West Main\nStreet, Waterbury; Connecticut State\nTeachers Association.\nMendel, Augusta (Principal), Park Avenue,\nBridgeport; Connecticut State Teachers\nAssociation.\nO’Connor, Mary (Teacher), 203 Mansfield\nStreet, New Haven; New Haven Teachers\nLeague.\nPatterson, Stewart (Assistant Principal),\nRogers Junior High School, Stamford ;\nConnecticut State Teachers Association.\nSaunders, Helen A. (Teacher), Ely Avenue,\nSouth Norwalk; Norwalk Town Teachers\nAssociation.\nShanley, Dorothy (Secretary), Connecticut\nState Teachers Association, Room\n320,\nState Office Building, Hartford; Connec¬\nticut State Teachers Association.\nYoung, Amelia M. (Principal), 36 Wil¬\nliams Street, Norwich; Norwich Teachers\nLeague.\nDELAWARE\n\nBrinser,\n\n(Superintendent of Schools),\nDelaware State Education Asso¬\n\nIra\n\nNewark;\nciation.\n\nHolloway, H. V. (ex-officio), State Super¬\nintendent of Public Instruction, Dover.\n\n"}
{"page": 976, "printed_page": null, "text": "972\n\nNational\n\nEducation\n\nJump, W. H. (Superintendent of Caesar\nRodney Schools), Wyoming;\nDelaware\nState Education Association.\nSchantz,, C. W.\nW.\n(Superintendent of\nSchools), Smyrna; Delaware State Edu¬\ncation Association.\nStahl, H. E. (Principal), Claymont; Dela¬\nware State Education Association.\nStouffer, S. M. (Superintendent of Schools),\nWilmington; Delaware State Education\nAssociation.\nWagner, M. Channing (Assistant Superin¬\ntendent of Schools), Wilmington; Dela¬\nware State Education Association.\nYerger, Warren K. (Superintendent, Alexis\nI. Du Pont School), 717 Rodney Street,\nWilmington; Delaware State Education\nAssociation.\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nAnderson, Mrs. Catherine (Teacher), East¬\nern High School, Washington; High School\nTeachers Association.\nBruce, J. C. (Supervising Principal), Whitelaw Hotel, Washington; Columbian Edu¬\ncational Association.\nCooper, William John (ex-officio), 6504\nMaple Avenue, Chevy Chase, Maryland.\nCrabtree, J. W. (ex-officio), Secretary, Na¬\ntional Education Association, 1201 Six¬\nteenth Street, N. W., Washington.\nDean, Mildred (Head), Latin Department,\nDistrict of Columbia Public Schools,\nWashington; High School Teachers As¬\nsociation.\nEly, Selden M. (Supervising Principal),\nEmery School, Washington; Education\nAssociation of the District of Columbia.\nGrosvenor, Edith Louise (ex-officio), Apart¬\nment 73, The Iowa, Washington.\nHalberg, Anna D. (Teacher), Wilson Teach¬\ners College, Washington; Education Asso¬\nciation of the District ”6f Columbia.\n(Teacher), Langley\nTennyson, J. Anna\nton; Educa¬\nWashing\nSchool,\nHigh\nJunior\ntion Association of the District of Co¬\nlumbia.\nWilliams, Chari O. (ex-officio), Director,\nDivision of Field Service, National Edu¬\ncation Association, 1201 Sixteenth Street,\nN. W., Washington.\nFLORIDA\nBell, Addie Mae (Teacher), West Palm\nBeach; Florida Education Association.\nDale, Ella A. (Teacher), 2830 Selma Street,\nJacksonville; Florida Education Associa¬\ntion.\nDavis, Mrs. Jane A. (Teacher), 1013 Horatio\nStreet, Tampa; Florida Education As¬\nsociation.\nFaust, Burton (Teacher), 254 Northwest\nFifty-eighth Street, Miami; Dade County\nClassroom Teachers Association.\nLehman, Rodman (Teacher), 616 Palmetto\nStreet, Sanford; Florida Education As¬\nsociation.\nMcNicoll, Robert E. (Teacher), Rural\nRoute No. 2, Homestead; Florida Edu¬\ncation Association.\nRickards, James S. (ex-officio), Secretary,\nFlorida Education Association, Talla¬\nhassee.\nSchlup, Myrtle (Teacher), Hillsborough\nHigh School, Tampa; Florida Education\nAssociation.\nSutton, Edna K. (Teacher), 69 West Thirtysecond Street, Jacksonville; Florida Edu¬\n\ncation Association.\n\nAssociation\n\nWaite, Mrs. Grace G. (Teacher), 1719 West\nThirteenth Street, Miami; Florida Edu¬\ncation Association.\nWitter, Belle (Teacher), 4916 Branch\nnue, Tampa; Tampa Teachers Club.\n\nAve¬\n\nGEORGIA\nAlfriend, Kyle T. (Secretary), Georgia Edu¬\ncation Association, 934 Vineville Ave¬\nnue, Macon.\nCollins, M. D. (ex-officio), State Superin¬\ntendent of Education, Atlanta.\nDempsey, T. J. Jr. (Supervisor), High\nSchool, Jackson; Georgia Education As¬\nsociation.\nLewis, Mrs. Thomas (Principal), Hapeville; Georgia Education Association.\nMartin, J. O. (ex-officio), 940 Williams Mill\nRoad, Northeast, Atlanta.\nPatterson, W.\nM.\n(Superintendent of\nSchools), Chickamauga; Georgia Educa¬\ntion Association.\nPerry, L. L. (Teacher), Cobb Street, Pal¬\nmetto; Georgia Education Association.\nWannamaker, George W. (ex-officio), Super¬\nintendent of Schools, Griffin; Georgia Edu¬\ncation Association.\nHAWAII\nAlameda, Mrs. Lily (Teacher), Kamehameha Third School, Lahaina, Maui; Maui\nTeachers Association.\nAngus, Jean (Teacher),\nnue,\ntion. Honolulu; Oahu\n\n2661 Nuuanu Ave¬\nTeachers Associa¬\n\nAyres, Agnes (Teacher), Waihee School,\nWailuku, Maui; Hawaii Education As¬\nsociation.\nBishop, Joseph I. (Teacher), Molokai Junior\nHigh School, Hoolehau, Molokai; Hawaii\nEducation Association.\nBohnenberg, Rebecca (Principal), Hilo\nUnion School, Hilo; Hilo Teachers Union.\nChong, Mabel (Teacher), 1306 Young Street,\nHonolulu; Oahu Teachers Association.\nCollins, Bertha (Teacher), Box 386, Scho¬\nfield Barracks; Oahu Teachers Associa¬\ntion.\nDang, Miss Lo Sung (Teacher), Hanapepe,\nKauai; Kauai Education Association.\nDeGuair, Mrs. Lakana (Teacher), Napoopoo\nSchool, Kailua; Hilo Teachers Union.\nDonaldson, Mrs. Ruth M. (Principal), Ben¬\njamin Parker School, Honolulu; Oahu\nTeachers Association.\nFreitas, Loraine (Teacher), University of\nHawaii, Honolulu; Oahu Teachers Asso¬\nciation.\nFujii, George M. (Teacher), Hilo Inter¬\nmediate School, Hilo; Hilo Teachers\nUnion.\nGarrett, Mrs. Evelyn (Teacher), Box 2697,\nHonolulu; Teachers Council of the Ter¬\nritory of Hawaii.\nGarrett, John W. (Teacher), Paiko Drive,\nKuliowau, Honolulu; Oahu Teachers As¬\nsociation.\nGoo, Margaret (Teacher), Puunene,\nMaui Teachers Association.\n\nMaui;\n\nGoodness, Mrs. Rebecca (Teacher), Kawanananakoa Experimental School, Hono¬\nlulu; Hawaii Education Association.\nHarris, Mrs. Mary (Teacher), 203 Saratoga\nRoad, Honolulu; Oahu Teachers Associa¬\ntion.\nHo, Mrs. Elizabeth (Teacher), Kaahumano\nSchool, Honolulu; Oahu Teachers Asso¬\nciation.\nHouston, Edwin\n(Principal), Pucekale\nSchool, Honolulu; Oahu Teachers As¬\nsociation.\n\n"}
{"page": 977, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n973\n\nHugelen, Reinhardt L. (Principal), Paauilo\nSchool, Paauilo; Hilo Teachers Union.\nKamm, Tin Pui (Teacher), Box 101, Hilo;\nHilo Teachers Union.\nKinney, Lillian (Teacher), Hanapepe, Kauai;\nKauai Education Association.\n\nBlack, Luther J. (Superintendent of Schools),\nTuscalo; Eastern Division, Illinois State\nTeachers Association.\n\nKramer, Mrs. Marie (Teacher), 1313-C Sev¬\nenth Avenue, Honolulu; Oahu Teachers\nAssociation.\nLincoln, Abbie (Teacher), 1049 Prospect\nStreet, Honolulu; Teachers Council of\nthe Territory of Hawaii.\nMcLaren, Dallas C. (Teacher), Box 248,\nWaimea, Kauai; Hawaii Education As¬\nsociation.\n\nBogan, William J. (Superintendent of\nSchools), Chicago; Chicago Division,\nIllinois State Teachers Association.\nBorder, Clara V. (Teacher), 6042 Kimbark\nAvenue, Chicago; Chicago Teachers\nLeague.\n\nMartin, T. J. (ex-officio), Principal, An¬\ndrew Cox Junior High School, Waialua,\nOahu.\nMerrick, William (Teacher), 3853 Maunaloa\nAvenue, Honolulu; Oahu Teachers As¬\nsociation.\nMowry, Mrs. Aoe (Teacher), 3876 Sierra\nDrive, Honolulu; Teachers Council of\nthe Territory of Hawaii.\nNapier, Jean L. (Teacher), Hilo Union\nSchool, Hilo; Hilo Teachers Associa¬\ntion.\nOmoto, Itono (Teacher), 2433 Waolani\nAvenue, Honolulu; Oahu Teachers As¬\nsociation.\nReis, Palmyra (Teacher), 1049 Prospect\nStreet, Honolulu; Teachers Council of\nthe Territory of Hawaii.\nRobinson, O. W. (Supervising Principal),\n450 South Hotel Street, Honolulu; Oahu\nTeachers Association.\n\nSpencer, Robert R. (Principal), Washing¬\nton Institute, Honolulu; Hawaii Educa¬\ntion Association.\nSylvester, Miriam (Teacher), Hamakuapoko,\nMaui; Maui Teachers Association.\nTenn, Alice S. (Teacher), Hawi, Kohala;\nHawaii Education Association.\nIDAHO\n\nBird, Annie Laurie (Teacher), Lone Star\nIdaho Education Associa¬\nRoad, Nampa;\non.\nti\n, .\nMetcalf, John L. (Superintendent of Schools),\nIdaho Education Associa¬\nMcCammon;\ntion.\nSilverthorne, Carolyn (Teacher), Lewiston\nLewiston; Idaho Educa¬\nNormal,\nStateAssociat\nion.\ntion\n\nSmith, Harriet (Teacher), New Plymouth;\nIdaho Education Association.\nH. (ex-officio), Superin¬\nSnyder, Raymond s,\nIdaho Falls.\ntendent of School\nILLINOIS\n\nAbbe, Mary M. (Teacher Emeritus), 6619\nLa Fayette Avenue, Chicago; Chicago\nDivision, Illinois State Teachers Asso¬\nciation.\n\nAdams, J. B. (Teacher), Harvard, North¬\neastern Division, Illinois State Teachers\nA QQfir\n\nati nn\n\nArmbruster, Bertha S. (Teacher), 214 Gale\nForest; Illinois State Teach¬\nRiver n.\nAvenue,\ners Associatio\nArmour, Charles (Principal),\nRockford Teachers Club.\n\nHallstrom;\n\nBaird, Catherine L. (Teacher), 958 Ridgeward Drive, Highland Park, Chicago; Chi¬\ncago Division, Illinois State Teachers\nAssociation.\nBek, Cornelius F. (Teacher), Hirsch Junior\nHigh School, Chicago; Chicago High\nSchool Teachers Association.\nBishop, S. D. (Teacher), High School, West\nChicago; DuPage Valley Division, Illinois\nState Teachers Association.\n\nBlair, Francis G. (ex-officio), State Super¬\nfield.\nintendent of Public Instruction, Spring-\n\nBowden, B. R. (Superintendent of Schools),\nMorris; Illinois Valley Division, Illinois\nState Teachers Association.\nBrennan, Amanda\n(Teacher), 1006 West\nOlive Street, Bloomington; Illinois State\nTeachers Association.\nBright, Orville T., Jr. (Superintendent of\nSchools), Dolton; Lake Shore Division,\nIllinois State Teachers Association.\nButler, Charles E. (Principal), 804 North\nRidgeland Street, Oak Park; Lake Shore\nDivision, Illinois State Teachers Asso¬\nciation.\nButts, L. A. (Principal), Belleville; South¬\nwestern Division, Illinois State Teachers\nAssociation.\nByerly, C. C. (Teacher), High School, West\nChicago; Illinois State Teachers Asso¬\nciation.\nCamenisch, Sophia C. (Teacher), Chicago\nNormal College, Chicago; National Coun¬\ncil of Teachers of English.\nCassady, E. N. (Superintendent of Schools),\nBrookfield; Lake Shore Division, Illinois\nState Teachers Association.\nCheadle, Bruce D. (Teacher), 120 East\nSixth Street, Lockport; Chicago Division,\nIllinois State Teachers Association.\nClark, Nelle N. (Teacher), 1616 North Main\nStreet, Decatur; Decatur Public School\nTeachers Association.\nCondrey, Ralph S. (Superintendent of\nSchools), Mt. Carmel; Illinois State\nTeachers Association.\nCooke, John D. (Superintendent of Schools),\nAledo; Illinois State Teachers Associa¬\ntion.\nCooney, William J. (President), Chicago\nJunior High School Teachers Club, 5408\nWashington Boulevard, Chicago.\nCorwin, Beulah (Teacher), 3936 Lake Park\nAvenue, Chicago; Chicago Public School\nKindergarten Primary Association.\nCrackle, Verne (Superintendent of Schools),\nCrete; Northeastern Division, Illinois\nState Teachers Association.\nCurtis, W. R. (Superintendent of Schools),\nAlton; Southwestern Division, Illinois\nState Teachers Association.\nDady, Margaret (Assistant Principal), 11\nNorth County Street, Waukegan; Lake\nShore Division, Illinois State Teachers\nAssociation.\nDavenport, Margaret K. (Teacher), 7450\nGreenview Avenue, Chicago; Lake Shore\n\nDivision, Illinois State Teachers Asso¬\nciation.\nDavis, Alice (Principal) , Junior High\nSchool, St. Chjarles; Northeastern Di¬\nIllinois State Teachers Associa¬\nvision,\ntion.\n\n(Assistant Superin¬\nM.\nDeam, Thomas\ntendent), High School, Joliet; Illinois\nState Teachers Association.\nDeaver, Arthur G. (District Superintend¬\nent of Schools), 7925 Kingston Avenue,\nChicago; Chicago Division, Illinois State\nTeachers Association,\n\nDeneen, Florence (Teacher), _ 457 West\nLeague.\ners\nrst Place, Chicago; Chicago Teach¬\nSixty-fi\n\n*\n\n"}
{"page": 978, "printed_page": null, "text": "974\n\nNational\n\nEducation\n\nDissinger, Clarence (Teacher), La Grange;\nLake Shore Division, Illinois State Teach¬\ners Association.\nDonahey, Florence (Principal), 2314 Sixth\nAvenue, Moline; Black Hawk Division,\nIllinois State Teachers Association.\nDuncan, Fanny (Teacher), 1520 East 67th\nPlace, Chicago; Chicago Division, Illinois\nState Teachers Association.\nDyar, H. L. (Superintendent of Schools),\nEureka; Peoria Division, Illinois State\nTeachers Association.\nEades, Roscoe (Principal), Sterling; Rock\nRiver Division, Illinois State Teachers\nAssociation.\nEvans, Ann (Supervisor), 2343 Fifty-third\nAvenue, Cicero; Lake Shore Division,\nIllinois State Teachers Association.\nFinnegan, Margaret L. (Teacher), 4829\nLipps Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\nGambach, J. C. (Teacher), 702 North Street,\nPeoria; The Peoria Teachers Club As¬\nsociation.\nGantz, Mary L. (Superintendent of Schools);\nOregon; Rock River Division, Illinois\nState Teachers Association.\nGaylor, G. W. (Teacher), Western Illinois\nState Teachers College, Macomb; West¬\nern Illinois State Teachers Association.\nGilligan, Lena Belle (Teacher), 5918 Knox\nAvenue, Chicago; Illinois State Teachers\nAssociation.\nGirhard, H. R. (Principal), High School,\nGreenfield; Southwestern Division, Illinois\nState Teachers Association.\nGleason, Pauline (Teacher), 430 Clark\nStreet, Aurora; Northeastern Division,\nIllinois State Teachers Association.\nGobble, H. C. (Teacher), High School,\nPeoria; Peoria Teachers Club.\nGossman, Roy (President), Assistant Prin¬\ncipals Club, 9608 South Oakley Street,\nChicago; Junior High School Teachers\nClub.\nGraham, Ray (Superintendent of Schools),\nMason City; Peoria Division, Illinois\nState Teachers Association.\nGreene, George (Teacher), 504 Gray Ave'nue, Highland Park; Lake Shore Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nHaight, John T. (Teacher), Senior High\nSchool, Rockford; Rockford Teachers\nClub.\nHaley, Margaret A. (Teacher), 127 North\nDearborn Street, Chicago; Illinois State\nTeachers Association.\nHall, Ida C. (Teacher), 107 West Weldon\nStreet, Streator; Illinois State Teachers\nAssociation.\nHamilton, W. J. (Superintendent of Schools),\nOak Park; Lake Shore Division, Illinois\nState Teachers Association.\nHansen, Herbert C. (Principal), 1045 North\nLockwood Avenue, Chicago; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nHarden, Frances (Teacher), 1520 Via Lazo,\nPalos Verdes Estates; California, Illinois\nState Teachers Association.\nHarding, Helen (Teacher), 1940 Sherman\nAvenue, Evanston; Evanston Teachers\nClub.\nHarper, J. R. (Superintendent of Schools),\nWilmette; Lake Shore Division, Illinois\nState Teachers Association.\nHarshbarger, P. R. (Teacher), 1500 Thacker\nStreet, Des Plaines; Lake Shore Division,\nIllinois State Teachers Association.\nHartley, May\n(Teacher), Aledo; Black\nHawk Division, Illinois State Teachers\nAssociation.\n\nAssociation\n\nHeghin, Yervant (Teacher), Central High\nSchool, Peoria; Peoria Division, Illinois\nState Teachers Association.\nHenderson, E. B. (Principal), High School,\nBridgeport; Southeastern Division, Illinois\nState Teachers Association.\nHickes, Ethel (Teacher), 2710 Austin Boule¬\nvard, Cicero; Lake Shore Division, Il¬\nlinois State Teachers Association.\nHogan, Margaret L. (Teacher), 3948 Pine\nGrove Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\nJackson, F. C. (Teacher), 239 Custer Ave¬\nnue, Evanston; Lake Shore Division,\nIllinois State Teachers Association.\nJeans, Anne M. (Teacher), R. F. D. No. 3,\nHinsdale; Du Page Valley Division, Il¬\nlinois State Teachers Association.\nJennings. Mary (Teacher), 7917 Euclid Ave¬\nnue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nJensen, Frank A.\n(Superintendent of\nSchools), Rockford; Illinois State Teach¬\ners Association.\nJohnson, Maud E. (Teacher), 1507 Greenmount Street, Rockford; Illinois State\nTeachers Association.\nKalar, Anne M. (Teacher), 4645 West Mon¬\nroe Street, Chicago; Chicago Division,\nIllinois State Teachers Association.\nKeenan, Robert C. (Teacher), 2465 East\nSeventy-fourth Place, Chicago; Chicago\nHigh School Teachers Association.\nKelly, Catherine (Teacher), 301J4 Garnsey\nAvenue, Joliet; Northeastern Division,\nIllinois State Teachers Association.\nKent, Sophronia (Teacher), 517 Twentieth\nStreet, Moline; Black Hawk\nDivision,\nIllinois State Teachers Association.\nKline, Aaron (President), Chicago Princi¬\npals Club, 10945 Vernon Avenue, Chicago;\nChicago Principals Club.\nKremer, Birchie (Teacher), 542 Veronica\nAvenue, East St. Louis; Grade Teachers\nFellowship Society.\nLauchner, A. H. (Principal), 606 West\nOregon Street, Urbana; East Central Di¬\nvision,\nIllinois State Teachers Associa¬\ntion.\nLee, Clarence A. (Teacher), 3426 Vernon\nAvenue, Chicago; Chicago Division, Il¬\nlinois State Teachers Association.\nLewis, Lillian (Teacher), 1325 Wilson Ave¬\nnue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nLockhart, A. V. (Principal), High School,\nCalumet City; Lake Shore Division, Il¬\nlinois State Teachers Association.\nLoos, L. E. (Superintendent of Schools),\nLake Forest; Lake Shore Division, Illinois\nState Teachers Association.\nMcCrea, Irene (Teacher), 314 Fifteenth Ave¬\nnue, Moline; Black Hawk Division, Illinois\nState Teachers Association.\nMcGuire, Mary (President), East St. Louis\nTeachers Association, 600 Veronica Ave¬\nnue, East St. Louis; East St. Louis\nTeachers Association.\nMcMahon,\nNellie G. (Assistant County\nSuperintendent of Schools), Court House,\nChicago; Illinois State Teachers Asso¬\nciation.\nMahin, George E. (Teacher), Room 1103,\n185 North Wabash Avenue, Chicago; Chi¬\ncago High School Teachers Association.\nMansell, Lyman B. (Teacher), Roosevelt\nHigh School, Chicago; Chicago High\nSchool Teachers Association.\nMarshall, Grace (Teacher), Kent School,\nRockford; Rockford Teachers Club.\nMason, N. M. (Superintendent of Schools),\nOglesby; Illinois State Teachers Asso¬\nciation.\n\n"}
{"page": 979, "printed_page": null, "text": "Associational\n\nRecords\n\nMathews, Winifred (Teacher), 920 Buena\nAvenue, Chicago; Chicago Division, Il¬\nlinois State Teachers Association.\nMaxey, Effie (Teacher), Hilltop Drive, East\nSt. Louis; Southwestern Division, Illinois\nState Teachers Association.\nMeyer, Frank (Teacher), 326 Garfield Ave¬\nnue, Chicago; Chicago Division, Illinois\nState Teachers Association.\nMiller, John E. (Teacher), 3047 Audubon\nAvenue, East St. Louis; Illinois State\nTeachers Association.\nMoore, R. C. (ex-officio). Secretary, Illinois\nState Teachers Association, Carlinville.\nMoynihan, Laura (Teacher), 626 South Ken¬\nilworth Avenue, Oak Park; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nMull, Cora E. (Assistant Principal), 5543\nKimbark Avenue, Chicago; Chicago As¬\nsociation of Assistant Principals.\nNebergal, C. J. (Teacher), Aurora; North¬\neastern Division, Illinois State Teachers\nAssociation.\nNicholas, Ivan C. (Assistant Principal), O.\nF. Barbour School, Rockford; Rockford\nTeachers Club.\nNickell, V. L. (Superintendent of Schools),\nChampaign; Illinois State Teachers As¬\nsociation.\nNorthen, Olive M. (Teacher), 6630 Yale\nAvenue, Chicago; Chicago Division, Il¬\nlinois State Teachers Association.\nO’Connor, Nora M. (Teacher), 920 Buena\nAvenue, Chicago; Chicago Division, Il¬\nlinois State Teachers Association.\nO’Rourke, Catherine (Teacher), 3057 West\nJackson Boulevard, Chicago; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nOwen, Everett W. (Teacher), 731 North\nGrove Avenue, Oak Park; Lake Shore\nDivision, Illinois State Teachers Asso¬\nciation.\nPage, William J. (Teacher), 4345 West\nAdams\nStreet, Chicago; Illinois State\nTeachers Association.\nPerry, Mrs. Jane (Teacher), 4929 Cortez\nStreet, Chicago; Junior High SchoolTeachers Club.\nPesta, Rose A. (Assistant Superintendent\nof Schools), Windermere Hotel, Chicago;\nChicago Division, Illinois State Teachers\nAssociation.\nPeterson, O. E. (Teacher), State Normal\nSchool, DeKalb; Illinois State Teachers\nAssociation.\n\nPetty, W. C. (Superintendent of Schools),\nWaukegan; Lake Shore Division, Illinois\nState Teachers Association.\nPollock, Elizabeth (Teacher), 812 South Illi¬\nnois Street, Springfield; Association of\nElementary Classroom Teachers of Springfield.\nPorter, Mrs. May (County Superintendent\nof Schools), Clinton; Central Division,\nIllinois State Teachers Association.\nPowell, Margaret (Teacher-Emeritus), 2155\nVilas Place, Chicago; Chicago Division,\nIllinois State Teachers Association.\nPreble, F. Blanche (Teacher), 10855 Vernon\nAvenue, Chicago; Illinois State Teachers\nAssociation.\n\nPrice, Frederick (Teacher), 7356 Merrill\nStreet, Chicago; Chicago Principals Club.\nPrice, Harriet E. (Teacher), 109 South\nFourth Street, Pekin; Pekin Teachers\nClub.\nProbst, Oscar I. (Teacher), Route No. 3,\nWaterloo; Southwestern Division, Illinois\nState Teachers Association.\n\nand\n\nInformation\n\n975\n\nPulliam, Roscoe (Superintendent of Schools),\nHarrisburg; Illinois State Teachers As¬\nsociation.\nReeder, C. A. (County\nSchools), Nashville;\nvision, Illinois State\ntion.\n\nSuperintendent of\nSouthwestern Di¬\nTeachers Associa¬\n\nReynolds, Mary E. (Teacher), Tilden Tech¬\nnical High School, Chicago; Interna¬\ntional Council for Exceptional Children.\nRoach, Mary Margaret (Principal), Roach\nSchool, Decatur; Illinois State Teachers\nAssociation.\nRowe, John R. (Superintendent of Schools),\nWestern Springs; Lake Shore Division,\nIllinois State Teachers Association.\nRueben, Helen M. (Teacher), 4819 North\nSawyer Avenue, Chicago; Illinois State\nTeachers Association.\nRussell, Charlotte (Teacher), 448 West\nSixty-second Street, Chicago; Chicago\nDivision, Illinois State Teachers Asso¬\nciation.\nSanford, Helen (Principal), 1940 Sherman\nAvenue,\nEvanston; Evanston Teachers\nClub.\nSchwebel, George A. (Superintendent of\nSchools), Cicero; Illinois State Teach¬\ners Association.\nScully, Susan (Teacher), 7157 University\nAvenue, Chicago; Chicago Division, Il¬\nlinois State Teachers Association.\nShaffer, O. V. (Principal), Township High\nSchool, Princeton; Illinois Valley Di¬\ntion.\nvision,\nIllinois State Teachers Associa¬\nShinn, Anna\nLois (Superintendent of\nSchools), River Forest; Lake Shore Divi¬\nsion, Illinois State Teachers Association.\nSmith, C. B. (Superintendent of Schools),\nPekin; Illinois State Teachers Associa¬\ntion.\nSmith, Chas. W. (Principal), 1168 East\nCantrell Street, Decatur; Decatur Public\nSchool Teachers Association.\nSmith, Geo. O. (Superintendent of Schools),\nPrinceton;\nIllinois State Teachers Asso¬\nciation.\nSmith, James H. (Teacher), 8021 Grandon\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nSmith, Robert G.\n(Superintendent of\nSchools), Rushville; Illinois State Teach¬\ners Association.\n\nSmith, R. R. (Teacher), 5719 South Fran¬\ncisco Avenue, Chicago; Chicago Division,\nIllinois State Teachers Association.\nSpriggs, L. V. (Superintendent of Schools),\nVilla Grove; Eastern Division, Illinois\nState Teachers Association.\nStokes, J. R. (Superintendent of Schools),\nBellwood; Lake Shore Division, Illinois\nState Teachers Association.\nSwinney, Mary E. (Teacher), 692 Lenox\nRoad, Glen Ellyn; Du Page Valley Divi¬\nsion, Illinois State Teachers Association.\nTaylor, Ruth (Teacher), 322 East Chicago\nStreet, Elgin; Northeastern Division, Illi¬\nnois State Teachers Association.\n(Superintendent of\nThalman, John W.\nSchools), Waukegan; Waukegan Town¬\nship High School.\nThomas, Cora (Teacher), 729 North Elev¬\nenth Street, East St. Louis; Illinois State\nTeachers Association, Southwestern Divi¬\nsion.\n\nThomas, S. E. (Teacher), Eastern Illinois\nState Teachers College, Charleston; Illi¬\nnois State Teachers Association.\nTrammel, Cynthia (Teacher), 1700 North\nTwenty-fifth Street, East St. Louis;\nGrade Teachers Fellowship Society.\n\n"}
{"page": 980, "printed_page": null, "text": "976\n\nNational\n\nTrevenen, Laura (Teacher), 14\nSheridan Road, Waukegan; Lake\nDivision, Illinois State Teachers\nciation.\n\nEducation\n\nNorth\nShore\nAsso¬\n\nWalker, David E. (Assistant Superintendent\nof Schools), Evanston; Lake Shore Divi¬\nsion, Illinois State Teachers Association.\nW altershausen, Louise (Teacher), 7631\nMonroe Street, Forest Park; Chicago Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nWatson, Norman\nE. (Superintendent of\nSchools), Northbrook; Lake Shore Divi¬\nsion, Illinois State Teachers Association.\nWeber, C. A. (Superintendent of Schools),\nGalva; Black Hawk\nDivision, Illinois\nState Teachers Association.\nWelin, Hilma (Teacher), 8010 Blackstone\nAvenue, Chicago; Chicago Division, Illi¬\nnois State Teachers Association.\nWhiffin, Maude E. (Teacher), 1421 Maple\nAvenue, Downers Grove; Du Page Val¬\nley Division, Illinois State Teachers As¬\nsociation.\nWhittenberg, A. L. (ex-officio), Secretary,\nIllinois State Examining Board for Teach¬\ners Certificates, Springfield.\nWilhelms, Frederick T. (Teacher), Bowen\nHigh School, Chicago; Chicago High\nSchool Teachers Association.\nWilhite, L. E. (County Superintendent of\nSchools), Carlinville; South Central Di¬\nvision, Illinois State Teachers Associa¬\ntion.\nWilson, Irvin A. (Principal), La Grange;\nChicago Division, Illinois State Teach¬\ners Association.\nINDIANA\nAdams, Shelby (County Superintendent of\nSchools), English; Indiana State Teach¬\ners Association.\nAdams, Waldo (County Superintendent of\nSchools), Goshen; Indiana State Teach¬\ners Association.\nBachman, Irma (Teacher), East Drive Wood¬\nruff Place, Indianapolis; Federation of\nIndianapolis Public School Teachers.\nBlanchard, H. H. (Teacher), High School,\nSouth Bend; South Bend Teachers Fed¬\neration.\nBraxton, Louise (Teacher), 744 West Drive\nWoodruff Place, Indianapolis; Federation\nof Indianapolis Public School Teachers.\nBrown, Gilvie (Principal), Farmland; In¬\ndiana State Teachers Association.\nCaldwell, L. L. (Superintendent of Schools),\nHammond; Indiana State Teachers Asso¬\nciation.\nChamberlain, C. H. (Teacher), 541\nrison Street, Gary; Gary Teachers\neration.\n\nHar¬\nFed¬\n\nCole, George C. (ex-officio). State Superin¬\ntendent of Public Instruction, Indianapolis.\nColeman, C. T. (Teacher), Hammond\nHigh\nSchool, Hammond; Hammond City Teach¬\ners Association.\nDuShane,\nDonald\n(Superintendent of\nSchools, Columbus; Indiana State Teach¬\ners Association.\nEiler, Emmet\n(Principal), Fremont; In¬\ndiana State Teachers Association.\nEmery, Annah\nE. (Teacher), 21 Ruth\nStreet, Hammond; Hammond\nCity Teach¬\ners Association.\nEwing, Sara C. (Teacher), 5461 Pleasant\nRun Parkway, Indianapolis; Federation\nof Indianapolis Public School Teachers.\nFishback, E. H. (Principal), High School,\nAnderson; Indiana State Teachers Asso¬\nciation.\n\nAssociation\n\nFree, Albert (Superintendent of Schools),\nSpencer; Indiana State Teachers Asso¬\nciation.\nGalvin, Cecelia (Principal), 836 North\nRural Street, Indianapolis; Federation of\nIndianapolis Public School Teachers.\nHargrave, E. B. (Teacher), 339 Lesley Ave¬\nnue, Indianapolis; Federation of In¬\ndianapolis Public School Teachers.\nHarris, Florence R. (Teacher), Washing¬\nton Terrace, Evansville; Federation of\nEvansville Public School Teachers.\nHerbst, Frieda (Principal), 966 North Belle\nView Place, Indianapolis; Federation of\nIndianapolis Public School Teachers.\nHenshaw, Mrs. Estella (Teacher), 630 North\nMulberry Street, Muncie; Muncie Teach¬\ners Federation.\nHougham, Robert B. (Secretary), State\nTeachers Retirement Fund, Franklin; In¬\ndiana State Teachers Association.\nJohnson, Rose (Teacher), 416 South Fourth\nStreet, Clinton; Indiana State Teachers\nAssociation.\nKirby, Clara E. (Teacher), 2414 Webster\nStreet, Fort Wayne; Fort Wayne Teach¬\ners Federation.\nKirby, Elizabeth (Principal), 6021 Bellefontaine Street, Indianapolis; Federation\nof Indianapolis Public School Teachers.\nKnight, H. G. (Principal), 226 Buckingham\nDrive, Indianapolis; Federation of In¬\ndianapolis Public School Teachers.\nKnight, Mrs. Leona (Teacher), 226 Buck¬\ningham Drive, Indianapolis; Federation\nof Indianapolis Public School Teachers.\nKuhn, C. L. (Teacher), 217 East Ewing\nStreet, South Bend; South Bend Teach¬\ners Federation.\nKumpf, Walter A. (Teacher), Commercial\nDepartment, Hammond\nHigh\nSchool,\nHammond; Hammond\nCity Teachers As¬\nsociation.\nLandon, Marie (Co-ordinator),\nStreet, Hammond; Hammond\ners Association.\n\n231 Russell\nCity Teach¬\n\nMcCloskey, Mary (Teacher), 913 Packard\nAvenue, Fort Wayne; Fort Wayne Teach¬\ners Association.\nMcCutchen, Bernice (Teacher), Inglefield;\nFederation of Evansville Public School\nTeachers.\nMillar, Frank E. (Teacher), New Carlisle;\nSouth Bend Teachers Federation.\nMontgomery, A. D. (Superintendent of\nSchools), Crawfordsville ; Indiana State\nTeachers Association.\nMurphy, Elizabeth G. (Teacher), 2523\nWebster Street, Fort Wayne; Fort Wayne\nTeachers Association.\nNicely, O. W. (Teacher), 310 North Illinois\nStreet, Indianapolis; Federation of In¬\ndianapolis Public School Teachers.\nNuner, Mrs. Ann (Teacher), 710 Park Ave¬\nnue, South Bend; South Bend Teachers\nFederation.\nPetty, Blanche (Teacher), 376 Ferry Street,\nWabash; Wabash Teachers Club.\nPittenger, Lemuel A. (President), Ball\nState Teachers College, Muncie; Ball\nState Teachers College.\nRankin, Mrs. Vivian Sowers (Teacher),\n2551 North Delaware Street, Indianapolis;\nFederation of Indianapolis Public School\nTeachers.\nRathfon, Clara (Assistant Principal), 916\nNorth Street, Logansport; Indiana State\nTeachers Association.\nScudder, J. M. (Teacher), 958 Salamonie\nAvenue, Huntington; Huntington City\nTeachers Association.\n\n"}
{"page": 981, "printed_page": null, "text": "Associational\n\nRecords\n\nSmith, Henry Lester (ex-officio), Dean,\nSchool of Education, Indiana University,\nBloomington.\nStemen, C. B. (Principal), High School,\nTipton; Indiana State Teachers Associa¬\ntion.\nStetson, Paul C. (Superintendent of Schools),\nIndianapolis; Federation of Indianapolis\nPublic School Teachers.\nSwanson, Myrtle (Teacher), 500 State\nStreet, Merrill, Wisconsin; South Bend\nTeachers Federation.\nTotten, W. Fred (Principal), Wanamaker;\nIndiana State Teachers Association.\nWeir, D. T. (Assistant Superintendent of\nSchools), Indianapolis; Federation of In¬\ndianapolis Public School Teachers.\nWhitacre, Martha (Assistant Principal),\nHigh School, Richmond; Indiana State\nTeachers Association.\nWilliams, Charles O. (ex-officio), Secre¬\ntary, Indiana State Teachers Association,\n205 Hotel Lincoln, Indianapolis.\n• Wyatt, Robert H. (Teacher), 1709 North\nAnthony Street, Fort Wayne; Fort Wayne\nTeachers Association.\nIOWA\nAnderson, Clarice (Teacher), 4035 Ovid\nAvenue, Des Moines; Des Moines Teach¬\ners Federation.\nBeard, Burrus E.\n(Superintendent of\nSchools), Webster City; Iowa\nState\nTeachers Association.\nBrown, Sarah Ann (Teacher), Junior High\nSchool, Dayton; Cedar Rapids Teachers\nAssociation.\nBuehler, Clara (Teacher), 1307 South New¬\nton Street, Sioux City; Sioux City Teach¬\ners Club.\nCook, R. R. (Principal), 1217 Forty-fourth\nStreet, Des Moines; Iowa State Teach¬\ners Association.\nCram, Fred D. (Teacher), State Teachers\nCollege, Cedar Falls; Iowa State Teach¬\ners Association.\nCrowell, Deanna (Teacher), 2401 Wall\nStreet, Apartment Number Four, Sioux\nCity; Sioux City Teachers Club.\nDeamer, Arthur (Superintendent of Schools),\nCedar Rapids; Iowa State Teachers As¬\nsociation.\nFitzGerald, James (Teacher), 1821 Ross\nStreet, Sioux City; Sioux City Adminis¬\ntrative Club.\nGibbs, Edna (County Superintendent of\nSchools), Greenfield; Iowa State Teach¬\ners Association.\nHannum,\nRoy\nF.\n(Superintendent of\nSchools), Ottumwa; Iowa State Teachers\nAssociation.\nHarrison, A. E. (County Superintendent of\nSchools), Storm Lake; Iowa State Teach¬\ners Association.\nHalbig, Esther (Teacher), 1033 Melrose\nTerrace, Dubuque; Dubuque Teachers\nAssociation.\nHills, May A. (County Superintendent of\nSchools), Adel; Iowa State Teachers As¬\nsociation.\nHockett, Mayme I. (Teacher), 1336 Twentyeighth Street, Des Moines; Des Moines\nTeachers Federation.\nJones, Chester (Teacher), 1343 East Grand\nStreet, Des Moines; Iowa State Teachers\nAccnnahnn\n\nKerfoot, T. W. (Principal), High School,\nFort Madison; Iowa State Teachers As¬\nsociation.\nLamar,\nElizabeth (Teacher), Hopkins\nSchool, Sioux City; Sioux City Teachers\n\nClub.\n\nand\n\nInformation\n\n977\n\nLord, Mary A. (ex-officio), North Junior\nHigh School, Sioux City.\nMarx, Ruth (Teacher), 1610 Jackson Street,\nSioux City; Sioux City Teachers Club.\nMorse, Nelle (Teacher), West Junior High\nSchool, Sioux City; Sioux City High\nSchool Teachers Association.\nNauman, I. A. (Principal), High School,\nDavenport; Scott County Teachers Asso¬\nciation.\nPearson, Lucille (Teacher), Brown Hotel,\nDes Moines; Des Moines Teachers Fed¬\n'\neration.\nPeet, J. H. (Teacher), Washington; Iowa\nState Teachers Association.\nReed, Edith (Teacher), 518 North Sixth\nStreet, Keokuk;\nKeokuk\nElementary\nPrincipals Club.\nSamuelson, Agnes (ex-officio), State Super¬\nintendent of Public Instruction, Des\nMoines.\nWilliams, Fern (Teacher), Tabor;\nState Teachers Association.\n\nIowa\n\nKANSAS\nAdams, Effie (Teacher), 2122 State Street,\nKansas City; Kansas State Teachers As¬\nsociation.\nCarlson, Eleonora H. (Teacher), 2225 Hazelton Court, Topeka; Kansas State Teach¬\ners Association.\nEwell, Rowena J. (Teacher), 2066 Springfield Club.\nStreet, Kansas City; DuBois Teach¬\ners\nGager, Maude (Teacher), 2539 North Seven¬\nteenth Street, Kansas City; Kansas City\nGrade Teachers Club.\nIrvine, Hazel (Teacher), 823 Washington\nBoulevard, Kansas City; DuBois Teach¬\ners Club.\nJordon, Adeline B. (Teacher), 2801 North\nFifthClub.\nStreet, Kansas City; DuBois Teach¬\ners\nKearns, Anna (Teacher), 914 Minnesota\nAvenue, Kansas City; Kansas City Grade\nTeachers Club.\nNelson, Mary C. (Teacher), 633 Ann Ave¬\nnue,\nKansas City; Kansas State Teach¬\ners Association.\nPearson, M. E. (ex-officio), 2214 North\nTwelfth Street, Kansas City.\nSchlagle, F. L. (Teacher), 1931 Elizabeth\nStreet, Kansas City; Kansas State Teach¬\ners Association.\nSmith, Nell G. (Teacher), 1244 Western\nAvenue, Topeka;\nTopeka\nClassroom\nTeachers Club.\nSparks, Elizabeth A. (Principal), Route\nNumber One, Box One Hundred Fiftyeight, Kansas City; Kansas City Elemen¬\ntary School Principals Club.\nTrussell, Hazel (Teacher), 827 Minnesota\nAvenue, Kansas City; Kansas City Grade\nTeachers Club.\n\nVan Slyck, W. N. (Teacher), 832 Ander¬\nson Courts, Topeka; Kansas State Teach¬\ners Association.\nYoungquist, Hazel (Teacher), 1214 West\nFourteenth Street, Topeka; Topeka Class¬\nroom Teachers Club.\nKENTUCKY\nArnold, Marguerite Gilham (Teacher). 2329\nGlenmary Avenue, Louisville; Louisville\nClassroom Teachers Association.\nDonovan, H. L. (President), Eastern State\nTeachers College, Richmond; Kentucky\nEducation Association.\nDunn, D. Y. (County Superintendent of\nSchools), Lexington; Kentucky Educa¬\ntion Association.\n\n"}
{"page": 982, "printed_page": null, "text": "978\n\nNational\n\nEducation\n\nAssociation\n\nHollis, E. V. (Teacher), Morehead State\nTeachers College, Morehead; Kentucky\nEducation Association.\n\nRobinson, Ray (Superintendent of Schools),\nSouth Paris; Maine Teachers Associa¬\ntion.\n\nJaggers, R. E. (Director), State Depart¬\nment of Education, Frankfort; Kentucky\nEducation Association.\nPayne, J. A. (County Superintendent of\nSchools), Cynthiana; Kentucky Education\nAssociation.\nRhoads, McHenry (Professor), University\nof Kentucky, Lexington; Kentucky Edu¬\ncation Association.\n\nRollins, Willis R. (Principal), High School,\nJay; Maine Teachers Association.\nRowe, Frank D. (Superintendent of Schools),\nWarren; Knox County Teachers Asso¬\nciation.\n\nWilliams, R. E. (ex-officio), Secretary,\nKentucky Education Association, 1317-18\nHeyburn Building, Louisville.\nLOUISIANA\nFehrenbach, Marguerite\nColiseum, New Orleans;\ners Association.\n\n(Teacher), 4522\nLouisiana Teach¬\n\nGriffith, P. H. (ex-officio), Director, Ex¬\ntension Division, Louisiana State Uni¬\nversity, Baton Rouge.\nHarper, J. E. (Principal), High School,\nMinden; Louisiana Teachers Association.\nHinrichs, Amy H. (Teacher), 7336 Hurst\nStreet, New Orleans; Louisiana Teach¬\ners Association.\nMcGowan, Emma\n(Teacher), 510 St. Peter\nStreet, New Orleans; New Orleans Pub¬\nlic School Teachers Association.\nMcGowan, Julia (Teacher), 510 St. Peter\nStreet, New Orleans; New Orleans Pub¬\nlic School Teachers Association.\nRugg, L.\nS. (Principal), Alexandria;\nLouisiana Teachers Association.\nSchillin, Helen (Teacher), 510 St. Peter\nStreet, New Orleans; New Orleans Pub¬\nlic School Teachers Association.\nTownsend, H. E. (Principal), High School,\nRuston ; Louisiana Teachers Association.\nMAINE\nAnnas, Philip A. (Principal), High School,\nHallowell; Maine Teachers Association.\nBlaisdell, Joseph E. (Principal), High\nSchool, Rockland; Maine Teachers Asso¬\nciation.\nDufour, M.\nLouise (Superintendent of\nSchools), Plaisted; Aroostook County\nTeachers Association.\nEarle, Gilbert L. (Principal), High School,\nBrownsville; Maine Teachers Association.\nGraves, Sherman\n(Superintendent of\nSchools), Brunswick; Lincoln-Sagadahoe\nCounty Teachers Association.\nHale, William W. (Principal), High School,\nEaston; Maine Teachers Association.\nHuckins, Leroy (Superintendent of Schools),\nWinthrop; Kennebec County Teachers As¬\nsociation.\nJack, William B. (ex-officio), Superintend¬\nent of Schools, Portland.\nJackson, Clara (Teacher), Milton; Oxford\nCounty Teachers Association.\nLeslie, Mrs. Mabel G. (Teacher), South\nPortland; Portland Teachers Association.\nMenish, Esther (Teacher), 34 Belmeade\nRoad, Portland; Cumberland\nCounty\nTeachers Association.\nMenish, Gertrude (Teacher), 34 Belmeade\nRoad, Portland; Cumberland\nCounty\nTeachers Association.\nMoody, Mrs. Maude (Teacher), Seventh\nStreet, Portland; Cumberland County\nTeachers Association.\n\nMurphy, Catherine H.\nStreet, Auburn;\nbury\nsociation.\n\n(Teacher), 33 New¬\nMaine Teachers As¬\n\nQuigley, Frederick (Teacher), Dexter;\nPenobscot County Teachers Association.\n\nSmall,\nnue,\ntion.\n\nCarrie (Teacher), 14 Montrose Ave¬\nPortland; Maine Teachers Associa¬\n\nSmith, B. Maude (Teacher), 9 Beach Street,\nGardiner; Kennebec County Teachers As¬\nsociation.\nSnow, Mrs. Mary L. (Teacher), 94 Pleas¬\nant Avenue, Portland; Portland Teach¬\ners Association.\nStairs, Erma (Teacher), Winterport; Waldo\nCounty Teachers Association.\nTaylor, C. Herbert (Principal), 451 Court\nStreet, Auburn; Androscoggin County\nTeachers Association.\nTilton, Elihu B. (Principal), Rangeley;\nFranklin County Teachers Association.\nVarney, Benjamin H. (Superintendent of\nSchools), Jonesboro; Washington County\nTeachers Association.\nWilliams, Matthew (Principal), Brownville\nHigh School, Brownville; Piscataquis\nCounty Teachers Association.\nMARYLAND\nBurdick, William (ex-officio), 7 East Mul¬\nberry Street, Baltimore.\nNorth, Francis D. (Teacher), Western High\nSchool, Baltimore; Maryland State Teach¬\ners Association.\nNorth, Samuel M. (Supervisor), State De¬\npartment of Education, Lexington Building,\nBaltimore; Maryland State Teachers As¬\nsociation.\nMASSACHUSETTS\nBoyle, Harry A. (Principal), 48 Burncoat\nTerrace, Worcester; Massachusetts Teach¬\ners Federation.\nBrewer, Mrs. Donna M. (Teacher), Senior\nHigh School, Ashland; Everett Teachers\nClub.\nChisholm, Anna I. (Teacher), 5 Washington\nSquare, Gloucester; Massachusetts Teach¬\ners Federation.\nChurch, Beulah C. (Teacher), 141 Elm\nStreet, Marblehead; Massachusetts Teach¬\ners Federation.\nCotton, Arthur C. (Principal), 5 High\nStreet, Westfield; Massachusetts Teachers\nFederation.\nDaboll, Mary (Teacher), 19 Avon Street,\nMelrose; Melrose Teachers Club.\nDerrah, Mrs. Cecilia (Teacher), 26 Summer\nStreet, Andover; Massachusetts Teachers\nFederation.\nDreney, Sara B. (Teacher), Jamaica Plain\nHigh\nSchool, Boston; High\nSchool\nWomen’s Club.\nHale, C. Ethel (Teacher), 15 Robbins Street,\nLowell;\nMassachusetts Teachers Federa¬\ntion.\nHolway, Clarence W. (Teacher), 9 East\nCenter Street, Northampton; Massachusetts\nTeachers Federation.\nKennedy, Margaret W.\n(Supervisor), 50\nDay Avenue, Westfield; West Springfield\nTeachers Association.\nLang, Ruth M. (Teacher), 32 Almont Street,\nMedford; Somerville Teachers Club.\nLoftus, Loretta J. (Teacher), 171 Bracewell\nAvenue, North Adams;\nNorth Adams\nGrade Teachers Association.\n\n"}
{"page": 983, "printed_page": null, "text": "Associational\n\nRecords\n\nLynch, Ida M. (Teacher), 45 Bowker Street,\nBrooklinfe; Brookline Teachers Club.\nMcSkimmon, Mary (ex-officio), 205 Tappan\nStreet, Brookline.\nMaguire, Loretta A. (Teacher), 1480 Cam¬\nbridge Street, Cambridge; Cambridge\nTeachers Club.\nNicholson, Marianna (Teacher), Breed\nSchool, Lynn; Lynn Teachers Club.\nO’Connor, Deborah (Teacher), 3\nTerrace, Worcester; Massachusetts\ners Federation.\n\nWayne\nTeach¬\n\nO’Donnell, Katherine M. (Teacher), 211 Wal¬\nnut Street, Holyoke; Massachusetts Teach¬\ners Federation.\nO’Neill, Elizabeth I. (Teacher), Brighton\nHigh\nSchool, Boston; High\nSchool\nWomen’s Club.\nPutnam, Walter L. (Principal), Junior High\nSchool, Watertown; Watertown Teachers\nAssociation.\nSampson, Ruby B. (Teacher), 93 High Street,\nBrockton; Massachusetts Teachers Fed¬\neration.\nSmith, Edgar B. (Principal), 120 High\nStreet, Greenfield; Massachusetts Teachers\nFederation.\nWing, Mildred E. (Teacher), 90 Shore Drive,\nWinthrop; Massachusetts Teachers Fed¬\neration.\nWoodward, Annie C. (ex-officio), 100 High¬\nland Avenue, Somerville.\nMICHIGAN\nCameron, E. T. (ex-officio). Secretary, Mich¬\nigan Education Association, Michigan Edu¬\ncation Building, North Washington Ave¬\nnue, Lansing.\nChubb, Wayne D. (Teacher), High School,\nHamtramck; Michigan Education Asso¬\nciation.\nCody, Frank (Superintendent of Schools),\nDetroit; Michigan Education Association.\nEllsworth, Aletha (Teacher), 512 Oakman\nBoulevard, Dearborn; Michigan Educa¬\ntion Association.\nGreen, W. T. (Teacher), 18875 Ryan Road,\nDetroit; High School-College Division,\nDetroit Teachers Association.\nGuenther, Karl (Teacher), Michigan State\nNormal\nCollege, Ypsilanti; Michigan\nEducation Association.\nHaight, Floyd (Teacher), Dearborn High\nSchool, Dearborn; Michigan Education\nAssociation.\nHaisley, Otto W.\n(Superintendent of\nAnn Arbor; Michigan Educa¬\nSchools),\ntion\nAssociation.\n(Superintendent of\nH.\nHarris, James\nSchools), Pontiac; Michigan Education\nAssociation.\nKnisely, Von E. (Teacher), Social Science\nDepartment, Harvey\nLowrey\nSchool,\nDearborn; Michigan Education Associa¬\ntion.\n\nMacKay, Jean Armour (Teacher), 121 High¬\nland Avenue, Highland Park; Michigan\nEducation Association.\nMason, Paul P. (Representative), Rand\nMcNally Company, 536 South Clark Street,\nReed City; Michigan Education Associa¬\ntion.\nNelson, D. W. (Teacher), 2435 Tuxedo\nStreet, Detroit; High School-College Di¬\nvision, Detroit Teachers Association.\nPaugh, Muriel (Teacher). 132 Elmhurst\nStreet, Highland Park; Classroom Teach¬\ners Association of the Highland Park\nPublic Schools.\nRankin, Paul T. (Director), 1354 Broadway,\nDetroit; Michigan Education Association.\n\nand\n\nInformation\n\n979\n\nRice, Arthur H. (Managing Editor), Michi¬\ngan Education Journal, Michigan Educa¬\ntion Building, North Washington Ave¬\nnue, Lansing; Michigan Education As¬\nsociation.\nRoss, George O. (Teacher), 251 Grace Ave¬\nnue, Lakewood Suburb, Ann Arbor; Michi¬\ngan Education Association.\nSchafer, John J. (Superintendent of Schools),\nMidland; Michigan Education Association.\nSchauer, Elfrieda (Principal), Inkster\nSchool, Inkster; Michigan Education As¬\nsociation.\nSigler, Mrs. Lou I. (Assistant Principal),\n1413 Bates Street, Southeast, Grand\nRapids; Michigan Education Association.\nUmbreit, A. G. (Director), Junior College,\n1014 First Street, Muskegon; Muskegon\nTeachers Club.\nWillison, Mabel (Teacher), 121 Highland\nAvenue, Highland Park; Classroom Teach¬\ners Association of the Highland Park\nPublic Schools.\nWolfschlager, Mrs. Irene (Teacher),\ntroit; Detroit Teachers Association.\n\nDe¬\n\nMINNESOTA\nAdkins, Stanley (Superintendent of Schools),\nAurora; Minnesota Education Associa¬\ntion.\nAtkins, Mrs. Maud (Teacher), Hampshire\nArms, Minneapolis; Minneapolis Divi¬\nsion, Minnesota Education Association.\nBaird, Mrs. Mabel (Teacher), Litchfield;\nCentral Division, Minnesota Education\nAssociation.\nBerry, Myrtle V. (Teacher), Sheridan Hotel,\nMinneapolis; Junior High School Section,\nMinneapolis Teachers League.\nBrown, Daisy (Teacher), 407 South Sixth\nStreet, Stillwater; Minnesota Education\nAssoci ation.\nBush, William E. (Teacher), 877 Portland\nAvenue, St. Paul; Minnesota Education\nAssociation.\nCochran, Jane (Teacher), Curtis Hotel,\nMinneapolis; Grade Teachers Section.\nMinneapolis Teachers League.\nDahl, Mrs. Myrtle Hooper (Teacher), 3527\nPillsbury Avenue, Minneapolis; Min¬\nneapolis Division, Minnesota Education\nAssociation.\nDonald, Lark (Teacher), Junior High School,\nCrookston; Western Division, Minnesota\nEducation Association.\n\nEkberg, Lillian S. (Teacher), Camden Sta¬\nlis; Duluth Teachers As¬\ntion, Minneapo\n.\nsociation\n\n(Teacher), 3929 Blooming¬\nIda May\nEnger, Avenue\n, Minneapolis; Minneapolis\nton\nDivision, Minnesota Education Associa¬\ntion.\n\nGarvey, Anna (Teacher), 4305 Aldrich Ave¬\nnue South, Minneapolis; Minneapolis Di¬\nvision, Minnesota Education Association.\n4305 Aldrich Ave¬\nGarvey, Grace (Teacher),\nnue South. Minneapolis; Minneapolis\nDivision, Minnesota Education Associa¬\ntion.\ner), 4305 Aldrich Ave¬\nGarvey, Mary , (Teach\nMinneapolis; Minneapolis\nSouth\nnue\nDivision, Minnesota Education Associa¬\ntion.\n2453 Aldrich Ave¬\nGlenn, Edna (Teacher),\nnue South, Minneapolis; Grade Teachers\nSection, Minneapolis Teachers League.\nHaugen, Melvin (Teacher), 515 Southeast\nDelaware Street, Minneapolis; Minne¬\napolis Teachers League.\nKeating, Anna B. (Teacher), 2020 North\nFremont Avenue, Minneapolis; Minne¬\napolis Classroom Teachers Association.\n\n"}
{"page": 984, "printed_page": null, "text": "980\n\nNational\n\nEducation\n\nKilleen, Florence (Teacher), Leamington\nHotel, Minneapolis; Minneapolis Divi¬\nsion, Minnesota Education Association.\nKilleen, Ursula (Teacher), Leamington\nHotel, Minneapolis; Minneapolis Divi¬\nsion, Minnesota Education Association.\nKreimann, Agena (Teacher), 4300 Lyndale\nAvenue South, Minneapolis; Minneapolis\nDivision, Minnesota Education Associa¬\ntion.\nLarson, Victoria (Teacher), 3347 Blooming¬\nton Avenue, Minneapolis; Minneapolis Di¬\nvision, Minnesota Education Association.\nLanghorst, Alice (Teacher), 604 Fifth\nStreet, Southwest, Rochester; Rochester\nEducation Association.\nLund, C. B. (Supervisor), State Teachers\nCollege, St. Cloud; Minnesota Education\nAssociation.\nMcGrath, Marie A. (Teacher), 3218 Logan\nAvenue North, Minneapolis; High School\nTeachers Section, Minneapolis Teachers\nLeague.\nMcLaughlin, Josephine (Teacher), 4300 Lyn¬\ndale Avenue South, Minneapolis; Minne¬\napolis Division, Minnesota Education As¬\nsociation.\nMacGregor, Effie (Principal), 2003 Aldrich\nAvenue, Minneapolis; Minnesota Educa¬\ntion Association.\nMaass, Harry H. (Principal), 4445 Lyndale\nAvenue South, Minneapolis; Principals\nForum, Minneapolis Teachers League.\nMadden, Adeline E. (Teacher), 2612 Chi¬\ncago Avenue, Minneapolis; Classroom\nTeachers Association.\nMasley, Katherine (Teacher), 2201 North¬\neast Second Street, Minneapolis; Minne¬\napolis Division, Minnesota Education As¬\nsociation.\nMather, Helen (Principal), 2011 Third Ave¬\nnue South, Minneapolis; Minneapolis Di¬\nvision, Minnesota Education Association.\nMoe, Alice R. (Teacher), 1930 West Broad¬\nway, Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nMoe, Floyd B. (Dean), Junior College, Vir¬\nginia; Minnesota Education Association.\nMorris, A. B. (Teacher), 328 Liberty Street,\nMankato; Southwest Division, Minnesota\nEducation Association.\n\nO’Connor, Mrs. Agnes (Teacher), 4313\nGrand Avenue South, Minneapolis; Grade\nTeachers Section, Minneapolis Teachers\nLeague.\nPalm, Elsie (Teacher), 1932 Jefferson\nStreet, Duluth; Duluth Teachers Asso¬\nciation.\nPalmer, Carol (Teacher), 3242 Girard Ave¬\nnue South, Minneapolis; Grade Teachers\nSection, Minneapolis Teachers League.\nRay, Charlotte (Teacher), Hampshire Arms,\nMinneapolis; Minneapolis Division, Min¬\nnesota Education Association.\nReed, Carroll R. (Superintendent of Schools),\nMinneapolis; Minneapolis Division, Min¬\nnesota Education Association.\nRichards, Mary L. (Teacher), 201 West\nFifteenth Street, Minneapolis; Grade\nTeachers Section, Minneapolis Teachers\nLeague.\nRingdahl, N. Robert (Principal), 3220\nTenth Avenue South, Minneapolis; Min¬\nneapolis Division, Minnesota Education\nAssociation.\nRhode, Henry J. (Teacher), 134 West\nForty-eighth Street, Minneapolis; Minne¬\nsota Education Association.\nRussell, Martha (Teacher), Leamington\nHotel, Minneapolis; Minneapolis Division,\nMinnesota Education Association.\n\nAssociation\n\nSchulz, C. G. (Secretary), Minnesota Edu¬\ncation Association, 2642 University Ave¬\nnue, St. Paul; Minnesota Education As¬\nsociation.\n\nSchwartz, F. C. (Superintendent of Schools),\nWadena; Minnesota Education Associa¬\ntion.\nScofield, Harriet E. (Teacher), 3334 Blaisdell Avenue, Minneapolis; Minneapolis\nDivision, Minnesota Education Associa¬\ntion.\nSelke, G. A. (President), State Teachers\nCollege, St. Cloud; Central Minnesota\nEducation Association.\nSutton, M. D. (Teacher), 1308 North Cen¬\ntral Avenue, Duluth; Duluth Teachers\nAssociation.\n\nW ahlstrand, Harry L. (ex-officio), 824 Third\nStreet East, Willmar.\nWeatherhead, Louesa\n(Teacher), 2517\nBryant Avenue South, Minneapolis; Min¬\nneapolis Division, Minnesota Education\nAssociation.\nWilson, Ella (Teacher), 1900 Park Avenue,\nMinneapolis; Grade Teachers Section,\nMinneapolis Teachers League.\nYonkoski, Frances (Teacher), 3105 Hennepin\nAvenue, Minneapolis; Minneapolis Divi¬\nsion, Minnesota Education Association.\nMISSISSIPPI\nCooper, H. V. (ex-officio), Superintendent\nof Schools, Vicksburg.\nNutt, J. H. (Superintendent of Schools),\nRosedale; Mississippi Education Asso¬\nciation.\nSmith, Cassie B. (Teacher), 2309 Drummond\nStreet, Vicksburg; Mississippi Education\nAssociation.\nMISSOURI\nAdams, E. R. (Superintendent of Schools),\nChillicothe; Missouri State Teachers As¬\nsociation.\nAlford, M. W. (Teacher), 4922 Labadie Ave¬\nnue, St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nAllison, Corinne (Teacher), 307 South\nTwelfth Street, St. Joseph; St. Joseph\nDistrict No. 8, Missouri State Teachers\nAssociation.\nBanks, Charles (Superintendent of Schools),\nUniversity City; Southeast Missouri\nTeachers Association.\nBarbee, F. H. (Superintendent of Schools),\nSt. Joseph; St. Joseph District No. 8,\nMissouri State Teachers Association.\nBear, Mata V. (Teacher), 5118 Tamm Street,\nSt. Louis; St. Louis District, Missouri\nState Teachers Association.\nBennett, W. S. (Superintendent of Schools),\nShelbina; Missouri State Teachers Asso¬\nciation.\nBlankenship, Amelia (Teacher), 520 Westgate, University City; Southeast Missouri\nTeachers Association.\nBraden, Mary (Teacher), 3335 Bales Ave¬\nnue, Kansas City; Kansas City Teachers\nClub.\nBruckner, Marie (Teacher), 5606 Vernon\nAvenue, St. Louis; St. Louis Grade\nTeachers Association.\nButcher, Ralph E. (Teacher), 5247 Cates\nAvenue, St. Louis; St. Louis District,\nMissouri State Teachers Association.\nCarter, E. M. (Secretary), Missouri State\nTeachers Association, Columbia; Missouri\nState Teachers Association.\nCooper, Florence E. (Teacher), 445 DeBalivere Avenue, St. Louis; St. Louis Grade\nTeachers Association.\n\n"}
{"page": 985, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n981\nCooper, Rose M. (Teacher), 6706 Michigan\nAvenue, St. Louis; St. Louis District,\nMissouri State Teachers Association.\nCramer, R. V. (Principal), 3819 East\nSixty-second Street, Kansas City; Mis¬\nsouri State Teachers Association.\n\nPhelan, Genevieve (Teacher), 7436 Wise\nAvenue, St. Louis; St. Louis Grade\nTeachers Association.\nPiggott, Myrtle C. (Teacher), 3805 Benton\nBoulevard, Kansas City; Kansas City\n\nCrosswhite, C. C. (Assistant), Finance De¬\npartment State Department of Education,\nJefferson City; Missouri State Teachers\nAssociation.\n\nPratt, H. F. (Teacher), 823 Clara Street,\nSt. Louis; St. Louis District, Missouri\nState Teachers Association.\nRalls, Mary C. (Teacher), 6529 Jefferson\nStreet, Kansas City; Missouri State\nTeachers Association.\nReavis, Fern (Teacher), 3834 Mersington\nStreet,\ners\nClub.Kansas City; Kansas City Teach¬\n\nCunningham, Marie C. (Teacher), 2209 Mis¬\nsouri Avenue, St. Louis; St. Louis Dis¬\ntrict, Missouri State Teachers Associa¬\ntion.\nd’Arcambal, Laura C. (Teacher), 2235 Thur¬\nman Boulevard, St. Louis; St. Louis\nGrade Teachers Association.\nFreet, Lillian (Teacher), 4013 Montgall\nStreet, Kansas City; Association of High\nSchool Women.\nGannon, Jeanne C. (Teacher), 3675 Dover\nPlace, St. Louis; St. Louis Grade Teach¬\ners Association.\nGlick, Arthur A. (Teacher), 7724 Dale\nStreet, St. Louis; St. Louis District,\nMissouri State Teachers Association.\nGordon, Hattie H. (Teacher), 5616 Wyan¬\ndotte Street, Kansas City; Kansas City\nTeachers Club.\nGoslin, Willard (Superintendent of Schools),\nWebster\nGroves; Southeast Missouri\nTeachers Association.\nHarper, R. A. (Supervisor), State Depart¬\nment of Education, Jefferson City; Mis¬\nsouri State Teachers Association.\nHendricks, E. L. (President), State Teach¬\ners College, Warrensburg; Central Mis¬\nsouri District Teachers Association.\nHupe, W. F. (County Superintendent of\nSchools), Montgomery City; Northeast\nMissouri Teachers Association.\n\nIrion, Theo. W. H. (Dean), School of Edu¬\ncation, University of Missouri; Colum¬\nbia; Missouri State Teachers Associa¬\ntion.\nKetchum, A. Lucile (Teacher), Hotel\nKingsway, St. Louis; St. Louis Grade\nTeachers Association.\nKnepper, Florence (Teacher), 615 Glen\nMissouri State Teach¬\nSt. Louis;\nRidge,\n.\ners\nAssociation\n(ex-officio), President,\nLamkin, Uel W.\nNorthwest Missouri State Teachers Col¬\nlege, Maryville.\nLee, Percy H. (Teacher), 2435 Flora Street,\nKansas City; Council of Negro Teachers.\nLoftus, Anna S. (Teacher), 2132 Russell\nBoulevard, St. Louis; St. Louis Grade\nTeachers Association.\nLongshore, W. T. (ex-officio), Principal,\n3711 East Twenty-seventh Street, Kansas\nCity.\n\nLowen, Letha (Teacher), Mertland Apart¬\nments, St. Joseph; St. Joseph District No.\n8, Missouri State Teachers Association.\nLuebben, Lillian (Teacher), 4449-A Holly\nStreet, St. Louis; St. Louis Grade Teach¬\ners Association.\nMcNamara, Mary J. (Teacher), Fairmont\nHotel, St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nMarkham, Carrie (Teacher). 5502 Clemens\nStreet, St. Louis; St. Louis District,\nMissouri State Teachers Association.\nMessmore, Ruth (Teacher), 3516 Wyandotte\nKansas City; Kansas City Teach¬\nStreet,\nClub.\ners\n\nMorris, Elizabeth T. (Teacher), 6163 Wash¬\nington Street, St. Louis ; St. Louis Dis¬\ntrict, Missouri State Teachers Associa¬\ntion.\nNewsome, Ora (Teacher),\nCity Teachers Club.\n\nButler;\n\nKansas\n\nT parViprQ\n\nRice, Elizabeth G. (Teacher), 3648 Flad\nStreet, St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nRiddle, Anna (Teacher), No. 2 Summit\nPlace, St. Joseph; St. Joseph District,\nNo. 8, Missouri State Teachers Associa¬\ntion.\nRitter, Bert T. (Principal), 9421 Independ¬\nence Avenue, Kansas City; Elementary\nPrincipals Association.\nRohrer, Frank (Teacher), 1003 Hornsby\nStreet, St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nSchaumberg, Edena\n(Supervisor), _ 5112\nMaple Avenue, St. Louis; St. Louis Dis¬\ntrict, Missouri State Teachers Associa¬\ntion.\n\nSchroeder, Marjorie (Teacher), 3516 Bam¬\nberger Street, St. Louis; St. Louis Dis¬\ntrict, Missouri State Teachers Associa¬\ntion.\nScotten, Mrs. C. F. (Teacher), 1408 South\nStewart Street, Sedalia; Central Missouri\nDistrict Teachers Association.\nScotten, Clyde Foster (County Superin¬\ntendent of Schools), Sedalia; Central Mis¬\nsouri District Teachers Association.\nSexton, L. J. (Principal), 6136 McPherson\nStreet, St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nShepherd, Grace M. (Teacher), Northwest\nMissouri State Teachers College, Mary¬\nville; Missouri State Teachers Associa¬\ntion.\n\nSmith, Genevieve (Teacher), Smithton;\nCommunity Teachers Association.\nThompson, Anna M. (Teacher), Carlton\nHotel, Kansas City; Association of High\nSchool Women.\nTodd, William Hall (Principal), 2606\nLouisiana Avenue, St. Louis; St. Louis\n\nDistrict,\nciation.\n\nMissouri\n\nState\n\nTeachers\n\nAsso¬\n\nToner, Mary A. (Teacher), 2249 Klemm\nStreet, St. Louis; St. Louis District,\nMissouri State Teachers Association.\nWalker, Thomas J. (ex-officio), Editor,\nSchool and Community, Columbia.\nWeir, D. H. (Assistant Principal), 121\nLinden Street, Clayton; St. Louis Dis¬\ntion.\ntrict, Missouri State Teachers Associa¬\nWinkelman, Mathilda (Teacher), 3912 Rus¬\nsell Boulevard, St. Louis; St. Louis Dis¬\ntion.\ntrict, Missouri State Teachers Associa-\n\nWood, Katherine (Teacher), 4036 Cleve¬\nland Avenue, St. Louis; St. Louis Grade\nTeachers Association.\nMONTANA\n\nBranegan, Gladys (Professor), State Col¬\nsociat\nBozeman; Montana Education As¬\nlege, ion.\n\n"}
{"page": 986, "printed_page": null, "text": "982\n\nNational\n\nEducation\n\nErickson, Albert (Assistant Secretary),\nMontana Education Association, 7 Kohrs\nBlock, Helena; Montana Education As¬\nsociation.\nFlores, Mrs. Zella K. (Teacher), Box 412,\nLewiston; Montana Education Associa¬\ntion.\nMcCormick, Pearl Logan (Teacher), 634\nPlymouth Street, Missoula; Montana Edu¬\ncation Association.\nTurpin, Mrs. Ella (County Superintendent\nof Schools), Malta; Montana Education\nAssociation.\nWilliams, D. S. (ex-officio). President,\nMontana Education Association, 7 Kohrs\nBlock, Helena.\nNEBRASKA\nAdams, Beulah (Teacher), 3429 Hawthorne\nAvenue, Omaha; Omaha School Forum.\nBaldridge, Chloe C. (Director of Rural Edu¬\ncation), State Department of Public In¬\nstruction, Lincoln; Nebraska Women’s\nEducational Club.\nBenthack, Emil (Superintendent of Schools),\nBroken Bow; Nebraska State Teachers\nAssociation.\nBloss, M. C. (Superintendent of Schools),\nPapillon; Nebraska State Teachers As¬\nsociation.\nBowers, Charles A. (Secretary), Nebraska\nState Teachers Association, 605 South\nFourteenth Street, Lincoln; Nebraska\nState Teachers Association.\nCrawford, Mary (Teacher), State Teachers\nCollege, Kearney;\nNebraska Women’s\nEducational\nClub.\nDillon, Verna Ruth (Teacher), 160 Drake\nCourt, Omaha; Omaha School Forum.\nGoetz, Laura (Teacher), 3127 Pacific Street,\nOmaha; Omaha School Forum.\nHenderson, L. E. (Principal), High School,\nBeatrice; Nebraska State Teachers As¬\nsociation.\nIsakson, Edith (Principal), 5022 Davenport\nStreet, Omaha; Omaha School Forum.\nKnipprath, G. F. (Teacher), 3915 California\nStreet, Omaha; Omaha School Forum.\nLefler, M. C. (Superintendent of Schools),\nLincoln; Nebraska State Teachers Asso¬\nciation.\nMcAfee, F. Ethel (Teacher), 4918 Cass\nStreet, Omaha; Omaha School Forum.\nMardis, H. C. (Principal), Lincoln High\nSchool, Lincoln; Lincoln Teachers As¬\nsociation.\nMarquardt, Selma (Teacher), 2236 Jones\nStreet, Omaha; Omaha School Forum.\nMarrs, R. M. (Principal), 707 South Thirtysixth Street, Omaha;\nOmaha\nSchool\nForum.\nMartin, J. W. (President),\nForum, City Hall, Omaha;\nForum.\n\nOmaha\nOmaha\n\nSchool\nSchool\n\nMoore, Eugenia (Teacher), 3427 California\nStreet, Omaha; Nebraska State Teach¬\ners Association.\nNelsen, Andrew (Teacher), 2565 Whitmore\nStreet, Omaha; Omaha School Forum.\nOrness, Carl J. (Teacher), 2125 South Thir¬\nteenth Street, Lincoln; Lincoln Teachers\nAssociation.\nPeterson, Alpha C. (County Superintendent\nof Schools), Plattsmouth; Nebraska State\nTeachers Association.\n\nPorter, D. E. (ex-officio), Principal, Tech¬\nnical High School, Omaha.\nPyrtle, E. Ruth (ex-officio), Principal, Ban¬\ncroft School, Lincoln.\nReap, Edna (Principal), 3212 Marcy Street,\nOmaha; Omaha School Forum.\n\nAssociation\n\nShepherd, Mrs. Viola (County Superin¬\ntendent of Schools), Bridgeport; Nebraska\nState Teachers Association.\nShick, Charlotte (Teacher), 6412 Ballard\nStreet, Lincoln; Lincoln Teachers Asso¬\nciation.\nSouthwell, Mrs. Miriam (County Superin¬\ntendent of Schools), Gering; Nebraska\nState Teachers Association.\nStarn, Bertha (Teacher), Beatrice; Ne¬\nbraska State Teachers Association.\nWirt, Lula E. (Teacher), Waldeman Apart¬\nment, Kearney; Nebraska State Teach¬\ners College.\nNEVADA\nCazier, J. B. (Secretary), Nevada State\nEducation Association, Overton; Nevada\nState Educational Association.\nFish, S. P. (Principal), Bunkerville; Ne¬\nvada State Educational Association.\nMineer, F. Edgar\n(Superintendent of\nSchools), Overton; Nevada State Educa¬\ntional Association.\nSameth, Elsa (Teacher), University of\nNevada, Reno; Nevada State Educational\nAssociation.\nShepherd, Rulon T. (Principal), Overton;\nNevada State Educational Association.\nWatson, Archie A. (Superintendent of\nSchools), Yerington; Nevada State Edu¬\ncational Association.\nNEW\n\nHAMPSHIRE\n\nEwing, Lyle W. (President), New Hamp¬\nshire State Teachers Association, Clare¬\nmont; New Hampshire State Teachers\nAssociation.\nJordan, Dana\nof Schools,\n\nS. (ex-officio), Superintendent\nLittleton.\nNEW\n\nJERSEY\n\nApplegate, Stella S. (Clerk), 304 StacyTrent Hotel, Trenton; New Jersey State\nTeachers Association.\nArildson, Louise (Teacher), 131 Cedar Hill\nAvenue, Nyack, New York; Nutley Teach¬\ners Association.\nAtkinson, Bertha I. (Principal), Summit\nAvenue School, Pitman; New\nJersey\nState Teachers Association.\nBarnes, Mrs. Mary D. (Teacher), Conti¬\nnental School, Elizabeth; New Jersey\nState Teachers Association.\nBentley, Blanche H. (Teacher), 63 Eight¬\neenth Street, Paterson; Paterson Teach¬\ners Association.\nBooth, Alwilda (Teacher), 618 East Twentysecond Street, Paterson; Classroom Teach¬\ners of the Department of Elementary\nEducation of New Jersey.\nBreingan, Irene S. (Retired Teacher), 18\nSouth Munn Avenue, East Orange; Class¬\nroom Teachers of the Department of Ele¬\nmentary Education of New Jersey.\nBrown, Lelia O. (President), 525 Clifton\nAvenue, Newark; Newark Women\nTeach¬\ners Guild.\nBump, Ruth E. (Teacher), Moorestown;\nNew Jersey State Teachers Association.\nCary, Cora C. (Teacher), Pluckemin; New\nJersey State Teachers Association.\nChase, Lawrence S. (President), 38 Godfrey\nRoad, Montclair; Montclair Teachers As¬\nsociation.\nCole, Mabel H. (Supervisor), Orange High\nSchool, Orange; New Jersey State Teach¬\ners Association.\n\n"}
{"page": 987, "printed_page": null, "text": "Associational\n\nRecords\n\nDoremus, Mattie S. (Teacher), 614 East\nTwenty-ninth Street, Paterson; Class¬\nroom Teachers of the Department of Ele¬\nmentary Education of New Jersey.\nEdwards, Elizabeth (Supervising Princi¬\npal), Maywood; New Jersey State Teach¬\ners Association.\nElliott, Charles H. (ex-officio). State Com¬\nmissioner of Education, Trenton.\nEstelle, Harriet C. (Teacher), Red Bank;\nNew Jersey State Teachers Association.\nGardner, Lillian F. (Principal), Port Mur¬\nJersey State Teachers Asso¬\nray;\nciation.New\nFord, Emily A. (Teacher), Central School,\nOrange; New Jersey State Teachers As¬\nsociation.\nFredericks, Helen J. (Teacher), Wilson\nAvenue School, Newark; New\nJersey\nState Teachers Association.\nGeiger, Vincent (Principal), Edison Junior\nHigh School, West Orange; New Jersey\nState Teachers Association.\nGifford, Jennie L. (Supervisor), Board of\nEducation Building, Newark; New Jersey\nState Teachers Association.\nGildersleeve, Willard H. (Teacher), 435\nPark Street, Hackensack; Hackensack\nTeachers Association.\nGurley, Raymond B. (ex-officio). Principal,\nBarringer High School, Newark.\nHamilton, M. Bernice (Assistant Principal),\n878 South Seventeenth Street, Newark;\nHigh School Womens Association.\nHancock, Arthur S. (President), 586 Ruth¬\n, Trenton; Trenton Teach¬\nerford Avenue\ners Association.\nHardester, Mildred E. (Teacher), Nelson\nHouse, Salem; Classroom Teachers of the\nDepartment of Elementary Education of\nNew Jersey.\nHarrison, Clara L. (Teacher), Mt. Holly;\nNew Jersey State Teachers Association.\nHershberger, Marian (Teacher), Stafford\nSchool, Haddonfield ; New Jersey State\nTeachers Association.\nIreland, Martha C. (Teacher), 205 Eighth\ns; Camden Teach¬\nHeighton.\nn ati\n, Haddo\nAvenue\noci\ners Ass\n.\n,\n\nKeephart, Arline (Helping Teacher), Mesidaham; Morris County Teachers Associ\nKervick, John A. (President), 706 Wyoming\nAvenue, Elizabeth; Elizabeth Teachers\nAssociation.\n\nher), 321 FortyKreyling, Frances A. n(Teac\nCity; New Jersey\nfourth Street, Unio\nState Teachers Association.\nMill\nMcConnell, Ralph C. (Principal), 2\ners\nTeach\nCity\nRoad, Northfield; Atlantic\ner). 414 East\nMathews?' Agnes N. (Teach\nTeach¬\nFifth Avenue, Roselle; Classroom\ners of the Department of Elementary\nEducation of New Jersey.\nSchool,\nMiller, Adah E. (Teacher). Central\nn.\ny State % Teachers As¬\nJerse\nciat\nNew io\nso\nOrange;\nWebster\nNeuffer, Gertrude A. (Teacher), 17\nhers\nTeac\nm\nsroo\nPlace, East Orange; Clas\n¬\nEduca\nry\nrtment of Elementa\nof the\ntion\nof Depa\nNew Jersey.\n.\n^\n,\nof\nent\ntend\n(Superin\nG.\nPickell, Frank\nJersey State\nr; New\nclai\nMont\n,\nols)\nScho\nTeachers Association.\n, .\ners School,\nPlotnick, Edythe (Teacher), Fett\nTeachers As¬\nCamden; New Jersey State\n\nEast Eight¬\nPoelstra. Julia (Teacher), 405\nm Teach¬\nsroo\nClas\neenth Street, Paterson;\nentary\nElem\nof\nnt\nrtme\nDepa\nthe\nof\ners\nEducation of New Jersey.\n\nand\n\nInformation\n\nRice, Adelaide\n\n983\n\nL. (Teacher), Cramer School,\nJersey State Teachers As¬\n\nCamden; New\nsociation.\nRumsey,\n\nEvelyn (Teacher), Central School,\nJersey State Teachers As¬\nOrange;\nsociation. New\nRuttenberg, Freda L. (Teacher), Yorkship\nCamden; New Jersey State Teach¬\nSchool,\ners\nAssociation.\n\nSampson, Margaret (Teacher), 450 East\nFortieth Street, Paterson; Classroom\nTeachers of the Department of Elemen¬\ntary Education of New Jersey.\nSharp, Florence (Teacher), 720 Washing¬\nton Street, Camden; New Jersey State\nTeachers Association.\n\nShurts, Lela (Teacher), 316 Sussex Ave¬\nnue, Newark; Newark Teachers Asso¬\nciation.\n\nSpargo, John A. (Assistant Commissioner\nof Education), State House, Trenton;\nNew Jersey State Teachers Association.\nStefanelli, Josephine (Teacher), 213 Mt.\nClassroom\nProspect Avenue, Newark;\nElemen¬\nof\nTeachers of the Department\ntary Education of New Jersey.\nStockton, Ruth (Teacher), 20 North Mont¬\npelier Avenue, Atlantic City; Atlantic\nCity Teachers Association.\nStratton, Mason A. (Principal), Brighton\nAvenue School, Atlantic City; Atlantic\nCity Teachers Association.\nTroy, Ann (Principal), Park School, Nuttion. New Jersey State Teachers Associaley;\nVanderbeek,\nPluckemin;\nAssociation.\n\n(Principal),\nCatherine B.\nTeachers\nState\nJersey\nNew\n\nWharton, Agnes (Viceprincipal),\nille; Newark\nStreet,\nphen\nn. Bellev\ns ociatio\n\n334 Ste¬\nTeachers\n\n58 Kent Place\nWoodside, w’. H. (Teacher), Summit\nTeach¬\nSummit; The\nard, tion.\nBoulev\nAssocia\ners\nNEW\n\nMEXICO\n\n\\ylesworth, Dorothy (Teacher), East Man¬\nStreet, Santa Fe; New Mexico Edu¬\nhattan\ncational Association.\nPenlon, G. L. (President), Dawson; New\nMexico Educational Association.\nr), 131 Booth\nGeyer, Marianne (Superviso\ntional Association.MexiTTr\nEduca¬..\nco ^\nNew\nFe;\nSanta\nStreet,\n\n(Teacher), 903 West Fruit\nHenry, Emma\nAlbuquerque; New Mexico Edu¬\nAvenue,\ncational Association.\nls),\nTaramillo, T. C. (Superintendent of Schoo\n_,\n_\n.\n.\n_\nsociation.\national As¬\nLa Joya; New Mexico Educ\nfficio), State Super¬\nLusk, Georgia L. (ex-o\na he.\nintendent of Public Instruction, Sant\nbort\n),\ncher\n(Tea\nllom\nMary McCo\nMartin,iat\nion.\nsoc\n„ . . _\nXT\nMexico Educational As¬\nBayerd; New\netary New\nTolle, Vernon O. (ex-officio), Secr\nSuite\nMexico Educational Association,\n18, Sena Plaza, Santa Fe.\n\nYORK\n(Teacher), 321 East\nB.\nAckerman, Maude\nSyracuse; Syracuse\nue,\nBrighton Aven\nciaHigh School Teachers Asso\nWomen\nNEW\n\nWest Seventy\nAmson, Jenny (Teacher) 161\ngarten-6B ,\nder.\nKinc\nYork;\nIn\nciation\nrs et,\nAssoNew\nTea\nh Stre\nfiftche\n), 28 Howard\nArmitage, Edith E. (Teacher\nrs Welfare\nche\nTea\nStreet, Auburn;\nYork\nNew\nof\ne\nStat\nthe\nLeague of\n(Tcadicr). 52\nBabcock, Mrs. Harriet F.\nNew York\nWhiteford Road, Rochester;\nion.\nciat\nAsso\nState Teachers\n\n"}
{"page": 988, "printed_page": null, "text": "984\n\nNational\n\nEducation\n\nBarrett, Mrs. Agnes (Teacher), Junio\nr High\nSchool 125, Queens, Woodside; Teac\nhers\nAssociation of the Borough of Queen\ns.\nBetz, William (Viceprincipal), 652 Melvi\nlle\nStreet, Rochester; Rochester Teachers\nAssociation.\n^sori,\nMrs. Grace (Teacher), Vestal;\nEndicott Teachers Association.\nEldred Arvie (Secretary), New York\nState\nteachers Association, 240 State Street\n,\nAlbany; New York State Teachers As¬\nsociation.\n\nEnnis, Isabel A. (Teacher), 500 Park Ave¬\nnue, New York; Brooklyn Teachers As¬\nsociation.\nEvans\n\nMay\n\n(Teacher), 175 West Ninety^V>i\nNew\nYork; KindergartenrcL»\n6B\nTeach\ners Assoc\niation Inc.\nEwak, Clara C. (Teacher), Park Lane Villa,\nCleveland, Ohio; Columbia Scholastic\nPress Association.\nFahey, Sara H. (Teacher), 122 West Sev¬\nenty-fifth Street, New York; New York\nCity High School Teachers Association.\nFoss Mrs Clara (Teacher), William Penn\nSchool, Mount Vernon; Mount Vernon\nTeachers Association.\nFoster, Electa (Principal), Roslyn Heigh\nNew York State Teachers Association. ts;\nFrasch, Alton F. (Teacher), 312 Hurstbourne Road, Rochester; Rochester Teach¬\ners Association.\nFrasch, Mrs. Sylvia S. (Teacher), 312 Hurstbourne Road, Rochester; Rochester Teach¬\ners Association.\nFrazey, Hollis E. (Teacher), Senior High\nSchool, New\nRochelle; New\nRochelle\nTeachers Club.\nFreeborn, Lena O. (Teacher), 27 Walnu\nt\nStreet, Oneonta; New York State Teach¬\ners Association.\nFriend, Constance (Teacher), 127 West\nSeventy-ninth Street, New York; Kindergarten-6B Teachers Association Inc.\nGilbert, Alfred E. (Principal), Washing¬\nton Irving School, Schenectady; Schenec¬\ntady Teachers Association.\nHale, Florence (ex-officio). Editor, The\nGrade Teacher, 425 Fourth Avenue, New\nYork.\n\nHall, Lolabel (Viceprincipal), Bay Ridge\nHigh School, Brooklyn; New York City\nHigh School Teachers Association.\nHarvey, Rowena (Teacher), Fort Wayne,\nIndiana; Columbia Scholastic Press As¬\nsociation.\nHayes, Frieda L. (Teacher), 156 Tremper\nAvenue, Kingston; Teachers Welfare\nLeague of the State of New York\nHendrie, William E. (Principal), Public\nSchool 109, Queens, Queens Village;\nTeachers Association of the Borough of\nQueens.\nHenry, Elizabeth (Teacher), 128 North\nWashington Street, Carthage; New York\nState Teachers Association.\nHine, Mrs. Elizabeth M. (Advertising Man¬\nager), New York State Teachers Asso¬\nciation, 212 State Street, Albany; New\nYork State Teachers Association.\nHochheimer, Rita (Assistant Director of\nVisual Instruction), 65 West Ninety-fifth\nStreet, New\nYork; New\nYork City\nBranch, National Council of Administra¬\ntive Women\nin Education.\nHolley, Edna (Teacher), 301 South Ave¬\nnue, Elmira; Elmira Women\nTeachers\nAssociation.\nHolmes, William H. (Superintendent of\nSchools), Mount Vernon; Mount Vernon\nTeachers Association.\nHyde, Ruth T. (Teacher), Roslyn Heights;\nNew York State Teachers Association.\n\nAssociation\n\nJenkins Julia M. (Teacher), 198\nMadison\nStreet, Brooklyn; Brooklyn Teachers\nsociation.\nAs¬\nJones, Ralph (Teacher), 212 West Buffal\no\nStreet, Ithaca; Ithaca Teachers Club.\nJune Addie (Assistant Supervisor\nBaker Avenue, Schenectady; New), 1037\nYork\nState Teachers Association.\nKi*tz’\n(Principal), Public School\nof, ’\nrpoklyn\n8B Schools. ; Association of Principals\nKenfidd, Camilla (Teacher), 85 North\nMain\nStreet, Cortland; New York State Teach¬\ners Assoc\niation.\nFifty-first Street,\nKr£f,.tri£k’\nY' E- New\n(Teacher),\n121 York\nEast\nYork; New\nCity Teachers Association.\nLaird, Mrs Charles (Teacher), 316\nWest\nihomas Street, Rome; New York\nState\nTeachers Association.\nLandis, Ruth (Teacher), Edison Vocational\nSchool, Mount Vernon; Mount Vernon\nteachers Association.\nLasher Dorothy (Teacher), High\nSchool,\nSchuylerville ; New York State Teachers\nAssociation.\n\nLasher,\n\nWilliam\n\nR.\n\n(Teacher), 3177 BedBrooklyn;\notrlAv,enue’\nTeachers Associations. Joint Committee\nLaw, Frederick Houk (ex-officio). Presi¬\ndent, New York City High School Teach¬\ners\nAssociation, 472 Argyle Road,\nBrooklyn.\nLewis, Ernest D. (Teacher), 109 West\nForty-fifth Street, New York; New York\n.City .\nSchool Teachers Association.\nLindlof, Johanna M. (Teacher), 39 Wintffirop Street, Brooklyn; Kindergarten-6B\nV!achers Association Inc., New York City.\nMcDonnell, Thomas J. Jr. (Assistant Prin¬\ncipal), 60 Fairfield Avenue, Buffalo; Buf¬\nfalo\ntions. Federation of Educational Associa¬\nMcKnight, T. L. (District Superintendent\nof Schools), Central Valley; New York\nState Teachers Association.\nMilligan, Grace L. B. (Principal), Edison\nVocational and Technical High School,\nMount Vernon; Mount Vernon Teachers\nAssociation.\nMyers, Elizabeth (Teacher),\nSchuylerville; New York\nAssociation.\n\n63 Pearl Street,\nState Teachers\n\nNewsome, Mary A. (Teacher), 807 North\nMain\nStreet, Elmira; Elmira Educa¬\ntional Association.\nNorton, John K. (Teacher), Teachers College, Columbia University, New\nYork*\nTeachers College Faculty.\nPrechtl, Hildagarde M. (Teacher), 1351 Lake\nStreet, Elmira; Elmira Educational As¬\nsociation.\nReiton, William H. (Teacher), 220 Bridge\nStreet, Huntington, West Virginia; Co¬\nlumbia Scholastic Press Association.\nRockwell, Rena (Teacher), 364 West Clin¬\nton Street, Elmira; Teachers Welfare\nLeague of the State of New York.\nRoss, Burgess B. (Teacher), Senior High\nSchool, New\nRochelle; New\nRochelle\nTeachers Club.\nRoss, Hallie L. S. (Teacher), 37 Otsego\nAvenue, New\nRochelle; New\nRochelle\nTeachers Club.\nScott, Margaret (Teacher), 316 West\nThomas Street, Rome; New York State\nTeachers Association.\nSlick, Maud M. (Teacher), 16^ Van Dam\nStreet, Saratoga Springs; New\nYork\nState Teachers Association.\nSnell, Squire H. (Principal), 459 Rocking¬\nham Street, Rochester; Rochester Teach¬\ners Association.\n\n"}
{"page": 989, "printed_page": null, "text": "Associational\n\nRecords\n\nSnyder, Ray P. (Director), Rural Education\nDivision, State Education Department,\nAlbany; New York State Teachers As¬\nsociation.\nStoeber, Lavina (Teacher), 141 Norton\nStreet, Rochester; New York State Teach¬\ners Association.\nStone, Frederick L. (Teacher), 1441 South\nSalina Street, Syracuse; Syracuse Teach¬\ners Association.\nStrayer, George D. (ex-officio), Teachers\nCollege, Columbia University, New York.\nSturm, Anna M. (Teacher), Public School\n109, Queens, Queens Village; Teachers\nAssociation of the Borough of Queens.\nTandy, Mrs. Grace Wolcott-Adams (Teach¬\ner), 49 Elm Avenue, Mount Vernon;\nMount Vernon Teachers Association.\nTarbell, Emily A. (Teacher), 235 Glenwood Avenue, Syracuse; Teachers Welfare\nLeague of the State of New York.\nWaterhouse, Lyra (Teacher), 30 Vine\nStreet, Binghamton; Binghamton Teach¬\ners Association.\nWeyand, Paul M. (Teacher), 4 Mozart\nStreet, Binghamton; Binghamton Teach¬\ners Association.\nWilber, D. Emma\n(Assistant Editor),\nNew\nYork State Education, 240 State\nStreet, Albany; New York State Teachers\nAssociation.\nNORTH\n\nCAROLINA\n\nAndrews, T. W. (ex-officio), Superintendent\nof Schools, High Point.\nCarter, Cornelia (Supervisor), City Hall,\nCharlotte; North Carolina Education As¬\nsociation.\nGarlick, Edna E. (Teacher), City Schools,\nGreensboro; North Carolina Education\nAssociation.\nJamison, Florence (Teacher), City Schools,\nCharlotte; North Carolina Education As¬\nsociation.\nRobinson, Louise (Teacher), City Schools,\nCharlotte; North Carolina Education As¬\nsociation.\nRanson, Mrs. R. E. (Principal), 503 Co¬\nlonial Drive, High Point; North Carolina\nEducation Association.\nStewart, D. K. (Teacher), State Teachers\nCollege, Raleigh; North Carolina Edu¬\ncation Association.\nNORTH\n\nDAKOTA\n\nJohnson, Ina R. (Teacher), 901 Ninth Street\nSouth, Fargo; North Dakota Education\nAssociation.\nJohnson, Virna B. (Supervising Teacher),\n901 Ninth Street South, Fargo; North\nDakota Education Association.\nLobben, Clara (Principal), 902 Eighth\nStreet North, Fargo; North Dakota Edu¬\ncation Association.\n\nMcCurdy, M. E. (Secretary), North Da¬\nkota Education Association, 302 de\nLendrecie Building, Fargo; North Dakota\nEducation Association.\n\nRue, Judith (Teacher), 711 Avenue A, Bis¬\nNorth Dakota Education Asso¬\nmarck;\nciation.\nWhite, L. A. (ex-officio), Superintendent of\nSchools, Minot.\nOHIO\n\nClara Belle (Teacher), Box\nFairlawn; Ohio Education Associa¬\n\nAnderson,\n296,\ntion.\n\nMrs.\n\nAufderheide, Elizabeth (Teacher), 639 Vin¬\nStreet, Toledo; Toledo Teachers As¬\nton\nsociation.\n\nand\n\nInformation\n\n985\n\nBates, H. L. (Superintendent of Schools),\nJackson; Ohio Education Association.\nBaxter, Bess S. (Teacher), 4133 Forest Ave¬\nnue, Norwood; Norwood Teachers Asso¬\nciation.\nBechtold, Frank (Teacher), 1810 Berkley\nStreet, Cincinnati; Cincinnati Teachers\nAssociation.\nBeery, George C. (Teacher), Court House\nAnnex, Columbus; Ohio Education As¬\nsociation.\nBenedict, Claude B. (President), Cleveland\nTeachers Federation, Brecksville; Cleve¬\nland Teachers Federation.\nBlatt, N. P. (Superintendent of Schools),\nManchester; Ohio Education Association.\nBlue, Ruth Eleanor (Teacher), Royalton\nRoad, Brecksville; Cuyahoga County Edu¬\ncation Association.\nBrown, E. H. (Teacher),\nerty Street, Springfield;\nAssociation.\n\n242 West Lib¬\nOhio Education\n\nBrown, Eugenie J. (Teacher), Doanbrooke\nHotel, East One Hundred Fifth Street,\nCleveland; Cleveland Teachers Federa¬\ntion.\n!\n|\nBurbank, Nelson (Teacher), 1577 Glen\nParker Avenue, Cincinnati; Cincinnati\nTeachers Association.\nBurke, Lillian M. (Teacher), 2825 Euclid\nHeights Boulevard, Cleveland Heights;\nOhio Education Association.\nCampfield, Olive (Teacher), 2712 Collingwood Avenue, Toledo; Ohio Education\nAssociation.\nCanfield, Mary (Teacher), 206 Front Street,\nBerea; Berea Education Association.\nCanup, Leslie (Superintendent of Schools)\nMiddleburg; Logan County Teachers As¬\nsociation.\nCarr, A. T. (Teacher), 2025 Rossmoor Road,\nCleveland; Ohio Education Association.\nChambers, Florence M. (Chairman), Wel¬\nfare Committee, 1834 Idlewood Avenue,\nEast Cleveland; Cleveland Teachers Fed¬\neration.\nCooperrider, L. K. (Teacher), 790 Oxford\nStreet, Worthington; Ohio Education As¬\nsociation.\n\nDaugherty, Albert L. (Teacher), 1833 Wil¬\nton Road, Cleveland Heights; Cleveland\nHeights Teachers Association.\nDavis, O. W. (Superintendent of Schools),\nJackson; Ohio Education Association.\n(Teacher), Rootstown;\nDavis, Ward W.\nOhio Education Association.\nDennis, S. C. (Superintendent of Schools),\nToronto; Ohio Education Association.\nDick, L. C. (Superintendent of Schools),\nLondon; Ohio Education Association.\nDiener, U. E. (Superintendent of Schools),\n808 Elm Street, Van Wert; Ohio Educa¬\ntion Association.\nDirkson, J. W. (Teacher), 129 Sherman\nApartments, Kent; Ohio Education As¬\nsociation.\n\nDisher, L. L. (Principal), 2364 Glenwood\nAvenue, Toledo; Toledo Teachers Asso¬\nciation.\nDunn, James (Teacher), 500 East One\nHundred Ninth Street, Cleveland; Ohio\nEducation Association.\nFrances M. (Teacher), 3437 Burch\nDyer,\nA ccnri ati on\nAvenue, Cincinnati; Cincinnati Teachers\nEdstrand, Helen (Teacher), 1139 Rice Ave¬\nnue, Lima; Lima Teachers Association.\nEldredge, A. C. (Teacher), James Ford\nRhodes Junior High School, Cleveland;\nOhio Education Association.\nErnst, Viola (Teacher), 1535 Holman\nStreet, Cincinnati; Cincinnati Teachers\nAssociation.\n\n"}
{"page": 990, "printed_page": null, "text": "986\n\nNational\n\nEducation\n\nAssociation\n\nEvans, W. A. (Principal), 21 Circle Drive,\nCincinnati; Cincinnati Teachers Associa¬\ntion.\n\nMcKinley, Hilda (Teacher), 35 West Ninth\nAvenue, Columbus; The Columbus Teach¬\ners Federation.\n\nEymon, Margery (Teacher), 340 Mt. Vernon\nAvenue, Marion; Marion City Teachers\nAssociation.\nFell, Raymond T. (Teacher), 1546 Pullane\nAvenue, Cincinnati; Cincinnati Teachers\nAssociation.\nFisher, Jessie G. (Teacher), Cincinnati\nClub, Eighth and Race Streets, Cincin¬\nnati ; Ohio Education Association.\nFitzgerald, Anna L. (Teacher), 3362 Read¬\ning Road, Cincinnati; Ohio Education\nAssociation.\nFlood, Mrs. Charlotte J. (Teacher), Route\nNo. 1, Lorain Road, North Olmstead;\nCleveland Teachers Federation.\nFrahm, Olive M. (Teacher), 454 Brevoort\nRoad, Columbus; The Columbus Teach¬\ners Federation.\nFrampton, S. A. (Superintendent of Schools),\nBellefontaine ; Ohio Education Associa¬\ntion.\n\nMcMyler, H. T. (Teacher), 1908 Janet Road,\nCleveland Heights; Ohio Education As¬\nsociation.\n\nGibson, Bess (Teacher), Route No. 1, Sta¬\ntion B. Columbus; The Columbus Teach¬\ners Federation.\nGosling, Thomas W.\n(ex-officio), Super¬\nintendent of Schools, Akron; Northeastern\nOhio Teachers Association.\nGottschalk, Clara (Teacher), 464*4 West\nSixth Avenue, Columbus; Ohio Educa¬\ntion Association.\nHanna, Clarence (Teacher), Lakewood High\nSchool, Lakewood; Lakewood Teachers\nAssociation.\nHardy, Leslie P.\n(President), Akron\nTeachers Association, 266 Madison Ave¬\nnue, Akron; Akron Teachers Association.\nHerendeen, Harriet (Supervisor), Board of\nEducation, Columbus; International Coun¬\ncil for the Education of Exceptional\nChildren.\nHolliday, Leonore (Teacher), 3840 Burnett\nAvenue, Cincinnati; Cincinnati Teachers\nAssociation.\nHoover, Nelle (Teacher), 608 Seymour Ave¬\nnue, Columbus; Ohio Education Associa¬\ntion.\nHowe, C. M. (Teacher), 3525 Larkspur\nStreet, Cincinnati; Cincinnati Teachers\nAssociation.\nIsenbarger, G. H. (Principal), 203 West\nGrand Avenue, Springfield; Springfield\nTeachers Association.\nJacobs, Stella H. (Editor), The Bulletin,\n3229 East Overbrook Road, Cleveland\nHeights; Cleveland Teachers Federation.\nJohnson, E. R. (Teacher), 317 Sixteenth\nAvenue, Columbus; The Columbus Teach¬\ners Federation.\nJones, Winifred (Teacher), 359 Ludlow Ave¬\nnue, Cincinnati; Cincinnati Teachers As¬\nsociation.\nKincaid, Walter P. (Teacher), 1833 Wilton\nRoad, Cleveland Heights; Cleveland\nHeights Teachers Association.\nKirk, W. H. (Superintendent of Schools),\nEast Cleveland; Ohio Education Asso¬\nciation.\nKrieger, E. J. (Superintendent of Schools),\nToledo; Ohio Education Association.\nLayton, C. M. (Superintendent of Schools),\nWooster; Ohio Education Association.\nLeidy, E. E. (Superintendent of Schools),\nNorth Baltimore; Ohio Education As¬\nsociation.\nLyons, David R. (Teacher), 1919 Catalina\nAvenue, Cincinnati; Cincinnati Teachers\nAssociation.\nMcCoy, H. S. (Principal), 1921 Lexington\nStreet, Springfield; Springfield Teachers\nAssociation.\n\nMathias, A. O. (Teacher), Route No. 1,\nMadisonville, Cincinnati; Ohio Educa¬\ntion Association.\nMaxon, Clara (Teacher), 2033 Joffre Ave¬\nnue, Toledo; Ohio Education Association\nMetcalf, Tom R. (Teacher), 820 Oakwood\nAvenue, Columbus; The Columbus Teach¬\ners Federation.\nMills, Elsie S. (Teacher), 2110 Overbrook\nRoad, Cleveland; Ohio Education Asso¬\nciation.\nMilner, Marie (Teacher), 2437 Overbrook\nRoad, Cleveland Heights; Ohio Educa¬\ntion Association.\nMoody, A. E. (Superintendent of Schools),\nBedford; Ohio Education Association.\nOffenhauer, R. E. (ex-officio), Superintend¬\nent of Schools, Lima.\nPence, Mrs. Gwen (Teacher), 519 West\nNorth Street, Lima; Lima Teachers As¬\nsociation.\nPierce, John A. (Teacher), Board of Edu¬\ncation Building, Cleveland; Ohio Educa¬\ntion Association.\nReynolds, F. E. (Secretary), Ohio Edu¬\ncation Association, 428 Chamber of Com¬\nmerce, Columbus; Ohio Education As¬\nsociation.\n\nRicketts, M. T. (Teacher), Tontogany;\nWood\nCounty Teachers Association.\nRyder, H. E. (County Superintendent of\nSchools), Fremont; Sandusky County\nTeachers Association.\nSchroeder, Henry (Teacher), 3427 West\nEighth Street, Cincinnati; Cincinnati\nTeachers Association.\nSchulz, Louise (Teacher), 901 Pennsyl¬\nvania Avenue, Columbus; The Columbus\nTeachers Federation.\nSheridan, F. A. (Teacher), 208 East Pacemont Road, Columbus; The Columbus\nTeachers Federation.\nSinning, Olga (Teacher), 6127 Prentice\nStreet, Cincinnati; Cincinnati Teachers\nAssociation.\n\nSmith, L. J. (Superintendent of Schools),\nCanton; Ohio Education Association\nSpangler, J. W. (Teacher), 422 Earl Ave¬\nnue, Kent ; Ohio Education Association.\nStanton, B. F. (Superintendent of Schools),\nAlliance; Ohio Education Association.\nSutherland, Anne\n(Teacher), Alexandria\nApartments, Cincinnati; Cincinnati Teach¬\ners Association.\nThomas,\nAlma\n(Secretary), Cleveland\nTeachers Federation, 11418 Orinoco Ave¬\nnue, Cleveland; Cleveland Teachers Fed¬\neration.\n\nThomas, Linley M. (President), Cleveland\nTeachers Federation, 2057 Hanover Road\nCleveland Heights; Cleveland Teachers\nFederation.\nTracht, Luella (Teacher), South Union\nStreet, Galion; Galion Classroom Teach¬\ners Association.\nTurner, James M. (Teacher), McConnelsville; Ohio Education Association\nVickerman, John W. (Teacher), 3295 Daleford Road, Cleveland; Ohio Education\nAssociation.\n\nWalker, A. L. (Superintendent of Schools),\nHudson; Ohio Education Association.\nWaterhouse, C. C. (Teacher), 1206 East\nErie Avenue, Lorain; Lorain Teach\ners\nClub.\n\n"}
{"page": 991, "printed_page": null, "text": "Associational\n\nRecords\n\nWebb, C. E. (Superintendent of Schools),\nWorthington; Ohio Education Associa¬\ntion.\nWidermuth, Mrs. Nelle (Teacher), 418 Oak¬\nland Park Avenue, Columbus; The Co¬\nlumbus Teachers Federation.\nWilliams, Marvin L. (Teacher), Seven Mile;\nOhio Education Association.\nWilson, Mrs. Alma (Teacher), 1361 For¬\nsythe Avenue, Columbus ; The Columbus\nTeachers Federation.\nTor¬\nWinch, Bertha (Teacher), 235 South\nrence Street, Dayton; Dayton Classroom\nTeachers Association.\nWitter, Helen I. (Teacher), 1129 East One\nHundred Twelfth Street, Cleveland; Ohio\nEducation Association.\nWolfe, W. G. (Superintendent of Schools),\nCambridge; Ohio Education Association.\nOKLAHOMA\n\nAdamson. Jinnie (Teacher), 1315 South Lewport, Tulsa; Muskogee Teachers Asso¬\nciation.\nAsfahl, W. D. (Superintendent of Schools),\nOkeene ; Oklahoma Education Associa¬\ntion.\nDuke, E. A. (Supervisor), 521 Northwest\nTwenty-fourth Street, Oklahoma City;\nOklahoma Education Association.\nEmans, Frank (Teacher), Crescent Hotel\nent, Sayre; Oklahoma Education\nApartmtion.\nAssocia\nEmans, Roy (County Superintendent of\n; Oklahoma Education\nSchoo\natintl Sayre\nAqqopi ls),\nHotel,\nTulsa ion.\nNew Associat\nr), onal\n'(Teache\nFrank,\nEducati\nTulsa\nTulsa;Anna\nFrank, Kate (Teacher), 425 North Fifth\nEducational Asgee; .Tulsa#\nMusko\nStreet,iat\nion\n.\nsoc\nHarbour, Mrs. Emma Estill (Teacher), Edmond; Oklahoma Education Association.\nHurst, M. E. (ex-officio), Central High\nSchool, Tulsa.\n,\nFlor¬\nSouth\nHurt, Joe D. (Principal), 1339\nence Place, Tulsa; Tulsa Educational\nAQQfiriJit'inn\n\nstant State Superin¬\nKerr, Clay W. (Assi\ntendent of Public Instruction), Oklahoma\nCity; Oklahoma Education Association.\nogee; Okla¬\nMusk\nher),iatio\n(TeacAssoc\nE. tion\n, F.\nJones\nn.\nEduca\nhoma\nLemon, Goldie (Teacher), 615 Fredonia\ntional As¬\ngee;\n, Musko\nStreetci\nn. Educa\nioTulsa\nat\n„ „„„ _ , .\nso\n\nBalti¬\nSpeaker, Mrs. L. M. (Teacher) 505\nEduca¬\na\nTuls\n;\nogee\nMusk\nt,\nStree\nn.\nmore\nio\n.\ntional Associat\nmore\nBalti\nSpeaker, L. M. (Teacher), 505\nAs¬\nl\ntiona\nt, Muskogee; Tulsa Educa\nStreetion.\nsocia\nkee\nWay, Faith (Teacher), 717 West Chero\nt, Okmulgee; Muskogee Teachers As¬\nStreetion.\nsocia\nOREGON\n\nAdamson, Grace (Teacher), Myrtle Creek;\nOregon State Teachers Association.\nArstill, Wade H. (Principal), Coquille;\nOregon State Teachers Association.\nBarnett, Jane (Teacher), Jennings Lodge;\nOregon State Teachers Association.\nBrainerd, Fred A. (Teacher), 726 Ellis\nStreet, Portland; Portland High School\nTeachers Association.\nBrown, Caroline (Teacher), Administration\nPortland; Oregon State Teach¬\ning, ation.\nBuildAssoci\ners\n\nand\n\nInformation\n\n987\n\nCannon, Roy E. (County Superintendent of\n; Oregon State Teach¬\n, Portland\nSchools)\non.\nAssociati\ners\nFord, W. I. (President), 2645 Northeast\nThirty-eighth Avenue, Portland; Port¬\nland Principals Association.\nHammond, Vida (Teacher), 7 Northeast\nSeventy-ninth Avenue, Portland; Port¬\nland Grade Teachers Association.\nThir¬\nHeffner, Lydia (Teacher), 520 East Grade\ntieth Street, Portland; Portland\nTeachers Association.\nLandreth, Austin (Superintendent of\n, Pendlet\nSchools)\nion. on; Oregon State Teach¬\ners\nAssociat\n), Gresham; Port¬\nMerrill, Birdine (TeacherAssociati\non.\nland Grade Teachers\nr), 321 Four¬\nPettinger, Shannon (Teache\nteenth Street, Portland; Oregon State\nTeachers Association,\nsociation.\nRead, Mrs. Anna (Teacher), Portland Hotel ;\nPortland Grade Teachers Association.\nRice, C. A. (ex-officio), Superintendent of\nSchools, Portland.\nShull, Martha (Editor), 914 Overton Street,\nPortland High School Teach¬\nnd; tion.\nPortla\nAssocia\ners\n\nStead, Mrs. Alice (Teacher), 595 East\nThirty-fourth Street, Portland; Oregon\nState Teachers Association.\nWaple, Edna (Supervisor), 165 Sixteenth\nn State Teachers\n, Portl\nStreet\n. and; Orego\n./Vss\no ciation\n\n111 North Han¬\nWikander, Alma (Teacher), Portl\nand Grade\ncock Street, Portland;\nTeachers Association.\nPENNSYLVANIA\n\nAbbott, Marjorie (Teacher), 7025 Cottage\nStreet, Tacony, Philadelphia; Philadel¬\nphia Teachers Association.\nAdams, Edwin A. (Assistant Superintendent\nof Schools), Philadelphia; Philadelphia\nTeachers Association.\nAdams, Jennie C. (Teacher), 3404 West\nQueen Lane, Philadelphia; Philadelphia\nTeachers Association.\nBarclay, E. R. (District Superintendent of\nSchools), Huntingdon; Pennsylvania\nState Education Association.\nBarrett, Mary E. (Teacher), 329 Jefferson\nAvenue, Scranton; Pennsylvania State\nEducation Association.\nBarth, Laura (Teacher), Keyser-Meehan\nati;on.\noci\ners\nAss\n.\nTeach¬\nPhiladelphia\nelphia\n, Philad\nSchool\n\nBentz, M. S. (County Superintendent of\nburg; Pennsylvania State\nSchools), Ebens\nEducation Association.\nBook, Clare B. (Assistant County ; Super¬\nintendent of Schools), New Castle Penn¬\nsylvania State Education Association.\nBower, John F. (Principal), High School,\non.\nati\nEduca¬\n.\ntion\nia State\nylvan\n; Penns\nsportoci\nMcKeeAss\n\nof\nBrosius, Guy C. (County Superintendent ia\nylvan\nPenns\nn;\nHave\nLock\n,\nols)\nScho\nState Education Association.\nBurkard, William E. (Principal), 1631 West\nel¬\nStreet, Philadelphia; Philad\nRuscomb\n.\nTeachers Association.\nphia\nBurkhart, J. Paul (Supervising Principal),\n¬\nLemasters; Pennsylvania State Educa\ntion Association.\n108 West Mc¬\nBurns, Lucetta (Teacher),Side,\nPittsburgh;\nIntyre Avenue, North\nn.\niatio\nAssoc\nhers\nTeac\ngh\nPittsbur\nn Col¬\nCarver, C. J. (Professor), Dickinso\nEdu¬\ne\nPennsylvania Stat\n; n.\nisle\nlege,\niatio\non Carl\nAssoc\ncati\n\n"}
{"page": 992, "printed_page": null, "text": "988\n\nNational\n\nEducation\n\nCobb, Mrs. A. Lou (Teacher), 510 Merwyn\nRoad, Narberth; Pennsylvania State Edu¬\ncation Association.\nCook, Florence M. (Teacher), Pittsburgh;\nPittsburgh Teachers Association.\nCrawford, Virginia L. (Teacher), 1335\nNorth Marshall Street, Philadelphia;\nPhiladelphia Teachers Association.'\nDauth, George W. (Teacher), 2211 Fairview Avenue, Mount Penn, Reading;\nPennsylvania State Education Associa¬\ntion.\nDavis, B. M. (Assistant County Superin¬\ntendent of. Schools), Box 31, Clarion;\nPennsylvania State Kducation Association.\nDavis, John (Principal), 119 Orchard\nStreet, Nanticoke; Pennsylvania State\nEducation Association.\nDavis, Charles S. (Superintendent of\nSchools), Steelton; Pennsylvania State\nEducation Association.\nDickey, Dwight L. (Supervising Principal),\nMill Run; Pennsylvania State Education\nAssociation.\n\nAssociation\n\nGray, Elsie (Teacher), 1210 Fillmore Street,\nFrankford, Philadelphia; Philadelphia\nTeachers Association.\nGray, Jessie (Teacher), 1210 Fillmore Street,\nFrankford, Philadelphia;\nState Education Association. Pennsylvania\n\nGray, Juliet (Teacher), Schenley High\nSchool, Pittsburgh; Pittsburgh Teachers\nAssociation.\n\nGreger, Elizabeth (Teacher), 4560 Baker\nStreet, Philadelphia; Philadelphia Teach¬\ners Association.\nGroff, Gordon E. (Supervising Principal),\nMarcus Hook; Pennsylvania State Edu¬\ncation Association.\nGroff, W. K. (Supervising Principal), Ber¬\nwyn;\nPennsylvania State Education As¬\nsociation.\n\nGutman, Jeanette B. (Teacher), 5504 West\nGirard Avenue, Philadelphia; Philadel¬\nphia Teachers Association.\nHaas, Francis B. (President), State Teach¬\ners College, Bloomsburg; Pennsylvania\nState Education Association.\nHadlock, Ernest R. (County Superintendent of Schools), Erie; Pennsylvania State\nEducation Association.\nHalligan, Margaret C. (Teacher), 2338\nLucina Street, Pittsburgh; Pittsburgh\nTeachers Association.\n\nDixon, Mrs. Jane M. (Teacher), 492 Long¬\nshore Street, Philadelphia; Philadelphia\nTeachers Association.\nDuffield, Minnie M. (Teacher), 2446 Perrysvilie Avenue, North Side, Pittsburgh;\nPittsburgh Teachers Association.\nEarhart, Will (Supervisor), Administra¬\ntion Building, Pittsburgh; Pennsylvania\nState Education Association.\n\nHeck, H. F. (Teacher), 629 Marne Road,\nErie; Pennsylvania State Education As¬\nsociation.\n\nElder, Marguerite M. (Teacher),\nCourt, Alder Street, Pittsburgh;\nburgh Teachers Association.\n\nAlder\nPitts¬\n\nHughes, Rebecca (Teacher), Stevens School\nof Practice, Philadelphia; Philadelphia\nTeachers Association.\n\nEschbach, Mary A. R. (Teacher), 40^\nKing Street, Pottstown; Philadelphia\nTeachers Association.\nEshenower, Grace (Teacher), 1416 Verbeke\nStreet, Harrisburg; Harrisburg Teachers\nInstitute.\nEvans, William W. (County Superintend¬\nent of Schools), Bloomsburg; Pennsyl¬\nvania State Education Association.\nFaber, Pauline (Teacher), 819 Second Ave¬\nnue, Williamsport; Williamsport Educa¬\ntion Association.\nFarrell, Beatrice C. (Principal), 938 East\nTwenty-second Street, Erie; Erie Teach¬\ners Association.\nFegely, Solon J. (Principal), 34 North Thir¬\nteenth Street, Allentown; Pennsylvania\nState Education Association.\nFord, Mrs. Frances (Teacher), 3400 Huey\nAvenue, Drexel Hill; Philadelphia Teach¬\ners Association.\nFord, Ida R. (Teacher), 1806 Church Lane,\nEast . Germantown, Philadelphia; Phila¬\ndelphia Teachers Association.\nForsyth, Joseph W. (Teacher), 1424 Comly\nStreet, Philadelphia; Philadelphia Teach¬\ners Association.\nFoster, Blanche (Teacher), 178 Franklin\nStreet, Woodbury, New Jersey; Phila¬\ndelphia Teachers Association.\nFoust, Clement E. (Teacher), Philadelphia\nNormal School, Philadelphia; Philadel¬\nphia Teachers Association.\n\nHumphreville, Margaret L. (Supervisor),\n304 College Avenue, Lancaster; Pennsyl¬\nvania State Education Association.\nJeager, Elsa (Teacher), 2822 North Twentysixth Street, Philadelphia; Philadelphia\nTeachers Association.\nJohnson, Elizabeth (Teacher), Peabody\nHigh\nSchool, Pittsburgh; Pittsburgh\nTeachers Association.\n\nKelley, J. Herbert (ex-officio). Executive\nSecretary, Pennsylvania State Education\nAssociation, 400 North Third Street, Har¬\nrisburg.\nKelley, Kent (County Superintendent of\nSchools), Waynesburg; Pennsylvania State\nEducation Association.\n\nKlein, Henry E. (Teacher), 2008 La Cross\nStreet, Swissvale, Pittsburgh; Pittsburgh\nTeachers Association.\nKlinger, H. C. (Teacher), Liverpool; Penn¬\nsylvania State Education Association.\nKnapp, C. S. (County Superintendent of\nSchools), Warren; Pennsylvania State\nEducation Association.\nKob, John F. (Principal), 1501 Swatara\nStreet, Harrisburg; Pennsylvania State\nEducation Association.\nLangan, Mary T. (Teacher), 901 North\nValley Avenue, Olyphant; Pennsylvania\nState Education Association.\nLaramy, Robert E. (District Superintend¬\nent of Schools), Altoona; Pennsylvania\nState Education Association.\n\nGelehrter, Clara (Teacher), 1141 Fairmont\nAvenue, Philadelphia; Philadelphia Teach¬\ners Association.\n\nLedwidge, Elizabeth (Teacher), 225 Melwood Street, Pittsburgh; Pittsburgh Teach¬\ners Association.\n\nGoodall, Kathryn (Teacher), 21 North Clif¬\nton. Avenue, Aldan; Darby Teachers As¬\nsociation.\n\nLillibridge, C. W. (County Superintendent\nof Schools), Smethport; Pennsylvania\nState Education Association.\n\nGoodenough, Martha (Teacher), 806 North\nEleventh Street\ners Association., Reading; Reading Teach¬\nGraff, Edna E. (Teacher), 634 West Marke\nt\nStreet, York; York City Teachers Asso¬\nciation.\n\nLongacre, Aaron S. (Teacher), West Phila¬\ndelphia High School, Philadelphia; Penn¬\nsylvania State Education Association.\nMcCleary, T. G. (District Superintendent\nof School\nBraddock; Braddock Teach¬\ners Associs),\nation.\n\n"}
{"page": 993, "printed_page": null, "text": "Associational\n\nRecords\n\nMcCommons, R. D. (Teacher), State Teach¬\ners College, Edinboro; Pennsylvania\nState Education Association.\nMcCouch, Madeline M. (Teacher), 436\nSecond Avenue, Haddon Heights, New\nJersey; Philadelphia Teachers Associa¬\ntion.\nMcEldowney, Jane (Teacher), Tilden\nJunior High School, Philadelphia; Phila¬\ndelphia Teachers Association.\nMcMillan, Robert (District Superintendent\nof Schools), Philadelphia; Philadelphia\nTeachers Association.\nMartin, W. Paul (Teacher), 1568 Clarkton\nStreet, Pittsburgh; Pittsburgh Teachers\nAssociation.\nMechling, John A. (Assistant County Su¬\nperintendent of Schools), Kittanning;\nPennsylvania State Education Associa¬\ntion.\nMoul, Edwin T. (Teacher), 253 East Phila¬\ndelphia Street, York; York City Teachers\nAssociation.\nNancarrow, J. E. (Principal), 712 Louise .\nStreet, Williamsport; Williamsport Edu¬\ncation Association.\nNichols, Elizabeth (Teacher), 2309 East\nSergeant Street, Philadelphia; Philadel¬\nphia Teachers Association.\nNoble, Mrs. Narda B. (Teacher), 1631\nWakelin Street, Frankford, Philadelphia;\nPhiladelphia Teachers Association.\nO’Dea, Katherine (Teacher), 169 South\nMain Avenue, Scranton; Pennsylvania\nState Education Association.\nOmo, Charles H. (District Superintendent\nof Schools), Uniontown; Pennsylvania\nState Education Association.\nOswald, Lydia (Teacher), 29 Lincoln Ave¬\nnue, Lansdowne; Philadelphia Teachers\nAssociation.\nOverholt, Florence L. (Teacher), 3715\nNorth Eighteenth Street, Philadelphia;\nPhiladelphia Teachers Association.\nParkes, G. H. (Director), High School,\nWilliamsport; on.Pennsylvania State Educa¬\ntion Associati\nPatton, John W. (Teacher), Lincoln Place,\nPittsburgh; Pittsburgh Teachers Associa¬\ntion.\nPfeiffer, Elizabeth (Teacher), 615 East\nTenth Street, Erie; Pennsylvania State\nEducation Association.\n\nPhilips, Walter L. (District Superintend¬\nent of Schools), West Chester; Pennsyl¬\nvania State Education Association.\nPreisler, Kenneth L. (Supervising Princi¬\npal), Watsontown, Pennsylvania State\nEducation Association.\nPurcell, Helen (Director), Kindergarten and\nElementary Education, Department of\nPublic Instruction, Harrisburg; Pennsyl¬\nvania State Education Association.\nRauch, Caroline (Teacher), Progress; Har¬\nrisburg Teachers Institute.\nReid, Mabel A. (Teacher), 1123 La Clair\nStreet, Pittsburgh; Pittsburgh Teachers\nAssociation.\nRoberts, William Ely (Teacher), 207 Mc¬\nKinley Avenue, Lansdowne; Philadelphia\nTeachers Association.\nRockwell, B. A. (Director), Vocation Edu¬\n; Pennsylvania State Edu¬\nHersheyion.\ncation, Associat\ncation\nRoeder, Jesse N. (Superintendent of\non; Palmerton Teach¬\n), Palmert\nSchools\nion.\nAssociat\ners\nRowland, Albert L. (President), State\nCollege,\nTeachers College.\nTeachers\n\nShippe'nsburg ; State\n\nand\n\nInformation\n\n989\n\nburg. James N. (ex-officio), State Superin¬\nRule,\ntendent of Public Instruction, Harris¬\nSampson, William C. (District Superintend¬\nent of Schools), Upper Darby; Pennsyl¬\nvania State Education Association.\nSanders, Mary E. (Teacher), Peabody High\nSchool, Pittsburgh; Pittsburgh Teachers\nAssociation.\nScott, Clara A. (Teacher), 315 Richey Ave¬\nnue, North Side, Pittsburgh; Pittsburgh\nTeachers Association.\nShea, Mrs. Katherine F. (Teacher), 4724\nChester Avenue, West Philadelphia;\nPhiladelphia Teachers Association.\nShepard, E. L. (Supervising Principal),\nKirwan Heights, Bridgeville; Pennsyl¬\nvania State Education Association.\nSmith, C. C. (District Superintendent of\nSchools), Bridgeport; Pennsylvania State\nEducation Association.\nSmith, Esther M. (Teacher), 1312 Wood\nStreet, Wilkinsburg; Pennsylvania State\nEducation Association.\nSnyder, Lewis N. (Supervising Principal),\nPerkasie; Pennsylvania State Education\nAssociation.\nSorden, Elsie (Teacher), 1661 Harrison\nStreet,\nPhiladelphia; Philadelphia Teach¬\ners Association.\n\nStephen, Elmer A. (Supervisor), 209 Glad¬\nstone Road, Pittsburgh; Pennsylvania\nState Education Association.\nStewart, D. H. (District Superintendent of\nSchools), Beaver; Pennsylvania State\nEducation Association.\nStudebaker, Mabel (Teacher), 426 East\nTenth Street, Erie; Erie Teachers Asso¬\nciation.\nStull, Arthur M. (Teacher), 30 Akers\nStreet, Johnstown; Pennsylvania State\nEducation Association.\nThomas, A. D. (District Superintendent of\nSchools), Hazleton; Pennsylvania State\nEducation Association.\nThomas, M. H. (District Superintendent of\nSchools), Harrisburg; Pennsylvania State\nEducation Association.\nTroutman, Walter M. (Teacher), 112 West\nCity Teach¬\nStreet,\nJackson\nn. York; York\ners Associatio\n\nUpdegrove, Harry H. (Supervising Prin¬\ncipal), 50 Furnace Street, Shickshinny;\non.\nti\n.ion AssociaState Educat\n.\nPennsylvania\n\nSuperintend¬\nVincent, Quincey G. (District Pennsyl\nvania\nent of Schools), Ford City;\nState Education Association.\nWagenhorst, L. H. (Director), Training\nSchool, State Teachers College, Slip¬\nPennsylvania State Educa¬\nRock; ion.\npery Associat\ntion\nWatmough, Viola J. (Teacher), 1622 Dyre\nPhilade\nStreet,\nion.lphia; Philadelphia Teach¬\nAssociat\ners\nWelch, Adda S. (Teacher), 3229 Faroma\nurgh; Pennsylvania State\nStreet,ionPittsb\nAssociation.\nEducat\nWertman, M. J. (County Superintendent of\nSchools), Allentown; Pennsylvania State\nEducation Association.\nWeschler, Florence (Teacher), 4625 HighBoulevard, Erie; Erie Teachers As¬\nview\nsociation.\nWilliams, L. S. (Principal), High School.\nCairnbrook; Pennsylvania State Educa¬\ntion Association.\nJeannette; Penn¬\nWyant, Finley (Teacher),\nsylvania State Education Association.\nZimmerman, A. H. (Supervising Principal),\nDelta; .Pennsylvania State Education As¬\nsociation\n\n"}
{"page": 994, "printed_page": null, "text": "990\n\nNational\n\nRHODE\n\nEducation\n\nISLAND\n\nCarroll, Charles (ex-officio), 122 State House,\nProvidence.\nCaufield, Emma\nM. (Superintendent of\nSchools), V/alley Falls; Rhode Island\nInstitute of Instruction.\nHolden, William O. (Teacher), Pawtucket;\nRhode Island Institute of Instruction.\nRockett, James F. (Superintendent of\nSchools), Woonsocket; Rhode Island In¬\nstitute of Instruction.\nStoddard, A. J. (Superintendent of Schools),\nProvidence; Rhode Island Institute of In¬\nstruction.\nSOUTH\n\nCAROLINA\n\nFlora, A. C. (ex-officio), Columbia.\nWright, C. K. (Superintendent of Schools),\nLaurens; South Carolina Education Asso¬\nciation.\nSOUTH\n\nDAKOTA\n\nEverhart, E. M. (Superintendent of Schools),\nParker; South Dakota Education Asso¬\nciation.\nFeyder, Katherine (Supervisor), 515 North\nSummit Avenue, Sioux Falls; Sioux Falls\nPublic School Teachers Association.\nGoldsmith, Anna (County Superintendent of\nSchools), Highmore; South Dakota Edu¬\ncation Association.\nJohnson, Josephine (Teacher), Alcester;\nSouth Dakota Education Association.\nNissen, S. B. (ex-officio). Editor, South\nDakota\n\nEducation\n\nAssociation\n\nJournal,\n\nPerry Building, Sioux Falls.\nSchar, Francena Q. (County Superintend¬\nent of Schools), Bison; South Dakota\nEducation Association.\nSimons, Paul J. (Superintendent of Schools),\nRavinia; South Dakota Education Asso¬\nciation.\n\nTorgerson, Amelia (Teacher), Beresford;\nSouth Dakota Education Association.\nWeeks, I. D. (ex-officio), State Superin¬\ntendent of Public Instruction, Pierre.\nTENNESSEE\n\nClark, Harry H. (ex-officio), Superintend¬\nent of Schools, Knoxville.\nConyers, Katie (Teacher), 1528 Linden Sher¬\nman, Memphis; Memphis Education As¬\nsociation.\nEngland, Elizabeth (Teacher), 1336 Madi¬\nson Street, Memphis; Memphis Educa¬\ntion Association.\nFitzgerald, N. E. (Professor), University\nof Tennessee, Knoxville; Tennessee State\nTeachers Association.\nGeorge, John (Principal), Bartlett High\nSchool, Bartlett; Shelby County Teach¬\ners Association.\nGrinter, T. H. (Teacher), 961 North Barks¬\ndale Street, Memphis; Memphis Educa¬\ntion Association.\nJones, Pauline (Teacher), 901 Meda Street,\nMemphis; Memphis Education Associa¬\ntion.\nJones, R. L. (Superintendent of Schools),\nMemphis; Tennessee State Teachers As¬\nsociation.\nKerr, Pat W. (Superintendent of Schools),\nLa Follette; Tennessee State Teachers\nAssociation.\nMabry, W. L. (Teacher), Memphis; Mem¬\nphis Education Association.\nMaxey, Lillian (Teacher), Public Schools,\nKnoxville; Tennessee State Teachers As¬\nsociation.\n\nAssociation\n\nRagsdale, S. L. (Principal), L. C. Humes\nHigh School, Memphis; Memphis Edu¬\ncation Association.\nScrivener, Mildred (Teacher), L. C. Humes\nHigh School, Memphis; Memphis Educa¬\ntion Association.\nSrygley, H. F. (Superintendent of Schools),\nNashville; Tennessee State Teachers As¬\nsociation.\nTurner, Elizabeth (Principal), 211 Fairfax\nStreet, Knoxville; Knoxville Teachers As¬\nsociation.\nWells, Word (Teacher), Memphis; Tennes¬\nsee State Teachers Association.\nWoods, Alice (Teacher), Central High\nSchool, Memphis; Memphis Education\nAssociation.\nTEXAS\n\nBates, Mrs. Sue G. (Dean), Ball High\nSchool, Galveston; Galveston City Teach¬\ners Association.\n. Beard, Frances (Teacher), 3806 Holland\nStreet, Dallas; Dallas Grade Teachers\nCouncil.\nBrooks, Mrs. Geneva (Teacher), 101 Tuam\nAvenue, Houston; Houston Teachers As¬\nsociation.\nBuck, J. P. (Superintendent of Schools),\nHarlingen; Texas State Teachers Asso¬\nciation.\nCowden, Ruth (Teacher), 1905 Taft Street,\nHouston; Houston Teachers Association.\nDaley, Crystal (Teacher), 2501 Roosevelt\nStreet, Fort Worth; Fort Worth Grade\nTeachers Council.\nEllis, R. T. (Secretary), Texas State Teach\ners Association, 410 East Weatherford\nStreet, Fort Worth; Texas State Teach¬\ners Association.\nGorbutt, Catherine (Principal), Aoy School,\nEl Paso; El Paso Teachers Association.\nGrigsby, Sarah (Teacher), 2508 McKinney\nStreet, Dallas; Dallas Grade Teachers\nCouncil.\nHunter, Eula F. (Teacher), 920 College Ave¬\nnue, Fort Worth; Texas State Teachers\nAssociation.\nJames, William Alonzo (Principal), Ball\nHigh School, Galveston; Texas State\nTeachers Association.\nKing, Verna (Teacher), 1005 Arizona Street,\nEl Paso; El Paso Teachers Association.\nKinsey, Juanita (Teacher), 1645 Lucile\nStreet, Wichita Falls; Texas State\nTeachers Association.\nLake, Gertrude (Teacher), 1906 Bennett\nStreet, Dallas; Dallas Grade Teachers\nCouncil.\nMock, Lula (Teacher), 1921 Park Avenue,\nDallas; Dallas Grade Teachers Council.\nMoren, Mrs. Flora B. (Teacher), 1350 Mor¬\nrell Street, Dallas; Dallas Grade Teach¬\ners Council.\nMiller, Oscar E. (Teacher), 405 West El¬\nmira Street, San Antonio; San Antonio\nTeachers Council.\nNixson, Elizabeth (Principal), Lucerne\nApartment No. 29, Amarillo; Texas State\nTeachers Association.\nNussbaum, Ida (Teacher), Hotel Bender,\nHouston; Houston Teachers Association.\nPantermuehl, R. C. (Teacher), 103 North\nMaywood Street, Dallas; Dallas High\nSchool Teachers Association.\nRobertson, Mrs. T. W. (Teacher), 1501\nNorth Fifth Street, Waco; Waco Class¬\nroom Teachers Association.\nRogers, L. W. (ex-officio). 111 5^2 West\nThirty-third Street, Austin.\n\n"}
{"page": 995, "printed_page": null, "text": "Associational\n\nRecords\n\nSchaper, Mamie (Teacher), 1923 Washing¬\n, Waco; Texas State Teach¬\nAvenuetion.\nton Associa\ners\nSheppard, J. Hall (Superintendent of\nLaPorte; Texas State Teach¬\ns), ation.\nSchool\ners\nAssoci\nStilwell, H. W. (Superintendent of Schools),\nTexarkana; Texas State Teachers Asso¬\nciation.\n\nStrong, Vera (Teacher), 2506 Truxillo Ave¬\nHouston Teachers Asso¬\non; n.\nHoustio\nnue, at\nci\nv\n_\nTaylor, Annie Kate (Teacher), 4807 Gaston\nStreet, Dallas; Dallas Grade Teachers\nCou\nncil.\n„\nWare, Eula (Teacher), 101 Tuam Avenue,\nHouston; Houston Teachers Association.\nWilson, Josephine (Teacher), 3321 Beverly\nDrive, Dallas; Dallas Grade Teachers\nCouncil.\n„ . ,\n_\nin¬\nSuper\nState\no),\nffici\n(ex-o\nA.\nL.\nWoods,\ntendent of Public Instruction, Austin.\nale\nWoods, Quata (Teacher), 4313 Avond\ners\nTeach\ne\nGrad\nas\nDall\nStreet, Dallas;\nCouncil.\nUTAH\n\nBates, Louis (Supervisor), Junior High\nn; Nebo District Teachers\nSchool\non\nA QQnn ,3 ti Payso\n\nBracken, Ida (Teacher), 150 South Main\nStreet, Salt Lake City; Salt Lake City\nTeachers Association.\n(Teacher), Coalville; Utah\nCopley, C. B.\nEducation Association.\nFowler, B. A. (Executive Secretary), Utah\nEducation Association, Ogden; Utah Edu¬\ncation Association.\nFreeman, Alf L. (Principal), Junior High\nam City; Utah Education\nl,i Brigh\nSchoo\nA ccnnat\non\n\nFreeman, Olga (Teacher), Junior High\nam City; Box Elder Teach¬\nl, Brigh\nSchooAssoc\niation.\ners\nHillman, Eugene (Teacher), Payson; Nebo\nDistrict Teachers Association.\nIsaacson, Mrs. Esther (Teacher), 281 East\nSeventeenth Street South, Salt Lake City;\nSalt Lake City Teachers Association.\nr\nLemmon, C. C. (Principal), 1607 Denve\ners\nTeach\nte\nGrani\nStreet, Salt Lake City;\nAssociation.\n_\n,\nLewis, Anna V. (Teacher), 111 East South\nTemple Street, Salt Lake City; Salt Lake\nCity Teachers Association.\nr\nLloyd, Mark C. (Principal), Cyprus Junio\nte\nGrani\nCity;\nLake\nSalt\nl,\nHigh Schoo\nTeachers Association.\nh\nMoffitt, J. C. (Principal), 406 North Fourt\nAs¬\nn\natio\nEduc\nt West, Provo; Utah\nStreetion.\nsocia\nMurdock, Erma (Teacher), East High\nLake City; Utah Education\nl, Salt\nSchoociatio\nn.\n\nPeterson, Matilda (Supervisor), State Cap¬\nUtah Education\nSalt\nitol,iatio\nn. Lake City;\nAssoc\nSherman, Josephine W. (Teacher), 111 East\nSouth Temple Street, Salt Lake City;\nSalt Lake City Teachers Association.\nWilson, Melvin (Superintendent of Schools),\nSpanish Fork; Utah Education Associa¬\ntion.\nWinsor, Tillie (Supervisor), St. George;\nUtah Education Association.\nWorlton, J. T. (Assistant Superintendent\nof Schools), Salt Lake City; Utah Edu¬\ncation Association.\n\nand\n\nInformation\n\n991\n\nVERMONT\n\nFrancis L. (ex-officio), Commis¬\nBailey,\nsioner of Education, Montpelier.\nJackson, Marcella (Teacher), State Normal\nCastleton; Vermont State Teach¬\nSchool,\ners\nAssociation.\nSanborn, Isaranda (Teacher), High School,\nProctor; Vermont State Teachers Asso¬\nciation.\n\nTaplin, Winn L. (Superintendent of Schools),\nLudlow; Vermont State Teachers Asso¬\nciation.\nWalker, Louise (Teacher), Fair Haven;\nVermont State Teachers Association.\nWoodruff, Caroline S. (ex-officio), Princi¬\nCastleton State Normal School,\npal,\nCastleton.\nVIRGINIA\n\nAncell, Elizabeth (Teacher), 308 North\nTwenty-fourth Street, Richmond; The\nLeague of Richmond Teachers.\nCarlton, Ada Nash (Teacher), 411 North\nBoulevard, Richmond; The League of\nRichmond Teachers.\nChaplain, O. S. (Principal). Creeds High\nSchool, Princess Anne; Princess Anne\nEducational Association.\nCraddock, Helen B. (Teacher), Bedford; Vir¬\nginia Education Association.\nHaller, Leah C. (Teacher), School Admin¬\ng, Norfolk; Norfolk Edu¬\nBuildin\nistrationAssocia\ntion.\ncation\n\nHarlow, Mary (Teacher), Isle of Wight; Vir¬\nginia Education Association.\nHarris, Frances (Teacher), 446 National\nTeach¬\n, Winche\nAvenue\ntion. ster; Winchester\nAssocia\ners\n\nsecond\nHay, Anna F. (Teacher), 337 FiftyStreet, Newport News; Newport News\nTeachers Association.\nry), Virginia Edu¬\nHeatwole, C. J. (Secreta\ncation Association, 401 North Ninth Street,\nRichmond; Virginia Education Association.\nHeatwole, Wintie (Teacher), Dayton; Vir¬\nginia Education Association.\nHolman, Josephine (Teacher), Ransoms;\nVirginia Education Association.\nHolt, Lucy Mason (Principal), Ocean View\nSchool,\non. Norfolk; Virginia Education As¬\nsociati\nJackson, Flossie J. (Teacher), 703 Westk\nPrincess Anne Road, Norfolk; Norfol\nEducation Association.\nJennings, R. C. (Superintendent of Schools),\ntion.\nWaynesboro; Virginia Education Associa¬\n\nJohnson, Lillian (Teacher), 404 Chestnut\nciation.\nso\nStreet, Norfolk; Virginia Education . As¬\nJoynes, Mrs. Edith B. (ex-officio), Principal.\nGeorge Washington and Robert Gatewood\nSchools, Norfolk.\nren Ave¬\nMusick, A. R. (Principal), 43 Dahlg\nth; Portsmouth Education\nsmou\nPort\nnue,\nAssociation.\nOakes, Enzy (Teacher), 320 Wadsworth\ng; Virginia Education\nt, Lync\nStreeiatio\nn. hbur\nAssoc\n,\nOber, M. J. (Principal), 1506 Ashland Circle\nNorfolk; Norfolk Education Association.\nO’Hara, Mrs. Jessie Smith (Teacher), 19\nNorth Grabby Street, Richmond; The\nLeague of Richmond Teachers.\nRobinson, Edith E. (Teacher), Warminster;\nVirginia Education Association.\nSaunders, Joseph H. (ex-officio), Superin¬\ntendent of Schools, Newport News,\n\n"}
{"page": 996, "printed_page": null, "text": "992\n\nNational\n\nEducation\n\nTurpin, Mrs. Lelia Hooper (Teacher), 1206\nWest Forty-first Street, Richmond; The\nLeague of Richmond Teachers.\nUllrich, Harriett A. (Teacher), 1811 Arling¬\nton Avenue, Norfolk; Norfolk County\nTeachers Association.\nWatts, Virginia (Teacher), 2608-C Hanover\nAvenue, Richmond; The League of Rich¬\nmond Teachers.\nWASHINGTON\n\nBaker, Della (Teacher),\nSeattle; Washington\ntion.\n\nAssociation\n\nStewart, Mary K. (Teacher), 109 South Wall\nStreet, Spokane; Spokane Grade Teachers\nAssociation.\nTaylor, Elizabeth (Teacher), 1402 North\nFifth Street, Tacoma; Tacoma\nGrade\nTeachers Association.\nWenholz, Laura (Teacher), South 1001 Mon¬\nroe Street, Spokane; Spokane Grade Teach¬\ners Association.\nWEST\n\nVIRGINIA\n\n1515 Boren Avenue,\nEducation Associa¬\n\nBeard, Esther (Teacher), 1355 Market Street,\nParker\nParkersburg Teachers As¬\nsociatiosburg;\nn.\n\nBean, Mrs. Clara (Teacher), Box 62, Issaquah ; Washington Education Associa¬\ntion.\n\nCavins, L. V. (Director), 1539 Lee Street,\nCharleston; West Virginia State Educa¬\ntion Association.\n\nBecher, E. T. (Teacher), East 2728 Dia¬\nmond Avenue, Spokane; Spokane High\nSchool Teachers Association.\nBennison, Olive W. (Director), 707 Loman\nBuilding, Seattle; V^asnington Education\nAssociation.\n\nFlinn, V. L. (Principal), High School,\nCharleston; Charleston Teachers Associa¬\ntion.\n\nBond, Mary (Teacher), Purnell Apartments\nNo. 102, Bellingham; Washington Educa¬\ntion Association.\nBrewer, Minnie Alice (Teacher), 1833 Thir¬\nteenth Avenue, Seattle; Seattle Grade\nTeachers Club.\nChastain, Maude\n(Teacher), 508 N. D.\nStreet, Tacoma; Tacoma Grade Teachers\nAssociation.\n\nCollentine, Mary\neighth Avenue,\nTeachers Club.\n\n(Teacher), 114 TwentySeattle; Seattle Grade\n\nFinnegan, Rose (Teacher), East 402 Sharp\nAvenue, Spokane; Spokane High School\nTeachers Association.\nFloyd, S. Loine (Teacher). 114 East! Second\nStreet, Aberdeen; Washington Education\nAssociation.\n\nGibson, A. J. (Supervisor), Fairmont;\nMonongahela Valley Round Table.\nGoodall, Cecile (Teacher), 524 Nancy Street,\nCharleston; Southwestern Teachers Asso¬\nciation.\nHall, Hallie (Teacher), 503 Elizabeth Street,\nCharleston; Charleston Teachers Associa¬\ntion.\n\nHamrick, Mary M. (Teacher), Clarksburg;\nMonongahela Valley Round Table.\nHickman, J. H. (Secretary), West Virginia\nState Education Association, 1816 Wash¬\nington Street, Charleston; West Virginia\nState Education Association.\nHoover, Fern (Teacher), 1333 Spring Street,\nParkersburg; West Virginia State Edu¬\ncation Association.\nHoylman, Christine (Teacher), 1630 Franklin\nAvenue, Charleston; Southwestern Teach¬\ners Association.\n\nFitzgerald, Marie (Principal), Hutton School,\nSpokane; Spokane Education Association.\nHibarger, L. Pearle (County Superintend¬\nent of Schools), Yakima; Washington\nEducation Association.\nHoffland, H. H. (Superintendent of Schools),\nEdmonds; Washington Education Asso¬\nciation.\n\nHoylman, Mary V. (Teacher), 334 Willey\nStreet, Morgantown; Morgantown Teach¬\ners Association.\nKincaid, Winnie M. (Teacher), Page; West\nVirginia State Education Association.\nLeyen, Gladys (Teacher), 1 Maple Terrace,\nCharleston; Southwestern Teachers Asso¬\nciation.\n\nHunter, Lila A. (President),\nStreet, Seattle; Seattle High\ners League.\n\nMcConkey, Orie (Principal), High School,\nClarksburg; Monongahela Valley Teachers\nRound Table.\n\n2626 Eastlake\nSchool Teach¬\n\nHyslop, Christine (Teacher), Assembly Ho¬\ntel, Seattle; Seattle Grade Teachers Club.\nJahnke, Clara L. (Teacher), 1930 Eighth\nAvenue, Spokane; Washington Education\nAssociation.\n\nJohnson, Esther (Teacher), Beverly Court\nApartments, Vancouver; Washington Edu¬\ncation Association.\nLingenfelter, Laura (Teacher), 115 S. G.\nStreet, Tacoma; Tacoma High School\nTeachers Association.\nLong, Ruby (Principal), High School, Cashmere; Washington Education Association\nMcConnell, Robert E. (President), State\nNormal School, Ellensburg; Washington\nEducation Association.\nMoffett, L. B. (Principal), 615 Boren Ave¬\nnue, Seattle; Seattle Principals Associa¬\ntion.\n\nNetterblad, Gertrude (Teacher), South\n411\nCedar Street, Spokane; Spokane Grade\nTeachers Association.\nOrville C. (ex-officio). Superintendent\nof Schools, Spokane.\nPrentice, Florence (Teacher), Wintonia Hotel, Seattle; Seattle Grade Teachers Club\nSchuster, Ethyl (Teacher), 1402 North Fifth\nstreet, Tacoma; Tacoma Grade Teachers\nAssociation.\n\nMcCoy, O. N. (Teacher), Young Men’s\nChristian Association, Wheeling; Wheel¬\ning Teachers Association.\nMarsh, J. F. (President), Concord State\nTeachers College, Athens; West Virginia\nState Education Association.\nMason, Medora M. (Director), State Teach¬\ners College, Fairmont; Monongahela Val¬\nley Teachers Round Table.\nMurphy, Lola (Teacher), Kingston; West\nVirginia State Education Association.\nPrice, Mary B. (Supervisor), State Teachers\nCollege, Fairmont; Monongahela Valley\nTeachers Round Table.\n\nRosier, Joseph (ex-officio), President, Fair¬\nmont State Teachers College, Fairmont.\nTrent, W. W.\n(State Superintendent of\nSchools), Charleston; West Virginia State\nEducation Association.\nWhite, Frank S. (Teacher), 206 Naomi\nStreet, Fairmont; Monongahela Valley\nTeachers Round Table.\nWhite, L. C. (Teacher), 1704 Twentieth\nStreet, Parkersburg; West Virginia State\nEducation Association.\nWhite, Mary R. (Teacher), 206 Naomi\nStreet, Fairmont; Monongahela Valley\nRound Table.\n\n"}
{"page": 997, "printed_page": null, "text": "Associational\n\nRecords\n\nWhiting, Olive (Teacher), 1630 Franklin\nAvenue, Charleston; West Virginia State\nEducation Association.\nZimmer, Olive M. (Teacher), Senior High\nSchool, Charleston; Charleston Teachers\nAssociation.\n\n993\n\nInformation\n\nMohaupt, Leonora (Teacher), Thirty-eighth\nStreet School, Milwaukee; Milwaukee\nTeachers Association.\nNienow, Emily (Teacher), 3009 North Mur¬\nray Avenue, Milwaukee; Milwaukee Teach¬\ners Association.\nPearse, Carroll G. (ex-officio), 1721 Ludington\nkee. Avenue, Wauwatosa Branch, Milwau¬\n\nWISCONSIN\nAbraham, Margaret (Teacher), 405 North\nDrew Street, Appleton; Northeastern Wis¬\nconsin Education Association.\nBassford, George (Principal), 723 Eighth\nAvenue, West, Ashland; Wisconsin Teach¬\ners Association.\nBickler, Sophia (Teacher), 917 North\nTwenty-sixth Street, Milwaukee; Mil¬\nwaukee Teachers Association.\nBinnie, Nora Belle (Teacher), 7609 Twentyfifth Avenue, Kenosha; Kenosha Teachers\nClub.\nBird, M. Alice (Teacher), Forest Home Ave¬\nnue School, Milwaukee; Milwaukee Teach¬\ners Association.\nBrewer, C. J. (Teacher), State Teachers\nCollege, Eau Claire; Wisconsin Teachers\nAssociation.\nBrookmire, Emma\n(Supervisor), 1016 Cook\nStreet, Marinette; Wisconsin Teachers\nAssociation.\nByrne, Alice M. (Teacher), 105 North\nEleventh Street, La Crosse; Wisconsin\nTeachers Association.\n\nChapel, J. C. (Teacher), 7939 Twenty-sixth\nAvenue, Kenosha; Kenosha Teachers Club.\nCott, Dorothy M. (Teacher), 515 South\nFourteenth Street, La Crosse; La Crosse\nTeachers Club.\nDoudna, Edgar G. (ex-officio), Secretary,\nBoard of Normal School Regents. Madison.\nDunn, Elizabeth (Supervisor), Phillips; Wis\nconsin Supervising Teachers Association.\nFindlay, Gladys (Teacher), 1611 Seventieth\nStreet, Kenosha; Wisconsin Teachers As¬\nsociation.\nFowler, Lotta B. (Teacher), 2153 North\nForty-seventh Street, Milwaukee; Milwau¬\nkee Teachers Association.\nFrederick, Ida (Teacher), Albert E. Kagel\nSchool, Milwaukee; Milwaukee Teachers\nAssociation.\nHanson, Alvin H. (Teacher), 3009 North\nBartlett Avenue, Milwaukee; Wisconsin\nTeachers Association.\nHolt, Lyla A. (Teacher), 944 Park Avenue,\nRacine; Racine Teachers Council.\nJelinek, Frances (Teacher), 3405 West\nLisbon Avenue. Milwaukee; Milwaukee\nTeachers Association.\nKeenan, Mary (Teacher), Walker Junior\nHigh School, Milwaukee; Milwaukee High\nSchool Teachers Association.\nLatta, Georgia (Teacher), 708 Clermont\nStreet, Antigo; Wisconsin Teachers As¬\nsociation.\nLongbotham, G. T. (Countv Superintendent\nJanesville; Wisconsin Teach¬\nof\ners Schools),\nAssociation.\n\nMcCarthy, Blanche M. (ex-officio), Appleton\nHigh School, Appleton.\nMcCormick, Elizabeth (ex-officio). Princi¬\npal, Timothy O. Howe School, Superior.\nMcGuine, Gertrude (Assistant Superintend¬\nWisconsin\nent of Schools). Wausau;\nTeachers Association.\n\nMay, Ernest A. (Teacher). Riverside\nSchool, Milwaukee; Milwaukee\nSchool Teachers Association.\n\nand\n\nHigh\nHigh\n\nPlenzke, O. H. (Assistant State Superintend¬\nent of Public Instruction), Madison; Wis¬\nconsin Teachers Association.\nPotter, Milton C.\n(Superintendent of\nSchools), Milwaukee; Wisconsin Teach¬\ners Association.\nReiss, Ella L. (Teacher), 58 Rosalie Street,\nOshkosh; Wisconsin Teachers Association.\nReschke, Alfred (Teacher), North Division\nHigh School, Milwaukee; Milwaukee High\nSchool Teachers Association.\nRichards, Pearl (Teacher), Kosciusko Junior\nHigh\nSchool, Milwaukee; Milwaukee\nTeachers Association.\nSchneck, John W. (Teacher), Riverside High\nSchool, Milwaukee; Milwaukee High\nSchool Teachers Association.\nSchuette, Amanda H. (Director), 220 South\nVan Buren Street, Green Bay; Northeast¬\nern Wisconsin Teachers Association.\nThrune, Richard (Supervising Principal),\nOntario; Wisconsin Teachers Association.\nWavrunek, George M. (Principal), State\nGrammar School, Rice Lake; Wisconsin\nTeachers Association.\nWinger, R. C. (Principal), 3208 Osborne\nBoulevard,\nRacine; Racine Teachers Coun¬\ncil.\nWeihe, Raymond G. (Viceprincipal), West\nDivision High School, Milwaukee; Mil¬\nwaukee High School Teachers Association.\nYaeger, Amelia (Teacher), 1523 Madison\nStreet, Madison; Senior High School Class¬\nroom Teachers Organization.\nYoung, E. J. (Principal), County Normal\nSchool, Algoma; Wisconsin Teachers As¬\nsociation.\nZanella, Rose L. (Teacher), 3500 North\nCramer Street, Milwaukee; Wisconsin\nTeachers Association.\nWYOMING\nBurgoon, A. L. (Superintendent of Schools),\nDiamondville ; Wyoming\nEducation As¬\nsociation.\nCrane, Loyd D. (Teacher), University of\nWisconsin, Madison; Laramie County\nTeachers Association.\nDaigle, Edward J. (Teacher), 344 West\nBrundage Street, Sheridan; Wyoming Edu¬\ncation Association.\nKlotz, Florence (Teacher), 231 South Grant\n\nStreet, Casper; Casper Classroom Teach¬\ners Association.\nKurtz, Clyde W. (Superintendent of Schools),\nEducation Associa¬\nEvanston; Wyoming\ntion.\n\nMoyer,\nlins.\n\nH. H. (ex-officio). High\n\nRobertson.\n\nRay\n\n),\nSchoolsn.\nsociatio\n\nCody;\n\nSchool,\n\nRaw¬\n\n(Superintendent of\nWyoming Education As¬\nE.\n\nof\n(Superintendent\nWhite, Raymond\nion\nEducat\nng\nWyomi\nSchools), Douglas;\nAssociation.\n\n"}
{"page": 998, "printed_page": null, "text": "INDEX1\nAcademic freedom, summary of the first pre¬\nliminary report of the committee on, 345\nAdapting the junior high-school curriculum to\nthe needs of the pupils (Harl R. Douglass),\n518\nAddress of welcome (Irwin Walker), 25;\n(William J. Bogan), 25; (A. L. Whittenberg), 27\nAdministrative women in education, department\nof, 269\nAdult education, among prisoners, 277; de¬\npartment of, 275; for leisure, 281, 285, 290;\nimportance of in maintaining an educated\ncitizenry, 662; in Dayton, 293; new prob¬\nlems in, 657; resolutions, 307; secretary’s\nminutes, 304; suggested courses for a pro¬\ngram of, 294\nAdvance of school finance, The (Ross N.\nYoung), 398\nAdvantages and disadvantages of the time\nsampling method, The (John E. Anderson),\n384\nAdventure in adult education in Dayton, An\n(Don D. Eongnecker), 293\nAiton, Maude E. Glimpses from the field, 295\nAlbert, Allen D. A century of progress, 20\nAlexander, Thomas. Significance of New Col¬\nlege, 730\nAnalyzing art objectives in the high school\n(Indianola Willcuts), 521\nAnalyzing objectives in music education (Rus¬\nsell V. Morgan), 521\nAnderson, John E. The advantages and limita¬\ntions of the time sampling method, 384\nAnderson, Julia L. The teacher looks at the\nprincipal, 402\nAnderson, S. Naomi. Radio-vision, 791\nApplying ethics to economics (Robert C.\nMoore), 150\nArcher, C. P. Meeting the emergency prob¬\nlems in consolidated schools, 456\nAre our schools training for citizenship? (Rose\nA. Pesta), 271\nAre we playing fair with the personality\nproblem? (Edward H. Stullken), 544\nArt and leisure (Eorado Taft), 699\nArt education, 281, 285; department of, 309\nArt training in preparation for adult leisure\n(Elizabeth Wells Robertson), 281\nAscher, Charles. The cooperation of public ad¬\nministrators and educators in research, 393\nAssociational records and information, 815\nAthletes and non-athletes, growth comparison\nof, 465\nAuditors, report of, 922\nBagley, William C. Report of the National\nCouncil of Education, 219; what does the\ndominant American theory of education\nimply for the redirection of the professional\neducation of teachers?, 763\nBaker, Frank E. Integrated professional ex¬\nperiences as the basis for learning and as\na substitute for formal courses in education,\n742\nBarnes, Charles C. The place of visual aids\nin teaching the social sciences, 792\nBarnes, Walter. English in life and in school,\n32\nBarnhart, Earl W. A preliminary statement of\nthe general objectives and fundamental\nprinciples of commercial education in the\noublic secondary schools, 313\nBasic English (Mary E. Guyton), 278\nBauer, W. W. Cooperation for health between\nhome and school, 109\nBeaman, Florence N. The mental deviate — a\nproblem in curriculum adjustment, 546\n\nBeaty, John Y. Objectives of business educa¬\ntion as viewed by business, 320\nBedell,\nRalph\nclasses,\n483 C. A technic for handling large\nBenner, Thomas E. Discussion of the work\nthe joint commission on the emergency\neducation, 230\n\nof\nin\n\nBetter coordination of services for physically\nhandicapped children (Lavilla Ward), 545\nBillett, Roy O. Directed learning and the unit\nassignment, 511\nBlair, Francis G. Strength and weakness of\n57\none-teache\nr schools, 452; teachers on guard,\nBoerger, William A. The effect of the present\neconomic situation on rural schools, 447\nBogan, William J. Address of welcome, 25;\nfitting the student to a changing world, 803;\nhome economics as a vocation, 699; the im¬\nportance of extension education in maintain¬\ning an educated citizenry, 662\nBradford, Mrs. Hugh. Report of the joint com¬\nmittee of the National Education Associa¬\ntion and the National Congress of Parents\nand Teachers, 182\nBrammell, P. Roy. Relation of secondary\nschools to higher institutions, 502\nBriggs, Thomas H. Educational frontiers in\nthe secondary area, 629\nBristow, William H. Some major curriculum\nproblems in the rural secondary school, 450\nBrown, Maude A. The contribution of child\nhealth demonstrations to the health educa¬\ntion program, 469\n\nBrubacher, John S. Report of the year’s pro¬\ngress, 236\nBruner, Frank G. Special education and the\nhard of hearing, 437\n^ru.n?r*\nB. Discussion\nvision movement,\n244\n\nof curriculum\n\nre¬\n\nBuckingham, B. R. Report of the committee on\nthe economic status of the teacher, 192; the\nscientific development and evaluation of text¬\nbook materials, 602\nBudget committee, report of, 939\nBusiness education, aims of, 313, 320, 321; de¬\npartment of, 311; resolutions, 324; secre¬\ntary’s minutes, 323\nButterfield, E. W. The state and its high\nschools, 509\n\nBylaws of National Education Association, 822\nCaldwell, Catharine Anna. Conditions of school\nenvironment causing mental ill health of\nchildren, 413\nCalendar of meetings of the National\ntion Association, 833\n\nEduca¬\n\nCarpenter, W. W. Recent developments in\njunior-college administration, 523\nCarrothers, George E. Education in the post¬\nsecondary area, 636\nCarter, Edward C. The Far East in American\npublic education, 233\nCase studies in the development of social at¬\ntitudes (Ernest Horn), 372\nCastle, A. W. Glimpses from the field, 296\nCatching\nup with literacy (William S. Gray),\n28°\nCentury of progress, A. (Allen D. Albert), 20\nCentury of progress in lip reading, A. (Mrs.\nHarriet Andrews, Montague), 438\nChallenge of the present economic depression\n(Harley E. Lutz), 553\nChanging curriculum in secondary schools,\nThe (Leonard V. Koos), 491\nCharacter education in this modern day\n(Margaret Slattery), 17\n\n1 All addresses are listed by titles and authors’ names. The book\nheadings, which, together with authors’ names are set in bold face.\n\n[ 994 ]\n\nis also indexed\n\nby subject\n\n"}
{"page": 999, "printed_page": null, "text": "Index\n\nChicago teachers, 329, 351; tribute to the, 222\nCircuit rider of American education. The\n(J. W. Crabtree), 175\nCitizenship training, school’s part in, 271\nChristy, Emma B. Community services as a\nmeans of developing the home economics\nviewpoint, 705\nClapp, Frank L. Discussion of curriculum re¬\nvision movement, 246\nClassroom teachers, a history of the depart¬\nment — a record with a future, 343; con¬\nstitution, 352; department of, 327; report\nof the president, 336; resolutions, 350;\nsecretary’s minutes, 347; summary of the\nfirst preliminary report of the committee on\nacademic freedom, 345\nClass size, technic for handling large classes,\n483\nCommittees, list of members of, 849, reports\nof, 177; economic status of the teacher\n(B. R. Buckingham), 192; emergency in\neducation (John K. Norton), 182; health\nproblems in education (Thomas D. Wood),\n179; international relations (Annie C. Wood¬\nward), 205; legislative commission (Sidney\nB. Hall), 195; national commission on the\nenrichment of adult life (James A. Moyer),\n2.13; National Council of Education (Wil¬\nliam C, Bagley), 219; National Education\nAssociation and the American Library Asso¬\nciation (Eleanor M. Witmer), 213; National\nEducation Association and the National Con¬\ngress of Parents and Teachers (Mrs. Hugh\nBradford), 182; resolutions (Donald DuShane), 220; retirement allowances (Anna\nLaura Force), 198; rural education (Willis\nA. Sutton), 202; to cooperate with the Na¬\ntional Association of Teachers in Colored\nSchools (N. C. Newbold), 203\nCommercial subjects in the changing curricu¬\nlum of the high school (Lloyd L. Jones),\n500, (Victor H. Noll), 499\nCommon faults in graduate research in edu¬\ncation (Percival M. Symonds), 381\nCommunity services as a means of developing\nthe home economics viewpoint (Emma B.\nChristy), 705\nComstock, Ada L. Helping them to stand on\nour shoulders, 359\nConditions of school environment causing\nmental ill health of children (Catharine\nAnna Caldwell), 413\nConsolidated schools, meeting the emergency\nproblems in, 456\nContribution of child health demonstrations\nto the health education program, The\n(Maude A. Brown), 469\nCook, R. R. Improvement and economy in\ninstruction, 510\nCooper, William John. A new citizenship, 81;\neducational legislation in 1933, 45; the co¬\nordination of research among national pro¬\nfessional organizations, 385\nCooperation for health between home and\nschool (W. W. Bauer), 109\nCooperation of public administrators and edu¬\ncators in research (Charles Ascher), 393\nCoQperation studies in secondary education in\nNew York state (George M. Wiley), 526\nCoordination of community agencies for the\nmental health of young people (Virgil EDickson), 407\nCoordination of research among national pro¬\nfessional organizations, The (William John\nCooper), 385\nCoordination of research by state departments\nof education, The (Warren W. Coxe), 389\nCounseling, economic problems of with ref¬\nerence to women students, 366\nCourtenay, Mary E. Relations between the high\nschool and the college, 503\nCourtis, S. A. Discussion of functions of pro¬\nfessional organizations in the field of edu¬\ncation, 250\n\n995\n\nCoutu, Ruby. An enriched program for socially\nmaladjusted children, 541\nCoxe, Warren W. The coordination of research\nby state departments of education, 389\nCrabtree, J. W. Discussion of the functions of\nprofessional organizations in the field of\neducation, 254; the circuit rider of American\neducation, 175\nCritical presentday issues in education (Jessie\nGray), 330; (Robert C. Keenan), 332\nCubberley, Ellwood P. Independence in school\ngovernment\nute to, 597 — a frontier necessity, 589; trib¬\nCurrent issues relating to the curriculum and\ninstructional\nmaterials (A. L. Threlkeld),\n609\nCurriculum, business, 316; changing in second¬\nary schools, 491; characteristics and trends\nof in rural secondary schools, 448; com¬\nmercial and vocational subjects, 499, 500;\ncurrent issues relating to the, 609; develop¬\nment of in teachers colleges, 723; English,\n32, 492; for handicapped children, 540, 541,\n542, 546; foreign languages in the, 493,\n494; health and physical education, 501;\nimprovement and economy in the highschool, 516; mathematics in the, 491; music,\n497; music and art, 498; preparation of the\nfor teachers _ colleges, 99; preserving essen¬\ntials of the in rural schools, 460; problems\nof, 450, 637; reconstruction of the in teach¬\ners colleges, 736; relating visual-sensory aids\nto, 702, 794; revision movement in Ameri¬\ncan education and discussions, 243, 244,\n246; scientific development and evaluation\nof the, 620; social studies, 495; study of\nhigh-school pupil population in aid of the\nrevision of the, 524; teachers colleges, 23;\ntrends\nof the in rural secondary schools,\n448\n\nDangers in the new\nEnderis), 650\n\nleisure area (Dorothy\n\nC.\n\nDavies, W. R. Importance of mental health in\nthe elementary school principal, 410\nDeans of women, department of, 357\nDelegates to representative assembly, 967\nDemocracy and education, a discussion of the\nwork of the joint commission on the emer¬\ngency in education (Joy Elmer Morgan), 227\nDepartments, officers of, 1932-33, 837; 1933-34,\n844; reports of meetings of, 267; administra¬\ntive women in education, 269; adult edu¬\ncation, ; 275; art education, 309; business\neducation, 311; classroom teachers, 327;\ndeans of women, 357; educational research,\n377; elementary school principals, 395;\nkindergarten-primary education, 423; lip\nreading, 435; rural education, 445; school\nhealth and physical education, 463 ; science\ninstruction, 477; secondary education, 489;\nsecondary school principals, 507; social\nstudies, 531; special education, 537; super¬\nintendence, 551; supervisors and directors\nof instruction, 681 ; supervisors and teachers\nof home economics, 697; teachers colleges,\n709; visual\ncation,\n797 instruction, 779; vocational edu¬\n\nDesirable steps in coordinating research\nthe college and university level (Fred\nKelly), 390\n\nat\nT\n\nDewey, John. Education and our present social\nproblems, 687\nDickson, Virgil E. Coordination of community\nagencies for the mental health of young\npeople, 407; where are we now? — a critical\nevaluation of special education, 542\nDirected learning and the unit assignment\n(Roy O. Billett), 511\nDirectors, minutes of meeting of, 893\nDondineau, Arthur. Discussion of curriculum\nrevision movement, 246\nDonovan, H. L. Secondary education in the\nnew deal, 528; teacher training for the new\nage, 95\n\n"}
{"page": 1000, "printed_page": null, "text": "996\n\nNational\n\nEducation\n\nDoudna, Edgar G. Forgotten builders of the\nAmerican dream, 102\nDouglas, Paul. Quoted 91, 92, 151\nDouglass, Harl R. Adapting the junior highschool curriculum to the needs of the pupils.\n518\nDowning, Elliot R. Nature study — foundation\nfor what?, 479\nDublin conference, The\n(Augustus O.\nThomas), 809\nDuShane, Donald. Report of the committee on\nresolutions, 220\nDuty of the state, The (Paul McNutt), 53\nDyer, Elizabeth. Teaching money management,\n701\nEddy, Helen M. Foreign languages in the\nchanging curriculum of the high school, 493\nEdmonson, J. B. The relationship of regional\naccrediting agencies to secondary education\nduring this crisis, 513\nEducating the prisoner (A. II. MacCormick),\nEducating\nthe public to understand the schools\n277\n,(Charles\nH. Judd), 400\nEducation and modern social leadership\n(Walter Dill Scott), 31\nEducation and our present social problems\n(John Dewey), 687\nEducation and the American future (Glenn\nFrank), 40\nEducation and the national defense (Louis A.\nJohnson), 130\nEducation and the public mind (Robert\nHutchins), 163\nEducation for worthy home membership (Bess\nGoodykoontz), 397\nEducation in the post-secondary area (George\nE. Carrothers), 636\nEducation of educators, The (Ross L. Finney),\n766\nEducation, the basis of self-government\n(Harold L. Ickes), 168\nEducational trends and the general social\norder (Charles H. Judd), 66\nEducational economy and frontier needs\n^ (George Drayton Strayer), 581\nEducational frontiers in the secondary area\n(Thomas H. Briggs), 629\nEducational implications of modern technology\n(Jesse H. Newlon), 567\nEducational legislation in 1933 (William John\nCooper), 453\nEducational research, at the college and uni¬\nversity level, 390; by state departments of\neducation, 389; coordination of among na¬\ntional professional organizations, 385; de¬\npartment of, 377; secretary’s minutes, 393\nEffect of the present economic situation on\nrural schools, The (William A. Boerger),\n447\n\nElementary principal meets the emergency.\nThe (Cassie F. Roys), 149\nElementary school principals, department of,\n395; report on 1934 yearbook, 401; secre¬\ntary’s minutes, 415\nElliott, Edward C. In testimony of Dr. Ellwood\nP. Cubberley and capitalizing the frontier\ncrisis, 597\nEmmert, Wilber. What realia (objects-specimens-models) may be assembled without cost\nor at very little cost to school districts in\njunior-senior high-school sciences?, 785\nEnderis, Dorothy C. Dangers in the new leisure\narea, 650\n\nAssociation\n\nEnrichment of adult life thru art (Lorado\nTaft), 285; thru music (William van de\nWall), 290\nEvans, William A. Report of the committee on\na a national institute of education, 239\nEvidence of the need of capable instructional\nleadership (William S. Gray), 690\nExecutive committee, minutes of meeting of\n913\nExpenditures, school, 222\nExtracurriculum activities, organization of in\n^ the modern high school, 530\nFacing a new day (Arthur B. Mays), 799\nFahey, Sara H. History of the department —\na record with a future, A, 343\nFar East in American public education, The\n(Edward C. Carter), 233\nFerriss, Emory N. Curriculum characteristics\nand trends in rural secondary schools, 448\nFife,\n657 Ray. New problems in adult education,\nFinance, school, advance of the, 398; a for¬\nward step in, 399\nFinding the hard-of-hearing child (Hazel\nWalker), 440\nFinney, Ross L. The education of educators,\n766\nFisher, C. H. Curriculum reconstruction in\nthe teachers college, 736\nFitting the student to a changing world (Wil¬\nliam J. Bogan), 803\nForce, Anna Laura. Report of the committee\non retirement allowances, 198\nFord, Guy Stanton. Who\nadministers our\nschools?, 683\nForeign languages in the changing curriculum\nof the high school (Helen M. Eddy), 493;\n(Charles H. Handschin), 494\nForgotten builders of the American dream\n(Edgar G. Doudna), 102\nForward step in school financing, A (Orville\nC. Pratt), 399\nFrank, Glenn. Education and the American\nfuture, 40; the sword over education, 573\nFreedom from red tape and statistics — a\nfrontier blessing (Ernest C. Hartwell), 616\nFreeman, Frank N. Needed developments and\nexpansions, 380; what recent scientific ex¬\nperiments show with reference to visualsensory aids, 788\nFryklund, Verne C. The secondary\nplications of certain industrial\n\nschool im¬\nstudies in\n\n^ employment\nresearch, 525\nFunction\nof education\nin a democracy, The\n(A. Duncan Yocum), 141\nFunctions of professional organizations in the\nfield of education (Jesse H. Newlon), 248\nGaringer, Elmer H. The North Carolina pro¬\ngram of state support as affecting high\nschools, 520\n\nBarnes),\n\nGeneral objectives of commercial education\n(Louis A. Rice), 321\nGilkey, Charles W. Patriotism, education, and\nreligion, 22\nGivens, Willard E. Teachers as citizens, 73\nGlimpses from the field: (Maude E. AitonL\n295; (A. W. Castle), 296; (Katherine M.\nKohler), 297; (Charles J. Lunak), 299;\n(Mrs. Kenneth F. Rich), 301; (Frances Wetmore), 303\nGoodykoontz, Bess. Education for worthy home\nmembership, 397\nGraduate research in education, common faults\nin, 381\nGray, Jessie. Critical presentday issues in edu¬\ncation, 330\n\nEnglish in the changing curriculum of the\nhigh school (Dora V. Smith), 492\nEnriched program for physically handicapped\nchildren, An (Bess R. Johnson), 540\nEnriched program for socially maladjusted\nchildren, An (Ruby Coutu), 541\nEnriching the life experience of exceptional\nchildren (Paul A. Witty), 539\n\nGray, William S. Catching up with literacy\n280; evidence of the need of capable in¬\nstructional leadership. 690\nGrowth comparison of athletes and non-athletes\n(bloyd A. Rowe), 465\nGuenther, Karl. Summary of the first\nliminary report of the committee pre¬\non\nacademic freedom, 345\n\nEnglish\n\nin life and in school (Walter\n\n"}
{"page": 1001, "printed_page": null, "text": "Index\n\nGuidance in commercial education toward\nvocational and noil-vocational objectives\n(Ernest A. Zelliot), 322\nGuyton, Mary L. Basic English, 278\nHaggerty, M. E. A program of development\nin the education of teachers, 718\nHale, Florence. How the National Education\nAssociation helps the individual teacher, 61;\npreserving the essentials in teaching country\nschools, 460\nHall, Sidney B. Report of the legislative com¬\nmission, 195\nHandicapped children, education for, 541, 542,\n545, 546\n^\n*\nHandschin, Charles H. Foreign languages in\nthe changing curriculum of the high school,\n494\nHanson, Florence Curtis. Discussion of func¬\ntions of professional organizations in the\nfield of education, 249\nHard-of-hearing children, finding the, 440;\nspecial education for, 437\nHardy, Marjorie. Much ado about report cards,\n429\nHarman, A. F. What next in education?, 135\nHartwell, Ernest C. Freedom from red tape\nand statistics — a frontier blessing, 616\nHeadquarters staff, officers of, 837\nHealth and physical education in the chang¬\ning curriculum of the high school (James\nEdward Rogers), 501\nHealth, cooperation for between home and\nschool, 109\nHealth mental, 404; conditions of school\nenvironment causing mental ill health, 413:\nfrom the standpoint of the doctor of\nmedicine, 411; importance of in the ele¬\nmentary principal, 410; of prospective\nteachers, 409; of young people, 407\nHelping them to stand on our shoulders (Ada\nE. Comstock), 359\nHess, Adah H. Psychological approach as a\nmeans of character training, 706\nHigh lights of the Denver convention of the\nAssociation for Childhood Education (Mary\nE. Eeeper), 425\nHinshaw, C. E. Maintaining high-school stand¬\nards under present conditions, 529\nHollinger, John A. Visual aids related to the\ncurriculum, 794\nHolt, Lucy Mason. Response to addresses of\nwelcome, 30\nHome economics as a vocation (William T.\nBogan), 699\nHorn, Ernest. Case studies in the development\nof social attitudes, 372; what new viewpoints\nin education justify a redirection of teach¬\ning?, 756\nHosic, James F. Supervision of English teach¬\ning, 689; the proposed yearbook on materials\nof instruction, 232\nHow the National Education Association helps\nthe individual teacher (Florence Hale), 61\nHow ideals and attitudes change during a\ngirl’s college life — a study made at Iowa\nState College (Opal Lynn), 704\nHow we may stimulate good taste in clothing\nselection when popular fads are contradic¬\ntory (Uva Janney), 703\nHutchins, Robert. Education and the public\nmind, 163; new frontiers in the university\narea, 643\nIckes, Harold L. Education, the basis of selfgovernment, 168\nImminence of social change, the impact of\ntechnology on a price system of production\n(Howard Scott), 561\nImportance of extension education in main¬\ntaining an educated citizenry, The (William\nJ. Bogan), 662\nImportance of mental health in the elementaryschool principal (W. R. Davies), 410\n\n997\n\nImprovement and economy in the high-school\ncurriculum (Jesse H. Newlon), 516\nImprovement and economy in instruction (R.\nR. Cook), 510\nIn\n\ntestimony of Dr. Ellwood P. Cubberlev\nand capitalizing the frontier crisis (Edward\nC. Elliott), 597\n\nIndependence in school\nfrontier necessity (Ellwood\n589\n\ngovernment — a\nP. Cubberlev),\n\nIndispensable services in supervision (Ernest\nO. Melby), 692\nIndustrial arts objectives and their attainments\n652\n(Homer\n< J. Smith), 522\nInstructional materials, proposed yearbook on,\n232\nIntegrated professional experience as the basis\nfor learning and as a substitute for formal\ncourses in education (Frank E- Baker), 742\nInterprofessional frontiers (Charles H. Mayo),\nInvestigation of the social studies in the\nschools. The: the fifth year (A. C. Krey),\n533\nJanney, Uva. How we may stimulate good taste\nin clothing selection when popular fads are\ncontradictory, 703\nJefferson, R. A. Mental health from the stand¬\npoint of the doctor of medicine, 411\nJohnson, Bess R. An enriched program for\nphysically handicapped children, 540\nJohnson, Louis A. Education and the national\ndefense, 130\nJoint commission on the emergency in edu¬\ncation, discussion of (Joy Elmer Morgan),\n227; (Thomas E. Benner), 230; purposes of,\n227; report of (John K. Norton), 182\nJones, Lloyd L. Commercial subjects in the\nchanging curriculum of the high school,\n500\nJudd, Charles H. Educating the public to under¬\nstand the schools, 400; educational trends\nand the general social order, 66; next steps\nin the improvement of teacher training, 711 ;\nthe curriculum revision movement in Amer¬\nican education, 243; the scientific develop¬\nment and evaluation of the curriculum, 620\nJunior college, development in administration\nof, 523; public relations of, 519\nKeller, Franklin J. Vocational subjects in the\nchanging curriculum of the high school, 500\nKelley, J. Herbert. Discussion of functions of\nprofessional organizations in the field of\neducation, 252\nKelly, Fred J., Desirable steps in coordinating\nresearch at the college and university level,\n390; report of the committee on socialeconomic goals of America, 210\nKeenan, Robert C. Critical presentday issues in\neducation, 332\nKimmel, W. G. Social studies in the changing\ncurriculum of the high school, 495\nKindergarten-primary education, department of,\n423; secretary’s minutes, 433\nKline, Aaron. Which world?, 403\nKnoelk, William C. Which way is forward?,\n401\nKnowlton, Daniel C. Minimum realia for the\nsocial studies, 786\nKohler,\nKatherine M. Glimpses from the field,\n297\nKoos, Leonard V. The changing curriculum\nin secondary schools, 491\nKrey, A. C. The investigation of the social\nstudies in the schools: the fifth year, 533\nLearning and teaching of speech reading, The\n(Bessie L. Whitaker), 439\nLeeper, Mary E. High lights of the Denver\nconvention of the Association for Child¬\nhood Education, 425\nLeisure time, art and, 699; preparation for\nuse of, 281, 285, 290, 293, 295, 296, 297,\n299, 301, 303\n\n"}
{"page": 1002, "printed_page": null, "text": "998\n\nNational\n\nEducation\n\nLegislation, for education in 1933, 453\nLide, Edwin S. Mathematics in the changing\ncurriculum of the high school, 491\nLife directors of the National Education As¬\nsociation, 836, 843\nLindlof, Mrs. Johanna. Some presentday issues\nin education, 334\nLip\nreading,442department of, 435; secretary’s\nminutes,\nLongnecker, Don. D. An adventure in adult\neducation in Dayton, 293\nLunak, Charles J. Glimpses from the field, 299\nLutz, Harley L. The challenge of the present\neconomic depression, 553\nLynn, Opal. How ideals and attitudes change\nduring a girl’s college life — a study made at\nIowa state college, 704\nMacCormick, A. H. Educating the prisoner,\n277\nMcDonald, H. Rosabel. Music and art in the\nchanging curriculum of the high school, 498\nMcNutt, Paul. The duty of the state, 53\nMaintaining high-school standards under pres¬\nent conditions (C. E. Hinshaw), 529\nMaintaining visual education in the face of\neconomic fire (Albert Lindsay Rowland),\n782\nMartin, Clarence. Some recent legal trends, 123\nMathematics in the changing curriculum of\nthe high school (Edwin S. Lide), 491\nMayo, Charles H. Interprofessional frontiers,\n652\nMays, Arthur B. Facing a new day, 799\nMeeting the emergency problems in consoli¬\ndated schools (C. P. Archer), 456\nMelby, Ernest O. Indispensable services in\nsupervision, 692 •\nMental deviate, The — a problem in curriculum\nadjustment (Florence N. Beaman), 546\nMental health, 404; conditions of school\nenvironment causing mental ill health, 413*\nfrom _ the standpoint of the doctor of\nmedicine, 411; importance of in the ele¬\nmentary principal, 410; of prospective teach¬\ners, 409; of young people, 407\nMerton, Elda L. Responsibility of teacherpreparation institutions for visual education\ncourses — from the viewpoint of the class¬\nroom teacher, 783\nMinimum realia for the social studies (Daniel\nC. Knowlton), 786\nMinutes of meetings, board of directors, 893;\nboard of trustees, 917; executive committee,\n913; thirteenth representative assembly, 864\nMoore, Robert C. Applying ethics to economics,\n150\n\nMonroe,\n685\n\nPaul. Teaching\n\ninternational\n\nrelations,\n\nMontague, Mrs. Harriet Andrews. A century of\nprogress in lip reading, 438\nMorgan, Joy Elmer. Democracy and education,\na discussion of the work of the joint com¬\nmission on the emergency in education, 227\nMorgan, Russell V. Analyzing objectives in\nmusic education, 521\nMoyer, James A. Report of the national com¬\nmission on the enrichment of adult life, 213\nMuch\nado about report cards (Marjorie\nHardy), 429\nMusic and art in the changing curriculum of\nthe high school (H. Rosabel McDonald),\n498\nMusic, enrichment of adult life thru, 290\nMusic in the changing curriculum of the high\nschool (Anne E. Pierce), 497\nMusic with homemade instruments (Charles C.\nWeidemann), 404\nNational Council of Education, report of, 219;\nreport of committee on a national institute\nof education (William A. Evans), 239report of meeting of, 225; report of year’s\nprogress (John S. Brubacher), 236; secre¬\ntary’s minutes, 256\n\nAssociation\n\nNational Education Association, and the Amer¬\nican Library Association, report of the joint\ncommittee of, 213; and the National Con¬\ngress of Parents and Teachers, report of\njoint committee of, 182\nNational outlook on education, A (Paul C.\nStetson), 87\n\nNatural science in the rural schools (Irving\nPearson), 486\n\nNature\nstudy — foundation\nR. Downin\ng), 479\n\nfor what?\n\nF.\n\n(Elliot\n\nNecrology, report of the committee on, 961\nNeeded developments and expansion (Frank\nN. Freeman), 380\nNeilson, N. P. Report on the evaluation of\nteacher-training institutions preparing teach¬\ners for service in health and physical educa¬\ntion, 471\n\nNew citizenship, A (William John Cooper), 81\nNew College, significance of, 730\nNew frontiers in the university area (Robert\nM. Hutchins), 643\nNew problems in adult education (Ray Fife),\n\n657\nNewbold,\nN. C. Report of the committee to co¬\noperate with the National Association of\nTeachers in Colored Schools, 203\nNewlon, Jesse H. Educational implications of\nmodern technology, 567; functions of pro¬\nfessional organizations in the field of edu¬\ncation, 248; improvement and economy in\nthe high-school curriculum, 516; quoted, 640\nNext steps in the improvement of teacher train¬\ning (Charles H. Judd), 711\nNoll, Victor H. Commercial and vocational sub¬\njects in the changing curriculum of the high\nschool, 499\nNorth Carolina program of state support as\naffecting high schools, The (Elmer H.\nGaringer), 520\nNorton, John K.~ Report of the joint commis¬\nsion on the emergency in education, 182,\n\n668\n\nObject-specimen-model material that may be\nassembled without cost or at very little cost\nin the field of elementary science (Mrs.\nGrace bisher Ramsey), 781\nObjectives of business education as viewed by\nbusiness (John Y. Beaty), 320\nOfficers of departments, 1932-33, 837; 1933-34,\n844; of the National Education Association,\n1932-33, 835; 1933-34, 842\nOrganization of extracurriculum activities in\nthe modern high school (Joseph Roemer),\n530\nOriental education, 233; discussion of (Edith\nP. Parker), 235\nOutstanding women of the world and\ncostumology of their times (Mrs. Minna\nSchmidt), 701\nParker, Edith\ntion, 235\n\nP. Discussion\n\nPatriotism, education,\nW. Gilkey), 22\n\nthe\nM.\n\nof oriental educa¬\n\nand\n\nreligion\n\n(Charles\n\nPearson, Irving F. Natural\nschools, 486\n\nscience in the rural\n\nPesta, Rose A. Are\ncitizenship?, 271\n\nschools\n\nour\n\ntraining\n\nfor\n\nPierce, Anne E. Music in the changing curricu¬\nlum of the high school, 497\nPlace of visual aids in teaching the social\nsciences, The (Charles C. Barnes), 792\nPlenzke, O. H. A program to meet the situa¬\ntion, 447; what is mental health?, 404\nPratt, Orville C. A forward step in school\nfinancing, 399\nPreble, Mrs. F. Blanche. Report of the presi¬\ndent, 336; the teachers at the helm, 91\nPreliminary statement of the general objec¬\ntives and fundamental principles of com¬\nmercial education in the public secondary\nschools (Earl W. Barnhart), 313\n\n"}
{"page": 1003, "printed_page": null, "text": "999\n\nIndex\n\nPreserving the essentials in teaching country\nschools (Florence Hale), 460\nProfessional organizations, functions of in the\nfield of education, 248; discussion of func¬\ntions (Florence Curtis Hanson), 249; (S. A.\nCourtis), 250;' (J. Herbert Kelley), 252;\n(J. W. Crabtree), 254\nProgram development in the education of\nteachers, A. (M. E. Haggerty), 718\nProgram to meet the situation, A (O. H.\nPlenzke), 447\nProposed yearbook on materials of instruction\n(James F. Hosic), 232\nPsychological approach as a means of char¬\nacter training (Adah H. Hess), 706\nPublic and its schools, The (Joseph Rosier),\n116\n\nRural\n\neducation,\n\ncurriculum\n\ntrends\n\nin, 448;\n\ndepartment\nof, on,\n445; 447\neffect of present\nnomic situation\n\neco¬\n\nRural problems and the county superintendent\nof schools (Mrs. Cora B. Ryman), 458\nRyan, H. H. The teaching and learning situa¬\ntions in junior high-school classrooms, 518\nRyman, Mrs. Cora B. Rural problems and the\ncounty superintendent of schools, 458\nSafeguarding instruction in the emergency\n(Ray P. Snyder), 457\nSalaries,\nfor, 350 teachers’,\n\n237,\n\n331,\n\n334;\n\nschedule\n\nSchmidt, Mrs. Minna M. Outstanding women\nof the world and the costumology of their\ntimes, 701\nSchool\nment health\nof, 463 and\n\nphysical\n\neducation,\n\ndepart¬\n\nPublic relations of the junior college (G. H.\nvan de Bogart), 519\nPublic ownership the way out (Carl D.\nThompson), 329\nRadio-vision (S. Naomi Anderson), 791\nRamsey, Mrs. Grace Fisher. Object-specimenmodel material that may be assembled with¬\nout cost or at very little cost in the field of\nelementary science, 781\nRealizing our objectives (Robert W. Selvidge), 802\nRecent developments in junior-administration\n(W. W. Carpenter), 523\nRecent social changes and educational re¬\nsearch (Malcolm M. Willey), 380\nRelation of secondary schools to higher in¬\nstitutions (P. Roy Brammell), 502\nRelations between the college and public highschool (George Works), 504\nRelations between the high school and the\ncollege (Mary E. Courtenay), 503\nRelating visual-sensory aids to the curricu¬\nlum — a unit of reading (Mrs. Mildred S.\nSmith), 792\nRelationship of regional accrediting agencies\nto secondary education during this crisis,\nThe (J. B. Edmonson), 513\nReports of committees, See Committees\nReport on the evaluation of teacher-training\ninstitutions preparing teachers for service\nin health and physical education (N. P.\nNeilson), 471\nRepresentative assembly, delegates to, 967 ;\nminutes of meeting of, 864\nResponse to addresses of welcome (Lucy\nMason Holt), 30\n\nSmith, Dora V. English in the changing cur¬\nriculum of the high school, 492\nSmith, Homer J. Industrial arts objectives\nand their attainment, 522\n\nResponsibility of teacher-training institutions\nfor the mental health of prospective teach¬\ners (Caroline B. Zachry), 409\n\nSmith, L. W. A study of high-school pupil\npopulation in aid of the revision of the\ncurriculum, 524\n\nResponsibility of teacher preparation institu¬\ntions for visual education courses — from the\nviewpoint of the classroom teacher (Elda\nE. Merton), 783\nRich, Mrs. Kenneth F. Glimpses from the\nfield, 301\nRice, Louis A. General objectives of commer¬\ncial education, 321\nRobertson, Elizabeth Wells. Art training in\npreparation for adult leisure, 281\nRoemer, Joseph. Organization of extracurricu¬\nlum activities in the modern high school,\n530\nRogers, James Edward. Health and physical\neducation in the changing curriculum of the\nhigh school, 501\nRoser, Gertrude. Special education in Ger¬\nmany — what can we learn from it?, 543\nRosier, Joseph. The public and its schools,\n116\nRowe, Floyd A. Growth comparison of ath¬\nletes and non-athletes, 465\nRowland, Albert Lindsay. Maintaining visual\neducation in the face of economic fire, 782\nRoys, Cassie F. The elementary principal\nmeets the emergency, 149\n\nScience instruction, department of, 477\nScientific development and evaluation of the\ncurriculum, The (Charles H. Judd), 620\nScientific development and evaluation of text¬\nbook materials, The (B. R. Buckingham),\nScott,\nHoward. The imminence of social\n602\nchange, the impact of technology on a price\nsystem of production, 561\nScott, Walter Dill. Education and modern so¬\ncial leadershin. 31\nSecondary education, department of, 489; secre¬\ntary’s minutes, 505\nSecondary education in the new deal (H. L.\nDonovan), 528\nSecondary-school implications of certain in¬\ndustrial studies in employment research,\nThe (Verne C. Fryklund), 525\nSecondary school principals, department of,\n507\nSecondary schools, relation of, to colleges, 513;\nto college entrance boards, 514; to higher\ninstitutions, 502, 503, 504; to state depart¬\nments of education, 514\nSecretary of National Education Association,\nannual report of, 951\nSelvidge, Robert W. Realizing our objectives,\n802\nSignificance\nander), 730 of New\nSlattery, Margaret.\nmodern day, 17\n\nCollege\n\nCharacter\n\n(Thomas\n\nAlex¬\n\neducation\n\nin this\n\nSmith, Mrs. Mildred S. Relating visual-sen¬\naids\nsory\n792 to the curriculum — a unit of\nreading,\n\nRay P. Safeguarding\nSnyder,\nthe emergency, 457\nminutes,\n536 department\nstudies,\nSocial\n\ninstruction\n\nin\n\nof, 531; secretary’s\n\nSocial studies in the changing curriculum of\nthe high school (W. G. Kimmel), 495\nSocial trends and educational research, 380;\ncase studies in the development of attitudes,\n372\nSome major curriculum problems in the rural\nsecondary school (William H. Bristow),\n450\nSome presentday issues in education (Mrs.\nJohanna Lindlof), 334\nSome recent legal trends (Clarence Martin),\n123\nSpecial education and the\n(Frank G. Bruner), 437\n\nhard\n\nof hearing\n\nSpecial education, department of, 537; res¬\nolutions, 549; secretary’s minutes, 547\nSpecial education in Germany — what can we\nlearn from it? (Gertrude Roser), 543\n\n"}
{"page": 1004, "printed_page": null, "text": "1000\n\nNational\n\nEducation\n\nState and its high schools, The (I). W. But¬\nterfield), 509\nState directors, National Education Associa¬\ntion, 835, 843\nStatus of the science of education, The\n(Ueorge Drayton Strayer), 379\nStetson, Paul C. A national outlook on educa¬\ntion, 87\nStoddard, A. J. Visual aids and the economic\nsituation, 789\nStrayer, George Drayton. Educational econ¬\nomy and frontier needs, 581; the status of\nthe science of education, 379\nStrength and weakness of one-teacher schools\n(Francis G. Blair), 452\nStudent economic problems and the coun¬\nselor — with special reference to women stu¬\ndents (Grace S. M. Zorbaugh), 366\nStudy of high-school pupil population in aid\nof the revision of the curriculum (E. W.\nSmith), 524\nStullken, Edward H. Are we playing fair with\nthe personality problem? 544\nSupervisors and directors of instruction, de¬\npartment of, 681 ; secretary’s minutes, 694\nSupervisors and teachers of home economics,\ndepartment of, 697; secretary’s minutes, 707\nSupervision, indispensable services in (Ernest\nO. Melby), 692\nSupervision of English teaching (James F.\nHosic), 689\nSuperintendence, department of, 551; expres¬\nsions of appreciation, 679; report of the\nboard of tellers, 667 ; report of committees\nof, 668; secretary’s minutes, 666\nSutton, Willis A. Report of the committee on\nrural education, 202\nSword over education, The (Glenn Frank),\nSymonds, Percival M. Common faults in grad¬\nuate3 research in education, 381\n^ 57\nTaft, Lorado. Art and leisure, 699; enrich¬\nment of adult life thru art, 285\nTaxation for schools, 220, 331\nTeachers as citizens (Willard E. Givens), 73\nTeachers at the helm, The (Mrs. F. Blanche\nPreble), 91\nTeachers colleges, department of, 709; list of\naccredited institutions — 1933-34, 773\nTeachers on guard (Francis G. Blair), 57\nTeacher looks at the principal, The (Julia L.\nAnderson), 402\nTeacher training for the new age (II. L.\nDonovan), 95\nTeacher-training institutions, evaluation of in\npreparing teachers for service in health and\nphysical education, 471; responsibility of\nfor the mental health of prospective teach¬\ners, 409; responsibility of for visual educa¬\ntion courses, 785\nTeacher training, next steps in the improve¬\nment of, 711\nTeaching and learning situations in junior\nhigh-school classrooms, The (H. H. Ryan),\n\n518\n\nTeaching international relations (Paul Mon¬\nroe), 685\nTeaching money\nmanagement\n(Elizabeth\n\n701 handling\n^ Dyer), for\nTechnic\nlarge classes, A (Ralph\nC. Bedell), 483\nThomas, Augustus O. The Dublin conference,\n809\nThomas, John S. Report on 1934 yearbook, 401\nThompson, Carl D. Public ownership the way\nout, 329\nThrelkeld, A, L. Current issues relating to the\ncurriculum and instructional materials, 609\n1 ime sampling method, advantages and dis¬\nadvantages of the, 384\nTreasurer, report of, 936\nTrustees, minutes of meetings of board of,\n917, 947; report of, 919\n\nUnit\n\nAssociation\nassignment,\n\ndirected learning and the,\n511\nvan de Bogart, G. H. Public relations of the\njunior college, 519\nvanthru\nde Wall,\nEnrichment of adult life\nmusic, William.\n2?0\nVisual aids, 788; and the curriculum, 792,\n794; and the economic situation, 789; in\nteaching the social studies, 792\nVisual instruction, department of, 779\n. Vocational education, department of, 797\nVocational subjects in the changing curricu¬\nlum of the high school (Franklin J. Keller),\n500\nWalker,\nHazel. Finding the hard-of-hearing\nchild, 440\nWalker, Irwin. Address of welcome, 25\nWard, Lavilla. Better coordination of services\nfor physically handicapped groups in school\nand community programs, 545\nWeidemann, Charles C. Music with homemade\ninstruments, 404\nWhich\n401 way is forward? (William C. Knoelk),\n\nWhich world ?_ (Aaron Kline), 403\nWhitaker, Bessie L. The learning and teaching\nof speech readings, 439\nWhittenberg, A. L. Address of welcome, 27\nWho administers our schools? (Guy Stanton\nFord), 683\nWiley, George M. Cooperative studies in sec¬\nondary education in New York state, 526\nWilley, Malcolm M. Recent social changes and\neducational research, 380\nWillcuts, Indianola. Analyzing art objectives\nin the high school, 521\nWinshin, A. E. Tribute to, 175\nWitmer, Eleanor M. Report of the joint com¬\nmittee of the National Education Associa¬\n213\ntion and the American Library Association,\n\nWetmore, Frances. Glimpses from the field,\n303\nWitty, Paul A. Enriching the life experience\nof exceptional children, 539\nWood, Thomas D. Report of the joint com¬\nmittee on health problems in education, 179\nWoodward, Annie C. Report of the committee\non international relations, 205\nWorld Federation of Education Associations,\n208, 807; resolutions, 814\nWorks, George. Relations between the college\nand public high school, 504\nWhat does the dominant American theory of\neducation imply for the redirection of the\nprofessional education of teachers? (Wil¬\nliam C. Bagley), 763\nWhat is mental health? (O. H. Plenzke), 404\nWhat new viewpoints in education justify a\nredirection of teaching? (Ernest Horn), 756\n135 next in education?\nWhat\n(A. F. Harman),\n\nWhat realia (objects-specimens-models) may\nbe assembled without cost or little cost to\nschool districts in junior-senior high school\nsciences? (Wilber Emmert), 785\nWhat recent scientific experiments show with\nreference to visual-sensory aids (Frank N.\nFreeman), 788'\nWhere, are we now? — a critical evaluation of\nspecial education (Virgil E. Dickson), 542\nYocum, A. Duncan. The function of education\nin a democracy 141\nYoung,\n398\n\nRoss N. The\n\nadvance\n\nof school finance,\n\nZachry, Caroline B. Responsibility of teacher¬\ntraining institutions for the mental health of\nprospective teachers., 409\nZelliot, Ernest A. Guidance in commercial edu¬\ncation toward vocational and non-vocational\nobjectives, 322\nZorbaugh, Grace S. M. Student economic prob¬\nlems and the counselor — with special refer¬\nence to women students, 366\n\n"}
{"page": 1005, "printed_page": null, "text": "\\\n\n"}
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{"page": 1007, "printed_page": null, "text": "v1\n\n"}
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