{"page": 1, "printed_page": null, "text": ""}
{"page": 2, "printed_page": null, "text": "rS -\n\nAmerican Foundation\nForThe Blind inc.\n\nU\n\n"}
{"page": 3, "printed_page": null, "text": ""}
{"page": 4, "printed_page": null, "text": "\\\n\n"}
{"page": 5, "printed_page": null, "text": "Troceedings\nRational\n\nEducation\n1934\n\nof the\n^Association\n\n"}
{"page": 6, "printed_page": null, "text": ""}
{"page": 7, "printed_page": null, "text": "NATIONAL\n\nASSOCIATION\n\nEDUCATION\n\nOF THE\n\nUNITED\n\nPROCEEDINGS\nOF THE\n\nSEVENTY-SECOND\n\nANNUAL\n\nIN WASHINGTON,\n\nMEETING\n\nHELD\n\nDISTRICT\n\nOF COLUMBIA,\n\nJUNE\n\nTO JULY\n\nSIXTH,\n\nTHIRTIETH\n\n19 3 4\n\nVOLUME\n\nWASHINGTON,\nNATIONAL\n\nEDUCATION\n\n7 2\n\nD. C.\nASSOCIATION\n\nSTATES\n\n"}
{"page": 8, "printed_page": null, "text": "L Is .\n\n*\n\nIV’\n/>/\n\nV<\n■■, <•\n\nI! OS A: t>. f] V,\n\n2/\n\n.Kli\n\n-4\n\nr-j\n\niv4 vfiAficu /o,'>\n-••'A.\n\nK%\nyS\n. % ^S\n( ' » ,,'!ii!i.!'r ,y (y\n(WS\n\nHIM mitvl\"\n\nj/\n\n'\n\n"}
{"page": 9, "printed_page": null, "text": "FOREWORD\nOne\n\nday a man\n\ncame upon a group of workmen\n\nbusy at their tasks. He\n\nman replied , “I am\nasked of the first , “What are you doing?” And the workon\nuntil he came to\nearning five dollars a day.” The inquiring one passed\nput the same\nanother laborer, who was studying a blue print and to him he\nthe plan.\nquestion. This man answered, “I am trying to make this wall like\nare you,\nNot yet satisfied, the stranger asked of still another, “What\ncathedral.\ndoing?” And the reply came, “I am helping to build this great\nof\nThis story, oft-repeated, was brought to mind by the growing mass\ning a\nmarble and steel which is taking form as the Supreme Court Build\nin the nation s\nmagnificent unit of the imposing new government buildings\nthis great\ncapital. The observer was left with the thought that working on\nit will\nstructure there must be men who have caught the vision of what\nand zeal into\nstand for in our national life, men who put more enthusiasm\nthe build¬\ntheir work because of that vision; and that when it is completed,\ning itself will be more wonderful because of such men.\nplaces\nThese volumes of Proceedings which year after year take their\ninvaluable ref¬\nin the libraries of educational leaders and institutions aremore than that?\nerence books. Does it occur to you that they are much\ndevoted men and\nThey are records of the united effort of earnest and\nmerely “follow¬\nwomen who are not just “earning five dollars a day,” not\niful structure\ning a plan,” but who are building a greater and more beaut\nwhich is the educational heritage of the childhood of America.\nbeen necessary\nIn the preparation of this seventy-second volume it has\nmaterial. Every\nto shorten most of the papers because of the abundance of\ntial parts of each\neffort, however, has been made to preserve the most essen\naddress.\n\n«\n\n"}
{"page": 10, "printed_page": null, "text": "C out cuts of previous volumes of Proceedings\nof the N ational Education Association may\nbe found by consulting the Education Index.\n\n"}
{"page": 11, "printed_page": null, "text": "CONTENTS\nGENERAL\n\nSESSIONS\n\n* • *\n—Hutchins • •\n\n1\n\n....\n\n22\n\n— Byrd ....\n.\n—Grosvenor\nPepper ...\nBallou ...\n. •\n\n24\n\n.\n\n.\n\nIntroduction\n\nThe Teacher, The School, and The National Life\n.\nGreetings to Admiral Byrd\n.\nMessage from Little America\n\n.\nMessage\nPathfinding .\nAddress of Welcome .\nWork of the Joint Commission on the Emergency\n\n.\n\nGray\n\n25\n26\n29\n\nin Education\n...\n—Norton\nZook ....\n\n30\n37\n\n....\n\n43\n\n...\n...\n\n47\n54\n\n....\n\n65\n\nMeeting the Emergency in 1935 .\nEconomic Self-Help in the Educational Crisis .\nAcademic Freedom — From the Viewpoint of the Superintend¬\n\n— Richmond . .\nLucas ....\n\n69\n\nent .\nAcademic Freedom — From the Viewpoint\n\n—Gosling\n\n...\n\n79\n\nPreble\n\n...\n\n84\n\nBeury\n\n...\n\n87\n\n....\n— Aylesworth .\nBaker ....\n\n91\n\nfor 193 5 .\n.\nFederal Aid to Education\nReport of the Federal Advisory Committee\n\nThe\n\nOrganizing\n\nBrain\n\nTeacher .\nAcademic Freedom — From the\nPresident\nVisions\n\nand\n\nRule\n\nTrust— With a Code for Peacemakers\nfor Which We Must Educate .\nWithin the State for Better Schools .\n\nReal\n\nWorld\n\nAid\n\n.\n\nin Education\nAmerica’s\n\non Emergency\n\n—Frank\nFiler\n\nof the Classroom\nof\n\nViewpoint\n\nthe\n\nCollege\n\n.\n\nVoyages\n\nGray\n\n.\n\nRadio As a Means of Public Enlightenment .\nYouth Challenges the Nation .\nWhat Education and Economic Heritage Shall We Hand\n.\nOur Children?\nNational Congress of Parents and Teachers .\n\nAmerican\n\n—Poling\n\nLegion\n\nto\nSweet\n\n...\n— Magna\nPoole ....\n\n116\n121\n\n.\n— McCarthy\nRoss ....\n\n122\n126\n\n...\n. . .\n\n130\n133\n\nre¬\nPrincipal’s Responsibility for Leadership and Interp\ntation .\nThe Child Labor Movement and the New Deal .......\nand\nThe Classroom Teacher’s Responsibility for Leadership\n* * * *\n\nInterpretation\n\nLife Membership\n\nDinner\n\n.\n\n[5]\n\n.\n\n—Joynes\n— Parsons\nRead\n\n137\n\n....\n\n. . —daggers ...\nJV hittenberg .\n. . .\nMilam\n\n. * * *\nDefending Education .\ny\nersar\nAnniv\nAnnouncement — Regarding Three Hundredth\nCelebration of American High Schools .\nAnnouncement — Celebration of Mother’s Day\nDemocracy in Education .\nCulture for Democracy .\n\nIll\n\n113\n\nThe\n\nBalancing and Unifying Education— Rural\nReport for Board of Directors .\nLibraries for Civilized Living .\n\n.\n\n....\n\nCook\n\n.\n\n.\n\n108\n\n....\n\nLangworthy\n\nDaughters of the American Revolution .\nGeneral Federation of Women’s Clubs .\nSafeguarding Education — State Organizations .\nNational Organizations .\n\nInterpretation\n\n99\n102\n\n150\n\n....\n\nHayes\n\n141\n145\n147\n\n.\n\n156\n157\n\nBenner\n\n...\n. . .\n\n— Gerson\n\n. . .\n\n162\n\nVan\n\nSlyck\n\nJarvis\n\n158\n\n167\n\n"}
{"page": 12, "printed_page": null, "text": "6\n\nNational\n\nEducation\n\nREPORTS\n\nIntroduction\n\nOF\n\nAssociation\n\nCOMMITTEES\n\n.\n\nReport of American Library Association Committee on Cooper¬\nation with the National Education Association .\n— Liveright . .\nReport of Committee on Civil Service for Teachers .\n— DuShane . .\nReport of Committee on International Relations\n.\n— Woodward .\nReport of Committee on Resolutions\n.\n. Dahl\nReport of Committee on Retirement Allowances\n.\n. Force\nReport of Committee on Rural Education\n.\n. Sutton\nReport of Committee on Social-Economic Goals for America . — Kelly ....\nReport of Committee To Cooperate with the National Associa¬\ntion of Teachers in Colored Schools .\n— Newbold . .\nReport of Dynamic Activity Committee\n.\n. Bentz ....\nReport of Joint Commission on the Emergency in Education . . — Norton . . .\nReport of Joint Committee on Health Problems in Education . — Wood\n. . .\nReport of Joint Committee of the National Education Associa¬\ntion and the National Congress of Parents and Teachers — Langworthy .\nReport of Legislative Commission\n.\n— Hall ....\nReport of National Commission on Enrichment of Adult Life . — Moyer . . .\nReport of Special Committee on the Increase of Revenue . . . — Pearse . . .\n\nNATIONAL\nHistorical Note\n\nCOUNCIL\n\nOF\n\nADMINISTRATIVE\n\nWOMEN\n\nHistorical Note\n.\nThe Work of a Local Branch .\nWhat Should the Administrative Women in Education\nAmerican\n\nHistorical Note\nEducation\n\nOF\n\nADULT\n\n234\n235\n237\n241\n250\n252\n255\n\nIN EDUCATION\n\nDo for\n\n.\n.\n\nDEPARTMENT\n\n212\n215\n219\n226\n\n266\n\nCitizenship?\n\nSecretary’s Minutes\n\n200\n203\n206\n209\n\n230\n231\n232\n\nThe Place of the Junior College in American Education . . . _\nPeik\nSincerity in the Present Situation .\n—Morrison\nReport of Special Committee of the National Council To Spon¬\nsor a Conference with Representatives of Publishers of\nInstructional Materials .\n—Edmonson\nThe Present Status of the Science of Education .\n. Rugg\nSome Memories of the 1884 Meeting of the National Education\nAssociation in Madison, Wis .\n. Bradford\nSome Reminiscences of the Association Meeting of 1884 . . . —\nPearse\nOutstanding Problems Involved in the Trend Toward Uni¬\nversal Secondary Education in the United States ....\n— Wilson\nThe Development of Democratic Character as Related to the\nNew Deal. .\n—Yocum\n.\nSecretary’s Minutes\n.\n\nOF\n\n198\n\nEDUCATION\n\n.\n\nDEPARTMENT\n\n171\n172\n178\n181\n189\n197\n\n. Clemency\n—Magna\n\n.\n\n267\n\n...\n\n269\n«71\n\nEDUCATION\n274\n\n.\n\nfor Adults in Civilian Conservation Corps .\nAdult Education and the Social Scene .\nTrends and Accomplishments in the Field of Immigration and\nNaturalization .\nEducational Opportunities for Applicants for American Citi¬\nzenship .\n\n275\n275\n\n. Marsh\n\n. Kotinsky\n276\n\n—Hazard\n\n. . .\n280\n\n— Schibsby\n\n. .\n\n"}
{"page": 13, "printed_page": null, "text": "7\n\nContents\n\n— Cooper . . .\n.\nPreparation for Leisure\nMorgan . . .\nThe Task of Adult Education Today .\nA Typical State Emergency Relief Program in Adult Edu¬\n— Deming . . .\ncation .\n— Gillingham .\nThe Tennessee Valley Development .\n—Copeland . .\nCrime and a Revised National Policy in Education .\nProblems of Federal Emergency Relief Administration . . . . — Alderman . .\nWhat New York City Has Done and Is Doing in Education\nHornstein . .\n.\nfor Leisure\n— Rogers . . .\nEducation in the Civilian Conservation Corps .\nSecretary’s Minutes\n\n.\n\nOF\n\nDEPARTMENT\nHistorical Note\n\nART\n\n290\n291\n293\n\n299\n\nOF\n\nBUSINESS\n\nEDUCATION\n\nof Shorthand and Typewriting to Com¬ — Skene . . .\n.\n— Eyster\n.\n•\n.\n.\nNeeds\ny\nThe Contribution of Bookkeeping to Communit\nThe Contribution of the Social-Business Subjects to Community — Odell . .\nNeeds .\nContribution\nmunity Needs\n\nDEPARTMENT\n\nOF\n\nCLASSROOM\n\n-Law\n-Mallory. ..\n-Smith\n\n.\n\n303\n304\n305\n\n306\n307\n308\n\nReport of the Committee on Academic Freedom\n.\nSecretary’s Minutes\n\n. .\n\n-Smith . .\n-Guenther\n-Blanchard\n-Read . .\n-Guenther\n\n.\n\nDEANS\n\nHistorical Note\n.\nHow Can We Aid Girls at the College Level\n.\nEmotional Problems?\n.\nThe Challenge in Education\n\n314\n315\n318\n320\n\n-Frank\n\nFoster a Wholesome Public Attitude\n.\nContinuous Employment for Teachers .\nEducational Reconstruction and Organized Study .\n.\nTeacher Tenure in Indiana\nAround the Year with the President .\nShall Teachers\ntoward Tenure?\n\nOF\n\n303\n\nTEACHERS\n\n. .\n.\n.\nHistorical Note\nTeacher Welfare and Educational Reconstruction .\nTeacher Tenure .\n\nDEPARTMENT\n\n302\n\n309\n311\n\n.\n\nSecretary’s Minutes\n\nHow\n\n288\n286\n\n298\n\n.\n.\nHistorical Note\nThe Place of Business Education in Improving Community\n— Rogers . .\nLife — As Seen by a University Dean .\nThe Place of Business Education in Improving Community\n— Edgeworth\nLife — As Seen by a Director of Business Education . . .\nThe Place of Business Education in Improving Community\n— Studebaker\nLife — As Seen by a College Teacher of Business ....\nThe Place of Business Education in the Community — As Seen — Jason . . ,\nby a High-School Administrator .\nThe Place of Business Education in Improving Community — Ho tilt . .\nLife — As Seen by the Classroom Teacher .\n\nRating\n\n286\n\nEDUCATION\n\n.\n\nDEPARTMENT\n\nTeacher\n\n285\n\n294\n\nSecretary’s Minutes\n\nThe\n\n283\n\n321\n323\n325\n327\n329\n337\n339\n\nOF\n\nWOMEN\n346\n\n. *\nin Solving\n\n—Elliott . . .\n— Allen . . . .\n\n347\n352\n\n"}
{"page": 14, "printed_page": null, "text": "National\n\nEducation\n\nDEPARTMENT\n\nHistorical\n\nNote\n\nOF\n\nAssociation\n\nEDUCATIONAL\n\nRESEARCH\n\n362\n\n.\n\nAudience\n\nDiscrimination as a Means of Controlling\nfluence of Motion Pictures\n.\n\nthe\n\nIn¬\n363\n\n. Dale\n\n363\n\nThe Motion Picture as a Source of General Information . . . — Holaday\nExperimentation in the Teaching of Physics .\n— Hurd\nSome Concepts that Result from High-School Science Teach¬\ning and\nThe\n\nImplications\n\nRelationship\nAbility\n\nTo\n\nDifferential\nThe\nA\n\nInfer\n\nConstruction\n\nGeneralized\n\nThe\nA\n\nbetween\n\nthe\n\nAbility\n\nInterpretation\n\n.\n\nTo\n\nLearning\n\nof Examinations\n\nand\n\nof Psychology\nRecall\n\nSituations\n\nof\n\nDifferential\n\nof Measurements\n\nof Control\n\nof Study\nThe\n\nEducational\n\nChild\n\n. — Heiss\n\n....\n\nProblem\n\nCurriculum\n\nAbility\n\nPennsylvania\n\nStudy\n\nEducation\n\n—Segel\n. . .\n. Remmers\n\nin Measuring\n\n.\n\nof the\n\nRelations\n\nWhich\n\nEffects\n\nof Handedness\n\non Reversals\n\nTesting\n\nthe Ability\n\nUse\n\nInfluence\n\nThe\nThe\n\nUse\nUse\n\nContribute\n\nof Motion\n\nto Difficulty\n\nMinutes\n\nthe Index\n\nPictures\n\nNote\n\n—Osburn\n\n. .\n\n.\n\non\n\nand\n\n376\n\n. Manuel\n— Hollingsworth\n. Trabue\n\n.\n\n. — Gray\n\n.\n....\n\n— Barthelmess\n\n.\n\n— Charters\n\n.\nTests in the Classroom\n\n. Tyler\n. — Morrison\n\n.\n\nOF\n\nELEMENTARY\n\nSCHOOL\n\nThe\n\n388\n\nPreventive\n\nAspects\n\nof Teacher\n\nService Which Elementary Principals\nThis Time\n.\n\nWhat\n\na Modern\n\nSecretary’s\n\nSchool\n\nMental\n\nShould\n\nDo\n\nHealth\n\nShould\n\nfor a Modern\n\n. . .\n\nRender\nChild\n\n.\n\nat\n. .\n\n— Bayne\n\n. . .\n\n— Green\n\n. . .\n\n— Reynolds . .\n— Hansen . . .\n— Stratton . . .\n— Clement . .\n— Heacock . .\n— McCormick .\n— Dickinson . .\n\nNote\n\nOF\n\nKINDERGARTEN-PRIMARY\n\n.\n\nHygiene\n\n389\n390\n\n391\n392\n\n392\n393\n394\n395\n396\n396\n397\n397\n402\n\nMinutes\n\nDEPARTMENT\nHistorical\n\n385\n386\n384\n\nPRINCIPALS\n\n.\n\nand\n\n378\n378\n379\n380\n382\n\n— Woody\n\n— Morgan . . .\n— Chandler . .\n— Thomas\n. .\nConstructive\n\n377\n377\n\nand\n\nMaterial\n\nDictionary\n\nChildren\n\n370\n373\n\n375\n\n—McConn\n\nof Reading\n\n369\n\n.\n\nDEPARTMENT\nHistorical\n\nof Secondary\n\nin Reading\n\nof the Radio in the Schools\nand Abuse of Standardized\n\nSecretary’s\n\n.\n\n. Kemmerer\n\n.\n\nTo\n\n—Courtis\n\nof Courses\n\nby the Spanish-Speaking\n.\n\nFactors\n\nThe\n\n367\n\nPresented\n\nof the Southwest\n\nHigher\n\n366\n\n. Johnson\n\nThe Centile Status of Gifted Children at Maturity .\nEducational Needs of the Unemployed Adults\n.\nThe\n\n366\n\n— Bedell\n\n.\n\nof the Integrated\n\n365\n\nthe\n\n.\n\nAbilify\n.\n#.\nNew Technic of Appraisal Covering the Content\n\nEvaluation\n\nand\n\n.\nScaling Technic .\n\nAttitude\n\nSignificance\n\nthe Standpoint\n\nin Specific\n\nFunctions\n\nPatterns\n\nfrom\n\n364\n\nOpportunities\n\nEDUCATION\n\n— Woodruff\nof\n\nKindergarten-Primary\n\n— Richards\n\n. .\n\n. .\n\n410\n\n411\n412\n\n"}
{"page": 15, "printed_page": null, "text": "9\n\nContents\n\nTrends\n\nin Kindergarten-Primary\n\nInterpreting\n\nEducation\n\nKindergarten-Primary\n\nToday\n\nEducation\n\n.\n\n— Hahn\n\nto the Public\n\n....\n\n— Morgan\n\n415\n\n. . .\n\nSecretary’s Minutes\n.\nBylaws\n.\nDEPARTMENT\nHistorical\n\nNote\n\nGreetings\n\n.\n\nLIP\n\n418\n419\n\nREADING\n\n.\n\nPublic\n\nSchools\n\n424\n— Hill\n\nGreetings .\nThe Volta Bureau, A Clearing-House\nThe Education of the Deaf and Hard\nFrancisco\n\nOF\n\n.\nof Hearing in the San\n\n.\n\nTraining Teachers of Lip Reading .\nSpeech and the Hard-of-Hearing Child .\nSecretary’s\n\nMinutes\n\nHistorical\nA\n\nA\n\nNote\n\nState Festival\n\nStatewide\n\n....\n\n425\n\n— Norris . . .\n— Timberlake .\n\n425\n426\n\n— Gvoinn\n\n. . .\n\n427\n\n— Samuelson\n\n.\n\n428\n\n— Atherton\n\n. .\n\n430\n\n.\nDEPARTMENT\n\nOF\n\nMUSIC\n\n432\nEDUCATION\n\n.\nof High-School\n\nProgram\n\nof Music\n\nMusic\n\n436\n\n.\n\n— Bailey\n\nOF\n\n. . .\n. . .\n\n— 'W oods\n\n.\n\nDEPARTMENT\n\nRURAL\n\n442\n\non the Part of\n\n.\nEducation\nof the Problem of Rural Education\n\non the Part of\n\n— Brim\n\n.\nthe Public\nThe Smaller Secondary School in the National\n\n....\n\n— Plenzke\nSurvey\n\n. . .\n\n— Koos\n\n....\n\nMajor Purposes To Be Served by the Rural High School . . — Towns . . .\n. .\n— Hunkins\nSpokesmen Needed for Smaller Schools .\nPresentation of 1934 Yearbook, Economical Enrichment of\n\nthe Small Secondary-School\n\nCurriculum\n\n443\n444\n445\n\nof\n\n.\n\nEducation\n\n.\n\n— Oberholtzer\n\n.\nUrban Education\nAwareness of the Problem of Rural Education\n\nSecondary\n\n437\n438\n\nEDUCATION\n\n.\nHistorical Note\nAwareness of the Problem of Rural Education on the Part of\n\nRural\nAwareness\n\n416\n\nLeadership of County Superintendent in Improving Instruc¬\ntion .\nSome Needs and Problems of the Rural Schools .\n\n— Cram\n\n447\n448\n\n449\n\n— Cyr .\n\n.\n\n445\n\n....\n\n450\n\n— Ihlenfeldt\n\n. .\n\n450\n\nThe Rural School Problem .\nRural Education on the Road to Recovery — Advances Made\nthru Reorganizing and Redirecting County and Local\n\n— Whitmer\n\n. .\n\n452\n\n.\nSchool Programs\nRural Education on the Road to Recovery — Advances\n\n— Samuelson\n\n. .\n\n453\n\n— Cyr .\n. . .\n— Haver\n\n454\n456\n\n. . .\n\n457\n\n— Tolman . . .\n— Hale ....\n\n457\n\nMade\n\nthru Interpreting the Schools to the People .\nArt for Rural Children in the Newer School .\nProviding a More Adequate Social and Recreational\nfor the Rural\n\nChild\n\nLife\n— Thomas\n\n.\n\nAttainable Library Program for Rural Areas .\nThe Radio as an Agency for Enriching Rural Life .\n\nAn\n\nSecretary’s\n\nMinutes\n\nDEPARTMENT\nHistorical\n\nNote\n\n459\n\n.\nOF\n\nSCHOOL\n\nHEALTH\n\nAND\n\nPHYSICAL\n\nEDUCATION\n462\n\n.\n\nMeeting Community\ntion in the High\n\nNeeds\nSchool\n\nthru Health and Physical\n.\n\n458\n\nEduca¬\n— Moorhead\n\n. .\n\n463\n\n"}
{"page": 16, "printed_page": null, "text": "10\n\nNational\n\nEducation\n\nAssociation\n\nAdministrative Problems in the Integration of Physical Edu¬\ncation with the General School Program\n.\n— Stoddard . .\nPublic School Opportunities in the Field of Mental Hygiene . — Rennie . . .\nThe Elementary-School Program of Health and Physical Edu¬\ncation .\n— Stoneroad . .\nThe New Leisure Challenges the Schools .\n— Lies ....\n\nDEPARTMENT\nHistorical\n\nNote\n\nOF\n\nSCIENCE\n\n464\n465\n466\n\n467\n\nINSTRUCTION\n\n.\n\n470\n\nScience and Opinion .\nThe High School and the Community .\n\n— Gosling ...\n— Caldwell . .\n\n471\n472\n\nAn\n\nAnalysis of the Types of Scientific Method Used by the\nLayman in Typical Out-of-School Situations .\n— IV at kins ..\nScience as the Student Sees It .\n— Brechbill .\nNature Club Activities in East Mauch Chunk .\n— Blanch . .\nTrained Teachers for Nature Gardens .\n— Meier\n. .\nThe Excellent Teacher\n.\n— Pearson . .\nThe\n\nUnited States Coast and Geodetic Survey — Its Work\nProblems\n.\n\nNature\n\nStudy\n\nSecretary’s\n\nin Everyday\n\nMinutes\n\nLife\n\nNote\n\n473\n474\n\n.\n\n474\n\n.\n\n475\n\n.\n\n476\n\n— »Strong\n\n...\n\n476\n\n— Young\n\n. . .\n\n478\n\nand\n\n.\n\n.\n\nDEPARTMENT\n\nHistorical\n\n.\n.\n\nOF\n\n478\n\nSECONDARY\n\nEDUCATION\n\n.\n\n482\n\nCarrying\n\nEducation\n\n— Hale\n\n....\n\n483\n\nThe\n\nSchool and the Cultural Life of the Community . . — Lewis\nCommunity Needs thru the Teaching of English in\n\n....\n\n484\n\n— Law\n\n....\n\n485\n\n—Carr\n\n....\n\n485\n\nHigh\n\nMeeting\n\nSecondary\n\nto the Community\n\nSchools\n\n.\n\n.\n\nMeeting Community Needs thru the Study\nHigh Schools\n.\n\nof Latin\n\nMeeting Community Needs thru the Teaching\nin High Schools .\n\nof Mathematics\n\nCurriculum\nWhy\nHow\n\nChanges\n\nDemanded\n\nin the\n\n— Schlauch\n\nby the Industrial\n\nCrisis . . . — Seyhold\n\nthe Public Should Support Its High Schools .\nWe May Support Our High Schools .\n\nSecretary’s\n\nMinutes\n\nNote\n\nOF\n\nSECONDARY\n\nSCHOOL\n\n.\n\nConstitutes\n\nConstitutes\n\nStandards\n\n494\n\na Good\n\nSecondary\n\nSchool\n\nand\n\nby\n\na Good\n\nShould\n\nSecondary\n\nIt Be Evaluated?\n\nSchool\n\nand\n\nConstitutes\n\nStandards\n\na Good\n\nShould\n\nSecondary\n\nIt Be Evaluated?\n\nand\n\n— Judd\n\n. . .\n\n....\n\n495\n497\n\n— Briggs\n\n. . .\n\n500\n\n— Bacon\n\n. . .\n\n502\n\n— Bissell\n\n. . .\n\n504\n\nby What\n\n.\n\nSchool\n\n— Morgan\n\nWhat\n\nWhat Constitutes a Good Secondary School and by What\nStandards Should It Be Evaluated? .\nWhat\n\n488\n489\n490\n\nPRINCIPALS\n\nStandards Should It Be Evaluated? .\nWhat Constitutes a Good Secondary School and by What\nStandards Should It Be Evaluated? .\nWhat\n\n. . .\n. . .\n. . .\n\n491\n\nThe Place of the Technical High School in Modern Education\nWhat Constitutes a Good Secondary School and by What\nStandards Should It Be Evaluated? .\nWhat\n\n487\n\n.\n\nDEPARTMENT\nHistorical\n\n— Morgan\n— Lawler\n\n. .\n\nby\n\n— Law\n\n....\n\n505\n\nWhat\n\n.\n\nWhat Constitutes a Good Secondary School and by What\nStandards Should It Be Evaluated? .\n\n— Carrothers\n— Hill\n\n....\n\n.\n\n506\n507\n\n"}
{"page": 17, "printed_page": null, "text": "Contents\n\n11\n-Comfort\n\n. . Textbooks and Lesson Outlines in Technical High Schools\n.\nDiscussion Groups and Research Section\n■fV at kins\nWorld\nthe\nof\nPeace\nthe\nin\ns\nThe Functions of Secondary School\n-Roemer\nards by\nProposed National Study of Secondary-School Stand\nRegional Standardizing Agencies .\n\nHow\n\nthe Guidance Program in Secondary Schools\ntion in the New Democracy .\n\nOF\n\nDEPARTMENT\n\nMay\n\n509\n\n-Granger\n\nFunc¬\n\n511\n\n“\n\n512\n\nSTUDIES\n\nSOCIAL\n\n514\n\n*\n\nNote .\n\nHistorical\n\n508\n509\n\non the Social\nImplications of the Report of the Commission\n—Hughes . .\nn .....\nStudies of the American Historical Associatio\nthe Social — Gell . . •\nImplications of the Report of the Commission .on\n.\nn\niatio\nAssoc\nical\nHistor\ncan\nStudies of the Ameri\n— Hodgkins .\nStudies .\n— Marchant .\nLearning Exercises for Pupils in the Social\n.\nes\nStudi\nl\nSocia\nthe\nof\nUsing Maps in the Teaching\n— Kidger . .\n.\nssion\nStimulating and Guiding Classroom Discu\nCom¬ — Mosher . .\nEntertainments and Museums for Schools and\nricalties\nHistomuni\n.\n\n515\n515\n516\n517\n518\n•523\n\nOF\n\nDEPARTMENT\nNote\n\nHistorical\n\nThe\n\nEmotional\n\nSPECIAL\n\nEDUCATION\n\n.\n\nLife of the Child\n\n• •_ .\n\n.\n\n— Blanton\n\n522\n\n. . .\n\n523\n\nof the Handicapped Child in the Public —Smith ....\n.\n. ■\nSatis¬\na\nof\ne\nRang\nWhat Should Be the Aims, Functions, and\nfor Atypical\nfactory Program of Special Education\n— Young . . .\nChildren? .\n\nThe\n\nPhysical Care\nSchool\n.\n\nof Speech\n\nTreatment\n\nDisorders\n\n.\n\nDeaf ....••\nPsychological Research in a School for the\nSpecial Education\nThe Status of the Hard-of-Hearing Child in\ng Child in the\nThe Place of the Blind and the Partially-Seein\nPublic School System .\nEducating the Crippled Child .\n.\nEducation of Gifted Children A Challenge\n.\nThe Education of the Mentally Retarded\nDEPARTMENT\nNote\n\nHistorical\n\nl\n1934 Yearbook on Critical Problems in Schoo\n. .\ntration .\n.\nGreetings to the Convention\n\n.\nEducating Children for the New Deal\n.\n.\n•\n•\nction\nProdu\nPlanned Teacher\n.\nInterpreting the Schools to the Public\n.\nEducation at the Crossroads\nAid— Boon\n\nEducation\n\nEducation\n\nor Bane?\n\nin this New Age .\nand the Prevention\n\n529\n531,\n\n— Little ....\n— Latshavu . .\n— Danielson . .\n— Anderson . .\n\n532\n533\n534\n\n.\n.\nof Crime .\n\n....\n\n537\n536\n\n— Bryan . . .\n— Finley . . .\n— Campbell . .\n\nand\n\nThe\n\nFederal\n\n— Scally ....\n\n— Lake\n\n.\n\nReligion .\nThe New Leisure Challenges the Schools .\nThe Contribution of the Public Schools .\nPublic Education and National Welfare .\n\nDemocracy\n\n525\n524\n526\n\nICE\nSUPERINTENDENCE\n\n.\n\nto Cleveland\n\nWelcome\n\nOF\n\n— Diethelm . .\n— Heider . . .\n\n— Zook\n\nAdminis¬\n\n....\n\n— Graham\n. .\n— Merriam . .\n— Silver ....\n— Moehlman\n— Sidener\n— Smith .\n— Russell\n— Filene\n\n.\n.\n.\n.\n\n— Copeland\n\n.\n.\n.\n.\n\n.\n.\n.\n.\n\n538\n542\n546\n\n551\n555\n557\n558\n563\n569\n573\n\n577\n586\n\n. .\n595\n\n"}
{"page": 18, "printed_page": null, "text": "12\n\nNational\n\nEducation\n\nAssociation\n\n— Hartwell\n— Pick ell .\n— Cheney .\n— Edmonson\nReports of General Subject Committees:\n!• The Administration of Teacher Training\n\nProgram\n\nII. A Comprehensive\n\n.\n.\n.\n.\n\n.\n.\n.\n.\n\n. .\n— Kadesch .\n— Ballou . .\n— Givens . .\n— Butler . .\n\n.\n.\n.\n.\n.\n\n— Norton\n— Jensen\n\nVI.\n\nDEPARTMENT\n\nHistorical\n\nNote\n\nOF\n\nSUPERVISORS\n\nAND\n\nDIRECTORS\n\nOF\n\n. . .\n. . .\n\n607\n\n621\n626\n635\n647\n655\n667\n661\n\nINSTRUCTION\n\n.\n\n674\n\nThe\nThe\n\nScientific Method and Creative Supervision .\n— Goodykoontz\nUse of Objective Measures in Evaluating Instruction . . — Brownell . .\nPresentation of the Seventh Yearbook: Scientific Method in\n\nSupervision\n\n612\n\n616\n\n— Roberts\n\n. . . .\nof Public Education .\n\n603\n\n— Rankin\n\n...\n\n678\n\n—Woody\n\n. . .\n\n679\n\nProspectus of Eighth Yearbook — Materials of Instruction . . — Dunn ....\nThe Type of Instruction Demanded by the Present Educa¬\ntional and Social Crisis .\n— Butterfield .\n\n682\n683\n\nSelf-Supervision by Teachers, a Practical Way Out .\nWise and Unwise Economies in a Program of Supervision\n\n— Melchior . .\n. . — Oberholtzer .\n\n684\n686\n\n— McClure\n. .\n— Helseth . . .\n\n687\n689\n\nEvaluation\n\nand\n\n.\n\n675\n677\n\nAppraisal\n\nof the Yearbook\n\n.\n\nSupervision and the Democratic Way of Living\nEvaluating Classroom Work\n.\nSecretary’s\n\nMinutes\n\n.\n\nDEPARTMENT\n\nOF\n\nHistorical\n\n.\n\nThe\n\nNote\n\nConsumer\n\n.\n\nSUPERVISORS\n\nin the New\n\nAND\n\nCitizenship\n\n690\n\nTEACHERS\n\nOF\n\n— IV are\n\nOccupational Adjustment in the New Citizenship .\nEducation for the New Citizenship .\n\nSecretary’s\n\nMinutes\n\nRealism,\n\nNote\n\nand\n\nOF\n\nTEACHERS\n\nand\n\nIntegration\n\nSome\n\nof a Teacher?\n\nForgotten\n\n696\n697\n\n— Beard\n\n697\n\nTo¬\n....\n\n703\nCOLLEGES\n\nQualities\n\n706\n\n.\n\nTraining Teachers To Use Mental Hygiene .\nWhat Contributions Has Mental Hygiene To Make\n\n— Prescott\n\n. .\n\n713\n\n— Watson\n\n. . .\n\n718\n\n— Dearborn\n\n. .\n\n723\n\n. . .\n\n730\n\nPersonality Adjustment of the School Teacher .\nTraining in Desirable Personal and Social Traits in Prospec¬\ntive Teachers .\n\n— Selke\n\nDiscussion\n\n— Baldwin\n\nEducation\nThe\nThe\n\nfor a Changing\n\n.\n\nSocial Order\n\n.\n\n— Zachry\n\n— Dewey\n\nEducation of Teachers for a Changing Social Order . . — Zook\nEducation of Teachers in Teachers Colleges and in Uni¬\nversities and Liberal Arts Colleges: A Comparative\n\nStudy .\nList of Accredited Institutions, 1934-35\n\n— Peik\n.\n\n707\n\nto the\n\n.\n\n.\n\n. . .\n\n— W ashhurn\n\n.\n\nof Teachers\n\n695\n\n— Hoppock . .\n— Withers . . .\n\n.\n\nPurposing,\n\nTraining\n\n....\n\n.\n\nDEPARTMENT\nHistorical\n\nToday,\n\nECONOMICS\n694\n\n.\n\nWomen\nin the Citizenships of Yesterday,\nmorrow\n.\n\nHOME\n\n....\n\n736\n\n. .\n\n742\n\n. . .\n\n744\n\n....\n\n752\n\n....\n\n758\n771\n\n"}
{"page": 19, "printed_page": null, "text": "13\n\nContents\n\nDEPARTMENT\n\nNote\n\nHistorical\n\nOF\n\nVISUAL\n\nINSTRUCTION\n\n778\n\n.\n\n.\nClass Demonstration — Fifth-Year Geography\nDemonstration of Technics for Making Lantern Slides\n\nColor\n\n— Price\n\n.\n\n.\nThe Old Order Changeth\nThe Relation of Films and the Radio to Classroom\n\nDEPARTMENT\n\nNote\n\nModern\nA\n\nTrends\n\nProgram\n\n.\n\n.\n\nVOCATIONAL\n\nEducation\n\nEducation\n\nTo\n\nHistorical\n\nNote\n\n784\n\n....\n\n— Hollinger . .\n— Koon ....\n\n784\n785\n\n.\n\n786\n\nOral\n— Diller\n\n....\n\nOF\n\n— Briggs\n\n. . .\n\n791\n\n— Bauder\n\n. . .\n\n791\n\nof the\n\nin Meeting\n\nEDUCATION\n\n— Fife\n\n....\n\n— Lee .\n— Keller . . .\n\n793\n794\n797\n\nASSOCIATIONS\n800\n\n.\n\nASSOCIATION AL\n\n787\n\n790\n\nthe Present Emergency in Vocational Education ....\nThe Emergency in Education and the Future of Vocational\n.\nand Practical Arts Education\nVocational Education for Leisure .\nFEDERATION\n\n780\n\nEDUCATION\n\nthe Needs\n\nDifferent Groups of Pupils .\nProblems of the American Vocational Association\n\nWORLD\n\n. . .\n\n— Hochheimer\n\n.\n\nMeet\n\n779\n\n779\n\n.\n\nin Vocational\n\nof Industrial\n\nOF\n\n. . — Wray\n\nInstruction\n\nSchool Films, Their Sources and Evaluation .\nA Comparative Study of Sound Motion Pictures and\n.\nClassroom Instruction\n\n. .\n\n....\n\n. . — Emmert\n\nStandards and Technics for Making Posters and Booklets\nThe Relation of Motion Pictures to Standards of Morality\n\nHistorical\n\n— Courtney\nin\n\nRECORDS\n\nAND\n\nINFORMATION\n\n.\n\n803\n\n.\nBylaws\n.\nCalendar of Meetings\n1933-34\nOfficers—\n\n808\n819\n821\n\n.\n\n823\n827\n\nAct of Incorporation\n\nHeadquarters Staff\nOfficers — 1934-35\n\nCommittees of the National Education Association — 1 9 3 3 - _ -i- .\nMinutes of the Fourteenth Representative Assembly .\nMinutes of the Meetings of the Board of Directors .\n.\nMinutes of the Meetings of the Executive Committee .\nMinutes of the Meetings of the Board of Trustees .\nReport\n\nof the Board\n\nReport\n\nof Auditors\n\nof Trustees\n\n.\n\n.\n\n.\nReport of Treasurer\n.\nReport of Budget Committee\n.\nAnnual Report of the Secretary\nReport of the Committee on Necrology .\n.\nThe Fourteenth Representative Assembly\nIndex\n\n.\n\n834\n849\n\n881\n909\n\n919\n932\n\n934\n947\n950\n959\n964\n972\n998\n\n"}
{"page": 20, "printed_page": null, "text": "The Division of Publications of the National Educa¬\ntion Association aims to set the highest standards in all\nits work and is proud of the fine spirit of the men and\nwomen who are responsible for its varied projects. The\nediting, proofreading, and makeup of this volume have\nbeen done in the printing unit by F. Erie Prior, Hazel\nArrington Brown, Mildred Bunch, Louise Murray, and\nRebye Arnold.\nJoy Elmer\n\nMorgan,\n\nDirector\n\nDivision of Publications\n\n"}
{"page": 21, "printed_page": null, "text": "General\n\nSessions\n\n"}
{"page": 22, "printed_page": null, "text": "INTRODUCTION\n\nThe\n\nseventy-second\n\nannual\n\nconvention\n\nof the National\n\nEducation\n\nAssociation, held in the nation's capital June 30-July 6, came at a critical\ntime in the history of the nation and of education.\n\n“ Educating for Tomorrow\" was the theme of the forward looking pro¬\ngram arranged by President Jessie Gray. Topics of paramount importance\nto the profession were discussed. These included federal emergency aid,\nacademic freedom, safeguarding education thru lay and professional or¬\nganizations, and the promotion of the economic welfare of teachers.\nThis meeting gave opportunity for many teachers to renew their ac¬\nquaintance with their capital city and their professional home. To others\nit was a wholly new experience — their first visit to the headquarters of\nthe National Education Association and the many interesting sights of\nWashington.\nThe creation of the Department of Music Education, authorized by the\nRepresentative Assembly, brings the total number of departments to\ntwenty-four. These departments assemble at either the winter meeting\nof the Department of Superintendence or the summer meeting of the\nAssociation or both. A number of allied groups also hold their meetings\nin connection with the convention of the National Education Association.\n\n[16]\n\n"}
{"page": 23, "printed_page": null, "text": "THE\nROBERT\n\nTEACHER,\nM.\n\nTHE\n\nHUTCHINS,\n\nSCHOOL,\n\nPRESIDENT,\n\nAND\n\nUNIVERSITY\n\nTHE\nOF\n\nNATIONAL\nCHICAGO,\n\nLIFE\n\nCHICAGO,\n\nILL.\n\nIwish to look beyond the current phase of the depression to the eco¬\n\nnomic, political, and social situation in which education will be carried\non when the crisis is past or when we have grown accustomed to it.\nThat situation will affect the organization and course of study of the schools\nand the preparation of those who are to teach in them. It will alter the\nrelationship of the teacher, the school, and the national life.\nNo man was ever more insistent on the value of public education than\nThomas Jefferson. No president ever did as much for it. No statesman ever\nset forth more clearly the indispensable connection between education and\ndemocracy. Yet he expressly limited free education for all to three years\nof schooling. He said, “at the discharging of the pupils from the elementary\nschools (at the age of nine or ten) the two classes separate — those destined\nfor labor will engage in the business of agriculture or enter into apprentice¬\nship to such handicraft art as may be their choice ; their companions, destined\nto the pursuits of science, will proceed to the college. . . .”\nWhy did Jefferson send those destined to labor into it after three years\nin school? I suppose it was because there was labor to be done. Since Jeffer¬\nson’s time we have entered upon an economy of plenty in which the diminish¬\ning amount of labor in proportion to the population has not only permitted\nbut required us to raise the legal age for going into industry.\nThe advance of technology and the filling up of the country even without\nthe depression would have brought us to our present position sooner or later.\nThe depression has simply hastened the process and made us realize more\nquickly what we are in for. One of the things we are in for is the removal\nof the adolescent population from the labor market. By codes, by the atti¬\ntude of employers and employees, and eventually I hope by the Child Labor\nAmendment, that population will be prevented from getting work. This\npalliative of our economic ills is so obvious that it is certain to be applied.\nNow the adolescent population cannot be transported to penal colonies,\nhowever gratifying that might be from many points of view. Therefore\nit will have to be placed in educational institutions until its members can\nbecome self-sustaining.\nIt will be one of the duties of those institutions to make them self-sustain¬\ning. Insofar as industry still requires training of its employees, it has thrown\nthe obligation to train them upon the schools. Pupils will have to remain\nin public schools until the age of eighteen or even twenty. When they go\nout they must be able to earn a living. They will have to be taught to do so\nin school. The organization and content of education must be altered to\ntake account of this fact.\n[17]\n\n"}
{"page": 24, "printed_page": null, "text": "18\n\nNational\n\nEducation\n\nAssociation\n\nThe removal of the adolescent population from the labor market will\nalso force us to abandon the last traces of the principle of selection. In the\npast if pupils did not do well they could sooner or later be dispensed with.\nThey were absorbed by industry. Now they cannot be dispensed with.\nHowever unwilling or unable to learn they are, the school must continue to\nwrestle with them. There is nowhere else for them to go. We shall not be\nable to discriminate among them at entrance. We shall not be able to\nrid ourselves of them until industry is willing to take them.\n\nFor the principle of selection which we have invoked — insofar as politics\nwould permit in the past — we must substitute the principle of differentia¬\ntion. Admitting that we shall have to deal with the great bulk of the popu¬\nlation up to eighteen or twenty, we shall have to have alternative institutions\nand alternative programs to which different students may resort in accord¬\nance with their different abilities. Instead of demanding that pupils adjust\nthemselves to us, we shall have to adjust our institutions to them. In the\npast when a pupil has failed we have commonly indulged in slurs on his\nintelligence and character. In the future this pleasure will be denied us.\nWe shall have to find the course of study in which the pupil can succeed.\nEven if it is not true that no one is ineducable we shall have to act as tho\nit were.\nHere again we are led irresistibly to a change in the organization and\ncontent of education. The principal weakness of the high-school curriculum\nis the vestiges of collegiate domination which it still contains. The principal\nweakness of the junior college is that it gives little attention to the countless\nthousands who will not profit by collegiate work. Until we have in the\njunior college and the last years of high school something corresponding to\nthe technical institutes found in every European country we cannot claim\nto have got very far in adjusting our institutions to the needs and capacities\nof our pupils.\nI do not expect to see the principle of selection entirely disappear from\nthe educational scene. It will, I believe, be applied in all its Jeffersonian\nrigor at the beginning of the university, which I should place at the opening\nof the junior year. No student is entitled to proceed at public expense beyond\nthis point unless he can demonstrate that he has the interest and ability which\nscholarly and professional work requires. He is not entitled as a matter of\nright to residence in the academic shades merely because he does not wish to\nlabor in more sordid surroundings or because his parents wish to avoid\n\nthe responsibility or the monotony of having him at home. The state must\nfoster the state university because of the necessity of fostering scholarships,\nof elevating the professions, and of cultivating the minds of those who have\nminds to cultivate. It has no obligation to maintain a university as a picnic\nground for the children of citizens who, merely because of this ancestry,\nnow claim the right to disport themselves on the campuses of the nation\nand to receive the bachelor’s degree for doing so.\nSince we shall have a stationary population by 1960, since it is inevitable\nthat the superannuated as well as the adolescent will be withdrawn from\n\n"}
{"page": 25, "printed_page": null, "text": "General\n\nSessions\n\n19\n\nng\nthe labor market, and since it is clear that the working day and the worki\ning that\nweek will get shorter and shorter, I have few qualms about insist\nd be\nentrance to the university, by which I mean the junior year, shoul\ninterests.\nlimited to those who have scholarly, professional, or intellectual\nyear\n1 expect to see the vast majority of our youth complete the sophomore\nbe able\nat home in a junior college or technical institute. I hope we may\nwho have the\nat that point to send into gainful occupations all but those\ninterests I have mentioned and the ability to develop them.\nt should\nThe removal of the adolescent population from the labor marke\nhave earlier\nlead us to the organization of a system of education which I\nschool,\nelaborated before this Association. We should have a six-year primary\ncollege and\na three- or four-year secondary school, and a three- or four-year\nplaces\ntechnical institute. The college and technical institute may in some\ntely.\nbe combined. In other places it may be convenient to operate them separa\nor the other\nIn any event most of the youth of the country will go thru one\ne for doing\nof them. And I hope that they may receive the bachelor’s degreation, who\nso. I do not go so far as President Jessup of the Carnegie Found\nn at birth.\nhas advocated conferring that degree on every American citize\nal or sub-pro¬\nI do believe that it should represent the completion of gener\nmaster’s degree\nfessional technical education. A three-year curriculum to the\nwhich we now\nmight then be offered by the universities and the institutions\nspecialization\ncall colleges to those who wish to engage in non-professional\nin arts, literature, and science.\nwill\nThese changes in the organization and content of education, then,\ns the youth\nresult from the current economic and social situation as it affect\ntry to absorb\nof the country. They flow largely from the incapacity of indus\nthe inability of\nyoung people. Changes just as significant will follow from\ne may for a\nindustry to absorb anything like the full time of adults. Peopl\nat the movies,\ntime spend their new and perhaps unwelcome leisure in sleep,\nglimpses\nor in driving back and forth on the crowded highways, catching\ner, that\nof the countryside between the billboards. It is inconceivable, howev\nThey will\nthese forms of entertainment will long satisfy our population.\nwill assist them\ndemand and are demanding some kind of occupation which\nty. They will\nto a more varied, stimulating, and important brand of activi\ndemand education. And they will demand it of us.\nm with the\nThe exclusive preoccupation of the American educational syste\ncial neither to\njuvenile population is a little ridiculous, and has been benefi\nthe other day\nthe system nor the country. The mayor of a great city said\nthat was all he had\nthat all anybody needed was a grade-school education—\nas revealed\nhad. Without debating the merits of an abbreviated education\nhis consistent\nin the life and works of this politician, I beg to point out that\nthat he thinks\nopposition to education may perhaps be explained by the fact\nchicken\nof it as something he endured in childhood, like the mumps, measles,\nand indeed cannot\npox, or whooping cough. Having had it once, he need not\npopulation\nhave it again. Our exclusive preoccupation with the juvenile\n.\nhas divorced us from the sustained interest and support of adults\n\n"}
{"page": 26, "printed_page": null, "text": "20\n\nNational\n\nEducation\n\nAssociation\n\nAdults have not profited by this arrangement any more than we have.\nThe indifference of professional educators to adult education has robbed\nit of the experience and knowledge which they might have contributed.\nThe institutions devoted to it are wholly inadequate. The numerous local\ncolleges and technical institutes which I hope may arise should go far toward\nremedying this defect. They should be centers of adult education.\nThese institutions will find, I think, that there has been a change in the\nkind of education which interests adults. If current experience gives us any\ninkling of the future, we can be reasonably confident that what they will\ninsist on is not vocational instruction — how to be a better bookkeeper, for\nexample — but what we call general cultural education, education which\nfills in the gaps left by formal schooling, or develops artistic and literary\nleanings which were submerged by formal schooling and the necessity of\nearning a living. Indeed there are dangers as well as advantages in arousing\nprofessional educators about adult education. We are used to thinking\nabout institutions and curriculums. But adult education is in an experi¬\nmental stage. It offers us many new devices, like the radio and the motion\npicture, with which we are relatively unfamiliar. It is an area, too, in\nwhich informal, spontaneous activities, activities which we may think of as\nextracurriculum and may frown upon as such may be more rewarding than\nhighly organized, “school-ized” instruction. In dealing with adult educa¬\ntion we must regard the school not as a place where classes are taught but\nas the center of community life, reflecting the community’s interests in music,\nart, the drama, and current affairs as well as in what we have been ac¬\ncustomed to think of as education.\nAny\n\nprogram\n\nwhich\n\nattempts to deal adequately with the educational\n\nproblems of the adult and adolescent population will be enormously ex¬\npansive. A declining birth rate may for a time relieve the elementary schools.\nRigorous selection at the beginning of the junior year may temporarily\nreduce the number of university students. When we have come at last to\nsee that in the junior college, for example, instruction can be easily trans¬\nmitted to and digested by classes of 500 or even more, we shall be able to\nassist the harassed taxpayer a little. But his educational burdens are bound\nto increase because of the absolute necessity of expanding and diversifying\neducational opportunity to meet the needs of the present day.\nThe condition of our most important municipalities gives us little hope\nthat they will be able to advance any such program. A citizen of Chicago\nmay say positively and with feeling that the municipalities have failed to\nmaintain the school system we have, to say nothing of looking ahead to the\nkind we ought to have. In this situation we can only follow the example of\nbanks, railroads, insurance companies, farmers, the oil business, and industry\ngenerally and look to the federal government for aid. I have no doubt that\nlike these financiers, business men, and industrialists after receiving federal\naid we shall complain bitterly about it, say we did not need it, and assail\nthe administration for taking the most rudimentary precautions to see that\nits money is well spent. We shall want federal funds distributed on a per\ncapita basis, so that no power to improve education can possibly be given\n\n"}
{"page": 27, "printed_page": null, "text": "General\n\nSessions\n21\n\nto the federal authorities. And we shall do our best to raise the spectre of\nfederal control and keep it walking.\nOf course it is nothing but a spectre, and a rather pale and anemic one\nat that. What we want for our country is the best possible educational\n\nsystem. We must have federal assistance to secure it. We know that a per\ncapita distribution of that assistance without regard to need and without\nregard to merit will not give us the system we desire. On the contrary, it\nwill bring down upon our heads the wrath of the taxpayer, who will see his\nmoney go, not to improve our educational institutions, but to perpetuate\ntheir defects. It is by another route that we must defend ourselves against\nbureaucracy. When we observe a reaction like that we experienced in Chi¬\ncago last summer, in which in defiance or ignorance of professional opinion\na small group of office-holders undertook to throw the school system back\ntwenty years, we must feel that only thru organizing professional opinion\ncan similar destructive operations be prevented in the future. When states\npass laws forbidding certain types of teaching they should bear the weight\nof organized, expert judgment. The qualifications and practises of teachers,\nthe organization, presentation, and content of courses of study are not the\nproper subjects of decision by the generality of mankind. Until it can be made\nclear that education is a profession, that the profession has standards, ideals,\nand traditions which it is prepared to enforce, education will at intervals\nbe at the mercy of politicians, large taxpayers, and cranks.\nThe only protection against government, visible or invisible, is in the\nprofessional tradition. It is fallacious to assume that government cannot at\nany time dictate the policies and personnel of education. It can. It has the\npower. A tremendous outcry from the citizens did not prevent the colossal\ndamage that was done to the schools of Chicago. The history of educational\ninstitutions from the monasteries to the German universities shows that it is\nnot the issue of private or public funds, private or public control that\ndetermines their independence. It is the strength of the professional tradition.\nWhere that tradition is strongest, namely in England, the parliamentary\ngrants that the private universities have received do not lead anyone to expect\nthat because of them the government will attempt to regulate the policies\nof Oxford and Cambridge.\nThe professional tradition must be strong. That depends on us. It must\nbe effective. That depends on our success in convincing the community of its\nexistence and its importance. That in turn depends on our understanding\nand explaining what we are trying to do. I take it that as far as the public\nschools thru the junior college are concerned they are trying to help their\npupils to be self-sustaining and to be good citizens. The pupil must be\ntaught to earn a living in the society that exists, not in one that ought to\nexist sometime. He must be made a good citizen of this commonwealth, not\nof another, no matter how much better that other may be. In this sense and\nat these levels the political and economic situation determines the content\nof education ; education does not determine the political and economic situa¬\ntion. In this sense the society we get will not depend on the schools we have;\nthe schools we get will depend on the society we have.\n\n"}
{"page": 28, "printed_page": null, "text": "22\n\nNational\n\nDoes this mean\n\nEducation\n\nAssociation\n\nthat the teacher and the school can do nothing to improve\n\nthe national life? The answer is unequivocally “no.” The good citizen is not\nnecessarily the one who always votes for the party in power. The good\ncitizen has some understanding of the society in which he lives and, as Jeffer¬\nson put it, carries his knowledge with him to the polls. The first duty of the\nschool, therefore, is to see to it that the pupil understands the society in\nwhich he lives. We all know that we are doing a miserable job in this con¬\nnection at the present time. We have not even the materials thru which a\ncomprehension of the development and current state of our society may be\ncommunicated to the young. In the second place, the object of adult educa¬\ntion will not be primarily to enable the student to earn a living or to adjust\nhim to the political environment. Free from these obligations, the teacher\nand the school may devote themselves at the adult level to developing the\nintellectual powers of the student. We must remember that it is thru the\nintellectual virtues that the statesman orders means to ends and achieves\nthe common good. The free and independent exercise of the intelligence\nis the means by which society may be improved. Training in that exercise\nis the peculiar province of the senior college, the university, and of adult\neducation.\nThis free and independent exercise of the intelligence is of the essence\nof the professional tradition, and it is now in dreadful danger thruout the\nworld. In our country we are committed to the principle that the gains of\ncivilization shall be mass gains, diffused thruout the population. It is incon¬\nceivable that the United States will ever depart from this ideal. The methods\nof achieving it must be determined by trained intelligence and submitted to\nan informed and understanding people. Without propaganda, without ad¬\nherence to one ism or another, the teacher may develop thru the school that\nuniversal comprehension and that individual leadership which the national\nlife requires.\nGREETINGS\nJESSIE\n\nGRAY,\n\nTEACHER,\n\nPRESIDENT,\n\nTO\n\nADMIRAL\n\nNATIONAL\n\nPHILADELPHIA\n\nNORMAL\n\nBYRD\n\nEDUCATION\nSCHOOL,\n\nASSOCIATION;\n\nPHILADELPHIA,\n\nAND\nPA.\n\nGreetings, Admiral Byrd. The president of the National Education\nAssociation speaks with the voice of 30,000,000 students and their million\nteachers, who have held the frontiers of education with quite as fine devotion\nas you and your men have held in Little America. To cut one’s self adrift,\nas you have done, to renounce all comforts, to forego necessities that we\nhumans have learned to depend on for creature welfare, to return to sheer\nelemental battling to subdue environment, to span in your individual life\nthe whole gamut of man’s rise from the most primitive living conditions is\na test of endurance wholly incomprehensible without a supreme motive.\nEducation and training have developed in you and your men, and even\nyour blessed dogs, a willingness to face all hazards that the spirit of conquest\nmay bring forth results worthy of your heroic endeavor. To seek and to\n\n"}
{"page": 29, "printed_page": null, "text": "General\n\nSessions\n\n23\n\nwin that which never would have existed but for your daring is indeed a\nchallenge. It is the far flung human ladder down which many a blessing to\nhumanity has descended.\nTo come back and readjust, and to put your discoveries to their destined\nuse* will be a part of this great victory that has resulted from generations\nof disciplined training which is education. I am glad you said, in answer to\nthe question as to why you went to the South Pole, that every great achieve¬\nment and invention, however sudden its realization has seemed, has required\ngenerations of plodding, abstract inquiry into the unknown, and that you\npersonally could not ignore that challenge. To that challenge, we know\nyou will give us a worthy answer. Education and generations of plodding\nfaithfulness have produced for our nation the man who has flown across\nboth poles and men who have been able to record the venture in various\nways. We shall soon look at the pictures made by Willard Van de Veer\nwho is here with us. Our genial mutual friend, Gilbert Grosvenor, is\nhere too.\nEducation seeks to develop men, who, like you and your splendid staff,\nwill respond ably to the challenge of the unknown, and wrest from it the\nanswers to questions that are baffling scientists, philosophers, educators,\nfinanciers, and economists.\nTo discover the cure for cancer will be such an answer from the unknown\nin the physical realm. To seek the prevention of crime will be another such\nanswer to bless us in the body politic. The development of spiritual quali¬\nties to mold character will be another answer to bless us and keep a world\nsafe and mutually helpful as we face, undaunted, the dawn of a new era.\nEach generation pioneers, gains its quota of discovery, and holds it as an\neternal spiritual blessing.\nTwo weeks ago at Valley Forge, where we were celebrating Flag Day,\nwe recalled dramatic moments in the life of our starry flag. Your own\nintrepid flights over the North Pole in 1926 and the South Pole in 1929\nadded two brilliant episodes to that thrilling drama. Between those two\nvictories lay a world of challenge, of opportunity; or of danger and defeat!\nYour victory testified to physical stamina, unerring judgment, as well as\nspiritual momentum and control. These virtues always set their own chal¬\nlenge, and develop the dynamics necessary for complete victory.\nThe world must be busier than ever to make men keen for the prowess\nof the coming generation. We must have intrepid defenders of education\nto help it to carry on, so that thru future generations of patient endeavor\nother families in this nation may develop the skills, the vision, the devotion\nthat compel us to wrestle with the unknown, and never let it go, till it\nblesses us. Jacob, wrestling with his angels, is still a chapter of life in the\nmaking for each of us.\nAdmiral Byrd, could you have succeeded without an educated staff? Can\nwe succeed without an educated crew to man the Greater America of the\nnew\n\nera? It was to answer\n\nthis question, I feel sure, that, on your out¬\n\nbound voyage to Little America, you radioed back this message, “Save our\n\n"}
{"page": 30, "printed_page": null, "text": "24\n\nNational\n\nEducation\n\nAssociation\n\ncollapse\nschool system at all cost. No sacrifice is too great to prevent the\nof the public school system.”\nYou also said, “Honor and respect to those patriotic school teachers\nWe\nwho are serving without pay.” We thank you for that encouragement.\nAmerica.\nare still holding the frontier of education in the defense of Greater\nA word of honor and respect to you and your fine staff in return, from\nof\nus teachers. Because of your trust, we will continue to hold our world\nnation.\neducation true to its responsibility and also seek a victory to bless this\nThe devotion of our teachers has reminded me of the training, dedication,\nat similar.\nand cooperation of your group. Our difficulties have been somewh\ndifficult to\nThere has been a Polar Plateau of icy indifference that has been\novercome. There has been much rough sledding along our course as you\nassets,\nno doubt have heard. Amidst howling winds of criticism and frozen\nthe teachers have held the course of education true to its goal.\nFrom our seventy-second annual convention of the National Education\nAssociation, we teachers with our honored guests, Robert M. Hutchins,\nthe Na¬\nGilbert Grosvenor, our past presidents, and the Executive Board of\nl\ntional Geographic Society, as well as the Board of Directors of the Nationa\nEducation Association, send you a greeting warm enough to melt the great\nbarrier and to bring to Little America the delight of one of June s rarest\ndoes, “So long until tomorrow,” for\ndays. We can’t say as Lowell Thomas\nsay to you, Best wishes for a safe\ndo\nthat would be six months hence, but we\nreturn with all that you went to get.”\nMESSAGE\n\nFROM\n\nADMIRAL\n\nLITTLE\n\nRICHARD\n\nAMERICA\n\nE. BYRD\n\nIt gives me pleasure to greet the teachers of America. My best wishes\nand confident hopes are yours in the difficulties which you face. The read¬\njustments which our nation is making are largely in those fields in which\nschools and education play a most significant part. Neither our nation nor\nthe world lacks material resources. It is knowledge of how to use these\nresources wisely which is our greatest need. No plan for permanent recovery\ncan omit provision for adequate schools. I congratulate the National Educa¬\ntion Association upon the contribution to recovery which it is making in its\nefforts to maintain the schools thruout the crisis.\nIt is a matter of gratification to me that the federal government has\nrecognized the fundamental importance of our schools by extending financial\nhelp to them in the present emergency. As drought besets our people in wide\nareas of the West, the need for federal financial aid to schools becomes more\napparent. No sacrifice is too great in order to keep our schools open.\nI am glad to include in my greetings also the millions of children whom\nthe nation’s teachers have so patiently served during the crisis which we\nhope is now passing.\nI recall with appreciation the thousands of letters and other tokens of\naffection presented to me at the meeting of the Department\n\nof Superinten-\n\n"}
{"page": 31, "printed_page": null, "text": "General\n\nSessions\n\n25\n\ndence of the National Education Association immediately following my\nreturn to the states after my previous trip to Little America. My heartiest\nbest wishes to you also and may your dreams of adventure in service to\nhumanity come true.\nMESSAGE\nGILBERT\n\nGROSVENOR,\n\nPRESIDENT,\n\nNATIONAL\n\nWASHINGTON,\n\nAdmiral\npedition :\n\nGEOGRAPHIC\n\nSOCIETY,\n\nD. C.\n\nByrd, Dr. Poulter, and members\n\nof the Byrd Antarctic Ex¬\n\nPresident Gray has most eloquently expressed to you our admiration for\nwhat you have already achieved, and our best wishes for the continued health\nand success of each one of your party during the long months ahead of\nsacrifice and toil for science. You will be interested to know that this dis¬\ntinguished teacher is well acquainted with the thrill that comes from ex¬\nploration. By climbing five of the highest snow peaks of the Rockies, she\nhas won membership in the Rocky Mountain Alpine Club. She has visited\nmany interesting places in foreign lands. To meet promptly the many prob¬\nlems constantly confronting her as head of the National Education Asso¬\nciation in all parts of the United States, she is accustomed to travel by air;\nPhiladelphia to Los Angeles, San Francisco to New York, Chicago to St.\nPaul, St. Paul to Washington were air journeys on her schedule during\nthe past two months.\nSince Plymouth and Jamestown and St. Mary’s, every American settle¬\nment has given earnest thought to the education of its children. Amid all\nchanges and many problems, the nation’s educators, now gathered in Wash¬\nington, insist that its schools must be maintained ; that all its children must\nbe taught.\n\nIt is fitting that the schools of America should pay tribute to you,\nAdmiral Byrd, our greatest living American explorer. It was the explorers —\nColumbus, Raleigh, and the Cabots — who found our new land. It was the\ncompany of overland explorers — Clarke, LaSalle, and many others — who\nblazed the way for the pioneers. These men opened new territory and new\nwealth; moreover, they symbolized those qualities of initiative, courage,\nsacrifice, and heroism which are immortal examples for youth.\nYou, Admiral Byrd, today are adding a new continent to world knowl¬\nedge, and you also are writing another inspiring chapter to this record of\ncourage, fidelity, and triumph over vast obstacles.\nThe National Geographic Society’s million members are proud that in\nyour earliest Arctic flying, in your crossing of the Atlantic, in your aerial\nconquest of both Poles, and in your present project their funds and their\nsupport have aided you.\nThe National Education Association has previously honored you for your\nachievements as an explorer and a scientist ; tonight it pays tribute to you\nbecause your work and your character inevitably make you a great teacher\nof American youth.\n\n"}
{"page": 32, "printed_page": null, "text": "26\n\nNational\n\nEducation\n\nAssociation\n\nPATHFINDING\nHONORABLE\n\n“That\n\nGEORGE\n\nWHARTON\n\nPEPPER,\n\nPHILADELPHIA,\n\nPA.\n\nthou mayest walk in the way of good men,\n\nand keep the paths of the righteous.”\nProverbs II :20\n\nIn the chapter read a few minutes ago from the Book of Proverbs there\nare several references to the importance of paths in life. For this reason I\nhave chosen “Pathfinding” as my theme.\nThe word has pleasant connotations, especially as the vacation season\napproaches. I hope that all of you, at some time in life, have heard the call\nof the wild and that in some degree you have had, or will have, the oppor¬\ntunity to answer it. If you go into the woods or among the mountains,\nfinding and keeping the path becomes an object of intense practical interest.\nFind it and keep it and you will avoid swamps in the woods and impassable\nprecipices among the mountains. Keep the path and you will find a camp¬\nsite, with wood to burn and water to drink. Miss the path and you may\nhave one of the most terrifying experiences of life. It is indeed impossible\nto make one who has never been lost in the wilderness understand how the\nmists of bewilderment and helplessness and the clouds of apprehension and\nfear envelop and chill the lonely soul.\nIf one were to apply the Proverbs to American history and were to\nthink of the pathfinders of the past, great guides would at once rise up in\nmemory. Among others there was Washington, who could avoid the swamps\nof permanent alliance and find the firm ground of national self-consciousness\nas a permanent camp for his fellow countrymen. There was Lincoln, who\nknew the dangers of encouraging self-pity and of emphasizing section and\nclass. There was a guide who struck out for national unity with all the\nconfidence and authority of the experienced backwoodsman.\nI suppose that teachers, as much as any people in the world, are concerned\nwith paths and pathfinding. There may indeed be differences of opinion\nwhether it is the function of the teacher to suggest or insist upon specified\npaths for the young. But whether the boy or girl is to be left to do his own\npathfinding or whether the teacher is to serve as a guide, sooner or later the\nyouth must make or take some path or else waste life in aimless wandering.\nIn this connection I cannot help remarking that if wilderness analogies\nhold good in the intellectual and spiritual life it is a highly dangerous thing\nto encourage experimental pathfinding by youthful, tender feet. I confess the\nconviction that competent guidance in pathmaking and pathfinding is as\nessential in the intellectual and religious life as it is upon the mountain\nside or within the glen.\nBut what I want to speak of more particularly is the teachers’ own path¬\nfinding. Altho for twenty-one years I was a teacher, I am not competent to\ngive to trained educators so much as a hint on the education of youth.\n\n"}
{"page": 33, "printed_page": null, "text": "General\n\n27\n\nSessions\n\nPossibly, however, I may help someone in solving the problem of pathfind¬\ning in his own life. We all must face this problem; and those who believe\nthey have found the path are under an obligation to give to others a\nchance to try the way which they find happiness in treading. I limit what\nI shall say to the sphere of religion because no doubt in the secular sphere\nyou are each traveling a well-trodden way.\nI first address myself to the teacher who has no fixed religious beliefs of\nhis own. He is either happy or unhappy in this agnostic state. If really happy,\nI cannot impute moral fault to him when, by precept and example, he gives\nhis students to understand that the way to happiness is thru unbelief. Some¬\ntimes a man who cheerfully proclaims his skepticism mistakes conceit for\nhappiness. He gets his satisfaction by classing himself as intellectually\nsuperior to the man of faith. He smiles superciliously at the honest believer\nand patronizingly calls him naive. Satisfaction of this sort is neither genuine\nnor durable. If he could but realize this he would shrink from attempting\nto disturb the man who is experiencing the peace of God.\nIf a teacher is less than wholeheartedlv happy in unbelief, I suggest to\nhim that his attitude toward the happy belief of others ought more closely\nto resemble reverence than mere respect. Those of us who have been lost in\nthe woods know what it is to develop something like hero-worship for the\nman who finds the path. This is far more normal than the habit common\nwith some teachers who are restless in their unbelief. They develop a morbid\ntendencv to reduce others to their own unhappv condition. Good sportsman¬\nship, if nothing else, condemns such conduct. It is a terrible responsibility\nto destrov what is, without a clear vision of what should be.\nIf you and your fellow explorers are lost in the wilderness you should\ntry hard to dominate those who develop panic. There are always some in\nthe party who\n\nwould\n\nuse up precious strength in a desperate but aimless\n\nstruggle with what Livy calls “the pathless around and untrodden before.”\nIt is a good plan to call a halt and make a calm survey of the situation.\nWhen\n\nin his religious life a man\n\nis trying to keep or find the path he is\n\napt to be beset on all sides by the insistence of book-makers and bv the clamor\nof magazine writers who proclaim that there is no way out and that onlv\nthe self-deceived imagine that there is. There are always multitudes of such\npeople — and never more than now. By mere weight of numbers and with\nthe help of a literary style which conveys the impression of depth, they\nterrorize many timid souls and make materialism a matter of fashion.\nAmong them I recognize a few whose sincerity entitles them to respect.\nFor the most part, however, they remind me of Lord Bacon’s reference\nto shallow and discoursing wits who think it a bondage to fix a belief.\nWhen I hear confident announcements that the world of sense is all and\nthat there is no Power\n\nnot ourselves that makes for righteousness I recall\n\nthe rebuke administered a generation ago by Matthew\n\nArnold\n\nto Professor\n\nClifford, the mathematician. “Only when one is young and headstrong,”\nwrote Arnold, “can one thus prefer bravado to experience, can one stand\n\n"}
{"page": 34, "printed_page": null, "text": "28\n\nNational\n\nby the Sea of Time\n\nEducation\n\nAssociation\n\nand instead of listening to the solemn and rhythmical\n\nbeat of its waves, choose to fill the air with one’s own whoopings to start\nthe echo.”\nIf the vital matter of religion is to be settled by mere assertion, I claim\nthe right to make assertions as positively as anybody. I affirm the existence of\na personal God whose jurisdiction transcends the world of sense, and I\naffirm the existence of a moral law which in its great essentials is as immuta¬\nble as the everlasting hills.\nWe\n\nwho\n\nare building this cathedral are supremely\n\nconfident that we\n\nhave found the path of life, however falteringly as individuals we may be\nfollowing it. We hold that the experience of the ages justifies us in our\nbelief, not merely that God is, but that He has given us a revelation of\nHimself in the Life Divine. We hold that in the drama of human history He\nhas appeared in three characters — in three dramatis personae : in the character\nof Creator, in the character of Redeemer, and in the character of Sanctifier.\nWe express this belief when we personify and acknowledge the glory of the\nEternal Trinity. We affirm that it was for us men and for our salvation\nthat God appeared in human life, and in so proclaiming the great teachings\nof the Trinity, of the Incarnation, and of the Atonement we are proclaim¬\ning that which distinguishes Christianity from all the religions.\nIf you were to study the significance of the architecture of this cathedral,\nboth in general design and in smallest detail, you would find it a veritable\nsermon in stone, proclaiming the way of life to men and silently inviting\nthem to walk in it. When the great structure is finished, the bosses set like\nstars in its firmament will each symbolize one of the affirmations of the\nCreed which expresses our belief. Above the western doorway the cathedral\nwill proclaim to you “I believe in one God.” Progressively toward the east\nit will announce thru the silent eloquence of sculpture the great truths which\nseem to us to mark the path of life. If even now, tho the building is only\na fragment of what it shall be, you turn your eyes upward from the High\nAltar, you will be tempted to join with people of every kindred and nation\nand tongue in that supreme declaration of hope — “I look for the Resurrec¬\ntion of the Dead and the Life of the World to come.”\nThis we believe to be the path of life. In finding it we believe that peace\nis found ; in treading it we conceive that we are walking in the way of good\nmen and are keeping the paths of the righteous. We aim at sympathetic\nunderstanding with those who differ from us; we welcome all who with us\nwould be fellow seekers. We smile when we are told that we are unin¬\ntelligent; we are defiant only when one seeks to turn us from our way. We\ninsist that what we stand for is worthy of respect, if not of reverence. Not\nwith pride of intellect but with the conviction that results from ages of\nexperience we\nye in it.\n\nsay to you and to all who\n\nlisten — “This is the way:\n\nwalk\n\n"}
{"page": 35, "printed_page": null, "text": "General\n\nADDRESS\nFRANK\n\nW.\n\nBALLOU,\n\nOF\n\nSUPERINTENDENT\n\nSessions\n\n29\n\nWELCOME\nOF\n\nSCHOOLS,\n\nWASHINGTON,\n\nD. C.\n\nTen >ears ago the National Education Association held its meeting in\nWashington. Profound and significant changes have taken place in the\nsocial, economic, and educational world during this period of ten years.\nIn 1924 the program centered around the great professional problems\nof education that had to do with the extension and further development of\nan adequate program of education designed to serve worthy social purposes.\nThe program thruout was characterized by a recognition on the part of\nthe teaching profession of its responsibility to provide a broad, comprehensive\nprogram of public education devoted to the improvement of social conditions\nas a service to the state and to the nation.\nToday the National Education Association again meets in the nation’s\ncapital, but under quite different circumstances. For a period of five or more\nyears, education, like all other services of government, has felt the impact\nof the economic depression.\nToday, as during the past five years, education is to some extent on the\ndefensive. It has taken the combined and heroic efforts of the National Edu¬\ncation Association, and lay organizations interested in education, to keep\nthe devastating effects of the economic depression from doing irreparable\ndamage to the public schools of the nation. Notwithstanding such efforts\nmany schools have been closed and many worthy educational programs\nhave been seriously curtailed.\n\nThe\n\nNational\n\nEducation Association, representing largely, as it does,\nthe teaching profession of America, has played a conspicuous part in the\nnational crisis thru wTich we are passing. It has undertaken to preven\nt\nundue salary reductions, not for the purpose of saving the salaries for the\nteachers, but to save an adequate system of public education for the children.\nThe Association has stood steadfastly against the elimination of the so-called\nspecial subjects from our educational program not to save positions for\nspecial teachers, but to preserve that instruction for the pupils now in our\nschools. The Association has called attention to those greedy citizens of\ntoday who will not pay their taxes so that schools can be kept open, not\nprimarily for the purpose of expressing righteous indignation over such\nunworthy citizenship, but rather for the purpose of seeing to it that the\nprogram of citizenship training now in our schools will produce a citizen¬\nship for tomorrow which shall be more\nhigher ideals of social justice.\n\nsocially minded\n\nand be guided bv\n\nA century ago it was the primary purpose of education to teach everybody\nto read and write with a reasonable degree of proficiency. To a very large\nextent that very desirable purpose has been realized. If education todav\nwere limited to the three R’s, it would be as inadequate for the needs of\nAmerican life at the present time as wrould be the covered wagon, the\nhorse car, the stage coach, the spinning wheel and loom, the sail boat, the\n\n"}
{"page": 36, "printed_page": null, "text": "30\n\nNational\n\nEducation\n\nAssociation\n\nfireplace, candles, bows and arrows, wells and pumps, the flail, and the\nlog cabin.\nToday we have advanced far beyond that limited purpose of education,\nand are confronted with the fundamental necessity of developing a higher\nlevel of character among the young people of our country. Indispensable as\nthey are, mastery of the three R’s is no longer the fundamental purpose of\nAmerican education. The fundamental purpose of American education is\nefficient citizenship which requires not only that people be able to read and\nwrite, but that they also be well informed thru information acquired at\nschool and be trained in ideals of social justice, which should be observed\nand practised in democratic society. The establishment of higher ideals of\nsocial justice depends on inculcating in the hearts and minds of young\npeople the compelling ideals of conduct which shall control their thoughts\nand actions. This is the combined task of the home, the church, and the\nschool as well as all other instrumentalities and conditions which affect the\nattitudes and actions of developing youth.\n\nThe educational profession in Washington has taken much pleasure and\nsatisfaction in making the detailed arrangements for this meeting of the\nNational Education Association in Washington. Your colleagues here want\nyour visit to Washington to be pleasant and profitable. There are many\nreasons why the National Education Association should choose Washing¬\nton as a meeting place. In the first place it is the home of the headquarters\nof our Association. In addition, Washington is the nation’s capital and as\nsuch is of peculiar interest to every citizen of the country. It should be the\nsecond home of every member of the educational profession. We of the\nprofession, who work in the nation’s capital, feel a dual responsibility, one\nto the local community and one to the great educational profession at large.\nSince this is your second home we do not offer you the keys of the city, but\nassure you that the doors of the city are open to you as they would be to the\nfriends of a family. With each recurring visit to this, your second home,\nmay your experiences be so pleasant and profitable that your visits may\nbecome more frequent.\n\nWORK\n\nOF\n\nTHE\n\nON THE\nJOINT COMMISSION\nIN EDUCATION\nFOR 1935\n\nEMERGENCY\n\nJOHN K. NORTON, PROFESSOR OF EDUCATION, TEACHERS COLLEGE,\nCOLUMBIA UNIVERSITY, NEW YORK, N. Y. J AND CHAIRMAN,\n\nJOINT\n\nCOMMISSION\n\nON\n\nTHE\n\nEMERGENCY\n\nIN EDUCATION\n\nWe are just completing three of the most disastrous years in educational\nhistory. For the first time, a depression has brought serious harm to the\nschools and has resulted in restriction and even denial of educational oppor¬\ntunity to millions of children.\nSchool terms have been cut, in some instances almost to the vanishing\npoint. All phases of the educational program have suffered. Those which\nrepresent the response of the schools to twentieth century conditions have\n\n"}
{"page": 37, "printed_page": null, "text": "General\n\n31\n\nSessions\n\nsuffered most. Today, thousands of American communities are attempting\nto train for citizenship in the twentieth century in schools which in scope\nand procedure belong to the nineteenth century. A quarter of a million\nteachers are serving under conditions which are inferior to those provided\nthe unemployed under the relief program.\nFor over a year the Joint Commission on the Emergency in Education\nhas struggled to alleviate the conditions which have just been described.\nWe have vigorously supported a series of immediate emergency measures.\nComprehensive and current figures concerning closed schools, shortened\nterms, unpaid teachers and wrecked school programs have been collected\nand widely disseminated by radio, newspapers, periodicals and other ave¬\nnues of publicity. The American people now recognize the gravity of the\neducational crisis.\n*\nA\n\nworking\n\ngroup\n\nof consultants\n\nfrom\n\nevery\n\nstate in the Union\n\nhas been\n\norganized. They have come together in a series of regional conferences in\nwhich plans for aggressive action have been made and put into operation.\nAn extensive survey has been made to determine which agencies and organi¬\nzations are friendly and which are hostile to education and to discover the\nmeans whereby their attitudes toward education are expressed. This study\nhas suggested bases for both defensive and offensive action.\n\nThe Joint Commission has actively supported the Legislative Commission\nand the National Committee for Federal Emergency Aid for Education in\nsecuring financial assistance for the schools from the national government.\nSuch aid has been secured in various form to amounts totaling tens of\nmillions of dollars. This money has meant financial salvation to thousands\nof hard-pressed school districts and to tens of thousands of unfortunate\nteachers. Responsible officials of the administration have been brought to\nthe place where they recognize that there is an educational emergency and\nare willing to do something about it.\nThese and other measures developed by the Joint Commission to deal\nwith the immediate emergency will be continued and supported with vigor\nduring the coming year. It is too early to say that the crisis has passed. We\nmust continue to be alert to the demands of the current emergency.\nThere are also clear signs that educational recovery has begun. Selfish\ninterests find less response to their demands for ill-considered retrenchment.\nSchool terms, portions of the educational program which have been elimi¬\nnated, budgets, and salary schedules are being restored by a rapidly mount¬\ning number of communities. The attitude of the public is better than it has\nbeen for four years.\n\nThe officers of the National Education Association and the Department\nof Superintendence recently instructed the Joint Commission on the Emer¬\ngency in Education to broaden the scope of its work to include an appraisal\nof the present educational situation, and the development of a long-term\nprogram designed not only to facilitate educational recovery, but to effect\nimprovements in educational procedures demanded by changed conditions.\n\n"}
{"page": 38, "printed_page": null, "text": "32\n\nNational\n\nEducation\n\nAssociation\n\nThe Joint Commission has started work on this additional assignment.\nAs we have struggled with the problems of the immediate emergency, it has\nbecome increasingly clear that genuine educational recovery will involve\nmore than a mere replacement of the 1929 situation. Many of the current\ndifficulties of the schools have their roots in conditions which existed long\nbefore the onset of the depression. The added weight of the depression has\ncaused certain weak supports in the educational structure to crash. We can¬\nnot achieve a satisfactory recovery until these weak timbers have been\nreplaced by stronger ones.\nWe have long known that the means by which education is financed\n\nin this country constituted one of the weak places in our educational struc¬\nture. The property tax, overburdened and poorly administered by the local\ncommunity, stood in the road of educational advance thruout the decade\nof the twenties. When the depression came it failed almost completely in\nhundreds of communities. It will not do merely to return to the 1929 plan\nfor the financing of education. During the next decade we must funda¬\nmentally redesign and reconstruct the plan for the financing of education\nin this country.\n\nThe Joint Commission has already sketched the blueprints for this new\nplan. It summoned a national conference of thirty school executives, tax\nexperts and economists to draft the outlines of a modern program for the\nfinancing of education. The report of this conference provides a sound basis\nfor the reformation of our system for the financing of the schools. During\nthe coming year the Joint Commission will seek to enlist the whole pro¬\nfession in a united attack on this key problem.\ntime has come to forget our nineteenth century provincialisms con¬\ncerning the financing of education. The twentieth century has created con¬\nditions and released forces that can no longer be dealt with solely on a local\nbasis. This has been recognized by other areas of government. It must be\nrecognized by education.\nIn every state we should resolutely set to work to develop a program for\nthe financing of educational facilities appropriate to the needs of the\ntwentieth century. Universal education suited to the needs of all should be\nprovided at public expense from early childhood and until such time as\nThe\n\nproper employment is advisable and obtainable. Suitable educational facili¬\nties should be made readily available for all adults.\nThe federal government should assist the states in providing an acceptable\nminimum or foundation of educational support in every community. We\ncan no longer permit the chance circumstance of the wealth that happens\nto be located in the individual community, or in the individual state, to\ndetermine whether a child shall be provided excellent or mediocre school\nfacilities, or no educational opportunity at all.\nThe time has come to proclaim the principle of a national minimum or\nfoundation program of financial support for the education of every child\n\nwho lives under the American flag, whether\ntown, Maine, Arkansas, or California.\n\nhe happens to live in Middle-\n\n"}
{"page": 39, "printed_page": null, "text": "General\n\nSessions\n\nThis proposal represents no fundamentally\n\nnew\n\n33\n\ndoctrine. For a century\n\nwe have accepted the principle that the wealth which a child’s father hap¬\npens to possess should not be the factor which determines whether he is to\ngo to school or to be illiterate. We have long pooled our resources on a local\nbasis to provide that indispensable service of a democratic\nand universal education.\n\nnation — free\n\nIt has long been accepted in theory, and is increasingly being recognized\nin practise, that the same principle applies to the state as a whole. We agree\nthat the chance that a child has to obtain an education should not depend\nupon whether he happens to live in the northwest or southeast corner of a\nstate. All citizens within a state should assist, according to their ability,\nin paying for the education of every child.\nConditions have now developed which require that this principle should\nalso be applied in the nation as a whole. No new principle is involved.\nRather we are preserving under the changed conditions, the equality of\nopportunity which both in its origin and development is perhaps the most\ndistinctive American principle in existence.\nThe achievement of genuine educational recovery calls for thought and\naction in another direction. What is to be the role of education in making\nAmerica a better place in which to live? The troubles of the last four years\nhave served to sharpen understanding of the problems which lie at the root\nof these difficulties. How are we going to convert an economy of potential\nabundance into one of actual abundance? How are we going to achieve\nthat modicum of material well-being and security which is essential to\ncultural and spiritual health? How are we to accomplish sufficient regula¬\ntion of our common affairs that we can avoid chaos and achieve stability,\nand at the same time protect individual initiative and liberty in certain\nvital areas?\nThese are the great unsolved questions which confront us who have the\nprivilege of living in this potent twentieth century. There is no easy answer\nto them. There is no final and permanent answer to such problems except\nthat which can be given by a more universal and vital program of education.\nNothing now stands between the American people and the realization of\nthe noblest civilization which has yet marked man’s upward struggle, but\nlack of intelligence. There has recently been issued by a responsible eco¬\nnomic source — the Brookings Institution of Washington, D. C. — the results\nof an extensive investigation into the economic capacity of America to pro¬\nduce. This study should offer encouragement to every right-thinking Ameri¬\ncan citizen. It was conducted for the specific purpose of determining\nwhether America, in its most prosperous years, was utilizing its full pro¬\nductive capacity.\nThis investigation sought to discover whether there is justification for\nthe contention that we lived beyond our means in the gay twenties, both in\nour private and public expenditures. We have been told that the depression\nof the last four years is “the morning after” the gay joyride of the twenties,\nduring which we spent money, and wickedly burned up capital, like drunken\n\n"}
{"page": 40, "printed_page": null, "text": "34\n\nNational\n\nEducation\n\nAssociation\n\nsailors. Our profligacy in the field of public expenditure has been held up as\na horrible example of economic sin. The expenditures for education have\nbeen cited as a particular instance of extravagant spending.\nWhat light does the investigation of the Brookings Institution shed\nupon these contentions? The conclusion can be stated in a few words:\nInstead of living beyond our means in 1929, the peak year of prosperity,\n“our economic society lacked almost 20 percent of living up to its means”\nin that year.\nIn 1929 our income was fifteen billion dollars less than it could have\nbeen if we had used the labor force and the capital goods already in our\npossession in a manner which would have involved no violation of practical\noperating conditions. If we had used this wasted economic power, we could\nhave brought up to $2000 the incomes of the 16,400,000 families in the\nUnited States, who in 1929 received less than this amount. This is the con¬\nclusion of the Institute of Economics of the Brookings Institution. I would\nlike to add that, if this wasted economic productivity had actually been used,\nthat it would have paid the total bill for public education — kindergarten,\nelementary, high school, college and university — more than five times.\nWhat can education do to develop the requisite intelligence so that possi¬\nbilities may become realities? The coming decades will present the greatest\nopportunity which has yet challenged any generation of teachers. We must\nseek the support of all men of intelligence and goodwill to the end that we\nmay cooperatively develop schools appropriate to the requirements of the\nremarkable age in which we are living.\nIf I had some power to claim the thought of large numbers of citizens\nat this time, I would not begin by deluging them with statistics of the\nbreakdown of the schools, nor by taking them thru a short course in the\nfinancing of education. Rather, I would ask them to look at life as it is and\nto decide what it suggests concerning the development of education in\nthe future. The crucial problems which confront the schools today grow\nout of the fact that there are too many persons who have not faced the impli¬\ncations for education of the unsolved problems which afflict our society.\nThe Joint Commission on the Emergency in Education recently issued\na publication entitled Evaluating the Public Schools. We urge that you\ngive this pamphlet serious attention, and think thru the philosophy which\nlies back of it. It calls for a closer alliance between educators and the\npublic in general. It urges something more than educational interpretation,\nimportant tho that may be. It offers definite suggestions whereby school\n\npeople may sit down with public-spirited citizens to discover thru honest\nand cooperative thinking the answer to the most crucial educational\nquestions.\nIn a democracy\n\nthe people must\n\nultimately decide important questions\n\nof social and economic policy. This is particularly true with respect to the\npublic school, partly because this institution touches the everyday lives of\nthe people so closely, and partly because the current rapid changes in social\norganization require corresponding developments and adjustments in the\n\n"}
{"page": 41, "printed_page": null, "text": "General\n\nSessions\n35\n\nwork of education. Since the people must decide, let us see that they decide\nwisely, and on the basis of a full presentation of the evidence.\nI warn you that there are interests in this nation who because of selfish¬\nness or limited vision want no democratic decision as to the role of education\nin our civilization. For four years they have been proclaiming a gospel of\nnegation and despair. They urge the acceptance of a peasant standard of\nliving and a peasant standard of educating as the easiest way out of our\npresent difficulties. Let no teacher accept this coward’s solution for the\ndifficulties of the depression. Teachers have no higher duty than to join\nwith all men of social purpose in opposing this defeatist doctrine.\nThere is a third area which will deserve especial attention in the years\njust ahead if complete educational recovery is to be achieved. I refer to the\nwhole matter of the professional organization of teachers. If there ever was\nany question about the necessity of strong professional organizations — local,\nstate, and national — the experience of these depression years must have\ndispelled it. Education has suffered in these trying times. But I assure you\nit would have suffered far more severely if it had not been for these agencies\nof educational defense and advance. Many local and state associations enrol\nless than 100 percent of eligible members. The national association enrols\nless than 20 percent of its potential membership. Here is a situation which\nall of us should strive to correct as rapidly as possible. We can urge 100\npercent enrolment on the basis of the record of these organizations in a\ntime of crisis.\nBut I prefer not to dwell on the past accomplishments\n\nof professional\n\nassociations, but rather to emphasize what it is possible for them to accom¬\nplish in the future. Educational associations should become agencies of uni¬\nfied and long-term educational planning. Within the next decade, American\neducation is destined to undergo a reconstruction and expansion more\nfundamental than it has experienced in any other period of its history. The\norderly social and economic revolution thru which the country is passing\nplaces upon the schools greater demands and new responsibilities. Unem¬\nployed youth whose services cannot be absorbed by industry must be pro¬\nvided with proper educational opportunities. The work of the schools in\npreparing for social and economic citizenship must be increased in effective¬\nness. The preparation of teachers for the new age requires far-reaching\nchanges. The relation of education to other governmental functions, the\norganization of educational opportunity for the leisure time of adults, the\ncoordination of the schools with libraries and playgrounds — these and a\nscore of other problems press for careful consideration and constructive\naction in shaping a new program of education for a new age.\nThis situation places a heavy responsibility upon the educators of the\nnation. Logically, it is they who should offer the leadership needed in order\nthat schools appropriate to the demands of our times may be developed.\nAlready, thousands of teachers, working thru a variety of educational\norganizations, are coming to grips with the problems which must be met\nin the years which lie just ahead, if education is fully to accomplish its\npurposes.\n\n"}
{"page": 42, "printed_page": null, "text": "36\n\nNational\n\nEducation\n\nAssociation\n\nAn investigation just completed for the Joint Commission on the Emer¬\ngency in Education reveals that no less than four hundred educational com¬\nmittees and commissions have recently prepared reports, or are now con¬\nducting investigations, which are pertinent in planning educational recovery\nand reconstruction. The results of this study are now available in printed\nform under the title, A Directory of National Deliberative Committees\nin Education.\n\nOne\n\ncannot\n\nstudy this directory without\n\nrealizing that there\n\nare already within our profession untapped resources for educational\nprogress. It is the duty of professional associations to capitalize and to\ncoordinate the vast amount of work which is already in progress in the\nprofession, looking toward the improvement of educational procedures\n- and results.\nWe\n\nshould no longer be satisfied with educational associations which look\n\nahead one or two years. Every organization — local, state, and national —\nshould have at least a ten-year program made up of long-term as well as\nimmediate objectives. In the development of such a program each associa¬\ntion should draw upon the best thought of its membership of all ranks.\nIt should seek the advice of experts both within and without the profession,\nin order that its platform may be as defensible as careful research and\nmature experience will permit. To a far greater extent than in the past,\nprofessional organizations should seek the active cooperation of larger num¬\nbers of laymen. Education as we have it today came from the people. Educa¬\ntion as it should be tomorrow should come from the people.\nThe Joint Commission urges the creation in every state of an effective\ncouncil for general educational planning which will capitalize the thought\nand influence of the groups just described in the development and support\nof a comprehensive, long-term educational program. The time has passed\nwhen we can hope to win great educational victories solely thru our own\nefforts in promoting a series of opportunistic projects. The Joint Commis¬\nsion, acting under its new instructions, will provide materials which will\nbe valuable to state educational associations in developing long-term pro¬\ngrams. It is the intention of the Commission to seek the resources requisite\nto the effective discharge of this important responsibility. I have briefly\nindicated a few of the major objectives of the Joint Commission for 1935.\nWe expect to continue certain activities designed to meet the immediate\ndifficulties of education.\nWe\n\nalso expect to carry out the recent instructions to outline the elements\n\nof a long-term program for educational recovery and reconstruction. This\nwill involve work in at least three directions. First there will be a series\nof activities designed to facilitate the movement already under way, looking\ntoward the revision of methods for financing the schools. Second, there is\nneed to encourage more effective means whereby the teaching profession\nand public-spirited citizens in general may arrive at considered decisions\nas to the role which education should play in solving the economic and\nsocial problems which have been clarified by the events of recent years.\nThird, there is need for materials out of which professional organizations\n\ni\n\n"}
{"page": 43, "printed_page": null, "text": "37\nGeneral\n\nSessions\n\nmay develop long-term programs for the continuous improvement of educa¬\ntional procedures and results.\nIn offering this preliminary view of plans for the coming year, the Joint\nCommission has no illusions as to the difficulty of the work which it has\nbeen instructed to do. It will need the advice and support of its consultants\nand of the whole profession even more than during the past year. We\n\noffer\n\nno philosophy of self-satisfaction with education as it is today, or as it has\nbeen in the past. Rather, we are urging that teachers dream great dreams,\nand see great visions as to what education may mean to every state, and\nto the nation as a whole.\nThe\n\nroad which\n\nlies ahead is no easy one. Every step of educational\n\nadvance in the twentieth century will be contested as it was in the nine¬\nteenth century, by the forces of ignorance, prejudice, greed, and narrow\nvision. But these forces can be defeated. They break and run in the face\nof intelligence, open-mindedness, courage, and social vision. Intelligent and\ncourageous teachers and parents can supply these indispensable ingredients\nof educational and social advance.\nThe twentieth century offers the American people the greatest oppor¬\ntunity of the ages to achieve a civilization which is full and fine — that will\nfulfil the American dream of equal opportunity for all. It also offers a\nsituation full of great dangers. We can follow a course that will lead to\nstagnation, deterioration, and decay. America must choose the road it will\ntake! We who work in the schools and colleges of the nation have it within\nour hands to influence the decision. Let us catch the vision, and summon\nthe courage to march on.\nFEDERAL\nGEORGE\n\nF. ZOOK,\n\nDIRECTOR,\n\nFORMER\n\nAMERICAN\n\nAID\n\nUNITED\nCOUNCIL\n\nTO\n\nEDUCATION\n\nSTATES\nON\n\nCOMMISSIONER\n\nEDUCATION,\n\nOF\n\nEDUCATION\n\nWASHINGTON,\n\n;\n\nD. C.\n\nDuring the last two decades two important developments affecting the sup¬\nport of all state and local functions including education have been taking\nplace simultaneously, namely, the breakdown of the property tax on the one\nhand, and the gradual assumption by the federal government of a number of\nsources of modern and effective taxes which, had they been left to the states,\nwould at least have enabled the states and the local communities to pull them¬\nselves out of their financial troubles more quickly and easily. In view of\nthese circumstances it has always seemed to me to be somewhat unbecoming\non the part of members of Congress, as has happened so frequently in the\nsession just closed, to advise somewhat testily representatives of state and\nlocal governments including the schools, that if only they would “set their\nhouses in order back home” it would be unnecessary to be asking for fed¬\neral aid.\nHowever,\n\nfew people would\n\nnow\n\nadvocate that the federal government\n\nsurrender the income tax and other modern taxes to the states. Our expe¬\nrience shows clearly that the federal government is far more effective in the\n\n"}
{"page": 44, "printed_page": null, "text": "38\n\nNational\n\nEducation\n\nAssociation\n\ncollection of such taxes than the several states can possibly be. Moreover,\nthru the services conducted by the federal government\n\nwith the income de¬\n\nrived- from these sources, all the people benefit, whereas a return of these sev¬\neral forms of taxation to the states would only emphasize the present injus¬\ntices and inequalities between and among our citizens resulting from the con¬\ncentration of the title to wealth in a small number of metropolitan areas.\nIt is evident that this is not the solution of the financial problems facing\nthe states and localities, including the schools.\nI am convinced that if the federal government continues to levy these\nmore modern forms of taxation, as it alone can do most effectively, it follows\nas clearly as can be that some proportion of the proceeds of these taxes should\nbe returned to the states for the support of state and local governmental\nfunctions, including schools.\nIt is perhaps unnecessary for me to call your attention to the fact that\nwhile I am here taking a stand in favor of federal aid to education I believe\nthat we educators should be broadminded enough to recognize that- what¬\never financial problems face the schools also face all other aspects of our\nstate and especially our local governments. Many people have objected vio¬\nlently that certain forms of education, namely, extension education in\nagriculture and home economics, vocational education, and education in\nagriculture and mechanic arts, to the neglect of others have been selected\nby the federal government for special subsidy. Whatever validity there is to\nthese objections holds equally well for the whole of education as against all\nother state and local needs. To the extent, therefore, that we succeed in se¬\ncuring federal aid for education only, there will always be a corresponding\ntendency for the states and localities to reduce their appropriations for this\nservice. We cannot, therefore, and we ought not to want to escape the neces¬\nsary close relationships which exist between the financial problems facing\nthe schools and all other forms of local and state efforts. Would it not be\nwiser public policy, therefore, for us to join cordially in all efforts which\nmay be made in Washington in the future to secure a comprehensive pro¬\ngram of federal aid to the states and localities for all aspects of government\nincluding the schools rather than to pursue our own special needs too far?\nIt would, among other things, avoid many\ntrol of education.\n\nof the problems of federal con¬\n\nSuch a view may be too utopian for the present time. In other words, the\nschools are in such a difficult position that we must, of course, seize every\nopportunity to plead their cause. The federal government can and should\ndo two things — it can build the schoolhouses of the country and it can help\nto maintain the schools.\nUntil about a year ago I cannot recall in the literature of federal aid to\neducation any suggestion that the federal government should build or help\nto build schoolhouses, altho aid for school building purposes from the central\ngovernment has long been the usual thing in Great Britain and France. Yet\nfor years the federal government has been supplying generous sums of money\nto the states for the construction of roads. The National Industrial Re-\n\n"}
{"page": 45, "printed_page": null, "text": "General\n\nSessions\n39\n\ncovery Act alone set aside $400,000,000\n\nfor this purpose out of a total of\n\n$3,300,000,000 for public works. Another act just passed by Congress au¬\nthorizes the further appropriation of the appalling sum of $3,000,000,000\nfor the construction of roads during the next few years. Battleships get\nanother huge sum and now another sum equal to that which may be spent\non roads is being made available for the construction and repair of homes.\nIn 1931-32 there were 245,941 one-room schools scattered from one end\nof the country to the other. While it is true that approximately $75,000,000\nof the funds set aside in the National Industrial Recovery Act has been lent\nand granted to states and to local communities for school and college build¬\nings, the surface of the school building problem in this country has not even\nbeen scratched. Most of the money has gone to the larger communities where\ncode wages and regulations can be observed. The rural areas as yet are both\nunwilling and unable to initiate public works enterprises including schools\nuntil there is some modification of the present situation which will enable\nthem to take advantage of federal funds for construction purposes.\nIn the meantime the school building situation languishes. Normal school\nconstruction, both additions and replacements, has all but ceased. The Civil\nWorks Administration helped tremendously on school repairs but it was, of\ncourse, only a temporary relief. The consolidation of small schools into\nmodern, effective plants has all but stopped. Many of the communities which\nwere progressive enough to take this step prior to the depression are sulkily\npaying interest and sinking funds on school buildings built at top prices.\n\nWhat are we going to do about those 245,941 one-room rural schools, a\nlarge proportion of which are a disgrace to the level of civilization which\nwe claim to have attained ?\nYet past these archaic structures suited to the civilization of a generation\nor two ago in which most of them were constructed, there have been built\nwith the generous help of the federal government thousands of miles of hard\nsurfaced roads. Is a road more important than a school? Does it not raise\nthe pertinent question as to whether we who are interested in schools should\nnot learn the lesson learned years ago by those interested in roads? In other\nwords, schools as well as roads should be constructed thru the use of federal\nfunds. A very small part of the sum now authorized for any of the three\ngreat construction purposes authorized by the last Congress for roads, homes,\nor battleships would replace every one-room country schoolhouse which\nshould be replaced with modern consolidated school plants. I for one believe\nthat it would be entirely worthwhile to do so.\nI do not believe, however, that this very desirable end can be attained thru\nthe 70 percent loan and 30 percent grant provisions of the present Public\nWorks Act. If schools are the foundation on which popular government is\n\nbuilt the federal government should give school buildings at least the pref¬\nerential treatment relative to grants of money which the roads have long\nenjoyed. Should this prove possible I am convinced that no other step which\ncould be taken by Congress with respect to education would approach in\nsignificance a national school building program.\n\n"}
{"page": 46, "printed_page": null, "text": "40\n\nNational\n\nEducation\n\nAssociation\n\nOn February 2 of this year Administrator Harry L. Hopkins at the rec¬\nommendation of the Office of Education issued a Release stating that it was\nhis purpose to make available federal relief funds to employ teachers from\nFebruary 1 to June 30, 1934, “in elementary and secondary schools, in\ncommunities up to 5000 population . . . where the districts have made the\nmaximum financial effort and are still obliged to close short of a normal\nlength of school term.” The pay of the teachers was not to “be higher than\nthat stipulated for the same positions during the current year.”\nAs soon as this order was issued the Office of Education lent several mem¬\nbers of its slender staff and called on several of the leading men in school\nfinance in state departments of education to help the Federal Emergency\nRelief Administration to determine the amounts of money to which the\nseveral states, under Mr. Hopkins’ order, were entitled. It was a difficult\nproblem which had to be met promptly but I am happy to say that it was\ndone successfully. As a result of this action, $16,924,765 has been distributed\nto 33 states. Seven states each received $1,000,000 or more as follows:\nAlabama, $2,266,909; Georgia, $1,675,000; Oklahoma, $1,377,695; Mis¬\nsissippi, $1,321,876; Florida, Louisiana, and Tennessee, $1,000,000 each.\nThe smallest sums were received by Washington, $29,928; Idaho, $19,921 ;\nand Iowa, $9,514. Some of you will be interested to know that no state\neast of the Alleghanies and north of the Potomac\neral relief to their school teachers.\n\nRiver qualified for fed¬\n\nI am sure that you join me in an expression of deepest gratification that\nthru the generosity of the federal government it was thus possible to keep\nopen the schools of the country upon something like the normal basis reached\nduring the depression in the several states. Somehow or other the federal\ngovernment seems a bit closer to you and me as a result of this action. When\nto this sum is added approximately $8,000,000 for the emergency educational\nprogram\n\nin adult education and in nursery schools together with approxi¬\nmately $7,000,000 for the part-time employment program of college stu¬\ndents, and $2,500,000 for the educational program in the Civilian Conserva¬\ntion Corps camps, the grand total for the emergency educational program\nreaches the rather large sum of approximately $35,000,000. Even this figure\ndoes not include the large but unestimated sum of federal money which was\nmade available thru CWA for school repairs and construction.\n\nI wish, however, to call your attention to the fact that the $16,924,765\nset aside by the federal government to keep the schools open was frankly\nintended not as federal aid to education but as relief to school districts in\nthe states on the basis of normal school term and existing salaries. There\nwas no attempt at equalization of any kind. If the normal school term of\na negro school was four months as against seven months for the whites, it\nwas assumed that the states should be helped to maintain their own chosen\nsituation. Or if the average salary of teachers in one state was $40 as against\n$60 in another state, the respective salary bases of the two states were used.\nEarly in the session of Congress just closed there arose an insistent demand\nthat Congress make available thru the Office of Education a direct appro-\n\n"}
{"page": 47, "printed_page": null, "text": "General\n\nSessions\n41\n\npriation of at least $100,000,000 to keep the schools open. The Committee\non Education in the House of Representatives held hearings for nearly a\nweek, at which a great deal of evidence showing the probable needs of the\nschools during the year 1934-35 was presented. There was no opposition.\nThe House Committee on Education finally reported out a bill for $75,000,000 based on the philosophy that the schools should receive temporary relief\nbut carefully avoiding any commitment to the policy of permanent federal\naid to education. Altho strenuous and magnificent service was rendered by\nof\nthe emergency committee headed by Superintendent James H. Richmond\nKentucky, the bill never came to a vote in either house. In effect the Admin¬\nistration compromised thru a statement made by the chairman of the Appro¬\npriations Committee in the House when he introduced the Omnibus Relief\nBill which afterwards became a law. At that time the chairman of the House\nAppropriations\n\nCommittee\n\n1934, to March\n\n1, 1935\n\nitemized the “Proposed application from July 1,\n(8 months).” Among these items were included\n\n000.”\n“Schools (subject to authorization by the President) — $48,000,\ned\nearmark\nare\nfunds\nfederal\nno\nthat\nclear\nis\nit\nt\nstatemen\nFrom this\n\nfor\n\nteach¬\nthe schools this year. The amount which is used for the relief of school\ners will depend this year as it did last year on the action of the Administra¬\ntion. Thus the principle of federal relief to teachers as against a possible\nthe face\npermanent policy of federal aid to education has been maintained in\nof tremendous pressure on the part of a large proportion of the teaching\nprofession.\n\nAnyone who believes that social and economic conditions have so changed\nas to make necessary or desirable regular federal aid to education cannot,\nof course, be satisfied with work relief wages to school teachers on the basis\nof status quo. There is no element of equalization either for teachers or\nof the\npupils in the whole business. As a matter of fact the inequalities\ndepression as they affect the schools are far greater now than they were prior\nto the depression. Since the depression the wealthier states have reduced ex¬\npenditures moderately but Alabama has lost one-half of the meager amount\nn in\nit had. The gap between the educational opportunities of the childre\nform of\nthe poorer states and those in the wealthier states widens. Some\npermanent federal aid to education must\ndient of federal relief to needy teachers.\n\nreplace the present temporary\n\nexpe¬\n\nSuch a bill authorizing an appropriation of $300,000,000 during the year\n1934-35 was introduced into the last Congress by Representative Deen of\nGeorgia. The\n\nbill contained\n\na carefully worked\n\nout objective basis of dis¬\n\ndaily at¬\ntributing the appropriation to the states on the basis of average\namount to\ntendance of less than college grade in the public schools. The\nbe received by each state varied from $1 1 to $26.25 per child five to twenty\nThe\nyears of age according to the density of farm population of the states.\nreceive the small¬\nstates with the greatest density of farm population were to\nthe largest\nest amount per child ; those with the sparsest farm population\nsums per capita.\n\n"}
{"page": 48, "printed_page": null, "text": "42\n\nNational\n\nHere\n\nEducation\n\nAssociation\n\nis raised squarely the familiar question as to whether\n\nthe federal\n\nagency, presumably the Office of Education, should have any kind of dis¬\ncretionary power under a regular system of federal aid to education. While\nthis particular bill actually leaves some discretionary power with a small\nportion of the intended\n\ntotal appropriation\n\nof $300,000,000,\n\nit is plain that\n\nthe primary intention was to arrive at an objective basis on which the fed¬\neral money should be distributed to the several states and that this objective\nbasis should be written into the law. The federal agency then automatically\ngoes thru the process of making\nI have no doubt\nseems\n\nthe proper distribution.\n\nthat there is much\n\nto have worked\n\nto be said for this point of view. It\n\nwell in several states, including New\n\nto the distribution of state funds\n\nYork, relative\n\nto localities. Fundamentally,\n\nhowever,\n\nI\n\nbelieve that such a policy is a mistake. It goes on the assumption that Con¬\ngress is more capable of determining a technical matter of this kind than a\ncentral educational agency acting with the advice of educational experts and\nthat such a method of distribution once adopted is good indefinitely. Our\nexperience with the supplementary Morrill acts and the agricultural experi¬\nment station acts should teach us that the objective bases selected by Congress\nare likely to be a matter of log-rolling in which each state receives the same\namount of money irrespective of need. Moreover, these laws as well as the\nSmith-Hughes and the Smith-Lever laws show clearly that once such a\nmethod of distribution is written into the law it is practically impossible to\nchange it by subsequent legislation. I cannot believe that it is wise practise\nto write details of this kind into the law which experience demonstrates can\nbe changed only with the greatest difficulty, if at all. I venture further the\nstatement that if a careful examination is made of the total situation there\nhas been far more criticism of the federal agencies for carrying out the\nletter of the laws than for exercising arbitrary powers\n\nwhere\n\ndiscretion was\n\npermitted. I believe, therefore, that we ought to consider this matter care¬\nfully and earnestly before we write any more meticulous regulations and\nobjective bases of distribution into our federal laws dealing with education.\nIn the long run I am convinced that we shall have much more federal con¬\ntrol of education thru regulations inserted in the law than from a federal\nOffice of Education which\ntribution of federal funds.\n\nis clothed with discretionary power\n\nIn the session just closed, Congress\n\nadopted one measure\n\nin the dis¬\n\nof direct aid to\n\neducation. I refer to the amendment to the Small Industries Bill which au¬\nthorized the Reconstruction Finance Corporation to make loans up to a total\nof $75,000,000 to public school districts for the purpose of paying teachers’\nsalaries due prior to June 1, 1934.\nFrom the amount of time which I have devoted to the problem of federal\naid to education you would perhaps be justified in assuming that I think that\nfederal aid is the most important problem of finances which is facing us.\nI do not hold this opinion. According\neducation\n\nto the fundamental\n\nis a responsibility of the several states. Now\n\nlaw of the land,\n\nthat the support\n\nof\n\n"}
{"page": 49, "printed_page": null, "text": "General\n\n43\n\nSessions\n\nthe schools thru local taxation is breaking down, the first line of defense\ndoes not lie with the federal government but with the state legislatures.\nThe real challenge to the development of education, therefore, lies back\nhome in our several states. It is in the state legislatures where the greatest\nbattles must be fought. They will be battles requiring the vision to effect\na thoro reorganization of small school districts into larger, more effective,\n\nand more economical units. They will be battles to compel the state legisla¬\nture to find new forms of modern taxes which can be collected by the state\nand distributed to the communities on some equitable basis, thus relieving\nthe local property tax. They will be battles requiring the active interest of\nlaymen and professional educators alike. It is indeed a task for all of us.\nThe situation is imminent ; we must be up and at our work.\nOF\n\nREPORT\n\nJAMES\n\nN.\n\nCOMMITTEE\nADVISORY\nTHE FEDERAL\nAID IN EDUCATION\nEMERGENCY\n\nRULE,\n\nSTATE\n\nSUPERINTENDENT\nHARRISBURG, PA.\n\nOF\n\nPUBLIC\n\nON\n\nINSTRUCTION,\n\nFederal Advisory Committee on Emergency Aid in Education was\ncalled together by Commissioner Zook in November 1933 to formulate a\nprogram of emergency aid to keep the schools of the nation open during the\neconomic crisis on as nearly a normal basis as seemed practicable. All na¬\ntional organizations and agencies interested in the maintenance of educa¬\ntional opportunity for the girls and boys of the nation were invited to par¬\nticipate in the discussions and decisions of the committee. After extended\nThe\n\nstudy and consideration of the needs of the public schools, a six-point program\nwas adopted with few dissenting votes.\nHaving adopted this program the Federal Advisory Committee turned\nits program over to a new committee, detached from the Office of Edu¬\ncation, to secure such legislative action by the federal Congress as would\nbe necessary to make the program effective. The chairman of this legislative\ncommittee on emergency aid in education was Superintendent James H.\n\nRichmond of Kentucky, ably assisted by James W. Cammack, Jr. Superin¬\ntendent Richmond and Mr. Cammack established headquarters in the Hotel\nPowhatan, Washington, and thruout the sessions of the late Seventy-third\nCongress devoted themselves effectively to informing members of Congress\nregarding the needs of the public schools, and the necessity of meeting these\nneeds if the schools of the nation were to be a part and play a part in the\nNew Deal.\nThe National Education Association cooperated with the committee in\nevery possible way. In fact, without the financial and professional support\nof the National Education Association, the work of the committee would\nhave been well-nigh impossible. I am sure I speak for everyone interested\nin the preservation of our system of public education when I say that Superin¬\ntendent Richmond and Mr. Cammack are deserving of the highest praise\nand commendation for the persistence, patience and fine professional spirit\n\n"}
{"page": 50, "printed_page": null, "text": "44\n\nNational\n\nEducation\n\nAssociation\n\nthat characterized their efforts to secure specific emergency federal aid for\npublic education during the recent session of Congress. The opposition and\nthe handicaps which these representatives of ours had to overcome in Con¬\ngress in order to secure even a modest measure of federal interest in the\nschool crisis can only be appreciated by those who worked intimately with\nthem.\nThe question that confronted them at every turn was: Is this the entering\nwedge for permanent federal aid and the beginning of federal control of\nthe social purposes of the public schools? Our committee made it plain at\nevery point of contact with Congress that our proposals were for temporary\nfederal emergency aid only. The position of the opponents of even emergency\nfederal aid seems inconsistent when we recall that since the very beginning\nof the republic, the federal government has made extensive appropriations to\nmany types of educational projects. The question that our program raised\nwith respect to federal emergency aid for education was not one of principle\nbut merely of emphasis.\nThe maintenance of at least a foundation program thruout the nation —\nthru a plan of federal emergency aid — would seem to be but the expression\nof the logical interest of the whole nation in maintaining the whole educa¬\ntional level at a point that would help to make our democracy politically\nsafe, economically sound, and socially sane with respect to its entire citizen¬\nship.\nIn presenting the report of the original Federal Advisory Committee\n\non\n\nEmergency Aid in Education and also of Superintendent Richmond’s legisla¬\ntive action committee, I shall state results in terms of the original six-point\nprogram :\nPOINT\n\nONE\n\nThe emergency problem of keeping elementary and secondary schools open on as\nnearly normal a basis as possible during the school year 1933-34 should be met by\na federal appropriation of $50,000,000 to be allocated according to emergency needs\nin the several states. This sum may be provided in one of two ways: (a) by\na\nspecial provision in the relief act or, less preferably, (b) by a separate federal\nappropriation. In either case such appropriation shall be administered preferably\nby a board of which the United States Commissioner of Education shall be chairman\nand executive officer.\n\nResults — A sum of approximately $16,500,000 was made available by\nHarry L. Hopkins for keeping rural schools in communities of 5000 people\nand less, open for normal terms. In addition to this sum, approximately\n$8,000,000 was allotted for the support of adult education and nursery\nschools.\nIn all fairness there should be included a statement of what the teachers\nof the nation thru reduced salaries have contributed to keep schools open\nduring the past year. Thruout the depression years, teachers have made every\neffort to reserve and maintain at a high level of efficiency the school oppor¬\ntunities that were in existence when adversity came upon us. Month after\nmonth hundreds of them have remained in their classrooms without salaries,\n\n"}
{"page": 51, "printed_page": null, "text": "General\n\nSessions\n\n45\n\nor with salaries paid in tax anticipation warrants, scrip, or other certificates\nof indebtedness that could be cashed— if at all — only at large discounts.\nTeachers’ salaries in arrears amount to nearly $58,000,000 and outstanding\nsalary warrants of the type just mentioned approximate another $73,000,000.\nThus teachers’ salaries unpaid or covered only by negotiable paper of uncer¬\ntain value amount in round numbers to $131,000,000, a sum more than\nfive times the amount spent by the federal government to keep schools open\nduring the school year just ended.\nPOINT\n\nTWO\n\nIn view of the fact that the inability of many communities adequately to main¬\ntain schools is certain to continue during the fiscal year 1934-35 a federal emergency\nappropriation or allocation of not less than $100,000,000 should be made available\ned in an\nbeginning July 1, 1934; this appropriation or allocation to be distribut\nobjective manner, determined by a board of which the United States Commissionei\nof Education shall be chairman and executive officer, and based upon reasonable\nevidence of needs and resources.\n\nResults — Hearings were held before the House Education Committee on\nthe problem of emergency school relief for 1934-35. The committee reported\nunanimously a bill providing for the earmarking of $75,000,000 of federal\nrelief funds for schools. This bill did not pass. During the hearings,\nhowever, on the appropriation bill for federal emergency relief, Mr. Hopkins\nand Congressman Buchanan stated that between $48,000,000 and $50,000,000 would be made available for emergency educational relief work during\n1934-35. This will make it possible to continue the emergency education\nprogram developed this past year but on a somewhat augmented basis.\nPOINT\n\nThe\n\nTHREE\n\nstability of educational\n\nsupport\n\neven\n\nin the abler states and\n\ncommunities,\n\ndue to the shrinkage of local ability to support schools during the depression, con¬\nstitutes an aspect of the present emergency of such proportion as to endanger the\neffectiveness of the schools thruout the nation. The fundamental relief which is neces¬\nsary in order that public education institutions may be adequately supported can\nbe secured only thru the adoption of additional measures for federal emergency\naid to education during 1934-35. The situation is so critical in education that the\npeople are justified in using federal funds to insure the normal operation of schools.\nAccordingly, it is recommended that a substantial sum be distributed from the federal\ntreasury to the various states to assist them in meeting this phase of the emergency.\nIt is the sense of this conference that the method of distribution should provide,\nfirst, that a fiat sum objectively determined be distributed to all states; second, that\na supplemental sum objectively determined but weighted to meet the needs of the\npoorer states be included in the distribution ; and third, that the method of distribu¬\ntion be stated in the statutes, provided that a contingent fund not to exceed 10 per¬\ncent of the amount so provided for 1934-35 be reserved for distribution to states\nand local units to meet exceptional and unforeseen needs under the direction of a\nboard of which the United States Commissioner of Education shall be chairman.\n\nResults — This item in our program proved to be a serious stumbling block.\nProviding as it did for a mechanical objective distribution of a large amount\n\n"}
{"page": 52, "printed_page": null, "text": "46\n\nNational\n\nEducation\n\nAssociation\n\nof money — $300,000,000 to $400,000,000 to all of the states — the members\nof the federal Congress saw, or thought they saw, indications of the be¬\nginnings at least of a permanent system of federal aid for education. Not\nonly did thia item receive little or no support, but it handicapped the efforts\nof the committee in no small measure in securing favorable consideration\nfor Point Two above.\nPOINT\n\nFOUR\n\nLocal funds should be released for school maintenance by: (a) refinancing school\ndistrict indebtedness or such municipal or county indebtedness as may have been\nincurred in behalf of the schools; (b) providing federal loans to school districts or\nto municipal or county corporations, where (in the case of the latter) the loan is to\nbe used for educational purposes — provided that in both instances the loan shall\nrest on the security of delinquent taxes, frozen assets in closed banks, or other\nacceptable securities.\n\nResults — Hearings were held on this proposal before the Reconstruction\nFinance Corporation Subcommittee of the House Banking and Currency\nCommittee. Numerous conferences were held with officials of the RFC and\nother governmental officials. The Chicago Teachers Association did some\nparticularly effective work on this item of our program. As a result of all\nthese efforts, Congress authorized the RFC\n\nto lend up to $75,000,000\n\non\n\nadequate security to school districts to pay teachers’ salaries due prior to\nJune 1, 1934.\nPOINT\n\nFIVE\n\nOut of any new appropriations made for public works not less than 10 percent\nshould be allocated for buildings for schools, colleges, and other educational enter¬\nprises. Such grants shall be available provided that an approved survey has been\nmade, and that the survey shows the need for the buildings. In cases where such\nsurveys have not already been made these surveys shall be made under the direction\nof the Office of Education thru a decentralized regional organization. The cost of\nthese surveys shall be charged to the public works appropriation for school plants.\nWe recommend that the grants for such projects be made on a 100 percent basis.\nIn administering this fund major attention should be given to the needs of the rural\nschools.\n►\n\n*\n\n•\n\nResults — A bill was introduced in the House covering this item but no\nhearings were held. The proposal seemed to be a popular one in many quar¬\nters, but the Public Works Administration was definitely opposed to chang¬\ning the 30 percent grant provision of the original Public Works Act. Never¬\ntheless, it is quite probable that school housing plans will benefit this next\nyear by grants from the PWA since Congress provided for the continuance\nof this agency. It should be said to the great credit of the PWA that while\ncomplete data are not at the present time available, approximately $100,000,000 was allocated this past year out of PWA funds to assist school\ndistricts in providing school housing facilities. Secretary Ickes’ interest in the\nemergency education program was at all times inspiring and helpful.\n\n"}
{"page": 53, "printed_page": null, "text": "General\n\nPOINT\n\n47\n\nSessions\n\nSIX\n\nA federal appropriation or allocation of $30,000,000 should be provided to assist\nstudents to attend institutions of higher education for the period ending July 1,\n1935, by (a) special provision in existing acts, or (b) by a separate federal appro¬\npriation. This fund should be administered by the United States Office of Education.\n\nResults — Allotments made during the school year 1933-34 to assist needy\ncollege students approximated $6,000,000. Mr. Hopkins has assured us of\nhis continuing interest in maintaining this program during the school year\n1934-35, with a possibility of the total allotment being somewhat larger.\nIt should also be added that the schools of the nation also benefited greatly\nfrom allotments from the Civil Works Administration. Data regarding the\nare not available, but\ntotal sum spent on school projects under the CWA\nthe aggregate amount must have been large. The enthusiasm and coopera¬\ntion of Mr. Hopkins, Administrator of the Federal Emergency Relief Ad¬\nministration, were a joy to all of us at all times. Commissioner Zook’s advice\nand help were available at all times and were invaluable to the committee.\nMay I say in closing that we must not relax our efforts, thruout the year\n\nthat lies ahead, to have the federal government bring the nation’s schools,\nas well as corn, wheat, hogs, outhouses, slums, mortgaged farms and homes,\nand closed banks, within the beneficent sphere of the New Deal. Surely the\nschools are entitled to as favored a place in the New Deal as are those objects\nof the government’s bounty that have been selected to date. The schools of\ntomorrow will cost money; more money than the schools of today. And they\nwill be worth it. We cannot as a nation afford not to have better schools\ntomorrow\n\nthan we have today.\n\nAMERICA’S\n\nDANIEL\n\nA. POLING,\n\nREAL BRAIN TRUST— WITH\nFOR PEACEMAKERS\nPRESIDENT,\nNEW\n\nWORLD’S CHRISTIAN\nYORK, N. Y.\n\nA CODE\n\nENDEAVOR\n\nUNION,\n\nYou are the brain trust of America. And I am for brain trusts. In gov¬\nernment? Yes. I have no enthusiasm for a certain hue and cry against the\ntrained mind in Washington. We acknowledge our debt to the educator\neverywhere else. Then why not the scientist at the seat of the science of\ngovernment?\nBut the American\n\nteachers constitute the brain trust of America because\nin their hands are placed the sons and daughters of all the people ; because\nto them are entrusted for instruction and training, for guidance and inspira¬\ntion, those who must, in every area of life, carry on the activities which at\nour best we shall leave unfinished.\nBut I am not here to praise the American teacher or to enlighten the\n\nAmerican teacher. I have been invited to give my impressions of certain na¬\ntional problems confronting the young people who are entrusted to the\n\n"}
{"page": 54, "printed_page": null, "text": "48\n\nNational\n\nteacher. With\n\nEducation\n\nAssociation\n\na reference merely to the matter of temperance\n\nshall confine myself to one problem — the war problem.\nFirst, then, I refer to temperance education. United\n\neducation, I\n\nStates Senator\n\nCapper of Kansas has well said, “You can repeal the Eighteenth Amendment,\nbut you cannot repeal the liquor problem.” And I may add, “Nor can\nyou solve it ever without a sound educational program and procedure.” The\nNational Education Association will do well to give serious thought to this\ngrave matter. It will do well to provide for a continuing service of research\nand experimentation in the field of alcohol education. Results since the re¬\npeal of the Eighteenth Amendment — and one need only read the front pages\nof our newspapers — show clearly the character and proportions of our\nproblem and its direct bearing upon the well-being of young people and\njustify no less than a national interest on the part of every educator in the\nbasic problem of alcohol itself.\nThat the young people themselves are alive to the situation is evidenced\nby the fact that some 400,000 of them, with a national headquarters here in\nWashington, are moving into the heart of the problem in typical youth\nfashion and with none of the characteristics of sorrowful reform. Their\n\nplatform, which is a single sentence, suggests their spirit and method: “We\nstand for the elimination, thru education, of the handicaps of beverage al¬\ncohol.” The name of the organization is Allied Youth. These young people,\nI believe, are in a position to cooperate with you in a nationwide campaign\nof education.\nAnd now to the problem of war, the problem of war as it confronts youth.\nWe shall agree, I believe, that youth’s future is either hopelessly or hopefully\ninvolved in those activities associated with the effort to preserve and perfect\nthe peace. Perhaps as much, or nearly as much, could be said for several other\nproblems. But there are certain basic principles that, faced here, will apply\nin every other vital relationship into which you as teachers may come.\nWhat, then, of this war problem?\nCertainly few men want war and certainly an overwhelming number of\n“first-rate” nations are honestly committed to the Pact of Paris, which out¬\nlaws war. The verdict is practically unanimous, both as to the horror and\nthe futility of armed conflict. The past proves conclusively that battles, of\nthemselves, settle no problem, but unsettle the whole social order. It is pretty\n\ngenerally agreed that another war of world proportions would destroy this\ncivilization — the good and the bad, without discrimination. It is an interest¬\ning commentary upon contemporary student thought that during the past\nsemester New York University seniors voted that, in their opinion, the next\nworld war would begin in or before 1936.\n\nAnd yet minor wars — major to those engaged in them — trouble three\ncontinents and with their associated problems threaten us all with a more\ngeneral disaster. Under such circumstances the programs and activities of\nthe peacemakers in public office and in private life are matters of immediate\ninterest and timeliness.\n\n"}
{"page": 55, "printed_page": null, "text": "General\n\nSessions\n\n49\n\nI submit to you that the imperative need of the peace movement is unity —\nunity, not uniformity. Such unity alone can meet the challenge of the\npresent crisis.\nNow the psychology of such unity is the psychology of common agreement,\nand its grand strategy lies in going the length of common agreement without\nprejudice to our several particular convictions and ultimate decisions. We\nshall discover, I believe, that if and when we go this length, we shall have\ndestroyed war.\nMen in uniform and a multitude who believe in what the uniform repre¬\nsents or may come to represent, those who know from bitter experience the\nfolly and disaster of war but who with moral integrity differ with others\nwho take the academic position of absolute pacifism, are ready to join this\nunity, are eager to stand upon its platform of common agreement. These\nbelieve that some things must not be surrendered while they themselves re¬\nmain alive to defend them. To these, ultimate pacifism, absolute non-re¬\nsistance, may become un-Christian as well as unpatriotic, a violation of the\nwill and the spirit of Jesus Himself. But these also believe that they may\nand must go the length of common agreement, and a great length, with all\nothers who would win the peace. It is here that peace advocates, of whatever\ncreed and degree, should concentrate their efforts. Here division may become\na major disaster, and certainly debate should not divide us. Final proof that\nthere is room here for an honest and Christian difference of conviction is\nthe fact that honest and Christian men differ.\nThat leaders of thought, that educators and clergymen particularly, carry\na grave responsibility for their public expressions and deportment in this\nirrepressible conflict between war and peace was vividly illustrated during\na recent “no war” parade in New York City. This same parade further illus¬\ntrates what would be a fatal blunder, were the mistake to be continued — the\nmistake of misleading, disregarding, or lightly regarding the convictions of\nthose peacemakers who are not pacifists.\nIn this parade, distinguished clergymen of two faiths marched at the head\n\nof the young people who came from many youth societies — religious, educa¬\ntional, and patriotic — of Greater New York. There were bands and there\nwere banners. There were striking sentences and challenging slogans. Here\nwas a parade to inspire, in nearly all of its particulars, every friend of peace.\nBut there appeared also certain radical political groups with their typical\nslogans denouncing the government and declaring that they would not follow\nthe government into any war. These political groups are not pacifist in the\nsense of being non-resisters to all armed conflict. They openly advocate sabo¬\ntage and extreme violence to accomplish their purpose to overthrow and\ndestroy all democratic government. In the parade to which I refer, certain\ngroups deliberately compromised its purpose and exploited a great cause.\nAlready there has been a reaction that has resulted in bitter disillusionment\nto many young people. One of these, a university student, has presented his\nindictment as follows ; and tho he was mistaken in his reference to the\nspeaker, let his indictment stand, for it is fundamental!\n\n"}
{"page": 56, "printed_page": null, "text": "National\n\n50\n\nEducation\n\nAssociation\n\nYou preachers were responsible for leading us into a lie. We accepted an invita¬\ntion to march for peace, to register against the munition makers who gamble in lives,\nto declare our faith in a better way. And we awoke to find that we had been counted\nagainst our government and against all government. You know that the Boy Scouts,\nthe Y. M. C. A., and many others — a great majority of those marchers — do not stand\nfor that. Some of us are ready to die for our convictions too. You will not fool me\nagain !\n\nWithout prejudice to our particular convictions, without denying a single\npersonal principle, and while retaining complete freedom of choice and\naction in the ultimate decision, we may unite in practical measures and go the\nfull length of the common agreement.\nWhat would happen in this world if Christians generally would assume\nin good faith and deadly earnest this attitude toward one another and toward\ntheir times: “God helping me, in my whole life, everywhere, I will be Chris¬\ntian”? What would happen if Christians generally would recognize as final\nauthority the will and the way of Jesus, if they would determine then, at\nwhatever cost, to be Christian? Attitude or action — which is first?\nWhat this generation needs, needs imperatively, needs immediately, is a\nnew and universal presentation of the Great Evangel. Out of the heart at\nlast, up from the profound emotional centers of the human being and of the\nsocial order come the issues of life and the hope for peace.\nBut while attitude is first, a Christian attitude toward war makes action\ninevitable and some action immediate. Surely we have already seen that less\nthan united action is, as Edith Cavell said of patriotism, “not enough.” What,\nthen, may we do together? With proper humility I submit a five-point pro¬\ngram for peace.\nFirst of all, we may think peace. We may organize and distribute the\nliterature of peace. We may acquaint ourselves with the causes of war. We\nmay familiarize ourselves with the aspirations of those nations along whose\nboundaries the peace is stalked by hates and fears. Here is the beginning of\nknowledge, knowledge that will be power for international goodwill.\nIn this connection it is interesting to note that a monthly publication has\njust brought out what is called The Two-Foot Shelf of Books Promoting\nPeace , a shelf that contains fifteen volumes covering every phase of the war\nproblem and representing every great division of contemporary literature.\nSecond, we may unite to stop international competition in building fleets\nand equipping armies. A Secretary of War is quoted as saying at an institute\non international relations at Riverside, California, December 1931, when he\nwas a private citizen: “We won some things from the War that were not\non the program. For example, we had a complete demonstration of the fallacy\nthat preparedness prevents war. That is worth something.”\nCertainly this statement does not refer to that adequate defensive equip¬\nment, to that efficient national police force which few of us would see the\nUnited States without. It does refer to the preparedness that preceded the\n“Marne,” that superpreparedness\nevery nation of Europe joined.\n\nresulting from the mad\n\nrace in which\n\n"}
{"page": 57, "printed_page": null, "text": "General\n\nSessions\n\n51\n\nthe above quoted statement I agree. With it, too, I believe that the\nvast majority of the American people agree. In its spirit and to accomplish\nits purpose the makers of peace may unite. Let us actively promote, let us\norganize to support aggressively disarmament by agreement. But let us not\nrest our case for peace upon disarmament. John Bassett Moore has well\nWith\n\nwritten: “Peace depends not so much upon the size of military establish¬\nments as upon the cultivation of the spirit and habit of justice, of self-control,\nof reciprocal recognition of rights, and of forbearance.” Beyond this, general\ndisarmament, real disarmament, will not occur until nations recognize the\nfundamental truth that “the price of peace is the surrender of some ‘national\nrights’ and the subordination of some ‘national interests.’ ” In other words,\nworld peace will not be an accident ; it must be won, won as wars are sup¬\nposed to have been won — by courage, by self-surrender, by sacrifice. Here\nis the very heart of the whole matter.\nThird, we may unite to press the investigation of the private manufacture\n\nof war munitions. Another has said, “A few years ago when the ineffable\nWilliam B. Shearer sounded off about his exploits at the Geneva Naval Con¬\nference, the people of America got a look at something horrible — the spectacle\nof armament makers thwarting efforts at world peace for the sake of divi¬\ndends.”\nFourth, we may unite to urge our government to complete the so-called\narms embargo recently approved by the United States Senate under the\nterms of which the President is given power to prevent the shipment of arms\nto nations bent upon making war. We may further unite to extend this\nprinciple to the granting of loans, public and private, to nations embarking\nupon a program of military aggression.\n\nAnd, finally, we may unite to support President Roosevelt’s proposal that\nthe nations enter into an international pact of non-aggression. Pacts are not\npowerless, their critics to the contrary. The peace movement is in its infancy.\nEvery pact signed strengthens the people’s will to peace. Let the process go\non. Let it continue until the will to peace is more powerful than the will\nto war.\nBut let us give particular attention to the President’s proposal. Another\nhas said that it is a sort of Eleventh Commandment embodying the simple\nprinciple, “No hostile crossing of international boundary lines” — no crossing\nof a boundary line as an enemy to carry death to another people. It may be,\nit will be argued, that after the recent utter disregard of pacts and treaties —\nthat after the apparent futility of the Kellogg-Briand agreement, the Locarno,\nand other agreements — every treaty is scarcely more than a scrap of paper.\nBut, on the other hand, suppose, as Albert W. Palmer of Chicago has sug¬\ngested, that the people themselves, millions of them, were to register their\nconviction, their good faith and determination, by popular vote? Suppose\nthat such a realistic, popular movement — participated in by youth societies,\nby colleges and universities, by peace societies, and by the churches of all\nfaiths — were to be launched now ? I am of the growing conviction that the\nresult of such a movement would cause even the most cynical of world\npoliticians to stand at attention.\n\n"}
{"page": 58, "printed_page": null, "text": "52\n\nNational\n\nEducation\n\nAssociation\n\nI call your attention to the fact that the proposal of the President, amplified\nand applied in some such fashion as I have suggested here, does not raise\nthe question of pacifism. Indeed it destroys that issue. Certainly pacifists\nwould sign the declaration and just as certainly many others who in good\nfaith disagree with the position of extreme pacifism and who in conscience\ndecline to accept it, would sign the declaration too. Men and women who\nwould be bound to spring to the defense of the homeland were it invaded\nwould gladly engage “not to invade anybody else’s homeland!”\nIn such a program all citizens of goodwill, whatever their present peace\nactivities and without interference with any other program, could engage.\nSuch a world movement would strengthen every movement for peace and\nwould undergird all those sacrificial endeavors that have as their final objec¬\ntive the destruction of armed conflict.\nH ere, then, is a five-point program upon which, whatever our personal\nfinal convictions and ultimate choice, we may all unite. Here is a five-point\nprogram that, followed thru, would lead to the fulfilment of the vow we\nmade to the dead and living dead in the stupendous conflict of twenty years\nago — that holy covenant into which we entered — to end war forever.\nThat this five-point program may not be untimely is suggested by the\nfact that within the month the presidents of more than one hundred colleges\nand universities signed a letter to President Roosevelt urging immediate\npassage of radical war legislation. The following acts were among those\nrecommended :\nA complete embargo upon trade between the United States and any belligerent\nnation in the event of hostilities in any part of the world.\nAn act forbidding the flotation in this country of bonds of billigerent countries\nor their citizens.\nAn act empowering and requiring the President of the United States in case of\nwar to take over immediate control and operation of all business establishments in\nthis country engaged in the manufacture, transportation, or sale of materials of\nevery description used in the prosecution of war.\nAn act prohibiting the use of armed forces of the United States for the collection\nof debts owed to Americans by foreign nations.\n\nThe\n\nletter contains the following paragraphs:\n\nWe recognize the fact that the taking of such steps would involve serious costs and\nsacrifices, but we submit that no costs or sacrifices incurred thru them in the interest\nof peace are likely to approach those which would be caused by war. . . .\nWe desire to express our belief that unless our government has made complete\nuse of every available agency for peace and taken every possible step to prevent\nthe coming of war, it has no moral right to ask of the youth of America the sacrifice\nin war of themselves, their opportunities for the future, and the companionship of\nmen and women of their generation whom they hold dear; or to subject them and\ntheir children to a renewal of the post-war conditions which have so impoverished\nand degraded the only life they have known. It is our judgment that support and\naid in the conduct of a war cannot rightly be asked unless every effort possible\nto human ingenuity has been made to prevent such war.\n\nHere are the reasoned conclusions of a great company\n\nof those who\n\nhave\n\nbeen entrusted with the training of the nation’s youth and thus with the\n\n"}
{"page": 59, "printed_page": null, "text": "General\n\n53\n\nSessions\n\nof these col¬\nmolding of public opinion thru generations to come. T. he letter\nand for\nlege presidents is significant of an aroused conscience against war\n.\na constructive answer to its threat\nMembers of the National Education Association, I call your attention to\nthe fact that even more basic than any particular program, more funda¬\nfor\nmental, is the united effort for brotherhood itself. On April 29, 1934,\nWe\nthe first time in American history, we celebrated Brotherhood Day.\nwere challenged, the whole nation was invited, by the following solemn\ndeclaration :\nFirst: I intend to do unto others, of whatever\nto do to me.\n\nrace or creed, as I would\n\nfor them\n\njudge every\nSecond: It is my purpose to respect the rights of human beings and to\nalone.\nfellowman on his individual merits\nof any\nThird: I will oppose every organized effort to evoke fear or hatred\nreligious or social group.\n\nthat solemn declaration I subscribed. So help me God!\nis the\nI submit to you that here is a philosophy for life that in its essence\nGolden Rule. Here is a philosophy for life that comprehends all human\nto assert\nrights, that sweeps across all lines of race and color and creed\nwhen\nfreedom of thought and action ; the integrity of every man’s conscience\ny\ndivinit\nthe\naye,\nty\ndigni\nhis own soul speaks, and to affirm the inviolable\nof human personality.\nIntolerance is the greatest social sin. Even in America, great and free\nAmerica, tolerance — man to man, race to race, faith to faith is yet to be\nwon. And remember, teachers of America, that, however great the personal\ntoll of intolerance to oppressed and oppressor alike, the social consequence\nTo\n\nis infinitely greater.\n\ns\nTwentieth century civilization in her human relationships within nation\nas well as in her international affairs goes forward as tho hopping on one\nthe law,\nleg because of those she still regards as lesser breeds without\nthose with whom she refuses to share her better part even when she does\nyet to\nnot actually deny them the chance to win it for themselves. We have\nlearn that we cannot keep another down without staying with him and\nthat we cannot hate without being hateful.\nThis road of intolerance leads only to disaster. Those who take it may\ncry, “Peace! Peace!” but for them and for their system of public affairs\nthere is and there can be no peace. We shall not finally disarm the world\nuntil\nuntil we rise above intolerance. We shall not find the cure for war\nthis creed of brotherhood becomes the law by which we earn our bread,\nadminister our government,\nships God.\n\nand each, according to his own\n\nconscience, wor¬\n\nher own\nHere is a creed that may become, first, America’s challenge to\nthe whole world-—\nsupreme political and social menace, and then her gift to\nand goodw ill\nthe gift of a brotherhood example, of a demonstration in faith\nfear and hate\nthat may turn the stream of history from ancient channels of\n\n"}
{"page": 60, "printed_page": null, "text": "54\n\nNational\n\nEducation\n\nAssociation\n\ninto new courses of peace and unity. Ours is a world broken and disillusioned,\nweary to the point of blindness, rocking upon the precipice of ruin ; ours is\na world listening to the seductive promises of tyrants and of exploiters who\nwould destroy both religion and democracy. But it is a world hungry and\nwaiting. In God’s name\nget on with the peace!\nTHE\nGLENN\n\nWORLD\nFRANK,\n\nand in the spirit of the Prince of Peace, let us\n\nFOR\n\nPRESIDENT,\n\nWHICH\nUNIVERSITY\n\nWE\nOF\n\nMUST\n\nEDUCATE\n\nWISCONSIN,\n\nMADISON,\n\n1\nWIS.\n\nIn one of the most vivid episodes of the Old Testament, the prophet\nElijah is surrounded by a people divided in loyalty between the worship\nof Baal, one of the numerous gods of the idolatrous Israelites, and the\nworship of the Lord who was, to Elijah, the true God. To Elijah, Baal\nwas Illusion, while the Lord was Reality. Impatient at the indecision of\nthe Israelites between the worship of Baal and the worship of the Lord,\nElijah staged a demonstration in which he challenged the followers of Baal\nto join him in a prayer to their respective gods to send fire to consume a\nwater-soaked sacrifice. As the record goes, Baal failed his followers, while\nthe Lord of Elijah descended in consuming fire. At the outset, Elijah had\nsaid to the wavering Israelites, “How long halt ye between two opinions?\nIf the Lord be God, follow him; but if Baal, then follow him.” But, as\nthe record has it, the people answered him not a word. Later, however,\nafter Baal, despite the importunity of his prophets, had left the sacrifice\nuntouched on the altar, when the flame of Elijah’s Lord licked up the\nsacrifice, the halting Israelites cried aloud, “The Lord, he is the God; the\nLord, he is the God.” As long as the issue was mired in the abstractions\nof debate, they wavered. But events finally educated them to a decision.\nWhether this story is to us folklore or fact is quite beside the point I am\nconcerned to discuss here. It is, in either case, a vivid recital of how a prophet\nfaced a people halting between two opinions and insisted that they must\nmake up their minds about the god to whom they would give allegiance,\nthat they must really decide what they believed and act decisively upon\ntheir belief.\nNo other story in ancient scripture quite so accurately describes the\ndilemma the time puts to us. We, like the folk around Elijah, are faced with\nthe necessity of making some major decisions, decisions that will determine\nour national destiny in which your personal destinies are intimately involved.\nLike the followers of Baal, before Elijah forced the issue, we, before\nthe depression sobered us, were content to drift. We were so busy clipping\ncoupons we refused to consider basic issues of national policy. Why bother\nabout the conflicting claims of the Lord and Baal as long as the market was\nbullish? Maybe a few million Americans were left in the outer darkness\n1 For other addresses by Glenn Frank see Proceedings 63:73-74; 71:40-53, 573-81.\n\n"}
{"page": 61, "printed_page": null, "text": "General\n\nSessions\n\n55\n\nthat ringed the charmed circle of the prosperous. What of it? The poor we\nwould always have with us! Things, by and large, were going good. Judged\nby the indexes of the economists, we had entered a New Era from which\nthe traditional ebbs and flows of enterprise had been outlawed. Down with\nthe Cassandras! Up with the Pollyannas! We tolerated but did not take\nseriously these Socratic skeptics who insisted upon asking where the nation\nwas headed.\n\nIt is a different story now. The house of cards fell about our ears in 1929.\nOvernight the enterprise of this age of plenty suffered a stroke of paralysis.\nAnd the paralysis stubbornly resists the hundred and one medicines an\nempirical statesmanship has prescribed. A new mood begins to fall over\nthe American mind. The myriad millions begin to lose faith in facile pana¬\nceas that put plasters on this and that effect while basic causes of the disease\nare left untouched. Here and there erstwhile blind leaders begin to realize\nthat decisions more basic than any yet faced must be made. There are, of\ncourse, Americans who still see in the situation no more than a chance to\nrehabilitate outworn economic dogmas and restore to power obsolete political\nleaderships. But, despite the instances of retarded intelligence still manifest\nin some business and political circles, events are rapidly educating us to the\nnecessity of a bold clarity of decision on a few basic policies.\nThe sooner a sense of this necessity sweeps the national mind the better,\nfor we are face to face with a few fundamental decisions which, as a people,\nwe must make and make soon if we are to avoid social and economic chaos.\nto\nDespite the rapidity with which events are educating us, we have still\nstill\nprove that we are equal to the challenge of these decisions. We are\nBaal\nhalting between two opinions. We have yet to give either the Lord or\na clear vote. We are still suffering from that disintegration of will Guglielmo\n\nFerrero so brilliantly diagnosed in his JVords to the Deaf about a decade ago.\n“There have been epochs more uncouth, poorer, and more ignorant than\nw^nt?”\nour own,” he wrote, “but they knew what they wanted. What do we\nn. Every\nhe asked, and then went on to say, “That is the essential questio\nthem, just\nman and every epoch should keep this question constantly before\nas a lamp is kept burning day and night in dark places.\nwe want\nFerrero is right. This is the essential question. To know what\nHere in\nis the beginning of statesmanship. Do we know what we want?\nbe and do\nAmerica? Now? Do we know what we want the government to\nrise over\nin relation to the whole mechanism of American life and enterp\nand shadow of a\nwhich, at its moment of highest potential power, the chill\nsmanship? Is it\nvast futility fell? Do we know what we want from state\nDo we know\nsheltered security or a chance to adventure in a fair field?\nkind of social\nwhat kind of political order we want? Do we know what\nwant? Ferrero\norder we want? Do we know what kind of economic order we\nthinks not. He says:\nOn\n\nthe contrary,\n\nour\n\nwill is in a\n\nstate of complete\n\nconfusion.\n\nSometimes\n\ne. Some¬\nit is split in twain, at once desirous of benefits that are mutually exclusiv\nThis\nmirage.\na\nby\non\nlured\nreality,\nand\ntimes it entirely strays away from reason\ndying.\nis\nage\nour\nwhich\nfrom\ndisorder of the will is the disease\n\n"}
{"page": 62, "printed_page": null, "text": "56\n\nNational\n\nAgain, Ferrero is right. We\n\nEducation\n\nAssociation\n\ncannot make\n\nat this historic juncture in American\ning indecision of will.\n\nthe decisions demanded\n\nof us\n\naffairs unless we conquer this paralyz¬\n\nWhat are these decisions events are demanding of us? Without wasting\nwords in introduction, I want, in the manner of the ancient Elijah and the\nmodern Ferrero, to put to you four major alternatives which, to me, are\nalternatives between Reality and Illusion, alternatives in which the survival\nand the significance of American life and enterprise are alike involved !\n1. Are we to strengthen democracy or surrender to dictatorship?\n2. Are we to pursue our enterprise in freedom or under regimentation?\n3. Are we to establish control of this age of plenty or execute a return to an age\nof scarcity ?\n4. Are we to; walk the ways of a realistic internationalism\nnomic monasticism of the nationalists?\n\nor go in for the eco¬\n\nThe drift of events has brought us to a rendezvous with destiny at these\nfour points. What life is to be like for us in the next quarter century,\nwhether life is to smile upon us or smite us, will be largely determined by\nthe answers we now give to these four fundamental questions which the\naffairs of the time have framed.\nThe nation’s schools owe their students and the adult public something\nmore than a neutral listing of these dilemmas of your time. Schools must\nset lamps burning in those dark places where social decisions falter for want\nof light. The nation has the right to expect from its educators candor of\njudgment upon even the most controversial issues. As spokesmen of the\nnation’s major universities, therefore, I should feel derelict in duty if I\ndid not express at least my own deepest beliefs respecting these four crisis\npoints in national policy.\nIn the brief moments at my disposal, I cannot subject these issues to\nelaborate analysis or buttress my beliefs with a vast array of data. I can but\nstate and commend to you the point of view that, in each instance, seems\nsoundest to me.\n\nI. I turn, first, to the issue of democracy versus dictatorship. Dramatic\nsecessions from democracy have everywhere marked the post-war politics of\nthe world. Even those democracies that have not gone bankrupt and made\nformal assignment of their political liberties to some de jure or de facto\ndictatorship have had to reckon with a growing skepticism of the democratic\ndogma. The issue is joined. We must decide whether we are to strengthen\ndemocracy or surrender to dictatorship.\nIt is a mistake, I think, to assume that this epidemic resort to the supposed\nstrength of dictatorship is but a byproduct of the chaos into which affairs fell\nwhile the nations stupidly engaged in the cooperative suicide of war.\nEven before Avar had bled the race white of its old self-reliance, and\nquite aside from the impetus that post-war chaos gave to the seizure and\ncentralization of power, there was a growing conviction in the minds of\nmany that democracy was not up to the job of administering an age of\nscience, technology, and power production. Democracy may have been\n\n"}
{"page": 63, "printed_page": null, "text": "General\n\nSessions\n\nthe scale of\nadmirably adapted to the administration of an age in which\ntempo of\nenterprise was small, the relationships of life simple, and the\n, the scale of\ndevelopment slow, but, in the modern industrialized world\ntempo of\nenterprise is vast, the relationships of life complex, and the\na stronger\ndevelopment swift. Such a world, so the contention ran, demands\nto power or\nleadership than the elections of democracy will commonly call\nthe legislatures of democracy normally tolerate.\nThe peculiar stresses and instabilities of the war and post-war periods\nbrought this anti-democratic conviction out of the library of the political\nphilosopher into the arena of political action. Here, there, and yonder it has\nfound varied expression. Here it expresses itself in a proletarian dictatorship\nl\nthat is frankly a class government. There it expresses itself in a more persona\ndictatorship that disputes the necessity of any class struggle for power,\nasserts as indefensible any class monopoly of privilege, and purports to merge\nthe separate interests of all classes in the single interest of the state. Yonder\nhips. that\nit grows, subtly but lushly, under the cover of emergency leaders\nmay themselves still adhere to the democratic dogma.\nThe destiny of democracy on this continent will depend entirely upon\nour success or failure in solving the economic problem. If we can now move\nwith reasonable rapidity towards a soundly based and widely distributed\neconomic well-being, essential democracy is not likely to be seriously chal¬\nfail in\nlenged during this generation. But whether we are to succeed or\nbrave\nsolving the economic problem is still on the lap of the gods. For all our\nwhistling in the dark, we are still far from out of the woods.\nAnything less than a complete thawing out of the fountains of enterprise,\nmore or less frozen for the last five years, will put the American tradition\nof democratic self-government in definite jeopardy. If, when the roaring\nmountain stream of federal spending and federal subsidy begins to dry up\nat its source, the basic enterprise of the nation remains sluggish or stalled,\nthe American millions will lend a ready ear to drastic alternatives. If\nforms\nrecovery comes too slowly, a growing impatience with the traditional\na fair\nand functions of government will manifest itself. If we achieve\nies\nmeasure of recovery, but, in the achieving, perpetuate the old inequit\nand inefficiencies of the pre-depression order, recovery will be transient and\n\ninsecure, popular satisfaction will be short-lived, and democracy s judgment\nday will be but postponed.\nthe\nDemocracy is not invested with any inevitable immortality. Towards\nwere\nend of his life, the late Lord Bryce ventured the judgment that there\nfew countries in which freedom seemed safe for the century ahead. When\n\nthe spiritual oxygen which has kept alive the attachment to liberty and^ selfgovernment in the minds of the people becomes exhausted, he wrote, will\nnot the flame burn low and flicker out?” This is a question we may well\nask ourselves as we attempt to assess the American outlook.\nThe muddling mismanagement of our economic affairs, which ended in\nthe disaster of 1929, seriously depleted the spiritual oxygen which, for a\nan\ncentury and a half, had kept alive in the minds of the American masses\n\n"}
{"page": 64, "printed_page": null, "text": "58\n\nNational\n\nEducation\n\nAssociation\n\nattachment to liberty and self-government. If now we fail to deal decisively\nand dependably with the problem of a soundly based and widely distributed\neconomic well-being, this already depleted supply of spiritual oxygen will\nbe utterly exhausted, and democratic self-government may well disappear\nfrom the face of this continent as the masses, in despair and under demagogic\nleaderships arising to batten on their despair, surrender to the delusion of\ndictatorship.\nDemocracy\n\nhas died before in history. And peoples that had known it\nand prized it seemed not sorry to see it go. When popular government\nflickered out in ancient Greece and Rome, nobody thought of reviving it.\nAll this may happen again on this continent in your generation. I beg you\nto believe that no price we may have to pay to prevent this will be too high.\nI shall not conceal my conviction that, despite its manifest weaknesses,\ndemocracy is, in the long run, both safer than and superior to dictatorship,\ndespite the swift efficiencies some dictators may seem to bring to a phase of\nemergency.\n\nThe cardinal strength of democracy is that it broadens the base of judg¬\nment upon which policy is built. All of us, with varying degrees of effect,\ncan chip in on the discussion that determines policy. Ehe cardinal weakness\nof dictatorship is that it narrows the base of judgment upon which\npolicy\nis built. Policy is determined solely by the dictator and his particular brand\nof expert adviser.\nThe greater the complexities of an age the broader we should make the\nbase of judgment upon which its policies are built. The complexities of our\nage are limitless. The capacities of its leaders are limited. Less than at any\ntime in human history can we afford to put all our eggs in one basket. Less\nthan at any time in human history can we afford to bully into silence the\nvoice of corrective criticism, intimidate minority opinion, and give un¬\nquestioned right-of-way to the green dogmatisms of politics and economics\nthat sprout so lavishly from the improvisings of crisis-driven statesmen.\nAnd yet this is today happening the world around wherever the minds of\nmen have been seduced by the dramatic promises of dictatorship.\nIt is one of the major delusions of this disintegrate time that the need\nof the hour is strong government. It is not strong government we need so\nmuch as wise government, government invested with the virtues of insight,\ndignity, moderation, justice, tolerance, and an acute sense of social values.\nSuch governments draw men into authentic loyalty to their purposes. Strong\ngovernments drive men into artificial lip-service to their slogans. Wise gov¬\nernment must have wide soils in which to sink its roots. Strong government\ncan build a brief interlude of power upon the clever strategies of a clique.\nDictatorship offers us the quickest path to strong government. Democracy\noffers us the largest possibility of wise government.\nDictatorship is founded upon fear and faith. Democracy rests upon leader¬\nship and popular understanding. Democracy is singularly impotent in an hour\nof crisis if leadership is derelict and popular understanding darkened, but its\nbasic concept is sounder than the concept of dictatorship.\n\n"}
{"page": 65, "printed_page": null, "text": "General\n\nSessions\n\n59\n\nIf this be true, as I think it is, the problem of this generation is not the\nrenunciation but the revision of democracy that it may function more\ncir¬\neffectively in these dishevelled hours of transition from old to new ions\nsuggest\ntwo\nwith\nmyself\ncumstances of life and enterprise. I content\nrespecting this necessary revision of democracy.\nfixed\nIn the first place, we should recognize the necessity and establish a\n” for emer¬\nprocedure for what Lindsay Rogers terms “crisis government\nto deal with\ned\ngencies. The normal processes of democracy are not design\ncrises of the magnitude the worldwide depression assumed.\nWhen this sweeping collapse came to the enterprise of the world, weak\n\nand dicta¬\ngovernments saw in the situation a choice between disintegration\nfaced us as it\ntorship. Nation after nation chose dictatorship. Disintegration\nweak, but\nfaced these lesser nations of Europe. Our government was not\nso grave.\nits ways were ill-adapted to the task of dealing with a crisis\nWe made no\nA less stable people might have gone the way of dictatorship.\nWe chose\nrevolutionary change in the basic structure of our government.\nprocedures of\ninstead temporarily to adjourn some of the more deliberate\nl leadership for\nlegislation and to lodge extraordinary powers in the nationa\nthe period of the emergency.\ndeterminedly\nSince then varied forces of opposition have discreetly but\nself-government. I\ncriticized this move as a subtle assault upon democratic\nleadership has done\nfind myself at variance with much that the national\nof granting to the\nwith its emergency powers, but the wisdom and necessity\nency cannot,\nnational leadership extraordinary powers in the midst of emerg\n.\nin my judgment, be justly disputed.\ncrises of major\nIn no other way can democracy deal effectively with\nwhen to leassemble\nmagnitude. If democracy can know when to adjourn and\niority to dictator¬\nits normal procedures, democracy thereby proves its super\nof all the short-time ad¬\nship, for democracy in so doing takes advantage\nliabilities. But this\nvantages of dictatorship without incurring its long-time\nimprovisations and\ntechnic of “crisis government” should not be left to the\nis at wit’s\nwhen the national mind emerg\nof incredible worry ready\nintrigues of an hour\nency.\nof\nnt\nmome\nthe\nfor\nheld\nic\ntechn\ned\nend. It should be a matur\nof government in this\nIn the second place, for even the normal business\nof functions between the\ncomplicated age we should effect a reallocation\nas in Europe, parlia¬\nlegislature and the executive. In the United States,\nadministiation of a vast,\nmentary democracy is not adapted to the effective\ncomplex, and swiftly moving national life.\ntechnics\nIf we want to lay the ghost of dictatorship, we must revamp the\nof the affairs\nof democracy in terms of the scale, complexity, and tempo\nary in its\nthey must now serve. This revamping need not be revolution\nustment of\nnature. It requires little more, I think, than an intelligent readj\nthe roles of legislature and executive.\nWe must stop the inexpert intrusion of legislators into the detailed aspects\nof legislation and the intricate processes of administration. We must restrict\nlegislative bodies to the charting of broad paths of policy, the setting up of\n\n"}
{"page": 66, "printed_page": null, "text": "60\n\nNational\n\nEducation\n\nAssociation\n\nthe goals the needs of the inarticulate millions require that we reach, and a\ncritical checking up on the results of administration. And we must lodge\ngreater detailed power and wider discretion in the executive. The executive\npower is always in the spotlight. When it runs amuck we can get at it,\nas we cannot get at the hydra-headed power of the legislature when it falls\nvictim to caprice or corruption. These and like adjustments of the democratic\ntechnic are the price we must pay for the avoidance of dictatorship.\nII. I turn, second, to the issue of freedom versus regimentation. Thruout\nthe western world, individualism is on the run, as governments of varied\nsorts announce their determination to plan the life and enterprise of their\npeoples. The issue is joined. Are we to pursue our enterprise in freedom or\nunder regimentation? On no other issue is there so much confusion of judg¬\nment. I want, if I can, to bring some measure of clarification to its mazes.\n1 he one thing common to all the experimental governments of the time,\nour own included, is a shifting of the balance of power between politics and\neconomics. Alike under the variant leaderships of Stalin, Mussolini, and\nRoosevelt, the statesman is grasping at the reins of power long held by the\nbusiness man, banker, and financier.\n\nIn each instance, so far, it has been a case of political leadership’s stepping\nin to save a situation that economic leadership had failed to master in\nany\nsocially satisfactory way. But this is the way the face of history is changed.\nEmergencies arise. They are met. File situation dictates the action. And\nthen, later, a new philosophy is matured around the action thru which the\nemergency was met. This has happened before our eyes in the last decade.\nPost-war capitalism ran amuck. Some force had to hold the social order\ntogether. The state was the obvious force to act in the common interest.\nAnd everywhere the state has come more and more into the field before\ndominated by private interests. In some countries, with radical change in\nthe structure and function of the state; in others, with milder alterations.\nBut everywhere the state takes on new significance. And now a new philoso¬\nphy, common to all the experimental governments, is taking shape, a\nphilosophy of statism.\nA steady enlargement of the role of the state has, with us, been under\nway for some time. The impetus to statism cannot be wholly charged\nto\nthe brain storm of a brain trust. Statism has grown in America not so much\nby the initiative of political theorists as from the pragmatic handling of\npressing problems by practical administrators and upon the actual invitation\nof industry to government to step into the picture as a partner in the plan¬\nning of publicly significant economic policies and the control of privately\nunmanageable economic relations in such industrial fields as oil production.\nEven under Mr. Hoover the government was intervening in the private\nenterprise of the people. It rushed to the rescue of banks. It administered\nrestoratives to railroads on the brink of receivership. It became a speculati¬\non the grain exchanges. It propped up tottering manufacturers. It played\nbanker to the farmer. It may have acted more as a brother bringing help\nthan a boss giving orders, but it was swimming in the historic stream leading\nto statism nevertheless.\n\n"}
{"page": 67, "printed_page": null, "text": "General\n\nSessions\n61\n\nation ahead, govern¬\nWe may set it down as inescapable that, in the gener\nof economics whether\nment will play a larger and larger role in the realm\ner. The day of a\nthe White House is occupied by a Roosevelt or a Hoov\nnt of political rhetoric\nvirtually anarchic individualism is dead. And no amou\nr age have made im¬\ncan revive it. The peculiar circumstances of the powe\nto the simpler role of a\npossible any wholesale reversion of government\nsimpler day. The road back is not the way out !\nbetween\nIt does not follow, however, that the only choice open to us is\nwhich\nanarchic individualism and an all-embracing state. The problem upon\nto focus is the\nthe genius and judgment of your generation should come\ngovernmental\nproblem of determining wisely the direction and the degree of\nof an age of\nactivity in economic affairs which the new circumstances\nAnd I give it to\nscience, technology, and power production make necessary.\nimperative readjust¬\nyou as my considered judgment that at no point in the\nr danger of\nment of our old policies to our new problems is there greate\nwhat is valid\ncommitting national suicide than in our attempt to determine\nand what is vicious in the current trend towards statism.\ncrushing\nOswald Spengler, in his Hour of Decision, insists that this whole\neconomics\ndepression is a direct result of the decline of state power. When\nnt depression\ndethroned politics, so Spengler thinks, the seeds of the prese\ninklings to indi¬\nwere sown. Communism agrees. Fascism agrees. There are\ncate that some Americans agree.\nWe should think twice before we follow the lead of Italy, Russia, and\nall.\nGermany with their varied versions of the philosophy of the state above\nOur system of laissez faire economics has manifestly run amuck. Order\nmust obviously be substituted for the anarchy that has too often prevailed\nin our enterprise. But the easiest, the simplest, and the laziest thing to do\ntime\nis to run to the government for salvation. That may work well for a\nif the luck of events shoves a strong man to the center of the political\nthe fates\nstage, as it has in Italy and Russia. And, in the United States,\nd\nhave certainly captained the state with a man of sincere and socially-minde\neven\nimpulses. But, frankly, I am not sure that we are ready to make\nRoosevelt receiver for economic America.\nThe situation cannot be met, however, with apoplectic appeals to the\nConstitution and tub-thumping harangues about an individualism that has\nlanded so many individuals in the bread line. The rank and file of Ameri¬\ncans believe in rugged individualism, as profoundly as did the pioneers, but\nthey have had their fill of ruthless individualism. They will drive from\npower and destroy any political leadership that seeks to impose unnecessary\nand unworkable limitations upon the free exercise of rugged individualism,\nbut they will submit to drastic limitations upon their freedom of enterprise\nbefore they will hand themselves back into the power of a ruthless indi¬\nvidualism of business, industry, and finance.\nSome measure of social control of private enterprise has become imperative.\nWe have reached a point in our economic evolution at which some force\nabove the battle of private interests, whether it be the force of organized\n\n"}
{"page": 68, "printed_page": null, "text": "62\n\nNational\n\nEducation\n\nAssociation\n\nindustry itself or the power of the state, must insure the adoption, thruout\nour business and industrial system, of minimum policies respecting wages,\nhours, prices, and profits that will bring our capacity to purchase into such\nrelation to our capacity to produce as will keep our industrial system a\ngoing concern ministering effectively to the maximum needs of the millions.\nI am as reluctant as any living American to see the ebullient spirit of\nprivate enterprise put in chains to the quality of intelligence that American\npolitics seems able normally to recruit. There is a priceless value at the\nheart of private initiative that we must preserve at all cost. I do not believe\nthat the complex economic life of the United States can ever be run effectively\nfrom Washington. I doubt the wisdom of having political persons dictate\nin detail the risks and routines of American business and industry. And this\ndoubt survives even the gross mismanagement so many leaders of business,\nindustry, and finance brought to the nation’s enterprise before 1929.\nBut it must be plain by now that, in the decade before the depression,\nprivate initiative on this continent was doing its blind best to commit suicide.\nSome factor of integration had and has to come into the picture to save\nprivate initiative for itself and for its service to the nation.\nFor myself, I should prefer to see this factor of integration provided by\nprivate enterprise itself. If the leadership of business, industry, and finance\nwill come to bat with a willingness to face the new problems of this new\nage of science, technology, and power production with a socially responsible\nprogram that will prevent the ruthlessness and protect the ruggedness of\nindividualism, no political leadership on earth can win the suffrage of the\nAmerican people for a program that smacks either of fascism or of com¬\nmunism.\nMeanwhile\n\nthe line of soundest policy respecting the relation of the state\n\nto private enterprise seems to me clearly indicated. Governmental interven¬\ntion in business processes is often inept. Governmental inspiration of broad\neconomic policy, and, if necessary, its imposition, may now and then be\nimperative. It is so now. And if government will but keep clear the distinc¬\ntion between the broad guidance of economic policy and the detailed regi¬\nmentation of business administration, the United States has, I think, the\nchance to evolve a sounder relation between politics and economics than\neither the communisms or fascisms of the hour can possibly achieve.\nIII. I turn, third, to the issue of an economics of plenty versus an eco¬\nnomics of scarcity. For the better part of a generation, we have been work¬\ning in terms of an age of plenty, but thinking in terms of an age of scarcity.\nOur enterprise has been new. Our economics has been old. A transient\nprosperity threw, for a time, the mantle of a bright delusion over this\ndangerous maladjustment between our enterprise and our economics. But\nevents are rapidly joining the issue. We must decide whether we are to\nestablish control of this age of plenty or execute a return to an age of\nscarcity.\n•\n\nWe cannot go on indefinitely with our enterprise in one age and our\neconomics in another. We must either shove our enterprise back to\nour\n\n"}
{"page": 69, "printed_page": null, "text": "General\n\nSessions\n\n63\n\neconomics or bring our economics abreast of our enterprise. If the toiling\nmillions can be convinced that greater happiness can be found, by declaring\na moratorium on scientific progress, throwing the brakes on technological\nadvance, and deliberately reducing the enterprise of the nation to simpler\nand more easily manageable dimensions, well and good. If that is what they\nwant! But that is not what they want. They hunger to have full human\nadvantage of the utmost this age of science, technology, and power production\nis equipped to bring them in comfort, convenience, and liberation of spirit.\nIn an age of scarcity the poor will endure their lot without undue whim¬\npering, but want will not forever stay docile in the presence of potential\nis\nplenty kept just beyond its reach by failures in social management. This\nwhy the issue of an economics of plenty versus an economics of scarcity is\nmore than an academic question. The social stability of the American future\nis at stake in the choice we make between these alternatives.\nTo me the most disturbing fact of the time is the number\n\nof Americans,\n\nin high position and low, who are falling victim to a defeatist mood, ap¬\nparently assuming that progress has come to a dead end, that science and\ntechnology have been too efficient in producing a limitless output at low\nprices, and that the thing to do is to plan a lesser output at higher prices.\nTo restrict production and to raise prices, as a general policy, is, to me,\nnot liberalism but reaction, not statesmanship but surrender, not creative\nadvance but cowardly retreat. That way lies the subsidizing of inefficiency.\nThat way lies the sabotage of superior management that knows how to bring\nboth the cost of production and the price of products down. That way lies\na permanent and perilous lowering of living standards for the swarming\nmillions. It was not for this that the pioneers builded their blood and sacri¬\nfice into the foundations of this republic. More goods at lower prices, not\nfewer goods at higher prices, is the logical goal of an age of science and\ntechnology!\nTo me it is incredible that, in a world of tragically unfilled human need,\nwe should now set out upon the quixotic attempt to increase welfare by\n\ndestroying wealth or declining to create it. Our ancestors fought valiantly\nover the centuries to conquer famine. Are we now to say that their conquest\nhas been too decisive? After the sweat and science of generations have\nbrought us out of an economy of scarcity into an economy of plenty, are we\nto confess that we are incapable of managing plenty, and deliberately legis¬\nlate a modified famine in just those sections of our economic enterprise where\nproduction has proved most efficient? I think history will pass a bitter judg¬\nment upon us if we take this road in dealing with the difficulties now con¬\nfronting our farms and our factories.\nScientific and technical leadership has abolished the physical necessity\nof poverty on this continent. It remains for political and economic leader¬\nship to abolish the social fact of poverty and its milder manifestation, under¬\nconsumption. Science and the machine have brought us to the threshold\nof a social millennium, but we have lacked the wit to unlock the door.\nInstead of planning to adjust ourselves to the half-hearted and insecure\n\n"}
{"page": 70, "printed_page": null, "text": "64\n\nNational\n\nEducation\n\nAssociation\n\nexistence of a reinduced age of scarcity, we should not rest until we have\nfound the key that will unlock the door into this social millennium of pros¬\nperity, leisure, and security which science and the machine have made\npossible. All the necessary tools are in our hands for emancipating the race\nfrom poverty, drudgery, and insecurity. If we now fail to effect this emanci¬\npation, we shall go down in history as traitors to the tools of our own\ncreation. We must be careful lest a program of stabilization turn out to\nhave been a process of sterilization. To play down our productive powers\nmay well result in a stabilization of want rather than a stabilization of\nwelfare.\nFor this reason, it is imperative that we judge every leadership that bids\nfor our suffrage, whether it comes with the lugubrious warnings of conserv¬\natism or the lilting promises of liberalism, by this: Is it proposing bravely\nto bend to human use the full powers of this economy of science, technology,\nand power production, or does it ask us to take a coward’s refuge in a policy\nof repressing, restricting, and reducing its maximum productive capacities?\nIV. I turn, fourth, to the issue of internationalism versus nationalism.\nAt the moment the economic relations of the world are paralyzed by a\nbaffling paradox. While the processes of the world’s life grow daily more\ninternational, the policies of the world’s governments grow daily more\nnational. If this be more than a transient byproduct of the economic flux\nand emotional fanaticism of the moment, it will bring us before long to the\npoint at which we shall have to decide whether we are to walk the ways\nof a realistic internationalism, insofar as the policies of other nations will\npermit, or go in for the economic monasticism of the nationalists.\nIt is difficult to speak with a sure judgment on this issue. American\nforeign policy does not operate in a vacuum. Its nature cannot but be pro¬\nfoundly influenced by policy elsewhere in the world. I can do no more than\ngive you my own conviction respecting the current resurgence of nationalism\nthruout the world.\nDespite a rising tide of opinion to the contrary, I am convinced that the\nmodern world cannot be run effectively in terms of isolated economic\nnationalisms. The modern world is bound together by the lithe arms of\nrapid transportation, instantaneous communication, and the frontier-cross¬\ning agencies of credit, contract, capital, and corporate organization. We\ncannot reverse this basic fact by transient ventures in swashbuckling\nnationalism. Ultimately some sort of world policy must dominate world\ntrade relations. Such policy seems impossible of achievement at the moment,\nbut it will be one of the major obligations of your generation to surmount\nrather than surrender to the difficulties that today tie statesmanship to the\nparish pump the world around.\nI am profoundly aware of the timidity and ineffectiveness of the League\nof Nations in the areas of major conflict. I am aware that American\n\nstates¬\n\nmanship must, in this singularly disorganized phase of the world’s life,\nstand stubborn guard over American interests. I have no desire to see\nAmerica set irresponsibly out as a gullible Sir Galahad in a world of Robin\n\n"}
{"page": 71, "printed_page": null, "text": "65\nGeneral\n\nHoods\n\nSessions\n\nwilling to fleece our pockets. I am aware that the nature and volume\n\nof world trade have changed radically in the post-war period as nation after\nnation has enlarged its production of goods and commodities that formerly\nbulked large in our exports.\nBut, for all this, I am convinced that the current swing towards selfcontained nationalism is a venture in madness. If unchecked it will mean\nthe retreat of the civilized modern to primitive tribalism. It will enforce\na drastic and delimiting readjustment in the organization, capitalization,\nand operation of American business and industry, spell the doom of com¬\nmercial agriculture on this continent, and drive the American farmer to\nthe status of the peasant, with a standard of living higher, perhaps, than the\nhard lot of the peasant of Europe, ' but with the subsistence income that\nmarks the peasant nevertheless. It will mean that a baffled statesmanship\nthruout the world is setting out to liquidate the age of plenty and lead\nhumanity back to an age of scarcity.\nFor this reason it is important that we beware of wasting our energies\non a romantic internationalism that ignores the raw facts that today line the\npath of responsible statesmanship, but that we cherish every chance to ad\nvance the interests of that realistic internationalism which the work of the\nworld indicates, whatever the political perversions of the hour may dictate.\nHere, then, are four major alternatives in which, if I read the times\naright, the destiny of our nation and of ourselves is involved. It is the\nsupreme obligation of the nation’s schools to help the nation’s citizens bring\ndisciplined minds, and a living sense of social responsibility to their con¬\nsideration.\nORGANIZING\nHENRY\n\nFILER,\n\nWITHIN\nPRESIDENT,\n\nTHE\nFLORIDA\n\nSTATE\n\nFOR\n\nEDUCATION\n\nBETTER\n\nASSOCIATION,\n\nSCHOOLS\nMIAMI,\n\nFLA.\n\nI am going to tell you what we have done in Florida, but before doing so\nI want to tell you something about the school laws in the state of Florida.\nWe operate under a county unit system. We have a county superintendent\nand a county schoolboard composed of three members. They have supervision\nover all the city and county schools. Therefore, when I refer to a county\nyou know I have reference also to our city schools.\nOur legislature met in April and May 1933. I spent some four weeks of\nmy time at that session of the legislature. I discussed the school situation with\nthe various members. I told them that it would be necessary for the state to\nprovide at least six hundred dollars a year for teachers if it was going to pay\nthe teachers of Florida a living wage, and operate the schools for eight months.\nIn almost every instance this would be the reply, “We are in favor of schools\nbut where are we going to get the money ? Besides, you know that the people\nof Florida expect to have their taxes reduced.” I heard that story so many\ntimes until I almost believed it myself. But after that legislature adjourned,\nI checked up on them and found that this is what they did — they did not\nreduce one single tax except the automobile license tag, the receipts of which\n\n"}
{"page": 72, "printed_page": null, "text": "66\n\nNational\n\nEducation\n\nAssociation\n\ngo directly to the public free school system. That tax they cut 40 percent.\nThat was the only tax.\nThen I went back to Miami, and I prepared a budget for the schools of\nDade County. I was told by the chairman of the budget commission that it\nwould be necessary to reduce the operating expenses of the schools this year\nbecause the people were unable to pay to operate them as they should be. At\ntheir request I reduced the school budget 10 percent. About two weeks after\nthat, the chairman of the budget commission invited me to the court house.\nHe was in session with the board of county commissioners. I walked in the\noffice and this is what he said to me: “We\n\nfind that it is going to be necessary\n\nthis year to increase the county commissioners’ budget $250,000 to repair\nroads and we want to know if you will not reduce the school budget so that\nthere will be no general increase in taxes.” I, of course, refused but the tax¬\npayers paid $250,000 more last year for roads.\nAfter that happened I decided it was time for the school people to fight.\nSo I waited until September when school opened. I called a meeting of all\nthe teachers in Dade County and I told them at the meeting what had hap¬\npened and told them that I was ready to lead the fight not only in Dade\nCounty but in the state of Florida, if they would support it. They voted\nunanimously to do so. We then elected a committee of fifteen to draw a con¬\nstitution. Ten of them were teachers and five principals. We named it the\nFlorida League for Better Schools, each county being a unit. In Miami it\nwas the Dade County Union of the Florida League for Better Schools, the\nobject of that organization being to elect senators and representatives and\nother state officials who would support a radical program for the public free\nschool system in the state of Florida. We stated in the constitution that we\ncould not enter into local politics, concerning schoolboard members, county\nsuperintendents, and county officers. Our fight was with the legislature and\nstate officials.\nTo become a member of that organization all you had to do was to sign\n\na pledge card agreeing to register, pay your poll tax, and to vote for the\ncandidates who would support the public school system.\nTo this meeting I invited a representative from both of our newspapers\nand the next morning, of course, out over the Associated Press there went\nan article stating that the teachers in Miami had gone into politics, and that\nMr. Filer was going to carry the fight to every county in this state. And\nday after day from that time until June of this year, or almost every day,\nthere appeared articles in the local press or in the press somewhere over the\nstate about the school teachers entering into politics.\nI do not think it was more than three or four days after our first meeting\nwhen I received telegrams inviting me to speak in the various counties of the\nstate. So upon those invitations I did visit certain counties but I want to\nstate now that in only one county in the state did we have a school teacher\nas a head of the organization and that was in Dade County. In every other\ncounty in the state we had American Legion members, Rotary Club members,\nKiwanis Club members, P. T. A. members, citizens who were not school\n\n"}
{"page": 73, "printed_page": null, "text": "General\n\nSessions\n\n67\n\nteachers; these were the presidents of the organizations in every county in\nthe state.\nShortly after we started the fight I was fighting the governor of the state,\nthe press of the state, the state road department, and all of the politicians\nof the state. They first accused me of running for the legislature of Florida.\nI denied that. Then they accused me of running for state superintendent,\nand I denied that. Then they came out and said I was running for the\ngovernorship of the state of Florida; I denied that. At about that time Miss\nGray wrote me a letter inviting me to speak here this morning. So I carried\nthat letter with me and I would have it read by some teacher. When they\nwere thru reading it, I would say “Now they are all wrong about this. I\nam running for President of the United States. And so 1 would answer\nthem and fight backwards and forwards. The governor would come out\nand say he was going to remove me from office, and I would reply that that\nwas his privilege. Then he would wonder why I was traveling over the\nstate, and I would answer him that that was my privilege. One day some\nother state official would say something about me and I would answer that ;\nthe next day it would be the governor, the next day it would be some member\nof the senate, and away we went, and away they talked about a school\nteacher entering into politics.\nI had cooperation ; the publicity I desired. When the school teachers went\n\nto pay their poll tax, we would go in a body, five hundred teachers. We would\ngo down at one time to the court house and take their pictures and put it\non the front page of the newspapers, and there would be a heading — “School\nTeachers Enter into Politics— a Political Organization.” My reply to that\nwas always that I was willing to admit that in the broad sense of the word,\nthat the Florida League for Better Schools was a political organization, but\nas the word was commonly used it was not true, because we were fighting\nfor the greatest of all American institutions — the public free school system ;\nwe were not interested in any individual. It made no difference to us who\nwas elected to serve us as senator or representative or governor ; all we\nwanted to know was that they were 100 percent in favor of the public free\nschool system, and that they were as honest as you could expect politicians\nto be.\nAfter fighting for three months, one morning I woke up and found that\nI was president of the Florida Education Association. Fhen I started, and\nthis is the point, and really I think possibly this is the reason why we won\nour battle — as soon as I was elected president I called a meeting of the\ndirectors of the Florida Education Association, the Ways and Means Com¬\nmittee, the state schoolboard members of the association, the state officers\nof the parent-teacher association, representatives from the American Legion,\nand several other citizens, and I said, “We must have a program. We\ncannot go back to Tallahassee, our capital, next time the legislature meets\nwithout having something definite, some source of revenue where we can\nget this money.” We worked on that idea steadily, almost daily, and we\nasked for a fourth of the gasoline tax, enough to raise our revenue to seven\n\n"}
{"page": 74, "printed_page": null, "text": "68\n\nNational\n\nEducation\n\nAssociation\n\nand one-half million dollars, which would guarantee every teacher in Florida\nsix hundred dollars a year from the state, and of course the counties can\nadd to that any amount they wish.\nThen we prepared a letter to send to the candidates running for office\nand this is about what the letter stated :\n1. Are you in favor of a seven and one-half million dollar appropriation?\n2. If after you have been in the legislature for thirty days and if you are unable\nto work out some program, and if no one else in the legislature is able to work out\n\nsome program that will produce our seven and one-half million dollars, will you\nagree to take the program of the school people?\n\nWell, the candidate was on “the spot,” as you might say. If he was for\nthe schools he had to admit that our proposition was fair because we did\nnot tell him he had to take our program except in case he failed.\nThe results were that every man running for the legislature in Florida\nagreed to that program except two. Only two that I know refused and both\nof them were most gloriously defeated in their county. Only two! We\nelected some five school teachers to go to the legislature, and three days\nbefore the election, on June 2, the governor of the state of Florida came out\nover the Associated Press, after we had all candidates pledged for the Senate\nand house and said he was in favor of the school program also.\nSo we won our battle. We were very particular not to select any candi¬\ndates. We tried to get every man who ran for office not to tell us he was\nin favor of the program but to write us a letter. We wanted it in black and\nwhite. “We are going to file it in the office of the state education association\nin Tallahassee, so that in case you forget at the next session, we will just\nremind you of what you signed.” And we had it written down.\nNow there is lots and lots of work. I traveled some fifteen thousand miles.\nI drove miles a day, five hundred miles to make a speech one night perhaps,\nget up the next morning at five o’clock and start again. Our school teachers\nin Tampa and Miami published a newspaper and you should have seen\nthe advertising those candidates paid for in those newspapers. The teachers\nin both those cities made a good profit publishing a newspaper.\nIf you put on a fight like that in your state, you will be criticized, but\nnever object to criticism. The only way in the world that^you can defeat\na lady in argument is to stop talking. As long as you talk she will win.\nThe very minute the politicians stop criticizing, you are in trouble. The\nschool teachers, and especially the ladies, stop talking, and then we lose.\nSo if I could not get publicity any other way I would do something radical,\nsay something and start them up again. We must have the opposition. Do\nnot be discouraged.\nI want to tell county superintendents of schools and schoolboard members\nmy experience in a very few words. I served as a member of the Dade County\nSchool Board from 1920 to 1930. As a matter of fact I have been in the\noffice continuously since 1920, but for ten years I worked as hard as any\nman could work. In spite of all I would do, almost every week I would\nhear a story of some school teacher criticizing the situation in the schools\n\n"}
{"page": 75, "printed_page": null, "text": "General\n\nSessions\n\n69\n\nand I could not understand as hard as I was working why the teachers\nwould criticize.\nOne day I decided possibly I was wrong. I called all the teachers to a\n\nmeeting. I said to them, “I have worked hard for ten years to improve the\nschools, but for some reason or another you do not appreciate it, and I have\ndecided that I am the reason for that because I have not told you all of the\nstory about all of Florida and our school situation. I want you to appoint\na committee and come down to the schoolboard office and let us go into\ndetails. I want to educate you as to the conditions of our schools.” From\nthat day until this I have had the support of all the teachers in our county.\nThey know the school situation. So if there are any county superintendents,\nor city superintendents here, or schoolboard members, the first thing you\nwill have to do is to go home and get right with your teachers. That is\nyour first job. And if you will do that then you will not have any more\ntrouble.\nI do hope that we will carry this fight on. I am ready for Florida to\nlead a fight to elect United States senators and representatives to come to\nWashington who will support the schools, and I know from experience\nthat after you elect your senators and representatives and governors, that\nthere is no use sending telegrams to them after they are in office. There is\nno use signing petitions and sending to them. There is no use passing resolu¬\ntions. It does no good. I have tried it. What you have got to do is to elect\nthe right man before he leaves home. When you do that you will win the\nbattle. Do not get a man who is in favor of a beer bill, and a road bill, or\nsomething like that, and expect him to put over some school program,\nbecause he just will not do it and you cannot make him do it.\nIt is not a disgrace for a school teacher to vote. It is wrong for any school\nteacher to criticize any public official unless the teacher votes. He has no\nright to criticize otherwise. I will go further than that and say that in my\nopinion it is a mighty poor school teacher that will teach citizenship all\nday and then fail to vote himself. We have started in Florida. Let us send\nthe proper men to Congress, to the House and to the Senate.\n\nMEETING\nJAMES\n\nH.\n\nRICHMOND,\n\nTHE\n\nSTATE\n\nIN 1935\n\nEMERGENCY\n\nSUPERINTENDENT\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nNATIONAL COMMITTEE\nFRANKFORT, KY.J AND CHAIRMAN,\nAID FOR EDUCATION\nFEDERAL EMERGENCY\n\nFOR\n\nAn educational emergency still confronts us. I base this statement pri¬\nmarily upon the facts brought together during our efforts to secure emer¬\ngency aid to the schools last year. I will not bore you with the figures\ninvolved but it is very important for us to realize that some thirty-five to\nforty states are likely to spend less state and local money for schools this\nyear than they spent the previous year. Our estimates show that some $200,000,000 less money will be spent on public education in the nation this year\n\n"}
{"page": 76, "printed_page": null, "text": "70\n\nNational\n\nEducation\n\nAssociation\n\nthan was spent for the year just closed. The following excerpt from my\nletter of April 13 to the President of the United States summarizes these\nfacts. Incidentally, this letter was delivered in person to the President’s\nsecretary after I endeavored repeatedly for three months to see him for the\npurpose of impressing upon him the importance of extending some means\nof emergency aid to education. May I say, in passing, that some days subse¬\nquent to the delivery of this letter, I had the honor of a conference with\nthe President and was treated most courteously and heard most\nthetically. This is the excerpt:\nThe\n\nchairman\n\nof the Committee\n\non Education\n\nof the House\n\nsympa¬\n\nof Representatives\n\nhas announced that a subcommittee will present for your consideration a pro¬\nposed measure drafted to meet the emergency needs of the schools for the year\n1934-35. It has been reported that the subcommittee feels that $75,000,000 will be\nadequate for this purpose. This amount is not exorbitant when it is considered that\nschool expenditures were reduced from $2,316,614,000 in 1930-31 to $1,921,900,000\nin 1932-33, and that it has been estimated by reliable authorities that total school\nexpenditures will probably not exceed $1,753,300,000 for this year. It is a fallacy\nto assume that these reductions have resulted from the withdrawal of funds from\nschool support. The shrinkage of property valuations and the virtual disappearance\nof the tax base in some cases have accounted for the reductions in the main. Curtail¬\nments and retrenchments are to be found all along the line. Further reductions will\ncontinue the detrimental influences already operating.\nThese facts were presented to the Committee on Education during the hearings\nheld by the Committee. I endeavored repeatedly during the month of January to\npresent them to you in person but was unable to do so.\nWithout some measure of federal emergency aid for schools next year similar to\nthat now extended to various agencies and industries we may expect to see the\nschools in a worse plight next year than they have been this year or last, for the\nreason that conservative estimates of informed officials indicate that for the nation\nas a whole approximately $200,000,000 less money will be spent in 1934-35 for\nschools than was spent this year. Of course, there will be instances where more\nmoney will be spent next year, but the general upturn in collections from property\ntaxes will not be experienced before 1935, if I have been advised correctly. Approxi¬\nmately 80 percent of the public funds spent on schools come from property taxes.\n\nAn interesting story could be told of the facts leading up to and the hear-,\nings referred to in the quotation above. Numerous articles dealing with\nthese hearings and the work of the National Committee for Federal Emer¬\ngency Aid for Education, of which I have the honor to be chairman, have\nappeared in the Journal of the National Education Association and in other\npublications. The report of the hearing itself contains some very interest¬\ning statements. Those who believe that the federal government should bear\na part of the burden of school support and who have not read this report\nshould do so by all means. There are some very illuminating passages in\nit. It is enough to say here, however, that the hearings were held for the\npurpose of determining what, if anything, the federal government should\ndo to aid in meeting the emergency in education. Attention was focused on\nitems two and three of the following six-point program\n\nwhich\n\nhad been\n\n"}
{"page": 77, "printed_page": null, "text": "General\n\nSessions\n71\n\nformulated by Commissioner\ngency Aid in Education :\n1. An\n1933-34.\n\nappropriation\n\nZook’s Federal Advisory Committee\n\non Emer¬\n\nof $50,000,000 to keep schools open during the school year\n\n2. An appropriation of $100,000,000 to help maintain schools during 1934-35, the\nfund to be distributed upon the basis of reasonable evidence of needs and resources.\n3. An additional substantial appropriation to be distributed to all the states for the\nyear 1934-35 in order\n\nthat educational institutions may be adequately supported.\nThe instability of educational support even in more fortunate states and communi¬\nties endangers the effectiveness of the schools and the safety of the nation. The\nsituation is so critical that the people are justified in using federal funds to insure\nnormal operation of the schools.\n4. Local funds to be released for school maintenance by refinancing school district\ndebts and providing federal loans to school districts on the security of delinquent\ntaxes, frozen assets in closed banks, or other acceptable securities.\n5. Out of any new appropriations made for public works, not less than 10 percent\nto be allocated for buildings for schools, colleges, and other educational enterprises.\nThese grants should cover the entire cost. Major attention should be given to the\nneeds of rural schools.\n6. An appropriation of $30,000,000 to be administered by the United States Office\nof Education to assist students to attend institutions of higher education.\n\nTo say the least, the Education Committee of the House of Representa¬\ntives is very conservative. This is indicated by the following statement of\nChairman Douglass in Volume 78, No. 91, page 7705 of the Congressional\nRecord,\n\nas well as by the statements\n\nof some\n\nmembers\n\nin the published\n\nreport of the hearings referred to above:\nMr. Douglass: Mr. Chairman, I take pride in saying that the Committee on Edu¬\ncation is a very conservative committee. We understand the difficulty with regard\nto federal control thru federal aid. We have conscientiously, and I may say\njealously, religiously tried to avoid this issue to keep it from coming upon the floor\nof the House.\n\nThe following statement of Mr. Douglass in Volume 78, No. 114, page\n9666 of the Congressional Record furnished a very good picture of the\nchanged attitude of the Education Committee after careful consideration of\nthe needs of the schools on the merits of the case :\n%\n\nMr. Douglass:\n\nWe\n\nhave been discussing in that committee\n\nfor 3 or 4 or 5 months\n\nthe need of federal emergency aid to education, and we have tried honestly to deter¬\nmine that issue according to our ability and according to the evidence presented to\nus. Your Committee on Education has reported H.R. 9544, a bill to provide for\ncooperation by the federal government with the several states and territories, and the\nDistrict of Columbia in meeting the crisis in education. The essential provision of\nthe bill is that $75,000,000 shall be appropriated for carrying out the purposes of the\nact from the federal emergency relief funds that are to be provided this year, to be\ndisbursed on the basis of need by the federal Relief Administrator, with the advice\nand cooperation of the Commissioner of Education. There is an overwhelming\ndemand thruout the country from all state superintendents of education, or practi¬\ncally all, for relief for education in order that the common schools of less than col¬\nlege grade shall be kept open in this nation next year. I have no objection to the\npaying of back salaries already due, but I tell you the great need, beginning in\nSeptember, with the scheduled opening of the schools, will be that the children shall\n\n"}
{"page": 78, "printed_page": null, "text": "72\n\nNational\n\nEducation\n\nAssociation\n\ngo back into the schools, and unless the government appropriates the $75,000,000\nwhich the Committee on Education has asked for in some form, in some manner,\nbefore adjournment of this Congress, then there are thousands of schools that will\nnot be opened in this country next September. If that sad event happens, if that\ncatastrophe befall, it will be most unfortunate, because when you close the door\nof the school, you open the door of the jail. If this measure under discussion is\nintended to take the place of the bill which your Committee on Education has\nreported, I would be against it, but I hesitate at this moment to take that position.\nMr. Boland : Mr. Chairman, will the gentleman yield?\nMr. Douglass:\n\nYes.\n\nMr. Boland: Is the gentleman aware of the fact that schools in Pennsylvania\nwill not be able to keep open during this next year unless some provision is made?\nMr. Douglass: I am perfectly aware of that fact. We have evidence and documents\nsubmitted to us from all the state superintendents of the nation calling upon the\nfederal government to expend not $75,000,000, but $150,000,000. Your committee\nfeels that the pressing need is not to pay for obligations past due, but to open the\nschools next September, and you will be doing a great injustice to the youth of this\nnation, you will be buying and selling their future morality, you will be opening\nthe doors of the jails to them if you do not do something by way of emergency aid\nand do it in this session. I hate to believe that this measure was brought in to hamper\nor defeat our Education Committee bill, because the Committee on Rules will not\ngive us a rule on it, but I am going to insist that this House, later, when I have\nbetter opportunity to make a speech on the subject, shall hear from us in the form\nof an amendment to the emergency relief bill, and I appeal to you to think what you\nare doing here today. Pay the teachers what is owing them from the past, if you\nwill, but give us something to open the schools with next fall and pay the teachers\nin the near future. Protect the youth of America. Think what you are doing here\ntoday, and if in your hearts and souls you believe that the passage of this amendment\nwill thwart needed relief to education in the immediate future, then vote against\nit. (Applause.)\n\nThe amendment referred to by Mr. Douglass was the Sabath Amend¬\nment which provides that the Reconstruction Finance Corporation may lend\nup to $75,000,000 to school districts on full security to pay teachers’ salaries\ndue prior to June 1, 1934. This provision should take care of the Chicago\nsituation, and others. Whether tax anticipation warrants will be accepted\nby the RFC as full security is yet to be determined. In any event the enact¬\nment of this provision was a real victory for the schools. It goes even fur¬\nther than guaranteeing educational opportunities for children in that it is\na direct aid to teachers in making available salaries in arrears.\nFt. R. 9544 referred to by Mr. Douglass did not become law. The House\nRules Committee would not give a rule to advance the measure on the\ncalendar to a position where it could be considered before the adjournment\nof Congress. The deficiency appropriation measure to which Mr. Douglass\nhoped to offer it as an amendment was brought out under a gag rule so no\namendments could be offered. One would be in error, however, to conclude\nthat we failed entirely in our efforts.\n\nFirst among our gains, we know that whereas the President was non¬\ncommittal, to say the least, in January relative to school needs, he told me\nand others in April and May that he realized that an emergency faced the\nschools and that something should be done to aid them. Mr. Hopkins an¬\nnounced at the time the Appropriations Committee was considering the\n\n"}
{"page": 79, "printed_page": null, "text": "General\n\nSessions\n\n73\n\ndeficiency appropriation measure, during which time a vigorous effort was\nbeing made to earmark $75,000,000 for schools, that $50,000,000 of the\nrelief funds would be used this year for rural schools was an indication of\nthis changed attitude upon the part of the Administration.\nSimilarly, Congressional action of the same sort was headed off last Febru¬\nary when an effort was being made to earmark $50,000,000 of the relief\nappropriation for schools for 1933-34. Under the February announcement\nsome $18,000,000 was spent in keeping schools open in communities under\n5000 population. Of course, none of us believes that relief and schools should\nbe hooked together and those of you who are administrators know the diffi¬\nculties faced last year, but both of these announcements are indicative that\nthe federal government recognizes its obligation for an educated citizenry.\nSecond, there is no doubt that Congress has changed its views decidedly\non emergency aid for education. A school relief bill would have passed both\nhouses overwhelmingly last May if it had been permitted to come to a vote.\nThe basis for this unfavorable action yet remains a mystery to me. What\nis more essential to national recovery than proper education of the people?\nThird, many of us realize the importance of informing the people, even\ngovernmental officials and congressmen,, of the conditions and needs of the\nschools during this emergency. We know, too, that it takes work, patience,\ntime, and a sense of humor, to make an impression upon official Washington.\nAnd many of us have found that a few definite questions and statements to\nour representatives in Washington\n\nat the proper time, usually in certain sum¬\n\nmer months, will produce more than “I will give the matter sympathetic\nconsideration when it arises.” When we are in a campaign we must govern\nourselves accordingly. We must not let up too soon or be too easily satisfied.\nI am sure that all of you are aware of the various forms of emergency edu¬\ncational aid, other than keeping schools open, made available last year thru\nthe Federal Emergency Relief Administration. Permanent good will come\nfrom the manifold phases of this program even tho direct relief to individ¬\nuals and not education was the prime consideration. This year the program,\naside from rural school aid, will be carried on as follows:\nBeginning September first, a five-point emergency education program has\nbeen authorized. This embraces vocational education, nursery schools, voca¬\ntional rehabilitation, adult illiterate education, and general adult, or work¬\ners’, education.\nIn preparation for the program for workers’ education, each state has\nbeen allocated a definite number of teachers who will attend centers for\ntraining students to carry on the program. Funds for maintenance of these\nstudents and their traveling expenses, while attending these centers, will be\nmet from emergency funds.\nFor promoting efficient work in nursery schools, permission has been given\nwhich will permit teachers of these schools to attend a four weeks’ training\ncenter in nursery school activities. During these four weeks, the teachers will\nreceive regular salaries and will assume their duties as nursery school teach¬\ners at the end of the training period,\n\n"}
{"page": 80, "printed_page": null, "text": "74\n\nNational\n\nEducation\n\nAssociation\n\nIn order that the emergency education program may be more adequately\nwill be\nsupervised, 6 to 10 percent of the funds used in emergency education\nwill be\navailable for employing competent supervisors. These supervisors\ncalled together in convenient centers in the United States for eight days\ninstruction relative to their duties in supervising the emergency education\nprogram.\nFunds will not be allocated and earmarked\n\nfor the emergency\n\neducation\n\ncollar” men will\nprogram, but emergency employment for 100,000 “white\nbe provided. These will be allocated to the different states according to an\nindex figure. Out of this group, unemployed teachers for emergency educa¬\ntion will be selected and paid from the general emergency fund.\nNo official statement has been made authorizing emergency funds for\nthese\nneedy students who are attending colleges. There is a probability that\nstu¬\nfunds will be made available during the next scholastic year for these\nofficial\ndents, but a definite statement cannot be made relative to this until\nnotice is given.\nFunds for extension of school terms have not been considered as a part\nthat this\nof the five-point emergency education program. It is understood\nof funds,\ntype of educational relief will be provided by a different allocation\ndefinitely authorized by federal relief authorities at Washington.\nency\nMy work as chairman of the National Committee for Federal Emerg\nthat\nAid for Education has taught me some valuable lessons. I am convinced\nagencies\nwhile a great deal of good came from the cooperative efforts of the\nfield\nrepresented on Commissioner Zook’s Advisory Committee, we in the\nenter¬\nof education have much to learn in the furtherance of cooperative\nresolutions,\nprises. Unity of effort, persistent and positive, is essential. Pious\nbe\nacademic mutterings, and self-pity, too much in evidence in the past, will\nal to\nof little avail. If education is democracy s cornerstone, if it is essenti\nwith a\nthe full fruition of the New Deal, then let us fight for the cause\nin behalf\nunited and courageous front. There is no substitute for honest labor\non its own\nof a worthy cause. If the case for public education will not stand\nmerits, ballyhoo will amount to little.\nvaluable services\nDuring this emergency many lay groups have rendered\nown, much\nfor the schools ; but if the cause of education is to come into its\nwhich\nmore remains to be done. Furthermore, if there now exists no agency\nclearing-house,\ncan, and will, function adequately as a general educational\nPractical leader¬\nthen one must be set up. The right group must be in front.\ns are suited\nship is demanded. Frankly, I have serious doubts if technician\nto this type of leadership.\n>\n.\n\ntion Associa¬\nIn closing, permit me to pay tribute to the National Educa\nthis depres¬\ntion for its tireless efforts in coming to the aid of the schools in\nI have been\nsion. It has measured up splendidly. In the past, I confess that\nsomewhat indifferent to the virtues of the N. E. A. It was, in my mind,\nin the past few months wTith\njust another organization; but my experience\nexcellent\nthe various members of its staff have not only convinced me of the\nchallenge\nwork that it is doing, but of the tremendous possibilities that now\n\n"}
{"page": 81, "printed_page": null, "text": "General\n\n75\n\nSessions\n\nstate edu\nthis great organization. There is no doubt, in my mind, that the\ngthened\ncational organizations and this national organization should be stren\nen the two\nin every possible way and a closer working relationship betwe\na\nbe effected. The National Education Association should have, at least,\nis and\nhalf million more teachers on its roster. The added strength of numbe\nen of America.\nmoney would make possible a great program for the childr\nht and leader¬\nIf we do not take the lead in promoting educational thoug\nknocking at\nship, rest assured that some of ,the social service agencies now\nthe\nthe door will do so. We welcome the sympathetic aid of any group ; but\nai education i»\njob of promoting and defending a sound system of popul\nleap, if we\nprimarily ours. Let us work at it and in due time we shall\nfaint not.”\nECONOMIC\nM. GRANT\n\nSELF-HELP\n\nLUCAS,\n\nIN THE\n\nEDUCATIONAL\n\nPRESIDENT, COLUMBIAN EDUCATIONAL\nWASHINGTON, D. C.\n\nCRISIS\n\nASSOCIATION,\n\nrs in\nThe Columbian Association represents both officers and teache\nbia. The\nDivisions 10-13 of the Public Schools of the District of Colum\nant supeiin\ncomplete personnel of Divisions 10-13 consists of two first-assist\nge; two\ntendents, one of whom is president of the Miner Teachers Colle\nsenior highassistant superintendents, three supervising-principals, three\nant senioi highschool principals, six junior high-school principals, two assist\ndepartments,\nschool principals, two vocational school principals, six heads of\neleven\nnine special subject directors, twenty-four administrative principals,\ntwenty-eight\nteaching principals, nine hundred and fifty classroom teachers,\ncenter secre¬\nclerks, nine school attendance officers, one general communityAdded to these\ntary, two community-center secretaries, and four librarians.\nvacation school\nwe have eighty-five evening school teachers and ninety-one\nto the\nteachers. The maximum enrolment for 1933 was 39,719. According\nproved the value\nrecords, gaged by modern standards, these teachers have\nour\nof self-help, self-direction, industry, and efficiency in education among\nomy of these\npeople. Our fondest hopes lie in the preservation of the auton\nschools.\n\nate or the\nEach year our association presents a scholarship to a gradu\n, present\nsenior high schools. We feel that these scholarships, altho small\nstudies.\nworthwhile encouragement to young people to go on with their\nalways have\nOur schools have problems which are distinctly ours. We\ned best by\nfelt and always shall feel that these problems can be handl\nparents,\nteachers of our own flesh and blood. W e know the children, their\neconomy in\nand their homes. Among the duties we have is to teach them\nwork,\ntheir health, their food, their clothes, their sleep, their play, their\nin money,\nand their energy. We must teach them the avoidance of waste\nhome and school\nwaste in food, waste in clothes, waste in time, and waste in\nmic self-help to\nsupplies. Our problem is to teach them the value of econo\nupporting,\nthe end that they may make of themselves self-respecting, self-s\n\n"}
{"page": 82, "printed_page": null, "text": "76\n\nNational\n\nEducation\n\nAssociation\n\nupright, intelligent, respectable, and loyal American citizens. We some¬\ntimes think we are placing too high a value on college degrees and too little\nvalue on the fundamental, practical, everyday elements of education.\nThere is a vast difference between equality of educational opportunity\nand equality of industrial opportunity. Our greatest need is the opportunity\nfor our boys and girls who receive education to be admitted to the various\noccupations and industries of the present day. Too often we charge them\nwith wilful idleness when the doors of employment are shut against them.\n\nCan they be expected to demonstrate economic self-help under these unfair\nproscriptions? The educational crisis calls for a New Deal. We must ally\nthe school more closely with life, and make it a life situation. When this\nis done, parents will realize that their children are becoming equipped for\nlife’s needs. A young graduate will have a definite training and a definite\ngoal. He will fit more properly into his life-work and give service with\nsatisfaction. Our hope is to open the closed doors of service and employment\nto these boys and girls. We want to make the New Deal a fair deal and a\nsquare deal.\nThat colored children should be afforded facilities for education is so\nobvious as to make it seem unnecessary to assert; it ought to be axiomatic.\nThe purpose of the school is to train children for good citizenship. Each\nstate should be interested in this training regardless of race or color. It\nwould be the height of folly for the state to assume that any part of its\npopulation can be neglected without affecting seriously the welfare of the\nother part.\nThe\n\neconomic\n\nstatus of the Negro is probably the lowest of any group\n\nin the population of the United States. After the Civil War he was trans¬\nformed suddenly from chattel to citizen. He brought into his new sphere\na strong physique and an infinite faith in Providence. Of the material things\nof the world, he had none. In the power that comes from the educated\nmind, he was entirely lacking. For seventy years he has struggled against\nhis own poverty, against his own ignorance, against restrictions, and against\nprejudices. He is still at the bottom of the economic ladder. Yet, he has made\nremarkable gains. Altho he is allotted the hardest tasks at the lowest wages ;\naltho he is the last to be hired and the first to be fired, yet, he is an Ameri¬\ncan citizen, and is proud to be one. He has been trained so long in economic\nself-help that he is equipped, spiritually, to meet the present crisis. Depres¬\nsion is his normal state. He was born in it.\nWe have the deepest gratitude toward friends of education who have\ncontributed to our cause. What would we have done but for the Rosenwald\nFoundation, the Peabody Foundation, the Slater-Stokes Fund, the Jeanes\nFund, and the countless other generous aids which have come to the cause\nof education? We hope and pray, humbly and earnestly, that God will con¬\ntinue to raise up friends to the rescue of our children. But this does not\nlessen whatever the duty encumbent on us to do what we can to help\nourselves.\nColored people have demonstrated abundantly their capacity for eco¬\nnomic self-help. They have built schoolhouses, paid teachers, and furnished\n\n"}
{"page": 83, "printed_page": null, "text": "General\n\n77\n\nSessions\n\nyears. According to the latest\nwealth to the amount of about\n\ntransportation in many places thru many\nUnited States census we have accumulated\n\n$2,000,000,000. We own about 200,000 farms, 700,000 homes, and 50,000\nchurches. We have contributed about $500,000 toward missionary purposes.\nOur church properties are valued at about $205,782,628. We have written\nand published approximately 1200 books and newspapers.\nWe have now 1230 lawyers, 3805 doctors, and 54,242 school teachers.\nWe are operating successfully a number of banks, commercial enterprises,\nmills, and factories. We are becoming trained in merchandising thru the\nemployment of colored people by chain stores, merchants, and public utili¬\nties for services in those neighborhoods where the Negro population pre¬\ndominates. This practise has been reported in forty-seven cities, and it is\nnot confined to any particular section of the country. We constitute onetenth of the population of this nation. We are an integral part of America.\nWe furnished 368,000 recruits in the World War and sent about 200,000\nof our men to France in the Expeditionary Force. We submit this record\nof seventy years’ struggle for culture and advancement as a justification for\nan equitable distribution of funds for the education of our children, to the\nend that we may be adequately equipped for meeting the duties and responsi¬\nbilities of citizenship in a democracy.\nThe economic salvation of the Negro depends upon the degree with\nwhich he keeps up this record of self-help in the years to come. We must\nbecome participants in labor and industry, efficiency and character. We\nmust consider modern trends, sex and family, leisure and recreation, law\nand public opinion, art and ethics, regardless of race, color, or creed.\nThe Frederick Douglass Memorial Home is now a permanent historical\nschools have planted young cedar trees to take\nthe places of old, stately cedars which time and weather have removed.\nIn February the Board of Education voted to suspend its rules to permit\n\nshrine in Washington.\n\nOur\n\nthe collection of one penny each from the children in Divisions 10-13 in\nthis city for the purpose of improving the grounds. This project, initiated\nby the Columbian Educational Association, endorsed and sponsored by the\nNational Association of Teachers in Colored Schools, was inspired by the\nof the entire school population of the nation when they contributed\none penny each toward Wakefield, the birthplace of George Washington;\n\nexample\n\nMonticello,\n\nthe home\n\nof Thomas\n\nJefferson, and the restoration of the Battle¬\n\nship “Constitution.”\nWhat we have done for the Douglass\n\nHome\n\nis but a drop in the bucket\n\nputting the grounds in the condition in which they should be. Yet\nwe are proud to state that a penny each has been contributed voluntarily\nby 34,948 school children in the District of Columbia and several of the\nstates. We feel sure that future help lies in store for the completion of this\ntoward\n\nproject. We\n\nfeel that the life of Douglass\n\nfrom\n\nslavery to an undisputed\n\nplace in American history furnishes an incentive for economic\nthe educational crisis.\n\nself-help in\n\nSelf-help calls for self-study. Self-study calls for the study of the history\nof the race with which we are identified. The children in our schools should\n\n"}
{"page": 84, "printed_page": null, "text": "78\n\nNational\n\nEducation\n\nAssociation\n\nbe taught the history of our race. Without race knowledge there is no race\nsoul. Without knowing the past the light of the future flickers and obscures\nwhen thrown upon current events. This record must be presented with care\nand historic exactness. There should be no glittering generalities, no indis¬\ncriminate praise, no fiery denunciations; but everything that is worthwhile\nshould be held up as an object lesson of inspiration. We claim that the history\nwill be completed\n\nuntil it is\n\nmade to include the contributions of the Negro race. Woodson’s\nthe Negro should be in every school in the country.\n\nhistory of\n\nof this country\n\nCourses\n\nand it never\n\nis incomplete;\n\nof study should\n\ncontain\n\nsome\n\ninformation\n\non\n\nthe history of\n\nNegroes, to the end that the Negro child may understand his place in the\neconomic, social, and intellectual world, and that the white child may have\nsome understanding of the contribution\nThis will increase mutual respect.\n\nthe Negro\n\nhas made\n\nto civilization.\n\nmajority of the thinking people can be depended upon to heed the\nteachings of truth. If people would cease telling their children that they\nThe\n\nare better than others; if teachers would\n\nrefrain from\n\ntelling their pupils\n\nthat only certain selected races have made worthwhile contributions to the\nprogress of the world the truth would have a chance to free the public mind\nfrom error.\nIt has been pointed out that our schools thruout\nin point of buildings\npreparation\n\nand grounds,\n\nthe country\n\nphysical equipment,\n\nof teachers, certification of teachers, and\n\nare inferior\n\nlength of term,\n\nsalaries paid. We\n\nbelieve that the National Education Association is the most powerful in¬\nfluence in education in America. We appeal to the National Education\nAssociation to assume the initiative in the efforts to cure these inequalities.\nWe\n\ndesire to let it be known\n\nappreciate the recent awakening\n\non the part of the white people in the South.\n\nof interest in our education\nWe\n\nthat we\n\ndesire to let it be known\n\nthat we\n\nappreciate the comparatively\n\nrecent\n\nestablishment of the office of a specialist in the education of Negroes — a\ncompetent specialist from our own ranks in the Office of Education in the\nInterior Department.\ninterest manifested\nProblems\n\nWe desire to let it be known that we appreciate the\nin the recent National Conference on Fundamental\n\nin the Education\n\nInterior, the Honorable\n\nof Negroes. We\n\nHarold\n\nappreciate the Secretary of the\n\nL. Ickes, who\n\ncalled that conference\n\ngave guidance and direction to its proceedings. We\nthat we\n\nappreciate the far-sighted, broadminded\n\ncountry for developing\nUniversity.\nSome\n\nand\n\nmaintaining\n\nfacts brought out at that conference\n\n1. There\n\nare 4,090,566 Negro\n\nand\n\ndesire to let it be known\n\nfederal government\n\nof this\n\nthe great institution — Howard\nare:\n\nchildren under 17 years of age.\n2. 1,000,000 Negro children of school age were not in school during this year.\n3. Three-fifths of the schools for Negroes in rural areas were built with the\naid of the Rosenwald Fund.\n\n"}
{"page": 85, "printed_page": null, "text": "General\n\n4. Nine-tenths\nsince 1920.\n\nof all accredited\n\nSessions\n\n79\n\nhigh schools for Negroes\n\nhave\n\nbeen\n\naccredited\n\n5. There is a serious lack of selectivity in Negro colleges as shown by the intel¬\nand\nlectual heterogeneity of their student bodies; and they lack definite educational\nvocational guidance programs.\n\nThese\n\nfacts challenge universal\n\nattention. They\n\nchallenge us to a due\n\nappreciation of the progress we have made and of a due sense of responsi¬\nbility for helping in this work.\nWe must remember that side by side with these facts is the realization\nthat there exists a crisis in education thruout the country. Schools every¬\nwhere are closing. A program for federal aid to education is now being\n\npressed by the educational leaders of the nation. All we ask is that when\nthis emergency aid is secured an equitable proportion of it be allotted to\nthe colored schools.\n\nWe\n\ntake new\n\nhope from\n\nthe encouraging\n\nof President\n\nwords\n\nRoosevelt:\n\n“As yet all too small a percentage of the Negro children of our country,\nthe\nespecially in the rural sections, enjoy adequate or equitable facilities for\neducation which is America’s goal for every child. We have neither schools\nnce,\nenough properly to accommodate the children who should be in attenda\nnor educational\n\nofferings of the quality and variety adapted to their needs.”\n\nACADEMIC\n\nVIEWPOINT\nTHE\nFREEDOM— FROM\nSUPERINTENDENT\n\nTHOMAS\nTON,\n\nW.\n\nGOSLING,\n\nD. C.J AND\n\nDIRECTOR,\n\nFORMER\n\nAMERICAN\n\nSUPERINTENDENT\n\nJUNIOR\nOF\n\nRED\n\nSCHOOLS,\n\nCROSS,\n\nOF\n\nTHE\n\nWASHING¬\n\nAKRON,\n\nOHIO\n\nreferred primarily to teaching. It meant\nhe\nthe right of the teacher, without let or hindrance, to teach whatever\npleased. It assumed that the teacher would choose to teach only within the\nfield in which he had special qualifications. It assumed also that students\nAt one time academic\n\nfreedom\n\nwere under no compulsion to attend the teacher’s lectures or to pay him\nany fees for his labors. Thus from the beginning the freedom of the learner\nwas involved in the freedom of the teacher.\nThe social situations which made this kind of academic freedom possible\nare no longer the conventional patterns. A free society in which instruction\nis offered only to those who want it and who are qualified to profit by it and\nbe\nin which anyone may teach if he can gather an audience is scarcely to\nthe\nfound anywhere in America. Even where instruction is offered under\nto con¬\nauspices of private organizations or societies, the teacher is expected\ncertain\nto\nrespond\nform to regulations and the students in their attendance\nsocial compulsions. TL hus academic freedom has taken on new meanings\nas society has become more highly organized.\nIt is now interpreted in a manner which includes many kinds of freedom\nunder many different circumstances. Whereas academic freedom was once\nunderstood to involve the right freely to express opinions on matters of\nabstract principle of a purely impersonal\n\nnature, now\n\nafter gradations and\n\n"}
{"page": 86, "printed_page": null, "text": "80\n\nNational\n\nEducation\n\nAssociation\n\nincrements of meaning it is thought by many to confer the additional privi¬\nlege of making personal attacks for purely personal ends.\nAs one takes a long look backward and views the slow, intermittent, but\npersistent upward struggle of mankind he is deeply impressed by the part\nwhich freedom of thinking and freedom of expression have played in the\nhuman drama. It never has been altogether safe to think outside of the\npatterns of convention and to speak without restraint. Socrates propounded\nhis doctrines for the enlightenment of the young men of Athens; he was\n\ncharged with making “the worse appear the better reason”; and he paid for\nhis hardihood by being forced to drink the poison hemlock. But his death\ndid not end all. Thru his disciple, Plato, and a host of followers he gave\nto Athens a position of distinction and of leadership which for centuries has\nsupplied positive direction to human affairs. Galileo, imprisoned for pro¬\nclaiming that the earth is round, lives on while even the names of his perse¬\ncutors have scarcely a place in the memory of men; and the earth still\nrevolves daily on its axis, and relentlessly follows its orbit around the sun.\nCountless men have dared to speak the truth and have been willing to pay\nthe price. “The blood of the martyrs is the seed of the Church.” The fact is\nthat without free utterance even at a price the moral and spiritual progress\nof the world would be seriously impeded if not altogether restrained.\nOn this occasion we wish to deal specifically with the freedom of the\nteachers in the public schools. Are there any principles which may be ac¬\ncepted as policies and as guides of conduct? Are there standards of action\nwhich apply to teachers and not to other members of the community? Are\nteachers to be encouraged to think of their rights without giving due con¬\nsideration to their duties also?\nThere is a realm of at least tentatively exact knowledge in which no\none is privileged to express opinions contrary to accepted facts. For example,\nno one should be permitted to teach arithmetic to elementary-school children\nunless he is willing to teach that two and two make four; nor should any\none be permitted to teach plane geometry to high-school pupils unless he\naccepts the doctrine of the three dimensions of space. It is possible, of course,\nthat the higher mathematics will refute our present conceptions and make it\nnecessary for us to impart new doctrines wholly opposed to those which\nare now conventional. In the meantime, while the scholar continues to make\nhis researches and to discover new truths, he teaches the known facts of the\npresent to those who on account of their immaturity have need of safe guid¬\nance in a world which does not yet know all. Thus we have no difficulty\nand no argument in disposing of the question of freedom in areas where\nlittle or no controversy exists.\nWhen we come, however, to other fields over which float the clouds of\nuncertainty, we find a wholly different set of problems. These become\nespecially acute in the teaching of biology and of the social sciences. It would\nbe helpful in resolving the difficulty if both teachers and the general public\nwould recall the memorable words which Isocrates used in his defense of\nthe sophists: “Remember\n\nit is not my\n\ncase alone which is at issue but the\n\n"}
{"page": 87, "printed_page": null, "text": "General\n\nSessions\n81\n\neducation of our youth — upon which the future of others must depend.”\nThus it is not the whim, or the predilection, or the prejudice of either the\nteacher or the general public that counts at all in this matter. It is only the\ntruth that counts and the welfare of the young who are to be taught. If the\ntruth is known, it must be taught without fear or favor; if it is not known,\nas so often is the case in the challenging subjects of the current curriculum,\nthen nothing remains for the teacher but to examine with his pupils all facets\nof the problem including the teacher’s own personal opinion, and to stimulate\nthem to honest, penetrating, and courageous investigation on their own\ninitiative. To go beyond this is to violate the intellectual and the spiritual\nintegrity of the learner ; it is to erect the barrier of predetermined judgment\nbetween the mind of the pupil and the truth which he is seeking; it is exalt¬\ning the right of the individual teacher above the welfare of the social group.\nThe rights of the learner are as sacred as the rights of the teacher.\nA careful observance of this distinction between indoctrination and free\ndiscussion will make it easier for the American teacher to include in his\ncourses of study much vital material which hitherto has been excluded from\nthe classroom. It is highly important that our young people should be aware\nof a multitude of problems which have a direct bearing upon the social,\neconomic, and political welfare of the nation and that thev should be pre¬\npared in the schools to deal with these problems intelligently and fearlessly\nafter the days of formal schooling are over. In this phase of the teacher’s\nwork academic freedom means the right to discuss all questions freely,\ndispassionately, honestly, and to enjoy immunity from attack.\nThe attainment of this kind of academic freedom rests largely in the\nhands of the teachers themselves. There are likely to be some martyrs before\nthe end is achieved ; but if the teaching profession in the interest of the\npublic welfare will take and hold a consistent and determined position,\nmuch individual suffering and hardship may be avoided.\nThere is another kind of academic freedom which teachers now\n\nmost\n\nearnestly desire. They are not content to live segregated lives, shut out from\nparticipation in the affairs of the world. Their former isolation from the\nstream of normal activities has brought upon them a certain condescending\nsympathy which at times has proved highly offensive. They are asking for\nthe full recognition of their rights as citizens and they are asserting a claim\nto just appraisal of their services to society. The public should applaud this\nvirile attitude, because it means that the youth of the land will be taught bv\nmen and women who have strength and courage. Only such are fit to teach\nthe children of America.\nThis new\n\nkind of academic\n\nfreedom\n\nwill make\n\navailable to the nation\n\nvast resources of energy, intelligence, and idealism at a time when\n\nthey are\n\nsorely needed. The financial depression has revealed the teachers to them¬\nselves. It has brought to them a sense of their social utility; it has found\nthem ready and eager to make sacrifices for the children and their families ;\nand it has made them acceptable to communities which did not fully realize\n\n"}
{"page": 88, "printed_page": null, "text": "82\n\nNational\n\nEducation\n\nAssociation\n\ntheir worth before. It is unthinkable that having once achieved this social\nstatus, teachers will fail to move on into other areas of service.\nThe whole theory of academic freedom is predicated not solely or primarily\nupon a just conception of individual rights, but chiefly upon a broad view\nof social welfare. It is highly important in all fields of human activity that\nthe truth shall be known. The truth is not ascertained by the counting of\nnoses or by the casting of ballots. Least of all can it be determined by the\nuse of force or compulsion. Truth is a special gift to open minds operating\nin an atmosphere of honest inquiry and of untrammeled freedom. The state,\nwhich is society in an organized form, has a peculiar interest in fostering\nand maintaining the conditions under which truth may be revealed. The\nprogressive discovery and application of new truths constitute the indis¬\npensable requisites of national safety and of national progress.\nThe particular service which our American teachers are prepared to\nrender today is to keep open the avenues of discussion and of discriminating\ninquiry concerning the state of the nation. Unfortunate occurrences beyond\nour borders have shown how easy it is to conscript public opinion and\nto make it subservient to the requirements of centralized authority. Even in\nnormal times in America it is difficult to have clear thinking and honest\nexpression. All of us find ourselves hedged in by the compulsions of the\nvarious groups with which we are affiliated. Our coterie of friends, our\nclubs, our political and professional organizations, our business associates,\nall tend to impose upon us certain formulas of thinking; they almost seem\nto be in a conspiracy of silence and of repression from which we can free\nourselves only by vigorous self-assertion — not the bombastic self-assertion\nof the egotist but rather the quiet and determined insistence of the individual\nupon his intellectual and spiritual independence. This condition character¬\nistic of common experience is accentuated in periods of crisis, for these tend\nto marshal all forces to a common end. It is in those very times, however,\nthat there is the greatest need of constructively critical judgments\n\nwhich\n\nmay safely find public utterance. “Eternal vigilance is the price of liberty.”\nIt is equally true that the silence of the people is a sign that tyranny is near.\nWith some conspicuous exceptions, our American teachers as a body are\nstrong supporters of the American doctrine of democracy. They are pre¬\npared under a guarantee of freedom of speech to defend this doctrine not\nat all as a fixed and unchanging creed, but as a definition of a living and\ngrowing organism with inherent power of adaptation to the developing\ngenius of the American people.\nWithin the field of school administration, academic freedom is likely to\nshow rapid development. There is evidence of an increasing conviction that\nthere has been too much authoritarianism in American education. The ideal\nschool administration exhibits a maximum of cooperation and a minimum\nof authority. The school systems which have attained the highest distinction\nand which are recognized as leaders in public education have been successful\nin enlisting large numbers of their staffs in cooperative endeavors for the\nbenefit of the children. The executives have been leaders who have inter-\n\n"}
{"page": 89, "printed_page": null, "text": "General\n\nSessions\n\n83\n\npreted their functions generously and unselfishly. They have not arrogated\nre¬\nto themselves unusual dignities and powers. They have sensed a high\nsponsibility to provide suitable and adequate teaching materials; to make\nthe conditions of teaching as pleasant and inspiring as possible ; and to dis¬\ncover and to develop merit everywhere. The financial situation of the past\nthe\nfew years has made these commendable efforts unusually difficult ; at\nsame time it has drawn teachers and administrators more closely together\nin sympathetic understanding\ngreat advantage of all.\n\nand has tended to unify the profession to the\n\nThe next step in the development of this new and wholesome lelationship\nwill follow when teachers are released from the fear which is the normal\nin a\nconsequence of autocratic administration. There should be no fear\nschool system except that which accompanies incompetence and dishonesty.\nThe machinery for the attainment of the new goals lies in the development\nstudies\nof strong professional organizations which will conduct continuous\nmake\nof all kinds of school problems and which thru intrinsic worth will\nThe\nthemselves indispensable helpers in the heavy tasks of administration.\nsion\nteachers themselves are likely to be given as much freedom of expres\nethics\nas they will take. In their own interest, they will develop codes of\nnot be\nwith accompanying agencies for enforcing their purposes. They will\nfreedom\nable to tolerate inefficiency, dishonesty, or self-seeking. Their own\nthe\nwill depend upon their fitness for self-government. In the new era,\nbest administrator will be the person who has the highest capacity for. in¬\nefficient\nspiring cooperative effort and for organizing and leading willing and\nhelpers. What Charles William Eliot said of the best type of college\nHe will\npresident may be said of the best type of school administrator:\nmanifest no desire whatever for arbitrary power over masses of human\nbeings, or for what is ordinarily called fame or glory.\nThe chief obstacle in the way of attaining academic freedom is likely\nwho\nto be found in the inertia, or the fear, or the self-interest of those\nfound\nhave not been accustomed to accord this freedom to others. It will be\nalso in that strange multifarious public opinion which is curiously averse\nm\nto the acceptance of new ideas. Doubtless in coming into this new freedo\nteachers will commit many excesses. Some, for example, will forget that\nto freedom\nif they have rights, they have also correlative duties. The right\nof speech involves the accompanying duty to deal justly with all. men and\nal limita¬\nto observe the principles of decency and honor. These are essenti\nd,\ntions upon academic freedom. Wffien these limitations are not observe\nteachers will subject themselves to merited criticism. It may seem at times\nthat their charter of freedom should be revoked. But the struggle for\n, as\nfreedom cannot be stopped. It is the assertion of the universal in man\nsuch it may suffer reverses, but never permanent defeat.\nin\nThe opponents of academic freedom may properly be reminded that\nby\nthe long run less of harm will be done by the abuse of freedom than\nefforts to suppress it. Wi e are attempting in America to develop a cooperative\nsociety founded\n\non goodwill, fair dealing, and mutual\n\nhelpfulness. Faith\n\n"}
{"page": 90, "printed_page": null, "text": "84\n\nNational\n\nEducation\n\nAssociation\n\nin the common man and faith in the ultimate triumph of truth over false¬\nhood are fundamental to the success of our program. If we have faith, we\nshall tolerate error because we shall know that it cannot survive. It is better\nfor us all that error should be brought out into the light rather than that\nit should be permitted to hide in dark places and do its mischievous work\nin secret. Light, freedom, and life are both the means and the end of our\nstruggle.\n\nThus academic freedom in its various forms is seen to be only one phase\nof that spiritual freedom to which we all aspire. It is essential not only\nfor the happiness of the individual, but also for the strength and the well¬\nbeing of the state. A denial of freedom is a denial of a universal human\nimperative. Any\nACADEMIC\n\nMRS.\n\nattempt at denial can end only in tragedy.\nFREEDOM— FROM\nCLASSROOM\n\nF. BLANCHE\nROOM\n\nPREBLE,\n\nTEACHERS\n\nAND\n\nTEACHER,\n\nOF\n\nTHE VIEWPOINT\nTEACHER\n\nPAST\n\nPRESIDENT\n\nOF\n\nTHE\n\nNATIONAL\n\nEDUCATION\n\nVAN\n\nVLISSINGEN\n\nTHE\n\nSCHOOL,\n\nDEPARTMENT\n\nOF\n\nTHE\n\nOF\n\nCLASS¬\n\nASSOCIATION;\n\nCHICAGO,\n\nILL.\n\nIn discussing the question of academic freedom I shall consider it in its\nbroader aspects with the hope of giving some suggestions with regard to the\npossibility of classroom teachers being able to make a real contribution or any\ncontribution at all toward solving the problems that at present are defeating\nthe whole purpose of American education.\n\nAcademic\n1. There\n\nfreedom has been defined in the following propositions :\n\nshould be no legislative interference whatever\n\nThe preparation\neducators.\n\nof the curriculum\n\nwith the school curriculum.\n\nshould be left entirely in the hands\n\nof professional\n\n2. Teachers should be permitted the same freedom of expression inside the class¬\nroom as is demanded by citizens outside the classroom. The free exercise of this\nright should not be interfered with by the authorities of the institutions which\nemploy them.\n\n3. Teachers\n\nshould\n\nnot be dismissed on charges involving academic freedom\nwithin the institution without trial before members of the profession, with right\nof counsel and appeal. Academic tenure should depend solely upon professional\nmerit.\n4. Outside the classrooms teachers should have the common rights of citizens,\nwithout interference by the school authorities with their political or economic\nactivities or utterances.\n\nThese statements were adapted from the report of the special committee\non academic freedom, appointed by the American Civil Liberties Union in\n1924.\nMost\n\nof you are familiar with the work\n\nof the committee\n\non academic\n\nfreedom and tenure of the American Association of University Professors.\nMany of their conclusions concerning the freedom of college teachers are\nequally applicable to the freedom of teachers in elementary and secondary\nschools. A recent report of the committee discusses at length the conditions\n\n"}
{"page": 91, "printed_page": null, "text": "General\n\nSessions\n\n85\n\nnecessary for academic freedom and then urges that restraints be observed in\ndealing with immature minds so as not to influence them unduly because of\ntheir immaturity or to shock them too rudely and inconsiderately concerning\ntheir traditional beliefs. In regard to extra-mural activities of teachers the\nsame report says:\nTeachers are under a peculiar obligation to avoid hasty, unverified, or exagger¬\nated statements, and to refrain from intemperate or sensational modes of expres¬\nopinion, desirable\nsion. But, subject to these restraints, it is not, in this committee’s\nthat scholars should be debarred from giving expression to their judgments upon\ncontroversial questions, or that their freedom of speech, outside the university,\nshould be limited to questions falling within their own specialties. It is clearly\nnot proper that they should be prohibited from lending their active support to\norganized movements which they believe to be in public interest.\n\nIn 1932 the Department of Classroom Teachers authorized the appoint¬\nment of a committee on academic freedom. That committee brought out its\nfirst report at the business meeting of the Department in the Chicago con¬\nvention, and will make a second report at this convention. It is the hope of\nthe Department that we can make this committee function in such a way as\nto greatly improve the status of the classroom teachers of the country. In\nfact, it may be that this committee will be able to aid directly in making\nteaching a real profession. This cannot be done until the teachers themselves\nbecome the judges as to who shall enter the work of teaching and also as to\nwho shall be excluded from that work after having once entered upon it. To\nstate it in another way: Teaching cannot become a profession in the real\nsense of the word unless the teachers can close the door at the entrance and\nopen it at the exit. A committee empowered to collect facts concerning viola¬\ntions of academic freedom and to offer assistance to teachers in elementary\nand secondary schools suffering from such violations has in it great\npossibilities.\nI am indebted to Mrs. Myrtle Hooper Dahl, vicepresident of the Depart¬\nment of Classroom Teachers, for the picture I am about to present. She\nvisions the old system of American education thus: The superintendent at\nthe top, the assistant superintendent immediately under him, the various\nsupervisors under the assistants, then under them the principals, under the\nprincipals and next to the bottom the teachers, and under all these people and\nat the bottom the children. She points out that in such a system there is the\nsame relation between the principal and the teacher as between the teacher\nand the child.\nThen she describes the ideal of our day as being a horizontal array of all\nthe individuals and departments that go to make up the modern system. She\nhas the various administrators, supervisors, principals, teachers, and children\nall joining hands and advancing together in an invincible attack on the\nignorance and selfishness that has, from the beginning of history, made for\nthe unhappiness of millions of people.\nTo achieve this ideal of cooperation we must have academic freedom\nthruout. From this point I shall confine myself to a consideration of the\n\n"}
{"page": 92, "printed_page": null, "text": "86\n\nNational\n\nEducation\n\nAssociation\n\nclassroom teachers in that plan of cooperation. In the first place a teacher\nmust be adequately trained for the work he is to do. That means that he\nmust spend years studying along lines of general information and culture\nand particular information of the kind required for his particular classes.\nAlso he must know something of pedagogy. It is my belief, however, that\nteacher-training schools would be much improved if a little less time were\nspent on methods and more time given to subjectmatter.\nAll thinking Americans agree that the great question before us today is\nhow can happiness for our citizens be substituted for the misery now suf¬\nfered. We all recognize this to be, to a great extent, a question of sociology\nand economics; a question that cannot be solved without the contribution\nof teachers well grounded in social and economic principles, equipped with\nup-to-date information concerning the forces at work in the world today\nand free to think and express their thoughts as individuals in the classroom\nand in the community — certainly free to work in organizations of their own\nassociates where the ideas of individual leaders may be tested by free discus¬\nsion and where campaigns for political action may be planned and carried\nout. The right to organize for political action we can readily see comes under\nthe proposition that, outside the classroom, teachers should have the common\nrights of citizens, without interference by the school authorities with their\npolitical or economic activities or utterances.\n\nMany teachers still regard political action by their group as very unwise\nand as being too far beneath the dignity of their occupation, but as citizens\nin a democracy we must take the democratic way of influencing govern¬\nment, which is thru political action. By this I do not mean entering partisan\npolitics but seeking to have legislative bodies consider our proposals for the\nbetterment and support of schools on the merits of the issues themselves and\nnot use them as footballs in partisan politics. Teachers are coming to see more\nand more the necessity for entering politics in this way and already have\nsome very high-class and effective legislative agents at work. Undoubtedly\nthe great body of American classroom teachers, if guaranteed freedom of\nassembly within their own group and within community groups that they\nfeel to be worthy of support, can be a very powerful influence in improving\nAmerican government.\nWhen I speak of classroom teachers organizing within their own group\nmost of you understand that I am referring to local, state, and national\ngroups to which classroom teachers only are eligible. In spite of all the work\nthat has been done by the Department of Classroom Teachers since its\norganization in 1912 it is still true that there are many whole states in which\nthis movement has hardly been started even in a local way.\nA. number of cases of threatened dismissal because of attempts to organize\nand work thru such groups have been brought to the attention of the Depart¬\nment’s Committee on Academic Freedom during the past year. Sometimes\nthe opposition has come from a schoolboard angered because the teachers\nrefused to teach a certain length of time, varying all the way from a week to\na month, without pay; sometimes from a board displeased because the teacher\n\n"}
{"page": 93, "printed_page": null, "text": "General\n\nSessions\n\n87\n\nas\ngroup has advocated the study of such forward looking levenue measures\na state income tax. And greatly do I regret to say that sometimes it has come\nfrom a superintendent who considers that any organization that excludes\nadministrators from meetings and membership has unfriendly intentions\ntoward all administration.\nBut despite some set-backs and discouragements the classroom movement\na\nis steadily forging ahead, and most people in education now realize that\nstrong organization of classroom teachers is the best help they can have in\nthe battle for the rights of the child.\nAcademic freedom for teachers is not something to be feared. It is a neces¬\nsary accompaniment to progress and to realization of ideals of our democracy.\nHad we had a general recognition of this fact we would not have had these\npropositions of oaths of allegiance for teachers we have all heard so much\nabout. Undoubtedly those propositions were inspired by fear — fear that\nteachers might acquire something approaching real academic freedom. Many\npeople were fooled. They were led to think of the oaths as being in the\nnature of desirable assurance that teachers would not suddenly run amuck\nand start a revolution.\nAs a matter of fact academic freedom for teachers is not dangerous to\npublic interest. Requirement of oaths of loyalty from teachers is dangerous to\npublic interest. Oaths caused much trouble in the past. At one time theie\nwere oaths for everybody from a sovereign to a scavenger.\nIn our country just following the Civil War there was considerable\nputting of thumb screws on people thru test oaths which rent the nation\ntemporarily.\nSince then, until very recently, we have heard little about oaths. A revival\nof them could come only after a sufficient number of years had elapsed to\nallow most of the people participating in that part of our history to die.\nLet us learn from the past and avoid a repetition of our experience with\n\noaths. Instead of going backward let us go forward. Some day the value of\nacademic freedom for teachers will be recognized and teachers will be free\nto live and work as citizens of our great democracy to the great benefit of\nthe democracy.\nACADEMIC\n\nCHARLES\n\nTHE VIEWPOINT\nFREEDOM— FROM\nPRESIDENT\nTHE COLLEGE\n\nE. BEURY,\n\nPRESIDENT,\n\nTEMPLE\n\nUNIVERSITY,\n\nOF\n\nPHILADELPHIA,\n\nPA.\n\nChanges, fundamental in nature, have taken place in the American uni¬\nversities and colleges. Wisely directed, these can lead to incalculable good.\nIf, however, they are allowed to be diverted into unwise channels, they mav\nwell lead to consequences disastrous to higher learning in the United States.\nI refer to changes in organization. Changes that have, in increasing\ninstances, led to administrative interference, that is, interference by nonacademic men, with the academic freedom of the faculty. Academic freedom\nis necessary if the university is to be maintained as an institution of learning.\n\n"}
{"page": 94, "printed_page": null, "text": "88\n\nNational\n\nEducation\n\nAssociation\n\nThe recent interference is understandable, even tho not defensible. But an\nacademic statement of an ideal is not enough. Perhaps a statement of the\nchanges that have taken place, and their significance in the work-a-dav life of\nthe university, would be more helpful. Two of these changes, while seem¬\ningly in different directions, taken together, cause some of the most difficult\nproblems.\nThe large grants of money by state legislatures, munificent gifts by men of\nwealth, and the great sums paid as tuition, have caused the capital investment\nand yearly budget of the modern universities to reach substantial propor¬\ntions. Movements, reaching significant proportions, have been made placing\nthe administration of this money in the hands of those accustomed to think\nin terms of such sums. As a result of this, we now have, in many instances,\nthe economic life and well-being, the employment, promotions in rank and\npay, and dismissal of the members of the instructional force, controlled by\nnon-academic men. This is a significant change from the times when the\nfaculty, thru its own officers, controlled the institution. To be workable,\nthere must be an understanding of the limits of the functions of each. No\nuniversity can function properly if the faculty members are regarded merelv\nas paid employees, subject to the arbitrary will of the administration.\nAt the time when these changes in organization were taking place, there\nwas a shift of emphasis in the curriculums from the classical training to the\nnatural and social sciences. When the curriculums of the colleges were based\nlargely on the study of the classics, mathematics, etc., the college professor\ncould be left alone with the assurance that what he thought or said would\nnot seriously disturb the life or affairs of the patrons of learning. The\nremarks of a professor on public questions could be ignored or turned\naside, and with much truth, as the opinion of one unfamiliar with practical\neveryday life.\nHowever, with the rise of the study of the natural and social sciences as\nmajor disciplines, the isolated detachment of the university passed. The whole\nrealm of social organization was subjected to study, analysis, and criticism.\nMany doctrines, held fundamental to religion, were questioned. Social\ntaboos, such as the problems surrounding sex life, were openly discussed,\nfrequently by instructors without the skill of scientific detachment. In some\ncases there was ignorance of, or contempt for, the human equation and social\nrepercussion involved. Economic theories held by many to be the basis of our\nnational greatness, proved by our industrial achievements, were, in parts,\nrepudiated. Political organizations, thought by many to be, on the whole, the\nbest so far worked out by human ingenuity were examined with the detach¬\nment applied to a laboratory specimen. All this came at the time of the great\ninflux of students, both male and female. With them came popular demand\nthat the university assume the increased duties of moral supervision of the\nprivate life of the students.\nIt is understandable, as I have said, why there was an increased demand\nfor the limitation of academic freedom. Men of wealth and secure positions\nwho stood as the patrons of learning, and leaders in legislation, largely made\n\n"}
{"page": 95, "printed_page": null, "text": "\\\n\nGeneral\n\nSessions\n\n89\n\nup of the same class, are apt to regard the social, economic, and political struc¬\nture in which they have achieved success with a great deal of favor. The\nopen discussion of subjects by instructors and students, tabooed in their\ncollege days, the questioning of the economic and political institutions by a\nclass of men whom they knew as detached from the affairs of the world,\ncreated an impression that the world, regarded as fixed and secure, was\ncrumbling about them. It is not surprising that they were ready to use the\npowers of the purse to control the situation.\nAll of the interference with academic freedom, however, cannot be\nattributed to this cause. Many persons in authority, feeling that the univer¬\nsity was not keeping abreast of the times, placed men with reputations as\nliberals, tho from the non-academic fields, in charge of the administration.\nThese men, in some cases, started to build the university in their own image.\nAnd it must be remembered that many men with reputations as liberals,\nonce in power, are the most dogmatic and arbitrary. Some of the worst abuses\nof power have been made by these men.\nIn all this, it is necessary for the wise administrator to keep his perspec¬\ntive. A university, dedicated to the preservation of ignorance, cannot justify\nits existence. Nor is education the mere learning to con the thoughts of men\nof another age and civilization, detached from, and unrelated to, the life in\nwhich we live. The vital part, the life, the essence of the university is the\nfaculty that teaches therein. The gathering of scholars from wherever obtain¬\nable, providing them with the equipment and an environment that will bring\nout their best talents, is the function of the administration. Unless faculty\nmembers are free from fear of interference by political, economic, or relig¬\nious groups, they cannot possibly render honest and conscientious service\neither as teachers or as research men. This is not a right of academic freedom.\nIt is the university. Anything short of this is merely a training school. Stu¬\ndents coming out of it may be well trained, but certainly not educated.\nIn few cases will you find interferences with the faculty done with a delib¬\nerate attempt to hinder the scientific advancement of human knowledge. It is\n\nthe way of the savage to attribute all unknown phenomena to the super¬\nnatural and obstruct human enlightenment. In the active job of everyday\nadministration, the problem takes on different color. Nor in most cases, has\nthe interference been merely for the sake of maintaining the status quo.\nWhere, then, does the working out of this problem come into practical\ndifficulty?\nIt seems to me that difficulty is encountered both in the method of social\nresearch and in the evaluation of the findings.\nIn regard to the method of research, the problem is particularly difficult.\nNo layman can or should attempt to pass upon the validity of technical\nmethodology. That is peculiarily the function of men trained in that field.\nOn the other hand, society is more than a scientific laboratory. In the scien¬\ntific detachment that must accompany the pursuit of valid social data, the\nhuman equations and social repercussions are apt to be lost sight of, or\nignored. As a consequence, the whole purpose of the investigation, or the\n\n"}
{"page": 96, "printed_page": null, "text": "90\n\nNational\n\nEducation\n\nAssociation\n\nenvironment\n\nin which it could be validly carried on, may be destroyed. Here\nis the work for the administration, the amateur. By definition the admin¬\nistrator is in closer touch with social feeling than the trained expert. Inter¬\nvention, however, should not be made with any idea of preventing research\nor the securing of social data; or, more difficult, of even creating the impres¬\nsion of so doing. This is the difficult task and no dogmatic rule can be laid\ndown. The success in carrying it out will depend more upon the existing\nfeeling between the administration and the instructor at a given time than\nupon the specific act done.\nThe next place where repercussions are apt to occur in the carrying out of\nthe principle of academic freedom is in the giving of value to the social data\nscientifically established. Social data, validly established, cannot be ques¬\ntioned. The interpretation and evaluation of this data is based upon human\nestimation and personal equations. Great advance in industrial organization\ncame under a system of private capital and individual initiative. This does\nnot prove that one was the cause of the other. All that is proved is that they\ncame at the same time. In like manner we have a great concentration of\nwealth and widespread poverty in the midst of plenty. This does not neces¬\nsarily prove that communism is the only real solution of these recognized\nsocial ills. Nor has it been proved that disarmament will bring peace. Yet we\nhave dogmatic assertions to this effect by men trained in the social sciences.\nA personal estimation of values comes also in evaluating the desirability of\nforms of social organization. Each form of social organization has its char¬\nacteristics. These characteristics can be scientifically analyzed and worked\nout. A claim of superiority for either the social discipline and intended\nsecurity of a fascist or communist state or the freedom and heterogeneous\ndisorganization of an individualist and democratic state is the expression of\na personal value. His own temperamental reaction need not be universal\ntruth.\nIf an instructor sticks to the cold analysis of the data, his classes are apt to\nbecome dry and his students left floundering. It is a difficult task to give a\nclear analysis of democracy, socialism, communism, and fascism and keep out\nall personal estimations. Yet, when an instructor injects his own personality\nand opinions, without making it clear he has done so, he has left the realm of\nthe scientist and has become a propagandist. It is true that these opinions are\nbased on study, but they are opinions and personal evaluations just the same.\nIt is here that the problem arises. It is apt to be the instructor least trained\nas a scientist, least in awe of the limits of human understanding, and with the\nleast humility before the vast store of knowledge yet unknown, that will go\nthe furthest, and be the most dogmatic, in his opinions.\nIt is not with the faculty alone that the problem of academic freedom\narises. Student groups, and groups outside the university constantly attempt\nto make use of the university facilities for the spread of their particular social\ndoctrine. Attempts are made to organize groups within the student body for\ncarrying on their work. We find such organizations as young Republican\nclubs, Democratic clubs, socialist, and communist clubs of various names.\n\n"}
{"page": 97, "printed_page": null, "text": "General\n\nSessions\n91\n\nNothing is more desirable than an active and interested discussion of social\naffairs by the student body. This certainly cannot be stimulated by telling\nthe students what to say and when to say it. In meeting the situation, the\nuniversity probably should go no further than to lay down broad principles\nof general purpose. It should be borne in mind that a university should be\nan educational, not a propaganda, institution. The direction of education\nmust be maintained within its own hands. Any group of students should be\npermitted to organize and discuss any matters they choose. They should be\npermitted to bring in speakers of their own choosing. 1 he only restraint\nshould be that outside speakers should be brought in by established rules, and\nthat they should be approved as persons recognized as able to speak authorita¬\ntively on their subject.\nThis analysis is not intended either in blame or in praise. It is merely\nintended to show where the trouble rises in attempting to carry out an ideal.\nI doubt that any dogmatic formula can be made applicable in all cases.\nSome broad outlines may be laid down concerning the activities of the\ninstructor. Outside the university, he should have the same privileges and\nresponsibilities as any other member of the community. Within the university\nprobably too much emphasis has been given to his personal interpretation of\nsocial forces. The students cannot be regarded as sponges absorbing all ideas\nplaced before them without question. No body of people is quicker to sort\nopinion from facts or weigh the merits of an instructor than the student\nbody. If students get one set of ideas in one class you can rest assured that,\nwhere discussion is free, across the hall another instructor, with the same\nfacts, is arriving at a different set of conclusions.\nThe solution probably will be found in building up a mutually sympa¬\nthetic understanding between the administration and the faculty of the\nproblems confronting each. If the administration can instil in the faculty a\nfeeling and confidence that there is no desire or intention to limit, in any\nway, the building up and dissemination of the field of human knowledge ; and\nthe faculty develops an appreciation of the problems confronting the admin¬\nistration, the first and most difficult step in the solution of the problems will\nhave been made.\n\nVISIONS\nJESSIE\n\nGRAY,\n\nAND\n\nVOYAGES\n\nASSOCIATION;\nEDUCATION\nPRESIDENT, NATIONAL\nSCHOOL, PHILADELPHIA, PA.\nPHIA NORMAL\n\nPHILADEL¬\n\nI have thought of this great Association as a treasure chest. The amount\nof the treasure is not to be measured by what we can take out for ourselves,\nbut how much we can put into the chest, as riches to spend for others. The\nteachers of this nation have put into it their loyalty, cooperation, zeal, and\nindustry. They have worked that children shall not be deprived of their\nrightful heritage. The Association pays tribute to the dauntless courage of\nthe teachers of America and I dedicated myself to a year of service in assisting\nthem with their problems.\n\\\n\n"}
{"page": 98, "printed_page": null, "text": "92\n\nNational\n\nEducation\n\nAssociation\n\nEverything that has happened this year, in the cycle\nof happy service, has\nemphasized the truth of the foregoing statement. In the\ngreater knowledge of\nthat experience, let us review our plans, our accomplishme\nnts thru organ¬\nization, realizing how pitifully weak the individual is and how\nmagnificently\nstrong is the service and devotion of two hundred thousand\nmembers, guided\nby a marvelously trained, dedicated staff, under the leadership\nof an executive\nsecretary whose courage and rectitude have won laurels and disti\nnction.\nOur unfinished work, our plans in the making, will be\nour vision and\nchallenge for the next year’s voyage.\nOur treasuie chest has bulged with increased\nunderstanding, loyalty,\ncooperative endeavor, and all that adds to the fullness of life.\nThe teachers\nhave woven into the fabric of the nation devotion, dedic\nation, sacrifice, and\nthe ineradicable pattern that children must be well taught in\norder to dream\ndreams and catch the vision without which the people peris\nh.\nThe National Education Association again pays tribute\nto the spiritual\nmotherhood and dauntless courage of those teachers who\ncollectively have\ndone moie than their share in carrying on despite every\ndiscouragement.\nThey know full well that it is only “in the fertile soil of educa\ntion and\npreparation, that democratic principles can grow into cooperatio\nn, under¬\nstanding, and the fulfilment of our best hopes.” Their professional contr\nibu¬\ntion not only has held education true to its mission of interpreti\nng life thru\nsympathy, benevolence, and interdependence, but it has expressed\nconcretely,\nin every way, the ardent hope for the success of this Association— our co¬\noperative endeavor — thru our collective wisdom, voice, and\ninfluence.\n^ During this year your faithful, ever vigilant executive secretary, Mr.\nCrabtiee, took up the cudgels to defend, primarily, the sacred\ntrust of educa¬\ntion from chiselers who would have cut our tree of life\ndown to its roots.\nIn season and out of season he calls the land grant banks\nto a halt and the\ntax economists to an accounting, because they know neither\nhow to raise taxes\nyet nor how best to apportion them so that the relative importa\nnce of gov¬\nernmental functions shall be held in the righteous balance\nof finer judgment.\nEo those in our midst whose remarks were unsound and\nunwise, he also\nutteied a challenge for the ethics of leadership to look to\nits wisdom and\nconstructiveness. For those editors of newspapers and magazi\nnes whose in¬\nfluence was deplorably weak for education, if not actually\nantagonistic, the\ntide has turned to a greater helpfulness because of his powerful\ninfluence.\nNot only has he defended American education in its hour of\ngreatest need,\nbut he has given an inspirational leadership in the improvement of\nthe schools\nso that they may be more worthy of defense.\nThe growth in membership, 7865 in 1912 to well-nigh a quarte\nr of a\nmillion in 1934, is another testimonial to the vision, devotion,\nand dynamic\ninfluence of Mr. Crabtree. His vision saw the possibility of enlarg\ned head¬\nquarters and a way to its fulfilment. His acumen evolved the plan to\nfinance\nit thru life memberships. They have leaped ahead from 73 in 1917,\nwhen he\ncame to headquarters, to 4954 in 1934. We owe a debt to Mr. Crabtree\nthat\n\n"}
{"page": 99, "printed_page": null, "text": "General\n\nSessions\n\n93\n\ncan never be paid except thru clearer vision, consecrated devotion, and a\nlife free from greed, guile, and malfeasance.\nDuring this year, your president has visited 87 cities in 27 states. It has\nbeen her privilege to speak to 300,000 people, to address state conventions,\nnational groups, local associations, parent-teacher associations, citv and\nnational clubs, chambers of commerce, Rotary, Kiwanis, and Lions Clubs,\nforums, as well as members of boards of education. She has traveled 40,000\nmiles by train and plane. Everywhere teachers were busy developing visions\nof stewardship, and making voyages to discover how to make the school more\nappreciative of the community and the community more appreciative of the\nschool. Whenever there was a call for faith and courage, there was a sure\nanswer in holding education true to its mission.\nMemberships have increased, thru sacrifice in many cases. The Division of\nRecords and Membership reports $9407 extra revenue. Seventeen state as¬\nsociations reported increased members, and 8 states report an increase in\ntheir National Education Association memberships. We find ourselves\non the upward march. This is glorious news indeed ! It was due, no\ndoubt, to the Dynamic Membership Committee appointed early in the year.\nThey worked valiantly to interpret the activities and advantages of our\nnational organization.\nThe privilege of membership is the privilege of service and constructive\nsuggestion. It is a matter of pride to participate in group action that states\nsocial and economic goals for a nation, cares for legislation, secures retirement\nfor teachers, guides and develops international relations, takes care of rural\nand adult education, promotes library service and kindergartens. It is a\nmatter for condemnation\n\nto accept gains from an organization and not sup¬\n\nport it by membership. How can teachers say to their government, “I do my\npart,” if they refrain from doing their part thru organization toward the\ngeneral welfare and common defense of their own group?\nOur management, always wonderful, this year has been a miracle. Thru\nstrictest economies we find ourselves at the end of a very expensive year,\n$7500 within our income, altho we were obliged to call for funds to finance\nthe extra work of the National Committee for Federal Emergency Aid for\nEducation, for which nothing had been budgeted. Publicity was tremen¬\ndously increased, and that demanded extra finance also. We express our\nappreciation for the spontaneous response when the National Education\nAssociation was left with the greater part of the burden of financing the\nNational Committee for Federal Emergency Aid for Education. Eleven state\norganizations sent a total of $630 ; one hundred and sixty-three local asso¬\nciations, $2574; and two departments, $275; added to this was $500 from\nPhi Delta Kappa; $1500 from the American Council on Education; $37\nfrom individuals, and $378 from the Unemployment Fund, making a total\nof $5894.\nAnother expression of appreciation is due the National Broadcasting\nCompany, whose half-hour broadcast each week represents a contribution of\n$2500, or $100,000 for forty weeks of free service. This program has helped\n\n"}
{"page": 100, "printed_page": null, "text": "94\n\nNational\n\nEducation\n\nAssociation\n\nto sensitize our nation, helped to keep the public informed of the schools,\ntheir services, and cost. The value of education, the attack on it, and the\nresult of those attacks, has aroused us all to the plight of education. We\nalso thank former President Florence Hale for her varied and challenging\nprograms which have reached and convinced millions of people. This service\nshe, too, gave freely and gladly.\nThis year our immediate plans were made for a greater information of lay\norganizations to defend education as the cornerstone of democracy. In this\nplan, the Division of Research gave the scientific facts, the publicity office\nof the Division of Publications sent them forth to be used in defense of\neducation thru all affiliated lay organizations. To each American Legion\npost a special citation was sent for its work in the defense of education during\nthis emergency.\nOur Journal has never functioned better in interpreting the crisis, its\n\ncause, its extent, and how to end it. A series of special features included “The\nInterpretation of Education,” October 1933; “Working Together,” No¬\nvember 1933; “Emergency Federal Aid Imperative,” February 1934; and\n“Secondary Education for the New Day,” May 1934. Teachers who clamor\nfor news of what is being done should read, mark, and inwardly digest, since\nmembership can only be turned into service when informed as to fields of\nservice and how to function therein. The Journal this year has presented a\nperfect course in cooperative endeavor. The new era in education will result\nwhen, we, too, spread eagle wings to fly from inertia, and call, “I do my part.\nWhy don’t you do yours?”\nThruout the year, the Journal makes the report of work well done, as\nwell as the announcement of new plans for the next bit of progress. It has\nkept the members and the profession generally in close touch with the work\nof the Joint Commission on the Emergency in Education, as well as with\nthe progress of the National Committtee for Federal Emergency Aid for\nEducation, and the statements of the Committee on Social and Economic\nGoals. In this great effort to interpret education in a national field, teachers\nwho have not read the Journal are greatly at fault. Faculties that have not\nused the Journal as the basis of discussion are prolonging the crisis, which\ncannot pass away until everyone cooperates thru understanding, and partici¬\npates in the well-planned program to end it. Teachers can make their con¬\ntribution in meeting citizens and revealing to them the program for the\nwelfare of the schools. This service offers an opportunity for them to show\nthat they are neither indifferent nor mercenary in their profession. You and\nyour Journal are invincible ! Carry its message of the schools to the people.\nBeyond the profession itself, it maintains thirty-three hundred contacts with\npress associations, religious, business, labor, lay magazines, writers, cartoon¬\nists, speakers, radio stations, and others who have influence in forming public\nopinion.\nThe Journal each year sponsors American Education Week in cooperation\nwith the Office of Education and the American Legion. Last year it gave\nsuggestions and materials to three thousand communities. Think of that stu-\n\n"}
{"page": 101, "printed_page": null, "text": "General\n\nSessions\n\n95\n\npendous contribution! It distributed a million pieces of literature which\nproduced untold good, not to mention an income of $6671. Already it has\nplanned the coming year’s program for American Education Week. It is a\npart of your membership value in a vision of greater future usefulness.\nThru this same Division of Publications, we have heard the report of the\nJoint Commission on the Emergency in Education. This Commission, early\nin the summer of 1933, published its findings on the financing of education.\nThe plan has been discussed in every section of the nation in nine regional\nconferences, held in Kansas City, Chicago, Atlanta, Cincinnati, Detroit,\nHartford, Birmingham, Washington, and Cleveland. Eight hundred extra\nconsultants were appointed from lay organizations and officers of teachers\norganizations and school systems. They drafted a charter of educational\nfinance which has been studied by all lay organizations to help in the solu¬\ntion of the vexing problem of financing the schools. The work of this great\ninterpretative group was helped by a study outline prepared by the field sec¬\nretary of the N. E. A. for lay study of the report. The Commission was\naugmented this year by the addition of two members appointed by youi\npresident. As a result of a decision by the Executive Committee in Cleveland,\nFebruary 1934, it will continue its work on educational recovery and re¬\nconstruction. The Division of Research also prepared monthly reports for\nthese eight hundred consultants, compiled a directory of four hundred com¬\nmittee reports relating to educational recovery, and tabulated reports on\nrural school conditions in two thousand counties. It supplemented the report\nand work of the Joint Commission by publishing four pertinent pamphlets:\n(1) Essentials of Taxation ; (2) Evaluating the Public Schools; (3) Cur¬\nrent Status of the Kindergarten ; (4) Emergency\n\nFederal Aid for Education.\n\nThe Research Division has planned, in response to the Legislative Com¬\nmission, a state school legislative reference service. It will be financed by the\nAssociation and will serve to help states plan for far-reaching improvements\nin school systems. No doubt it will suggest new tax bases, a larger admin¬\nistrative unit, a better way of selecting members of boards of education, as\nwell as limiting their numbers.\n\nOur planning this year for a more complete interpretation of the schools\nto the public has brought forth the Eighth Yearbook of the Department of\nClassroom Teachers, Teacher and Public. It was written by teachers and is\nfull of actual experiences that have won public understanding and defense\nfor schools. “Helping Citizens To Know Their Schools,” the ninth chapter\nof the 1934 Yearbook of the Department of Superintendence, also gives addi¬\ntional help for the interpretation of the school. One of the outstanding con¬\ntributions of the year for interpreting the schools to the people has been the\npublication by the National Congress of Parents and Teachers of a twohundred-page book called Our Public Schools. This gives simple, concrete\ninformation about schools, so that parents may be helped to protect education\nagainst unwise economies and unjust slashes of the school budget. It wTas\nprepared by our field secretary, Chari Williams. Nineteen leading educators\n\n"}
{"page": 102, "printed_page": null, "text": "96\n\nNational\n\nEducation\n\nAssociation\n\nand experts have written chapters in simple, interesting, non-technical lan¬\nguage, telling the story of the development, organization, and maintenance\nof our public schools and their purpose in the new social order. This book\nshould be discussed in faculty meetings so that teachers and public may “speak\nthe same language” in defending education in coming legislative sessions.\nI he Journal has sponsored vitalized commencement programs to register\nthat finer interpretation of schools in students’ minds, so that they will con¬\ntinue their interest and support, when they, in turn, shall be taxpayers. It was\nmy privilege this June to attend six commencements which bore marvelous\ntestimony to a superfine kind of program and teaching.\nToo much praise cannot be given our publicity office. Side by side with it\ngoes the work of the Research Division. When you hear teachers say, “What\ndoes the N. E. A. do for me?” take out this one year’s list of accomplishments\nand its plans for the future and let it answer the question.\nUnder all the activity of the Association is the sure foundation of scien¬\ntific data produced by the Research Division. It carried on this year the\nfollowing studies concerning teacher welfare and school efficiency:\n1. For the Committee on the Economic Status of the Teacher, it collected, checked,\nand tabulated 30,000 monthly reports; thus securing the first reasonably accurate\nstatus of the American teacher.\n2. For the Department of Classroom Teachers, it reviewed 42 investigations in\nschool publicity and prepared 39 statistical charts and tables, and provided editorial\nassistance in the publication of the Yearbook, T eacher and Public.\n3. For the Retirement Committee, it collected information on the effects of the\ndepression on 22 state retirement systems.\n4. For the Legislative Commission, it collected the data concerning the need\nfor\nfederal emergency aid. It helped draft the six-point program; conducted\n6 nation¬\nwide telegraphic surveys of educational conditions, and prepared\n200 pages of\nreport to support the survey.\n5. For the Department of Elementary School Principals, it contributed\nseveral\nchapters to the Thirteenth Yearbook.\n\n6. For the Committee\nsocial-civic education.\n\non Social and\n\nEconomic\n\nGoals, it conducted\n\na survey\n\nof\n\n7. For the Department of Superintendence, it collected data, drafted the\nfinal\nchapter of the Twelfth Y earbook, and helped in the development and managem\nent of\n77 topic groups at the Cleveland convention.\n\nIt also issued five Research Bulletins. It has answered two thousand let¬\nters and issued special circulars dealing with the NRA school building con¬\nstruction ; unpaid salaries of teachers; the schedule of high-school classes;\nexpenditures for school books; and school legislation of 1933. For next year\nthere are already visions for increased service which you may read in the\ndirector’s report.\nThe year s work would be very incomplete without mention of the work\nof our Legislative Commission with Sidney B. Hall as chairman. Late in\nthe summer, to give teachers a voice to state the relative value of their serv¬\nices, we formulated a code to state fair minimum credentials and salaries of\nteachers. It was hoped that we could prevent the scaling down\n\nof salaries\n\n"}
{"page": 103, "printed_page": null, "text": "General\n\nSessions\n\n97\n\nbelow codes offered by the various industries. It was offered to the admin¬\nistrative officers of the NRA in a special conference and rejected because\nno government employees were permitted to make codes. Early in October\n1933, thirty-two national groups met under the leadership of James N. Rule,\nstate superintendent of public instruction in Pennsylvania, to discuss the\ncrisis in education. As a result, a six-point program for legislation enactment\nwas drafted. James H. Richmond, state superintendent of public instruction\nin Kentucky, was made chairman of the National Committee for Federal\nEmergency Aid for Education, and James W. Cammack, Jr., was made his\nfirst assistant. You know the program. It was perfectly reported in the\nresponded\n\nto financing it. 1 he\n\ngrilling -work of watching and waiting and moving\nmeasure carried on by Mr. Cammack.\n\nthe bills was in large\n\nJournal.\n\nYou\n\nknow\n\nhow\n\ngenerously\n\nyou\n\nThirty-three states received sums to keep rural schools open in commu¬\nnities of 5000 population or less. Approximately $17,000,000 was spent by\nthe state superintendents and the state emergency relief commissions with¬\nout any federal control. In addition approximately $9,000,000 was released\nfor employing teachers who did not have positions; nursery, adult education,\ncontinuation, rehabilitation, and special classes for handicapped pupils and\nvocational courses were given.\nThru PWA about $70,000,000 was spent for erection of school buildings\non a 70-30 basis by local district and federal government respectively. To pay\n\nteachers’ salaries due before June 1934, the Sabath Amendment to the Home\nIndustries Act has been signed for loans to school districts to pay salaries\nin arrears.\n1 have given you a vision of organization activities with which you have\nentrusted us this year — to increase understanding among us, to interpret\neducation to our fellow citizens, to thwart and nullify inimical forces that\nwould negate the finest influence of school services and deny them support.\nThe vision is not complete without a danger signal. There are two hundred\nthousand members in the National Education Association. 4 he indifference\nof the eight hundred thousand inert members of the profession is the first\nmenace. Inertia in four-fifths of the physical body would be paralysis. More¬\nover, the greatest criticism comes from those whose psychology is to criti¬\ncize, to call off attention from their own inactivity. Making a contribution\nof service cures much fault finding. If there has been no participation in the\nprogram of understanding, planning, achievement, in all honor there should\nbe no adverse criticism. Drones may shirk, but workers work!\nThere is also a tendency on the part of some educators to take the cream\nof the profession and arrogate to themselves the credit of the success which\nbelongs to the profession as a whole. To skim off the successes and deny the\ndefeats is unsportsmanlike, and entirely unprofessional. Teachers who do\nmuch experimentation should guard against exploitation of their best work\nby those who had no part in it.\n\nTo ask any other organization to make the teachers’ cause, in itself,\n.synonymous with theirs, is to deny the ability of the profession to organize\n\n"}
{"page": 104, "printed_page": null, "text": "98\n\nNational\n\nEducation\n\nAssociation\n\nfor its own defense, or else to admit the weakness of professional organiza¬\ntion to insure its own defense and secure its own aims. All lay organizations\nare basically and essentially interested in education and must become defend¬\ners of education. All political parties must be interested in the support of\neducation. Every profession must also be interested in and defend education\nper se, not the teacher separated from her work. The profession itself is its\nown paramount defender. Therefore, teachers who have passed on to other\norganizations their memberships and affiliation, in the hope of protection,\nhave separated themselves from their work and are no longer under the\ndefense of education. Of these teachers we ask, “Have you given your pro¬\nfession 100 percent of your support? If not, why not?” We urge a united\nprofession with faith in ability to plan and work cooperatively for all .progress\nand prestige of the group as a whole. We urge the ideal that our profession\nbest defends itself thru fine service, fine ethics, and loyalty within the group.\nOrganizations, like clocks, go from the motion their elements give them.\nAs organizations are made and moved by us, so by us they may be ruined.\nTherefore our organization depends rather on us than we on our organi¬\nzation. Let us strengthen ourselves in service, spirit, and dedication that it\nmay be well with all of us because of each of us.\nOur vision for next year must include greater cooperation with our won¬\nderful lay organizations, more scientific information, definite work for tax\nreforms and restoration of school budgets, social contacts with homes and\nclubs, articles for magazines, and larger administrative units. In some places\nthere are more than four thousand teachers to one member of a board of\neducation. On an average, there is one board member for two teachers in\nthe United States, and in thirteen states there are more board members than\nteachers! From this statement, we can see visions of interesting work in the\nvoyage ahead.\n\nTeachers, we must put America first, not merely in the assertion of rights,\nbut in the glad assumption of duties; not in splendid icy isolation, but in\nwarm-hearted\n\ncooperation. In Flanders Fields, John McCrae\n\nsays, the sol¬\n\ndiers had “felt dawn.” We, too, must feel dawn — the stir of vitality that\nwakes us to a new endeavor, the thankfulness for work to do. “Listen to the\nexhortation of the dawn. Look to this day, for it is life. In its brief course\nlie all the varieties and realities of your existence; the bliss of growth, the\nglory of action, the splendor of beauty. For yesterday is but a dream, and\ntomorrow is only a vision, but today, well lived, makes every yesterday a\ndream of happiness, and every tomorrow a vision of hope. Look well, there¬\nfore, to this day, such is the salutation of the dawn”\ninto a happy new year of service.\n\nas you begin your voyage\n\n"}
{"page": 105, "printed_page": null, "text": "General\n\nRADIO\nMERLIN\n\nAS\n\nA\n\nMEANS\n\nH. AYLESWORTH,\n\nSomeone\n\nOF\n\n99\n\nSessions\n\nPUBLIC\n\nENLIGHTENMENT\n\nPRESIDENT,\n\nNATIONAL\n\nNEW\n\nN.\n\nYORK,\n\nBROADCASTING\n\nCOMPANY,\n\nY.\n\nhas told about a town in America\n\nwhich is so small that when\n\nthe train stops, the engine is out in the country. I have lived in that kind of\ntown and in the country where no train stopped and in the great cities, too,\nwhere nothing seems to ever stop but trains.\nPeople live in these towns and these country places and in these cities —\nAmerican citizens. Some are born here, some are naturalized and great masses\nof people are still unnaturalized. They speak many tongues, they support\nthousands of newspapers printed in other languages, containing news of the\nUnited States, the old country, and that of the whole world. They are guests\nof Uncle Sam as long as they wish to live here — their children go to our\npublic schools — they become citizens.\nPeople live in remote places — the coast guard off rocky Maine, the forest\npatrol on top of mountains, the prairie ranger in Texas, the mountaineer in\nKentucky and Tennessee, the park service on our national reservations,\nthe settlers off the Florida Keys.\nPeople do not have the same advantages. Vast sections of our country do\nnot have the same school advantages as the more populous places. News¬\npapers and magazines do not completely penetrate all the recesses of this great\ncountry. The opportunities to make a livelihood are not so great in some\nplaces as in others. The opportunity to read good books, to learn healthful\nrecreation, to combat disease, to keep the human body properly nourished\n(even tho food is readily available) has not been the same over this country.\nThen along came radio — the first universal form of communication to\nreach all the people. Here then is our responsibility as broadcasters, to pro¬\nvide programs that possess a universal appeal, capable of arousing and holding\nthe interest of all the people. In this way we can provide our greatest service\nto the listener.\nFirst put to work as an agency of relief for ships at sea, the wireless sput¬\ntered its famous SOS into the ether as a sign of distress bringing succor and\nhelp to foundering vessels, then saving human lives and precious cargoes.\nRadio is still saving human lives and precious cargoes. As a means of public\nenlightenment, it has joined the forces of the church, the school, the home,\nindustry, labor, the various philanthropic agencies, and the government to\nmake this world more livable, people more understandable to one another,\nthe acts of our duly appointed and elected officers of the government\nwhich we live, more clearly realized.\n\nunder\n\nHerein lies the greatest objective of radio — here is the widest application\nof its educational potentiality — as a means of public enlightenment.\nIf this public trust be kept in good faith, for the benefit of all, it matters\nnot what the details of its administration may be. Special interest groups,\nmany with most laudable purposes and desires, are a menace to its freedom.\nTo create that fine balance of pointed opinion, to have a place and oppor-\n\n"}
{"page": 106, "printed_page": null, "text": "100\n\nNational\n\nEducation\n\nAssociation\n\ntunity ready for criticism and discussion of public issues, to provide a service\nfor the transmission of news of extraordinary national import to the whole\ncountry, to entertain, to educate — that is the function of radio.\nLincoln himself said he liked men around him who could see the point of a\ngood story. Lincoln liked to tell good stories that brought the quirk of a\nsmile to solemn faces or a loud hearty laugh to heartsick weary bodies,\nbowed down in the midst of great national conflict. Lincoln was a good\nlistener, too. You must cultivate that — being a good listener. Radio is fast\nmaking us ear-minded, a nation of listeners.\nNo country in the world has such a variety of programs. I have an oppor¬\ntunity to review the programs of every nation in the world and feel their\ncontact almost daily. We put hundreds of them on the air for public enlight¬\nenment every year on an exchange basis with Europe, with our neighbor\nCanada, and for Mexico and the South American Republics. In no boastful\nspirit, I must tell you that American programs are unsurpassed in all the\nworld for American purposes. The temper of peoples changes. Their tastes\nvary, and every broadcasting system over the world is consciously striving to\ndo the best by its own people, as it sees it.\nWe have over 20 percent education on our networks — that is, programs\nthat definitely have educational purpose. We have 30 percent more of pro¬\ngrams that have educational value, which makes 50 percent. That leaves 50\npercent for entertainment. Education gets a fifty-fifty break, therefore, over\nour networks.\nI have long believed that we have not been utilizing the force of educa¬\ntion by radio to its greatest advantage. There is something to be said for the\nnewness of the medium. For over two hundred years there has been going\non a development of the technic of teaching in the classroom. Compared to\nthis our experience with radio has spanned only a few short years. It takes\ntime even to train an individual to use this new medium ; how much longer\nit must take to train a whole group of teachers to make effective use of it.\nAs broadcasters we invite you to join with us in bringing about the most\nfruitful use of this new medium. As teachers you are asked to share this\nresponsibility with us. The public lecturer, the circus owner, the college\npresident, the salesman, if you will, all must learn to understand human\nnature. Methods of appeal vary, but essentially the object is the same — to\nmake other people want something we have to give. There is no royal road\nto success in broadcasting. We have got to experiment. In order to learn to\nswim, we must swim. So in order to learn to broadcast, we must broadcast.\nWe\n\nhave put every kind of subject on the air to interest listeners. Politics,\n\ngovernment, economics, psychology, philosophy, art, literature, music, voca¬\ntional training, law, home economics, and many others. Efforts have been\nmade to publicize these programs — extensive lists of organizations have co¬\noperated by bringing them to the attention of their membership. Printed\nbulletins, bibliographies, and reprints of lectures have been made available.\nThousands\n\nhave written us their appreciation of these efforts. We\n\nconsci-\n\n"}
{"page": 107, "printed_page": null, "text": "General\n\nSessions\n\n101\n\nously tried to do a good educational job with the child and the grown-up —\nwith your help we will do a better job.\nThousands of school systems receive our daily programs while more\nthan 50,000 schools, representing over six million children, listen each\nweek to Walter Damrosch and the NBC Music Appreciation Hour. Indi¬\nvidual school systems have sought and are using the local facilities of our\nassociated stations in many states and cities. We know the limitations of the\nradio lesson. We know it does not successfully accomplish applied work.\nWe know, however, that it supplements and vitalizes any subject which\na teacher is struggling to make interesting to a group of young people.\nIt can supply the intellectual urge to make us go on and study for ourselves,\nwhich I suppose is the highest accomplishment of any teacher.\nYet all this does not carry out the greatest purpose of radio.\nThere is testimony to show that thousands of people have been brought\nback to their churches thru radio — that millions have gotten a new lease\non life thru a radio talk, personal and direct, sincere and honest. People\nwTho give such talks and answer their mail personally, get a glow of satis¬\nfaction that makes them radio revivalists. They are so caught by the spirit\nof this powerful force that they could not, if they would, let go.\nYet all this does not carry out the greatest purpose of radio.\nDuring the past year, changes have come about in our economic life,\ngovernment has had an increasingly important part to play in the life of\nevery citizen. Questions of public policy, such as agriculture and industry,\nnot only national but international in character, have all been defined and\ndebated on the air. The Administration policies have been presented by\nrepresentatives of the federal government. They have also been criticized\nby members of the opposition, as freely as the opposition has wished so to do.\nThe American principle of freedom of speech is in operation.\nThe only qualification a man needs to speak on an NBC network is that\nhe be a responsible citizen, representing a responsible group of citizens, with\nsomething important to say. There is, of course, the limitation of time.\nBut if time be available, be he senator, congressman, official or layman,\nregardless of his party affiliation, he is entitled to his place on the air.\nAnd yet even this does not carry out the greatest purpose of radio.\nMan’s\n\ngreatest enemies have been, since time immemorial — war, fire,\nflood, famine, and pestilence. Radio’s greatest function is to act as a preven¬\ntive of those enemies, set out for man’s destruction.\nIt can do this thru public enlightenment. Radio can avert the causes of\nwar by bringing about an international understanding. You cannot seek to\ndestroy the man you know. As international programs grow, bringing the\ncustoms, the music, the art, the points of view of all peoples to one another,\nwe are well on the road to peaceful relations. Travel with radio if you\ncannot travel abroad, and watch your viewpoint change as the scenery\nflashes by.\nRadio can avert fire — forest fires, by constantly advising vigilance; home\nand industrial fires by advocating care and caution — thru public enlighten-\n\n"}
{"page": 108, "printed_page": null, "text": "102\n\nNational\n\nEducation\n\nAssociation\n\nment. Radio can avert the ravages of flood by its warnings from the gov¬\nernment Flood Control Offices, the Department of Agriculture at Wash¬\nington, the various state agencies and the advice of well-informed men —\nthru public enlightenment. Radio can avert famine — by pointing out the\nbest methods of harnessing the seasons to one’s crops, by expert advice\non rotation and planting, by constantly serving the farmer with up-to-theminute information from authoritative sources — thru public enlightenment.\nRadio can avert pestilence by preaching cleanliness and the use of anti¬\nseptics, by the spread of medical information to the layman who must be\ninformed in order to cooperate with scientific advance — all this thru public\nenlightenment.\nRadio, by its ability to reach the people of this nation, can effectively com¬\nbat those twin enemies of mankind, ignorance and disease, and it will. We\nhave yet only touched upon the significance of this means of mass communi ¬\ncation as a boon to mankind. In America, we are making it a means of\npublic enlightenment. We are proud to join forces with this Association\nto make that purpose more certain and secure.\nYOUTH\nHONORABLE\n\nCHALLENGES\nNEWTON\n\nTHE\n\nD. BAKER,\n\nNATION\n\nCLEVELAND,\n\nOHIO\n\nI have come here both to preach and to pray. In the period of these days\nof bewildering depression every institution which has depended upon public\nsupport has necessarily had diminished revenue. The very large amount of\nmoney annually spent by us for education made that one of the places where\nthe pinch was sharpest, and I want to pay, as a citizen of the United States,\nmy mede of tribute and praise to the heroic fidelity and loyalty with which\nthe teachers of the United States have stood by their task, no matter what\nthe deficiencies in their pay envelopes have been. I want to pray that in the\ntroubled and uncertain times which are necessarily ahead of us and all other\npeoples in a bewildered world, that you teachers will be given the strength\nand the determination and the courage to bear the part of that task which\nis inescapably yours.\nOnce before I addressed the National Education Association, and when\nI did my mind went back to one of the greatest teachers I had known in\nthe course of my life. She is a woman now retired from active service, lives\nhere in Washington, and I suspect is listening to the sound of my voice as it\nis carried to her over the radio. I said of her that in my high-school days\nshe set an example of intelligent and disciplined educational value which\nhad been an inspiration to me thruout my entire life, and that every boy\nand girl who came in contact with her radiant personality had been enriched\nby that contact. After that meeting was over, and because the entirely\nspontaneous remarks of mine were printed, they were brought to the atten¬\ntion of this fine woman, whom I delighted then and now to honor. She\nwrote me a letter in which she said, “My\n\ndear Newton:\n\nIt of course gives\n\n"}
{"page": 109, "printed_page": null, "text": "General\n\nSessions\n\n103\n\nme great pleasure to have you remark me as a good teacher, but I want to\nconfess in all honesty that I had taught some years before I really learned\nthe secret of teaching, and that secret is that the boy is much more importanr\nthan the book.”\nNow I am here tonight to talk about youth challenging the nation. I\nheard some things in the report of your president about the financial diffi¬\nculties which the schools have had, and something of the effort which has\nbeen made to organize an expression of teacher and parent opinion in favor\nof adequate support of the schools. I remember having read a great many\nyears ago, that the poet, Cowper, went to one peculiarly futile and fatuous,\nGeorge, King of England, and asked him to do something for literature.\nThe King responded in a very casual spirit that perhaps some day he would.\nThe\n\npoet looked at him gravely and said, “Your Majesty will be well\nadvised if you do, for if you do not, literature may do something for you.”\nSo I have the feeling about the state, that if the state forgets its respon¬\nsibility to education in America, the consequences will be disastrous to the\nstate itself, for no man can be a student of the history of the birth, growth,\nand development of our free institutions without realizing that the corner¬\nstone of American liberty and development has been education from the\nbeginning.\nThe Pilgrims, after having built a barricade against the Indians, then\ninadequate shelter for themselves against the weather, and the house in\nwhich they might worship their God, proposed to themselves as the next\nresponsibility the building of schools in which the minds of the young might\nbe trained both to the opportunity and the obligation of the race in this\nnew land. In every colonial experiment we made, the school was next to\nthe church in the ideals and in the affection and service of the people.\nIndeed, I think it may not be unwise to remind you that in the early days\nthe teaching was done by the clergy. It was a part of the sacred ministry of\nreligion, and it has been fortified and handed over to you, no less sacred a\ntask than it was in those ministerial hands.\nAfter we had established a democracy in this country — and that de¬\nmocracy was established by educated men — the first thought was not only\nfor the development of primary and secondary education, but of collegiate\neducation. The establishment of Harvard College, and the great universi¬\nties and colleges which early followed it, including the venerable College\nof William and Mary in Williamsburg, Virginia, were all a testimonial\nto the belief of the founders of this republic that the only safety for a\ndemocracy was an educated electorate.\nThomas Jefferson, who more than any other person is responsible for\nour having embarked upon the democratic experiment, devoted the last\nyears of his life not merely to advocating higher education, but to establish¬\ning the University of Virginia, for which he actually wrote textbooks —\none in Anglo-Saxon, for instance, because he could not find that anybody\nelse had ever done it. And when he wrote the epitaph which he preferred\nto have upon his own tomb when he died, he included along with his emanci-\n\n"}
{"page": 110, "printed_page": null, "text": "104\n\nNational\n\nEducation\n\nAssociation\n\npation of his own slaves and his authorship of the Declaration of Inde¬\npendence, the fact that he had founded the University of Virginia.\nNow the government has always been entrusted to the educated class.\nIn aristocratic forms of government, where there are oligarchies and privi¬\nleged classes, their privilege always implies that they have had education\nas against their fellow citizens. Every now and then men dissolve into a\nherd, education comes into disrepute, the educated class is cast aside or\nassailed, as in some recent instances over seas, and after a very little while\nherd government demonstrates its incapacity and there then starts either\na fresh process of educating leading minds, or the importation of educated\npeople to take over the leadership. But in all times historic that I know\nanything about, except in these moments of irrational herd movement, gov¬\nernment is the business of educated people.\nIn this country we have decided that we are going to have a popular\ngovernment in which men and women, merely because of the dignity of\nhuman personality, are to have an equal share in the political power. It\nnecessarily follows from that determination that the men and women of\nAmerica shall be sufficiently educated to understand what their government\nis about and to make wise decisions concerning it. Therefore, for a democracy\nto live on both the quality and quantity of elementary and primary educa¬\ntion is fixed by the political laws of our being.\nIn the yard back of my house there is an old plum orchard which was\nthere before the house was built. On one of those trees there hangs a little\nhouse for wrens. Each year a pair builds there. This year I happened to\nobserve those wrens thruout the period of the young in the nest. They were\na noisy lot, clumsy, awkward, dependent. The older wrens fed them and\nscolded them and finally they looked to me as tho they were too big to stay\nin the house any longer. I made that decision on Saturday and mother wren\nmade it on Sunday. I watched her. She invited them out of the house,\nemboldened them to fly onto the ground, took them off on a little thicket\nof underbrush that is nearby, and for two days she taught and scolded them\nas roundly as I have ever seen children disciplined. She taught them how to\nfly ; she scolded them when they flew wrong ; she set them an example of good\nflying, with evident pride in her own achievement, and at the end of two\ndays she had given them an education for life. They knew the only two\nthings they had to know. They knew how to forage and how to fly.\nAs I sat watching that, I thought how exquisitely simple is the educa¬\ntional task of the wren, but how supremely well done. They had been\neducated for the life they are to live. They have, so far as I know the wren\nmind, but three accomplishments: they can find food; they can transport\nthemselves from place to place; and, alas, they have a quality which it is\nrather hard for us later developments in the animal kingdom to throw off\n— they know how to run away from everything they do not understand.\nIf the task of education is to build citizens who can finish and develop\nthe greatest free government the world has ever seen, then I want to lay\nthis down as a postulate, and I am going to try to put it in a very crisp\n\n"}
{"page": 111, "printed_page": null, "text": "General\n\nSessions\n\n105\n\nsentence. I want to warn you teachers against the public danger of mere\nliteracy, for my belief is that there is no greater peril than the idea that\nmerely teaching people how to read educates them.\nI read in this month’s Atlantic an article by Albert Jay Nock, a very\nexcellent article from my point of view. My friend Nock is a bit acid\noccasionally. He evidently has had some unpleasant experience about read¬\ning, and he makes the broad generalization that only a few people can read,\nand the article says that he does not mean by that that they cannot spell\nwords, but grasping the content of the printed page he thinks is an accom¬\nplishment which few of his fellow citizens have. And he tells by way of\nproving it that a very important business man in a village which they evi¬\ndently both knew had applied for admission to his church and had had\nvery great difficulty with the Nicene Creed because there is a sentence in\nthe Nicene Creed, speaking of our Savior, “He was crucified for us under\nPontius Pilate,” and this gentleman who desired to join the church had\ngrave religious difficulties with that because he did not believe it to be\nhistorically true that Pontius Pilate was ever crucified at all. Nock tells\nthe story to show that the difference between mere reading of words and\nthe reading of content is a vastly different thing.\n\nNow my own belief is that the task of education, the task of the educa¬\ntor, has been increasingly great. Every now and then we hear something\nabout teachers complaining that too much is expected of them ; that they\nare expected to do too much for the children which ought to be done in the\nhome. The difficulty about that is that the things which the child has to learn\nare not known in the home. The people in the home have stopped their edu¬\ncational progress and they are, therefore, behind in the knowledge which it\nis necessary for an educated man to have, and to a very much greater extent\nthan was ever true before in the history of the world, children have to get upto-date knowledge, which is the most useful knowledge, in the schools, or thev\ncannot get it anywhere. Therefore\nview is admittedly increased.\n\nthe teacher’s task from that point of\n\nIn addition to that, of course, it is a plain thing to see that never before\nin the history of the human mind has the advance of knowledge been so\noverwhelming in its onward rush and development as it has in the last\ntwenty-five, thirty, forty, or fifty years.\nIn 1851 and 1852 the Prince Consort, Queen Victoria’s husband, very\nmuch interested in the education of the English people, went to Oxford\nand Cambridge to see whether he thought the curriculum in those two great\nuniversities sound. One of the deans of one of those great colleges — I think\nit was at Cambridge — said to him that they had a fixed principle that\nnothing ought to be taught there that was less than one hundred years old,\nand that on the basis of that there was no instruction given in that uni¬\nversity in chemistry, or physics, or psychology, and the half dozen other\nsciences that now are in the elements of a college curriculum with us, to\nsay nothing of that great field of human learning known as the social sciences,\nwhich have been developed in more modern times.\n\n"}
{"page": 112, "printed_page": null, "text": "106\n\nNational\n\nEducation\n\nAssociation\n\nThe fact is that in education for life, if we are to educate excellently\nfor our jobs as the little wrens were for the jobs that faced them, we have\ngot to have the kind of an education which will make us aware of and\nmake us understand the problems of the civilization of which we are a\npart. In order to understand those problems, we must be in touch with all\nthe developments of the social sciences; we must understand the psychology\nof human relationships; we must get a broader, more liberal, and more\ntolerant view of the surrender of individual rights in the interest of the\ncommon good, and a sounder and more wholesome distribution of economic\nvalues of life. We must also get a deeper appreciation of those higher features\nwhich expand the personality and ennoble and enrich the individual life,\nthat come from the constant pursuit of culture, the thinking of high thoughts\nand believing high things.\nTherefore, it seems to me that the task of the educator has become in¬\ncreasingly difficult. Education is not book learning any more. It is book\nlearning plus. As my dear old teacher said, the plus is more important than\nthe book. The plus is the making of the boy or girl entrusted to a teacher\nnot merely a sound and inquiring mind, but a disciplined and brave spirit,\nfor in the last analysis, the processes of a democratic government, like every\nother government, are going to be entrusted to the educated men. The\ngreat decisions and the fundamental determinations will be made by\npopular vote but the infinite details of governmental operation cannot be\nsubmitted to popular determination. The common education which we must\nhave is an education that will enable us to respond correctly to emotional\nthings; to analyze patiently and understand clearly the main outlines and\ntendencies of governmental policies.\nT hen the children entrusted to you must come from your hands with\nhumility enough to realize that they do not know everything, and that\nwhen an expert task is to be done, their job is to help select an honest expert\nand a capable expert and then leave his expert task to him.\nThat is a large order. Out of the raw material that comes to your hands\nsome will undoubtedly come with humility of spirit ; some will not. Some\nwill say to you, or to me, if there is an argument and a book or condition\nis quoted, rather contemptuously\n\nand assertively, “I can read with the best\n\nof them.” But the answer lies in the question, “Yes, but do you? Have you\nread on that subject? Have you qualified yourself to express an opinion?\nAre you keeping your judgment in suspension until you know the facts and\nhave equipped yourself really to assert an opinion upon an expert subject?”\nNow the importance of this — and I want to be just as simple about it as I\ncan possibly be and I want you to believe that I think very deeply what I\nam now saying — lies in the fact that to me the democratic form of govern¬\nment is immeasurably the best that man has yet devised, but it is at the\nsame time, immeasurably the most difficult to operate. The more I see of\ndictatorships, wherever they are, the less I like them. I am sometimes sad\nbut I am always patient and I am always hopeful at the blunders of\nautocracy. Democracy is now, so far as this world is concerned, the sole\n\n"}
{"page": 113, "printed_page": null, "text": "107\nGeneral\n\nSessions\n\npossession of the English-speaking people, and certain Scandinavian peoples\nof like institutional and legal heritage. If you take Great Britain and her\nscattered possessions or parts, like Australia, New Zealand, or Canada, the\nUnited States, Norway, Sweden, Denmark, you have exhausted the places\nin which democracy remains a successful form of government. One or the\nother of two things is going to happen, either the despair which has scrapped\ndemocracy into the discard in Europe is going to grow and that form of\ngovernment will collapse and disappear, or if we are but stout-hearted\nenough and loyal enough to our own beliefs in it, our example will again\nfire the world as it once did. We will save what we have established and the\nfuture race will bless us for having not been afraid in an hour of peril and\nan hour of doubt.\nYou cannot do that; I cannot do it; no Red speaker; no newspaper can\ndo it. The answer to that thing lies in the hands of the teachers of the\nUnited States. And the place where should be planted the seed that is to\ngrow into this great tree that is to shelter and preserve our liberties is in\nthe kindergarten.\nDiscipline, humility of spirit, an inquiring mind, and an unselfish willing¬\nness to suffer if necessary that the future may be safe is the thing that only\nchildren can learn, but which, when they have learned, places haloes on\nthe heads of men and women.\nI do not know whether any of you have ever disturbed an ant hill. I\nhave. You find it in a field, a pile of sand it seems to be ; you take a walking\nstick and stir it, and instantly there comes out of it at a dozen or a hundred\nplaces an army of ants, scattering away, and every one of them is bearing and\ncarrying to safety a young ant. The instinct of saving the youth of the race\nbegins with the very lowest form of animal life. It is the strength of the\nmountain lion just as it is the first thought of the ant in the presence of'\ndanger. So far as human beings are concerned, the protection of the next\ngeneration is largely a question of the extent and character of the education\nwe can give them to make them fairly safe in this dangerous world. We\ncannot do less by our young than the ants do. We should not do less by\nour young than the wrens do. You and I, whether as parents or teachers,\nmust combine to see that youth, which is now looking to this older generation\nwith rather grave misgivings, and some of them very decidedly justified\nmisgivings, is endowed with the spirit which only trained and disciplined\nminds can give them, to make of this world in which we have done some\nbrilliant things and some quite dull and deadly things a finer place for our\nspirits to dwell in than our generation found it at the hands of our fathers.\n\n"}
{"page": 114, "printed_page": null, "text": "108\n\nNational\n\nEducation\n\nAssociation\n\nWHAT\n\nEDUCATION\nAND\nECONOMIC\nHERITAGE\nWE HAND\nTO OUR CHILDREN?\n\nWILLIAM\n\nE. SWEET,\n\nNRA,\n\nCHIEF,\n\nWASHINGTON,\n\nEDUCATIONAL\n\nD. C. J AND\n\nFORMER\n\nSECTION,\nGOVERNOR\n\nPUBLIC\nOF\n\nSHALL\n\nRELATIONS,\n\nCOLORADO\n\nIt is a truism to say that one of the necessary qualifications of a teacher\nis to cause his pupils to like the subject being taught. This is difficult to do\nat times but your success as a teacher of economics will be in proportion as\nyou succeed in arousing an interest in and creating enthusiasm for this\nsubject in the mind of your pupil. Now is a very propitious time in which\nto do this, for everyone has felt the pinch of the depression. If John’s father\nhas lost his job after many years of faithful service, John will want to\nknow why. Under these circumstances, it is much easier to focus his mind\non economics than would otherwise be the case. Economics interests every¬\none these days, young and old, rich and poor.\nThe successful teacher should lose no opportunity to secure outside\nspeakers who will enliven and maintain the interest of the pupil in the\nsubject. This is important because economics is apt to be, at best, a rather\ndry and abstruse subject.\nIn this connection a word should be said about propaganda. The inter¬\npretation of the law of the land, free from partisanship, can by no stretch\nof the imagination be construed as propaganda. I refer to this because you\nmay find that certain groups of citizens, whose business might become the\nobject of criticism, or newspapers might object to bringing in outstanding\neconomists to address high-school students. The time has gone by in our\npublic schools when such an objection can be raised against the intellectual\nstimulus which able men can bring to youth.\nAgain we should not hesitate to bring any subject into our class in eco¬\nnomics because it lies in the zone of disagreement. When we are careful to\nhave both sides of a question presented we should let debate and discussion\nhave full sway no matter where it leads. Before the class session closes, the\nteacher may wish to gather up the loose ends of what may have been perhaps\nloose and not constructive thinking. But in doing this the teacher will not\nattempt to impose limits to the freedom of a student to express what he\nthinks, whether\n\nthis be ultra-conservative or ultra-radical.\n\nIf, as Glenn Frank told us Monday night, “Democracy in America\ndepends on our ability to solve our economic problem,” then the subject\nof what economic heritage we hand to our children becomes of vital and\nparamount importance. We are now dealing with fundamentals in educa¬\ntion, and education is the bulwark of our democracy. We are now having in\nthe world today visible proof of this truth. Italy is governed by a dictator.\nGermany by a still more ruthless dictator. Russia is committed to com¬\nmunism. We remain a democracy. Why? Because our people know that\nthey can express their political and economic opinions at the ballot box and,\nwhat is more, have their opinions heeded.\n\n"}
{"page": 115, "printed_page": null, "text": "General\n\nSessions\n\n109\n\nIn 1932 we elected a new political leader from the opposition party. In\n1933 we inaugurated him President at a time when we knew not what a\nday might bring forth. We gave this President greater power over life and\nproperty than had ever been given before to a President in peace times and\nwe did this without the erection of a barricade anywhere in the land,\nwithout the spilling of a drop of blood. We did not change the color of our\nshirts, and we kept our shirts on. Our President today sails the fair seas in\nsearch of rest and recreation. He went away confident that democracy in\nAmerica would still abide when he comes home. But why this unperturbed\nspirit in the midst of turmoil and upheavals which are shaking governments\nto their foundations? It is because of the confidence we feel in the stability\nand perpetuity of our government, and this confidence will continue as long\nas we educate for democracy. I am less concerned about the form of de¬\nmocracy than I am about its spirit. Its form may change; its spirit must\nendure. Flag drills in public schools are well, but I crave a self-imposed\nrespect for the flag as against any imposed drill or discipline. I know this\nis an ideal. I trust we may soon reach it.\nIn the midst of a world of bewildering change we cannot\n\nexpect that\n\neither democracy or economics will remain static. When democracy becomes\nstatic it ceases to be democracy. It is inevitable that economics will change\nin a world dominated by science and the mechanization of industry.\n\nCertain principles of economics are fixed and determined but the methods\nby which these principles are made operative will change from time to time.\nFor instance, President Hoover attempted to corner the wheat market of\nAmerica in order to regulate the price. He could not do it— there was too\nmuch wffieat grown. Today we are endeavoring to affect price by limiting\nproduction until demand balances supply.\nNow this method greatly perturbs Dr. Frank and others who tenaciously\nhold, I think as a matter of sentiment, to unlimited production. They say,\n“We will never solve the paradox of want by doing away with the plenty.”\nThis argument is totally outside the realm of reality. We are not told what\nto do with the surplus production. A panegyric to production does not\nsolve the problem of over-production when there is not sufficient purchasing\npower among the people with which to buy it. It is a waste of time, money,\nand energy, as well as terribly depressing to the spirit of the producer, to\nmake more things than can be sold or to grow more foodstuffs than can be\nmarketed.\nI have raised this question not entirely in a controversial spirit but\nbecause it offers a good illustration of the change of method in trying to\nsolve an intricate economic problem.\nIf ours is a government\n\nof and for and by the people, then the economic\n\nheritage we hand down to our children will be characteristic of our govern¬\nment. It is a fact that heretofore much of our economic practise has borne\nno semblance whatever to the spirit of democracy. I quote from the speech of\n\n"}
{"page": 116, "printed_page": null, "text": "110\n\nNational\n\nEducation\n\nAssociation\n\nPresident Roosevelt at the opening assembly of the Code\nConstitution Hall, Washington, March 5, 1934:\n\nAuthorities at\n\nWe undertook by lawful constitutional processes to reorganize a disintegrated\nsystem of production and exchange. The methods and details of that reorganization\nmay and will change from year to year, but it is very certain that the American\npeople understand that the purpose of the reorganization is not only to bring back\nprosperity — it was far deeper than that. The reorganization must be permanent\nfor all the rest of our lives in that never again will we permit social conditions\nwhich permitted vast sections of our population to exist in an un-American\nwhich permitted a mal-distribution of wealth and power.\n\nway,\n\nIf we succeed in securing a wider distribution of the national income and\ncure the “mal-distribution of wealth and power” we shall then have an\neconomic order in this country more in keeping with the ideals of democracy,\nfor we will not then permit the concentration of wealth in the hands of the\npeople while the many suffer for the necessities of life. Far better for the\neconomic life of a community that thirty men should have an income of\n$3000 each per year than that one man should have an income of $90,000\nper year.\nThe economic heritage which we hand to our children must be character¬\nized by an effort to bring economic security to all. I know this is a diffi¬\ncult thing to do, but it can be done if we have the will to do it. Greed,\nselfishness, and a society characterized by cupidity and acquisitiveness have\nkept us from it. Many corporations, by a fair division of the profits, are\ntoday employing as many people as they ever did and at the same wages.\nWhen business was prosperous, cash and stock dividends did not absorb\nall the surplus earnings to the great advantage of the stockholders and to\nthe disadvantage of the worker. I refer to such concerns as the EndicottJohnson Shoe Company whose labor policy is a model of cooperation between\nemployer and employee in the distribution of the profits which accrue to\nthe business. The Wrigley Company, Chicago, has a million-dollar fund\nvoluntarily set aside to insure the worker against unemployment. The\nGeneral Electric Company also has such a fund. In the future such policies\nwill not be left to the goodwill of the employer, but in times of prosperity\ncompanies will be compelled by law to share their profits with the worker.\nSince all this is new in economics it is under attack by the strict consti¬\ntutionalists who say property cannot be taken away from its owner without\ndue process of law. Of course not. Nobody wants to do this in any way\nexcept by legal processes. The modern economists say “change the law” and\nthen let the Supreme Court determine whether or not it is constitutional.\nI have no fear of a court which makes a decision as sweeping as was the\ndecision in the recent New York milk case. The Court said: “Neither\nproperty nor contract rights are absolute ; for government cannot exist if the\ncitizen may, at will, use his property to the detriment of his fellows, or\nexercise his freedom of contract to work them harm. Equally fundamental\nwith the private right is that of the public to regulate it in the common\ninterest.”\n\n"}
{"page": 117, "printed_page": null, "text": "General\n\nSessions\n\n111\n\neconomic heritage which we must hand to our children will be\ntotally unlike the heritage which we have received from our fathers. We\nreceived a heritage of laissez faire which produced unfair competition,\nsweat shop labor, and child labor. T his is gone. On the other hand a new\nera has come, in which an attempt will be made to infuse industry with such\nmeasure of control as will guarantee the worker a good life while at the\nsame time conserving individual initiative and enterprise.\nThe heritage which we will hand to our children must iron out the\nhills and valleys of prosperity and depression, made possible by scientific\nexperimentation in economics.\nThe\n\nA noted publicist of England once said, “We cannot in the end rejoice\nis in our\nin anything less than the whole scheme of things.” Whatever there abolished\nand\nout\ncast\nbe\nmust\nrejoicing\nbring\nnot\neconomic life which does\nto the end that the years of this complicated economic machine shall mesh\nand thus bring happiness, contentment, and the abundant life for all. You\nrepresent an indispensable agency in bringing about the New World for\nas it has been said of old, “No man putteth new wine into old wine-skins\nelse the wine will burst the skins, and the wine perisheth, and the skins;\nbut they put new\nNATIONAL\nMRS.\n\nwine into fresh wine-skins.”\nCONGRESS\n\nB. F. LANGWORTHY,\n\nOF\n\nPRESIDENT,\nTEACHERS,\n\nPARENTS\nNATIONAL\n\nWINNETKA,\n\nAND\nCONGRESS\n\nTEACHERS\nOF\n\nPARENTS\n\nAND\n\nILL.\n\nThis organization was formed in 1897 as an outgrowth of the movement\nfor parent education engendered by the continuous teaching of Felix Adler\nof New York, Elizabeth Harrison of Chicago, and G. Stanley Hall of\nMassachusetts. Like the other groups formed approximately at the same\nperiod, the motive for this one was the education of the mother for her job\nas the first teacher of her child. For ten years it was called the Congress of\nMothers ; parents were added in the form of parent-teacher associations in\nan effort to bring the home and school into a closer understanding and\ncooperation.\nIn the thirty-six years of its existence it has gained over a million and a\nhalf of members from every walk of life representing “all of the children\nof all of the parents” as William Hawley Smith used to say. Every state\nexcept one is organized as a branch of the National Congress including the\nTerritory of Hawaii, while Alaska and Nevada have many individual\nmembers.\nFor about ten years thruout the association there was a propensity for\nmaking money to purchase equipment for the school and playground, a habit\nso strongly fixed that it has been hard to break, because it was, perhaps,\nthe easiest way to ingratiate the school staff and, on the other hand, it was\nthe easiest way for the school staff to keep the mothers busy and willing\nto let the staff run the school without their interference.\n\n"}
{"page": 118, "printed_page": null, "text": "112\n\nNational\n\nEducation\n\nAssociation\n\n1 here is still a good deal of money-raising in parent-teacher associations\nbut it is mostly for buying shoes and food for little ones who could not\notherwise go to school at all.\nWe have learned at last that the function of a parent-teacher association\nis not to buy equipment for schools but to study facts and to create public\nopinion in favor of adequate schools and adequate education for every child.\nStudy classes are taking the place of money-raising ventures for we know\nthat we cannot intelligently help save our schools unless we know what outschools mean to our children; and we cannot save our homes unless we know\nwhat a good home means to them in health, in security, in happiness.\nI he National Congress has its official monthly magazine, Child Welfare;\nit publishes many leaflets, pamphlets, and a few books, the latest of which\nare: the Fourth Yearbook on Parent Education by Ada Hart Arlitt, and\nOur\n\nPublic Schools compiled\n\nand edited by our chairman\n\nof the Committee\n\non School Education\n\nand your field secretary, Chari Williams. Last year\nwe had sixty-two hundred study groups enrolled ; many more are being\nformed around this book on the history and functions of public schools,\nwhich should be studied not by parents alone but with the helpful discussion\nof the teachers within the groups.\nThe schools of America will be saved but it will not be by the parents,\nor the teachers; it will be by the combined efforts of all of them, working\nhand in hand.\nSupplementing\n\nthe three most important policies of the Congress, that\nwe shall forever be non-partisan, non-sectarian, and non-commercial, are\nthe following principles, stated informally:\nWe\n\nbelieve in universal free education, and in equal opportunities for all children\nregardless of their station in life, race, creed, or the ability of parents to pay\ntaxes.\nWe believe in adequate state distribution of funds, and, if an emergency\nexists,\nin federal aid for schools. We believe education is one of the chief functions of\ngovernment, and urge our state legislatures as well as Congress to adhere to the\ncon\\ iction of the founders of our country that education must forever be encoura\nged.\nWe believe that education should be designed to develop the intellec\nt, the body,\nand the spirit of the child today as well as for his future position in adult\nsociety.\nWe believe that the social and creative studies which prepare a child for the\nin¬\ncreasing leisure provided by changes in our business and industrial life are\nof\nthe greatest value and instead of being curtailed, should be more fully\ndeveloped.\nW e believe that boards of education should be composed of\nintelligent, honest,\nand interested laymen who will administer the business of raising\nand spending\nschool revenues wisely, and employ a competent superintende\nnt,\nleavin\ng him to\nadminister the school system.\n\nWe believe in simple, attractive school buildings, with each school\npresided over\nby a trained educator as principal. We believe that the teachers should\nbe well\ntrained for their profession, well paid for their services, and well fitted\nfor leader¬\nship in the life of the community.\n\n"}
{"page": 119, "printed_page": null, "text": "General\n\nAMERICAN\nRUSSELL\n\nCOOK,\n\nNATIONAL\n\nAMERICAN\n\nLEGION\n\nDIRECTOR,\n\nLEGION,\n\n113\n\nSessions\n\nAMERICANISM\n\nINDIANAPOLIS,\n\nCOMMISSION,\n\nIND.\n\ninterest of the American Legion in education is based upon one\ncardinal principle, and one only. It is my thought and wish to impress upon\nyou the sincerity of our organization in that principle. The Legion is eager\nto cooperate in promoting the welfare of our schools and education in general.\nIt has a very definite reason.\nThe time is not far distant in the past when the educator, especially in our\nrural communities which comprised a great part of our population in the\nThe\n\n’80’s and ’90’s, was the purveyor of news to a large degree. The teacher\nwas looked upon, and rightly, as the leading figure in the community who\ncould interpret the big issues of the day. The duty of the teacher now is\nto provide the groundwork, the education, to enable the child to do his own\nthinking and to form his own views on vital subjects. That is the heart of\nthe principle of education in which the Legion is most interested. It is the\nheart of the principle that was recognized and put into practise by George\nWashington\nthe Potomac\n\nwhen he founded one of our first free public schools across\nRiver in Alexandria, Virginia.\n\nThe father of our country had in mind the objective of fitting and pre¬\n. He\nparing the bovs and girls for their duties as future American citizens\nreasoned that if the American people in the years to come, who were just\nfreed of British rule, were to govern themselves successfully, they must fit\nthemselves for that duty. The American Legion feels that same way about\nour people and our republic today. In furtherance of that thought, we feel\nif our republic is to be truly a government of the people, by the people, foi\nthe people,” then our children must have the proper education which will\nenable them to do their own thinking later in life.\nIn accordance with that principle, we believe the teaching of strange tenets\nin government has no place in the schoolroom. We are positive that the\nteacher steps out of his proper sphere when he becomes a propagandist. In\nthe last few years there has grown up a movement in which too many of\nour teachers are creating ideas in the schoolroom for what is called a new\nsocial order. The American Legion is opposed to that movement. We say\nthat it is not the mission of the teacher to lead the child into believing we\nshould have a new social order, but that it is his mission to educate the child\nso that it can take its proper place in whatever social order exists when it\ncomes to maturity- We believe the teacher’s mission is to educate the child\nin the fundamentals in order that when manhood or womanhood is reached\nhe or she may assume citizenship responsibilities, can judge between right\nand wrong, and can weigh the consequences of an act and be capable of dis¬\ncharging his or her duty and raise a voice in self-government in the right\nway to protect the principles on which our republic is founded.\n\n"}
{"page": 120, "printed_page": null, "text": "114\n\nI he members\n\nNational\n\nEducation\n\nAssociation\n\nof the American\n\nLegion were rudely awakened to the neces¬\nsity of more general education while serving the flag of our country on the\nbattlefields of the World War. At no other period in our national history\nhas the importance of education been more pronounced than during the war\nwhen members of the Legion experienced a handicap which a lack of school¬\ning placed upon comrades. In almost every outfit we found American boys\nserving in a far-off country, unable to read the letters they received from\nhome, unable to write, and unable to read orders issued to them. A most\npitiful incident of our service was to see some young fellow holding a news¬\npaper from home, hesitant, with longing eyes, to ask some buddy to give him\nthe news. Or, to see those same boys hanging around the bulletin boards in\ntheir camps, drinking in the comment of comrades regarding the orders\nposted there. More than one tragedy resulted from the inability of a soldier\nto understand properly the orders of their superior officers. That is one\nreason why the American Legion today is eager to give every American\nboy a chance to receive an education. It is the human interest touch that\ngives sincerity of purpose to our understanding and desire to promote every¬\nthing for the welfare of our schools.\nWith\n\nsuch incidents of the war fresh in mind the returned soldiers who\ncomprise the American Legion today took initial steps in proposing a plan for\nstimulating interest in the work of the schools. In creating the Americanism\nCommission, the Legion provided in its charter to emphasize and to pay\nparticular attention to the education of the foreign-born with the view of\neliminating illiteracy in this nation of ours. The Americanism Commission\nsought the assistance of the National Education Association in establishing\nan annual program in which the American people might dedicate themselves\neach year to the ideal of self-government based upon an enlightened citizenry.\nOut of that thought was born American Education W^eek. In this program,\nthe American Legion and the National Education Associati\non invited the\ncooperation of the United States Office of Education, which is now one of the\nsponsors of that annual activity.\nNext, plans were developed for the Americanization of the foreign-born.\nOur Commission realized that aliens in this country must have help in fitting\nthemselves to accept the responsibilities of American citizenship and in\nunderstanding and solving the problems of everyday life in America. Schools\nfor these aliens were established by American Legion posts in cities where\nthe foreign-born population was sufficiently large, and steps were taken to\nhelp them. Last year 1415 of our posts were conducting such schools, giving\nproper leadership to aliens, teaching them the English language, and finally\nleading them into our federal courts to obtain naturalisation papers.\nThruout the years since 1923, another national activity has been success¬\nfully promoted by our organization. It is the American Legion school award\nplan. It embraces the recognition and promotion of five qualities which\n\nevery good citizen should possess. These are honor, courage, scholarship,\nleadership, and service. The medal is awarded in contests in which these five\n\n"}
{"page": 121, "printed_page": null, "text": "General\n\n115\n\nSessions\n\nqualities are judged in each pupil. Approximately 5000 of these medals are\nawarded by Legion posts each year, only one to any grade school a year.\nTime will not permit a detailed review of all our Legion efforts in pro¬\nmoting education. We have a flag educational program thru which we\npropose to inform the boys and girls of the proper respect for and use of the\nnational colors. We have a National Interscholastic Oratorical Contest\nplanned to be inaugurated this fall and to be carried into every high school\nof the nation. Over a period of years, members of the American Legion\nand teachers of our educational institutions have had many things in common.\nThe American Legion and the National Education Association have worked\nhand in hand in the interest of our schools. Our relationship has been most\nfriendly and constructive. I am sure that our continued efforts, as they\nbecome cumulative in time, will have a beneficial effect on our national life.\nJust recently our bond of friendship has been most firmly cemented, altho\noccasioned by the greatest crisis thru which our country has ever passed in\npeace times.\nA year ago, under the disguise of economy, an avalanche of gifted orators\nswept this nation, attacking the American Legion and the public schools of\n\nthe country. The big time, all-convincing argument of this organization,\nand I refer to the National Economy League, was to reduce taxes. What\nthey failed to explain was that a group of big income people sought to shift\nthe burden onto the backs of the already over-burdened average American\ntaxpayer. During times of economic emergencies we always have a group\nof self-styled economists who point their finger first at the school teacher,\nthe schools, and the veterans. In the language of these people, school budgets\nand veteran compensation must immediately be reduced, or curtailed. They\ngroup the veterans, or war-time defenders, and the teachers, or peace-time\ndefenders of this nation, in their attack.\nThe American Legion has experienced such tactics before and was quick\nto rally to the cause of education and come to the assistance of the educa¬\ntional authorities last year. Having experienced in past years the motive\nbehind their attack, and the way these people think, the Legion anticipated\nthis last move and quickly placed itself officially on record in support of\neducation. We declared that the security and perpetuity of this nation\ndepend upon the patriotic education of youth. Standing squarely upon that\nprinciple, the national convention of the American Legion in Chicago last\nfall adopted the following resolution:\nEducation is a prime requisite to good citizenship and a thoro\nWHEREAS,\nprogram of education is even more essential in troubled times like the present than\nusual, and\nWHEREAS, There seems to be a tendency in some quarters to make educational\nappropriations carry more than their share of reductions for the sake of economy;\ntherefore be it\nResolved,\n\nBy the American\n\nLegion,\n\nin its Fifteenth\n\nAnnual\n\nConvention\n\nassembled,\n\nthat it is the sense of this organization that education should be given its proper\nconsideration by legislative bodies and should not be made to bear a major part of\nthe sacrifices for economy.\n\n"}
{"page": 122, "printed_page": null, "text": "116\n\nNational\n\nEducation\n\nAssociation\n\nThis was followed on November 19, 1933, by the National Americanism\nCommission meeting at the national headquarters in Indianapolis, asking\nthe full support of 11,003 American Legion posts thruout the nation in\nrelieving the critical situation with which our schools were confronted.\nLhe Commission recommended that every state or department, and every\npost, immediately appoint a standing committee on education to cooperate\nwith school authorities. It was officially requested that particular attention\nbe paid to the budgetary conditions of our schools within the areas served\nby the department or posts, and that full cooperation be given to the end\nthat education would not be hampered by reason of the financial crisis.\nIt is with the greatest feeling of pride that I carry to you the good news\nthat in the departments of the American Legion in the United States, all\nbut five appointed a state committee on education which has worked dili¬\ngently and efficiently with the state educational authorities. They have aided\nin devising ways and means to insure the continuation of our educational\nprogram in our respective states. Approximately 1000 American Legion\nposts virtually saved the school terms in their respective communities.\nThe results of this American Legion effort in behalf of education during\nthe last year have been extremely gratifying. Thru the consideration and\ngenerosity of the National Education Association, citations have been\nawarded to those posts having an active committee on this subject. In ad¬\ndition, the departments of the Legion which have been active in this cause,\nwill likewise receive a citation of the National Education Association ex¬\npressing appreciation for their efforts.\nIn virtually every state of the Union the president of the state teachers\nassociation has been invited to appear on the convention program of the\nAmerican Legion, at which time the citations will be presented. This public\nevidence of cooperation will have a very wholesome effect and I am sure\nthat the same extension of courtesy on the part of the state teachers associa¬\ntions to our department commanders will bring about favorable results.\nIn closing, I wish to leave with you the thought that it is not the purpose\nof the American Legion to tell you how to run the schools, or what educa¬\ntional policies you should follow. The American Legion wishes to be only\na cooperating agency. We are willing at all times to help the school authori¬\nties with the end in view of making it possible for every boy and every girl\nin the United States to receive an education that will prepare him or her as\na true American citizen.\n\nDAUGHTERS\nMRS.\n\nRUSSELL\n\nWILLIAM\n\nDAUGHTERS\n\nOF\n\nTHE\n\nOF\n\nTHE\n\nMAGNA,\n\nAMERICAN\nPRESIDENT\n\nAMERICAN\n\nREVOLUTION\n\nGENERAL,\n\nREVOLUTION,\n\nNATIONAL\n\nWASHINGTON,\n\nSOCIETY\nD. C.\n\nMany do not realize that the D. A. R. received its charter from the\nUnited States Congress in 1896 as an educational institution. As such we\nare a potential power for good thru our many committees which concern\nthemselves with teaching and thru student loans and scholarships which\n\n"}
{"page": 123, "printed_page": null, "text": "117\nGeneral\n\nSessions\n\nprovide the means of both acquiring and diffusing knowledge. We have\nseventeen schools which have our concentrated interest as a national group.\nIn addition to these are many in which our state societies are locally\ninterested.\n\nional\nThe Daughters of the American Revolution stand for all educat\nmeasures, for character building, good citizenship, and the assuming of the\nresponsibilities pertinent thereto. We have adopted a good citizenship medal\nfor: Honor, Service, Courage, Leadership, and Scholarship.\nAt our 1934 Congress, the Society adopted as a national enterprise an\nin senior\nannual good citizenship pilgrimage of students from each state. Girls\nhigh schools are chosen on the basis of dependability, service, leadership,\nand patriotism.\nThe children of today are the citizens of tomorrow, and we believe proper\nbe given in their formative years before voting age. Oui\nstu¬\nstudent loan funds are in line with our educational program. Loans to\ndents who have shown their worthiness, in order that they may complete\nmade\ntheir higher education, have proved to be as sound as commercial loans\nin business circles.\nguidance\n\nGreat\n\nmust\n\ncare is exercised in making\n\nthese loans only to those who\n\nare of\n\ns\ngood character and who have shown ability in scholarship that wanant\nare limited\nthe completion of their education. 1 he fact that these funds\nwho\nand are rotary in their operation is the impelling urge to a student,\nterms and\nhas been so aided, to make any sacrifice necessary to meet the\nthe conditions of repayment in order that others just as worthy may enjoy\nloans are not\nthe same opportunity to complete their college courses. These\nmany\nmade to finance the entire cost, as opportunities for self-help are so\nthat students can, without detriment to their student work, earn a portion\nwhatever\nof the cost and demonstrate their ability and willingness to do\nof the\ntheir hands find to do. To supplement these efforts is the purpose\nstudent loans.\n\ns\nSpontaneously this movement has grown from year to year, and chaptei\nwas reported\nand states have increasingly established funds, so that in 1933 it\nquest\nthat more than 1600 students had been assisted in continuing their\nD. A. R.\nfor higher learning and that $280,000 had been lent by various\nof a student loan\nchapters for this purpose. Our goal is the establishment\nstudents aided\nfund in every chapter to the end that the number of worthy\nmay be increased manyfold.\nnt loan funds has\nThe opportunity for service in the work of the stude\nty that a few\nimpressed itself so strongly and favorably upon our Socie\n\nmovement and pro¬\nyears ago it created a national committee to further the\nno attempt\nmote the work to the fullest extent. In administering these funds,\nand each chapter\nhas been made to standardize qualifications, and each state\nvaried conditions\nhas been encouraged in adopting its own form to meet the\nexisting in its particular locality.\npt to administer\nThe personal contact is so very important that any attem\npleasure and\nthru a national organization would rob it of the very grent\n\n"}
{"page": 124, "printed_page": null, "text": "118\n\nNational\n\nEducation\n\nAssociation\n\npride that it gives to the individual members of a chapter in making so\nvaluable a contribution to the cause of higher education, to the building\nof character and citizenship, and to the strengthening of the bulwarks on\nwhich\n\nour nation must\n\npeople.\nThe\n\nachievements\n\nwho\n\ndepend\n\nfor support\n\nand growth\n\nand service to its\n\nof the boys and girls who have been so assisted and\nhave taken their places in the communities where their lots have been\n\ncast, are reflecting credit and glory to the sacrifices made for them and\nare a compensation not measured in dollars and cents, but in a more intelli¬\ngent leadership and a higher type of 'citizenship than would\nbeen possible.\n\nhave otherwise\n\nOf late it has become the fashion of many older public speakers to decry\nyouth. Have they so soon forgotten? The eternal bridge between the older\nand younger generations can be spanned by patience, tolerance, and under¬\nstanding on both sides. Adult education is doing much to close this gap.\nWhat type of older generation will develop from today’s youth is a constant\nchallenge to us all. Our pledge to be true to the past and preserve it, can\nonly be kept if we do our individual best to safeguard the future by proper\nimmediate\n\ntraining. To decry youth is to admit our own intolerance. Young\npeople look to us for understanding. May we never fail them. We should\naccept the attitude of our forefathers and foremothers\nand understand the youth of today.\nToday’s\n\nto build, to educate,\n\nfrontiers consist of proper training, and are spiritual rather than\n\ngeographical. Today’s problems for everyone are different. Transportation,\nscience, digest forms of reading, ideas in capsules, are bewildering forces.\nOur individual ideas and concepts encompass the globe. The radio precludes\nthe possibility of being just local, whether\nDesert. The\n\nmovies have taught Mr.\n\nat the Poles or in the Sahara\n\nand Mrs. Universe\n\nlives. These self-evident facts can no more\nturned backward.\nOur\n\nyoung\n\nhow\n\nbe changed\n\nthe other half\n\nthan can time be\n\npeople are living in a different age than was\n\nours, and I am\n\nconfident that they will meet this challenge of selection of ideas with intelli¬\ngence\n\nand\n\ncourage,\n\neven\n\nas did Washington\n\nat twenty-one,\n\nat twenty-six.\nI believe implicitly in affirmative thought. The\n\nand\n\ncharacters of the heroes\n\nand heroines of yesterday were great because they were\n\ncourageous,\n\nhonest, and held to visions with a sense of purpose. Determination\nright brooks no argument.\ncountry\n\ndemonstrate\n\ntrophy to Annapolis\nments,\n\nThe\n\nLincoln\n\npositive,\nin the\n\ncharacter of a people and the character of a\n\ntheir positive sides. Our\nand one to West\n\nSociety, each year, gives a\n\nPoint at their respective commence¬\n\nand it is noticeable that the recipient is distinguished\n\nfor “positive\n\ncharacter.” Positive means declarative and affirmative. How healthy it would\nbe if people would adopt affirmative thought and positive ideas !\nAs an educational society, we the members of the N. S. D. A. R. must con¬\ncern ourselves deeply and seriously, as a patriotic duty and as women, with\nthe question of the drastic economy\n\nin public school education.\n\n"}
{"page": 125, "printed_page": null, "text": "119\nGeneral\n\nSessions\n\nl our\nThe education of our youth is America s main industry. 4 o imperi\nis to do so at\neducational system is courting disaster. To curtail education\ngo\nnational peril. Education of the youth, and of the adult also, must\nt that\nforward. Those who would decry this educational program forge\nthru\ndeath alone stops education. At the present time you and I are going\nstimulation.\na serious period of adult education of inestimable value and\nenlightenment on\nTo allow even one day to pass without some form of selfdevelopment. The\npresentday problems is to lessen the scope of individual\nclassroom is the cornerstone of our future building.\nl and\nWhether building a people or a nation, proper laws, fundamenta\nt pro¬\nstabilized, and education for character building are the only correc\non the\nds\ndepen\ncedures and preclude argument. The character of a nation\nthen in\ncharacter of her people, and character is developed first in the home,\nbe made avail¬\nthe school, and later thru experience. Hence, education must\nable to all. Only thru education can democracy survive.\nmeans of\nThe founders of the republic advocated education for all, as a\nby our foieperpetuating the democratic form of government conceived\nof the Consti¬\nfathers. Madison, who was largely responsible for the adoption\n, without\ntution by the thirteen colonies, said : “A popular government\nto a farce,\npopular information, or means of acquiring it, is but a Prolog\nown governors\nor a tragedy, or perhaps both. People who mean to be their\nus.” Not educa¬\nmust arm themselves with the power that knowledgebutgives\neducation for all, if\ntion for a selected few did these leaders advocate,\nthis government for a free and independent people is to prevail.\nexpand\nIf the coming generation has more leisure time, the schools must\nto\nto meet the need. It will be an ever-increasing duty of the public school\ntheir own\ntrain all the youth of this land to utilize this leisure, not only for\nadvantage, for the benefit of the individual, but foi society as well.\neducational\nCertainly at no time in the history of our republic has a sound\nperiod. Thru\nprogram been more necessary than in the present precarious\nn oui selves.\nour educational advantages we believe ourselves prepared to gover\nbetter educational\nWe must see to it that those who come after us have even\nthis seiious situa¬\nfacilities. Men and women should give thoughtful study to\nng to serve on boards of education and assume their indi¬\ntion by being willi\nvidual responsibilities.\nMen and women of all classes are athirst for knowledge, especially curient\nlocal\nknowledge of the world at large. I have urged more active interest in\nlibraries. Recent events have sent more people to libraries than ever before.\nof oui\nSupport of library w7ork is true patriotic education. It has been one\nwe\nmain endeavors to see to it that the libraries in the schools with which\nof\nwork are commensurate with the requirements of the respective boards\ngenea¬\neducation. We can refer with just pride to our own historical and\nas an\nlogical library, containing some 24,000 volumes, which is maintained\nnow7\nopen library. Our library has a remarkable family index filing system,\nnumbering over 300,000 cards.\n\n"}
{"page": 126, "printed_page": null, "text": "120\n\nNational\n\nEducation\n\nAssociation\n\nThe opportunity is immediate. The answers to the puzzling questions\nof the day lie in your own hearts. As a personal pledge, one could well say:\nI will not confound\n\nwith criticism.\n\nI will inform myself to the best of my ability.\nI will be a constructive, intelligent citizen, friend, neighbor, and teacher.\nI will not complain, I will be loyal.\n\nIt is a time for action, not argument; and that action must be united.\nPut aside selfish aims and self-interests. Never stand still, but grow. Vision\nwith clear sight and sane mind. If you do the day’s task, you do your part ;\never mindful that righteousness exalteth a nation!\nI he National Society Daughters of the American Revolution participated\nin American Education Week, last November, since education is a funda¬\nmental principle of our Society in all its work. Education is the guaranty\nof a civilized people. More active interest in boards of education, in the\ncurriculums, in the schools themselves would be helpful to scholars, teachers,\nand parents alike. I believe in more study of practical applied economics,\ngovernment, and domestic science. I use the words practical and applied\nbecause the student should be taught how , when } and why to use his knowl¬\nedge rather than theories about specific subjects. Reverence for the nation’s\nfounders and interest in schools fit in with our conservation of the values of\nthe past, and the constructive growth of the future. The D. A. R. in many\ncommunities cooperates with the public schools.\nThe exigencies of each age and time call its leaders and its youth. History\nis the echo of their deeds and words. T. he D. A. R. preserves and keeps alight\nthe lessons of history. 1 emphasize light because we must have it to live.\nI he founders of our Society possessed it; that inner glow which warmed the\ndesire to create, to build, to vision clear for the tomorrows. Dedicated monu¬\nments are the torches of a prideful past for us to see, to hold fast to funda¬\nmentals, to cherish ideals, and respect the past; but we must let the light of\nprogress lead us, not blind us.\n\nI believe in the faith of our forefathers, the hope of impro\nvement, and\nthe charity of human kindness. These form a daily religion\nnecessary to\na betterment of conditions. I cannot preach or tolerate a doctr\nine of hate\nor jealousy or discouragement. Rather, as a leader, I give you\nthe promise\nthat is the teaching of Christ, of hills for uplift, of eternal veriti\nes, of great\nand abiding faith, if only you truly believe.\nAs I stand on platforms and look into alert, intelligent faces,\nI am up¬\nlifted with the splendid promise which lies in our young people\n. They are\nour citizens of tomorrow, and as we deal with them, so do we deal\nwith our\ncountry. We must ally ourselves with our American youth.\nAmerica s common defense is properly trained youth, thru patrio\ntic edu¬\ncation. Right, truth, honesty will rise triumphant in the end. But we must\nwant them with the truth of life itself.\nI have hi ought it to the attention of our Society that we must concer\nn\nourselves deeply and seriously with the question of too drastic\neconomy\n\n"}
{"page": 127, "printed_page": null, "text": "General\n\n121\n\nSessions\n\nin public school education. We need better equipment in character building\nfrom the little red schoolhouse to the halls of Congress. Character building\nis taught and developed in the home and in the church as well as in the\nschool. The financial crisis is swinging thought back to the home ami fire¬\nside of the nation.\n1 believe it is our duty to keep public schools open and in all justice, pay\nteachers their well-earned and deserved salaries. T his is an essential factor\nfor both mental and physical equipment.\nBy installing the best ideas and patriotic education principles in the\nschools and colleges we keep American ideals ever before the youth of our\n\nnation. By holding up to them the mirror of history, we reflect the founda¬\ntions our forefathers found firm enough upon which to build one of the\ngreatest nations on earth.\nTo be true to our forefathers, we must be practical educators. Each in\ntheir time met progress and the changes in their respective eras with de¬\ntermination, courage, and understanding. We need more of these qualities.\nAbove all we need more of the faith which they had in our own countiy.\n\nBy virtue of the authority vested in our Society thru its charter received\nfrom the United States government as an educational organization, it is\npreeminently fitted to stand four-square for an educational program essen¬\ntially patriotic. It is concerned with the proper training of young and old\nto\nalike in the principles of good citizenship. If such societies as ours aie\nseas\nendure, this program is absolute. Ships that are bound for uncharted\nweigh anchors, but never drag them. I o drag them is to impede progiess,\ntion\nand progress we must have in every phase of life or else die of stagna\nand lack of vision. Without vision the people perish.\nGENERAL\nMRS.\n\nGRACE\n\nFEDERATION\n\nMORRISON\n\nPOOLE,\n\nWOMEN’S\n\nOF\n\nWOMEN’S\n\nCLUBS\n\nGENERAL\n\nFEDERATION\n\nPRESIDENT,\n\nCLUBS,\n\nWASHINGTON,\n\nOF\n\nD. C.\n\nProbably no lay organization works more sympathetically or intimately\nin educational matters than the General Federation of Women s Clubs.\nOf its one hundred and twenty-seven activities it is no exaggeration to say\nthat the Department of Education is outstanding. Its chairman is a former\nmember of the Boston School Board. In the past we have had as an adviser\nyour own Florence Hale, and at the present time Bess Goodykoontz is\nserving in that capacity.\nWe have been leaders in educational work. Some time ago we appealed\nto Congress to make a survey and attack actively the problem of illiteracy\nin this country, and under the leadership of the United States government,\nyou know as well as I that real progress has been made in stamping out\nthis blot upon our land.\nNo organization is more keenly aware of the necessity of financial help\nto our young people, and our records show that over a million dollars is\ncontributed annually to scholarship work in this country.\n\n"}
{"page": 128, "printed_page": null, "text": "122\n\nWe\n\nNational\n\nEducation\n\nAssociation\n\nknow\n\nthe fight you are making to save that greatest of all demo¬\ncratic institutions — the public school, and we wish it were possible for the\nwhole of this country to realize that we may artificially cure every ill in these\nUnited States, but if we have not an educated citizenry ready to keep our\ncountry healthy once we have obtained our objectives, all curative work goes\nfor naught.\nW e differ radically, of course, upon the question of cultural versus prac¬\ntical education in this machine age. Some time ago I spent a week-end at\nTallulah Falls Industrial School, high up in the Georgia mountains where\nover three hundred of the best stock of this country get their secondary edu¬\ncation. Their objectives are three — training the heart, the hands, and the\nhead so that a well-equipped young person may go out into the world.\nPerhaps we have over-emphasized in the public schools the training of the\nhead, perhaps we are now tending to over-emphasize the training of the\nhand, but no one can accuse us of over-training the heart, and I believe that\nno educational program can successfully live in this country that does not\nput on a par with the head and the hand, the heart.\nThere are two times in a child’s life when he goes up to the mountain\npeaks. The first is indirect — when he goes to school, perhaps we should say\nhis parents occupy the peaks then. They expect, and have a right to expect\nduring those formative years that the school system will fit the child for\nlife. The second time is when he steps out of the educational world to face\nlife. He expects, and he has a right to expect, that we have prepared a world\nin which he can carry out his ideals. We have, I believe, failed in both\ninstances to measure up to the requirements of this child. May we work\nmore cooperatively and insistently in the future, for upon the success or\nfailure of the citizens of this country to measure up to this challenge we\nbuild our tomorrow.\n\nSAFEGUARDING\nBLANCHE\n\nEDUCATION— STATE\nMC\n\nCARTHY,\n\nHIGH\n\nSCHOOL,\n\nORGANIZATIONS\n\nAPPLETON,\n\nWIS.\n\nIf I were to choose a text for my brief talk this morning, I should base it\non the parable of the mustard seed “which, when it is sown in the earth, is\nless than all the seeds that be in the earth ; but when it is sown, it groweth\nup and becometh greater than all herbs, and shooteth out great branches; so\nthat the fowls of the air may lodge under the shadow of it.” Back in 1853,\nfour years before this National Association was born, a grain of mustard\nseed was sown in Wisconsin when a handful of men felt the need for pro¬\nfessional organization. A paragraph from a report of the state convention\nheld the following year will show how tiny that grain of seed really was.\nThis is the way it runs :\nSo little was felt, by either the teachers of the state or the citizens of Madison,\nthat those who came to attend the Association could find no one expecting them,\nnor that any provision had been made even for a place in which to hold their\n\n"}
{"page": 129, "printed_page": null, "text": "123\nGeneral\n\nSessions\n\nmeeting. They “happened together” at one of the inns of the place, and after much\ntime spent in fruitless search for someone sufficiently interested in the cause to\nprocure them a suitable room, they sallied forth to look for themselves. At length in\nan obscure room in the old court house, of which one of them had obtained the key,\nand by the light of a few tallow candles purchased by one of their number, and\nwhich for want of candlesticks were held by the hands of as many teachers, with\none citizen as a witness of their proceedings, the Association entered upon its busi¬\nness. The records do not tell us how many were present, but, from the recollection\nof all who can be found, we learn that there were but six or seven teachers and\neight or ten book agents at the opening of the session. And indeed this is not to be\nwondered at for a teachers association could not expect to be popular in a state in\nwhich our profession was so lightly esteemed.\n\nThat was a small beginning, but the will to live was there as well as the\nvision of work to be done; and the seed flourished. Nor did these teachers\nconfine their concern to problems within the state. This group was one of ten\nassociations which issued the call for the first meeting of a national associa¬\ntion in 1857. It is not my purpose, in the time allotted me, to go into the\nhistory of the work of the past eighty-one years. Its struggle for a system of\nnormal schools, for grade schools, for coeducation, for better physical condi¬\ntions in the school, for higher qualifications for teachers, and for adequate\nprovision for their welfare are all past history of which we are the bene¬\nficiaries. The important thing has been the spirit of those concerned with\nquestions beyond the four walls of their classrooms. T hru them, this tiny\ngrain of seed has brought forth branches of fruit in many directions. 1 he\ntree is still somewhat lopsided, however, because its growth has come in spurts\nand has not been uniform all over.\nThe enduring success of any movement depends upon the active and per¬\nsistent interest of all who are a part of it. The real work of our professional\norganizations in the past has been the result of the efforts of a few who have\nbeen fired with the crusader’s zeal to struggle for certain ideals. The rank\nand file of the profession have been content to be carried along in the onward\nmarch like so much baggage — the impedimenta of Caesar’s army, so to speak.\nWe have been willing to let a few more ambitious ones do our thinking as\nwell as fight our battles for us.\nToo many of us have developed a one-room outlook in our work. We\nhave been hemmed in by four walls of subjectmatter with our floor carpeted\nwith papers and our ceiling covered with marks. This is the atmosphere in\nwhich we have lived until we have become like so many pigeon holes in the\nschool system. Our pupils run from one to the other getting a little informa¬\ntion here and a little understanding there. We expect them to put the pieces\nof this jig-saw puzzle together into a living life and become intelligent\ncitizens. We have discovered to our sorrow that the results of our efforts\nhave been dull pictures with ill-fitting parts rather than colorful lives, and\nwe have at last come to realize that perhaps the whole of an individual is\nmore than just the sum of the parts. Merely assembling a collection of pigeon\nholes does not seem to turn the trick. It requires some life-giving element to\nmake a real personality. We who are supposed to be helping develop these\n\n"}
{"page": 130, "printed_page": null, "text": "124\n\nNational\n\nEducation\n\nAssociation\n\npersonalities have a great deal to learn from this picture, for the source of\nmuch of the weakness lies within ourselves.\n\nOur own lives have been narrow and limited ; yet we set ourselves up as\njudges of our students. We vote a certain select few into an honor society or\nappraise them for some high award according to their leadership, their\nservice, and their ability to get into the group and play the game. We con¬\nstantly rate them in class on the basis of their all-round citizenship in school.\nAie we expecting more of our pupils in their lives than we are willing to give\nin ours? Are we guilty of a timidity in our professional and community life\nwhich we would not tolerate for an instant in our classes? We stand in the\nsame relationship to our profession that our pupils do to their classes. Just as\nwoman has learned to come out of the kitchen into the larger life of the home\nand the neighborhood, so our teachers must be prepared to come out of the\nclassroom into the larger atmosphere of the school and the community. We\nneed to avoid the provincialism of our own grade and subjectmatter and come\nout into the larger field of general school affairs. We are in no position to lead\nothers into a larger experience in life unless we ourselves are having a share\nin it.\nThis problem of enlarging the interests and the activities of our teachers\nhas been a major concern of our state association for the past few years. Its\nsolution seems to lie in a closer relationship between our local and our state\nassociations. Most of our local groups in the past have been very loose organi¬\nzations representing one of two types. Either they have been active in the fall\njust long enough to select delegates to the state convention, or they have\ndevoted their efforts to problems affecting their own personal welfare and to\nsocial affairs. Many of our localities have not organized at all.\nRealizing what a power these groups could be if they could be encouraged\nto develop year-round programs, and realizing, likewise, its own failure in\nthe past to provide definite leadership for these groups, our association\nassigned this problem to a special committee to see what could be done. Its\nfirst move was to call together in two regional conferences all the heads of\nlocal organizations in the state. So important did-the association regard these\nconferences that it agreed to pay the expenses of the presidents who came.\nThey have become annual affairs and have proved to be a wise investment.\nLocal leaders change so frequently that these meetings are an important part\nof their education. A major part of the day is devoted to a discussion of\ndefinite program suggestions for the year, current educational conditions in\nthe state, and to an open forum on the problems of locals. Thru the chair¬\nmanship of the committee, a clearing-house of ideas is maintained thruout\nthe year. A monthly service bulletin is sent to each president as well as to\nlocal administrators. These not only give definite guidance for local study\nand discussion, but they also give news of what the various locals are doing.\nW e have attempted to get the minds of our teachers beyond the four walls\nof their classrooms into the larger problems of the school so that they may\nhave a better conception of how their work fits into the whole picture. In a\nday which is calling for a more unified society, we are trying to persuade the\n\n"}
{"page": 131, "printed_page": null, "text": "125\nGeneral\n\nSessions\n\nmembers\n\nof our profession to see the wisdom of enlarging their horizon by\nstudying important questions which are of more than casual concern to the\nintelligent citizen. Social and economic trends, the tax problem, local budgets,\nschool finance, knowing our own school system and interpreting it to the\nlayman are just a few of the questions on which specific help has been given.\nAttention is called to current publications which should be read. Important\nnational and state news is relayed to the local groups thru this channel. Each\npresident is on the mailing list for all publicity releases and legislative bul¬\nletins sent out from the state office. Speakers are supplied for meetings, and\nother services are made possible. Reports of_work being done are constantly\ncoming in from local leaders and given publicity, and a comprehensive review\nof the year’s activity in each local is published in the first fall bulletin. They\nhave helped with the speaker bureau and the radio program of the state\norganization, and their work during the legislative sessions has been of\ninestimable value. Recently Wisconsin proposed a 13-point reconstructive\nprogram for education. It is thru the medium of these groups which have\nbeen studying it that we hope to keep it alive until the citizens of the state\nsee fit to adopt it and put its principles into practise.\nThere has been a quickening of interest all along the line, and the result¬\ning support given our state and national associations during these distressing\nyears has been magnificent. Our teachers are beginning to feel they have a\nlarger part in the great educational program of the day, and they sense to a\ngreater degree than ever the importance of the work their professional\norganizations are doing. So great has been the appreciation of the work that\nis being done for them and so insistent has been the demand for an expansion\nof the service that the Wisconsin Teachers Association has employed a full¬\ntime field secretary to devote her entire time to working with these groups.\nWe have traveled far since that early meeting by candlelight eighty years\nago. Slowly the masses of our profession are waking up to a real participa¬\ntion in the work of education in its larger sense. A lack of opportunity has\nbeen responsible in large measure for what has appeared to be indifference on\ntheir part. The greatest investment our state associations can make is in\nencouraging and cementing together these local groups. There must be no\ndictation and no interference in their affairs but rather a readiness to assist\nat every possible point. Only as we enlarge the base of those who are helping\nto shape the policies of our profession can we hope for enduring strength.\nWe should not be discouraged by any slowness in the growth toward professional-mindedness for where there is faith there is no need for haste. I he\ntime is ripe, and the field is waiting for that tiny grain of mustard seed\n“which, when it is sown in the earth, is less than all the seeds in the earth ;\nbut when it is sown, it groweth up and becometh greater than all herbs, and\nshooteth out great branches; so that the fowls of the air may lodge under\nthe shadow\n\nof it.”\n\n"}
{"page": 132, "printed_page": null, "text": "126\n\nNational\n\nEducation\n\nNATIONAL\nCARMON\n\nROSS,\n\nPRESIDENT,\n\nAssociation\n\nORGANIZATIONS\n\nPENNSYLVANIA\nDOYLESTOWN,\n\nSTATE\nPA.\n\nEDUCATION\n\nASSOCIATION,\n\nSomeone has well said that the genius of America has been its power for or¬\nganization. Strangely enough, those groups who would be expected to be the\nmost perfectly organized because of the intelligence of their members, are\nprobably the poorest organized altho much organized. I have reference to\nteachers organizations. I realize, too, that this is not the common acceptation\nof the power of the professional organization of teachers, for during the past\nfew years our organizations have been accused of being anything from lobby¬\nists to racketeers. Paradoxically enough, however, the charges are not com¬\nmensurate with the results.\n\nAny discussion of the national organization of teachers naturally raises the\nmost elemental question as to the advantages of a strong national organiza¬\ntion. The strength of such an organization must depend upon three main\nfactors — its membership, its stall officers, and its objectives. While mere\nnumbers do not necessarily mean strength, nevertheless no efficient organiza¬\ntion can exist without financial sinews and missionaries out in the field. Our\nnational organization with its splendid history and record of professional\nsei vices since its birth in 185/ has a body of fine objectives as enunciated in\nits platform of 1932. Its headquarters are officered by a group of men and\nwomen well trained for Association duties and responsibilities. Its member¬\nship, however, is not indicative of the strength that should be ours. There are\nin America about one million teachers. Of this number barely one-fifth are\nmembers in good standing, altho the state associations fare better, for about\n60 percent of our teachers are members of the state associations. If the\nprofessional interests of teachers can be measured by the degree of their\nmembership in our national organization, then we suffer badly by comparison\nwith other professional groups. Approximately 20 percent of our lawyers\nbelong to their national association altho they probably fill 50 percent of\nour important offices ; 35 percent of our trained nurses are members of their\nprofessional organization; 63 percent of the nation’s physicians belong to\ntheir national medical society, in addition to their county and state organiza¬\ntions; 66 percent of the musicians and teachers of music make up their\nnational association ; and about 75 percent of the country’s bankers are mem¬\nbers of their organization. But the teachers of America see fit to contribute\nonly one out of every five of their number to a national association ! These\nunfavorable comparisons are the more significant when we realize that the\ndues of all these organizations are much higher than our own and the need\nfor organization is probably less imperative. The American Federation of\nLabor claims 4,000,000 members — twenty times as many as the teachers\nhave, altho their rank and file from whom they may secure members is not\ntwenty times our own number.\nThe advantages of a strong national organization of teachers are so selfevident that a mere enumeration of these will be sufficient. A strong national\n\n"}
{"page": 133, "printed_page": null, "text": "General\n\nSessions\n\n127\n\nassociation develops professional ideals; makes a professional code of ethics\npossible; compels its members to be professionally minded; creates strong\npublic sentiment for education ; becomes the spokesman for teachers and their\nwelfare ; is a powerful and effective means of interpreting education to the\npublic thru its organ and its members ; can and does combat insidious propa¬\nganda against the interest of public education and the childhood it serves;\npromotes an understanding of the problems facing schools, not only among\nits own members but in the public; and finally, it is a symbol of the power\nof the one million teachers of America, which should be the greatest of all\nthe organized groups. The one ideal of power not yet realized either by the\nnational association, or by any state association, is that of presenting a united\nfront against the attacks leveled at education. This we will never do until\nall of us are members of one fighting organization.\nIn merely enumerating these advantages, I know that they have not been\nentirely effected. The teachers of America are not an integrated group.\nEducation needs a spokesman, which because of our system of government,\neducation does not have. We have as many leaders as there are factions and\nphilosophies. We have seen this much to our regret and undoing ; for instance,\nrival armed groups, as it were, appearing before our legislatures and before\nCongress whenever any important educational issue is to the front. Can we\nblame our lawmakers for not doing more for education when we have so\nmany spokesmen expressing so many different points of view? Is there any\nsurprise when we asked for bread at the recent session of Congress and we\nreceived a stone? We squabbled over the bogey of control when our children\nwere starving educationally. All this could not happen were we united on\ncommon essential needs. I know of no plan which will so integrate our inter¬\nests as a strong national association that has the confidence and respect of all\nour teachers. Candidly, I see no reason why this is not possible.\nWe need one and not several national associations of teachers. Let us not\nfool ourselves that several rival national associations can serve the interests\nof education better than one. The National Education Association is that one\n\norganization. We may not all agree on its policies, its platform, or its man¬\nagement. But the organization is here. It has its magnificent headquarters;\nit has its prestige of a past record of real achievement ; it is known and\nrespected. In spite of its small membership from its very birth, it has had\ngiants as leaders who have significantly affected the history of education in\nthis country. The main opposition to this Association is represented by two\nwell-known groups — those who have not been able to control it, and those\nwho think they represent and practise the only modern philosophy of educa¬\ntion. The latter group may or may not be the exponents of the only correct\nphilosophy of modern education, but if they are they should first attempt to\nwork an educational reform within the N. E. A. and not apart and against it.\nLet us take a leaf out of the history of party politics in America. The history\nof minor political parties is eloquent testimony of the futility of creating new\nparties. Reform has always been from within, even tho it may be slow. At\nany rate, when\n\none political party is defeated and loses control of the gov-\n\n"}
{"page": 134, "printed_page": null, "text": "128\n\nNational\n\nEducation\n\nAssociation\n\nernment, it does not set up a new government, or stir up revolution. That is\nnot the American way. Our political method is evolution, rather than revo\nlation. A third party has never put itself into power ; it has, however, always\ndefeated its parent organization. The creation of one or more national organi¬\nzations of teachers will only mean two or more weak national associations.\nCan we afford to permit a vociferous minority, openly boasting that it is a\n“disruptive force,” claiming a monopoly of all progressive tendencies, to\nthwart the majority when the minority and majority are divided by\nVague\n\nborder\n\nlines which\n\nstrangely\n\nnow\n\ndivide\n\nus\n\nHave grown so many that they shut us in.\nWe fear to walk with those who dwell beside — usGuest\nLest\n\nsomething\n\nof our\n\nown\n\nthey’d\n\nseek\n\nto win.\n\nThis division will mean the weakening of all the educational forces and\nexpose us to the enemy attacks on all fronts, even tho in this process of\ndivision it is possible in the language of the minority group, to “make life\nuncomfortable for the larger body.”\nA very important function of a national organization should be its service\nas a clearing-house for all cooperating and affiliated organizations. There\nshould be a council representing such organizations apart from the present\ncouncil of state directors. I am thinking specifically of affiliated non-profes¬\nsional groups. Such a plan would at once broaden and strengthen our contacts\nand create thru systematic planning a solidarity of interest in education.\nSuch a form of organization should also be developed within every state\neducation association.\nAgain, we need a closer tie-up with the 48 state associations. I realize that\nthere is a quasi-link-up now thru the state directors, but it is not a function¬\ning type of organization. The N. E. A. must do the same thing for the state\nassociations that our own Pennsylvania State Education Association is devel¬\noping for our 280 local branches, a specific program of activities for the\nself-education of its 60,000 members. We hope in this way to make a student\nof professional problems out of every one of our teachers. We need to do this\non a larger national scale. The best publicity agent the school can possibly\nhave is the teacher himself when he is well informed. We are trying to make\nevery classroom teacher an interpreter of the schools to the great critical\npublic he is serving. Our N. E. A. needs to do this on a national scale by\ngiving impetus and direction to this type of self-study thruout the nation’s\nschools.\nAfter all, the strength of any organization, no matter how extensive its\nmembership, will be its leadership. The teachers of America want leadership.\nWe need it. The leadership of this great organization necessarilv changes\neach year. This leadership can receive effective support if we have more\nrepresentative membership from our colleges and universities. Our move¬\nment and incentives for professional-mindedness must start with the institu¬\ntions where our teachers are being trained. It will be a new day for a strong\n\n"}
{"page": 135, "printed_page": null, "text": "General\n\nnational organization when\nselves with the N. E. A.\nThe\n\nSessions\n\n129\n\nteachers from these institutions will ally them¬\n\ndiscussion thus far has centered around\n\nthe general usefulness and\n\nmechanics of a national organization. But there is a phase of organizing on an\neffective national basis which transcends anything I have said. We need\neffective state and national organization thoroly knit together with coopera¬\ntive interlocking action so that the very warp and woof of the entire teaching\nprofession may be strengthened. The depression has played havoc with the\nmorale of all professional groups, but teaching in particular. Never too strong\nin militant attitudes, we are threatened to have our spirit completely crushed\nunless there is an inspiriting of fight and stamina wThich can come only thru\nleadership and organization. This reawakening and determination to see\nthings thru is merely a pipe dream unless the rank and file and our leaders\nresolve to sink their differences and unite and stay united. It is pure folly to\nfoster quarrels between schools of liberalism and conservatism, between one\ntheory and another only to be split asunder, so that feeble effort and resist¬\nance are the inevitable result.\nWe\n\nmust present a united front against such destructive forces as the\n\nUnited States Chamber of Commerce; against sinister tax-economy groups,\nfor the most part smoke screens for special interests; against well-known\nfoundations, which, in spite of their many worthwhile educational enter¬\nprises, thru their leadership have recently proposed all sort of ruinous emas¬\nculating proposals; against certain well-known individuals who have no\ninterest whatever in an enlightened public opinion that must come from good\nschools; against widely known periodicals which have debased their pages\nwith prejudiced and one-sided attacks on our schools; against any commer¬\ncially subsidized press whose pages are hardly open to educational publicity\neither because it is not sensational enough, or because teachers have no\ncigarets to advertise, no bottled goods to sell, no quack and germicide con¬\ncoctions to exploit, or fake securities to unload on the public; and finally, be\non guard against many\nand in Congress.\n\nweak-kneed\n\nrepresentatives in state legislative halls\n\nMay I pause here sufficiently to express deep appreciation for the magnifi¬\ncent and gallant fight of that grand old man of the N. E. A. As he prepares\nto enjoy a well-earned rest after years of faithful service, we, the teachers of\nAmerica, owe James William Crabtree a debt immense of endless gratitude.\nThen, too, our own gracious Jessie Gray, the retiring leader of the past year,\nexemplifies in a remarkable way a flaming enthusiasm for the well-being of\nthe “house of the people.” They have the spirit, the courage, the enthusiasm,\nthe beliefs, and attitudes that must actuate and embolden a national\norganization !\nI shall conclude my discussion by exercising the right to quote from an\naddress of mine on “Deflating Education”:\nIn discussing\n\nmy\n\ntheme\n\nI have\n\nnot been\n\nunaware\n\nof the fact that the wholesale\n\nslashing of school funds and the attempt to wreck our schools have been consider¬\nably thwarted by the vigorous efforts of our educational leaders in state and nation.\n\n"}
{"page": 136, "printed_page": null, "text": "130\n\nNational\n\nEducation\n\nAssociation\n\nThis virile leadership must continue. We have begun to get out of the characteristic\nattitude that our profession is a purely welfare agency and that we are almost\nsubjects of charity. The time has come to express this essential public service of our\nprofession in terms stronger than mere platitudes about the nobility and self-sacrifice\nof our work. This vocabulary has been purposely misunderstood by statesman and\npseudo-statesman, alike, and even the public, as a mere acquiescence to the in¬\nevitable. In the terms of the athletic coach, let us snap out of this lethargy. Teachers\nmust show more vertebrae and less genuflections. How are we going to accept the\nmouthings and frothings of such self-appointed wiseacres as Mencken when he\nderides and insults the profession by characterizing our professional literature as\n“uncriticized pollutions”? Let us cease to be, as a recent number of the Forum\npoints out, the “meekest of citizens,” or as the New Republic a few years ago said,\n“The most tight-lipped individuals.” Yes, worse than these characterizations is that\nby one of our own members, President Robinson of the College of the City of New\nYork, who charges that those who choose the profession of teaching suffer from an\n“inferiority complex!” If all this is only remotely true, then it is high time to fight\nand to fight hard, not only for ourselves, but for the millions we are supposed to\ntrain and to prepare for aggressive, intelligent, militant citizens! Let us highly\nresolve that the New Deal in government, in industry, in economics, shall also be a\nNew Deal for education, not only in a restatement of its aims, objectives, and\nmethods, for the preparation of youth for the new social order, but to the end that\ngreater respect, more adequate support, and the proper evaluation of the teacher’s\nwork shall result.\n\nI am convinced in the light of what our national and state organizations\nhave done in the past few years that the hope of preserving what is best in\neducation and of building our profession must come thru an effective\nnational integrating organization\nassociations.\n\nworking\n\nwith\n\nand guiding the state\n\nThe real plea of one who has tried to find some virtue in all the divergent\nforces that make for division is that in the interest of professional solidarity\nwe sink our petty differences for the welfare not only of teachers but of the\nchildhood of America! We can show a genuine constructive educational\nstatesmanship today by uniting in bonds of common aims and purposes, and\nmutual interest and sympathetic understandings. We must join forces or fall\nand fail separately ! May we realize this thru wise leadership, calm thinking,\ncooperative effort, and wholehearted support!\nTHE\n\nMRS.\n\nPRINCIPAL’S RESPONSIBILITY\nFOR\nAND INTERPRETATION\nEDITH\n\nB. JOYNES,\n\nPRINCIPAL,\n\nGATEWOOD\n\nSCHOOLS,\n\nGEORGE\n\nBERKLEY,\n\nLEADERSHIP\n\nWASHINGTON\nNORFOLK,\n\nAND\n\nROBERT\n\nVA.\n\nThe proverb “as is the principal, so is the school” has become a truism.\nThe elementary principal has a key position in education. He has charge of\na school that reaches the largest number of patrons and pupils. Public atti¬\ntudes regarding education are molded in a large measure while the children\nof each family are attending the elementary school.\nH. G. Wells, in addressing an assemblage in London, declared: “I want to\nteach shamelessness to school teachers. I want to teach them arrogance and\n\n"}
{"page": 137, "printed_page": null, "text": "General\n\nSessions\n\n131\n\naggression. Arrogance and the disposition to take hold of the world is not a\ncharacteristic of all school masters. A lot of them seem to be unconscious of\nthe amount and range of their functions. They don’t seem to realize that\nthe world is not a going concern, but a finished affair in which they have a\nsubordinate and supplementary part. They are a shy and specialized people\nwho keep together on holidays.” Then turning his thoughts to “the new and\nbetter world” and the “reconstructed life,” he said “when the reconstructed\nlife exists for school teachers, will it be possible to conceive of any escape\nfrom the distressful life that mankind lives today?”\nThe teachers, pupils, and patrons look to the principal for leadership.\nRegardless of supervisors in the system, all eyes are focused on the principal.\nThey look to him for counsel and guidance in all educational affairs. So to do\nthe work, I suggest that he be compelled to abandon his “shyness,” his love\nof all cloister habits, and herding almost exclusively with his own group.\nWhen\n\na new course of study is adopted for use the principal must assume\nthe responsibility for adapting it to fit the conditions in his own local school.\nHe may not have had any part in the planning of this course, but he is\nresponsible for its use. Thus the educational policies and theories which have\nbeen adopted for the entire school system must finally find their expression\nin the classroom. This requires vision, keen insight, broad knowledge, and\na willingness to cooperate in a determined effort to make it a success. In\npractise, the elementary principal is only responsible for leadership in ele¬\nmentary education, but to be a success, he must have a vision and knowledge\nof the entire program of education in order to have the proper perspective\nregarding the relations of the elementary unit to all other units in the school\nsystem, as the high schools build upon the foundation that has been laid in\nthe elementary.\nConsequently he has a continuous challenge to organize and administer his\nschool in a fashion which will permit the adopted theories and principles to\nreceive expression in classroom instruction. The kind of education which\nchildren receive is dependent upon how the school is organized and admin¬\nistered. Regardless of the kind of school, the tools of learning must be\nmastered. We say again and again to the child, “You must learn.” “You\nmust think for yourself.” “You must learn the difference between a lie and\nthe truth, between guesses and facts, between misinformation and reliable\ninformation.” In learning these fundamentals of education, the child should\nbe taught in a human and social way so as to get real joy from learning.\nThis love of learning as a way of life is deeper and broader than the schools.\nDuring this year many of us have had to look after the physical wants of\nthe children, for in many homes there was little food and fuel as both\nparents had been out of employment for months and months. We cannot\nexpect undernourished children to be alert and succeed in their work.\nNeither can we expect them to be happy when they are in need. The principal\nand his staff have made every effort to see that these children have not been\ndenied their rightful heritage. They\n\nhave needed\n\nspiritual food. Their\n\n"}
{"page": 138, "printed_page": null, "text": "132\n\nNational\n\nEducation\n\nAssociation\n\nlives have been saddened. Brightness has gone out of their world. Again\nthe principal and the staff must be ready to guide their footsteps and meet\nthem with a smile and encourage them.\n\nThe schools have been carrying an ever-increasing load, and with the\ndistress due to unemployment, the homes have added to the obligation of\nthe school in the care of its pupils. T. o see that such relief work reaches\nthose who need it and to maintain the proper cooperation with social wel¬\nfare agencies are responsibilities which are usually delegated to the principal,\nand which give an important opportunity to improve the welfare of\nchildhood.\nThru the children, direct contact may be made between school and\nparents. If the children are interested in the school, the parents will be.\nThe intelligent and sympathetic principal is constantly on the alert to\nseize every opportunity to direct the activities of the adult group in his\ncommunity so that their work will be constructive. In order to bring about\na closer relationship it is necessary that these groups know about the scientific\ndevelopment in modern education. Perhaps one of the most difficult tasks is\nto get the parents to believe that the new way in teaching today is better\nthan the old. In business ideas change rapidly, new ideas soon replace the\nold, but in education changes are much slower.\nMany times it becomes necessary for a principal to arouse a community\nto the needs of the school, and under those circumstances he should always\nbe tactful, honest, and fair. With these principles as ground rules, he is\nalmost certain to win in any contest, if he is a good citizen.\n\nNow\n\nwhat\n\nconstitutes a good citizen? For the average person, giving\n\nan honest day’s work, or an honest article for an honest price, providing\nwell for one’s family, being a good neighbor, voting at the primaries in\nregular elections, supporting church, charity, and social work, constitute\nthe bulk of good citizenship. Not so for the school principal, tho many of us\nfail to live up to the outline of the average person.\nThe principal’s big job is in his own community, where he is known and\ncan hit the hardest blow for the right. He must have a comprehensive grasp\nof current problems; direct the public relations program if it succeeds;\nbe active in politics, but not an intense partisan ; be active in religious work.\nIt is necessary for him to know the leading citizens of his community, and\nbe a member of the leading business, political, charitable, social, and religious\norganizations. He must be strong enough to insure accurate information\nand wise counsel should it be needed. It is only in this way that he can\nsecure the consideration due his community and his school. Because we\nhave failed to do this in the past, the general public is woefully bewildered\ntoday at the mounting cost and adverse criticism of our schools.\nThe teachers look to the principal as their leader. This year they have\nneeded encouragement in order to meet the additional burdens, larger classes,\nand less income. But, regardless of their feeling of insecurity, the principal\nhas been responsible for maintaining the splendid morale of the teachers\n\n"}
{"page": 139, "printed_page": null, "text": "General\n\nwhich has been so noticeable among\n\n133\n\nSessions\n\nthe educational people of the nation.\n\nIn many communities the teachers have worked\nfessional devotion has never been higher.\n\nwithout pay, but their pro¬\n\nAn important task of the principal is to lead his teachers to see the value\nof organization, which is so helpful in maintaining the professional attitude\ntowards teaching. In order to do this he must first believe in it himself.\nHe must live, talk, and practise organization, not only in his local asso¬\nciation, but in state and national associations. He should encourage study\ngroups, also encourage teachers to participate in these study programs,\nwhich lead to a better understanding of the results to be gained thru organi¬\nzation work. Teacher and principal must be interested in civic clubs, keep\nabreast of the times, and be able to express themselves wisely concerning\nall of the community affairs.\nOn every side there is a demand for economy. Regardless of economy\nthe effectiveness of the learning must not be lessened. Again the principal\nis responsible for a thrifty and careful administration of education for less\nmoney than was spent in most prosperous times. He has made it his busi¬\nness to see that the essential school services have been maintained.\nThe principal and his staff must assume the responsibility to refine and\nto improve the use of technic and by this method improve and refine the\nlife and character of the future citizens of tomorrow.\n\nEach of us must have a goal because without a goal we are lost. If the\ngoal is to be useful, it must require some effort to reach it, for the value\nof the goal is not so much in the attainment as in the pursuit. The poet was\nright when he said that “not failure, but low aim was crime.” So let us\nsee that we set a worthy goal, and that goal be the very best education that\nwe are capable of planning for the children of the nation. They will be the\ncitizens of tomorrow who will carry on a democracy established by our\nforefathers. Let us educate them in our public school, which belongs to us all.\nIt is democracy’s greatest gift to civilization, therefore let us cherish and\nimprove our schools.\n\nTHE\n\nCHILD\nMRS.\n\nLABOR\n\nGEORGIA\n\nMOVEMENT\n\nB. PARSONS,\n\nTEACHER,\n\nHOLLYWOOD,\n\nAND\n\nTHE\n\nVINE\n\nSTREET\n\nNEW\n\nDEAL\n\nSCHOOL,\n\nCALIF.\n\nThe struggle to secure and maintain the rights of children to an educa¬\ntion and to immunity from labor as a necessary corollary thereof, has been\nlong and at times bitter. It is almost amazing how tenaciously the human\nmind has clung to the fiction of parent ownership of children which has\ncome down from the hoary past, and to another fancied right, namely, the\nprivilege of parents to profit by the labor of children ; or, to put the case\nin more legal phraseology, since the father was held to be entitled to the\ncustody and control of the child’s person, he had the right also to appropri¬\nate the child’s earnings. Wealth, even, was once measured in terms of the\nsons and daughters who could serve the father.\n\n"}
{"page": 140, "printed_page": null, "text": "134\n\nNational\n\nEducation\n\nAssociation\n\nIn our own country the battle to emancipate childhood has been sternly\ncontested by the theory that interference with the rights of parents to\ncontrol the destinies of their children was un-American.\nBrave old Massachusetts was the first state to make attempts at com¬\npulsory education. In 1647 it was decreed in that commonwealth that\nevery township of fifty families should appoint someone\n\nto teach the chil¬\n\ndren to read and write, “It being one chief project of that old deluder,\nSatan, to keep men from a knowledge of the Scriptures.” Quite some progress\nwas made in teaching the children when the factory system of the modern\nera brought a perplexing problem of non-attendance, since much of the work\nin factories was of a kind that could be done by child labor. In some states\nthe opposition was bitter, the objections being based upon the contention\nthat such laws interfered with personal liberty. It was no interference with\nthe liberty of either parent or child to hail the child to court or jail; but to\nlead the children to school was\nliberty.\n\nun-American\n\ninterference with personal\n\nLet us now look at child labor legislation and to federal statutes passed\nin recent years in the hope of regulating and controlling the employment\nof children in industry. In 1906 the first proposal for federal law to prevent\nthe industrial exploitation of children was made. Almost ten years later,\nthe first federal law was really enacted to become operative on September 1,\n1917. This statute was based on the theory that Congress had the power to\nregulate child labor by closing the channels of interstate and foreign com¬\nmerce to the products of child labor. It was a keen disappointment to all\nfriends of childhood the country over when the Supreme Court of the United\nStates, on June 3, 1918, in a five to four vote, decided that the law was not\na legitimate exercise of Congress’ power to regulate interstate commerce,\nand was, therefore, unconstitutional. Congress again enacted, on February\n24, 1919, a provision for a tax of 10 percent on the net profits of certain\nenumerated establishments which employed children in violation of the age\nand hour standards laid down in the Act.\nStill the case against child labor has been made, no matter what shall\nbe the fate of the present proposed amendment to the Constitution of the\nUnited States, which reads as follows:\nSection I. The Congress shall have power to limit, regulate, and prohibit the\nlabor of persons under eighteen years of age.\nSection II. The power of the several states is unimpaired by this article except\nthat the operation of state laws shall be suspended to the extent necessary to give\neffect to legislation enacted by Congress.\n\nThus, we see the passage of this Amendment in Congress in 1924 repre¬\nsented the triumph of long years of struggle to remove American children\nfrom mines, mills, and sweatshops and give them a civilized deal. Rejoicing\nover the proposed Amendment also proved shortlived, because of delay in\nratification. One\n\nstate, Arkansas, stepped forward\n\nand ratified the Amend¬\n\nment in 1924. The legislatures of three states — Arizona, California, Wis¬\nconsin — followed in 1925, with Montana in 1927 and Colorado in 1931.\n\n"}
{"page": 141, "printed_page": null, "text": "General\n\n135\n\nSessions\n\nWith these six states ratification rested on its oars. Hard-boiledism\nscored another temporary reaction.\nWe quote from the editorial of the Forum for April:\n\nhad\n\nIn 1933, with the official abandonment of the New Era in favor of the New Deal,\nthe rights of children again became an actual, instead of an academic, matter.\nUnder the NRA child labor was ostracized for two years. The code of the cottontextile industry, excluding from employment persons under sixteen years of age,\nestablished a precedent for two hundred other codes. By and large thruout the\nSouth the factories have been evacuated of infant labor. Children, released from\nmills and mines, are now in school where they belong.\nThe nation approves of the square deal children are receiving under the New\nDeal, and the movement to make this condition permanent by constitutional amend¬\nment has taken on new vigor. In 1933 fourteen state legislatures ratified the federal\nChild Labor Amendment, including eleven which had previously denounced it.\nThe 1933 roll of honor in the order of ratification consists of Oregon, Washington,\nNorth Dakota, Ohio, Michigan, New Hampshire, New Jersey, Illinois, Oklahoma,\nIowa, West Virginia, Minnesota, Maine, and Pennsylvania. The Amendment has\nnow been ratified by twenty states. Sixteen more states are needed to complete the\nthree-fourths necessary for adoption.\nState regulation of child labor has proved impractical for a century. Uneven\nstate laws, uneven economic conditions have forced children in one state into\nindustrial competition with adults in another. Industries fly by night across state\nborders into states where child labor laws are lax. The textile industry closes\nfactories in New Hampshire and builds new ones in South Carolina. Uniformity\nis essential, and by no way can this be effected except by federal law.\n\nPerhaps you would\noppose it. Briefly:\n\nlike to know\n\nwho\n\nfavor the Amendment\n\nand who\n\nPresident Coolidge recommended it in a message to Congress, and signed the\nresolution after Congress had voted favorably upon it. All of the three national\npolitical conventions inserted in their platforms planks endorsing the Amendment.\nThe following national bodies have declared in favor of the Amendment: American\nAssociation of University Women; American Federation of Labor; American Fed¬\neration of Teachers; American Home Economics Association; Commission on the\nChurch and Social Service of the Federal Council of Churches of Christ in America;\nDemocratic National Committee; General Federation of Women’s Clubs; Girls’\nFriendly Society in America; National Child Labor Committee; National Con¬\nsumers’ League; National Council of Catholic Women; National Council of Jewish\nWomen; National Congress of Parents and Teachers; National Council of Women;\nNational Education Association; National Federation of Business and Professional\nWomen’s Clubs; National League of Women Voters; National Woman’s Christian\nTemperance Union; National Women’s Trade Union League; Republican National\nCommittee; Service Star Legion; Young Women’s Christian Association; Patriotic\nOrder Sons of America; National Fraternal Congress; National Association of State\nand Government Labor Officials, and many other local and state organizations.\n\nThe\n\nfollowing bodies are opposing the Amendment:\n\nNational Association of Manufacturers; Pennsylvania Manufacturers’ Associa¬\ntion; Southern Textile Bulletin; Moderation League of Pennsylvania; Women’s\nConstitutional League of Maryland (an organization with 50 active members\nformed to oppose the Maternity and Infancy Act) ; the Woman Patriot Publishing\nCompany (first established as the organ of the Anti-Suffrage\ndoubtless other national and local organizations.\n\nAssociation) ; and\n\n"}
{"page": 142, "printed_page": null, "text": "136\n\nNational\n\nEducation\n\nAssociation\n\nIn our decade a new and irresistible argument demands the nationwide\nremoval of children from American mines, factories, and sweatshops.\nTechnological unemployment is a fact, not a fancy. Even the most opti¬\nmistic planners of the New Deal foresee an irreducible minimum of live\nmillion permanently thrown out of work. Let us begin at the bottom of the\nage scale and remove forever the millions of our youth from competition\nin industry, releasing jobs for adults and giving to children additional years\nof education and preparation for a richer and fuller life. The future of\nAmerica lies with the children of today.\nHere is a real challenge! The educational leadership of the twenty rati¬\nfying states is indicative of consecrated devotion of the teachers of those\nstates to the cause of childhood. You\n\nwho live in those twenty-eight states\n\nnot yet ratifying this Amendment, go home determined to assert your citi¬\nzenship privileges and rights to work for the passage of this Amendment.\nTo sum up, this Amendment is needed because the Supreme Court of the\nUnited States has said that Congress has no power, under the Constitution\nas it now stands, to pass a child labor law. You ask, “Why is a federal child\nlabor law needed?” Because so many states do not protect children from\nexploitation in employment. With all the state child labor laws now in force,\nnot one of them affords the slightest protection to the thousands of children\ntransported from state to state to be exploited in industrialized agriculture.\nNo protection from sweltering under the summer’s sun and freezing in the\nraw November days in the beet fields of the several states. They suffer the\nloss of school privileges for the sake of our Thanksgiving cranberries and our\nluscious summer fruits, victims of the inability of state laws to reach over\nstate boundaries. Such children are aliens in the state of their employment\nand can claim no protection either from the state of their residence or the\nstate of their employment.\nThey permit little children at very early ages to be employed long hours\nat unsuitable employment, under unfit conditions, the children thus grow¬\ning up without education and with impaired physical and mental develop¬\nment. You ask, “Why\n\nshould the country at large be concerned with what\n\nany state does to its children?” We answer, “Because children are citi¬\nzens. A citizen of any state is a citizen of the United States. Ignorance,\nphysical unfitness, weakness of body and character, wherever present, affect\nthe nation at large. People move from state to state. Neglect by one state\nincreases the burden of other states.” You may get information from the\nResearch Division of the National Education Association. You may work\nthru your state educational association; you may write your governor,\nassemblymen, and congressmen in favor of the federal Child Labor\nAmendment.\nBut this is only a preliminary step. Now\n\ndefinitely, to you who\n\nlive in\n\nthose twenty-eight states which have not yet ratified the Amendment, go\nback home resolved that you will organize the teachers in your state to do\nthis piece of work. Ally yourselves with those organizations such as the\n\n"}
{"page": 143, "printed_page": null, "text": "General\n\nNational League of Women\n\n137\n\nSessions\n\nVoters and others whose business is legislative,\n\nacting individually only on the advice of experts. When we elect represen¬\ntatives to our legislative halls just the first and simplest step has been taken.\nEvery individual citizen should ally himself with citizens’ organizations\nemploying expert staffs to see that citizens’ rights are looked after both in\nadministration and legislation, for united we stand. This unity of purpose\nis the principle upon which the National Education Association is built —\nthe individual teacher alone does not seem to be able to accomplish much,\nbut when she joins forces with others of her group — organizes them — joins\nwith other organizations — then the effectiveness soon becomes apparent.\nThe urgent need is immediate action to register in statutory form the\nstandards now approved by an enlightened public sentiment. Child labor\nmust go. It should be ruthlessly rooted out of our country’s economic and\nsocial system. Let us put and keep America in the front ranks of the nations\nof the world in its protection and education of her junior citizens — the boys\nand girls of America!\n\nTHE\n\nFAYE\n\nTEACHER’S RESPONSIBILITY\nCLASSROOM\nLEADERSHIP\nAND INTERPRETATION\n\nREAD,\n\nPRESIDENT,\nAND\n\nThe\n\nN.E.A.\n\nDEPARTMENT\n\nTEACHER,\n\ntopic assigned to me, “The\n\nPUEBLO,\n\nClassroom\n\nOF\n\nCLASSROOM\n\nFOR\n\nTEACHERS;\n\nCOLO.\n\nTeacher’s Responsibility for\n\nLeadership and Interpretation,” fits nicely into a discussion of national\nplanning for education. It suggests the question — Why are classroom teach¬\ners responsible for leadership and interpretation? It also calls attention to\ntwo of the fine results which teachers organizations make possible, i.e.,\nleadership and interpretation. I believe you will agree that their develop¬\nment will have a real influence upon educational progress.\nIn the chapter, “Childhood and Youth,” in Recent Social Trends,\nLawrence K. Frank calls the schools the most important agency in child\nrearing, after the home, and he comments on the teacher’s understanding\nas a vital factor in the development of a child’s personality. I am confident\nthat most of you here today feel as I do that no other group of persons in\nthe nation has quite the opportunity which is given to us, classroom teachers.\nI sometimes like to say to myself as I look back over the day, “Today each\nof my pupils has taken home with him a part of me ; a part of my ideals,\nmy attitudes, my knowledge. A part of me has gone into his home, has\ninfluenced his mother and his father, his brothers and his sisters. Perhaps\nmy influence may go on into his adult life, guiding and strengthening him.”\nThe founders of our great Department of Classroom Teachers believed\n\nso thoroly in the significance of the teacher’s influence that they put first\nin our objects and purposes this objective: “To encourage higher qualifica¬\ntions for entrance into the teaching profession.” Thruout the twenty years\n\n"}
{"page": 144, "printed_page": null, "text": "138\n\nNational\n\nEducation\n\nAssociation\n\nwhich have passed since our first meeting in July 1914, officers and members\nof the Department have led in advocating better training for teachers.\nSurely only the finest personality and the highest training should be\naccepted as qualifications for those who are entrusted with the precious\ntask of educating our nation’s future citizens.\nThe success of national planning for education must depend upon its\nacceptance in every community. New ideas can come into the schools of\nthe community only thru the intelligent interest and activity of the teachers.\nThe worth of newly conceived ideas and their effect on children must be\ntested out by classroom teachers and children working together in their\nschoolrooms. All too often we have found that the thing that looked well\non paper proved really harmful to the children in actual practise! How\nwell we know that too often what we have done in our classrooms has\ncontributed to the development of those very qualities which we decry in\nthe business world ; selfishness, dishonesty, unwholesome competition, lack\nof cooperation, indifference to the happiness of others.\nMany\n\nof these conditions are the outgrowth\n\nof certain administrative\n\npractises over which teachers have no control. Their effect on the person¬\nality of teachers and pupils, however, has attracted the attention of specialists\nin the field of mental hygiene and I feel confident that the reconstructed\nprogram will take serious account of the effect of modern methods upon\nthe welfare of teachers and children.\nIt will be a great day for children and teachers and society when\n\nGarry\n\nCleveland Myers’ point of view is accepted in the United States. “In the\nfuture,” he says, “the makers of school programs and curriculums are going\nto keep in mind not only what is good for the child to learn but what he\ncan learn with reasonable ease and comfort ; not only what teachers should\nteach but what they can teach in such a way as to maintain their poise and\nmental health and cultivate good classroom morale and good personalities\nin their pupils.”\nMuch of this our early leaders had in mind when\n\nthey wrote the second\n\nobjective of the Department: “To promote teacher participation in school\nmanagement.” Happy the school, blessed the children and teachers, where\na wise administrator opens this avenue of service to the teachers !\nThere are other places, too, where teachers can participate in school\nmanagement. During the past difficult years many problems affecting the\nsupport of the schools, the distribution of funds, and the adjustment of\nfacilities to the reduced school income have concerned boards of education,\nsuperintendents, and teachers. The economic crisis has provided a mag¬\nnificent opportunity for the cooperation of these groups in forming policies\nwhich would bring the best results for the schools and the teachers. I know\nthat many\nwhich\n\nsuperintendents\n\ncommittees\n\nhave been grateful for the intelligent advice\n\nof classroom teachers have given.\n\nWhen teachers share in the making of policies a good morale can be\nmaintained under difficult and trying conditions. I feel sure that teachers\n\n"}
{"page": 145, "printed_page": null, "text": "General\n\nSessions\n\n139\n\nhave taken their decreased salaries with better grace where they have worked\nin cooperation with their boards of education and superintendents in\nplanning a fair use of the available funds. Among teachers so closely asso¬\nciated with growing human beings nothing is more important.\nIn all this talk of national planning and education for tomorrow has it\never occurred to you teachers, administrators, and educational advisers, that\nwe have a man-sized job to do in cleaning our own house of some of the\nugly methods which we have adopted from business and industry; speed,\nstandardization, red-tape, records, charts, graphs, medians? Can’t we some¬\nhow get away from the idea that we are working with steel or cotton or\ncoal and remember that we are handling delicate, sensitive human beings?\nI predict that our schools will regain much of their lost prestige when indi¬\nviduality and human worth are placed above mass production in the school¬\nrooms of America!\nOver and over in the tragic months which have passed we have cried\naloud for leadership. How well we know the need for courage, for wisdom,\nfor vision to meet the pressing problems of education! How grateful we\nare for the inspired, enthusiastic leadership of our president, Jessie Gray,\na classroom teacher ! Look around you in this assembly ; on this platform ;\ncome to our Classroom Department meetings; visit cities large and small\nand you will find classroom teacher leaders. Intelligent? Yes! Enthusiastic?\nYes! Trained? Emphatically y^es ! And therein lies the secret! A local\nclassroom teachers association trained Jessie Gray and these other strong\nleaders. Certainly teachers can be leaders but they must have a place to\ndevelop leadership. That\nciations.\n\nplace is in their own\n\nclassroom teachers asso¬\n\nIn their own organizations they assumed responsibility; they developed\ninitiative ; they practised cooperation. Working always for the welfare of\nthe whole group they learned the principles of unselfish service. Studying\nthe problems of the teaching profession they set up standards which pro¬\nmoted professional attitudes among their members. Alert and informed\nthey were ready to rally the members of their organizations to the defense\nof the schools in their own communities.\nThe\n\nachievements\n\nof some, of these local classroom teachers associations\n\nhave been truly remarkable. We point with pride to their magnificent serv¬\nice to schools and communities during the past five years. I do not fear\ncontradiction when I say that no other type of teachers organization has\nsuch possibilities as the local association ; organized, officered, and adminis¬\ntered by classroom teachers for the benefit of children, teachers, and\ncommunity.\nOne of the major aims of the Department of Classroom Teachers is the\norganization of local teachers associations. They are of the greatest im¬\nportance in a time like this when our National Education Association and\nour state associations are planning for the reconstruction of educational\nprograms thruout the nation. Of what use are the plans of these organiza¬\ntions if there is no way for teachers to work them out in their own com-\n\n"}
{"page": 146, "printed_page": null, "text": "140\n\nNational\n\nEducation\n\nAssociation\n\nmunities? It is entirely possible to carry out the program adopted by the\nexecutive secretaries of the state associations last February when the teachers\nthruout the country understand it and make it their own thru evaluation,\nstudy, and activity in their own associations.\nOne of the outstanding services which teachers can render to the cause\nof education consists in a program of interpretation which will give the\npublic a proper understanding of the schools, their function, and their needs.\nClassroom teachers are well prepared to do this because they know so much\nabout the school program from firsthand experience.\nOpportunities for interpretation present themselves daily in the pupilteacher relationships of the schoolroom and playground. There is no better\npublicity agent in the world than the child going home at the end of the day,\nfeeling that he has been understood, that his efforts have been appreciated,\nthat he has been treated fairly^, that he has achieved something worthwhile ;\nin short, that school has been a success. Thoughtful parents, observing the\nchild’s happiness, his growth in knowledge, and his development in character,\nbecome the champions of the school. They judge the school by its success\nwith their child.\nBut there are other phases of interpretation with which classroom teachers\nmust be familiar. The place of public schools in a democracy, the financial\nsupport of educational institutions, the federal government in education,\nand all manner of local problems concern the teacher and the public. The\ndiscussion of these subjects with other citizens necessitates a thoro knowledge\nof facts on the part of the teacher and the ability to present them in an\ninteresting way.\n\nModern life offers so many possibilities for publicity that a rich and\nvaried program can be carried out in every community. Teacher and Public,\nthe Eighth Yearbook of the Department of Classroom Teachers, presents\na comprehensive treatment of the whole subject of interpretation. It was\nwritten by a committee of classroom teachers, leaders in their own\nmunities, and is dedicated to the use of all teachers.\n\ncom¬\n\nClassroom teachers have developed many interesting methods of inform¬\ning themselves of the problems which face society and the teaching profes¬\nsion. Every year immediately after the summer meeting of the N. E. A.\nsome friendly university invites the National League of Teachers Associa¬\ntions to bring the League College to the campus. To this college come the\neager young leaders, the inexperienced, the bewildered, in order that\nthey may profit by the wisdom and experiences of the presidents and leaders\nof teachers organizations from all parts of the country. To this college come\nthe wise and experienced presidents that they may receive fresh wisdom and\nunderstanding and that they may share with others the fruits of their\nexperience. Can you estimate the importance of that kind of intelligent\nleadership ?\nI want\n\nto speak especially of one of the most delightful aspects of our\n\nDepartment’s program, that of cooperation with lay organizations. I wonder\nif you realize how sincerely and intelligently that great organization, the\n\n"}
{"page": 147, "printed_page": null, "text": "General\n\n141\n\nSessions\n\nNational Congress of Parents and Teachers, is rebuilding public confidence\nin the schools? 1 can think of no other force more powerful in these serious\ndays than this united group, the parents and teachers. Certainly during the\ncoming year all of you will join hands with the parent-teacher associations\nof your own school to advance the cause of child welfare in school and\ncommunity. Perhaps you will encourage the officers to study the new book,\nOur\n\nPublic Schools , published by the National\n\nCongress\n\nlast spring. Maybe\n\nyou will review a chapter of that book at one of the meetings as your contri¬\nbution in a program of educational interpretation.\nWe have great responsibilities, we classroom teachers; responsibility to\nmake things right for children in the classroom so that they may develop\nwholesome personalities; responsibility to develop leadership among our\nco-workers so that we may better serve the cause of education ; responsibility\nto create friendly attitudes thru a program of interpretation so that public\nunderstanding may strengthen the schools.\nYears ago those stalwart pioneers, the founders of the Department of\nClassroom Teachers, accepted these responsibilities for their own. Slowly\nbut surely thru the years they inspired others with their vision. Now in a\nperiod of bitter peril for education, their ideals are finding expression in the\nwork of classroom teacher associations from coast to coast. Their spirit\n\nliving in us, their followers, gives us courage to carry their work forward\nuntil responsibility of teachers for leadership and interpretation becomes\na reality in the life of every classroom teacher in America.\n\nBALANCING\n\nRICHARD\nTION\n\nEDUCATION— RURAL\nUNIFYING\nAND\nINTERPRETATION\n\nE. JAGGERS,\n\n; AND\n\nDIRECTOR\n\nPRESIDENT,\nOF\n\nN.E.A.\n\nTEACHER\n\nEDUCATION,\n\nDEPARTMENT\n\nTRAINING,\nFRANKFORT,\n\nSTATE\n\nOF\n\nRURAL\n\nEDUCA¬\n\nDEPARTMENT\n\nOF\n\nKY.\n\nI am firmly convinced that rural education is on the road to recognition\nand recovery, not only from the collapse which started in 1929, but from\nmore than a century of neglect. I do not come as a missionary to enlist\nyou in an army of crusaders engaged in a desperate battle to rescue a group\nof unfortunate people from peculiar dangers, but I do come to talk about\nthe American rural school. This school starts with the kindergarten and\ncontinues thru the secondary grades. It may be located in a village or open\ncountry, may be housed in a one-room building or in a building with many\nrooms, and may offer a curriculum which attempts to meet the needs of all\nnormal and all handicapped children.\nThe American scheme of life is built upon the idea that freedom of\nopportunity belongs to every citizen, and that any condition growing up in\nthis country which interferes with individual or group welfare is a direct\nviolation of the American ideal, which is a unified American life. Unifica¬\ntion as used here means that the conduct of the affairs which touch the\n\n"}
{"page": 148, "printed_page": null, "text": "142\n\nNational\n\nEducation\n\nAssociation\n\nwelfare of the people shall be such that equal consideration will be given\nto the needs of individuals and groups, regardless of mental and social\nstatus, or place of residence.\nThe dark days thru which our country has passed during these five years\nhave convinced every thinking person that American social organization\nis out of balance instead of being unified, and that equal consideration has\nnot been given to everybody. People are homeless in the midst of abandoned\nhomes, naked where clothing is molding for want of purchasers, hungry\nin the midst of destroyed crops. So difficult has life become that the govern¬\nment must take a hand in establishing a proper balance. It is the judgment\nof many that the unbalancing of life is due not so much to the inherent\nselfishness and greed of individuals, as to a lack of the diffusion of educa¬\ntion among all the people.\nWhile our philosophy stands for equality of educational opportunity\nfor all people, practise has permitted millions of children to be penalized\nby place of birth. Today, as well as in the past, many children residing in\nrural areas are denied a minimum educational opportunity. As in the case\nof our economic life our educational program is out of balance. The immedi¬\nate result is felt daily by rural children, but the ultimate result will affect\nour entire social structure.\nIf our society is to function, the intimate relations of agriculture, industry,\nlabor, finance, and trade must be kept in balance. The same point of view\nis taken by those interested in rural education; namely, that if the educa¬\ntional program is to serve society, elementary, secondary, and college edu¬\ncation, rural, city, and village education must be kept in balance.\nRural education is a part of the total educational program, and serves\nabout half of our school population. Leaders in rural education will not\nassume for one moment that there is any difference between the basic\nlearning machinery of children living in rural areas and of those living\nin centers of population. They believe that rural children should be trained\nto live in their environment as well as for life thru their environment.\nThey recognize that the essential difference between the problems of rural\nand urban education are basically economic; that rural people have less\nopportunity to enrich their experiences thru contact; that the school must\nprovide for the enrichment of experiences thru its program ; that an adequate\nprogram is more expensive in rural than in urban centers ; that there is less\nwealth with which to accomplish the task; and that greater effort must\nbe made by rural people in financing the school unless they are to be content\nwith inferior programs for their children.\nRural education is out of balance with American\n\nurban education and\n\nfor that reason rural children do not always have a complete common\n\nschool\n\nto attend. In general, the rural child has been given a shorter school term ;\nmany\n\nprograms\n\nterminate at the close of the elementary grades; the rural\nsecondary program must necessarily be limited to the traditional subjects\nwith little opportunity for a differentiation ; many rural schools are housed\n\n"}
{"page": 149, "printed_page": null, "text": "General\n\n143\n\nSessions\n\nr training ; libraries\nin inadequate buildings ; the teacher has relatively meage\nsubjects have not come\nare not available to many rural children ; cultural\nbeen given little or no\ninto their own; and the exceptional child has\nattention.\n.\n,\n, ,\nl\nschoo\na\nto have\nAs an American citizen the rural child has the right\nds thru the secondaiy\nterm of standard length, a school program which exten\nlife purposes, a\ngrades and which is broad enough to meet his needs and\nusefulness and sanita¬\nschool building which meets reasonable standards of\nminimum standard\ntion, a teacher who has at least reached the recognized\ncultural subjects as a\nof training, library facilities that respond to his needs,\ntional child he should\nregular part of the curriculum, and if he is an excep\nreceive special attention thru the school program.\ncenters is not due\nThe difference between conditions in rural and urban\nthe assumption that\nto the fact that one is city and the other is country, or to\neducation has come\nrural leadership does not recognize child needs. Rural\neducational needs of\ninto its own, and people in rural areas recognize the\nzed, and enriched\nthe children. In many places the needs have been reali\nced programs to be\nprograms have been provided. Some of the most advan\nin those areas\nfound are in rural areas, but in most instances they are found\nare ready and\nwhich have relatively high per capita wealth. The people\nto meet these\neducational needs are understood, but the money with which\ngovernment\nneeds is not at hand because the system of control and support of\nhas favored population centers.\nFirst , roads have been built to favor the urban\n\ncenter. When\n\nthe era of\n\nand not from\nhard-surfaced roads began the first road started from the center\nwealth\nthe country. Roads radiate from urban centers, more people gather,\nendent.\naccumulates and then these centers are permitted to become indep\nshares none of\nThe center of relative wealth operates its own school and\nchild crosses\nits wealth with the area which helps to produce it. If a rural\narea he is per¬\nthe invisible line separating the urban center from the rural\nequal rights\nmitted to use the streets, is protected by the police, and receives\nd the school\nwhile he is there with every other citizen, but he cannot atten\nis not free to\nunless he pays tuition ; it is one governmental service which\nconsoli¬\nhim. If the rural area surrounding the populated center decides to\ninde¬\ndate it must often erect its building inside the corporate limits of the\npendent district if it is to get full advantage of the radiating roads.\nto\nthere are fewer adults in rural areas than in urban centers\nwealth . For every child to be educated in iural areas there are\n\nSecond,\nproduce\n\ntwo or three adults to provide the resources, while in urban centers there\nare three or four adults to provide for the education of each child. Many\nrural boys and girls complete their elementary education in the rural school\nand when they become producers they go to the urban center to work.\n\nThird, the chief support of rural schools is the general tax on farm land.\n\nWith population widely distributed, and per capita wealth low, farm land\nmust bear the greater burden of support of the most meager program.\n\n"}
{"page": 150, "printed_page": null, "text": "144\n\nNational\n\nEducation\n\nAssociation\n\nOrators have made plaintive appeals from the platform in order\nto fix\nin the minds of their beloved constituents the fact that education\nis the\nfunction of the state, and something should be done about the gross\nin¬\nequality of opportunity ! When many of these statesmen get into positi\nons\nwhere they can do something about it they are conspicuously inacti\nve due\nto their allegiance to vested interests which have accumulated and\nwhich\nhave thrown the system out of balance. We shall have great difficu\nlty in\nredistributing the educational dollar but it must be redistributed if educa¬\ntion is to be balanced and unified.\nThe\n\nnational government\n\nand the states have set up a nationwide and\nstatewide machinery for law enforcement, and have never neglected to\npro¬\nvide in their budgets for the adequate support of this important govern\n¬\nmental function. In order that law may be enforced at all times, the\nnation\nhas an army and the state the militia to be called into service when the ordi¬\nnary means of enforcing the law cannot meet conditions. This service is given\nto rich and poor communities on an equal basis regardless of the expenses.\nSeveral years ago the states recognized the importance of roads, and\nelaborate road-building programs were inaugurated. Later the federal\ngov¬\nernment recognized the social value of roads in the program of nationa\nl\nplanning, and to that end billions of dollars have been appropriated and\nturned over to states for highway construction and maintenance.\nRoads are looked upon as social and economic assets and are built thru\ni ich and poor communities alike. In one county a mile of road may\ncost\n$10,000, while in another a mile may cost $50,000. If the road builders\nfollowed general educational practise in this case they would spend $10,00\n0\nin each county, building in one a mile of road and in the other only onefifth of a mile. In actual practise a mile of road is the unit of service in the\nroad-building program regardless of cost. The unit of service in provid\ning\neducation should be not equality in expenditures but equality of opport\nunity.\nThe national government could leave the entire burden of education in\nthe hands of the states, and the states in turn could leave it in the hands\nof each local community if people lived their entire lives in the communi¬\nties in which they were born, and if there were not significant social conse¬\nquences from such a course. A child may be born in a remote mountain\ncabin, spend his elementary-school years in a one-teacher school, his secondary\nyears in a village community, and his adult life in a city. What happens\nto a boy or girl in the one-room school is of statewide and even national\nconcern.\nThis is not a plea for special concessions to rural education, neither is it\na plea for relief or for emergency legislation. It is a plea that the rural\nschool be recognized as a part of the American educational structure. Rural\neducation neither wants missionaries nor needs them. It wants no\nsympathy,\nbut merely to be counted when American education comes up for relief,\nreorganization, and reconstruction.\nThis year the federal government in its program of feeding the hungry,\nclothing the naked, and housing the homeless, has forced attention upon\n\n"}
{"page": 151, "printed_page": null, "text": "145\nGeneral\n\nSessions\n\nthose areas in our social structure which are out of balance. The govern¬\nment has provided physical relief to people living in both rural and urban\ncenters, but educational relief has been extended largely to rural schools.\nMost of the money going into educational relief has found its way into\nrural areas.\nwill tell you the story of rural education needs,\nand will indict the generations that have come and gone in the different\nstates, as well as those responsible for the present methods of school support.\nSuch conditions could not be the result of thoughtful planning. If, during\nrelief map\n\nAn educational\n\nthe years, leaders had taken a statewide view in planning the state’s program\nof educational support, dark spots would not be found on the map of edu¬\ncational relief, nor would rural children be in the role of the under¬\nprivileged.\n\ndoes not demand merely relief, but a program of perma¬\nnent planning thru wdiich the total educational structure may come back\ninto balance. The President in a message to Congress early in June of this\nRural\n\neducation\n\nyear said: “It is childish to speak of recovery (relief) first and reconstruc¬\ntion afterward. . . . Our task of reconstruction does not require the\ncreation of new and strange values.” 4 he President would reconstruct and\nand\nunify our ways of behavior out of familiar but often forgotten ideals\nvalues. He would balance life by a re-arrangement of what we have.\nIn reconstructing our educational program we must recognize the fact\nthat education must be unified — must give equal consideration to the needs\n\nand\nof every child in all areas of our country ; that the differences in rural\nurban education grow out of the differences in population density and wealth\ndistribution; and that if the program is to be rebalanced a long-time plan\nmust be inaugurated which will reduce these differences and bring to rural\nis a\nand urban child alike an opportunity to attend a good school. If there\nhelp.\nstate in this Union that cannot do this the federal government should\nWhen our country was at war men were called from poor and rich com¬\nmunities, from rural and urban centers. The men were called from where\nthey were and sent to fight where the danger was. There is a solemn duty\nwhich we owe to the children of these men. 4 hat duty is summed up in the\nprinciple that we should collect the money where the money is and spend\nit in educating\n\nthe children where\n\nthe children\n\nare. Money\n\nhas favorite\n\nlodging places, but the children have no choice — they are everywhere.\nREPORT\nA. L. WHITTENBERG,\n\nFOR\n\nBOARD\n\nSECRETARY,\n\nTEACHERS’\n\nOF\n\nILLINOIS\n\nCERTIFICATES,\n\nDIRECTORS\n\nSTATE\n\nEXAMINING\n\nSPRINGFIELD,\n\nBOARD\n\nFOR\n\nILL.\n\ntheme\nOur president wisely selected “Educating for Tomorrow as the\nof this convention. Madam President, you saw the necessity of ha\\ing an\nion in\naccurate picture of conditions that obtain with regard to public educat\n\n"}
{"page": 152, "printed_page": null, "text": "146\n\nNational\n\nEducation\n\nAssociation\n\nevery state in the Union. You requested each state director to prepare a\nbrief statement of the problems in his state. Those brief reports were made\nand were\n\nplaced in my hands. It would be very interesting indeed if the\nRepresentative Assembly could have the opportunity to read these reports\ncoming from each of the forty-eight states. I have spent the major portion of\ntwo evenings in studying them and now I am requested to bring to you in a\nvery few minutes a brief resume of these forty-eight reports.\nIn every section of the country the problem of maintaining public educa¬\ntion is indeed very serious. These problems vary greatly in different areas.\nBut everywhere\n\nThru\n\nit is largely the problem\n\nof school finance.\n\nthe influence of teachers, the legislature of many\n\nwillingly increased the amount\n\nstates has very\nof college training fixed by law for beginning\n\nteaching. In every instance this increased amount of preparation required by\nlaw is due to the influence of members of our own profession. We are proud\nof the achievements within the last few years in this respect.\nIn every state our profession has made\n\nan earnest effort to secure a more\n\nadequate financial support for public schools, but ouf influence in that respect\nhas not been so effective. For some\n\nreason governmental\n\nforces have appeared\n\nwilling enough to increase the amount of training for the schoolroom, but\nhave shown a woeful disregard for the financial burdens which teachers are\ncompelled\n\nto carry. There\n\nschool teacher. There\n\ncan be no question of the devotion of the public\n\nis no question of his loyalty to the government\n\nand to\n\nsociety. His sacrifices within the last few years have been great. If there has\nbeen a public school closed in America it was not because the teacher refused\nto function. The\n\nteacher has performed\n\nhis duty without\n\nsalary. Is there\n\nany other group of workers that has done more? Wherever schools have\nclosed it was for other reasons and not because the teacher refused to work\nwithout\n\na salary. How\n\nlong will the public permit\n\nteacher to carry the burden\n\nthe American\n\nschool\n\nof school finance?\n\nIn every state in the Union the constitution provides that the state legis¬\nlature of that state shall properly finance the public school system. However\nvaried may be the problems\n\nconcerning\n\nthere is one difficulty common\n\npublic education\n\nto all states. Every\n\nin the various states\n\nstate has a legislature.\n\nThat legislature is commanded by the constitution to find means of properly\nfinancing public schools. It, therefore, becomes the duty of the school teacher,\nyour duty and my duty to go back to our respective states and to see that a\nlegislature is elected in November 1934 that will perform this constitutional\nduty. We\n\nshall find ourselves involved\n\nunable to win this fight. Here\nmonths\n\nago a member\n\nin a fight. It may\n\nis an aphorism\n\nof which\n\nof the British Parliament\n\nissue of a contest said : “The\n\nseem\nI am\n\nthat we\n\nare\n\nfond : A\n\nfew\n\nin discussing the probable\n\nsize of the dog in a fight is not half so important\n\nas the size of the fight in the dog.” If every member of the N. E. A. will\nenter heartily into this fight there can be no doubt that following the\nNovember election there will be an improved attitude toward\ncation in the legislatures of the several states.\n\npublic edu¬\n\n"}
{"page": 153, "printed_page": null, "text": "General\n\n147\n\nSessions\n\nhave served this\nMadam President, I would address a word to you. You\nthe United States\nAssociation with great devotion to duty. In many parts of\nent. Your devotion\nyou have brought messages of wisdom and encouragem\nall of us. Serious\nto the duties of the office entitles you to the gratitude of\nhuman virtues.\ndevotion to duty is in my judgment one of the finest\nThe longer on this earth I live\nAnd view the various qualities of men,\nThe more I see the high stern-featured beauty\nOf plain devotedness to duty,\nSteadfast and sure, nor paid with mortal praise;\nBut finds its amplest recompense\nFor life’s ungarlanded expense\nIn work done squarely and unwasted days.\n\nLIBRARIES\nCARL\n\nH.\n\nMILAM,\n\nFOR\n\nCIVILIZED\n\nSECRETARY, AMERICAN\nCHICAGO, ILL.\n\nLIVING\n\nLIBRARY\n\nASSOCIATION,\n\nries — which will make\nMy thesis is that a system of public and school libra\ny accessible to every\nbooks and competent guidance in the use of books easil\nthe public equipment\nperson in the United States— is a necessary part of\nfor civilized living under the New Deal.\nained by society\nWhen I say “library,” I am thinking of an agency maint\nages the facts and ideas\nto make available to all kinds of people of all\ns have recorded in print.\nwhich the wise men of this and previous generation\nboys and girls out of\nI am thinking, too, of the men and women and\ndig for it; of the\nschool who want more education and are willing to\nhimself equipped ; of\nman who wants to equip himself for a job and keep\nseriously their responsi¬\nthe increasing number of men and women who take\nge who is willing to do\nbilities as citizens ; of the student in school or colle\nion; of the men and\nmore than he has to in order to pass an examinat\nno matter how radical;\nwomen who are not afraid of facts, or of new ideas\ncollections of books if he\nof the scholar who must have access to great\nwaste of time. I am also\nis to make his contribution to knowledge without\nng.\nthinking of the people who read because they enjoy readi\nor college library is a\nThe library at its best— whether public, school,\nassumes its full share of le\ndynamic, even aggressive institution, which\nintellectual curiosity and\nsponsibility for stimulating as well as satisfying\nreading interest.\n,\n. .\nsecurity and more leisure.\nThe New Deal is expected to bring economic\ngoal, then we must\nFor what? For “a more abundant life”? If that is our\nage, opportunity and con\nprovide for every person from childhood to old\nthe fullest possible development of persona\ntinuous encouragement for ing.\nabilities and social understand\n\npublic administration nor\nThe goal of a democracy is not efficiency in\nimportant as these t ,n^\neven universal participation in public affairs\n\n"}
{"page": 154, "printed_page": null, "text": "148\n\nNational\n\nEducation\n\nAssociation\n\nare. Democracy’s objective is the greatest possible advancement of all of its\nindividual citizens. To facilitate such advancement, society must provide\ninstitutions and agencies : ( 1 ) for universal education at the lower levels ;\n(2) for widespread education at the higher levels; (3) that which is now\nlargely lacking in many areas and only meagerly provided in most — agencies\nfor continuing self-education at all levels; (4) for rapid diffusion of un¬\ncensored facts and ideas to all citizens; (5) for wise use of leisure; and\n(6) for cultivation of appreciation of social and cultural values which will\ntend to prevent the domination of life by material motives.\nMany public agencies exist to serve these needs: schools, libraries, col¬\nleges, universities, museums, parks, and playgrounds. Many others main¬\ntained as private businesses also contribute, such as theaters, moving pic¬\ntures, orchestras, and publications.\nOf the public institutions, only the schools are even nominally accessible\nto all of the population. They serve the average person for only a few years.\nComparatively few people go to college. Few now have access to museums\nor organized recreation. Only about sixty out of a hundred can borrow books\nfree of charge. For a very large part of the population, society has failed\nto provide those public institutions for education, recreation, and culture\nwhich are looked upon in our more enlightened communities as necessary\nequipment for civilized living.\nNext to the school the public library is the most basic of all such institu¬\ntions. It serves art as well as science, hobbies as well as vocations, and\neducation as effectively as recreation. It is the continuation school for every\nboy or girl or man or woman who cares to use it. It typifies democracy by\nwelcoming and helping the educated and the uneducated, the highest and\nthe lowest. It is also intellectually democratic, for it insists upon its right\nand obligation to furnish material on all sides of controversial public\nquestions.\n\nWe have many public libraries, the best, and perhaps some of the poorest,\nin the world. The best are providing magnificent service in all fields, and\nleadership in informal education, tho even these have not approached the\nmaximum possibilities of public usefulness. The poorest are so inadequately\nequipped with books and staff that they cannot possibly meet the needs\nof those who wish to use them. About forty million people — most of them\nin rural areas — have no local public libraries of any kind. For these forty\nmillion, society has failed to provide one of the essential tools for civilized\nliving; and for the many millions now nominally served by very small\nlibraries, society has done little better.\nGood library service, according to present standards, can be had for from\none to two dollars per capita per year. Most libraries actually operate on\nmuch less. Yet, after years of acceptance of the idea of library service, after\nyears of advocacy by school teachers, school administrators, women’s clubs,\nand librarians, about four-fifths of our rural population and one-third of\nall our total population have no local public library service. The reason,\nor at least one reason, is that our units of government\n\nare too small to main-\n\n"}
{"page": 155, "printed_page": null, "text": "149\nGeneral\n\nSessions\n\ntain public library service efficiently and economically in areas not thickly\npopulated.\nThe schools and other governmental agencies have taught us the lesson\nof consolidation. With us, it must be both consolidation and extension.\nInstead of 6000 public libraries serving 60 percent of the population —\nmuch of it very badly — we ought to have about 500 libraries serving every¬\nbody, or, in the typical state, about 10 libraries instead of 100. Each such\nlibrary, or library system, would serve a whole metropolitan area, a very\nlarge county, or several counties. It would consist of a large central library,\nbranches in every town, village, and neighborhood, daily exchange of books,\nthoroly trained library personnel, and service to all equal to that now pro¬\nvided by our best city library systems.\nIf any such goal is to be achieved in any state within a reasonable length\nof time, it will be, I think, because the state itself, out of state funds, under¬\ntakes to set up and maintain a minimum or foundation program of local\npublic library service. I therefore hope for the assumption by each state of\nresponsibility for establishing and maintaining a system of large unit public\nlibraries which will make library service easily accessible to every inhabitant.\nFor those who believe in local self-determination, let me add that it should\n\nbe possible under such a system for any unit of government to increase the\nfunds and service of its branch library in accordance with the needs and\nwishes of the local population.\nEach school must also have its library, for the daily use of library ma¬\nterials and service is indispensable to a modern school which endeavors to\nprepare each individual for a lifetime of self-education.\nWhen I say “library” here, I mean, as always, not simply books, but\nalso professional library service. The larger school, both elementary and\nsecondary, must be provided with organized collections of books and\nadequately trained personnel; the smaller school should get equivalent serv¬\nnot\nice thru participation in some plan of large unit administration. I care\nat all whether school library service be provided by school authorities or\npublic library authorities. It is essential, however, that the pupil, every\nthe\npupil if possible, acquire not only the habit of reading, but also, in\ninterest of his future self-education, the habit of using public libraiies.\nIf, as I believe, it is the business of democracy to provide opportunity for\nindividual development to the highest possible levels, then our national\ngovernment also has some responsibdity for the institutions of education,\nfoimal\nrecreation, and culture. It has for years demonstrated its intci est in\neducation. Should it not now show a corresponding intei est in libianes\n\nand other informal agencies for human\n\nenlightenment, possibly thru national\n\nappoint¬\nplanning for the development of such agencies, possibly thru theion?\nment of a new officer associated with the Commissioner of Educat\nAnd, if schools and libraries really are necessary, perhaps the federal\ngovernment will also find a way to aid financially. Every school should havt\nof\nsuch library service as will enable it to train its pupils for a lifetime\nself-education and enjoyment with books.\n\n"}
{"page": 156, "printed_page": null, "text": "150\n\nNational\n\nEducation\n\nDEFENDING\nEDWARD\n\nA. HAYES,\n\nAssociation\n\nEDUCATION\n\nNATIONAL COMMANDER,\nINDIANAPOLIS, IND.\n\nAMERICAN\n\nLEGION,\n\nOur\n\nschool system was founded by this nation as a vital means of per¬\npetuating the principle of self-government, and our schools and colleges are\nsupported by local, state, and federal government. Daniel Webster said, “On\nthe diffusion of education among the people rests the preservation and per¬\npetuation of our free institutions.”* Being a republic, a popular government\nby rule of the majority, we cannot content ourselves merely with the wish\nto govern well ; we must attain ability and that requires attaining knowledge,\nbecause knowledge will forever govern ignorance. Added to the ability to\ngovern well must be the proper devotion to public welfare which we call\npatriotism, without which good citizenship is endangered.\nOne of the difficulties in our educational system today lies in the main¬\ntenance of useless, superfluous spoilsmen of politics who take the taxes\nthat could be used on the schools to pay the salaries of office holders who\ncould be eliminated if we would modernize our obsolete system of county\nand local government that was built originally in the days of the ox cart\nand is endured now in the days of the automobile.\nThe American Legion looks upon our schools in the same light that our\ngovernment looked upon them when it established education and equal\nopportunity in the United States for the American people.\nThe American Legion, therefore, has made education a major activity\nin its Americanism program because if the principles of freedom and de¬\nmocracy, for which we fought, and for which thousands of our comrades\ndied, are to be perpetuated, then the children of today, the citizens of to¬\nmorrow, must know how to exercise their duties of citizenship under our\nrepublic. Their freedom, their independence, democracy itself in America,\nrest on that premise. They must have inculcated in them a sense of indi¬\nvidual responsibility in sharing the burdens of government and the protec¬\ntion of their government. Upon them in the future the very foundation of\nour republic will rest. Its progress or its fall will depend upon them. If\neducation fails in its true purpose for all, the nation will fall. If it fails for\nsome, our nation’s progress along democratic lines will be handicapped to\nthat extent.\nThe\n\nLegion, therefore, comprised of men\n\nand women\n\nwho\n\nmade\n\nsacri¬\n\nfices and endured hardships to protect the principles and ideals that inspired\nour system of education, has the right to demand that education be con¬\nstructive for the country’s welfare and that it be patriotic in character.\nMembers of the Legion not only have their own children attending\nthe\nschools, as they are doing in virtually every schoolhouse and other educa¬\ntional institution in America today, but they also have relatives and friends\n\nwho have faith in the Legion’s viewpoint of what is patriotic and\nwhat\nis not.\n\n"}
{"page": 157, "printed_page": null, "text": "General\n\nSessions\n\n151\n\nshocked at first today when a remark was brought to\nmy attention that if the money our government is spending on our army\nand navy could be used instead on our schools, the problems of full terms\nand better pay for the teachers would be solved, and our country would\nbe better off. Of course the disarmament of our army and navy is an im¬\npossible contingency at this time. Yet behind the thought is a tendency to\nadvocate disarmament that has grown to be entirely too general among\nour educational and religious institutions to be lightly passed by. Back of it,\nwithout doubt on the part of educators, is the desire for peace. But back of\nthat is the dangerous propaganda of subversive movements that have for\nI was somewhat\n\ntheir objective an entirely different thing — the destruction of our govern¬\nment and the establishment of a new social order.\nNo one is in more accord with the idea of better pay for our teachers,\nand no one is more determined to see that our schools remain open, than\nthe American Legion. The cooperation in recent months of hundreds of\nLegion posts all over our country has shown\n\nthis, and hundreds\n\nof schools\n\nwere kept open by the Legion’s influence against the false economy directed\nagainst them. But, I wonder if the person or group thinking about our\nnational defense as that remark indicated, ever considered that if we fail\nto provide for the defense of this country we would not have any need for\nschools very long. If that kind of an educator is sincere in his desire for\npermanent peace, which I infer was meant, and I do not question anyone s\nsincerity of purpose, he should give thought to the lessons on unpreparedness\nbrought out by every war in which we have engaged.\nNo organization on earth wants to perpetuate peace any more than does\nthe Legion. Invariably when we investigate those who advocate extreme\npacifism and disarmament, the strings lead us behind the smoke screen\nto a leadership that is advocating class struggle and the overthrow of our\ngovernment by force.\npurpose to criticize anyone who honestly disagrees with us.\nRather, it is my desire to convert anyone within my hearing to a sane and\nsensible view in this matter of national defense, which is not only our\nIt is not my\n\nnational life insurance, but wThich is the life, property, and fire insurance for\neach individual citizen. There has been more sincere effort made since the\nWorld\n\nWar\n\nthan ever before to outlaw war and to make it impossible, yet\n\ntoday the question in the minds of the statesmen of the world is not whether\nthere will be another war, but when will it be? If the United States of\nAmerica is to keep out of it, it will be because we will have a navy that can\nadequately protect our shore lines and our shipping, and because we have\nthe nucleus of an army of sufficient strength that it can send an efficient\nforce into the field if necessary.\n\nTherefore, while it is eminently proper for us to lift our voices in the\ninterest of peace and in the interest of reduction of armaments if that can\nbe done step by step on an equal basis, and to cooperate in every practical\nway to maintain peace, we have a special duty to our people to study the\n\n"}
{"page": 158, "printed_page": null, "text": "152\n\nNational\n\nEducation\n\nAssociation\n\nproblems of national defense. We have a duty to our youth who will be\nsubject to call whether they will it or not, if the protection of our nation\ndemands it.\nIn doing this, you will not be militaristic, nor will you influence pupils\nin a militaristic way if they study these problems. The American Legion\nbelieves the advice of our army and navy officers is sincere and honest in\nthe interest of peace. Those leaders have nothing to do with putting the\nUnited States into any war. When it is declared, it is their task primarily\nto see that the war is stopped as quickly as possible.\nOn the other hand, a sure way of getting into a future war would be\nto convince all our children that they should not support our government\nin a national emergency. One sure way of bringing about the defeat of our\nnation at some future time would be to eliminate now the R. O. T. C., the\nC. M. T. C., and other civilian components of our national defense forces.\nThe United States looks to its citizens for man power to form the army\nthat might be needed to defend our country, and not to a huge standing\narmy of professional fighters. In modern warfare, the victory would be on\nthe other side before we could adequately train officer material from raw\nrecruits.\n\nI want\n\nto be positive that no misunderstanding\n\ncomes from what I am\ngoing to say now. We have been watching in the Legion a great many\nthings that have been going on. We have been trying to be fair. We are\ngoing to continue to try to be fair. We do not want anyone to draw any\nwrong inferences from any utterances which we make. There is not now,\nand there never will be so far as this national commander is concerned, any\npartisan politics in anything he says or does now or at any other time in the\nLegion because we are only interested in telling what we know to be the\ntruth. We will be very careful not to say anything regarding which there\nis any uncertainty in our minds.\nWe of the Legion believe that it is time the leaders in education take a\ndecided stand against some of the strange tenets that are finding foothold\nin our universities and colleges. Does it not make you think when I can tell\nyou that on a recent trip to California I found the California department\nof the American Legion in the throes of difficulty with an admitted sect\nof communists within one of the beautiful valleys of that state?\nComing back east, I found in the state of Texas the students of the Texas\nChristian University in a quarrel with the Legion because a student leader\nat the head of one of those international relations clubs had been advocating\nthat under no condition would they submit to the edicts of the war depart¬\nment in the event of a national emergency. Now some of us are familiar\nwith the propaganda of the Carnegie Endowment for International Peace,\nand the objective of trying to get Americans entangled in the League Court,\nwith the further motive of cancellation of the war debts. It all interlocks\nbeautifully.\nWe\n\nfound the public press in Texas quoting the student leader advising\n\nthe older boys’ conference of central and north Texas\n\nalong the lines of\n\n"}
{"page": 159, "printed_page": null, "text": "153\nGeneral\n\npropaganda\n\nSessions\n\nwhich is easy enough to trace beyond the borders of the United\n\nfind him declaring that he and other “fools,” to use his term,\nonly fight wars for what he declares to be a “rotten kind of leadership.”\n“It is far better,” he is quoted, “to face the situation of being called yellow\nor a cowTard than to go to war.”\nThen, I was surprised when one of the professors of the university stated\nhe would rather see his two hands cut off than be a member of the forces of\n\nStates. We\n\nany nation, including the United States of America, in the event of a war\nin the future.\nIn fairness to that university, and the American Legion wishes to be fair\nin all that it does, I can say that if these boys are inspired by the usual\nmotives, there is something or someone leading them in a direction that is\n\nstrictly opposite to the purposes for which that university was founded.\nIf that is true, and the statement of the student leader did not receive the\napproval of the university authorities, then the responsibility of countenanc¬\ning such propaganda clubs should be investigated. Misguided groups con¬\ntinuing to teach such pernicious doctrines with effect would soon be able to\nundermine and destroy our government.\nMany of you know what happened in the University of Ohio. The\n\nLegion \"found there a concentrated effort on the part of a number of ministers\nof the community to prepare the ground so that when some young men,\nwho evidently entered the university for that purpose, rebelled against mili¬\ntary training, public opinion would be in favor of them and they would\nbe supported in their refusal.\nThe American Legion thoroly investigated the suspension of the seven\nstudents for refusing to participate in that training provided for this land\ngrant institution. Let us not be misled by a group of radical pacifists to\nbreak down the obligation that a land grant college owes to our govern¬\nment. Following the investigation, an official resolution was adopted by the\nLegion there stating that the trouble was inspired by a group in New York,\ncontacting the students at the university, to induce them to make an issue\nof this training. A list of ministers who had created the issue was furnished\nto the students and the whole plan was mapped out step by step. Some\nof the students wffio had raised the issue in the past declared they would\nfight to do away with our government, but would not fight to protect it.\nNow these professional conscientious objectors would never have sought\nto enter such an institution if they were sincere and honest. The student\n\ntraining\nwho sincerely and honestly refuses to take two years’ military\nfor its\nreason\nprincipal\nthe\nas\nobligated\nis\nwould avoid an institution that\nexistence to give that kind of training. The conscientious objector who\ninsists upon attending a land grant school, or university, simply wants\nto break up the national defense system of the United States. Otherwise, he\nwould go to that college or university that is consistent with his ideas on the\nsubject and which does not provide such training.\nIn effect, he says he will not obey the law, and to that extent he embraces\nthe principle of anarchy. It is the law and it is the obligation of the uni-\n\n"}
{"page": 160, "printed_page": null, "text": "154\n\nNational\n\nEducation\n\nAssociation\n\nversity that has accepted land and funds of the government\n\nto insist that\n\nevery male student put in a few hours’ military training so that he can serve\nthe nation if the need arises, but without pledging himself to such service.\nDoes it surprise you to know that at Columbia University in New York,\nnot many weeks ago, several hundred students adopted a resolution in which\nthey, too, said that under no conditions would they comply with the edict\nof the War Department in event of another war? This same thing is going\non over the country in various universities. It astounds me. It makes me\nrealize all the more why we had better be exercising our intelligence to\nsupport rather than to undermine the old-fashioned patriotism, which we\ncall Americanism.\nThe schools, the universities, and the colleges are not the only objectives\nof attack for this subversive movement. They are creeping into our churches\ntoo. I do not like to deride even by implication any denominational religious\nsect, but when the official publication of the Epworth League displays an\narticle in black type, written by the secretary of the Methodist Federation\nfor Social Service, and advocating that the young Christian man join the\narmy in the event of war and destroy munitions, I believe it is time for the\nAmerican people to know about it. I want to say, too, that such people do\nnot represent the great mass of good people within the church. Nevertheless,\nthey take that position by inference and the subversive propaganda they\nspread does the harm.\n\nWe\n\nof the American\n\nLegion who are banded together for God\n\ntry, are not disparaging any religion. We\n\ndo not know\n\nand coun¬\n\nany religion in the\n\nAmerican Legion. There wasn’t any question of whether they were Catholic,\nMethodist, or Jew, when men now members of the Legion were ordered\nto go over the top. When the Epworth Herald article was brought to my\nattention at national headquarters at Indianapolis recently, I would not\nbelieve it until I had seen the printed copy of the magazine. It was the issue\nof March 3 and there in printed word in the publication going out to\nyoung people of that denomination was the recommendation that in the\nevent of war those young folks would have one of four choices:\nNo. 1 was called the honorable way of patriotism, and to be honorable, it was\npointed out, one must be cannon fodder and be shot, dismembered, or gassed.\nNo. 2 pointed out that one could be a conscientious objector with what was called\nIhigh courage.\n\nNo. 3 advocated that the youth join the forces and after getting in to commit\nsabotage, to destroy machinery and not carry out orders. It stated that if that appears\nagainst moral principles, if that is to lie and deceive, that the youth need have no\nqualms of conscience because one lies or deceives if he engages in any war. The arti¬\ncle goes on to say that if those three choices do not suit, then there is a fourth which\nreally is a further development of the third. It calls for sabotage but with a\ndeliberate intent to get rid of the present economic system of which war is a part.\nThe aiticle goes on to say that if the youth will make this choice, to make it now\nand to begin to meet with others of like purpose and an iron will to carry out the\npurpose. It says this means knowing what selfish capitalism is like and a new\nsocial order.\n\n"}
{"page": 161, "printed_page": null, "text": "'\n\nGeneral\n\nSessions\n\n155\n\nNow, does that not have the ring of communism? Well, we looked up\nthe author of the article, this secretary of the Methodist Federation of\nSocial Service. At national headquarters we have a directory in which are\nlisted those people who have had connection with subversive movements and\ncommunism. It is called the \"Red Network. The name of this author is\nlisted in that book in various connections with communistic activities.\nEach and every citizen of the United States who enjoys the opportunity\nand protection afforded him by our American government and institutions,\nif he is honest, will be willing to share the responsibility of upholding and\ndefending the flag that makes those things possible.\nThe American Legion says that it is not the duty of any one group\nto carry that burden alone, but it is the duty of all. Sincere in its purpose of\npromoting peace, and in providing an adequate defense for our nation, the\nLegion has devised a plan that would distribute equally this burden. We\ncall it Universal Service in Time of War. Its main purpose would be to\nprevent any profit in war. Its enactment would\nnever be used unless war is forced upon us.\n\ncost nothing and it would\n\nare misled into believing in disarmament can well subscribe\nto this principle of Universal Service as a preventive of war. Certainly, if\nthe government of the United States could say upon the declaration of war,\nThose\n\nwho\n\nthat every element, every resource, capital, labor, transportation, and in¬\ndustry, as well as man power, must give equal service and with profit to\nnone, there would be no avaricious, plain money-grabbing individual who\nwould advocate war for the purpose of adding to his own personal bank\naccount. Also, with this principle enacted into the basic law of our land,\nit would be notification to the world that the United States stood solidly\nunited to defend ourselves. And no nation, or group of nations, would seek\na fight with us when\n\nthat is established.\n\nIn closing, I pledge to you the tireless and loyal support of our 11,003\nposts of the American Legion, in making of our schools the guardians of\ngood citizenship which they were originally intended to be, and which they\nare continuing to be today despite the efforts of some organizations and\nindividuals to make them otherwise. It has only been in recent months, and\npossibly one or two years back, that this danger of subversive movements\nwas generally recognized and acknowledged, outside of patriotic groups and\norganizations which had thoroly investigated the matter. The American\npeople are slow to believe that there is anything wrong. When they do wake\nup, they are just as quick to act. The advocates of communism have thrown\na smoke screen of peace propaganda around their objective. Let us be alive\nto the possibility of communism attaining too great a grip on the educa¬\ntional channels of our nation and to the danger of obliterating in the hearts\nof our citizens the love of that freedom, liberty, and democracy which\nmade possible this great republic of ours.\n\n"}
{"page": 162, "printed_page": null, "text": "156\n\nNational\n\nEducation\n\nANNOUNCEMENT— REGARDING\nANNIVERSARY\nCELEBRATION\nSCHOOLS\nWILLARD\n\nN. VAN\n\nSLYCK,\n\nPRINCIPAL,\n\nAssociation\n\nTHREE\nHUNDREDTH\nOF AMERICAN\nHIGH\n\nHIGH\n\nSCHOOL,\n\nTOPEKA,\n\nKANS.\n\nThe year 1935 marks the three hundredth anniversary of the establish¬\nment of secondary schools in America. Five years ago the late Milo H.\nStuart, at that time president of the Department of Secondary School Prin¬\ncipals, appointed a planning committee of eighteen. The members of this\ncommittee were representative of various interests connected with secondary\neducation, viz., secondary-school principals and headmasters, city school su¬\nperintendents, state department supervisors, professors of secondary educa¬\ntion, and the United States Commissioner of Education.\nThe following general plans have been formulated by the committee as\nreported by the chairman, C. O. Davis of the University of Michigan:\n1. To initiate the celebration at the time of the Department\nmeeting in Atlantic City, February, 1935.\n\nof Superintendence\n\n2. To provide a two-day commemorative program, one day of which is to be held\njointly with the Department of Superintendence if possible.\n3. To make the celebration center about the historical phases of secondary educa¬\ntion, but not to omit contemporary and prophetic aspects.\n4. To initiate and foster the writing of a number of historical studies on\nsecondary education, to appoint an editing committee to deal with these studies\nwhen written, and, if possible, to publish and widely distribute short digests of\nthese various studies.\n\n5. To arrange, if possible, for a historical pageant\nthe February meeting.\n\nto be given at the time of\n\n6. To organize subcommittees charged with the responsibility of carrying the\ncelebration program into every section and district of the United States, and to\nenlist the cooperation of every available agency in so doing.\n\nh ourteen subcommittees have been appointed and are at work.\nAssurances of full and cordial cooperation from the officials of various edu¬\ncational organizations and other leaders of educational thought have been\nreceived.\nMr. Davis informed me last week that the program arranged by the\ncommittee was developing in a very encouraging manner, the greatest diffi¬\nculty being finance. If any of you can secure $10,000 for Mr. Davis and the\ncommittee to use, I am positive they will appreciate your efforts exceedingly.\nAn admirable piece of work has been developed by the publicity committee\nunder the direction of M. H. Robinson of Pittsburgh. He told me yester¬\nday of several unusual plans that have been provided, including magazine\nand radio publicity.\nWe ask each of you to urge the community from which you come to\ncelebrate this anniversary, and impress upon the layman the importance of\nsecondary education. If each of you and the thousands of other teachers\ninterested in the level of our school system will do their part, 1935 will be an\noutstanding year of progress in the field of secondary education.\n\n"}
{"page": 163, "printed_page": null, "text": "General\n\nANNOUNCEMENT—\nANNA\n\nCELEBRATION\n\nJARVIS,\n\n157\n\nSessions\n\nFOUNDER,\n\nOF\n\nMOTHER’S\n\nPHILADELPHIA,\n\nDAY\n\nPA.\n\n“Mother’s Day’’ is the phrase commonly used for both the Mother’s Day\nmovement, or work, and the annual celebration of the second Sunday in M ay.\nThe Mother’s Day work was started prior to the Civil War as a home,\nchurch, and community work by my mother, Mrs. Anna M. Jarvis. The\nMother’s Day celebrations, which give emphasis and extension to the work,\nwere founded by me.\nThe same basic features used by my mother in her work were continued\nas features of the Mother’s Day celebrations, such as the wearing and giv¬\ning of the flower; the “home” or friendship letter; care and cheer for the\nwar veterans and their home-folks; church, school, and community better¬\nments; and patriotism and goodwill. To these features have been added\nfrom time to time others that have meant the progress and worldwide\nextensions of Mother’s Day movement and celebrations.\nMother’s Day workers have developed the movement thru their loyalty,\nsacrifices, sincerity, and unpaid services, as well as giving their services and,\nfrom their own limited means, paying their expenses.\n\nIt was the ambition of the Mother’s\n\nDay founder and co-workers that\n\nthere should not be any money taint or restrictions regarding Mother’s Day.\nThe money-getting schemes, therefore, of some tradesmen, paid profes¬\nsional charity schemers, welfare agencies, and the promoters seeking to use\nthe cumulative benefits of decades of our work for their enterprises by\nchanging Mother’s Day name to Parents’ Day, or splitting it into a Father’s\nDay, Mother and Daughter Day, Father and Son Day, or Mother-in-Law\nDay have been a source of bitterness. Appeal is made to all honorable,\nsincere people of the schools to discountenance any person or concern that\nseeks to change Mother’s Day name, or to split its observance. Investiga¬\ntion will show that they all have ulterior motives and are camouflaged thru\nsome sob story or “poor mother”\nnames, or similar deception.\n\nThe\n\npropaganda,\n\ncommittees\n\nof prominent\n\nanti-mother promoters .should be exposed in every community\n\nin\n\nthey rear their heads. Do not have the youth of the schools side¬\ntracked from Mother’s Day inspiring observance, thru vaudeville, minstrel,\ndancing, and other performances on Sunday afternoon under the name of\n\nwhich\n\nParents’ Day, or Father’s Day, so that a florist or school superintendent may\nhave personal publicity and work a dishonorable game on the public, youth,\nand press. If you are an anti-mother promoter, forget Mother’s\nis a voluntary movement and observance.\n\nDay — it\n\nMother’s Day is not a mere “idea,” or a “holiday,” or “maudlin senti¬\nment,” or, like Topsy, “just grow’d.” This all-nation movement has had\nback of it years of hard, patient, faithful work, with the same kind of over¬\nhead expenses for rent, heat, light, services, travel, printing, and stationery\nthat the National Education Association has had.\n\n"}
{"page": 164, "printed_page": null, "text": "158\n\nNational\n\nAssociation\n\nEducation\n\nThere is not any celebration or movement of the century comparable\nit. It is a worldwide blessing — help us to keep it ennobling.\n\nto\n\n”\nThe whole family unit is the design of Mother’s Day. Anything “mother\nthe\ntimes\ncroupy\nin\nand\nyear,\na\ndays\n365\nsharing\nbeen\nhas\nShe\nhas she shares.\nnights with the home-folks.\n\nday off — not to be “tired out,” not to be\n\nOne\n\n“poor,” not to be forgotten thru lack of filial gratitude, or community or\nnational praise and honor as a “good citizen,” — is due her after all of the\nages of being “out of the picture.”\nThere are over fifty holidays and special days listed for “Father” and by\n“Father.” Mother’s Day is for father and the whole family. Would you try\nto split or re-name Columbus Day, Labor Day, Memorial Day, or Thanks¬\ngiving? Or would you tear them apart, or change the name for your busi¬\nness or welfare enterprises? There are other periods of the year for such\nchanges, and Mother’s Day time is established — it is illegal to tamper with\nits names, dates, emblem, or founder’s name.\nDEMOCRACY\nTHOMAS\n\nE. BENNER,\n\nDEAN,\nOF\n\nIN EDUCATION\n\nCOLLEGE\n\nILLINOIS,\n\nOF\n\nEDUCATION,\n\nURBANA,\n\nUNIVERSITY\n\nILL.\n\nOne of the most important aspects of government in a democracy is the\nadministration of education. In this area we as a profession have direct\nresponsibility of a very special nature. It is not my\n\npurpose to discuss the\n\npressing problems of securing more democratic organization within the pro¬\nfession, as important as they are. Fortunately, we have become increasingly\nconscious of them in recent years. I propose, rather, to discuss one or two\ndeficiencies of our educational machinery\n\nat the point where\n\nthe formula¬\n\ntion of general policies by the representatives of the people meets and deter¬\nmines for good or for ill what we as a profession may do.\nThe principle that education is a function of the state has been well estab¬\nlished by important decisions of the courts in almost every state of the union.\nCubberley and Elliott cite as a classic example the Watervliet, New York,\ncase of almost forty years ago. In its briefest outline, that case determined\nthat the state superintendent of public instruction could properly take over\nthe control of a city school system when the local board of education failed\nto function and could continue this control until the local board was ready\nto resume its duties.\nThe board of education of Watervliet, divided by politics, had been unable\nto agree on the appointment of janitors, teachers, principals, and superin¬\ntendent. This failure to agree threatened to make impossible the opening of\nthe schools at the appropriate date. The state superintendent of public in¬\nstruction ordered the board to proceed at once to carry out the duties imposed\non it by law. When the board persisted in its failure to act, the state super¬\nintendent sent one of his deputies to take charge of the situation with in¬\nstructions to employ a complete staff. He ordered the board to provide the\nneeded supplies and equipment and to pay for all these from the treasury\nof the school district.\n\n"}
{"page": 165, "printed_page": null, "text": "159\nGeneral\n\nSessions\n\nIt was at this point that the case came to the courts thru an effort of\nthe board of education of Watervliet to prevent the reopening of the schools,\nthe employment of a staff, or the use of school funds of the district for any\nof these purposes. The court held that the failure of the city of Watervliet,\nNew York, to provide adequately for the education of its children was not\nmerely an action of local concern but a threat against the welfare of the\nentile state. It concluded, accordingly, that it was within the powers of\nthe state superintendent of public instruction to act as he had done in the\ninterest of the welfare of the entire state which local neglect had placed\nin jeopardy.\nThe basic principle that education is a function of the state and that the\nlocal school unit performs its duties as an agent of the state whose powers\nthe state may extend, diminish, or transfer to other appropriate agencies is\nwell established and has long been recognized in theory both within and\nwithout our profession. Unfortunately, as the last four years have strikingly\ndemonstrated, it has in most of our states received no parallel recognition\nin practise.\nThe educational program of the state has long since become a highly com¬\nplicated problem. Its effective administration demands the most competent,\nthe most statesmanlike, the most far-seeing professional leadership which\ncan be secured. It is as ridiculous to assume that this competent, statesman¬\nlike, far-sighted professional leadership at the head of the state’s system can\nbe secured thru popular election as it would be to expect such leadership\nto result from popular election of city superintendents of schools.\nThe officers needed in a democratic form of government may be roughly\nclassified into two groups: those whose function it is to render representa¬\ntive service, and those whose function it is to render expert service. When we\nseek representative service, we elect or use some other form of choice which\nwill keep the make-up of the representative body close to the will of the\npeople. When we wish expert service, we select. Any other arrangement\nis in its practical results the negation of democratic government because,\nas painful experience has taught us, it is a certain obstacle to realization\nof the aspirations of the great mass of the people.\nIn accepting complacently the traditional method of choosing the state’s\nchief educational officer by popular election we have insured that he will\nrender, in the majority of cases, representative service rather than expert\nservice. The skill and the courage of an occasional popularly elected state\neducational officer has risen above this situation to provide effective state\nleadership, but this has by no means been usual. In most cases, this state\nofficer in humble recognition of the manner of his choice has kept his ear\nto\nthe ground and listened for the voice of the people, delaying all forward\nlooking action until that voice has been convincingly expressed\nby a group\nlarge enough to indicate that such action was likely to be of advantage\nin\nsecuring election for another term.\n\nIf you will examine the school laws of the states in which the chief state\nschool officer is popularly elected and will contrast them with the school\n\n"}
{"page": 166, "printed_page": null, "text": "160\n\nNational\n\nEducation\n\nAssociation\n\nlaws of those states in which he is selected, you will note a striking dif¬\nference. In the first group of states, it will be found that legislation has\ntended strikingly to be a patchwork of laws enacted to meet emergency\nconditions as they arise. Let me give a specific example of what I mean :\nFor the past three or four years, the post-graduate enrolments in Amer¬\nican high schools have been mounting because of the inability of graduates\nto find employment or to finance attendance at an institution of higher\neducation more or less remote. In many of our states the situation has\n\n¬\nbecome so acute that there will soon be pressure for the enactment of legisla\ntion intended to assist local communities further in carrying this new burden.\nwhich\nWe may waken, one of these days, to find legislation hastily enacted\nwill in final effect superimpose a little and very expensive junior college\non many of our little high schools.\nThis is what I mean by legislation enacted to meet emergencies. The\ndemands\nemergency consists of a growing body of public opinion which\naction but does not foresee some of the consequences of the kind of action\nhas been\nit proposes. The popularly elected state educational officer who\nawaiting the clear expression of the electorate on which he must depend\nfor another term is likely to move little, if any, earlier than the legislature.\nthe\nAs a result, an important issue of state educational policy is decided on\nspur of the moment, under the pressure of the need for immediate, action,\nshort¬\nwithout opportunity for study and consultation, in an unstatesmanlike,\nsighted manner. Thus in these states, step by step, the possibility of develop¬\ning a coordinated program of education is further delayed.\nion\nIn the states which have made provisions for a state board of educat\nnly\nfree to select a competent educational officer the school laws will commo\ns. The\nbe found to present a more orderly growth. The reason is obviou\nhis\ncontinuation in office of this selected professional leader depends on\n\nthe state’s educational prob¬\nability to deal in a statesmanlike manner with his\nprofessional success is his\nin\nfactor\nlems. In other words, an important\none I have\nability to foresee the development of critical issues such as the\ner to\ncited, to analyze them, to bring lay and professional groups togeth\ntive\nconsider the problems involved, to consult with the appropriate legisla\nam\ncommittees, and, finally, to lead in the preparation of a legislative progr\nwhich will provide for intelligent, far-sighted solutions.\nThere is still another respect in which the school laws of the states which\nstates\nelect their chief educational officer differ strikingly from those of the\nto\nin which these officers are selected. Long experience has demonstrated\nour legislators the inadvisability of conferring broad, discretionary powers\nw and\non individuals. Accordingly, the state traditionally defines in narro\nspecific terms the authority granted in such cases.\nwider\nExperience has shown, however, that more extensive power and\nthe necessity\ndiscretion may be granted to boards and commissions in which\ntant check\nfor arriving at an agreement among the group serves as an impor\ny power\non possible abuses. Examples of such grants of broad, discretionar\nstate boards of\nare to be found in our public service commissions, in our\n\n"}
{"page": 167, "printed_page": null, "text": "General\n\nSessions\n\n161\n\nhealth, and in the trustees of our state universities. As an inevitable con¬\nsequence of this well-founded tradition, the school laws in those states which\nelect their state superintendents of public instruction tend to define his\npowers so narrowly as to give little chance for the exercise of statesmanship.\nContrast this with the wider definition of powers and the resulting stimulus\nto statesmanship which characterizes school legislation in those states which\nhave provided adequately for state boards of education.\nIn brief, then, I suggest that one of the greatest weaknesses of our demo¬\ncratic machinery for the control of education as a function of the state is\nthe persistence in a majority of our states of the popularly elected state\nschool officer. The welfare of the entire school system in states whose expert,\nprofessional leadership must come out of the lottery of public election has\nbeen at stake and will continue to be at stake as long as this condition per¬\nsists. Example after example could be cited of acute school problems of the\neconomic emergency made more acute by this defective provision for state\nleadership.\nLet me merely mention a few other examples of striking defects in our\neducational machinery which stand in the way of democratic control of\npublic education. Many others could be added to the list.\nIn several of our states the typical term of the local schoolboard member\nis three years. Elections are held annually and a fraction of the board is\nchosen each year. The effect of so short a term is to make possible the over¬\nthrow of a majority of the board within the period embracing two annual\nelections — or exactly a year and a day. Long experience has made clear the\nneed of continuity of policy in public administrative agencies of this sort.\nNo such continuity is effectively guaranteed by a system which permits a\nmajority overturn within so short a period. The experience of one state’s\nschool system has shown strikingly how perfect a device this is for facilitat¬\ning demagoguery in education.\nOne of our largest cities has suffered for years because of the peculiar\nadministrative organization of its school system. The board of education\nof that city employs three coordinate officers. It has a superintendent of\nschools in charge of the educational program. There is also a business man¬\nager in charge of the budget, the employment of janitors and engineers\nand the purchase of books, supplies, and equipment. To these responsibilities\nthere has recently been added the control of school lunchrooms. Finally, the\nboard employs an attorney. Note that these officers are independent of one\nanother and, in each case, are directly responsible only to the board.\nAt the last session of the state legislature, a bill was introduced, the\npurpose of which was to correct this disorganization. The\nconvert the business manager\n\nbill proposed to\n\nand attorney into assistants to the superin¬\n\ntendent, subordinate to him, and responsible thru him to the board of educa¬\ntion. The obvious desirability of this administrative change grows out of\nits recognition that the basic function of the public school system is to carry\non an educational program and that the employment of a business manager\nor of an attorney is solely for the purpose of making available to the superin-\n\n"}
{"page": 168, "printed_page": null, "text": "162\n\nNational\n\nEducation\n\nAssociation\n\ntendent in the formulation of that program the technical advice and as¬\nsistance which will assist in insuring its efficient working out in practise.\nAs an example of failure to recognize what constitutes democracy in our\neducational machinery let me quote the expression of a leader of classroom\nteachers who opposed this legislation at the state capital on these grounds,\n“We are interested in democracy in education — not in concentrating more\npower in the hands of the superintendent.” I need not add that the opposi¬\ntion of this leader gave needed aid and comfort to those who opposed the\nmeasure for reasons somewhat less naive and helped to insure its eventual\ndefeat.\nWe have said and have heard much within the last few years of our re¬\nsponsibility as teachers for a more effective interpretation of our social,\neconomic, and political order in the classroom. There can be no doubt of\nthe need for improvement in that direction. One test of our preparedness\nfor the assumption of this new responsibility is our professional alertness\nto the defects of that branch of government to which we belong. If our\nbelief in sound principles is genuine, one of its first fruits will be a vigorous\nand persistent effort to correct the inadequacies of our governmental ma¬\nchinery which prevent the smooth functioning of democratic government in\nthe field of public education.\nCULTURE\nARMAND\n\nJ. GERSON,\n\nFOR\n\nDEMOCRACY\n\nASSOCIATE\n\nSUPERINTENDENT\n\nPHILADELPHIA,\n\nOF\n\nSCHOOLS,\n\nPA.\n\nWhatever questions may have arisen in recent years in the minds of cer¬\ntain critical groups as to the effectiveness of a democratic order of society,\nthere is not much difference of opinion as to the meaning of the term.\nDemocracy means government by the people ; it implies the consent of the\ngoverned and acceptance of the decision of the majority. In form it may\nvary all the way from the New England town meeting to the complicated\nConstitution of the English monarchy. Expression of the popular will may\nbe direct or thru some form of representative organization.\nWhen we come to the question of culture, the problem of definition is\nmore difficult. In this connection a statement made by a noted contributor\nto one of our monthly journals is of interest:\nIn conversation\n\nwith a learned friend lately, our talk ran on various\n\ndefinitions\n\nof culture, and on the fact that for one reason or another we found them all unsatis¬\nfactory. This led us to ponder the notion that culture is one of those things that are\nperhaps better understood by not being too closely defined, like certain stars that\nbecome visible only when one looks a little away from them. . . . There are many\nsuch matters, an astonishing number when one comes to count them up; astonishing,\ntoo, when one remarks how competent our working knowledge of them may be,\nnotwithstanding our best definitions of them are so incompetent.\n\nIn the light of this expression of surrender it is surprising to find in the\nOxford\n\nDictionary\n\na definition which\n\nis not\n\nentirely inadequate.\n\nHere\n\n"}
{"page": 169, "printed_page": null, "text": "General\n\nSessions\n\n163\n\nculture is defined as the “training, development, and refinement of mind,\ntastes, and manners. ”\nThere is an obvious and intimate relation between culture and the setting\nup of those habits and attitudes which we call appreciations. Indeed, educa¬\ntion for leisure consists largely in the development of esthetic tastes and\nthe establishment of contacts with things of beauty. Nature, music, litera¬\nture, and art are thus brought into relation with life. In view of an eco¬\nnomic condition in which working hours will be reduced to a minimum and\nleisure opportunities correspondingly expanded, it would be difficult to over¬\nestimate the significance of this phase of the educational process. With the\ngrowing recognition that a man may be said to live fully only in those hours\nthat are his own, that part of his education which prepares him for the\nwholesome and happy use of leisure time is assuming larger importance\nfrom day to day.\nIt is commonly assumed that in addition to their happiness value, apprecia¬\ntions have a direct bearing upon the development of character. Tho most\npersons would accept this point of view without serious question, the assump¬\ntion will repay a moment’s examination. Second thought suggests certain\ndoubts. Who has not seen the enthusiastic lover of music brutally elbow\nhis way toward a front seat ? What librarian has not had acquaintance with\nbook lovers who seemed to feel no shame in keeping books beyond the pre¬\nscribed time or in returning them marked or soiled? It is evident that love\nof music and love of poetry will not in themselves develop human kind¬\nness and consideration for others. It would be a mistake, however, to allow\nthese exceptions to a generally accepted truth to persuade us that apprecia¬\ntions have no character outcomes. Shared enjoyments of beautiful things\nare humanizing and socializing.\nMore fundamentally, there is still another point of view from which we\nmust consider the problem of cultural appreciations in a democracy. It must\nbe admitted that until recent years, and indeed to a degree even today, we\nhave in this country placed too large an emphasis on material achievement.\nAmerica has looked upon itself as the land of opportunity and has meant\nby this chiefly opportunity for the individual to amass wealth or to rise to\na position of power. Educators identified themselves with this point of view\nand tended to measure educational values in terms of effects upon money\nincome. From coast to coast, boys and girls were urged to continue in\nschool so that ultimately they might be in a position to earn more dollars.\nSuccess in terms of power was encouraged by constant reference to the fact\nthat any boy, however humble his origin, might aspire to the presidency of\nthe republic. The inevitable result of this emphasis was the encouragement\nof a competitive attitude inconsistent with ideals of cooperation and with\nrecognition of achievement in the realm of the spirit.\nThere cap he no doubt that this emphasis, which characterized our schools\nand influenced school leadership for generations, has played its part in bring¬\ning about many of the material achievements for which our people have\nbeen conspicuous and of which they are justly proud. Gradually, however,\n\n"}
{"page": 170, "printed_page": null, "text": "164\n\nNational\n\nEducation\n\nAssociation\n\nand at first timidly, thinkers began to be impressed with the questionable\nmoral outcomes of this materialistic philosophy. Did it not tend to overlook\nproper recognition of achievements of the spirit? Worse still, did it not,\nthru its emphasis on competitive effort, tend to produce a nation that valued\ndollars above service? One of our presidents made pointed reference to\n“malefactors of great wealth” and there was widespread approval of the\nimplications of the phrase. Thru all classes of society there spread a new\nemphasis on service. It would be too much to say that leaders of industry\nand finance gave up or even seriously modified their former competitive\npractises. True it is, however, that in thousands of cases they supplemented\nthem by the organization of altruistic enterprises, social service, the improve¬\nment of working conditions. Service organizations, made up of representa¬\ntives of business, industry, and the professions, became, and have remained,\na conspicuous feature of our national life.\n\nIt is probably not to be expected that in the fundamentals of living the\ndoctrine of service will ever replace that of achievement. In an ideal world\nin which the Golden Rule would become the guiding principle of action,\nsuch a fundamental shift would be conceivable. Eternally human — nay,\nbiological — conditions seem to stand in the way of the realization of this\npossibility. So long as men are men, it is likely that their conduct will be\ndetermined chiefly in terms of their personal interests. Kindness, considera¬\ntion, social service, these things will improve as time goes on and will play\nan increasingly important part in human relationships ; but in the long run\nthey will constitute ameliorations, hardly the substitution of a new doctrine\nof living.\nThere is a third direction in which leaders of thought are beginning to\nlook for help in their consideration of the profound problem of human\nhappiness. Is there not a vital contribution to be sought in the field of man’s\ncultural life? May it not be truly said, in one sense at least, that we live\nmost fully, most abundantly, not when we are achieving, not even when we\nare serving, but when we are immersed in some significant emotional expe¬\nrience? If this be true, are we doing all that might be done to enlarge the\nemotional capacities of our people and to provide suitable, wholesome, uplift¬\ning satisfactions of the spirit? Is there not the possibility that in this direc¬\ntion, thru the development of a broader cultural outlook and of cultural\nappreciations and attitudes, may lie the salvation of our democracy?\nHumanity’s thirst for the joys to be found in music, literature, and art\nis not merely for the satisfactions which they promise. Of equal importance\nis the balance which they give to life. The man or woman who visits art\ngalleries, who goes to concerts, who is conscious of an increasing under¬\nstanding of these things and of their significance in relation to life acquires\nas a byproduct that rarest and most comforting of qualities — poise. To the\nextent that poise is an outcome of culture, culture becomes a prerequisite\nfor a successful democracy.\nWhat\n\nare the schools to do about it all? In the first place, they must\n\nrecognize their responsibility. Among\n\nthe outcomes\n\nof public education, cul-\n\n"}
{"page": 171, "printed_page": null, "text": "General\n\nSessions\n\n165\n\ntural habits and attitudes must be given a place in the front rank. There\nmust be appropriate curriculum provision. The problem must be faced in\nour programs for the training of teachers and supervisors. And, most impor¬\ntant of all, the personal and professional philosophy of each classroom teacher\nmust be colored by the newer and finer outlook on life.\nThe curriculum everywhere has tended to make fuller provision for those\nessential elements of education whose outcome is to be sought in habits of\naction, tolerant points of view, and emotional attitudes. It is interesting to\nnote that this recognition of the so-called “imponderables” has been coin¬\ncident with the extension of programs of testing, measurement of results,\nand remedial teaching. Simultaneously with the splendid achievement of\nour leaders of research in those fields of the curriculum where the instruc¬\ntional results admit of precise objective measurement, there has been a\nstriking development in such fields as citizenship training, character educa¬\ntion, and appreciation. It is true that the specialist in the field of research\nis inclined to insist that the objective measurement of outcomes is an essential\nelement in every phase of the educational process. He says, and with seem¬\ningly irrefutable logic, that whatever exists has certain quantitative aspects,\nand, provided proper instruments of measurement can be devised, may be\ndefinitely measured. In general, however, it may be said that most educators\nagreed that those character elements and those aspects of our emotional\nexperiences that are capable of measurement are comparatively irrelevant.\nWhile unquestionably there are certain instructional outcomes in these fields\nthat can be considered quantitatively, it is probable that attempts in this\ndirection may result in a distortion of emphasis by teachers and pupils alike.\nMany an honest attempt at appreciation teaching has gone to pieces on\nthis rock.\nNot only has the balance of subjects in the curriculum been modified by\nthe recognition of ever wider educational objectives; within the fields of the\nso-called cultural subjects themselves changes have been equally marked.\nThere is a tendency away from the mere acquisition of skills in the fields\nof music, art, and literature, and an increasing emphasis on the development\nof appreciative attitudes. There is a growing feeling that a wide acquaint¬\nance with the significant work of great poets, painters, and composers, and\nthe cultivation of a genuine joy in the presence of these things of beauty\nis a more important preparation for living than such technical skills as the\nschools could hope to develop in the practise of the several fine arts.\nNot that such technical skills should be omitted from the instructional pro¬\ngram. The philosophy of pupil activity and student participation necessarily\ndemands a certain amount of creative work on the part of the learner. Educa¬\ntionally, however, the value of such creative activity should not be measured\nin terms of the artistic worth of the product ; it is the purpose, the planning,\nthe doing, that make it worthwhile. Also it is true that participation may\nhave a certain relation to the building of appreciation habits, altho in the\npast the importance of this relationship has been much exaggerated. It is\nquestionable whether the performance of a Paderewski or a Kreisler is any\n\n"}
{"page": 172, "printed_page": null, "text": "166\n\nNational\n\nEducation\n\nAssociation\n\nmore meaningful to the child who has taken piano or violin lessons than to\nthe child who has not. It is probably more than questionable whether the\npupil who has been encouraged to express himself in halting verse has de¬\nveloped a larger capacity for the appreciation of Wordsworth or Masefield.\nIncreasingly, then, the curriculum\n\nfor elementary and secondary schools\n\nthruout the country has made provision for “listening” and “looking” with\nopen ears and seeing eyes.\n\nThe development of appreciations thru the educational program is not so\nmuch a question of the curriculum as it is of the teacher. In the selection and\ntraining of teachers, moreover, it is of vital importance to keep in mind that\nresults in this field are conditioned not nearly so much by anything that the\nteacher may do or by anything that he may say, but rather by what he is.\nWhile there are undoubtedly teaching procedures and plans of approach\nand presentation which will be valuable as suggestions to any instructor in\nthe field of appreciations, these things will always be less vital than the\ninner spark without which all the teacher’s efforts must result in futility or\nworse. Appreciation, like character, is chiefly imparted thru contagion.\nIt becomes obvious that no teachers should be selected for work in the\nfield of appreciation whose joy in esthetic experiences is not enthusiastic,\nwholesome, and honest. Indeed, the question may properly be raised as to\nwhether teachers in any field should not possess this cultural background.\nSince so much of our cultural development is the outcome of unconscious\ninfluences resulting from contacts with others, it may be argued that all\npupil-teacher contacts should insure wholesome influences in the field of\nappreciation as in that of character. At any rate, for the teacher of apprecia¬\ntion, a native capacity for esthetic enjoyment and a cultivated taste are a\nsine qua\n\nnon.\n\nCandidates\n\nfor admission\n\nto teacher-training\n\ninstitutions\n\nshould, in addition to an examination of other essential qualities, be tested\nout in this direction. The literal-minded, unimaginative, unsympathetic\nperson has no place in the profession of teaching.\nIt has been the purpose of this paper to indicate the relation of culture\n\nto a democratic civilization. Difficult as the term “culture” may be to\ndefine, we all have a clear enough notion of its meaning to make discussion\npossible and helpful. Material success has failed us as the answer to our\nfundamental\n\nnational problems. The doctrine of service, humans being what\nthey are, cannot, at this stage of civilization, be put forward as an alterna¬\ntive philosophy, helpful and wholesome as it has proved as a palliative to\nthe materialism of the times.\nCultural interests, cultural activities open the door upon a new possi¬\nbility. For the individual, the development of a cultural life means an\nincreased capacity for happiness, and better still, for tranquility and for\npoise. For the nation, the more abundant sharing in spiritual enjoyments\nmeans larger sympathy, fuller understanding, greater solidarity. The cul¬\ntural development that will result from the extension and modification of\nour educational program would seem to be one of the greatest immediate\nobligations of the public school systems of America.\n\n"}
{"page": 173, "printed_page": null, "text": "J^ife -jMembership\n\n-Dinner\n\n"}
{"page": 174, "printed_page": null, "text": "LIFE\n\nThe\n\nsixth\n\nMEMBERSHIP\n\nlife membership\n\ndinner\n\nDINNER\n\nwas held at the Washington\n\ncon¬\n\nvention. Because it has come to be one of the leading features of the conven¬\ntion we are including an account in the volume of Proceedings this year.\nA brief history of the development of life membership\nthese dinners have become an institution.\nThe charter which\na Permanent\nmeeting\n\nFund.\n\nin 1921\n\nwas granted by Congress\n\nin 1907\n\nwill explain why\n\n?nakes provision for\n\nTo increase this fund steps were taken at the Des Moines\n\nto provide a plan of life memberships.\n\nThe\n\ncost of such a\n\nmembership was set at $100 and only the income could be used for the cur¬\nrent expenses of the Association. The movement did not get under way until\nabout\n\n1927 , so that the larger part of the memberships\n\nsince that time. Over\n\n5200 persons have contributed\n\nand therefore have a part in perpetuating\nThe P ermanent Fund\nquarters building.\n\nfrom\n\nhave been received\n\nthis sum\n\nof $1001 each\n\na service to the cause of education.\n\nlife memberships\n\nhas made\n\npossible the head¬\n\nMuch credit for interest and growth is due the officers who have con¬\nstantly kept the value of life membership before the profession. However ,\nthe one to whom most credit is due is the secretary, J . W . Crabtree , for it\nwas in his mind\n\nthat the idea was\n\nThe first life membership\n\nconceived and brought\n\nto fruition.\n\ndinner was held in Atlanta, Ga., in 1929, and\n\nwas presided over by U el W . Latnkin, president. Northwest\nTeachers\n\nCollege, who\n\nwas then president of the Association. One\n\nheld each year since 1929 on Monday\nPyrtle, principal, Bancroft\n\nevening of convention\nOhio.\n\nhas been\n\nweek. E. Ruth\n\nCarroll\n\nG. Pearse,\n\nWis., past president of the Association, presided at the dinner\n\nin Los Angeles, Calif., in 1931, and the late Thomas\nEastman\n\nState\n\nSchool, Lincoln, Nebr., president in 1930, fwas\n\nthe presiding officer at the dinner in Columbus,\nMilwaukee,\n\nMissouri\n\nTeaching\n\nFilms, Inc., one\n\nE. Finegan,\n\nof the first life members,\n\npresident,\nat the on&\n\nin Atlantic City, N. J., in 1932. At Chicago in 1933, Rose A. Pesta, assistant\nsuperintendent of schools, and one of the first life members in Chicago, was\ntoast mistress. At the dinner this year, Frank W. Ballou, superintendent of\nschools, Washington,\nColumbia,\n\nC., and\n\nacted as toastmaster.\n\nlife membe'rs\nThe average\nThe\n\nD.\n\nthe first life member\n\nin the District of\n\nThe precedent for inviting one of the first\n\nin the convention city to preside has now become\nattendance at these dinners has been 358.\n\ndevotion\n\nof life members\n\ngrowth\n\nand development\n\nnumber\n\nof life members\n\nestablished.\n\nto the profession gives confidence to the\n\nof the plan. Secretary Crabtree\nwill be doubled\n\nduring this decade and it is certain\n\nthat the increasing interest in the life membership\ncreased attendance each year.\n\n[ 168 ]\n\nestimates that the\n\ndinners will mean\n\nan in¬\n\n"}
{"page": 175, "printed_page": null, "text": "‘Report\n\nof Committees\n\n"}
{"page": 176, "printed_page": null, "text": "INTRODUCTION\n\nMuch\n\nof the\n\nmost\n\nsignificant\n\nwork\n\nof the Association\n\nis accom¬\n\nplished by committees. The scope of the work carried on by committees\nduring the past year is indicated by the following pages devoted to their\nreports. For discussion concerning reports see Minutes of the Repre¬\nsentative Assembly in the latter part of this book. Complete lists of the\nmembership of each committee are also given elsewhere in this volume.\n\n[170]\n\n"}
{"page": 177, "printed_page": null, "text": "REPORT\n\nOF\n\nAMERICAN\n\nCOMMITTEE\nNATIONAL\nADA\n\nF. LIVERIGHT,\n\nON\n\nLIBRARY\n\nCOOPERATION\n\nEDUCATION\n\nLIBRARIAN,\n\nASSOCIATION\n\nPEDAGOGICAL\n\nPHILADELPHIA,\n\nWITH\n\nTHE\n\nASSOCIATION1\nLIBRARY,\n\nPA., Chairman\n\nBOARD\n\nOF\n\nEDUCATION,\n\n'\n\nThe centennial anniversary of the establishment of free public\n\nschools in Pennsylvania was celebrated during the month of April. In\nconnection with this celebration an exhibition of old textbooks, educational\nreports, courses of study, and other interesting items was held in the Peda¬\ngogical Library. Among the material was a bill dated December 19, 1823,\nfor “tuition together with quills, ink, and use of school library .” In several\nof the quaint old reports were found references to the practise of rewarding\npupils for advanced standing by permitting them to withdraw “enjoyable”\nbooks from the school library on Friday afternoon, thus showing that the\nlibrary was recognized as an agency for providing for the worthy use of\nleisure a century ago when the curriculum was only the three R’s.\nYet in 1934, in spite of the new program of education with its emphasis\non social aims, stressing of pupil exploration and provision for individual\ndifferences, we find the school library still regarded almost universally by\nadministrators as an addition rather than as an integral part of the school.\nA recently published work by H. J. Otto entitled Elementary School\nOrganization and Administration, devotes a chapter of 30 pages to the\n“Administration of Library Service.” Perhaps when more educational\nwriters realize that an enriched curriculum is dependent on the school library,\nwhen courses in administration in university departments of education\ngive due consideration to the place of the library in the school organization,\nthe obstacles to library service, chief among them being lack of financial\nsupport, will be overcome. That the obstacles are very real is conclusively\nshown in the monograph on the “Secondary School Library” published as\npart of the National Survey on Secondary Education in 1933.\nIn an effort to interpret the school library, the American Library Asso¬\nciation Committee on Cooperation with the National Education Association\nhas been concerned during the past year with the following matters:\n\nAt the Depart¬\nan of the National Education Associatio\nment of Superint\nn.\nendence m d\ng\nm\nw\ns\nr\nost\nas\natifying It is the\neeting the interest hown\nment of Superint\n.\nendence\nhope that it may be equally helpful at the convention now in progress.\nCommitte\ne’s\n\nof\nand equipme\nplannin\nand administ\nexhibits showing the organiza\nnt\ng\nration,\ntion\na\nb\no\nu\nt\nn\ni\n; instruct\nd\nn he se f ooks\ntraining for librarian\nschool librarie\nion\nship\ns;\nlibrarie\naids to book selection\ns;\n.\nings of the N. E. A.\n1 Adopted by Representative Assembly, July 6, 1934.\n\n[171]\n\n"}
{"page": 178, "printed_page": null, "text": "172\n\nNational\n\nEducation\n\nAssociation\n\n4. Submitting to the Committee on Resolutions of the Department of Superintend¬\nence recommendations concerning the revision of standards for libraries in secondary\nschools. The chairman of the Resolutions Committee reported that he was in accord\nwith the purposes of the A. L. A. Committee. No formal action, however, was taken.\n5. Taking steps toward the reestablishment of the Library Department of the\nN. E. A. As one writer puts it, “Such a step would renew emphasis on the school\nlibrary as an educational force which promises to assume increasing importance in\nproportion to the rate at which school curriculums are ‘freed’ and adult education\ndevelops.” The majority of school librarians are members of the A. L. A. from which\nthey derive stimulus and practical aid which cannot be overestimated. The motives\nfor endeavoring to revive the Library Department of the N. E. A. are:\na. It is highly important that school administrators and librarians should meet for\na consideration of school and library problems. Meetings of the A. L. A. are attended\nalmost exclusively by librarians, hence the need for a joint meeting place for this\npurpose which a Library Department of the N. E. A. would provide.\nb. There is an increasing group of teacher-librarians in elementary as well as in\nhigh schools who are seldom able to attend meetings of the A. L. A. or state meetings\nof librarians. A section in the N. E. A. would give them an opportunity to discuss\ntheir problems and to realize more fully their connection with the library profession.\nc. The volume of Proceedings of the N. E. A. provides a medium for the publica¬\ntion of papers on school library policies which is official, which carries weight, and\nwhich reaches a wide public not otherwise obtainable.\nThru state school library supervisors and school library associations the Commit¬\ntee has sought the opinion of librarians on reestablishment of the Library Department\nand has had almost unanimous approval for such a step.\nIn requesting reinstatement it is suggested that a lower minimum of attendance be\nset since the proportion of librarians to teachers is so small.\n6. Submitting to the two associations a preliminary report on the desirability of a\nstudy of the underlying principles which should govern school and public library re¬\nlationships. Planned coordination for that type of library service which is necessary\nfor the effective functioning of the school program should no longer be deferred. I\nshall not repeat here the recommendations made in this report but I wish to emphasize\nthe need at this time, when the entire educational program is being submitted to\nan acid test and undergoing careful revision, for a study or series of studies which\nwould establish a sound basis for public and school library relationships. This can\nbest be done as a cooperative project financed by the N. E. A. and the A. L. A. or\nthru a subvention from a foundation interested in the subject.\n\nThis Committee was created in 1931. The foregoing outline of activities\nof the third year of its existence indicates an increasing awareness of the\nbonds uniting the two\n\nassociations. The\n\n“sphere of influence” is great. Much\nREPORT\n\nOF\n\nresponsibility for increasing our\n\nimportant work lies ahead.\n\nCOMMITTEE\n\nON\n\nTEACHERS\nDONALD\n\nThe\n\nDU\n\nSHANE,\n\nNational\n\nSUPERINTENDENT\n\nC hairman\n\nEducation\n\nCIVIL\n\nSERVICE\n\nFOR\n\n1\nOF\n\nSCHOOLS,\n\nAssociation’s\n\nPosition\n\nCOLUMBUS,\n\nIND.,\n\non Tenure\n\nThe National Education Association is committed to the principle of\ntenure for teachers as an important means of developing and stabilizing the\nteaching profession, and of enabling the teachers to render a better service\n1 Adopted by Representative Assembly, July 6, 1934.\n\n"}
{"page": 179, "printed_page": null, "text": "Reports\n\nof\n\n173\n\nCommittees\n\nto the children of the United States. The platform of the Association, adopted\nin 1932 at Atlantic City and reaffirmed in 1933 at Chicago, contains the\nfollowing statement on tenure of service :\ngood behavior.\nTeachers should hold their positions during competence and\npolitical, religious,\nThere should be legislation to protect teachers from discharge for\nprevent the dismissal of\npersonal, or other unjust reason, but the laws should not\n.\nconduct\nssional\nteachers for incompetence, immorality, or unprofe\n\nvIn 1915 at Oakland the Association by resolution expressed itself unequi\nscarcely\nocably'in favor of security of tenure for teachers, and since that date\nneed of tenuie\na year has passed without a resolution reaffirming the\ntenure commit¬\nand advocating the passage of tenure legislation. In 1924 the\nstate in\ntee was empowered to give its active support to the association of any\nrs and super¬\nwhich there is pending legislation for the protection of teache'\ntive move¬\nvisors. In 1928 the Association promised its support to all legisla\ncountiy\nments for the securing of tenure of position for the teachers of our\nschools\nand commended those states and cities that had safeguarded their\nby creating laws for teacher tenure.\nN. E. A. Tenure\n\nCommittee\n\n, now\nThe present National Education Association committee on tenure\nin 1911\nentitled the Committee on Civil Service for Teachers, had its origin\nof Carroll G.\nat the San Francisco meeting of the Association. On motion\nPearse the following resolution was adopted :\nResolved,\n\nThat\n\nthe president\n\nResolved,\n\nThat\n\nthe Board\n\nof the National\n\nEducation\n\nAssociation\n\nbe authorized\n\nconsider and repoit to\nto appoint a committee consisting of seven active members, to\nthe salaries, tenure,\nning\nconcer\ntions\nthe Association its findings and recommenda\neration, among other\nand pensions of teachers, the committee to take into consid\nsional demands upon the\nthings, the increased cost of living, the increased profes\nthe increase in teachers’ wages\ntime, strength, and funds of teachers, and whetherother\nworkers, the increase in the\nof\nwages\nthe\nin\nse\nincrea\nhas kept pace with the\ncost of living, and the increased demands upon teachers, and\nof Directors\n\nof this Association\n\nbe, and\n\nhereby\n\nis, in¬\n\nfunds of the Association\nstructed to set aside as an appropriation from the current\nthereof as may be\nthe sum of three thousand dollars, the same to be used, or so much\nas directed herein.\nnecessary, for the purposes of the investigation and report\n\nof efforts of\nThe p3.ss3.ge of the 3bove resolution W3S the culmination\nthe Association\nvsrious groups of teachers over 3 long period of years to hsve\nposition\ntske 3n 3ctive psrt in securing better salaries, more security of\nthru tenure, 3nd protection in old 3ge thru teachers pensions.\nthe Com¬\nWhen the committee made its first report in 1912 it W3S called\nte3cher\nmittee on Teachers’ Salaries 3nd Cost of Living, 3nd the topic of\nyears the com¬\ntenure W3S not discussed in the report. For 3 period of eight\nof tenure. The\nmittee in its reports g3ve no consideration to the question\nthe ch3nge in the\nonly recognition given to tenure during this period W3s\nttee at the 1919 meeting to the Committee on Teachers’\nname of the commi\nSalaries, Tenure, and Pensions.\nry Report\nFinally in 1920 the committee gave a report entitled “Prelimina\nthe Carof\nl\non Tenure of Teachers,” which was prepared by I. D. Kande\n\n"}
{"page": 180, "printed_page": null, "text": "174\n\nNational\n\nEducation\n\nAssociation\n\nnegie Foundation for the Advancement of Teac\nhing. This able presentation\nof the problems of teacher employment was foll\nowed by the appointment of a\nsubcommittee on tenure which submitted repo\nrts in 1921, 1922 and 1923\nIn 1923 the Committee of 100 on the Problem\nof Tenure was created, and\nbeginning in 1924, under the chairmanship of\nFred M. Hunter, a series of\ncomprehensive reports on tenure were issued.\nSince the resignation of Mr\nHunter as chairman of the tenure committee\nin 1928, reports of the com¬\nmittee have been irregular and fragmentary.\nPurposes\n\nof the Tenure\n\nCommittee\n\nA careful study of the resolutions of the National\nEducation Association\non the subject of tenure, and of the various reports\nof the Committee which\nhave been approved thru the years, would seem\nto indicate the following to\nbe the major functions of this committee:\npraCtises for the PurPose of furthering the tenure\n^\nmovement^\n2. To assist state teachers associations and\nfederations in their efforts to secure\ntenure legislation.\n\n3. 1 o create among members of our Associatio\nn and the general public a better\nunderstanding of the justice, reasonableness and\nneed of tenure.\n\nTo secure tenure for American teachers duri\nng competence and good\nbehavior is one of the definite goals of the National\nEducation Association.\nIt is not the purpose of this committee to maintain mere\nly a judicial attitude\ntoward tenure, neither advocating nor opposing\nit, and giving equal con¬\nsideration to its enemies and its friends. The Comm\nittee is committed to the\nprinciples of tenure by repeated resolutions of the Asso\nciation.\nPurposes\n\nof Tenure\n\nTenure has as its major objectives the followin\ng:\n1. To prevent political control of the schools\nunder tenure with the exception of\nthe comparative small probationary group,\ntenure teachers are reasonably free\nirom political, personal, or commercial dominall\nation.\nTT,2, pernlit aud enC0U?Se teachers to devote themselves to their professio\nn.\n. 'r„ Ule te.a<*ers ate freed from the urge to curry favor,\nto develop contacts\nand influence with appo.nting agencies. They\nare freer from a restless seeking for\nmore stable employment. They are able to plan\ntheir preparation and work over a\nperiod of years.\n\n3. To provide a reasonable personal and acade\nmic freedom for teachers.\n4. To encourage competent, public spirited teach\ners to stay in the schools.\n5. Io discourage school management based\non fear and to encourage leadership\nbased on confidence and understanding.\n\n6. To prevent the discharge of teachers for\npolitical, religious, personal, or other\nunjust reasons, and to permit the dismissal of those\nwho are incompetent, unworthy\nand negligent of their duties and responsibilities.\n\nCivil Service and Tenure\n\nCivil service reform which made its first great\nadvance in the federal\ngovernment in 1883, spread rapidly, and by 1900\nit embraced most of the\ncivil employees of the government and had been\nadopted by a number of\n\n"}
{"page": 181, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n175\n\nstates and cities. So gross had been the abuses of public office that the benefits\nof the reform were almost immediately apparent to the public.\nAs found generally in this country certain clerical and other positions are\nfilled by a civil service board from a list of people who have passed a com¬\npetitive examination. After appointment to a civil service position an\nemployee, sometimes after a short probationary period, holds his position\nindefinitely unless removed for inefficiency or immoral conduct. This method\nof removal is definitely specified and he must be given a written notice, the\nopportunity of a public hearing, and generally the right to appeal to the\ncourts.\nTeacher tenure in this country has developed since 1900. In its develop¬\nment! it has followed in a general way the plan of civil service, but the\nprotection afforded teachers against unjust removal from office has been much\nless certain, the probationary period has been much longer, there has gen¬\nerally been no protection against improper discharge during probation, and\ngenerally the hearing accorded a teacher is before the very board which\ndesires to discharge him.\nOwing to various reasons, including the lack of franchise by three-fourths\nof the teachers, the schools, at the inception of the tenure movement, were\nfairly free from political domination. While tenure was needed by the\nschools, it did not, where tried, usher in marked and visible reforms. This\nis due partly to the fact that schools were already partially free from poli¬\ntics, and partly to the very mild measures of protection provided by tenure.\nThe interests of the children and the schools have had first consideration\nin the teacher tenure movement. For example, a long probationary period\nhas generally been permitted to prevent the permanent appointment of an\nunfit teacher. In practise long probation makes it possible for a board to\ndefeat the purposes of tenure by discharging teachers at the end of the\nperiod. This has actually been the result in numerous rural communities in\nCalifornia and Indiana. Another example is the continuing contract plan\nas found in Pennsylvania. It was thought that this plan would protect\ncompetent teachers and would at the same time put no obstacles in the way\nof eliminating unfit teachers. In actual practise during the depression, the\nintent of the law has been defeated by wholesale dismissals of teachers every\nspring by numerous local boards, followed by the reappointment of most of\nthem at reduced salaries.\nAs more states adopt tenure and try various plans of employment and\ndismissal it will be possible to detect, with increasing certainty, the necessary\nsafeguards to secure adequate protection of competent teachers.\nIt would seem desirable that a comparative study be made of the extent\nand provisions of civil service, and of teacher tenure.\nChanges\n\nin the Status of Teachers\n\nDuring the past three years the seriousness of the. financial problems of\nour public schools has tended to hide the invasion of politics into the schools\nof certain communities, the increase in the discharge of competent, experi-\n\n"}
{"page": 182, "printed_page": null, "text": "176\n\nNational\n\nEducation\n\nAssociation\n\nenced teachers to make room for cheaper, inexperienced teachers, or for\npersonal friends or relatives of board members, the elimination of im¬\nportant school subjects and activities, the overloading of classes, the injunc¬\ntion of fear of unjust discharge into the consciousness of teachers. In many\ncommunities teaching morale is being destroyed, the building of a teaching\nprofession has been halted.\nThe committee has not been able to seek information from every state\nin the country as to the increasing insecurity of teachers, but during the\npreparation of this report definite information has been received from mem¬\nbers of our Association which indicates a situation which should receive\ncareful consideration by the National\n\nEducation\n\nAssociation.\n\nCorrespondents from 20 states report a noticeable increase in the discharge\nteachers for political reasons.\n\nof\n\nFrom 22 states come reports of the discharge of teachers because of non-residence\nin the community.\nFrom 30 states it is reported that experienced teachers have been discharged\nto make places for cheaper inexperienced teachers.\nFrom 30 states come letters indicating the discharge of teachers because of the\nabolishment of teaching positions for the sake of “economy.”\nMany letters report a destruction of teacher morale, and an increased fear of dis¬\ncharge for unjustifiable reasons.\nThe committee realizes that the above reports indicate tendencies, and that in\ngeneral there has not been a breakdown in the necessary protections thrown around\nteachers. Yet the Committee is of the opinion that there is a greater need in the\nUnited States for teacher tenure than ever before. It is the purpose and effect of\ntenure to correct such tendencies and to protect the schools from such injuries.\n\nTenure\n\nand the Administrator\n\nThere are many in the teaching profession who are opposed to tenure\nbecause of a belief that it will make teachers more independent, freer from\nadministrative control, more critical of school and public issues. For exactly\nthe same reasons tenure is most valued by those who advocate it. It is their\nbelief that the teacher must be protected from the fear of unjust discharge,\nfrom unreasonable requirements, if the classroom is to become that vital\nforce in our children’s lives which is demanded by the conditions of today.\nThe military conception of education, which contemplates blind and un¬\nreasoning obedience of all orders and regulations from official sources, and\ncontrol of teachers thru fear, has as little place in American education as\nhas the same plan of management in the American classroom.\nEducation needs leadership today as it always has in the past, but to be\neffective, that leadership must be based on the faith, understanding, and\ncooperative spirit of the classroom teachers. It is claimed that such leader¬\nship exists and is encouraged under tenure, and that tenure instead of causing\na rift between administration and classroom tends to unite the two in a\ncommon cause. It is the belief of those who favor tenure that leadership\nbased upon intelligence, ability, and cooperation will be helped by tenure\nand that leadership based on fear will be handicapped.\nTo throw light on this question it was thought advisable to ascertain if\npossible the attitudes toward tenure of superintendents who had had a\n\n"}
{"page": 183, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n177\n\nnumber of years of experience with it. A confidential inquiry was made of\nevery city superintendent of Indiana. There are one hundred and two cities\nin this state and replies were received from eighty-three of them.\nIndiana has had a tenure law since 1927. This statute provides permanent\ntenure for teachers who have satisfactorily served a probationary period of\nfive years. A permanent teacher cannot be removed for political, religious,\nor personal reasons, but may be removed for incompetency, insubordination\n(which shall be deemed to mean a wilful refusal to obey the school laws of\nthis state or reasonable rules prescribed for the government of the public\nschools of such corporation), neglect of duty, immorality, justifiable decrease\nin the number of teaching positions, or other good and just cause. Before\nremoval from office a teacher has a right to a written statement of reasons\nand to a hearing with counsel.\nREPORT\n\nOF\n\nINQUIRY\n\nNumber of city superintendents in Indiana .\nNumber of city superintendents reporting .\nNumber of permanent teachers included in the inquiry .\n\n102\n83\n6958\n\n.\n\n1420\n8378\n\n“\n“ “\nNumber of probationary teachers “\nTotal teachers included in the inquiry .\n\nIn spite of the extremely long probationary period of five years, 83.05 percent\nof the teachers in the reporting cities are on tenure.\n14 superintendents reported that tenure had served as a deterrent of salary reduc¬\ntion during the depression; 69 reported that it had not.\n35 expressed the opinion that tenure had prevented the discharge of teachers for\npolitical reasons.\n30 expressed the opinion that tenure had prevented the discharge of teachers in\norder to replace them with less expensive, inexperienced teachers.\n27 expressed the opinion that tenure had prevented the discharge of teachers in\norder to appoint relatives or personal friends of board members.\n35 expressed the opinion that tenure had tended to prevent the discharge of non¬\nresident teachers in favor of resident candidates.\n12 reported that tenure had a bad effect upon teacher improvement in service.\n65 reported that tenure had either not affected the preparation of teachers in\nservice or had had a good effect (42 — no change, 23 — good effect).\n60 reported that tenure had resulted in a marked decrease in teacher turnover.\n13 reported no appreciable effect.\n9 reported that tenure had increased teacher turnover because of refusal of boards\nto continue teachers beyond the probationary period.\n73 reported that tenure had had no bad effects on teacher-superintendent re¬\nlationships.\n5 reported that tenure had had a bad effect.\n\nFollowing are some\nTenure\n\nof the individual comments:\n\nhas had a good effect in our schools. Teachers are following suggestions\nof the superintendent in all ways. They are not inclined to “play politics” as fre¬\nquently happened in the past.\nIt has produced a very fine spirit, one of cooperation.\nSome teachers do better work after they are placed on tenure, others begin im¬\nmediately to criticize adversely, other teachers, the schoolboard, the superintendent,\nand the principal. These are greatly in the minority, however. The most loyal\nteachers in our system, as well as the least loyal, are tenure teachers.\nSince the passage of the tenure law teacher-superintendent relationships and\ncooperation have been decidedly improved.\n\n"}
{"page": 184, "printed_page": null, "text": "178\n\nNational\n\nSome tenure teachers have\ntheir work is desirable.\n\nEducation\n\ndeveloped\n\nAssociation\n\nan attitude that no further supervision\n\nTenure has prevented\nenced teachers.\n\nthe replacement\n\nof experienced\n\nTenure has operated\nwho are on tenure.\n\nto bring an unfavorable\n\nof\n\nteachers by local inexperi¬\n\npublic reaction against teachers\n\nOur tenure teachers are very cooperative and agreeable. While some of our teach¬\ners have taken tenure to mean security in their positions and have lapsed in pro¬\ngressive spirit and initiative, the others have taken tenure to mean freedom from\nworry about political changes and have used all their energy in making their work\nefficient. It has enhanced their eagerness and initiative.\nTenure has lessened unrest and has stabilized conditions during the depression.\nOur entire force would have been removed had we not had tenure.\nThe effect has not been good here. It has tended to make the teachers more in¬\ndependent.\nTenure has prevented a raid on our schools by politicians, job-seekers, and taxreductionists.\n\nWithout tenure our teachers would have been afraid to stand for adequate tax\nsupport and to oppose overloaded classes and the elimination of important subjects\nand activities.\n\nThis inquiry would seem to indicate that in Indiana the benefits of tenure\nhave outweighed the detriments. It would also seem to show that on the\nwhole superintendents are not handicapped in their work by tenure. It\nwould also appear that most teachers respond professionally to increased\nfreedom and to protection from lay and schoolboard interference and\ndomination.\nREPORT\n\nOF\n\nCOMMITTEE\n\nON\n\nRELATIONS\nANNIE\n\nC. WOODWARD,\n\nHIGH\n\nSCHOOL,\n\nChairman\n\nINTERNATIONAL\n1\nSOMERVILLE,\n\nMASS.,\n\nIn order to obtain new and worthwhile material for the teaching of\ninternational relations your Committee sent out a questionnaire. The re¬\nsponse was most encouraging; practically every member of our large Com¬\nmittee replied with unusually thoughtful and complete statements. The\nfollowing report is a composite and summary of what we have been able\nto gather.\nW as Goodwill Day observed in your state f— Every answer to this ques¬\ntion was in the affirmative. Many reports were just checked, showing that\nthey had had pageants, assemblies, club activities, or special classroom work.\nOthers listed such activities as international correspondence ; a worldwide\nradio program ; goodwill featured in some commencement programs ; super¬\nintendents’ bulletins urging Goodwill Day exercises ; newspaper articles\nabout the use of the day; children broadcasting; international peace flag —\ndisplayed and discussed ; goodwill messages in articles in educational jour¬\nnals; world friendship clubs in schools conducted assembly programs, gave\n1 Adopted by Representative Assembly, July 6, 1934,\n\n"}
{"page": 185, "printed_page": null, "text": "Reports\n\nof\n\n179\n\nCommittees\n\ndebates, and offered plays. For an excellent bulletin with suggestions for\ncelebrating this day, I refer you to special bulletin number 162 from the\noffice of the superintendent of Los Angeles City School District. Already\nmany schools are making the most of Goodwill Day and demonstrating its\npossibilities for promoting world friendship. If you did not have the pleasure\nof hearing Augustus O. Thomas’ fine program on the last Goodwill Day,\nyou will be glad to know that it is obtainable from headquarters office. It\nwould be a valuable addition to any school library.\nTV hat have been the contributions to wvrld friendship in your state ?—\nYou will notice a wider variance in the replies to this second question.\n“We have given a series of fifteen lectures in our school, open to the public,\nsponsored by the teachers association. Among the noted speakers were a\nJapanese, a Chinese, a Hindu, an Englishman,\n\nand a Russian, each bringing\n\nhis interpretation of the pertinent issues of his own country.” Again: “The\nRotary Club in our state is offering an award for promoting international\nunderstanding and goodwill in high school and community. It asks eight\nquestions. Note the first, ‘What\n\ncourses of study have been offered during\n\nmany hours per week they carried.’ ”\nHow very much we need this sort of thing in every state! The same\nsuperintendent offers the following methods which have been used in high\nschools rather effectively:\ni\n\n1. The\n2. The\n\nuse of periodicals such as the American Observer\nmaintenance of bulletin boards on current events.\n\nand Uncle Sam’s Diary.\n\n3. The preparation of scrapbooks dealing with personalities and events.\n4. The holding of model conferences such as the League of Nations Assembly.\n5. The observance of special days; for example, Armistice, Pan American, and\nGoodwill.\n6. Correspondence with students abroad. This has been done both in elementary\nschools and in high schools. Of course, much of our elementary-school work has been\nunder the guidance of the Junior Red Cross.\n7. Extracurriculum clubs to study and discuss international topics.\n8. Participation in the FIDAC essay contest conducted by the American\nAuxiliary.\n\nOutstandingly\n\ngood is A\n\nSyllabus on International\n\nLegion\n\nRelations of the\n\nUnited States of America to be given in a course in United States history.\nThis syllabus was prepared by a committee of teachers in the social science\n\ndepartment of the Sacramento High School, California. Copies may be\nprocured from the World League of International Education Associations,\n93\nSan w3\nCalifornia. It contains a bibliography, presentation of\nhFrancisco,\nich be\nar on world 3\nrelati4\nonsh s? Nam\ne the co\nobjectives, a teachers’ manual, and ip\nstudy questions\nand\nursereports.\ns and tell ho\nw year\nThe American Association of University Women offers,\nfor the\n\nknow\nWhat\n\nthat this associa\n\ntion has offered fellowships every year since 1890!\nbetter contrib\nt w\nu\ncan be made!\nution o orld nderstanding\n\n"}
{"page": 186, "printed_page": null, "text": "180\n\nNational\n\nEducation\n\nAssociation\n\nOne of our most enthusiastic members writes, “Almost two thousand\nstudents in the high school wrote essays or orations this year on world\nfriendship, and about five hundred students in another school have joined\nthe World Friendship Club.” These two examples of the great interest taken\nby teachers and students in the cause of world peace are exceedingly gratify¬\ning. The\n\nsame\n\nperson\n\narticle in Fortune\nso immediately.\nIt is thought\n\nalso urges that every educator\n\nfor last March\n\nentitled “Arms\n\nestablishing world\n\nhas not read the\n\nand the Men,”\n\nthat this investigation of the whole\n\nbe the biggest step toward\n\nwho\n\nmunitions\n\npray do\n\nbusiness will\n\npeace that has been taken for\n\nmany years. When the so-called patriotic groups, who have not yet attained\nthe international viewpoint and who clamor for enlarged armies and navies,\nrealize that they have been the victims of newspaper\n\npropaganda\n\npublished\n\nby the munitions factories of the world who make huge profits by perpe¬\ntrating war scares, they will be less ready to brand those of us who are\nworking for international cooperation as foolish pacifists or dangerous radi¬\ncals. I think also that the arms embargo which President Roosevelt has\nplaced on all munitions\nthe abolishment\n\ngoing to the Grand\n\nChaco, is another\n\nof war, for, if the profit can be removed,\n\nmuch less pressure\nments for defense.\n\ntoward\n\neither actual warfare\n\nstep toward\nthere will be\n\nor even increased\n\narma¬\n\nFor courses of study perhaps the best and most helpful will be found\na book entitled TV or Id Friendship , published by the World\nmittee, Los Angeles, California.\n\nFriendship\n\nin\n\nCom¬\n\nW ays of making contacts with foreign countries thru the students.\n1. The Boy Scouts International Jamboree held in Godolls, Hungary, last year.\n2. Collecting international picture storybooks for even kindergarten children to\ninterest them in their little foreign friends.\n3. Students from Oklahoma have been sent to Mexico for study and travel.\n4. Exchanging gifts or projects with children of other nations, such as modelling\nof homes, gardens, and toys.\n5. Creating of stamp clubs with the international exchange of stamps.\n\nWhat in your opinion are the necessary steps in the development\nworld-minded ness?\n1. Encourage teachers to read broadly in modern geography,\nliterature of the day dealing with life in foreign countries.\n\nof\n\nhistory, and in the\n\n2. A deeper respect and appreciation of our own country’s blessings will help\nyoung and old to respect the loyalty that other people have for their own countries.\n3. A definite organization of our committee and others, who are interested and\nwill take the time and energy to prepare themselves properly as leaders of discus¬\nsion groups thruout our country.\n4. To teach fundamental ethical concepts in the schools.\n5. An appreciation of the fact of economic world interdependence.\n6. Offsetting irrational race prejudices with rational racial appreciation, appre¬\nciation of cultural, and other contributions of various races to civilization.\n\nWhere\n\ncan the teacher in your state get training for leading discussions in\n\ninternational controversial subjects? — Nearly every state college or uni-\n\n"}
{"page": 187, "printed_page": null, "text": "Reports\n\nof\n\n181\n\nCommittees\n\nversity furnishes courses regularly and at summer sessions which offer oppor¬\nthe\ntunity for discussion in controversial subjects. Three states mentioned\nopportunity of discussion groups at their International House.\nMuch work is being done, as this report shows, by schools thruout the\nnation in the teaching of international relations. TThis is being carried on\norder.\nfor the most part by teachers who sense the condition of a new world\nIt is thru the medium of special programs and wToik supplementary to the\ncurricu¬\nregular studies, and often promoted without the authority of the\nSufficient\nlum, or even specific sanction of the executive of the schools.\ndefinite\npioneering has been done already to make it advisable that some\nin\nsteps be taken to formulate courses of study and teaching procedures\nthis work.\n\nthat\nTherefore, your Committee on International Relations recommends\nprovide\nthe president and secretary of the National Education Association\nof under¬\na place on the N. E. A. program for the discussion and promotion\na special\nstanding of international relationships. The department need not be\nt\nconstitutional division but the officers of the Association should appoin\nso that\nsomeone each year to take charge and arrange suitable programs\nons among\nthe large number of educators who are interested in better relati\nto pre¬\nthe nations may have an opportunity to confer, to investigate, and\nal to meet needs and demands for the teaching of better inter¬\npare materi\nal\nnation\nunderstanding.\n\nREPORT\nMRS.\n\nMYRTLE\n\nOF\n\nHOOPER\n\nCOMMITTEE\nHIAWATHA\n\nDAHL,\n\nON\n\nRESOLUTIONS\n\nSCHOOL,\n\nMINNEAPOLIS,\n\n1\nMINN.,\n\nChairman\nWelfare\n\nof Childhood\n\nand Youth\n\nAssociation endorses the rapidly growing\ntmatter and thru\npractise of stressing in the classroom thru units of subjec\n, and racial\nprojects the cultural heritages of the various national, ethnic\ngroups.\n4\n...\ns, the\n2. In order to protect children and their educational opportunitie\nAmendment to\nNational Education Association endorses the Child Labor\nthe national Constitution.\nof education\n3. The moving picture is one of the most important means\nizations, edu¬\ntoday. The National Education Association joins other organ\nof moving picture\ncational, patriotic, and religious, in demanding a high type\ny records itself as\nfor the boys and girls of America. The Association hereb\nbring about reform in\nwholly in sympathy with the current movement to\nfilms. Particularly\nthe moving picture industry and to encourage clean, moral\nwhich threaten\ndoes the Association condemn the showing of stories or scenes\ninstitutions, glorify\nthe integrity of the American home, ridicule sacred\nof jest or an incite¬\nlawlessness, and make juvenile delinquency a subject\nres to exhibitors\nment to imitation. The practise of block booking of pictu\n1. The\n\nNational\n\nEducation\n\ni Adopted by Representative Assembly, July 6, 1934.\n\n"}
{"page": 188, "printed_page": null, "text": "182\n\nwhereby\n\nNational\n\nEducation\n\nAssociation\n\nworthy\n\npictures and objectionable ones must be take\nn in lots is\nrecognized as largely responsible for the unsa\nvory character of contemporary\nmoving picture programs and is condemned with\nout reserve.\n4. The National Education Association\nurges complete and scientific\ninstruction in the schools regarding the effe\ncts of alcohol and narcotics on\nthe human body and the social organization\n, and expresses its disapproval\not any false advertising or propaganda on\nthis subject.\nc 5' ^^Natl0\"al Education Association endorses the plan of the United\nbtates Office of Education for the creation\nof a Continuing Commission on\nYouth Problems.\n,^he^SS.0clat‘<?n ^commends the expansion of the educational progr\nam\nof the Civilian Conservation Corps, with\nthe purpose of equipping the boys\nlor regular occupation after discharge.\nTeacher\n\nWelfare\n\n1. The financial difficulties of the scho\nols have been accompanied by\nincreasing discrimination against and unjust\ndischarge of teachers. The need\nfor tenure has never been more imperative.\nThe Division of Research of the\nNational Education Association is strongly\nurged to assist the tenure com¬\nmittee in its investigations and it is rec\nommended that sufficient space in\nthe Journal be allotted from time to time\nadequately to present the cause\nof tenure. It is further urged that the Com\nmittee on Tenure make a report\nto each annual session of the Representative\nAssembly. The Board of Direc¬\ntors of tjie Association is instructed to prov\nide from current funds the sum\nof ten thousand dollars to be used, whe\nn and as needed, for the purpose\not the tenure committee.\n2. The National Education Associat\nion unalterably opposes further\nretrenchment in services and activities in\nthe schools and the reduction of\nsalaries. It is convinced that the time has\ncom\nboth services and salaries to normal levels. e for vigorous effort to restore\nSocial Legislation\n\n1. Recognizing\n\nthat proper housing conditions are essential\nin leading\nchildren thru education into the fruition\nof ethical character and good\ncitizenship, the National Education Associat\nion endorses the social policies\no s um clearance and of providing sani\ntary, attractive, and comfortable\nlomes within their means for the underprivile\nged classes.\n\n2. I'he National Education Association\nendorses the principle of unem¬\nployment insurance for all workers,\nincluding teachers. It also endo\nrses the\npayment by the state of pensions to widowed moth\ners who need such aid.\nSchool\n\nSupport\n\nand Administration\n\n1. Since the annual income of the nation’s scho\nols has been reduced more\nthan five hundred million dollars, the\nNational Education Association\npledges itself to make every effort to have intr\noduced in the next session of\nongicss and to secure passage of a bill providin\ng a direct grant of not less\n\n"}
{"page": 189, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n183\n\nthan five hundred million dollars to be distributed to all public school dis¬\ntricts, according to average daily attendance and lack of adequate tax\nresources. It is understood that this grant shall not entail any federal control\nof schools.\n2. The National Education Association reaffirms its stand that the major\npart of local education costs should be borne by the state.\n3. The National Education Association strongly advocates the enactment\nof scientific tax laws in all the states, to the end that all forms of wealth\nshall bear their just shares of the costs of education and government. Pend¬\ning the release of real estate from the disproportionate tax burden which\nit now bears, the National Education Association urges educators and lay\nfriends of the schools to engage in the important task of securing equitable\nassessing.\n4. The\n\nNational Education\n\nAssociation unqualifiedly endorses the prin¬\nciple that all school affairs, including budgets and the appointment of teach¬\ners and officials, should be under the management of school authorities\nwithout interference from political or other special groups.\n5. The National Education Association urges its members to be active\nin informing the public of the purpose and work of the schools, of the facts\nin regard to school costs, and of the effects of proposed changes. The follow¬\ning avenues of disseminating information are suggested : addressing meet¬\nings of organizations, utilizing the opportunities afforded by the press and\nthe radio, and inducing parents and other citizens to visit school classes\nand exhibits.\nPrevention\n\nof War\n\nWar is the greatest menace to civilization. As an important step toward\nthe elimination of war, legislation should be passed by the United States\nCongress prohibiting profits on the manufacture and sale of munitions and\nother war equipment. Children should be taught the truth about war and\nits costs in human life and ideals and in material wealth. The Journal of the\nNational Education Association should carry frequent articles concerning\nwar, its costs and its consequences.\nNational\n\nEducation\n\nAssociation\n\nAdministration\n\n1. The National Education Association has been carried on for years\nunder a cumbersome plan of organization. It is generally believed that there\nare too many boards, committees, trustees, and directors, whose duties over¬\nlap. A committee of seven, at least three of whom shall be classroom teachers,\nshall be appointed to recommend to the meeting of the Representative As¬\nsembly in 1935 a plan of reorganization under the present charter and to\nconsider the need of changes in the charter. The Representative Assembly\nrecommends that an adequate appropriation be made for this committee.\n2. Beginning with the 1935 convention, provision shall be made for regis¬\ntration of members and delegates each day of the convention.\n\n"}
{"page": 190, "printed_page": null, "text": "184\n\nNational\n\nEducation\n\nAssociation\n\n3. The National Education Association endorses the plan of having one\nday of special emphasis on rural education in American Education Week,\nbeginning with 1934.\nAppreciation\n\nThe National Education Association acknowledges the many courtesies\nand the hospitality of the District of Columbia. It extends special thanks\nto Superintendent Ballou, the educational staff of the District, the teachers\nand pupils, the Boy Scouts of America, the high-school cadets, the Army,\nthe Marine, and the Navy Bands, the press, the National Broadcasting\nCompany and the Columbia Broadcasting System, the headquarters staff of\nthe National Education Association, and others who have cooperated in\nmaking successful the seventy-second annual\nEducation Association.\n\nPlatform\n\nof the National\n\nconvention\n\nEducation\n\nof the National\n\nAssociation1\n\nI he National Education Association believes that education is of major\nconcern to the American people. The influences exerted upon the passing\nprocession of youth, which makes its way from infancy to responsible citizen¬\nship by the pathway of the schools, should effectively promote the ideals of\ndemocracy. Looking to the future of our country the Association calls upon\nlaymen and teachers to examine and to support the following statements\nof educational policy:\nPart I\n\nThe child — The National Education Association believes that American\nfathers and mothers desire to lift their children to higher opportunities than\nthey have themselves enjoyed. This zeal for the happiness of the next genera¬\ntion, kindled in our country by its first pioneers, has been passed on un¬\ndimmed from one generation to the npxt. As a people we are convinced that\nhuman progress marches only when children excel their parents.\nOpportunity — Every child, regardless of race, belief, economic status,\nresidence, or physical condition, should have the opportunity for the fullest\ndevelopment of its individual powers thru education.\nCharacter — Character is the major outcome of education. All activities\nof the school should contribute to the habits and attitudes which manifest\nthemselves thru integrity in private life, law observance, and intelligent\nparticipation in civic affairs.\n\nHealth — Since it is impossible for children to learn while suffering from\nmalnutrition, while ill-clad, or while suffering from physical ailments, the\nNational Education Association advocates that the schools fight these evils\nby providing adequate food, clothing, and medical care, thru the coordinated\nefforts of city, state, and federal governments, for the children who are\nin need.\n1 This platform is a revision of the platform adopted by the Representative Assembly of the National\nEducation Association at Atlantic City, N. J., July 1, 1932.\n\n"}
{"page": 191, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n185\n\nInitiative — Children should be taught how to think more than what to\nand\nthink. Education should prepare the rising generation to meet the social\neconomic problems of an ever-changing world.\nLabor _ In order that every child, no matter what his economic status,\nschool thru\nshall fully enjoy the right of a free education from nursery\ne\nthe university the educational profession should actively work for the passag\nof the Child Labor Amendment by states.\nPart II\n\nNational Education Association believes that progress\nter of thein education depends largely upon the preparation and charac\nto incompe¬\nindividual teacher. No nation can afford to entrust its children\ntent teachers.\nThe teacher — The\n\nor tit e,\nD emo cracy in the profession — Teachers, regardless of position\nof all teachers\nare workers in a common cause. Efforts to capitalize the talents\nshould be\nthru curriculum committees and other shared responsibilities\nexperience\nencouraged and extended. Teachers of equivalent training and\nless of sex.\ndoing the same kind of work should receive equal pay regard\nbelief,\nTeachers should not be discriminated against because of race, color,\nresidence, or economic or marital status.\n\nteaching\nAcademic freedom or the American child’s right to unfettered\nview, includ¬\nTeachers should have the privilege of presenting all points of\nreprisal by the\ning their own, on controversial issues without danger of\nnity. Teachers\nschool administration or by pressure groups in the commu\nom of speech,\nshould also be guaranteed the constitutional rights of freed\norganized movements\npress, and assembly, and the right to support actively\nst. The teacher s\nwhich they consider to be in their own and the public intere\ncontrols as those\nconduct outside the school should be subject only to such\nn singling out\nto which other responsible citizens are subjected. The sudde\nintimidation which\nof teachers to take an oath of allegiance is a means of\ncan be used to destroy the right of academic freedom.\n\na student of profes¬\nhnprovement in service — Every teacher should be\nbetter educa¬\nems seeking in every way to know and to advance\nprobl\nl\nsiona\ntional practises.\nd observe the prin¬\nEthics— As individuals and as groups, teachers shoul\ned by the Association.\nciples of conduct set forth in the code of ethics adopt\nthe Journal. For a more\n(This code will be found in the May 1932 issue of\nNational Education Asso¬\ncomplete discussion see Research Bulletin of the\nentitled “Ethics in the Teach¬\nciation, Volume IX, Number 1, January, 1931,\ning Profession.”)\nhave the\nAssociations — Teachers in every department of education shall\na voice in\nright to organize within their own groups in order to give them\nschool policies and management.\nPart III\n\nLocal school systems — The National Education Association believes that\nthe continuous maintenance of efficient local school systems is of fundamental\n\n"}
{"page": 192, "printed_page": null, "text": "186\n\nNational\n\nEducation\n\nAssociation\n\nimportance. Conditions in every school\nmust be such that children and\nteachers may work together with the max\nimum of effectiveness.\nFinancial support— A modern program\nof education requires generous\nsupport from public revenues. Local districts\nshould add to state and national\nsources of income the funds necessary\nto provide a complete program of\nUnit °f administration— To the end that\nclassroom instruction may be\nmost effective, the local unit of school cont\nrol should be large enough to\njustify the employment of men and women\nwith special training in educational leadership, administration, and supe\nrvision of instruction. Outside\nt e urban areas this unit should be large\nenough to provide an educational\nprogram commensurate with rural needs.\n. Dlstlnctlon of functions — There should be general\nrecognition of the dis¬\ntinction between the lay control of public\neducation and the professional\nadministration of schools. Lay boards should\nnot nullify expert services by\nunnecessary interference with the professional\nactivities of their employees\n. Scho°l begets— School budgets should be prepared\nby the school super¬\nintendent and his staff and presented to the board\nof education for con¬\nsideration. There should be no retrenchment\nin school budgets without\ndue consideration both of the immediate and\nthe ultimate consequences.\nWhere genuine economies seem advisable they\nshould be made with the\nadvice of the professional staff. Education should\nbe one of the last govern¬\nmental functions to be restricted or curtailed.\nBasts of selection and promotion — All teachers\nshould be selected and\npromoted on the basis of their professional quali\nfications and attainments\nS c ho ol boards Local and state boards of educatio\nn should be chosen on\na nonpartisan basis, selected at large from the area\nwhich the board is to\nser\\e, and granted terms of office of such length\nand arrangement as to\nmake it impossible to choose a majority of the boar\nd at any one time.\nCurriculums — The educational program should\ntake into account the\ninterests, needs, and abilities of individuals. It shou\nld prepare pupils for\ncultural, vocational, recreational, and civic responsibilitie\ns.\nEducational interpretation — The educational prog\nram today needs the\nactive support of all citizens and organized community\nagencies. Educators\nshould make a practise of keeping the aims, practises, and\nachievements of\nthe schools constantly before the public.\nPart IV\n\nThe state and education — The National Education Association believe\ns\nthat the control and the organization of education are state\nfunctions. Upon\nthe state fall the major responsibilities of organizing a system\nof schools,\npreparing the teachers, providing adequate financial support, and mainta\nin¬\ning the necessary educational standards. The quality of future citize\nnship\ndepends largely upon the effectiveness of the state in disch\narging these\nfunctions.\n\n"}
{"page": 193, "printed_page": null, "text": "Reports\n\nState school systems — Each\n\nof\n\n187\n\nCommittees\n\nstate should provide and support from public\n\nfunds a system of free schools, beginning with the nursery school and ex¬\ntending thru the university, with a full school day, a full school year, and\nclass enrolments not to exceed thirty, with provision for special attention\nto groups of exceptional children.\nAdult\n\neducation — Opportunities\n\nshould be provided\n\nfor adults in every\n\nstate to enrich the cultural aspects of life, to prepare for parenthood, to\ndevelop personal talents, to improve or to re-educate vocational abilities,\nto remedy deficiencies in education, and to learn the responsibilities ol\nsocial life.\nRural\n\neducation — Children\n\nin rural communities\n\nshould be provided with\n\nan education as generously supported as that given to urban children. State\nand national school authorities are urged to study curriculum needs and\npossible administrative reorganizations, particularly of rural education.\nSpecial education — Gifted, exceptional, and handicapped\n\nchildren should\n\nreceive instruction, guidance, and special care in accordance with their\nrespective needs. Surveys by local, state, and national authorities are needed\nto provide the basis for an adequate educational program for these children.\nGuidance — Provision\n\nshould\n\nbe made\n\nfor systematic programs\n\nof guid¬\n\nance and counseling in state school systems. The programs should be balanced\nso as to include the educational, the social, and the vocational problems of\nthe individual student. Such programs should be in charge of competent\npersons, especially equipped for the work.\nVocational\n\neducation — Every\n\nstate should provide a complete\n\nprogram\n\nof vocational education for youths and adults. Classes should be organized\nand maintained as integral parts of local school systems. Part time and\nevening classes should be provided wherever necessary.\nTeacher\n\npreparation — Upon\n\nthe character, preparation, selection, place¬\n\nment, and freedom of the teacher depends in large measure the ultimate\nsuccess of education. It is important that the preparation of teachers should\nbe adequate, rich in professional and subjectmatter content, and adapted\nto the demands of actual service.\nCertification\n\nstandards — Professional\n\nand\n\nacademic\n\nrequirements\n\nfor\n\nbeginning teachers should be increased and enriched in many states. The\nminimum standard recommended by the Association is four years of prepara¬\ntion beyond the high school.\nTenure\n\nof service — There\n\nshould be legislation to protect teachers from\n\ndischarge for political, religious, personal, or other unjust reason, but the\nlaws should not prevent the dismissal of teachers for incompetence, immo¬\nrality, or unprofessional conduct.\nRetirement\n\nsystems — To\n\npromote\n\nefficiency in public education\n\nevery\n\nstate should adopt a sound plan for the retirement of aged and disabled\nteachers.\nSchool finance — Adequate\n\nsupport of a modern\n\nsystem of schools requires\n\na system of taxation which conforms to the best theory and practise. Con¬\ntinued research should be made to find and to disseminate facts about the\n\n"}
{"page": 194, "printed_page": null, "text": "188\n\nNational\n\nEducation\n\nAssociation\n\nbest sources for local and state governmental revenues. Such unbiased\nstudies\nof public finance should be followed immediately by legislation which\nwill\nprovide adequate support for education. The units of taxation and the dis¬\ntribution of public funds should insure a reasonable minimum educat\nion\nfor every child.\nState departments\n\nof education — It is an obligation of each state to pro¬\n\nvide a state department of education equipped to certify as to the adequa\ncy\nof local programs of education in meeting state standards. This state depart¬\nment should, thru experimentation and thru personal leadership, stimulate\nlocal communities to provide increasingly more adequate programs of educa¬\ntion, to the end that the state minimum program may from time to time be\nadvanced.\nState education\n\nassociations — The\n\nsplendid growth\n\nand\n\ndevelopment\n\nof\n\nstate associations for teachers is hailed as evidence of an alert profession.\nUnder wise leadership these groups can be sources of strength to the educa¬\ntional programs of the states.\nPart V\n\nNational\n\nrelations in education — The\n\nNational\n\nEducation\n\nAssociation\n\nbelieves that there are functions in the education of children which\nonly the\nnational government can discharge. General recognition should be\ngiven\nto the federal government’s obligations to unite, to guide, to stimulate,\nand\nto support education in the interest of a high type of national citizenship.\nFederal\n\naid\n\nFunds\n\nshould\n\nbe provided\n\nby the federal government\n\nto\n\nassist the states in making an adequate education available to every child\nand adult. Special funds should be available to prevent the interruption of\neducation in areas devastated by floods or other widespread disasters. The\nseveral states should use these funds for the foregoing purposes without\nfederal dictation.\nEducation\n\nby radio— Legislation should be enacted which\n\nwill safeguard,\n\nfor the uses of education, a reasonable share of the radio broadcasting chan¬\nnels of the United States. State and national school officials should develop\nthe technics for using the radio effectively in education.\nQualifications for naturalization — The minimum\n\nrequirement\n\nfor natural¬\n\nization should include the ability to read and to write the English language\nunderstandingly, a general knowledge of American local, state, and national\ngovernment, the desire to exercise the right of suffrage, and evidence of\nmental and economic competency. Provision should be made to receive all\npersons into citizenship with suitable ceremony.\nDepartment\n\nof education — The\n\nfederal government\n\nshould promote\n\nedu¬\n\ncation in the states by the dissemination of authentic information on prob¬\nlems of general educational concern. The Association believes that this\nservice can be rendered best by a Department of Education with a Secre¬\ntary in the President’s Cabinet.\nOffice of Education — The\n\nof the Office of Education\n\nresearch activities and informational\n\nservices\n\ndeserve the sympathetic interest of all teachers.\n\n"}
{"page": 195, "printed_page": null, "text": "Reports\n\n189\n\nCommittees\n\nof\n\nEduca¬\nUntil Congress establishes a Department, the funds of the Office of\ntion should be augmented to the end that its efforts may be increasingly\neffective.\nParent\n\nmovements — National\n\namong\n\nmovements\n\nparents to safeguard the\n\nwelfare of children and to bring the school and the home\ntion should enlist the enthusiastic support of teachers.\nIlliteracy — The\n\nof persons\n\nnumber\n\nin closer coopera¬\n\nare illiterate, or who\n\nwho\n\nuse the\n\nskills with great uncertainty, presents an insistent challenge\nes\nto laymen and teachers alike. Illiteracy defeats the purposes and practis\ng. The\nof democracy, and hinders the development of world understandin\nthis\nAssociation commends local, state, and national efforts to eradicate\nmenace to national progress.\nfundamental\n\nPart VI\n\nI liter national relations in education — The\n\nNational\n\nshould\n\nbe made\n\nEducation\n\nAssocia¬\n\nss\ntion believes that improvement in communication, international busine\nl\nrelations, and social intercourse have established many common internationa\nen\ninterests. In view of these actualities, education should prepaie childi\nand adults for cooperative living in a community of nations.\nexchange — Provision\n\nInternational\n\nfor the exchange\n\nof\n\nlegislation\nstudents, professors, and educational publications. State school\nshould make such international exchanges possible and effective.\nCurriculums — A modern\n\nprogram\n\nof education\n\nshould include the study\n\nThis study\nof the history, the interests, and the problems of other nations.\nzations\nshould include such instruments of world understanding as the organi\ntieaties of\nfor international cooperation, the courts for arbitration, and the\npeace.\n.\nWorld\n\neducation\n\nassociations — Local, state, and national associations o\n\nof pro¬\nteachers should be linked internationally for the systematic exchange\nfessional knowledge, visits, and conferences.\n\nREPORT\n\nOF\n\nALLOWANCES\nANNA\n\nLAURA\n\nFORCE,\n\nLAKE\n\nPRINCIPAL,\n\nCOLO.,\n\nOrganization\n\nand Operation\n\nRETIREMENT\n\nON\n\nCOMMITTEE\n\n1\n\nJUNIOR\n\nHIGH\n\nSCHOOL,\n\nDENVER,\n\nChairman\n\no£ Teacher\n\nRetirement\n\nSystems,\n\n1930-34\nRetirement\n\nhave used\nClaims have been made in recent years that some schoolboards\nthe active\nretirement regulations as a convenient excuse for removing from\nrs in favor of\npayroll the older, more experienced, higher salaried teache\nRepoits leceived in\nyounger, less experienced, but lower salaried teachers.\nhas been shortened due to space\na Adopted by Representative Assembly, July 6, 1934. This report\ntables have been dele e . opies o\nlimitations, and documentary evidence and sources of data for\ncopy.\nper\ncents\nIS\nat\ncomplete report are obtainable from the N. E. A.\n\n"}
{"page": 196, "printed_page": null, "text": "190\n\nNational\n\nEducation\n\nAssociation\n\nconnection with this inquiry indicate that such action has occas\nionally been\ntaken by sdioolboards in some states. It should be noted,\nhowever, that\nthis condition constitutes no valid objection to the existence\nof retirement\nsystems. Without a retirement system experienced teachers who\nare unjustly\ndismissed would be in even worse status than they are with such\na system.\nFurthermore, it is not safe to conclude that qll increases in the numbe\nr of\nretiiements during the last four years have resulted from economic\npressure\non school budgets. The number of retirements in recently established retire\n¬\nment systems, under normal conditions, will, naturally increase\nfrom year\nto year.\nRetirement^ for service— At least six states observed an increa\nse in service\n\nretiiements. Economic stress” is cited as the reason\nfor an increase in\nretirements from one system. The secretary of one large\nsystem stated that\nservice retirements during the fiscal year ending in 1933\nwere twice the\nnumbei in the preceding fiscal year. Another secretary reported\nthat “local\npiessure has been brought to bear upon all those eligible to\nretire to do so,\nmaking jobs for new teachers at lower salaries.” One system\nreported little\nchange, one secretary commenting that “teachers, having\nwork, seem to\nha\\ e found it necessary to hang on as long as possible, to help\nrelatives who\nare unemployed.”\nRetirements\n\nfor age — Retirements\n\non the age basis increased since 1930,\n\naccording to the records of ten systems. Two secretaries reported\nthat the\nnumber of applicants greatly increased, due to the fact that older teache\nrs\nare foiced out of service, and that “when the teaching force was\nreduced,\ndue to lack of funds, the tendency was to let out the oldest teachers\nfirst,\neven if they were unwilling.” Other secretaries attributed increases in\ntheir\nstates to more normal developments.\nRetirements\n\nfor disability— Eight systems\n\nnumber\n\nreported\n\nan increase in the\n\nof disability retirements. The increase was due, in one\nsystem, at\nleast, to normal growth.” In one state, teachers forced out of\nservice before\nreaching the age for voluntary retirement, had attempted to\nprove disability,\nas this would mean that instead of obtaining only a refun\nd that represents\nbut a part of the total deposits without interest, the teacher might\nreceive\nan allowance that would be related to length of service. No notice\nable change\nappeared in disability retirements under other retirement systems.\nIn one\nsystem, at least, a decrease was apparent. One secretary wrote that “disabled\nteachers seem reluctant to give up, even when they should do\nso, for their\nown good and the good of the pupils.”\nLegislation affecting retirement\n\nages— There\n\nhave been, in general, few\n\nlegislative changes affecting retirement ages for teachers. The\nstate of Wash¬\nington lengthened the period of service which must be rende\nred within the\nstate as a basis for ordinary retirement. The revised retir\nement system of\nMinnesota permits a relatively early voluntary retirement\nage. Legislative\nproposals to establish a compulsory retirement age or to lower\nexisting com¬\npulsory retirement ages were introduced recently in several states\nbut were\nnot enacted.\n\n"}
{"page": 197, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n191\n\nIncome\n\nIn all but two state retirement systems, teachers pay either a percent of\nsalary or some specified amount toward future annuities. In 1934 the aver¬\nage salary of teachers, principals, and supervisors is probably about 26 per¬\ncent below the average* salary received in 1930. Salary arrears of from $2355\nto $22,000,000 are reported by Bridgeport, Chicago, Indianapolis, Mil¬\nwaukee, Grand Rapids, and many cities in New Jersey, Ohio, and Pennsyl¬\nvania. Teachers in all of these states and cities contribute to the support\nof a retirement plan. Systems financed wholly by teachers’ contributions\nwould be the most adversely affected by salary reductions. Teachers will\nprobably find it more difficult to make the regular deposits required and to\naccumulate adequate reserves. Older teachers who change from one state\nschool system to another may be at a disadvantage, as most of the retire¬\nment systems require different forms of contributions and different condi¬\ntions for retirement. The benefits are sometimes related to the teacher’s\naverage salary over a few years just preceding retirement, and would, con¬\nsequently, be affected by recently-reduced salaries, in the case of teachers\nshortly to be retired. Certain adjustments were made in at least two state\nlegislative sessions during 1933, to provide that temporary salary deductions\nwill not affect benefits or contributions. Within the past few months a few\ncities which\n\nhad previously cut salaries have taken steps to restore all or\n\npart of the reductions.2\nIn all but three of the state systems, the retirement fund receives support\n\nfrom public sources ; in two systems the state bears the entire cost of pension¬\ning teachers. Public expenditures, for retirement systems in the case of eight\nstate systems for which information is available on this point, do not repre¬\nsent much over 1 percent of the cost of government, and are generally below\n4 percent of the cost of public elementary and secondary education. How¬\never, biennial legislative appropriations, no matter how necessary or reason¬\nable, must undergo close scrutiny. Keeping the public educated concerning\nthe benefits of retirement systems is an omnipresent problem, and one which\nis more difficult in years when there are unusual demands on public resources\nfor relief and welfare work. Often the public does not understand why a\nlarge retirement reserve should be maintained or further increased.\nThe following paragraphs summarize information reported by the retire¬\nment secretaries concerning the income of their retirement funds between\n1930-34.\nIncome\n\nfrom\n\nmembers’\n\ntributed by members\n\ndeposits or\n\ncontributions — The\n\namount\n\ncon¬\n\nin 1933 as compared with 1930, had increased $558,735\nin one system, and $28,297 in another. In the latter system, the total amount\ncontributed each year increased between 1930 and 1932. The rate of\nassessment had been increased between 1932 and 1933 in one system. In\ntwo systems the total contributions in 1933 fell below the 1932 contribu2 National Education Association, Research Division. School Systems Maintaining and Restoring the\nSalaries of Employees. Washington, D. C.: the Association, May 15, 1934. Mimeographed, 4 p.\n\n"}
{"page": 198, "printed_page": null, "text": "192\n\nNational\n\nEducation\n\nAssociation\n\ntions. One\n\nof the secretaries reported this due to the “retrenchment pro¬\ngram in the schools.” 1 he rate of assessment was decreased in one system\nbetween 1930 and 1931, but in 1932 it was increased. Four systems recorded\ndecreases in teachers’ contributions. Reduced salaries were cited as the\ncause in two systems ; in one state the resulting decrease amounted to $87,126.\nOne system reported no change in this aspect. “The teachers’ contributions\nare being sent in regularly by the local school districts,” wrote one secretary.\nA decrease in the number of contributors lowered the income of another\nsystem.\nLegislation\n\naffecting members 1 deposits or contributions — According\n\nto\n\nlegislation in 1933, Illinois teachers will pay from five dollars to ten dollars\nmore each year to the retirement fund. New Jersey teachers were to make\n\ndeposits and receive benefits on the basis of full salary, notwithstanding de¬\nductions, between July 1, 1933, and June 30, 1934. Salary donations during\nthe emergency were not to affect retirement contributions or benefits of New\nYork state teachers. In Pennsylvania each teacher was given the opportunity\nto decide whether his contributions would be made on the basis of scheduled\nor reduced salary between July 1, 1932, and June 30, 1933. The state and\nlocal school districts’ contributions were to be based on the same salary as\nelected by the employees. A March 1933 decision of the Supreme Court\nindicated that Connecticut teachers’ deposits toward retirement annuities\nshall be on the basis of salary actually received, altho such salary may have\nbeen reduced below contract salary. At least twenty cities in this state\nreported that they have not reduced salaries in any way since 1929, while\nnineteen others by May 15, 1934, had restored part or all of the salary cuts\npreviously imposed on school employees. Members of the Minnesota plan,\nrevised in 1931, now pay 5 percent of their salary to the retirement fund.\nIncome\n\nfro?n public funds — One\n\nsecretary\n\nwrote:\n\n“The\n\naccumulated\n\nreserve in our retirement system now amounts to more than $95,000,000.\nIt is the size of this reserve that makes it difficult for us to convince the\nlegislature of the necessity for making further state appropriations at this\ntime. All retirement systems that are operating under the actuarial reserve\nplan will meet this same difficulty. As the reserves increase, it becomes in¬\ncreasingly necessary to educate state legislators in regard to the necessity\nfor the accumulation of these large reserves.” One secretary commented\nthat state appropriations were increasing at a gradual rate. State appropria¬\ntions in one state amounted to $810,759 more in 1933 than in 1930; in\nanother state, to $301,371 more. Depreciated property values have reduced\nthe income of at least one system.\nLegislation\n\naffecting income\n\nfrom\n\npublic funds — In Pennsylvania\n\nthe\n\nstate appropriated the full amount required to pay the public’s share of the\ncost of the retirement system up to 1935. Appropriations due the New Jersey\nTeachers Pension and Annuity Fund in 1932 and 1933 were paid toward\nthe close of 1933. Annual appropriations of $20,000 are continued in Ver¬\nmont. Illinois recently increased the tax levied for the teacher retirement\nfund. In 1933, Maine provided that the retirement system for teachers\n\n"}
{"page": 199, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\nwho were in service on July 1, 1924, is to be financed on the cash disburse¬\nment instead of the reserve basis. Connecticut temporarily suspended the\nstatute that requires the pension fund to be on an actuarial reserve basis.\nNevada continues to levy the 5-mill state tax for the teacher retirement fund,\nbut has relieved counties from making this levy, a change which is not\nexpected to interfere with payment of allowances. Bills to postpone or elimi¬\nnate payment of public funds to established teacher retirement systems were\nunsuccessful in recent legislative sessions in California, Ohio, Pennsylvania,\nWashington, and Wisconsin.\nIn connection with service prior to the establishment of the retirement\nsystem the Minnesota law now provides that the state will assist teachers\non a graduated scale, the teachers making certain back payments. Vermont\nprovided in 1931 that the retirement allowance of teachers with prior\nservice would be based on salary during the last 20 years of state service,\ninstead of on the salary received during their entire service. This will prob¬\nably have the effect of making a larger allowance available. In 1933 Penn¬\nsylvania lowered the rate of contribution from state and local districts to\nreserves on account of prior teaching service, thereby extending about ten\nyears the completion of payments to such reserves. A schedule of priorservice payments, originally adopted in Hawaii in 1926, would have paid\noff such liabilities in twenty-three years, following January 1, 1932. In\n1933 the territory extended the period for thirty years, beginning July 1,\n1933. The lowered rate of payments, determined by actuarial calculation,\ncommenced\n\nwith the appropriation for 1933-35.\nInvestments\n\nRetirement\n\nsystems that hold funds in reserve for future benefits must\n\nprovide for secure investment of these funds. The membership of the ad¬\nministrative board in two systems includes a bank official. The members\nat large on another board are required to have experience in making invest¬\nments. The retirement laws affecting at least 20 state systems prescribe\nthe general conditions that must govern investment of the retirement funds.\nPrincipal and interest overdue\n\non bonds — The\n\nsecretaries were\n\nasked to\n\nreport on amounts overdue, if any, on securities held by the teacher retire¬\nment systems. Table 1 presents the information submitted on this item by\nseven state systems. Only three systems show amounts\n\noverdue, on principal,\n\nTABLE 1— PRINCIPAL AND INTEREST REPORTED\nOVERDUE\nON BONDS\nOWNED\nBY SEVEN STATE TEACHER\nRETIREMENT\nSYSTEMS\nSystem\n1\nA\nB\nC\nD\nE\nF\nG\n\nPrincipal\n\nInterest\n\n2\n\n3\n\n—\n—\n\nnone\nnone\n\n606.25\n$ 4,056.25\n4,387.50\n29,477.50\n\n$ 29,000\n40,000\n391,400\n\n1,625.00\n25,000.00\n348,439.25\n\n"}
{"page": 200, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\n194 •\nreporting $29,000, $40,000, and $391,400, respectively. Interest overdue in\nseven systems did not amount, except for one system, to more than $30,000.\nIn one system the interest overdue totaled $348,439.25. In the seven systems\nrepresented in Table 1, the total assets on hand aggregate approximately\n$190,000,000, or more than 200 times the total amount reported overdue\non principal and interest.\nTrend\n\nof Opinion\n\nConcerning\nCurrent\n\nOpinion\n\nRetirement\nAmong\n\nSystems\n\nfor Teachers\n\nTeachers\n\nIndifference of teachers has sometimes hindered the inauguration or\ndevelopment of retirement provisions for them. In recent years, economic\nchanges have made it imperative for teachers to take a more active interest\nin their retirement systems. State education associations have insisted that\nlegislatures appropriate the full amounts due the teacher retirement funds;\nthat no ill-considered changes should be permitted in retirement laws; and\nthat unsatisfactory systems should be reorganized as soon as practicable.\n“Danger of default awakened active interest in the fund,” reported one\nsecretary. “A bill to cut off state support of teacher retirement was tabled\nin the committee in which it originated because of protests,” wrote another.\nRetirement secretaries reported from various states that teachers are de¬\ncidedly in favor of their system, that they oppose any change, and that in the\nlast few years no complaints have been received. In one state, general satis¬\nfaction with the operation of the system is accompanied by a desire to have\nthe yearly assessment rate increased, in order that annuities paid in the\nfuture may be larger.\nAt a time when returns on private investments have diminished and bank\ndeposits have been lost, it is to be expected that teachers might look on their\naccumulated retirement deposits as a reserve upon which they should be\npermitted to draw, in case of need. Isolated requests for loans on the basis\nof retirement deposits have been made in at least four state systems. How¬\never, the attitude of the members toward this practise has been generally\nunfavorable, or indifferent. As one secretary expressed it, “A few would\nlike the loan privilege, and those few are rabid on the question.” The un¬\ndesirability of adopting the practise of loaning money from accumulated\ndeposits is obvious. No state or local retirement system is known to have\nsuch an arrangement. Bills introduced occasionally to make this possible\nhave received little support. Massachusetts recently defeated a bill that\nwould allow teachers to borrow from the retirement fund. In one state that\ndoes not provide for refund for contributions, the secretary stated that\n“teachers out of work, or in another state, ask for their contributions back,\nsometimes. We have received more such requests of late than in previous\n\nyears.”\n\nCurrent\n\nOpinion\n\nAmong\n\nthe General\n\nPublic\n\nActivities of state legislatures indicate to a certain extent the trend of\npublic opinion concerning teacher retirement provisions. Recently attempted\n\n"}
{"page": 201, "printed_page": null, "text": "Reports\n\nof\n\n195\n\nCommittees\n\nrepeals of established state and local systems made little progress. According\nto one secretary, “The trend of public opinion as represented by the state\nlegislature is favorable ; the state legislature has appropriated the full amount\nrequired to pay the public’s share of the cost of the retirement system. I have\nheard no unfavorable reactions from the public.” Another secretary writes\nthat “there is a growing appreciation of the value of the system, not only\nfor its retirement possibilities, but because of the savings feature, and the\nsecurity of a state investment.” On the other hand, public opinion is very\noften indifferent, or unfavorable when the matter is discussed. Retirement\ncosts sometimes create unfavorable opinion. The executive secretary of the\nAmerican Association for Social Security suggests that “the economy argu¬\nment has probably helped to stimulate an attitude of opposition towards\nlarge state contributions to teacher retirement funds.”\n\nRetirement\n\nSystems\n\nGroups\n\nfor Other\n\nReceiving\n\nGroups\n\nBenefits\n\nAt least ten general classes of the public receive retirement benefits from\npublic or private sources. The federal government pays pensions to war\nveterans, and administers a retirement system for its employees in the classi¬\nfied civil service. In some states and cities certain public employees are mem¬\nbers of a retirement system. Employees of industry and members of trade\nunions are eligible in some cases to benefits. Ministers, college teachers, and\npublic school employees are among the professional people for whom retire¬\nment benefits are available. Old-age pensions are being granted to dependent\npersons in an increasing number of states. Table 2 shows the extent to which\nbenefits have been provided for members of these ten general classes.\nTable 3 presents some information concerning amounts paid in retirement\nallowances to members of the general public. It shows the latest year for\nwhich data were available ; the number of retirement plans represented ; the\nnumber of persons receiving retirement allowances; the total amount paid\nTABLE\n•\n\nOF\n2— EXTENT\nGROUPS\n\nPROVISIONS\nRETIREMENT\nOF THE GENERAL PUBLIC\n\nNumber\nMembers of General\nPublic\n—\n\nWar veterans .\nDependent aged persons .\nIndustrial employees .\nFederal employees .\nTrade union members .\nMinisters .\nPublic school employees .\nMunicipal employees .\nState employees .\nCollege teachers .\n\nFOR\n\nCERTAIN\n\nof States, Cities and Organizations Having\nRetirement Systems\n—\n\nFederal pension system, affecting veterans of United States wars, their\nwidows and children; and soldiers in peace-time establishments.\n25 states.\n460 companies, including railroads, public utilities, manufacturing,\nbanking, insurance and other firms.\nFederal Employees’ Retirement System, affecting employees in classified\ncivil service.\n25 unions.\n13 denominations.\n22 states, 57 communities.\n9 cities over 400,000 in population.\n8 states.\n166 institutions.\n\n"}
{"page": 202, "printed_page": null, "text": "196\n\nNational\n\nEducation\n\nAssociation\n\nduring the year specified to persons receiving allowances; and the average\nannual allowance for the group. The ten groups have been arranged accord¬\ning to the number of persons in each group receiving allowances. Active\nmembership, not shown in either Tables 2 or 3, is of course larger than the\nnumber of persons receiving allowances. War veterans, industrial em¬\nployees, and dependent aged persons comprise the three largest groups.\nFederal employees make up another large group. Ministers, public school\nemployees, and trade union members have about the same number. State\nand municipal employees and college teachers form the smaller groups.\nTABLE 3— CERTAIN GROUPS OF THE\nGENERAL\nPUBLIC WHICH\nRECEIVE RETIREMENT ALLOWANCES\nFROM GOVERNMENTAL\nOR PRIVATE SOURCES\n\nWar\n\nYear\n\nNumber\n\nGroups\n\nending in\n\nof plans\nrepresented\n\n1\n\n2\n\n3\n151\n\nveterans\n\n.\n\n. 1932\nDependent aged persons . . . 1932\nIndustrial workers .\n. 1931\n. 1932\nFederal employees .\nTrade union members. . . . . 1931\nMinisters .\n1927-28\nPublic school employees . . . 1931\nMunicipal employees . . . . . 1926\n. . 1931\nState employees .\n. 1933\nCollege teachers .\n\nNumber\nreceiving\n\nAverage\nTotal amount\n\nretirement\nallowances\n\npaid during year to\npersons on retired list\n\nretirement\nallowance\n\n4\n437,941\n102,537\n\n5\n\n6\n\n218\n251\n13\n25\n9\n8\n1\n\n90,721\n25,567\n18,000\n\n$232,509,000\n22,616,004\n61,014,863\n27,470,000\n\n14,806\n12,033\n\n6,090,743\n5,594,862\n\n4,619\n\n7,290.297\n3,373,644\n\n3,100\n\n1, 717, 327\n\n1,064\n\nPublic\n\nOpinion\n\nConcerning\n\nRetirement\n\n232.55\n729.00\n$ 473.25\n955.32\n300.00\n373.00\n605.86\n730.38\n\n1,586.54\n\nSystems\n\nThe subject of pensions for war veterans and for dependent aged persons\nwas given widespread attention in the past year. In concluding a review of\nthe developments in the field of pensions, Studenski points out that :\n‘‘because of the large public expenditures involved, this program has given\nrise in many countries to controversy between those who are unwilling to\ncountenance its further extension under normal circumstances and demand\nits curtailment in times of economic\nbroadening\n\nadversity, and those who press for a\nof its scope and point out the dangers of curtailment during\n\nperiods of economic depression.” The Economy Act of 1933 adopted at the\nrequest of President Roosevelt aimed to reduce some of the war pensions. On\nthe other hand, in this same year, ten states w~ere added to the number\nhaving old-age pension laws.\nReferring to state old-age pensions, the assistant director of the American\nPublic Welfare Association writes that “this movement has certainly gained\nimpetus during the last year in a way that I think is very indicative of the\ntrend of public opinion.” Abraham Epstein states: “I am convinced that the\nenactment of teacher retirement systems has helped considerably to stimulate\nthe movement\n\nfor general pensions, if not in a positive way, at least in a\n\n"}
{"page": 203, "printed_page": null, "text": "Reports\n\nof\n\n197\n\nCommittees\n\nnegative way. As people saw one group of public servants, and then another,\ngetting security in their old age, they became more and more conscious not\nonly of their own needs, but also of their just claim for such security.”\nSpeaking before the Committee on Old Age Security for the District of\nColumbia on January 6, 1934, Mrs. Roosevelt said:\nI do not feel I have to discuss the merits of old-age pensions. I think we have\ngone far beyond that. It is many years since we accepted the fact thruout the coun¬\ntry that there is a human right of old people, who thru no fault of their own have\nbeen unable to save enough to support them in their old age, to receive support from\nthe community in which they have lived. We did this at first in a terrible way —\nby the poorhouse, but we are becoming more human. . . . The old-age pension\nwill allow people to end their days in happiness. It will take the burden of their\nsupport from younger relatives, who want to give in generosity and love, and often\nfind themselves, thru the claims of still younger dependents, giving grudgingly.\n\nlater, Mrs. Roosevelt states that\n\nIn an article published about a month\n\n“in a properly organized society when any person reaches the limit of his\nworking years he should be assured, either thru old-age pension or thru some\nform of insurance, of the necessities of life as long as he is on this earth.”\nREPORT\nWILLIS\n\nOF\n\nCOMMITTEE\n\nA. SUTTON,\n\nSUPERINTENDENT\n\nON\nOF\n\nRURAL\n\nSCHOOLS,\n\nEDUCATION\n\nATLANTA,\n\n1\n\nGA., Chairman\n\nYour chairman has contacted by letter at least one member of the Com¬\nmittee in each state in the Union, and while it is impossible to give an adequate\nreport of the condition of the rural schools, I feel that it is absolutely essen¬\ntial that your Committee inform the National Education Association that\nwhile the condition of the rural schools has been wonderfully helped by fed¬\neral aid that there is very great need for redoubled effort on the part of the\nNational Education Association to secure' for the children of rural com¬\nmunities equal educational opportunities.\nYour Committee\n\ncontemplates holding a conference on rural education in\n\nthe Midwest during the coming year and inviting the United States Depart¬\nment of Agriculture, the United States Office of Education, the National\nCongress of Parents and Teachers, the National Grange, the National Asso¬\nciation on Country\nference.\nThe\n\nLife, and similar organizations to join us in this con¬\n\nRural Committee\n\nof the National Education\n\nAssociation is working\n\nin close cooperation with the Department of Rural Education of the Na¬\ntional Education Association and this Committee wishes to endorse the\nrequest of that department\nEducation\n\nfor the creation of a department\n\nAssociation known\n\nas Interpreter of Rural\n\nadequate appropriation by the Budget Committee\nof such a division.\n1 Adopted\n\nby Board of Directors, July 2, 1934.\n\nof the National\n\nLife. We\n\nurge an\n\nto care for the expenses\n\n"}
{"page": 204, "printed_page": null, "text": "198\n\nNational\n\nREPORT\n\nOF\n\nEducation\n\nCOMMITTEE\n\nFOR\nFRED\n\nJ. KELLY,\n\nUNITED\n\nCHIEF,\n\nSTATES\n\nDIVISION\n\nOFFICE\n\nOF\n\nON\n\nAssociation\n\nSOCIAL-ECONOMIC\n\nAMERICA\nOF\n\nCOLLEGES\n\nEDUCATION,\n\nGOALS\n\n1\nAND\n\nPROFESSIONAL\n\nWASHINGTON,\n\nSCHOOLS,\n\nD. C., Chairman\n\n1. Financial — The Committee has expended up to May 31, 1934,\n$1114.38. No expenses have been incurred since that date.\n2. The work of the Committee during last summer and fall resulted in\nthe report which has been circulated widely under the title Social-Economic\nGoals for America. It was reproduced in the Journal of the National Edu¬\ncation Association with a circulation of nearly 200,000, and reprints have\n\nbeen sold at fifteen cents per single copy. The number of copies of the original\npublication was 3000, and the number of reprints of the Journal copy has\nbeen 7500.\n3. The second stage of the Committee’s work has been undertaken during\nthis winter and spring. A separate committee has been appointed for each of\nthe goals set forth in the published report. These subcommittees have been\nappointed for the purpose of preparing a more extended statement in defense\nof each of the goals appearing in the original publication. The names of\nthese committees with the status of their work at present are as follows:\nA. Hereditary Strength — Chloe Owings, chairman, Woman’s Division, Emergency\nRelief Administration, Washington, D. C. ; Warren S. Thompson, Director, Scripps\nFoundation for Research in Population Problems, Miami University, Oxford, Ohio;\nCharles P. Davenport, Editor, Eugenical News, Cold Spring Harbor, L. I., N. Y. ;\nErnest R. Groves, University of North Carolina, Chapel Hill, N. C. ; William F.\nSnow, General Director, American Social Hygiene Association, 450 Seventh Ave.,\nNew York, N. Y. ; Leta Hollingworth, Teachers College, Columbia University,\nNew York, N. Y.\n\nThe initial draft of the report of this committee\n\nhas been completed and\n\nis now being revised.\nB. Physical Security — Harry H. Moore, chairman, 51 Prescott Ave., Bronxville,\nN. Y. ; F. Smiley, Cornell University, Ithaca, N. Y. ; A. W. Thompson, State Normal\nSchool, West Chester, Pa.; Lucy Gillette, A. I. C. P., New York, N. Y.\n\nThis committee\n\nhas met and is in the process of formulating a report.\n\nC. (1) Skills, Technics, and Knowledges — George Melcher, chairman, Superin¬\ntendent of Schools, Kansas City, Mo.; George W. Diemer, President, Kansas City\nTeachers College, Kansas\nKansas City, Mo.\n\nCity, Mo.; Alice Cusack, Kindergarten-Primary\n\nThe report of this committee\nand is now being corrected.\n\nDirector,\n\nis expected any day. It has been formulated\n\n(2) Values, Standards, and Outlooks — Frank N. Freeman, chairman, Professor\nof Educational Psychology, University of Chicago, Chicago, Ill.; Ralph W. Tyler,\nBureau of Research, Ohio State University, Columbus, Ohio; Newton Edwards,\nSchool of Education, University of Chicago, Chicago, Ill.\n1 Report of progress, adopted by Representative\n\nAssembly,\n\nJuly 6, 1934.\n\n"}
{"page": 205, "printed_page": null, "text": "Reports\n\nof\n\n199\n\nCommittees\n\nThis report has been received in completed form and has been submitted\nto an advisory committee for further criticism.\nD. An Active, Flexible Personality — Boyd H. Bode, chairman,\ncation, Ohio State University, Columbus, Ohio.\n\nProfessor\n\nof Edu¬\n\nThis report has been finished and submitted to the following persons for\ncriticism: William H. Kilpatrick, Professor of Education, Teachers Col¬\nlege, Columbia University, New York, N. Y. ; John Dewey, Professor\nEmeritus of Philosophy, Columbia University, New York, N. Y. ; Ann\nSchumaker, Editor, Progressive Education, Progressive Education\ntion, 716 Jackson Place, Washington, D. C.\n\nAssocia¬\n\nE. Suitable Occupation — J. C. Wright, chairman, Assistant Commissioner for\nVocational Education, Office of Education, Hurley-Wright Building, Washington,\nD. C.; L. S. Hawkins, Adjustment Service, 17 E. 42d St., New York, N. Y. ; Mary\nH. S. Hayes, Director, Vocational Service for Juniors, 122 East 25th St., New York,\nN. Y. ; B. H. Van Oot, State Supervisor of Trade and Industrial Education, Rich¬\nmond, Va.; William H. Stead, U. S. Employment Service, Department of Labor,\nWashington, D. C. ; John Cummings, Office of Education, Washington, D. C.\n\nThis report is already completed in final form apd has been criticized by\nseveral persons outside the committee membership.\nF. Economic Security — Leon C. Marshall,\nJackson Place, Washington, D. C.\n\nOther members\nI* am not informed\nmittee report.\n\nof the committee\n\nchairman,\n\nBrookings\n\nInstitution, 722\n\nhave been invited by the chairman, but\n\nas to their acceptance or as to the status of the com¬\n\nG. Mental Security — Frankwood E. Williams, chairman, College of Physicians\nand Surgeons, Columbia University, New York, N. Y. ; Marion E. Kenworthy, N. Y.\nSchool of Social Work, 122 E. 22d St., New York, N. Y. ; Caroline F. Zachry,\nDepartment of Mental Hygiene, State Teachers College, Montclair, N. J.\n\nA good deal of progress has been made\nyet received any copy.\n\nin this report but I have not\n\nH. Equality of Opportunity — R. C. Moore, chairman, Secretary, Illinois State\nTeachers Association, 312 N. High St., Carlinville, Ill.; Arthur J. Todd, Professor\nof Sociology, Northwestern University, Evanston, Ill.; Victor Olander, Secretary,\nIllinois State Federation of Labor, 666 Lake Shore Drive, Chicago, Ill.\n\nOne meeting of the committee\nformulated.\n\nhas been held but no report has yet been\n\nI. Freedom\n\nPresident Glenn F rank of the University of Wisconsin has accepted the\ninvitation to prepare a statement on this goal to be submitted to other\nqualified persons. The statement has not yet been received.\nJ. Fair Play — Weaver W. Pangburn, chairman, National Recreation Association,\n315 Fourth Ave., New York, N. Y. ; E. K. Fretwell, Professor of Education, Teachers\nCollege, Columbia University, New York, N. Y. ; Paul Douglas, Research Director,\n\n"}
{"page": 206, "printed_page": null, "text": "200\n\nNational\n\nEducation\n\nAssociation\n\nInstitute of Social and Religious Research, Room 1601, 230 Park Ave., New York,\nN. Y. ; George Soule, Director-at-large, National Bureau of Economic Research,\n51 Madison Ave., New York, N. Y .\n\nThe first draft of the report has been received. It has yet to be corrected\nby the Committee.\nIn addition to the foregoing eleven subcommittees, a committee of the\nProgressive Education Association cooperating with the Research Division\nof the National Education Association is preparing a survey of activities\n\nnow going on in schools which are particularly suggestive of helpful prac¬\ntises in achieving social-economic goals of America. Much work has been\ndone by this Committee and we have every reason to believe that their report\nwith a most useful bibliography will be available by the time the other\nreports are criticized and ready for presentation to the Association.\nWe ask that the Committee be continued and its unexpended balance be\nmade available to it to complete its report during the early part of the\ncoming year.\nWITH\nTO COOPERATE\nOF COMMITTEE\nREPORT\nIN\nOF TEACHERS\nASSOCIATION\nNATIONAL\nCOLORED\nN.\n\nC. NEWBOLD,\n\nSTATE\nOF\n\nMembers\n\nDIRECTOR\n\neducation,\n\nof the Committee\n\nOF\n\nSCHOOLS\nNEGRO\n\nraleigh,\n\n1\n\nEDUCATION,\nN.\n\nTHE\n\nSTATE\n\nDEPARTMENT\n\nC., Chairman\n\nhave cooperated with a Committee\n\nof the\n\nNational Association of Teachers in Colored Schools in outlining some long¬\ntime objectives for the further development of Negro education and life in\nAmerica. Three of these objectives are as follows:\n1. In the distribution of public tax funds and all other funds used for educational\npurposes, the National Association of Teachers in Colored Schools urges that such\ndistribution should be made on an equitable basis without regard to race.\n2. We advocate the inclusion of stories of Negro life and history in school readers\nand general literature adopted for use in public and private schools so as to develop\nan appreciation of Negro life and of the race’s contribution to civilization; and\nwe urge the exclusion of all material used in the public schools that gives an unfavor¬\nable impression of or develops prejudice against the Negro race.\n3. The overcrowded condition existing in many Negro schools, the insufficient\nnumber of teachers employed, the failure of many pupils to attend school because\nfacilities are not provided for them, and the lack of sufficient buildings and equip¬\nment to accommodate Negro pupils in many states, are a menace to our democratic\ninstitutions.\n\nThe\n\nSubcommittee\n\nof the N. E. A., composed of Charles S. Johnson,\nW. T. B. Williams, Arthur D. Wright, S. L. Smith, chairman, and\nN. C. Newbold, general chairman ex officio, made a report of progress at\nthe Chicago meeting in July 1933, which was approved by the delegated\nassembly and appears in the 1933 Proceedings of the N. E. A., pages 204-05.\nThe Subcommittee has held three meetings this year and is submitting the\nfollowing progress report.\n1 Adopted\n\nby Representative\n\nAssembly,\n\nJuly 6, 1934.\n\n"}
{"page": 207, "printed_page": null, "text": "Reports\n\n1. The\n\nTreatment\n\nWhile the Subcommittee\n\nof\n\nCommittees\n\nof the Negro\n\n201\n\nin Textbooks\n\nis not doing the research work, it is in touch with\n\norganizations, institutions, and officials who\n\nare giving much\n\nthought and\n\nattention to the study of textbooks now in use in the southern states to deter¬\nmine whether the Negro is given fair and adequate treatment. Not all these\nstudies are yet completed. The Committee report a year ago included studies\nof about sixty textbooks of histories and civics used in southern states. T he\nstudies now in progress include all textbooks in elementary and high schools.\n\nand Race Relations, held at George Pea¬\nbody College, Nashville, Tennessee, August 1933, in which were repre¬\nsented state superintendents of education and members of their staffs, presi¬\ndents of teachers colleges and universities of the South (representing about\n50 white institutions), and other distinguished teachers and educators, the\nfollowing recommendations were made by unanimous vote:\nAt a conference on Education\n\n(a) That\n\nthere should be taught in both white and colored schools such facts as\n\n“will promote goodwill, fair play, and a spirit of cooperation between the races.”\nThis recommendation had reference to units of teaching to be correlated with all\npublic school subjects where possible.\n(b) That “a book giving a faithful account of the contribution of the American\nNegro to the life of our country should be prepared and taught in all our schools.”\n(c) That “each state department of education make a careful study of the public\nschool textbooks in use in that state, with a view to such elimination and additions\nas may\n\nbe necessary\n\nto the above\n\nend.”\n\nFollowing the passage of these resolutions, Robert Eleazer of the Southern\nInterracial Commission, U. W. Leavell of Peabody College, and others have\nbeen in close touch with southern state departments of education and report\nthat much progress is being made by these states in studying carefully their\nown textbooks to see whether the Negro is fairly and adequately treated.\nSeveral graduate students are making studies on this subject as a basis for\ntheir theses and dissertations, some of which are yet incomplete. Just as soon\nas certain studies now under way are finished, the Committee will have\naccess to the results, which it hopes to compile in a complete report for the\nnext regular meeting of the N. E. A. with recommendations based on the\nfactual materials.\nMeantime a study of twenty American history textbooks widely used in\nfourteen southern states reveals the fact that seventeen of the twenty leave\nthe student in complete ignorance that Negroes have ever rendered the slight¬\nest patriotic sendee to the country and the other three give but the faintest\nsuggestion of the facts; that only four Negroes are mentioned in the entire\ntwenty volumes, two of them being leaders of slave insurrections. Only one\nbook of the twenty mentions Booker T. Washington, and eighteen of the\ntwenty make no reference whatever to the Negro’s remarkable progress\nsince emancipation.\nThe Subcommittee has had correspondence with approximately twenty\npublishers of textbooks in America, who offer full cooperation in the study\nand assure us of their willingness to give special thought to the subject in the\npublication of future textbooks and in the revision of existing texts. The\n\n"}
{"page": 208, "printed_page": null, "text": "202\n\nNational\n\nEducation\n\nAssociation\n\npresident of one company states that he has “just recently had occasion to\nrevise one of the company’s readers in order to deal fairly and adequately\nwith the colored race.”\nSince the textbook publishers of America offer full cooperation in this\nimportant problem, and since many school officials are putting forth thought\nand efforts to see that adopted textbooks contain fair and adequate treatment\nof the Negro as well as other races, including the Indians, this Subcommittee\nurges all school officials and authors of textbooks in the United States to\ncooperate in this project.\nA comprehensive Source Book on the Negro and Race Relations is being\nprepared by Charles S. Johnson, a member of this Subcommittee. This will\nfurnish valuable, authentic information to authors and magazine writers,\nwhich will supplement the valuable material already published. This will be\ncompleted within the next few months. In addition to this Source Book , the\nsame member of the Subcommittee has prepared a fairly complete Annotated\nBibliography\n\nof Books\n\nby and about Negroes , which\n\nwill be published by\n\nearly fall.\nConcluding this section, it may be stated that within the last ninety days,\none southern state has adopted new textbooks for high schools in United\nStates history, civics, sociology, economics, and cooperative citizenship. A\nreview of these new books compared with those used during the previous\nfive years indicates that Negroes receive fairer, more just treatment in the\nrecently adopted books than in those formerly used. This may be due to a\nbetter understanding of the subject by the authors themselves, and also, no\ndoubt, partly attributable to a more tolerant, more enlightened attitude on\nthe part of the southern people who use the textbooks under discussion in\ntheir schools. Further study will reveal more clearly what improvements,\nif any, have been made.\n2. A Moving\n\nPicture\n\nPortraying\n\nNegro\n\nLife in America\n\nA progress report of the Subcommittee on the stimulation of an out¬\nstanding moving picture portraying Negro life in America, was made to the\nN. E. A. in 1928, 1932, and again in 1933 (see pages 204-05 of the Pro¬\nceedings for the 1933 report). Within\n\nthe past year the Committee\n\nhas been\n\nin touch with a few of the large moving picture producers and distributors,\nsome of whom feel that there is great opportunity for producing a picture of\nthis type, which might have box office appeal. But up to the present no\ndefinite agreement has been made with any particular company.\nThe feasibility of an educational motion picture depicting Negro life is\nnow being actually tested for its support by outstanding Negro artists and\nfor its general popular appeal, based upon the artistic merit of such an under¬\ntaking. The plan at present contemplates the enlistment of the talent of\nvarious Negro composers, singers, writers, and artists whose contributions\nwill be integrated under professional direction. The support of this idea has\nbeen, so far, most enthusiastic, and further steps are being taken promptly to\nbring these plans to full maturity.\n\n"}
{"page": 209, "printed_page": null, "text": "Reports\n\nM.\n\nREPORT\n\nOF\n\nS. BENTZ,\n\nCOUNTY\n\nof\n\nDYNAMIC\n\n203\n\nCommittees\n\nACTIVITY\n\nSUPERINTENDENT\n\nOF\n\nCOMMITTEE\n\nSCHOOLS,\n\n1\n\nEBENSBURG,\n\nPA.\n\nEarly in the year President Gray invited leaders in every state to accept\nassignment on the Dynamic Activity Committee to develop an aggressive\nprogram in support of the welfare of the children and the teachers of the\nnation and to report their activities at the close of the year. One hundred\neleven reports were\nArousing\n\nreceived from leaders in thirty-six states and Hawaii.\n\ncitizen support\n\nfor the schools — Practically all of those who\n\nreported their activities told of work done to arouse citizen support for the\nschools thru contacting the following civic and fraternal groups : Service\nclubs: Rotary, Kiwanis, Exchange,\n\nBoy Scouts, Y. M.\nclubs: W.\n\nLions; fraternal orders: Masonic\n\nC. A., Church\n\nC. T. U., Needlework\n\nFederation, Sunday\n\nLodge,\n\nSchools; womens\n\nGuild, Study Club, Y. W.\n\nC. A., National\n\nCongress of Parents and Teachers, and local parent-teacher associations;\nLeague of Women Voters, Business and Professional Women’s Clubs,\nAmerican Association of University Women; labor organizations : Taxpay¬\ners’ Association; American Legion; American\nof Commerce; Real Estate Board; Farm\nInstitute.\n\nLegion Auxiliary; Chamber\nBureau; Grange; Farmers\n\nIn reporting the support received, these ambassadors of the schools\nemployed the following terms : Enthusiastic, excellent, favorable, fine, fair,\ngood, friendly, sympathetic, wholehearted. One member from Oklahoma\nreported, “The State Chamber of Commerce is fighting for education!” and\nseveral said that they had enjoyed 100 percent cooperation from the organi¬\nzations contacted.\nPolitical groups and individuals contacted\n\nin the interest of the schools —\n\nThe cooperation of the following political groups and individuals was also\nsolicited in the interest of the schools: The President of the United States,\nmembers of federal Congress, other federal officers, state legislature, gov¬\nernor, chairman of Democratic state executive committee, judges, state\nschool land commission, state department of public instruction, state board\nof education, county commissioners, agriculture agent, board of aldermen,\ncity council, mayor, local assessor and treasurer, postmaster, local school\nboard, community\n\nimprovement\n\nassociation, League of Women\n\nVoters, Con¬\n\nsumers’ League, political candidates, ministers, lawyers, doctors, and dentists.\nThe reports regarding cooperation received from these groups were not\nquite so unanimously favorable as those suggested in connection with the\ncivic and social groups mentioned in the preceding paragraphs. However,\nthey were for the most part cordial as is indicated by the following terms :\nfine, excellent, favorable, not so good, good, fair, none, cordial, and\nindifferent.\nAmerican\n\nEducation\n\nWeek — Seventy-five percent of those who\n\nreported\n\ntheir activities said that they had participated in an aggressive American\n1 Adopted\n\nby Representative\n\nAssembly,\n\nJuly 3, 1934.\n\nEdu-\n\n"}
{"page": 210, "printed_page": null, "text": "204\n\nNational\n\ncation Week program. Some\nindicated below:\nGot governor\n\nEducation\n\nAssociation\n\nof the special plans successfully employed are\n\nto issue proclamation,\n\ndistributed literature, gave publicity to school\nfacts; newspaper articles; used slogan “Know Your School”; letters to ministers\nthru denominational papers; daily radio broadcasts; organized discussion groups\namong parents; daily public meetings; advertised in the movies; made posters for\nuse in schools and in store windows.\nDemonstrations of school work by students and faculty before service clubs;\nstudent programs before civic organizations; special assembly programs, dramati¬\nzations; school rally — brought more than 5000 children to county-seat for a parade\nwith banners and educational slogans; schools participated in American Legion\nparade; had a float in the NRA parade; four-ininute speeches by pupils from public¬\nspeaking classes before civic clubs and churches.\nVisiting days; “open house”; children wrote invitations to parents; had a “Spenda-day-with-your-child” campaign; parents came to school and followed son’s or\ndaughter’s programs; fathers’ night; used material with students in English class;\nhad pupils do research work; exhibits in schools and in store windows.\nEach school was asked to observe the week; organized committees; organized a\n\nspeakers’ bureau; classroom teachers’ committee organized\narticles in superintendent’s bulletin outlined the program.\n\nthe week’s\n\nprogram;\n\nThings N. E. A. can do to help teachers — In reply to the question, “What\n\ncan the N. E. A. do to help teachers?” the following concrete suggestions\nwere made :\nKeep on keeping on ; fight behind the Zook Committee, urge federal aid ; work\nfor federal grants; get a national Department of Education.\nStudy salary situation, tax and federal support for education; make available\nstudies in finance; more research on classroom problems; give explanation and\nillustrations of successful tax systems; advise as to what local activities will aid im¬\nprovement of school situations for the states; furnish material for immediate use\nin the classrooms to accompany goals of the N. E. A.; keep teachers informed as to\ntrend of educational affairs over the nation; work assiduously on problem of\nteacher surplus; emphasize the thought that our primary task is not to save the\nschools but to use thereto save society.\nContinue fighting public education battles on a national scale, fight tax reduction\ngroups, keep up the fight against the selfish wealth that would misguide the public.\nGive us a better informed public; we teachers know our plight but the public\nneeds to know the real situation; continue Sunday radio broadcasts; extend pub¬\nlicity activities.\nWork on members of college and university faculties — teachers colleges need to\ndevelop professional spirit; develop better classroom teacher leadership; make\nmore members active; give new members a chance; raise standards that will exclude\nteachers who are not interested in the advancement of the profession; pat good\nteachers on the back — you cannot be too liberal in praise of great service now\nbeing rendered; give more recognition to efficient teachers of long service.\nDevelop closer integration of state and national associations; have more N. E. A.\npeople speak at local and state meetings; send out more representatives from\nN. E. A. headquarters during the year.\n\nW ays teachers can help the N. E. A. — In reply to the question, “How\n\ncan\n\nteachers help the N. E. A. more effectively?” the following suggestions were\noffered :\nTake more interest in the affairs of the Association; give more active support;\nshow more pride in the profession; attend meetings; join and secure enrolments;\n\n"}
{"page": 211, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n205\n\nread the Journal; send in good articles for the Journal ; write constructive sugges¬\ntions to officers; continue to cooperate; become more professional and ethical;\nshow what the N. E. A. is doing; make associates feel that the N. E. A. is working\nfor teachers in the Middlewest as well as in the East; use N. E. A. facilities; par¬\nticipate in committee work; organize small discussion groups to study educational\nproblems including the work of the N. E. A.\n\nMethods\n\nused to enlist members — Practically all members\n\nmittee reported that they had enlisted new members\n\nof the Com¬\n\nin the Association. The\n\nfigures varied from 1 to 2453. Few members of the Committee reported iden¬\ntical procedures for the enlistment of members. Local conditions vary so\nwidely that no single plan will work everywhere. The plans suggested below\nhave helped in no small way to hold the membership of the Association from\nslipping seriously during these dark days and have made possible the inspir¬\ning report from the treasurer that the income from annual membership dues\nthis year is $9000 more than a year ago :\nWrote\n\nletters; circularized the faculty; telephoned\n\nfriends; made\n\npersonal appeal\n\nprivately and made public announcements; visited other schools and cities. Dis¬\ncussed the value of membership in professional organizations in principals meetings,\nfaculty meetings, and executive committee meetings of the local association; ex¬\nplained the value of the N. E. A. ; stressed the constructive work done by the\nN. E. A.; read communications from N. E. A. at faculty meetings; presented re¬\nport on needs of education; showed how impotent teachers are when working alone;\npresented the matter as a professional duty; appealed to sense of fair play; created\nmass opinion by a vote in a general assembly of the teachers.\nPublished articles in the superintendent’s bulletin, in the local newspapers, and\nin the state teachers magazine; made special mention of 100 percent schools;\nloaned N. E. A. Journal. Conducted an active committee drive thru building repre¬\nsentatives; had a committee in each building; made membership compulsory; told\nthem that I expected them to join; carried a question in the application blank as to\nwillingness to join; contract required joining; cleared dues thru the superintendent’s\noffice; used “budget system” — all teachers paid $6 ($1 local, $3 state, $2 N. E. A.).\n\nReasons\n\ngiven for non-membership — The\n\nreasons reported by teachers for\n\nnot joining the Association revealed the tragic influences of economic condi¬\ntions, disclosed the rugged loyalty with which most teachers have borne more\nthan their share of the depression, and displayed human nature in its lower,\nselfish aspects. A few teachers are always quite willing to grasp at any\nplausible alibi as a means of sidestepping their professional responsibilities.\nReasons for non-membership\n\ncited most frequently were :\n\nHard times; lack of money, low salaries, severe salary cuts, uncertainty of salary,\nshort terms, lack of position, additional home responsibilities, more dependents,\nhospital bills, increased charity demands. Lack of knowledge about N. E. A., did not\nrealize the good that the N. E. A. had done for the profession, too deep in academic\nrut, college teachers see no value in N. E. A., no need of a national organization,\nN. E. A. not serving teachers’ interests enough, N. E. A. leadership not sufficiently\naggressive, too many organizations, total dues for professional organizations are\ntoo large.\nLittle men will not join, our women are all members, getting married in the\nspring, going to summer school, nearing retirement, two members of same family in\nteaching profession, subscribe to other educational publications, read the Journal\nin the library, pressure was not exerted.\n\n"}
{"page": 212, "printed_page": null, "text": "206\n\nNational\n\nEducation\n\nAssociation\n\nApproximately 50 percent of the members of the committee who for¬\nwarded reports of their activities indicated that they planned to attend the\nWashington convention this summer. We are happy to have them as our\nspecial guests of honor on the platform this morning. They have done their\npart and more in helping the Association to meet the emergency during the\npast year.\n\nREPORT\n\nOF\n\nJOINT\n\nCOMMISSION\nIN\n\nJOHN\n\nK.\n\nNORTON,\nBIA\n\nI. Defending\n\nON\n\nEDUCATION\n\nPROFESSOR\n\nOF\n\nNEW\n\nthe Principle\n\nof Universal\n\nYORK,\n\nEMERGENCY\n\n1\n\nEDUCATION,\n\nuniversity,\n\nTHE\n\nTEACHERS\nN.\n\nCOLLEGE,\n\nCOLUM¬\n\nY., Chairman\n\nEducational\n\nOpportunity\n\nThe principle of equal educational opportunity for all has been vigorously\nand continuously supported. Those who would use the depression to make\neducation the privilege of the few have been sharply challenged. There are\nmany signs that the rank and file of the people are rallying to the defense of\nthe principle of free public education.\nCollection of facts concerning\n\neffects of depression on the schools — Com¬\n\nprehensive and current figures concerning closed schools, shortened terms,\nsub-code teachers, and wrecking of school programs have been continuously\ncollected and widely disseminated by a variety of means. The American\npeople have been brought to a recognition of the gravity of the present\neducational crisis.\nAppointment\n\nof national\n\nhoard\n\nof consultants — An\n\nex-officio national\n\nboard of consultants, consisting of the officers of educational organizations\nand school systems, has been appointed to assist the Joint Commission on the\nEmergency in Education in developing and carrying out its program. Contact\nhas been maintained thru a series of bimonthly news-letters. The Commission\nhas thus created an effective working group with a minimum of additional\norganization.\nRegional\n\nconferences\n\nattended by members\n\non\n\nthe\n\nemergency\n\nin\n\neducation - — Conferences\n\nof the national board of consultants have been held\n\nin Kansas City, Chicago, Cincinnati, Atlanta, Detroit, Hartford, Birming¬\nham, Washington, and Cleveland. These conferences have offered a practi¬\ncal means of developing and putting into action measures to meet the crisis\nin education. Plans for other conferences are now under way.\nOrganization\n\nof nationwide\n\nradio broadcasts — A\n\nseries of twenty-five\n\nnationwide radio broadcasts, placed at strategic hours, was organized to\npermit prominent citizens to discuss the question of fundamental educational\npolicy growing out of the educational crisis. Copies of these addresses were\ndistributed by the thousands in response to a nationwide demand. The\nCommission has also participated from time to time in the program entitled\n“Our American\n\nSchools” at the invitation of the director of this series.\n\n1 See also Dr. Norton’s address on work of Joint Commission, p. 30 of this volume.\n\n"}
{"page": 213, "printed_page": null, "text": "Reports\n\nEducation\n\nin general magazines\n\nof\n\n207\n\nCommittees\n\nof national circulation — A special investi¬\n\ngation has been made of the attitude of lay magazines toward the schools,\nas revealed by their articles and editorials. This study reveals that most of\nthese magazines have a constructive viewpoint toward education. An increas¬\ning number of excellent articles have recently appeared. The Joint Com¬\nmission has outlined a program for closer cooperation between lay magazines\nand educators.\nHelping\n\ncitizens to know\n\npreparation of Chapter\n\ntheir schools — The\n\nsponsored\n\nthe\n\nof the Department\n\nof\n\nCommission\n\nIX of the 1934 Yearbook\n\nSuperintendence entitled, “Helping Citizens To Know Their Schools,” for\nthe use of superintendents, principals, and teachers in better interpreting the\nschools to the public. Exhibits of publicity and other materials of particular\nvalue in the current educational crisis were organized at the winter and\nsummer meetings of the National Education Association. The Commission\ncooperated in the development of the theme and program for American\nEducation Week in 1933 and 1934.\nof critics and friends of public education — A continuing\n\nSurvey\n\nsurvey is\n\nunder way to determine which agencies and organizations are friendly and\nwhich are hostile to public education and to discover the means whereby their\nattitudes toward education are expressed. This study has been useful in indi¬\ncating the origin and character of the current attitudes toward the schools.\nFederal\n\nemergency\n\naid for education — The Joint Commission\n\nhas actively\n\ncooperated with the Legislative Commission of the National Education Asso¬\nciation and with other national agencies in the development of the six-point\nprogram of federal emergency aid for education which the National Com¬\nmittee for Federal Emergency Aid for Education presented to the 73rd\nCongress and the Administration\nII. Charting\n\nthe Course\n\nin Washington.\nof Educational\n\nReconstruction\n\nMany of the current problems of the schools have their roots in conditions\nwhich existed before the onset of the depression. Educational recovery\ninvolves the improvement of these conditions. The Joint Commission is now\nanalyzing and defining the issues basic to educational reconstruction. 4 he\nrecommendations which national deliberative committees and other agencies\nhave recently made looking toward the improvement\n\nof the schools are being\n\nsystematically studied. The Joint Commission has been authorized by resolu¬\ntions of the Department of Superintendence and of the Executive Commit¬\ntee of the National Education Association to continue its work in meeting\nthe emergency confronting the schools and to draft the outline of a compre¬\nhensive plan for educational recovery and for the development of a school\nprogram appropriate to the demands of the new day.\nRecent\n\nsocial trends and future educational progress — By special arrange¬\n\nment with the publishers, a one volume\n\nedition of Recent Social Trends for\n\nthe special use of teachers was printed and sold at a price less than one-half\nthe original cost. Fundamental educational recovery is best advanced by a\n\n"}
{"page": 214, "printed_page": null, "text": "208\n\nNational\n\nEducation\n\nAssociation\n\nteaching profession broadly intelligent with respect to the role of education\nin meeting the problems of a changing society.\nConstructive\n\nappraisal\n\nof the public school program — A\n\nentitled Evaluating\n\npublication\n\nthe Public Schools has been prepared for use in the\norganization and conduct of citizens’ conferences for the constructive\nappraisal of educational purposes and procedures in the light of changing\nconditions. Twenty thousand copies of this publication have been distributed\nand a demand for additional copies continues.\nDrafting\n\nof charter of educational\n\nfinance — A\n\nnational conference\n\nwas\n\norganized in 1933 to draft the essentials of a sound program for the financing\nof public education. The Report of the National Conference on the\nFinancing\n\nof Education\n\nhas been used by lay and educational groups in many\n\nstates as a basis for constructive school finance legislation. Ten thousand\ncopies of this Report have already been distributed. A second edition of\n5000 copies has just been printed. Sections of the Report have been printed\nby scores of lay and professional periodicals of extensive circulation.\nCooperating\n\nOrganizations\n\nThe Joint Commission on the Emergency in Education was created by,\nand has served as an agency of, the National Education Association and the\nDepartment of Superintendence.\nThe members of the Joint Commission have been glad to serve without\nfinancial or other material reward. The work accomplished is the outcome of\nactive assistance given by hundreds of organizations and tens of thousands of\nindividuals — classroom teachers, principals of schools, executives of schools,\ncolleges, and educational organizations, and many public-spirited laymen.\nIt is possible to mention but a few of the many agencies which have pro¬\nvided the Joint Commission indispensable aid. The Commission expresses\nits sincere thanks for the hearty and effective cooperation which it has so\ngenerally received.\n!• ^ he heavy burden of administering the work of the Commission has been\ncarried jointly by the headquarters staff of the Department of Superintendence and\nof the National Education Association. The Commission’s program has been largely\nfinanced by emergency appropriations from the funds of these organizations.\n2. The Carnegie Corporation, thru the Carnegie Foundation for the Advance¬\nment of Teaching, provided a grant of $4750 which made possible the National\nConference on the Financing of Education and the printing and distribution of the\nReport of the National Conference on the Financing of Education.\n3. I he Phi Delta Kappa Educational Fraternity provided an appropriation to\nassist in the work of the Commission, including funds for printing the publication,\nEvaluating the Public Schools, and for advancing the program for federal emer¬\ngency aid for education.\n\n4. Teachers, principals, superintendents, and other officers of state and local\nschool systems have offered various forms of effective cooperation and assistance.\n5. Officers of local, state, and national education associations and the editors of\neducational publications have vigorously supported the work of the Commission.\n6. Local, state, and national officers of the Congress of Parents and Teachers,\nthe American Association of University Women, the American Legion, and of many\n\n"}
{"page": 215, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n209\n\nother lay organizations have cooperated in the development and advancement of\nthe program of the Commission.\n7. The editors of many newspapers and magazines of national circulation have\ncooperated fully with the Commission in its efforts to place the facts concerning\nthe schools before the public.\n8. The broadcasting networks have likewise offered their facilities on numerous\noccasions.\n\nREPORT\n\nOF\n\nJOINT\n\nPROBLEMS\nTHOMAS\n\nD. WOOD,\n\nTEACHERS\n\nCOMMITTEE\nIN\n\nEDUCATION\n\nCOLLEGE,\nN.\n\nON\n\nCOLUMBIA\n\nHEALTH\n1\n\nUNIVERSITY,\n\nNEW\n\nYORK,\n\nY., Chairman\n\nThe Committee on Health Problems in Education was created by the\nNational Council of Education at San Francisco in July 1911. In the same\nyear a cooperating committee of the American Medical Association was\nappointed. These two committees were soon fused into the Joint Committee\non Health Problems in Education. The present chairman of the Joint\nCommittee has held that position since its organization in 1911. At the\nannual 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\nof the American Medical Association, became the Joint Committee op\nHealth Problems in Education of the National Education Association and\nthe American Medical Association.\nEducation and 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:\n1. Country Sckoolhouses, prepared in 1912 by the late Dr. Fletcher B. Dresslar,\nand distributed by the United States Office of Education.\n2. The Health Chart Set, prepared in 1917, comprises sixty charts, each 22x28\ninches. Nearly 100,000 individual charts have been distributed in our own and in\nforeign countries.\n3. The Health Chart Report, prepared in 1917, is now in its third edition. This\npamphlet not only serves to illustrate and explain the health charts, but is used ex¬\ntensively for health instruction, and also as a guide in making health posters and\nscrapbooks.\n4. Minimum Health Requirements for Rural Schools, prepared in 1914, revised in\n1920, established standards which have had a far-reaching effect in improving the\nhealth conditions of rural schools. The sum of $3000 required for the printing of\nthe first edition of this report (750,000 copies), was provided in a special gift from\nthe Elizabeth McCormick Memorial Fund of Chicago.\n5. Health Essentials for Rural School Children, prepared in 1916, revised in 1921,\nhas served as a supplementary text in normal schools and as a practical handbook\nfor rural school teachers and supervisors.\n1 Adopted\n\nby Representative\n\nAssembly,\n\nJuly 6, 1934.\n\n"}
{"page": 216, "printed_page": null, "text": "210\n\nNational\n\nEducation\n\nAssociation\n\n6. The T eacher’ s Part in Social Hygiene, published in 1921, revised in 1926, was\nprepared thru the cooperation of the American Social Hygiene Association. The\nreport, together with its splendid bibliography, has supplied excellent material for\nmany teachers.\n7. Daylight in the Schoolroom, prepared in 1921 by a subcommittee under the\nchairmanship of Dr. Edward Jackson, contains valuable material dealing with\nschool lighting.\n8. Health Improvement in Rural Schools, published in 1922, was in the process of\npreparation for several years. Following considerable painstaking work by welltrained teachers and supervisors, the bulletin was revised and completed thru the\nsubstantial cooperation of the staff of the Elizabeth McCormick Memorial Fund.\n9. Health Service in City Schools of the United States, published in 1922, con¬\ntains the results of a questionnaire survey with a summary of information from\n340 leading school superintendents thruout the country.\n10. Ventilation of School Buildings, published in 1925 thru the cooperation of the\nElizabeth McCormick Memorial Fund, and under the chairmanship of Mary E.\nMurphy, director of this Fund, contains valuable material dealing with this im¬\nportant health topic.\n\n11. Conserving the Sight of School Children, published in 1925, revised in 1928,\nin cooperation with the National Society for the Prevention of Blindness, furnishes\nstandards for protecting the eyes and vision of school pupils.\nA revised edition of this important report is now being prepared by the National\nSociety for the Prevention of Blindness to bring the report up to date. This revised\nreport, as in the case of the original report, will be furnished to our Joint Health\nCommittee in the introductory edition by the National Society. This organization is\nplanning two additional special reports, to be prepared in the near future and to be\nissued if approved, by our Joint Health Committee with the cooperation of the Na¬\ntional Society for the Prevention of Blindness.\n12. The Deafened School Child, published in 1928, in cooperation with the Amer¬\nican Federation of Organizations for the Hard of Hearing, has been used exten¬\nsively by teachers, supervisors, and health workers as a standard for providing\nimproved conditions for children with defective hearing.\nThis report is now being carefully revised with the cooperation of a special com¬\nmittee representing the Federation just mentioned, and will be published in the\nnear future with the improved title, The Hard of Hearing School Child. The com¬\npletion of this revised report waits for the improvement to a satisfactory point of\nimportant technical tests of hearing.\n13. Health Education. The most important report prepared by and under the di¬\nrection of the Joint Flealth Committee is entitled, Health Education — A Program\n\nfor Public Schools and Teacher-Training Institutions. The first edition of this report\nwas published in 1924 after two years of preparation, with the constructive cooper¬\nation of twenty-seven health and education specialists.\nIn the six years after this report was published, the increasing demand for it\nprovided gratifying evidence of its recognition as the outstanding authoritative\nstatement of principles, aims, and general objectives in health education.\nThis report was extensively revised in 1930 with the active and constructive\ncooperation of a technical advisory committee of fifty specialists to keep step with\nprogress in general education, in health education, and in the sciences from which\nsubjectmatter in health education is drawn. This second edition of the report,\nthoroly revised and enlarged by nearly 100 pages, is meeting everywhere with a\nmost favorable reception. The opinions regarding it express high praise with refer¬\nence to the scientific and educational value of this report. Over 30,000 copies of this\nreport have been distributed.\n14. Health\n\nInspection of School Children, with blanks for recording the results of\nsuch inspections. This pamphlet, with copies of the accompanying blanks, was\nprinted in 1933 and is now being used.\n\n"}
{"page": 217, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n211\n\nThe following new materials and reports, approved by the Joint Health\nCommittee at the annual meeting, are now in process of construction:\n1. New Series of Health Posters. Ten health posters, to be printed in colors, are\nnow ready and have been approved by the Joint Health Committee. These posters\nwill be published as soon as economic conditions are sufficiently improved. These\nposters are particularly planned for rural and small town schools, and the subjects\nto be presented represent the carefully tabulated results of the opinions and judg¬\nments of teachers, artists, and those experienced in poster-making and publication.\n2. Mental Hygiene in the Classroom — IV hat Every Teacher Should Know. This\nreport is now being prepared thru the cooperation of a special joint committee of\nthe American Orthopsychiatric Association and the National Committee for Mental\nHygiene. It is confidently expected that this much-needed report will be completed\nand, if economic conditions permit, will be printed within the coming year.\n3. Mouth Health for School Children. This report is now being prepared thru\nthe cooperation of a special joint committee of the American Mouth Health Asso¬\nciation, the American Dental Association, and the American Society for the Promo¬\ntion of Dentistry for Children. It is expected that this report will be completed,\npublished, and ready for distribution within the coming year.\n4. Home and School Cooperation for the Health of School Children. This report\nis being prepared with the cooperation of the National Congress of Parents and\nTeachers. A special committee representing the Joint Health Committee and the\nNational Congress of Parents and Teachers has been appointed, and it is expected\nthat this report will be completed and available in print within the present year.\n5. Safety for School Children, to be prepared with the cooperation of the National\nSafety Council, and the National Bureau of Casualty and Surety Underwriters. It\nis expected that this report will not duplicate any present reports, but will attempt\nto meet certain needs of the schools with reference to safety which may be effectively\nmet by school teachers and other school officials.\n6. School Health Service. This report is being prepared by a special subcommittee\ncomposed of members within and outside of the Joint Committee membership. An\nextensive questionnaire study of opinions of physicians, public health and school\nofficials will furnish valuable statistical data for this report.\n7. Alcohol and Temperance Education. The Joint Committee has authorized the\nappointment of a special committee to make a careful study, and, if practicable, to\nprepare a report on this problem which is of great interest and importance at the\npresent time. Careful preliminary consideration is being given to the desirable scope\nand content of such a study and report, and to the constitution and membership of\nthis special committee.\n\n8. Open Air Classrooms. In response to a request presented to the Joint Committee\nfor a report on this practical problem of school administration, a special subcom¬\nmittee is being appointed to prepare this report.\n\nThe Joint Committee on Health Problems in Education is striving\nearnestly to give constructive service in proposing optimum essentials, in\nclarifying 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\nconstructive and substantial cooperation is being given to our Joint Com¬\nmittee in generous measure, even during this period of economic depression.\nFor all of this splendid help, our Joint Committee is deeply grateful.\nT o continue the work of the Committee, and to provide for carrying thru\nand completing the projects which have been approved by it after careful\n\n"}
{"page": 218, "printed_page": null, "text": "212\n\nNational\n\nEducation\n\nAssociation\n\ndeliberation, the Committee expresses the hone that an appropriation of $500\nfor its work during the coming year, 1934-35, will be approved and granted\nby the National Education Association, with the expectation that, as has\nbeen the custom for many years, an equal sum will be made available bv the\nAmerican Medical Association for the expenses of the Joint Health\nCommittee.\n\nREPORT\nOF JOINT COMMITTEE\nOF THE NATIONAL\nEDUCATION\nASSOCIATION\nAND THE NATIONAL\nCONGRESS\nMRS.\n\nOF\n\nB. F. LANGWORTHY,\n\nPARENTS\n\nPRESIDENT,\n\nteachers,\n\nAND\n\nNATIONAL\n\nwinnetka,\n\nTEACHERS\nCONGRESS\n\nOF\n\n1\n\nPARENTS\n\nAND\n\nILL., Chairman\n\nThe members of the Joint Committee have had some difficulty in getting\ntogether for stated meetings but there has been no difficulty in the joint\naction in almost every state of the Union during this crisis of education.\nThe necessities of the situation have done more to spur an understanding\nbetween the state teachers associations and the state branches of the National\nCongress than anything has ever done, and there is a better understanding\nbetween the two groups than we have ever known.\nDuring the year we have planned and executed a textbook on Our Public\nSchools\n\ncompiled\n\nand\n\nedited by Chari\n\nWilliams\n\nin her capacity as fifth\n\nvicepresident of the National Congress in charge of the various educational\ncommittees. Mrs. Bradford, the retiring president, recommends the study of\nthis book as a chief concern of the Joint Committee operating thru the states.\nStudy groups on this book should be formed in every parent-teacher associa¬\ntion in the country and the groups should not be composed merely of parents,\nfor the technical knowledge of the teachers working with the parents will\ngive an insight and understanding of the school problems which the parents\nalone could never get. It will prove a tie which will bind the teaching force\nand the lay force together on a highly intelligent plane.\nIn many of the states, the school patrons have worked closelv with the\nstate teachers association on a vigorous legislative program. They have\nresponded to the call of the state teachers association whenever possible,\nwriting letters to legislators and appearing at legislative hearings in large\ngroups or small, as has been indicated.\nIn Alabama mass meetings have been held in various parts of the state in\nthe effort to waken the public to the menace hanging over the schools. The\nAlabama Congress has felt the responsibility for creating public opinion.\nIn Arizona the effort has been to work especially with the school faculty\nin providing children with clothing and food so that they could attend school\nduring the year. .\nIn Arkansas\n\nthe student aid work\n\nhas occupied much\n\nof their attention,\n\nin some cases furnishing gas and oil for running school buses and where, in\n1 Adopted\n\nby Representative\n\nAssembly,\n\nJuly 6, 1934.\n\n"}
{"page": 219, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n213\n\norder to keep the schools open, it became necessary to charge tuition fees in\norder to operate at all, necessary fees have been paid by Congress groups.\nIn California there has been an active legislative campaign in connection\nwith the state teachers association, and in Colorado they have added the\nsaving of colleges to their program.\n\nIn Connecticut, where the life of the public schools has not been so endan¬\ngered as in some states, there has been a special effort to preserve the adult\neducational program.\nIn Delaware the effort has been particularly along the lines of legislation.\nIn the District of Columbia there has been great activity in the effort to get\nsufficient appropriations of funds so that the school system may function\nadequately.\nIn Florida most of the effort has been to cooperate with the teachers who\nfurnish the names of children needing clothing and food, and to provide\nthese necessities.\n\nIn Georgia there has been a particularly successful joint committee\nbetween the Congress and the educational association, and a definite program\nfor school support was the item of major emphasis during the convention.\nIn Idaho, where there is a very close connection between the two organi¬\nzations, the Congress has made an effort to respond to every appeal from the\nteachers, especially in behalf of needy children.\n\nIn Illinois, especially in the metropolitan area around Chicago, the Con¬\ngress has participated in the “Save Our Schools” program and there is\nundoubtedly a much stronger bond between the education association and\nthe Congress than has been ever before.\n\nIndiana has had a part in Indiana’s joint educational conference and has\nmaintained a very strong interest in the legislative program for preserving\nthe schools.\nIn Iowa, where the new president of the Congress happens to be the wife\nof the executive secretary of the state teachers association, there is a constant\njoint committee effort going forward, which cannot fail to promote both\n•\nprograms.\nIn Kansas there has been a united effort to preserve the schools, where\nthey report that “never have parents and educators worked so closely\ntogether for the children.”\nThe Kentucky Congress has majored in welfare work for the school chil¬\ndren providing food and clothing under the direction of school people.\nLouisiana and Maine report that their joint work with the teachers has\nresulted in reaching out and working with other groups interested in saving\nthe schools.\n\nMaryland has attempted to function closely with the teachers thru the\nstate education department in an effort to prevent cuts in appropriations and\nin forwarding the state program.\nMassachusetts has taken as its slogan, “Adequate support for vital public\nschools — the concern of every parent-teacher association. T. he Congress has\ns.\ndefinitely opposed slashing school budgets, with success in many instance\n\n"}
{"page": 220, "printed_page": null, "text": "214\n\nNational\n\nEducation\n\nAssociation\n\nIn Michigan the public relations program, involving a close connection\nbetween the teachers association and the Congress, has knit these groups\ntogether as never before, and Minnesota reports the same effect.\nMissouri, Montana, Nebraska, and New Hampshire have made special\nefforts to keep children in school by supplying food and clothing. This has\nbeen done with the close cooperation and advice of the teaching force.\nIn New Jersey the great effort has been to keep the educational banner\nflying briskly in the breeze of public opinion, and in New Mexico an\nunprecedented cooperation has been gained with the state department of\neducation and the New Mexico Educational Association.\nIn New York and in North Carolina the teachers and the parents in the\njoint committee work have spent great effort in preventing the enactment of\ndestructive school legislation, asking at the same time even higher standards\nof public education.\nIn North Dakota the effort to save the schools has been done by the\nCongress in close union with the teaching force, while Ohio reports a new\nactivity and understanding of laws regarding the schools thru joint efforts to\nsave the educational system.\nOklahoma\n\nreports a joint committee\n\nand meetings in all parts of the state\n\nto bring together parent-teacher people, board of education members, legis¬\nlators, and civic leaders in the cause of the schools.\n\nPennsylvania also reports its great educational activity as being in the\nline of legislation and the upholding of schcolboards in maintaining high\nstandards.\nOregon reports fine cooperation in the joint committee, altho its major\nemphasis has been to maintain children in the school where poverty would\notherwise keep them away, and Rhode Island has had to place special value\non social service for the children.\nSouth Dakota has spent much of its effort on legislative matters pertain¬\ning to the schools, and South Carolina has made a great effort to teach its\nmembers the principles of taxation on which the public school system rests.\nTennessee and Texas report many conferences with educators and legis¬\nlators with reference to the crisis in education, and the Utah Congress has\ncooperated with many organizations in the effort to forestall destructive\nlegislation for the schools.\nVermont\n\nreports that the recommendations\n\nof its commissioner\n\nof educa¬\n\ntion have been followed thruout the state parent-teacher association.\nVirginia, Washington, and West Virginia have been particularly con¬\ncerned with keeping children in school hy furnishing food and clothing,\nalways in cooperation with the teachers.\n\nIn Wisconsin\n\nthe state teachers association has provided a field secretary\nto assist in carrying out the newly developed program of study and legisla¬\ntive action, and in far-flung Wyoming it is reported that the parent-teacher\nassociations are looking more and more to the state teachers association for\nhelp and guidance.\n\n"}
{"page": 221, "printed_page": null, "text": "Reports\n\nof\n\n215\n\nCommittees\n\nThe quality of the work has varied greatly in the different states but\nthere has not been for many years, I am sure, nearly so close a union between\nthe home and the school as this crisis in education has brought about. Where\nthere has been no formal joint committee, there has been at least informal\nand earnest joint work and this we believe will continue with added force.\nREPORT\nSIDNEY\n\nB. HALL,\n\nOF\n\nSTATE\n\nLEGISLATIVE\n\nSUPERINTENDENT\nMOND,\n\nCOMMISSION1\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nRICH¬\n\nVA., Chairman\n\nReorganization of educational activities of the federal government and the\npromotion of a program of federal aid to education in the states have been the\ntwo main interests of the Legislative Commission during the past year.\nVigorous and consistent work along these two lines has been done by the\nchairman assisted by the executive committee and the secretary of the\nLegislative Commission.\nReorganization\n\nof Federal\n\nEducational\n\nActivities\n\nIt is encouraging to report at this time that progress has been made in our\nwork for reorganization. In March 1933 the Economy Act of 1932 was\namended to give the President greater power in reorganization, and in June\nof the same year, President Roosevelt sent an executive order on reorganiza¬\ntion of the federal government to Congress, the following item of which\ndealt with the transfer of vocational educational activities :\nSection 15. Title: Vocational Education — The functions of the Federal Board for\nVocational Education are transferred to the Department of the Interior and the\nBoard shall act in an advisory capacity without compensation.\n\nTransfer\ncation — On\n\nof the functions\nAugust\n\nof the Federal\n\n10, 1933, the functions\n\nBoard\n\nfor Vocational\n\nof the Federal\n\nBoard\n\nEdu¬\nwere\n\ntransferred to the Department of the Interior; and on October 10, 1933,\nthey were organized as a major subdivision of the Office of Education. On\nOctober 16, 1933, the former director of the Federal Board was made\nAssistant United States Commissioner in charge of vocational education with\nno change in duties. When this transfer had been completed, Commissioner\nof Education\n\nGeorge F. Zook wrote, in a letter to Harold\n\nL. Ickes, Secre¬\n\ntary of the Interior, “I wish to assure you that I have a deep sense of .the\nimportance of this added responsibility. I will, to the best of my ability,\npromote the cause of vocational education vigorously and wisely. I trust that\nthis union of educational forces in the federal government will increase the\neffectiveness of the service which the federal government renders to the\nstates and local communities in the conduct of their educational programs.”\nThese two educational services are not only united under the direction of\nthe Commissioner of Education but they are housed in the same building, and\nthe same official organ, School Life, is the mouthpiece for the two agencies.\n1 Adopted\n\nby Representative\n\nAssembly,\n\nJuly 6, 1934.\n\n"}
{"page": 222, "printed_page": null, "text": "216\n\nNational\n\nEducation\n\nAssociation\n\nBackground\n\nof this first step in a complete reorganization of federal educa¬\ntional activities — Thus was accomplished a very significant step toward that\n\ngoal for which the Association has been working consistently since 1917.\nA brief statement of our activities to this end will sum up the campaign for a\ncomplete reorganization of federal educational activities. In 1917 at the\nheight of the World War when education in this country was facing a\nserious crisis, the movement to reorganize the educational work of the\nfederal government, which had occupied the efforts of educators and laymen\nsince the early decades of the preceding century, took on new life. From that\ntime forward bills have been before the Congress of the United States\nproposing to accomplish this reorganization of federal educational activities.\nPlans of reorganization, endorsed by national organizations and major\npolitical parties, have been promoted both in and out of Congress.\nIn June 1924 there was presented to Congress by members of the Com¬\nmittee on Reorganization, a bill embodying the recommendations of the\nHarding Joint Committee on Reorganization proposing to create a federal\nDepartment of Education and W elfare to administer the federal activities\nin education, health, social service, and veteran relief. No action was taken\non the measure by either house of Congress.\nIn November 1931 the National Advisory Committee on Education made\nits report to President Hoover, recommending the unification and coordina¬\ntion of educational agencies, in the creation of a federal Department of\nEducation with a Secretary in the President’s Cabinet. The report was\ntransmitted to Congress and a bill embodying the recommendations of the\nreport was presented to the House, but no action was taken on it.\nIn December 1932 President Hoover presented his plan for reorganiza¬\ntion to Congress, recommending the creation of an Assistant Secretary of the\nInterior for Education, Health, and Recreation. The following month the\nHouse of Representatives approved the unfavorable report on the plan sub¬\nmitted by the Committee on Expenditures in the Executive Departments of\nthe Government which had the plan under consideration.\nWhen it become known that Daniel C. Roper, Swagar Sherley, and\n\nLewis Douglas had been named to study a reorganization plan for the\nRoosevelt Administration, your chairman got into immediate touch with\nthese gentlemen. Conferences were had with them and data to show the need\nfor* a reorganization of educational activities in the federal government\nwell as other plans which had been proposed were submitted to them.\nFurther\n\nreorganization\n\nmust\n\nas\n\nbe effected — In ordinary times the unifica¬\n\ntion of these two federal interests would have created much more public\nattention but due to economic stress, everywhere evident, little public notice\nwas taken of it. The Legislative Commission will continue its efforts in the\ndirection of reorganization of federal educational work until a full and\nsatisfactory fulfilment of the Association’s aim in this regard has been\naccomplished.\n\n"}
{"page": 223, "printed_page": null, "text": "Reports\n\nof\n\n217\n\nCommittees\n\nFederal\n\nAid\n\nSo much for the first major interest of the Legislative Commission. No less\nimportant have been our eilorts in behalf of federal aid to education. Early\nin April 1933 your chairman began interviewing congressmen and govern¬\nment officials in the interest of federal aid. A conference of representatives\nof general and vocational education arranged by your chairman was worth¬\nwhile in that it brought agreement of the two groups on the necessity of\nfederal aid.\nThe\n\nNational\n\nCommittee\n\nfor Federal\n\nEmergency\n\nAid for Education —\n\nUnder the leadership of the United States Commissioner of Education, the\nLegislative Commission, and the Joint Commission on the Emergency in\nEducation, an advisory committee representing thirty-two national organi¬\nzations was created. The committee drew up a broad program of federal\naid and appointed the National Committee for Federal Emergency Aid for\nEducation to direct the campaign to secure federal aid. The Legislative\nCommission is proud that one of its members, James H. Richmond, superin¬\ntendent of public instruction in Kentucky, was chosen as chairman of this\nNational Committee. Under his direction, distinct progress has been made\nin the six-point program for federal aid.\nFederal funds released for education — Thru\n\ninterpretations of the Federal\n\nEmergency Relief Act, the federal government released funds for the pur¬\npose of keeping rural schools open in communities under 5000 in population,\naltho no provision was made for schools in larger communities ; teaching\npeople to read and write English ; giving vocational training to fit people for\npositions as soon as they are available; giving vocational training to the\nhandicapped ; teaching adults, employed and unemployed, who have had\nlittle opportunity for schooling; organizing and conducting nursery schools;\nand assisting students to attend institutions of higher education.\nExtension\n\nof credit by RFC\n\nto pay teachers' salaries — Moreover,\n\npassage\n\nof the Industrial Loan Bill in the closing days of the Seventy-third Con¬\ngress provided that loans not to exceed $75,000,000 at any one time may\nbe made to school districts up to January 1, 1935, for the purpose of paying\nteachers’ salaries due and unpaid up to June 30, 1934.\nFederal\n\naid bill reported — To\n\nmeet\n\nthe emergency\n\nfacing the schools in\n\n1934-35, more than a dozen bills proposing federal grants to education\nwere introduced into Congress. From February 26 to March 1, 1934, a\nhearing on these bills was held by the Committee on Education of the House\nof Representatives. At this time, proponents of federal aid to education,\nincluding the chairman of the Legislative Commission, presented strong\narguments in behalf of national assistance to schools. On May 10, the\ncommittee reported to the House a bill (H. R. 9544) authorizing an appro¬\npriation of $75,000,000 to meet the emergency in education during the year\n1934-35. No action was taken on this bill, and the Seventy-third Congress\nadjourned leaving it still on the calendar.\nRestoration\n\nof federal\n\naid for vocational\n\neducation — Restoration\n\nfederal support for certain vocational education activities marked\n\nof\n\nanother\n\n"}
{"page": 224, "printed_page": null, "text": "218\n\nNational\n\nEducation\n\nAssociation\n\nstep in the Administration’s program to aid education. By executive order,\nPresident Roosevelt in June 1933 reduced these activities by 25 percent, but\nat a subsequent date — February 6, 1934 — he revoked this executive order,\nthereby restoring these vocational educational functions to their former\nstatus.\nAppropriation\n\nfor vocational\n\neducation — The\n\nchairman\n\nof this Commis¬\n\nsion takes distinct pleasure in reporting that aid to vocational education has\nbeen extended by the Congress of the United States for another three-year\nperiod. Hearings were held before the House Committee on Education on\nthe question of federal aid to vocational education, and your chairman\nappeared to present a plea for this extension. On Friday, May 11, the Senate\napproved the House Bill for a $3,000,000 appropriation for vocational\neducation.\nA new\n\nservice — It has been felt for some\n\ntime in many\n\nquarters that the\n\nLegislative Commission should broaden its program to include advice and\nassistance to states concerning their legislative programs. To meet this\ndemand the State School Legislative Reference Service has been inaugurated\nunder the direction of the Research Division of the headquarters staff.\nWhile this service does not propose to organize or support any local legisla¬\ntive campaign, it does provide a clearing-house of authoritative information\non the major aspects of state school legislative matters.\nRecommendation — It also has been suggested that it is properly the field\n\nof the Legislative Commission, thru a news service, to keep the states\ninformed as to what is going on nationally in the field of education. While in\nthe past this service has been performed in a very limited way, it is the\nrecommendation of the chairman of the Commission that facilities be pro¬\nvided whereby a continuous flow of such information be furnished to state\neducational officials.\nTP ork of the secretary of the Commission — The\n\nsecretary of the Commis¬\n\nsion, who is the field secretary of the Association, in her work with lay\norganizations has made a contribution to our program for more adequate\nsupport of schools. Two plans which she worked out this past year are\nespecially worthy of note; one, the preparation of study outlines, based on\nthe Report of National Conference on the Financing of Education for the\nuse of local units of the National Congress of Parents and Teachers and the\nGeneral Federation of Women’s Clubs, which emphasize the need for better\nmethods of financing public schools; and another, the preparation of a book\nfor the National Congress of Parents and Teachers entitled Our Public\nSchools which\n\ntells simply and non-technically\n\nthe story of the development\n\nof the public school, how it is organized, supported, and administered, and\nwhat its purpose is in our democratic society.\nConclusion\n\nSince interest in the work of the Commission during the last few months\nhas centered largely in the national capital, much of the burden has neces¬\nsarily fallen upon the chairman and the secretary of the Commission. Both\n\n"}
{"page": 225, "printed_page": null, "text": "Reports\n\n219\n\nof Committees\n\nhave held conference after conference with federal officials in the interest\nof the items outlined in this report. Several meetings of the executive com¬\nmittee of the Commission were held in Washington to discuss the proper\nline of procedure. The Commission has been particularly fortunate in having\nDr. Richmond assume the major responsibility for the promotion of the\nfederal aid program. The ready and able assistance rendered by officials of\nlay organizations in this work was a distinct contribution and was an indica¬\ntion of the friendly and cordial relations with these groups which has been\nfostered by the Commission during the last decade.\nREPORT\n\nOF\n\nNATIONAL\n\nENRICHMENT\nJAMES\n\nA.\n\nMOYER,\n\nSTATE\n\nOF\n\nCOMMISSION\nADULT\n\nON\n\nLIFE1\n\nDIRECTOR OF UNIVERSITY\nMASS., President\n\nEXTENSION,\n\nBOSTON,\n\nAdult education, in this second year of President Roosevelt’s New Deal,\nhas very definitely attained a position of vital significance in the social and\ncultural life of the nation. Yet it is not such a far cry to the days which\nDorothy Canfield recalled recently, ‘‘when adult education was usually\nthought of as referring to a campaign against illiteracy, and when the\nspecialist in this field had always to explain that he was not talking about\n“moonlight” schools — night classes for non-English speaking immigrants\nwffiere reading and writing were almost exclusively the subjects of the in¬\nstruction — but rather that he was speaking of “more education for such\npeople as you and I.”\nSo rapidly has the adult education movement swTept along that today it\nhas something to offer everyone, regardless of how far he may have gone\nin school or college. An individual today, if he hopes to keep up with the\naccelerating progress of the human race, must continue to study and familiar¬\nize himself with new fields of knowledge. While the largest single group\nof adult students today are probably those who are seeking vocational\ntraining — either more knowledge for use in a job which they already hold,\nor else training for a new job — there is also a large new group of adult\nstudents who are seeking and finding refreshment of the spirit in activities\noutside of mechanical jobs.\nIndeed the whole movement is taking on a breadth and variety of activity\nwhich today makes “adult education” too restrictive a term. Let me quote\nan interesting statement by the president of the American Association for\nAdult Education as follows:\nWith the inclusion in its activities of drawing, painting, sculpture, music, and\nhandicraft of all kinds, the movement began to divine that its name should not be\n“adult education” because that last word “education” is tied to the narrow notion\nof acquiring information in your youth; but should rather be something like the\n“fine title” chosen by the National\nthe Enrichment of Adult Life.”\n\nEducation\n\n1 Adopted by Representative Assembly, July 6, 1934.\n\nAssociation — “The\n\nCommission\n\non\n\n’\n\n"}
{"page": 226, "printed_page": null, "text": "220\n\nNational\n\nEducation\n\nAssociation\n\nI cannot resist continuing to quote Dorothy Canfield, “If you have not\ncome across any of the excellent publications of the Commission, you are\nmissing something worthwhile.”\nOur new and broader definition of adult education, then, embraces\n\nin¬\n\nstruction in music, especially for participation, or one’s taking part in ama¬\nteur theatricals, or merely sitting in groups at appointed times for the dis¬\ncussion of politics and economics. Nature study, athletics, dancing, travel,\nlistening to worthwhile radio programs, or even gardening — each has a real\ncontribution to make to the enrichment of adult life.\nSo fast has the movement sailed ahead that it has had to travel an almost\n\nuncharted course. It is inevitable that in its wake it has left many\nFederal\n\nEmergency\n\nproblems.\n\nProgram\n\nA striking illustration of this sort of thing may be found in the adult\neducation program conducted this year by the Federal Emergency Relief\nAdministration. Employment statistics show that nearly 35,000 teachers\nwere employed in the various states and were compensated from federal\nsubsidies during the past year, which amounted at times to as much as\n$2,000,000 a month. It must be realized, of course, that these subsidies\nhad for their primary objective, work relief, and from this viewpoint the\nemergency program was nearly everywhere successful ; but from the points\nof view of education and of the adult participants in the program, the\nresults in most places left much to be desired.\nAltho the official announcements have not been made, it is probable that\na similar educational relief program under state leadership will be con¬\nducted next year, with the addition, probably, of training programs for\nteachers in centrally located cities. It is also probable that provision will\nbe made in this new set-up of relief education for the use of part of the\nsubsidies to pay for adequate supervision by state-appointed officials. There\nis every reason to believe that the emergency education program will be\nvery much improved and its usefulness greatly increased by such a system\nof state supervision, provided it is well organized.\nIn some states there has been unnecessary duplication of educational\nactivities, in many\n\ncases state departments\n\nof education repeating almost\n\nexactly some of the activities of state universities and land-grant colleges.\nIt is no secret that school officials, local, state, and federal, as well as\n\nthose in charge of private education agencies, have been disturbed over\nthis needless duplication. Their misgivings, I hope, will be largely removed\nby the supervision which is now planned.\nEssential\n\nRunning\n\nPrograms\n\nof Education\n\ndirectly counter to this vast federal emergency relief expendi¬\nture has been the sharp curtailment by city and state governments of appro¬\npriations for all forms of education. In this tendency there is the grave\ndanger that individuals who are opposed to an extended program of free\n\n"}
{"page": 227, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\nschools will get into the governmental\n\n221\n\nsaddle. In this connection the Com¬\n\nmission has cooperated with the National Municipal League in the organi¬\nzation of local councils for continuance of essential school activities.\nThis is a time when\n\nevery public-spirited citizen should consider it his\n\nduty to interest himself in the welfare of tax-supported educational agencies.\nThe administrators of state universities and land-grant colleges have demon¬\nstrated over and over again the value of establishing public interest in their\ninstitutions by the method that they have aptly called “taking the university\nor college to the people,” meaning the extension of educational opportunity\nfrom the university to men and women in their homes.\nThe significance of this method of approach cannot, it seems to me, be\nstressed too much in the present emergency. If we can get the average men\nin the street, the leaders of discussion in the country store, and the active\nwomen church workers interested in some type of adult education in which\nthe)^ are themselves enthusiastic participants and not merely onlookers, we\nshall be at the dawn of a new day for publicly-supported school extensions.\nPresident Roosevelt has declared that the “abundant life” is the aim and\npurpose of the whole program of the New Deal. The world is undergoing\none of the greatest changes in history with emphasis in like amount on the\neconomic, scientific, and spiritual resources of our population. More and\nmore people are learning that the economic and scientific program of a com¬\nmunity does not in the long run bring happiness. In the new era which we\nare entering, it is likely that men and women generally will have more leisure\nthan any people ever had before in the world’s history. All this new leisure\nmay be a blessing or a curse. So much depends on its right or wrong use.\nIf this leisure is used wisely, we can look forward to a new and better\ncivilization. If used unwisely, civilization is likely to slide off on a down\ngrade. The glorious traditions of Harvard and Yale, for example, are due\nlargely to a leisure class that has always been intellectually busy. It may\neasily be possible that just now a new leisure class will appear that will far\noutdistance the intellectual accomplishments of the past.\nChallenge\n\nof the New\n\nLeisure\n\nTo meet the challenge of the new leisure, a comprehensive and practical\nprogram of education is needed, both for children and for adults. One point\nis fundamental. As the machine age progresses, the emphasis in elementary\nand secondary schooling must be shifted more and more from vocational\nto avocational objectives. Children must learn not only how to earn a liv¬\ning, but also how to enjoy rich, significant lives.\nTeachers also must educate themselves in the better use of leisure, not\nonly to retain mental and physical health, but also to set a good example.\nThe teacher who has no avocations — no hobbies — cannot hope to inspire\nchildren to cultivate them for the very good reason that she has no related\nexperiences.\nEducational\nthe new\n\nleaders are needed who\n\nleisure. These\n\nrealize fully the responsibilities of\n\neducational leaders — superintendents, supervisors,\n\n"}
{"page": 228, "printed_page": null, "text": "222\n\nNational\n\nEducation\n\nAssociation\n\nand principals — will have to use all the devices at their command to create\na mental awakening in teachers to the importance of the right use of this\nnew leisure, and of the serious consequences to our civilization that will\nresult from its wrong use. Already there are indications that school superin¬\ntendents realize that the schools must do much more than they now do to\nprepare children for adult leisure.\nChildren who develop a number of interests and abilities will be infinitely\nbetter off than the countless adults of our generation whose inadequate train¬\ning for leisure makes their increasing spare time a period of frustration\nlather than of fruitfulness. The general public is also rapidly becoming\nleisure-minded.\nThis Commission has cooperated effectively during the last two years with\nthe National Recreation Association in a report of a nationwide survey of\nadult leisure-time activities. The report was published with the sponsorship\nof the Commission on the Enrichment of Adult Life of the National Edu¬\ncation Association under the title: The New Leisure Challenges the Schools.\nThe federal program of relief in the held of adult education, together\nwith the shortening of the average man’s working hours under the Na¬\ntional Recovery Administration regulations, have resulted in a new con¬\nsciousness thruout the country of leisure and its uses. Columns and columns\nof space have been given over in the press and magazines to discussion, pro\nand con, of leisure-time activities.\nThose- in charge of adult education realize today, as they never did be¬\nfore, that theirs is a field of public service. Some of them understand, as they\nall must, that in embarking upon a new program of adult education it is not\npossible merely to carry over into the- adult field the teaching technics and\nteacher-pupil attitudes of the elementary- and secondary-school classroom.\nSchool officials, in order to be successful in this work, which is new and\nuntried for many of them, must understand in the first place the funda¬\nmental difference between types of instruction suitable for groups of chil¬\ndren compelled to go to school, and those suitable for groups of adults who\nwill embrace educational opportunities only if they are interesting and\npractical. If this difference is not fully considered, their adult classes will\nbe unlikely to achieve the desired results.\nNew\n\nMethods\n\nin Adult\n\nImmigrant\n\nEducation\n\nSpecialists in adult education now realize that the technics of teaching\nadults are in a state of flux, almost from day to day. Five years ago, for\nexample, many of us were quite sure that the technics that had been devel¬\noped up to that time were so good that very little improvement could be\nexpected in the near future.\nMore or less suddenly, the fact has been forced upon our attention that\nmany of those in our adult evening schools who are there especially to learn\nto read and write English are getting only a “parrot-like” ability to read,\nand that they are not getting a functioning use of the language. This diffi¬\nculty, especially in the instruction of illiterates, may be noted in nearly all\n\n"}
{"page": 229, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n223\n\nthe large centers where there is a considerable foreign population. Many of\nthem never learn really to use the language.\nObviously, here is a big field for further research, and a committee of the\nCommission has undertaken this work. Some students of the problem con¬\nsider seriously the feasibility of teaching a new, limited, and theoretically\nconstructed vocabulary of the so-called basic English to non-English speak¬\ning people in adult classes. By this method it is hoped that a functioning use\nof the language may be attained far quicker than by the old methods. The\ntime saved might be put to good use, they argue, in practical instruction lead¬\ning to better community adjustments.\nAs a matter of fact, is the reduction of illiteracy, as recorded by the cen¬\nsus, really significant? Does the mere fact that an illiterate person learns\nto read some simple English sentences and so becomes literate according to\ncensus standards mean anything? Can’t it be questioned whether a com¬\nmunity gains much by reducing its so-called illiteracy by 25 or even 50 per¬\ncent between censuses? So many vital questions are arising at the moment\nconcerning the value of all adult education that this objective — the reduc¬\ntion of illiteracy — might well be reconsidered.\nDelinquency\n\nof Second\n\nGeneration\n\nin this Country\n\nOur foreign-born are a problem, but not nearly so much of a problem as\ntheir children. Crime has been increasing at an appalling rate during the last\ndecade, and more than half of the reported crimes of violence have been\ncommitteed by youths between the ages of seventeen and twenty-three years,\nwho are the native-born children of foreign-born parents.\nIn Massachusetts, for example, of all crimes accompanied by violence for\nwhich\n\narrests were\n\nmade\n\nin recent years, native-born children committed\n\n40 percent, while their foreign-born parents committed only 15 perce*nt.\nIn another typical state, the native-born children comprised only 25 percent\nof the native-born population, but they committed 50 percent of the crimes\npunishable by imprisonment in state institutions. In the same state, 70 percent\nof the delinquent youths were natives but of foreign-born parentage.\nMost of the delinquency of the so-called second generation in this country\nis due to the unsuccessful adaptation of the native-born child to the con¬\nflicting differences between old world and new world culture, a conflict\nbetween an American environment in the school and on the playground,\nand a foreign environment in the home. Children in this situation are called\nupon so early to decide between old and new world ideas, that they naturally\ndevelop a defensive attitude toward their parents on one hand and their\nplaymates on the other. Gradually, their foreign home background becomes,;\nmore and more difficult for them, so that they rebel against home authority,\nand this rebellion slowly leads to a revolt against all kinds of authority and\nfinally to a conflict with the law enforcement agencies.\nThe behavior and education of the children of foreign-born parents, the\nreport states, will be very much improved by a skilfully organized system of\nparent education in evening schools with possibly less emphasis than at\n\n"}
{"page": 230, "printed_page": null, "text": "224\n\nNational\n\nEducation\n\nAssociation\n\npresent on the teaching of English, and more\nadjustments and training for parenthood.\nSignificant Forces\n\nfor Adult\n\nupon\n\nsocial and economic\n\nLife Enrichment\n\nIf you were asked to name three great forces contributing to the enrich¬\nment of adult life, I imagine that reading and conversation would be your\nfirst two choices. I should be surprised if music was not your third choice.\nFor myself I honestly believe that music might well be given the first posi¬\ntion. It is most unfortunate that the possibilities of music as a great enrich¬\ning force are not generally appreciated today.\nThe present fashion, for which the radio may be largely responsible, is to\nlisten to music rather than to participate. Besides the radio, ill-conceived\ncourses in the so-called appreciation of music may also be responsible for\nthis change. At any rate, it is not a change for the better.\nInterest in choral singing is growing today in the secondary schools. The\ngraduates of these schools should be organized into choruses for community\nsinging. It is true that this was tried in several large New England com¬\nmunities without much success, in spite of the fact that more or less profes¬\nsional choruses were prospering. But, when a plan was worked out with the\nassistance of a radio broadcasting company to put on the air every Saturday\nevening the program of a community chorus, there was no longer any diffi¬\nculty in organizing these singing groups. The attractive feature is, of course,\nthe radio broadcast. When one of these community choruses becomes effi¬\ncient in choral singing, it is understood that it will have the opportunity to\nsing at the broadcasting hour, and of course there is always a strong incen¬\ntive to improve the singing of the chorus so that it can qualify for a place\non the radio program.\nThis constantly increasing group of music lovers and potential amateur\nperformers should be made to realize that they themselves can learn to take\npart in group music just as well as they can learn to play golf or bridge.\nFor most of us, there is more enjoyment in taking part personally in even a\nmediocre amateur performance than there is in listening to the relatively\nperfect performance of professional musicians.\nThe emotional benefits of music are so great that it is not unreasonable\nto believe that adequate appropriations for state programs of music train¬\ning for adults during the next ten or fifteen years might well reduce by 50\npercent the present public expenditure of millions of dollars needed annually\nto care for the mentally afflicted. Mental sickness is widespread today, espe¬\ncially among fairly well-educated men and women. More often than not,\nthe cause may be traced to a lack of wisely-selected, wholesome\n\nrecreation.\n\nAn ideal recreation for adults is some form of music requiring actual per¬\nsonal participation by the individual. Accordingly, I am convinced that there\nis no better, or more readily applicable, preventive medicine with which to\ncheck the yearly increasing percentages of adults who are headed straight\nfor the asylums and mental wards of hospitals than such state programs of\n\n"}
{"page": 231, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n225\n\nmusic training for adults. Such training should stress the socialized forms\nof participation.\nThe expenditure of public money for musical education of this kind would\nbe a good investment. But such training, to be most effective, should not be\nrestricted to adults. It should not be forgotten that the children now in the\npublic schools will shortly join the adult group. In the adjustments today\nof school curriculums to the requirements of low tax returns, no greater\nmistake can be made than to regard as a fad or frill those forms of music\nthat require group participation.\nRural\n\nEducational\n\nOpportunities\n\nThere is one other pressing issue. It is the problem of adult education for\nour growing rural population. Surely with an administration at Washing¬\nton which is so completely sympathetic with the farmer’s welfare, the next\nfew years are the ideal time to secure badly needed improvements in rural\neducational opportunities.\nAs you know, one of the greatest migrations in history has been going on\nsince 1930 — the migration of a part of the population of cities to rural com¬\nmunities. “Subsistence homesteading,” about -which we hear so much, will,\nunder favorable conditions, still further increase this back-to-the-country\nmigration. Until the recent industrial and commercial depression set in, the\nmigration had been for a hundred or more years mostly in the reverse direc¬\ntion. The magnet which drew people from the country to the town was the\nbetter wages paid in urban centers and the better opportunities for educa¬\ntion and recreation. Now, will the families that have gone to the country\nin this latest migration stay in rural communities if such opportunites for\nadults as well as children are very much inferior to the opportunities in\ncities and large towns? In most communities the public schools will have to\nfurnish almost exclusively educational opportunities and in many cases, also,\ncommunity recreation leadership. Well-balanced programs of education and\nrecreation are not easily attainable with the limited facilities of a single¬\nroom country school. Therefore, one of the first of the necessary changes to\nbe made is the replacement of one-room schools with consolidated schools with\nenriched curriculums\n\nthat will provide opportunities that compare favor¬\nably with those in urban communities. Back-to-the-country plans are not so\nmuch retarded by a dread of living in the country but by the ever-present\nquestioning about the sort of education and recreation that may be enjoyed.\nIn the consideration of this subject that is of such vital importance to\nthe back-to-the-country idea, it may be well to have in mind a statement from\nthe federal Office of Education that an expenditure of $300,000,000, which\nis less than was spent during the last year by the federal government for\nstate aid for highways, would be enough to remove all single one-room\nschoolhouses and replace them with a much smaller number of modern con¬\n\nsolidated school buildings with appropriate equipment\nactivities.\n\nfor adult community\n\n"}
{"page": 232, "printed_page": null, "text": "226\n\nNational\n\nEducation\n\nAssociation\n\nConclusion\n\nFinally, what about ourselves during the coming year? Do we fall into\nthe group which Everett Dean Martin had in mind last year when he said,\n‘‘Do not our teachers themselves need a little adult education? Would not\na man who has a broad knowledge of humanity and a workable philosophy\nof life adapted to the modern world teach accounting in a different way\nfrom that of a trade unionist, lacking in vision ? I have attended many adult\neducation meetings,” Professor Martin went on to say, “and one of the\nthings I hear most rarely is that adult education begins at home. Education\nmust begin with ourselves ; yet we think of it chiefly as something for some¬\nbody else. I am particularly concerned with the adult education of ourselves\nas adult educators, for I do not believe that anybody can be educated by a\nteacher whose own\n\neducation has stopped.”\n\nREPORT\n\nSPECIAL\n\nOF\n\nCOMMITTEE\nOF\n\nCARROLL\n\nG. PEARSE,\n\nREVENUE\nMILWAUKEE,\n\nON\n\nTHE\n\nINCREASE\n\n1\nWIS., Chairman\n\nFifty years ago members of this Association paid into the Association\ntreasury annual dues of two dollars. This gave them the conscious virtue\nof belonging to their professional organization, admission to convention\nmeetings, and a volume of Proceedings.\nLater, two classes of membership were established. One class paid a twodollar membership fee, and two dollars per year annual dues. These were\n“active” members,\nProceedings.\n\ncould vote and hold office, and received the volume\n\nAssociate members\n\nof\n\npaid two dollars per year and received for\n\nit the sense of satisfaction which came\n\nfrom affiliation with their profes¬\nsional organization and the privilege of attending the sessions of the Asso¬\nciation and listening to its programs.\n\nLater, about 1920, the policy of the Association changed and the organiza¬\ntion began to render service to its members. The Journal of the National\nEducation\n\nAssociation\n\nwas\n\nestablished, information\n\ndesired by members\n\nbegan to be supplied thru the Research Division, and services of many kinds,\nin accordance with the needs of various groups of members, were furnished.\nA five-dollar membership was established. The members of this group\nreceived all the N. E. A. publications for the year, in addition to the maga¬\nzine and the privileges accorded the two-dollar members.\nDuring the past winter a desperate emergency existed in the schools in\nmany states. Schools were closed, teachers unpaid, children untaught. The\nmost strenuous efforts were necessary to meet this emergency. The National\nEducation Association led in the efforts to obtain this imperative relief. Its\nemergency commission supplied information far and wide to state and local\neducational organizations. The National Education Association cooperated\n1 Appointed by Board of Directors. Report adopted by Representative Assembly, July 6, 1934.\n\n"}
{"page": 233, "printed_page": null, "text": "Reports\n\nof\n\nCommittees\n\n227\n\nwith the organizations set up by the state superintendents and the state\ncommissioners of schools in their efforts to obtain the funds necessary. The\nmajor share of the funds to carry on this campaign for relief were furnished\nby and thiu the National Education Association. 1 he Association brought\ninto the campaign the allied organizations of national scope with which it\nhad established relations — the National Congress of Parents and Teachers\nthe American Legion, the American Lederation of Labor, and numerous\nother organizations. All of these cooperated heartily.\n\nAll the services which the Association has now come to render cost money.\nThe campaign made last winter to save the schools was expensive, and it is\nclear that a similar campaign will be required the coming school year to\nestablish the necessity for and to obtain the relief which the schools will find\nnecessary.\nIt has become clear that the Association cannot, upon its present revenues,\ncontinue to render the services which its members have come to expect and\nalso meet the special and the new demands which are constantly arising. It\nhas become imperative that the revenues of the Association must be largely\nincreased if it is to continue to function as it should.\nThe\n\nfirst measure\n\nwhich\n\noccurs as a possible method of adding to the\nincome of the Association is to increase largely the number of members pay¬\ning dues, and your committee believes that the necessity to increase mem¬\nbership cannot be emphasized too strongly. State directors, the officers of\nstate associations, and state educational authorities should have the necessity\nof this presented to them in the strongest terms. It may be possible in this\nway to add perhaps 25 or 50 percent to the revenues of the Association, or\neven to double them thru increased membership.\nIt cannot be questioned, however, that increased membership will bring\nincreased demand for service as well as for the printing of an increased\nnumber of the Journal. It may develop that a mere increase in membership\nwill not adequately provide for the additional funds required.\nAs another measure of relief, it has been suggested that the Association\nofficers for next year consider the possibility of realizing on the associate\nmembership to which persons interested in education, but not engaged in\neducational work, are now\nfee of two dollars.\n\neligible upon payment\n\nof the regular membership\n\nYour committee believes that in addition to the strongest possible repre¬\nsentation to all agencies thru which increased membership in the Association\nmight be looked for, a committee should be authorized to consider thru the\nyear what, if any, additional measures are possible or desirable to insure for\nthe future, more adequate revenues to enable the Association to more\ncompletely live up to its obligations and opportunities.\n\n"}
{"page": 234, "printed_page": null, "text": "t\n\n'\n\n•\n\n'\n\n.\n\n.\n\n■\n\nv\n\n"}
{"page": 235, "printed_page": null, "text": "Rational\n\nCouncil\n\nof Education\n\n"}
{"page": 236, "printed_page": null, "text": "HISTORICAL\n\nThe\n\nnational\n\ncouncil\n\nof education\n\nNOTE\n\nwas\n\norganized\n\nin 1880, growing\n\nout of O' paper read by Thomas IV. Bicknell before the Department of\nSuperintendence. The active membership of the Council consists of 60\nmembers chosen by the Council ; 60 chosen by the Board of Directors\nof the Association ; and three chosen by each of the Departments of the\nAssociation. For constitution and bylaws, see proceedings, 1906:608-11.\nThe officers of the Council for the year 1934-35 are: president, Wil¬\nliam C. Bagley, Professor of Education, Teachers College, Columbia\nUniversity, New York, N. Y .; vicepresident, Lida Lee Tall, Principal,\nState Normal School, Tozvson, Md.; secretary, Adelaide S. Baylor,\n\nChief, Home Economics Education Service, United States Office of Edu¬\ncation, 1800 H Street, N. W., Washington, D. C.; executive commit¬\ntee:\n\nDavid\n\nA.\n\nWard,\n\nSuperintendent\n\nof Schools,\n\nChester,\n\nPa.\n\n(term\n\nexpires 1935) ; Anna Laura Force, Principal, Lake Junior High School,\nDenver, Colo, (term expires 1936); Agnes Samuelson, State Superin¬\ntendent of Public Instruction, Des Moines, lozva (term expires 1937).\nThe Council meets tzmce each year, once in February and once in June.\nFacts relating to the establishment of This Department and the record of\nmeetings are found in earlier volumes of proceedings as follows:\n1880: 90- 94\n1882: 77- 87\n1884 :Pt. Ill: 1-67\n1885 : 405 -5 SI\n1886 :259-331\n1887 :25 5-328\n1888 \\251-321\n1889 \\345-440\n1890 \\287-364\n1891:275-378\n1892 :745-806\n\n1893 :925\n\n1904 :333-377\n\n1894 :593-678\n1895:430-509\n1896 :393-470\n1897 :317-583\n1898 : 489 -5 88\n1899:380-529\n1900 : 297 -364\n1901 : 349 -499\n1902 :306-408\n1903:301-376\n\n1905 :271-340\n1906 :607-623\n1907 :329-454\n1908 : 31 3-500\n1909 : 331-435\n1910:307-375\n1911:331-476\n191 2:499-605\n191 3:355-424\n1914 :293-404\n\n[ 230 ]\n\n1915 :527-627\n1910:195-287\n1911:129-219\n1918 :135-149\n1919:675-739\n1920 :107-190\n1921:269-368\n1922:349-574\n19 23:425-551\n1924:350-428\n1925 : 266-336\n\n1926 :281-327\n1921:247-292\n1928:221-262\n1929:229-274\n1930 : 199 -245\n1931 :275-311\n1932 :221-257\n19 33:225-266\n\n.\n\n"}
{"page": 237, "printed_page": null, "text": "THE\n\nW.\n\nE.\n\nPLACE\n\nPEIK,\n\nOF\n\nTHE\n\nASSOCIATE\n\nJUNIOR COLLEGE\nEDUCATION\n\nPROFESSOR\n\nNESOTA,\n\nOF\n\nEDUCATION,\n\nMINNEAPOLIS,\n\nIN\n\nAMERICAN\n\nUNIVERSITY\n\nOF\n\nMIN¬\n\nMINN.\n\nThe junior college movement represents an adjustment to a prac¬\ntical social pressure and to an expanding\n\neducational program. It is a\n\nlogical step in the ultimate democratization of the entire range of educa¬\ntion, a typically American point of view that is destined to be tried out. The\njunior college has resulted from an attempt to define more clearly the func¬\ntion of secondary and of higher education, which has eventuated in an in¬\ncreasing tendency to differentiate upper and lower college divisions, to pro¬\nvide facilities for better general education to more persons, as well as to\nimprove the preparation and to maintain better standards in advanced and\nspecialized education for those who should have it. It is also an attempted\nsolution to a problem arising out of the necessity to departmentalize the cur¬\nriculum for advanced education, for specialization, and for research, in upper\ndivisions and to provide more integration of departments, better sequence,\nand, in the future, fewer uncorrelated units for general education at lower\nlevels. Finally, the continued development\n\nof the junior college anticipates a\n\nbetter recognition of the principle that all education, including higher edu¬\ncation, must be adjusted to the individual needs and abilities of worthy per¬\nsons desiring it.\nThe development\n\nof the junior college was inevitable as soon as educators\n\nbegan to think more seriously about the place that higher and secondary edu¬\ncation were to occupy relative to each other in the whole scheme of education.\nIt may prove ultimately to be a transitional institution in higher educa¬\ntion, but at this stage, it is not desirable that it be defined, limited, or stand¬\nardized in an arbitrary way. In spite of rapid growth, it is yet in an early\ndevelopmental and experimental stage.\nThere\n\nare several unsettled issues: Shall the junior college be essentially\n\nsecondary education or higher education, or both? It is both now, perhaps\nmore secondary than higher; yet it is clear that the junior college must articu¬\nlate more effectively with secondary education than it has, and that it must\nprepare more effectively for scholarly initiative and attainment at the senior\ncollege level than it does now.\n\nShall it be preparatory or terminal or both? It\n\nshould be both, but it is largely preparatory and transitional now. How\n\ndoes\n\nit affect the future of the independent four-year college of liberal arts, of the\ncollege of arts and sciences, of the technical and professional schools such as\nteachers colleges? The self-interests of institutions are not and cannot be pri¬\nmary in the consideration of larger educational issues.\nMy opinion is that the junior college will continue to be added and inte¬\ngrated into the public school system of the several states in most communities\n[ 231 ]\n\n"}
{"page": 238, "printed_page": null, "text": "232\n\nNational\n\nEducation\n\nwith populations of 5000 or more, which\n\nAssociation\n\nare without higher institutions,\n\nsoon after the depression recedes. Many more colleges, perhaps all of the bet¬\nter colleges, will ultimately add a graduate year, if for no other reason than\nthe wish to continue to prepare secondary teachers, which constitutes 45 per¬\ncent of the present program of liberal arts colleges in terms of student enrol¬\nment. There is now, in many sections, a definite trend toward a five-year\ncurriculum for secondary teaching. Other colleges may become public or\nprivate junior colleges to exist side by side in the same way as public and\nprivate elementary and secondary schools exist side by side, today. The in¬\ncrease and expansion of junior colleges will supply larger enrolment for the\nsenior colleges so that few adjusted institutions may suffer future loss of\nenrolments. In view of a future growing demand for higher education the\nthreat of the future is to the institution which will refuse to face these\nissues.\nIn general the recognition of the following principles will continue to draw\na clearer line between the lower and upper divisions of colleges: that the\njunior college completes and supplements the general education of the high\nschool for those who go on and that it may ultimately become secondary edu¬\ncation ; that senior college education will consist largely of advanced and\nspecialized education for those who can and should go on ; and that both highschool and the junior college levels should provide terminal curriculums for\nthose who cannot or should not go on. At the same time, closer articulation\nbetween the high school and the junior college for general secondary educa¬\ntion will tend to erase the line between them. Consequently, some four-year\ncolleges may ultimately operate only as junior colleges; others may continue\nto offer both to suit local or regional needs. But the junior college in the\nfour-year college, may ultimately follow the path of former affiliated, sec¬\nondary preparatory departments in the college.\nIn this process, and especially at this stage, the function of accrediting\nassociations is to maintain standards particularly in the new junior colleges\nof public school systems and for new graduate school departments in the\nliberal arts college and teachers college. It is not advisable that accrediting\nassociations should now strive to maintain present organizations, plans, and\n\ninstitutional types. It is a period of watchful waiting.\nSINCERITY\nH.\n\nC. MORRISON,\n\nIN\n\nPROFESSOR\n\nTHE\nOF\n\nPRESENT\nEDUCATION,\n\nCHICAGO,\n\nSITUATION\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nILL.\n\nI suppose there would be no National Council of Education at all, if it\nwere not for the fact that its members are the kind of men and women who\nare willing to face their problems objectively, uninfluenced by self-interest,\nprejudice, wishful thinking.\nThat the school and university system of this country is in a chaotic state,\nboth financially and educationally, scarcely requires demonstration. The\nsituation is not likely to be saved by spell-binding, organization of educational\n\n"}
{"page": 239, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n233\n\nvested interest, or by sentimental appeals to things in general. The federal\ngovernment may or may not find the money with which to tide over the\npresent fiscal situation, but it cannot keep on doing so.\nThe situation calls for dispassionate facing the facts, for common sense, for\na form of intellectual radicalism which is out of favor — getting down\nroots of things.\nI have certain propositions to submit:\n\nto the\n\n1. The childhood and youth of the nation have no natural right to be edu¬\ncated at public expense, unless it be conceded that they have a prior and more\ncompelling right to be fed and clothed at public expense. Even in these days,\nwe do not concede the latter, save in the case of the children of the necessitous\nman. The right, as far as there is one, grows out of the obligation of the state\nto transmit the essentials of civilization for the safety of all, and the state\ncannot accomplish that purpose otherwise than by tax-supported instruction.\n2. Public instruction for all and higher education for those qualified to re¬\nceive it is a very precious thing, but it does not follow that when those who\nare authorized to act modify or even discontinue a particular school or college\nthey are thereby chargeable with making an attack on education. Nor does it\nfollow that schools or teachers are of right immune to criticism. There is no\nspecial sanctity attached to teachers, but there is a special sanctity attached to\ngood faith. When a teacher has entered into a valid contract, express or im¬\nplied, then there is a paramount obligation that the contract should be carried\nout not because one of the parties is a teacher, but because he or she has ac¬\ncepted a promise in good faith and arranged personal affairs accordingly.\n3. In its evolutionary and social purpose and function, the plain weight\nof the evidence is that over wide areas our educational system on the whole\nhas not made good. Otherwise, crimes against the person, widespread cynical\nmalfeasance in places of trust, laxity and outrageous breach of faith in\ngovernment, action founded on economic and fiscal illiteracy, would not have\nbeen on the increase during the last thirty years.\n4. We must accept the principle that our educational system is anachro¬\nnistic in civil and fiscal structure and empirical in its scholastic structure.\n5. As a whole, we are breaking faith with pupils, students, and the public:\na. In that we allow pupils to pursue their courses, in high school and\ncollege particularly, in the hope and expectation that they will\nthereby come into white collar jobs, when we know, or ought to\nknow, that only a very small percentage of them, as enrolment now is,\ncan ever attain that object.\n\nb. In that we refer complacently to the “lost generation,” that finely\ntrained but superfluous body of young men who can find no place\nin the world, and in that we propose to “liquidate” their lives by\ntraining others in order to keep alive law schools, medical schools,\nengineering schools, teacher-training institutions, and liberal arts\ncolleges far in excess of our needs.\n\n6. Perhaps the worst of all, we are breaking faith in the apparent inca¬\npacity of our universities to stand clear-headed and resolute as moral and\ni\n\n"}
{"page": 240, "printed_page": null, "text": "234\n\nNational\n\nEducation\n\nAssociation\n\nintellectual refuges to which all men may resort for guidance in a bewildered\nworld :\na. In that there is often cultivated rather than corrected the sophistries\nwhich educated people know were laughed to scorn as long ago as the\ntime of Socrates and probably earlier.\n\nb. In the brazen cult of what is called experimentalism, whereas every\nqualified scientist knows well that no two things are farther apart\nthan valid experiment and empirical venture.\nc. In that they had in effect made both moral and intellectual conviction\nunfashionable.\n\nREPORT\nOF SPECIAL COMMITTEE\nOF THE\nCOUNCIL\nTO SPONSOR\nA CONFERENCE\nREPRESENTATIVES\nOF PUBLISHERS\nINSTRUCTIONAL\nMATERIALS\n\nNATIONAL\nWITH\nOF\n\nJ. B. EDMONSON,\n\nOF\n\nDEAN,\n\nSCHOOL\nANN\n\nOF\n\nEDUCATION,\n\nARBOR,\n\nAt the meeting of the National\n\nUNIVERSITY\n\nMICHIGAN,\n\nMICH.\n\nCouncil of Education\n\nin Minneapolis,\n\nFebruary 21, 1933, certain questions were raised in the discussion concern¬\ning the contribution to educational progress that should be made by publishers\nof instructional materials. As a result the Council voted “to create a special\ncommittee 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 prin¬\ncipal aim of the conference to be the cultivation of a better understanding of\nthe opinion of the profession relative to the quality and kinds of instructional\nmaterials that are needed in the schools.”\nIn accordance with the foregoing resolution the following persons were\nnamed by President W. C. Bagley to represent the National Council in the\nproposed conference with publishers of instructional materials: H. B. Bruner,\nAlbert S. Cook, William John Cooper, Thomas W. Gosling, J. M. Gwinn,\nErnest Horn, Charles H. Judd, E. E. Oberholtzer, Joseph H. Saunders,\nS. D. Shankland, Paul Stetson, R. O. Stoops, Frank M. Underwood, and\nJ. B. Edmonson, chairman.\nUnder the direction of the foregoing committee a conference with repre¬\nsentatives of the publishers was held in Chicago, July 2, 1933, at the time\nof the summer meeting of the National Education Association. There were\nin attendance forty-five representatives of the publishers, representing twentynine different firms, and thirteen representatives from the field of education,\nincluding eight members\n\nof the special committee\n\nof the Council. The pro¬\n\ngram of the conference related to such questions as the following: “The\nplace of the textbook in general instructional equipment,” “How could school\n\n"}
{"page": 241, "printed_page": null, "text": "National\n\nCouncil\n\nsuperintendents improve common\n\nof\n\n235\n\nEducation\n\npractises in the selection of textbooks?”\n\n“What is the extent of the danger to education of the threatened shortage of\ninstructional materials in the schools?” “What is the status of state selection\nof textbooks?” There was also informal discussion of the feasibility and de¬\nsirability of the development of a code for the publishers of instructional\nmaterials.\nIt was the consensus of those in attendance that the discussions were worth¬\nwhile and calculated to bring about understandings of mutual interest to the\npublishers and the schools. Those in attendance at the Chicago conference\nalso voted a request that the special committee of the National Council spon¬\nsor a second meeting to be held in Cleveland at the time of the mid-winter\nmeetings, and such a conference has been arranged for Sunday, February 25.\nIt is the recommendation of the chairman of your special committee that\nthe committee be continued with instructions to report at the next annual\nmeeting of the Council on the results of future conferences with the repre¬\nsentatives of the publishers and also to report on the desirability of continuing\nthe committee.\n\nTHE\nHAROLD\n\nPRESENT\n\nSTATUS\n\nO. RUGG,\n\nPROFESSOR\n\nCOLLEGE,\n\nOF\n\nTHE\n\nSCIENCE\n\nOF\n\nEDUCATION,\n\nLINCOLN\n\nCOLUMBIA\n\nUNIVERSITY,\n\nNEW\n\nOF\n\nEDUCATION\n\nSCHOOL,\n\nYORK,\n\nTEACHERS\n\nN. Y.\n\n1. Education is not, and cannot be, a science; it is an art and a technology.\na. Like all the technologies its progress is determined\n\nby the discovery and prac¬\n\ntical utilization of the “primary concepts” of the contributory sciences.\nb. The principal contributory sciences are:\n(1) Physiology (neurology, endocrinology, etc.)\n(2) Psychology\n(3) Sociology (the science of society).\n\n2. The development of the study of education — including “scientific”\nstudy — is greatly hampered therefore, either by the lack of established\nprimary concepts in the contributory sciences or by the lack of understanding\nby educators of those that have been established.\na. In physiology (endocrinology and neurology) such primary concepts as “organ¬\nism” and “integrative action” have been definitely established for many years.\nTheir educational implications have been generally ignored by the “scientific” stu¬\ndents of education.\nb. In psychology the primary concepts are not agreed upon. The workers split\ninto contending fields, each asserting the validity of its special concepts; for ex¬\nample* the behaviorists (with their concepts of “the conditioned reflex,” mental\nactivity seen as bodily movement) ; the psycho-analysts (with their concepts of\n“purpose,” “the repressed wish,” “the self-defensive mechanisms” — rationalization,\ncompensation, projection, substitution, escape, etc.) ; the experimentalists (with\ntheir concepts of “generalization,” “thinking as problem-solving,” “meaning thru\nactive integrated response”-^-attitude, what-not). We note also the lack of study\n\n"}
{"page": 242, "printed_page": null, "text": "c.\n\n236\n\nNational\n\nEducation\n\nAssociation\n\nby psychologists of the artist’s concepts of “creative expression”\ntive awareness.”\n\nacter of the primary\neducation.\n\nconcepts\n\nand\n\nand of “apprecia¬\n\ntheir lack of use by the scientific students of\n\n3. Captivated by the perfection of the quantitative elements in the scien¬\ntific method, the principal intermediaries who “took the method over” into\nthe study of education tended to ignore the problem of primary concepts\nand, working on certain implicit assumptions, concentrated most of their\nIn sociology (social psychology and\nlike) we analysis.\nnote also the\neffort on the use of measurement\nandthestatistical\nAs tent\na consequence\native char¬\nin thirty years they have made a quantitative description of American edu¬\ncation and effected certain reorganizations in its administrative framework.\nFor example, in an orgy of quantitative tabulation and measurement, they\ncollected and classified facts concerning:\na. Age-grade census — retardation and elimination\nb. The teaching staff — background, training, and experience\nc. Finance — receipts, disbursements, budgets, and accounting forms\nd. Buildings — standards of design, materials, and costs\ne. Pupil attainments in skill and factual knowledge\nf. Content of courses of study and textbooks\ng. Anthropometrical, mental, and other separated traits of pupil population\nh. Classification, marking, and promotion systems.\n\n4. Plunging into the initial use of scientific method, the scientific educa¬\ntionists ignored the clearly established primary concepts from the growing\nscience of physiology and neglected the task of building a basic theory.\nAs a result much of their work has been based upon assumptions — implied\nif not explicitly phrased — which are now increasingly regarded as invalid.\nAny critical evaluation of the use of scientific method must be built around\nthe consideration of these assumptions.\nA. Mechanism versus organism\na. It was assumed that human nature is mechanism, not organism.\nb. That human personality is the sum of all its traits.\nc. That “whatever exists, exists in some amount, and can be measured” ; that\nwe know a thing only as we can measure and describe it quantitatively.\nd. That human traits which are quantitative-qualitative fusions can be reduced\nto quantitative measures.\ne. That several of the traits of the organism can be held constant and changes\nwhich are produced in one can be measured by the use of the statistical methods\nof correlation.\n\nB. The basic philosophic outlook : The continuance of the western society\nand schools of literacy\na. The scientific workers in education have almost universally assumed the ap¬\npropriateness of education as given in the kind of school built up during the first\nindustrial revolution; viz.: “school” was something (a) that went on in a schoolhouse isolated from the real social-economic life of the community; (b) that one\ndid before entering “life”; (c) that one did with words and other abstract\nsymbols.\nb. The assumption that industrial society would continue to exist indefinitely on\nthe basis of the primary concept of the right of individual competition. Hence the\n\n"}
{"page": 243, "printed_page": null, "text": "National\n\nCouncil\n\n237\n\nof Education\n\nuniversal adoption of the “rank-order” method of measured evaluation of excel¬\nlence in school achievement. Hence also the tabulation of the mass-activities of the\npeople and of best practises in curriculum-making as the basis of curriculum re¬\norganization (“Teach what people now do”).\nc. The assumption of the “subjectmatter-set-out-to-be-learned” theory of cur¬\nriculum and learning. The curriculum was a “given” body of skills and facts and\nprinciples; education consisted of “learning” those by the most effective methods.\nd. These appear to be the major assumptions upon which three decades of “scien¬\ntific” work have been conducted in education. There are other minor ones of impor¬\ntance which will be commented on in the paper itself.\n\n5. Thus, in measurement and tabular analysis the scientific workers have\nconcentrated their effort upon determining and increasing the reliability,\n“objectivity of their facts”; they have displayed almost no interest in these\nprior questions of value, theory, philosophy, that is, in “what is fact?”\n6. The stated assumptions are all being called in question both by social\ntrend and cumulating primary concepts from the basic sciences. Hence in\nthese drastic transition years scientific workers in education confront the\nnecessity of critically reconsidering\ntechnology.\n\nSOME\n\nthe primary\n\nfoundations\n\n1884 MEETING\nOF THE\nMEMORIES\nASSOCIATION\nEDUCATION\nNATIONAL\nMADISON, WIS.\nMRS.\n\nMARY\n\nD. BRADFORD,\n\nKENOSHA,\n\nOF\nIN\n\nof their\n\nTHE\n\nWIS.\n\nThis meeting is personally memorable for several reasons : It was my first\nexperience in attending a national convention of any sort. It interested me\nin educational notables of national prominence whom I saw and heard. It\nquickened my pride in my own state that had been chosen to stage such a great\nmeeting, and my appreciation of its leaders, a few of them well known,\nothers seen for the first time. I thrilled to hear sightseeing visitors from dis¬\ntant states exclaim about the beauties of the Four Lakes, and Dells of the\nWisconsin River. Most important of all, this meeting gave me evidence of\nthe achievements of women in the fields of education and other forms of\nsocial service, and started the removal of that undesirable thing now known\nas an inferiority complex, long before science had discovered it, named it,\nand brought it to light. Altho I did not then realize that it was an excep¬\ntional meeting of the National Education Association — “a grand moment”\nin its history, “a grand occasion” as General Eaton, the United States Com¬\nmissioner of Education called it, I realized fully then that it was “a grand\noccasion” for me. As I view it now, it was — excepting a year spent at the\nOshkosh Normal School 1875-76 — my first act of a really professional\nsort.\nIt marked a very important turning point in my career. With due apologies\nfor doing so, I will here inject a bit of personal history in explanation of my\nlast statement. After an absence from the schoolroom for a few years, I had\njust returned to the work, and was at a fork in the road, so to speak. The\n\n"}
{"page": 244, "printed_page": null, "text": "238\n\nNational\n\nEducation\n\nAssociation\n\nresponsibilities of parenthood had brought a seriousness of purpose not felt\nbefore, but beyond a decision to keep on teaching, I had no vision of what\nthe future might yield for me. It was the Madison meeting that showed the\nroad I should pursue, so, as I have said, it proved for me an important\nmilestone.\n\n1 was not present at the opening meeting on Tuesday evening, July 15,\nwhen hundreds crowded the assembly chamber of the capitol striving in vain\nto gain admission, and when President Bicknell comforted these by\nannouncing that another meeting would be held outside at the east portico\nwhere they would be addressed by several of the same speakers, and by others.\nBut I well remember the next morning, when, one of thousands that crowded\nCapitol Park, I heard, or tried to hear, the speeches of welcome and response\nmade from a platform on the east side of the capitol. The human voice was\nthe only loud speaker known then, and even the voice of Governor Jere¬\nmiah Rusk, noted for its carrying power, was not equal to the occasion. His\nwords were not caught by those on the fringes of the great assembly.\nHad there been a loud speaker on that occasion, I could have heard W. H.\nChandler,\n\nthe well-remembered\n\nassistant state superintendent, who\n\nwas\n\nquoted in the introduction given by President Bicknell as having said: “The\nhospitalities of the state of Wisconsin are so flexible, we will open our doors\nso wide, that the whole country may come here.”\nAs we know, a very important part of the whole country was there. A\ncount of the life members present, and of the names on the list of 1884 annual\nmembers shows a total of 2778; but the elasticity of the hospitality of\nMadison far exceeded the care of that number. The chairman of local\narrangements was publicly complimented on having “stowed away 4000\nteachers,” and with rooms for more. The response from Wisconsin to the\nurgent publicity sent out by the state department must have been highly\nsatisfactory to Mr. Chandler as its representative; for the Wisconsin life\nmembers, and 1884 annual members, listed together, numbered 574, about\n20 percent of the total of 2778 already quoted. Sixty-one percent of the 574\nwere women. There were at that time no women life members.\nNow to return to Mr. Chandler’s speech. After setting forth in eloquent\nlanguage the beauties, the natural resources and the progress of his state,\nthere followed statements that seem to have historical implications appro¬\npriate for review at this time.\nReferring to the response that Wisconsin people had made to the call, he\nsaid: “You ask me further, why our interests have been thus stirred from\nend to end, and from side to side of our grand state. Let me tell you in a\nword. Wisconsin has no history. The men of this generation who are now in\nactive life have made this state what it is.”\nHe then reviewed what they had accomplished and closed this part of his\naddress thus: “The people of this generation who came from the East and\nfrom the South have made this state. . . . We have now passed the meridian\nof life. We are conscious that presently we must pass over the labors to\nothers.”\n\n"}
{"page": 245, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n239\n\nThen follows the peroration, revealing his feeling in regard to the im¬\nportance of the meeting, and what he hoped would result from it to his state.\nI quote briefly again: “We have had one strong and constant and irrepres¬\nsible desire for one other thing, ere we pass from this stage of action, and\nthis is what stirs our hearts today — we ask that you who have come to\nus will pour upon these men and maidens that represent the coming genera¬\ntion your spirit ; that you will lead them into the great depths of power in\nyour reflective, and your investigating and your inquiring attitude. We ask\nyou to take them and show them the length and breadth and the greatness\nof this universal thing , universal education !’\n\nIt was an impressive ending, but there is one word in it that always causes\n\na feeling of amusement\n\nto intrude itself into its general effect upon me. That\n\nphrase, “men and maidens.” While there were girls present, there were\nhundreds of my generation, and I was then twenty-eight years old; and\nthere were as many older than we. So I have wondered whether this kindly,\nastute old gentleman, desirous of making a favorable impression upon the\nfeminine part of the audience might not have been guilty of a little euphuism,\nwhen a view of the audience might have suggested to one less gallant\nanother phrase related to the poetic term used, and quite commonly heard\nin descriptions of such a group of school ma’ams.\nBut statistical facts and comments aside my purpose now is to review a few\nimpressions of speakers heard, which impressions the lapse of fifty years has\nnot effaced. The principal meetings were held in the Assembly Chamber.\nI heard then, for the first time, Booker T. Washington, who left not only\nthe impression of a devoted worker for his race, but of an able and tactful\none — sound in his pleas for the rights of his people to an education, sane in\nhis policies for attaining those rights, convincing in his account of progress\nalready made, and inspiring confidence in future achievement. One sen¬\ntence stuck, and has often come to mind, as epitomizing his purposes\nand the theories backing them. “Brains, property, and character for the\nNegro will settle the question of civil rights.”\nI heard for the first time Frances E. Willard who was then in the most\nactive period of her wonderful career as lecturer on temperance reform, and\nwas fast winning recognition for all time as one of the foremost women of\nour country. I recall her presence and her simple, natural, convincing appeal.\nI felt the emotional reaction which her sincerity always aroused in her\nhearers. Her personality always comes to mind as best exemplifying a familiar\nquotation from an old Greek philosopher: “It is not the counsel but the\nspeaker’s worth that gives persuasion to his eloquence.”\nAnd here I am moved to digress for a moment to pay a tribute to the New\nEngland president of the National Education\n\nAssociation, thru whose labor\n\nand influence the Madison meeting was such a success. Massachusetts teach¬\ners showed their loyalty to him by making the long trip to Madison in such\nlarge numbers, 314, including five of the life members;\n\nthus slightly exceed¬\n\ning Iowa, and nearly equalling Illinois, with Wisconsin’s other near neigh¬\nbors, Michigan and Minnesota far behind Massachusetts in representation.\n\n"}
{"page": 246, "printed_page": null, "text": "240\nOne\n\nNational\n\nEducation\n\nhas but to note the program\n\nAssociation\n\nto know\n\nthat President Bickneil was\n\npossessed of an exceptionally broad outlook, an inference corroborated by his\nbiographer who states that this noted educator, lecturer, editor, and author\nwas liberal in religious belief, and a strong advocate of temperance, woman\nsuffrage, and other reforms.\nNot only did the program contain a department devoted to the education\nof the Indian and the Negro, and afford opportunities to hear of such move¬\nments as that of Alexander Graham Bell, but, for the first time in the history\nof the organization, women in education received signal recognition. For one\nentire evening the program was carried out by noted women speakers, the\ntopic being “Women’s Work in Education.”\nBefore giving some personal reminiscences of that unprecedented evening,\nI will relate a little relevant history, derived from the comprehensive address\nof President Bickneil as given in the Proceedings. It throws light on the\nearly status of women in this Association, or, better, it shows the attitude of\nthis Association toward women at the time of its organization (1871) and\nlater.\nPresident Bickneil said :\nAt the outset in 1857 only gentlemen were admitted to active membership; but\nthe National (referring to the year 1871, when the organization changed its name\nfrom the National Teachers Association to the National Educational Association),\ncoming into existence at a more liberal period, and “being born later in life”\nadopted an honorary membership annex for ladies engaged in teaching, an admis¬\nsion to which by a board of gentlemanly directors gave women teachers the right\nof presenting, in the form of written essays (to be read by the secretary or any\nother member whom they may select), their views upon the subjects assigned for\ndiscussion.\n\nIt was surely a far cry from that to a woman’s symposium in 1884.\nThe fact that women numbered 54 percent of the total number of\nannual members listed at the Madison meeting shows how they reacted to\nthe innovation, magnanimous for the time.\n\nI have already referred to Miss Willard’s part in the program, and\nthe impression it made upon me. President Bicknell’s purpose in affording\nMiss Willard an opportunity to be heard at this great meeting is shown\nby the following quotation from his address on the topic, “Temperance\nTeaching in Schools” :\nThe giant evil — yea, crime — of our day is intemperance. Compared with it, all\nother vices and crimes are but its infant children. The great reform of our day\nis temperance. Compared with it, all other reforms are born of its healthful and\nomnipotent generation. Two persons stand at the threshold to protect the incoming\ngenerations from becoming an easy prey to the devourer of health, happiness, hope,\nlife, and heaven. The natural protectors of our youth are the parent and the teacher,\nand the home and the school are the citadels for their defense.\nFormation, not reformation is now the education watchword, which woman has\nproclaimed as the signal to be sent to all her allies in the world, and the two words —\nIV oman and Temperance — each symbol of the true and the good, shall be forever\nunited.\n\nAnother speaker I remember in that program was an active woman\nsuffragist, Mrs. May Wright Sewall, a brilliant, attractive young woman,\n\n"}
{"page": 247, "printed_page": null, "text": "National\n\nCouncil\n\n241\n\nof Education\n\nand a good speaker, who, in the serious part of her address, made a very\nworthy contribution to the program. It was in her preliminary remarks\nthat we seem to get a glimpse of the general male attitude of fifty years\nago on the question of women in N.E.A. membership. Mrs. Sewall observed\nthat the rank and file of men were slow in adapting themselves to the\nfeminizing change encouraged\n\nby President Bicknell. She knew\n\nthat that\n\nloyal-hearted leader recognized women as having equal claims with men\nupon that platform, but she felt that some speakers did not sympathize with\nhim. Here I will quote from the Proceedings :\nNotwithstanding\n\nthe fluttering of fans, and the fluttering of ribbons and the gay\n\nof plumes, and the glancing smiles and the eloquent blushes from the audi¬\nence, speakers have persisted in addressing the audience as “gentlemen.” Doubtless\na preconceived supposition of who would be there has been more to them than the\n\nwaving\n\ntestimony of their eyes; and notwithstanding the major part of their audiences —\nsave that of superintendents — have been constituted of women, gentlemen have abso¬\nlutely been unable to see them, and have persistently addressed the remarks which\nwomen were assiduously endeavoring to hear, to men.\n\nI close with a very brief comment on Mrs. Sewall’s complaint. The change\nin the attitude of men towards women needs only to be mentioned ; the\nchange in women is equally significant. The “eternal feminine,” at least\namong serious-minded women, operates on a somewhat higher plane today\nthan that depicted by Mrs. Sewall, and for this change credit cannot be\nentirely claimed by women themselves.\nSOME\n\nREMINISCENCES\nOF THE\nMEETING\nOF 1884\nCARROLL\n\nG. PEARSE,\n\nASSOCIATION\n\nMILWAUKEE,\n\nWIS.\n\nIn the early spring of 1884, the writer left college to take charge of the\nschools in a nearby village of some 1200 people. He progressed thru the\nspring term and came to the beginning of the summer vacation. One day,\ntalking with an older and considerably wiser friend, that friend inquired,\n“What are you going to do this vacation?” Receiving a rather indefinite\nreply, he continued, “Why don’t you go to the meeting of the National\nEducational Association? Ed Healey has been attending the meetings of\nthe Association and see how he has got ahead.” Ed Healey was at that time\nsuperintendent of the schools in the little college town of 3000 people in\nwhich was situated the college the writer had been attending.\nWhen the young schoolmaster took up his work as head of the village\nschool, he had subscribed for the New England Journal of Education,\nedited at that time by Thomas W. Bicknell, and in the Journal he had\nread a good deal about the coming meeting of the Association, of which\nDr. Bicknell was president that year. He gave his friend’s suggestion serious\nconsideration. The program looked interesting ; Madison was painted as a\ndelightful summer place ; the railroads were offering very attractive excur¬\nsion rates ; and there was the hope that some of the suggested benefits might\nresult from the attendance. In the end he decided to go.\n\n"}
{"page": 248, "printed_page": null, "text": "242\n\nNational\n\nEducation\n\nAssociation\n\nThe\n\nrailway ticket was sold at “one fare for the round trip, plus $2.”\n4 his plus $2” was collected by the railway company when the ticket was\nbought, but was later paid over by the company into the treasury of the\nAssociation and was credited as payment of the $2 annual membership fee\nof the purchaser of the ticket. 1 his seems to have been the first year when\nthis plan was followed, and the scheme resulted in a large and immediate\nincrease in the revenues of the Association.\nThe program which this young schoolman had studied, not so very under¬\nstanding^, showed sessions beginning on July 10 and continuing, omitting\nSunday, thru July 18. Therefore he planned his journey so as to be on\nhand for the first session. This first session turned out to be that of the\nNational Council of Education, which was scheduled to meet on Thursday,\nFriday, and Saturday of the opening week, and on Monday and Tuesday\nof the following week — five days in all.\nAt the opening session of the Council in the senate chamber of the state\ncapitol, Emerson E. White, the president, was in the chair. The secretary,\nAlbert C. Boyden, did not arrive until the next day, and a temporary secre¬\ntary was named. I he “first-timer” to the National Educational Associa¬\ntion did not know that these Council meetings were supposed to be for\nmembers only, and that the profanum vulgum was not invited; and so,\nhaving arrived to attend the convention, he blundered into this select gather¬\ning. These great educators, however, proved tolerant; they learned the\ncircumstances and courteously allowed the stranger to remain as a spectator.\nHe sat thru most of the four morning, three afternoon, and two evening\nsessions, and this experience stands out as one of the memorable occasions\nof his professional life.\nThe\n\nCouncil was then holding its fourth annual session. It consisted of\n\nfifty-one members; twenty-two of these were in their seats for the opening\nmeeting. During the week thirty-eight of the fifty-one active, and five of\nthe honorary (former) members were present; practically all took part in\nthe discussions. There were two women members; neither of them was in\nattendance.\nAt the first meeting James H. Hoose read a committee\n\nreport on “Recess\n\nor No Recess.” At subsequent meetings other committee reports were pre¬\nsented by John W. Dickinson on “Oral Teaching”; by Aaron Gove on\n“Duties of City Superintendents”; by Andrew J. Rickoff on “The Election,\nTenure, and Grades of City Superintendents” ; by William T. Harris and\nby F. Louis Soldan on “Is there a Science of Pedagogics?”; by Lemuel Moss\non “Preparation for College”; and by G. Stanley Hall on “The Study of\nChildren.” For comprehension, for clearness of statement, for logic, for wit\nand lightning repartee, the discussions of the reports presented at these\nsessions stand out in the writer’s memory among all the discussions of similar\ntype to which he has been privileged to listen. He does not remember any\noccasion where, in general quality, the offerings at these nine sessions have\nbeen surpassed.\n\n"}
{"page": 249, "printed_page": null, "text": "National\n\nCouncil\n\n243\n\nof Education\n\nFor the general sessions President Bicknell had done a great piece of\norganization and promotion. Dr. Bicknell’s New\ncation , in every week’s issue for months,\n\nEngland\n\nJournal of Edu¬\n\nhad carried announcements\n\nof the\n\nmeeting, of the various departments and special features, of the beauties\nand summer attractions of Madison and the Lake Region, of the special\nrailroad convention rates, and of the attractive side trips and excursions.\nAs soon as the location was decided upon, President W. D. Parker of the\nRiver Falls, Wisconsin, State Normal School, and Principal J. Milton\nHall, of the Doyle Avenue Grammar School, Providence, Rhode Island,\nwere appointed western and eastern transportation managers, respectively.\nIn a majority of the states a manager was named, to stimulate interest and\ntravel. Five great excursions were planned to follow the convention: to\nOregon, to Alaska, to Yellowstone Park, to California, and to Colorado.\nA distinguished schoolman was appointed manager for each.\nAn Educational Exposition was planned, the ancestor of our present\ncommercial exhibit. President J. H. Smart, of Purdue University, was\nplaced in charge. The main exhibit was made up of school work, sent in\n\nby public and private schools, including higher schools ; there was an indus¬\ntrial education department — this industrial work was then comparatively\nnew; an art department; a kindergarten department; an exhibit from the\nNational Museum — chiefly of materials illustrating education in foreign\ncountries; pedagogic literature; a natural history exhibit — from the Ward\nMuseum at Rochester; school architecture; school journals and supplies;\nschool books; school furniture. The exposition proved a most attractive\nfeature. It was the most elaborate and complete exhibit attempted by the\nAssociation up to that time, and was thronged with visitors thruout the\nweek. William T. Harris made a report summarizing “The Exhibit as an\nEducational Factor,” in which he concludes, “It only remains to say that\nthe exposition was a grand success in all its departments, and formed\na very important feature in the greatest educational gathering ever held in\nthis country.” Director-General Burke, of the World’s Centennial Cotton\nExposition, attended the Madison meeting to study the educational expo¬\nsition, and the Madison exhibt had an important influence on the splendid\neducational exhibit at the Cotton Exposition in New Orleans the follow¬\ning winter of 1884-1885. A good many of the Madison exhibits were taken\nbodily to New Orleans. A novel and especially interesting exhibit provided\nfor the visitors was that of the Wisconsin Historical Society. It included\namong other features the records of the early journeys of Marquette and\nJoliet and the other explorers and traders, relics of the Blackhawk and other\nIndian wars, and of the Civil War.\nWhen\n\nMadison\n\nhad been selected, in October,\n\n1883, as the place of\n\nmeeting, President Bicknell had warned the local committee to expect 1500\nor even 2000 people. He immediately began a personal campaign to make\ngood his promise of attendance. He made several trips to different sections\nof the -country, speaking before teachers associations, in educational insti-\n\n"}
{"page": 250, "printed_page": null, "text": "244\n\nNational\n\nEducation\n\nAssociation\n\ntut:ons, in Sunday schools, wherever he could get a hearing. One hundred\nthousand copies of a sixteen-page bulletin giving program, railway rates,\nand excursion plans, and describing the attractions of the region, were\nprinted and distributed. The railroads added their publicity. So effective\nwas this promotion work that several weeks before the meeting the presi¬\ndent had to visit Madison again and warn the prospective hosts of the\nAssociation to expect 3000 or 3500 visitors, with a possibility of 4000 or\neven 5000. As the crowds began to stream in, the hotels were quickly filled ;\nthen the rooming and boarding houses were packed, private homes were\nfreely opened, and, finally, tents were pitched on Madison’s beautiful lawns\nto care for the overflow. At this meeting 2800 persons paid life or annual\nmembership\n\nfees, and probablv half or two-thirds as manv\n\nmore came wffh-\n\nou‘- enrolling as members. This little city of 12,000 people entertained that\nwee1: probably between 4000 and 5000 visitors.\nNo auditorium in town could hold the crowd. The general sessions\nopened on Tuesday evening, July 15, in three sections, one meeting in the\nsenate chamber of the capitol, one in the assembly chamber, and one in the\nCongregational church, across the street. In several instances the speakers\naddressed more than one of these sections. At the opening session in the\nassembly chamber, President Bicknell introduced as patriot, scholar, and\neducator, J. L. M. Curry, of Virginia, to speak upon the topic “Citizenship\nand Education.” The section in the senate chamber was addressed by A. D.\nMayo, educational missioner in the South ; that in the Congregational\nchurch by J. M. Covner, of Utah, on “The Utah Problem as Related to\nNational Education.”\nThe Wednesday morning session was held in the park at the east entrance\nof the capitol. The usual addresses of welcome were given by the mayor,\nby President Bascom of the university, and by Governor Jeremiah Rusk.\nD. B. Hagar of the Salem, Massachusetts, State Normal School, read\nthe original call first signed by himself and President T. S. Valentine of\nthe New York State Teachers Association, for a meeting to organize a\nNational Teachers Association, twenty-seven years earlier.\nIt is of interest to note some of the topics that were in the public mind\nin 1884. Major R. Bingham, of North Carolina, spoke on “Educational\nStatus and Needs of the South.” In the light of our experiences during the\npast year it might be noted that there was at that time an eloquent plea\nfor “Federal Aid to Education.” K. H. Crogman, colored, discussed “Negro\nEducation — Its Helps and Hindrances”; Booker T. Washington spoke on\n“The Educational Outlook in the South”; General S. C. Armstrong, of\nHampton Institute, told of “Six Years of Indian Education at Hampton,\nVirginia.”\nWoman’s Evening, on Thursday, was a new and special feature of the\nMadison program. This program, like two other evening programs, re¬\nquired sectioning, this time into Sections A and B. President Bicknell\nopened Section A, in the Assembly Chamber, by announcing a Committee\non Temperance. He then introduced Sarah E. Doyle, of Rhode Island, who\n\n"}
{"page": 251, "printed_page": null, "text": "National\n\nCouncil\n\nspoke briefly, and presided. Mrs.\nP. Hopkins,\n\nof Massachusetts,\n\non “Woman’s\n\nWork\n\nMay\n\n“Temperance\n\nAmerican\n\nEducation,”\n\nWright\n\nand Frances\n\nin Education.”\n\nspoke on\n\nof Education\n\nand\n\nClara\n\nSewall, of Indiana, Louisa\n\nE. Willard,\n\nIn Section\n\nin Education,”\n\n245\n\nEva\n\nConway\n\nD.\n\nof Illinois, spoke\n\nB, Frances\n\nE. Willard\n\nKellogg\n\n“Needs\n\non “The\n\non\n\nNeeds\n\nin\n\nof Southern\n\nWomen.”\nThe resolutions of a body are intended to set forth its considered opinions.\nOne of these resolutions at Madison authorized a committee to consider\nthe formation\n\nof a permanent\n\na plan of Indian\nfollowed\n\neducation\n\nInternational\nalong much\n\nby the present United\n\nCollier; one authorized\n\nCouncil of Education;\n\nthe same lines as those now\n\nStates Commissioner\n\na committee\n\naid to education\n\nOrleans\n\nto report in one year on that age-old\n\nthe following\n\nin the South. The\n\nfollowing, which\n\nwas\n\nbeing\n\nof Indian Affairs, John\n\nsubject, “The Insufficiency of the Salaries and Tenure\nrecommended that the educational exhibit at Madison\nfar as possible at New\n\none urged\n\nCommittee\n\nof Teachers”; one\nbe made use of so\n\nwinter; one favored\non Temperance\n\nnational\n\nreported the\n\nadopted :\n\nThe Committee on Temperance notes with profound satisfaction the practical\ndirection now being given to the aroused temperance sentiment of the country;\nespecially do we rejoice in the well-directed efforts of the Woman’s Christian Tem¬\nperance Union to secure instruction in physiology and hygiene in all grades of the\npublic school system, with particular reference to the effects of alcoholic stimulants\nupon the human system.\n\nAt the great mass meeting on the capitol lawn, Wednesday morning,\nPresident Bicknell delivered a very notable address. Early in this address\nhe referred to D. B. Hagar,\nmeeting\n\nof the National\n\nfirst meeting\nand\n\nthe first signer of the call for the organization\n\nTeachers\n\nat Philadelphia\n\nthirty-eight members\n\nAssociation,\n\nin 1857, at which\nenrolled; also on\n\nand\n\ncommented\n\nnine states were\nthe second\n\non\n\nthe\n\nrepresented\n\nmeeting,\n\nheld in\n\nCincinnati, in 1858, at which seventy-three members enrolled.\nMost interesting were his references to the ancestors of the National\nTeachers\n\nAssociation, which\n\nin 1884 had become\n\nAssociation. Of these, the American\n\nthe National\n\nEducational\n\nInstitute of Instruction, a sort of New\n\nEngland national education association, was organized in 1830. The organi¬\nzers of this institute issued a call at a meeting in Boston in March 1830,\nand in August of that year 200 persons from fifteen states traveled by stage\ncoach and in other vehicles of the time to meet in the state house on Beacon\nHill and complete the organization. For five years the public was rigidly\nexcluded from the sessions of the institute. After that the doors were opened\nand the attendance increased. In 1884, in the fifty-fifth year of its age, its\nmembership was approximately 4000.\nIn 1831\nWestern\n\nthe school people in the New\n\nLiterary\n\nInstitute and\n\nCollege\n\nWest\n\norganized,\n\nof Teachers.\n\nThis\n\nin Ohio, the\norganization\n\nbegan at once, by its meetings and discussions, thru addresses by its members\nthruout the district, and by letters and by printed matter for circulation, to\nassist in shaping the educational\n\nstandards\n\nand organization,\n\nand to culti-\n\n"}
{"page": 252, "printed_page": null, "text": "National\n\n246\n\nvate educational\n\nsentiment\n\nTerritory. President\n\nEducation\n\nAssociation\n\nin the states arising out of the old Northwest\n\nBicknell noted that in 1834, fifty years before the day\n\non which\n\nhe spoke, this Western\n\nBicknell\n\nspoke, had\n\nLiterary Institute which, even as President\n\nbeen almost\n\nsystem of school organization\n\nforgotten, urged\n\n“founded\n\nthe establishment\n\non the only proper\n\nof a\n\nunit of classifi¬\n\ncation and organization, that of the county.”\nHe quoted, also, from these early groups, united for educational\nment, the following:\n\nadvance¬\n\nWe do not surely lay ourselves open to the imputation of being over-sanguine\nwhen we venture to say that a national uniformity in plans of instruction and in\nschoolbooks would furnish a bond of common sentiment and feeling stronger than\nany that would be produced by any other means in. the season of early life.\n\nPresident\n\nBicknell\n\nnamed\n\nW.\n\nH.\n\nMcGuffey,\n\nJoseph\n\nRay, and\n\nCalvin\n\nE. Stowe in the West, and Francis Wayland, Henry Barnard, and A. Bron¬\nson Alcott in the East, as the founders of these two associations which, he\nsaid were\n\nthe parents of all younger\n\nlights now\n\nenlighten our whole\n\norganizations,\n\neducational\n\ngreater or lesser, wdiose\n\nworld. The\n\npresident also noted\n\nthat “at the outset, as in the American Institute, only gentlemen were ad¬\nmitted to active membership in the Association, but the National, coming\nlater and at a more\n\nliberal period, adopted\n\nan honorary\n\nmembership\n\nannex\n\nfor ladies engaged in teaching, an admission to which, by a board of gentle¬\nmanly directors, gave women teachers the right of presenting in the form\nof written\n\nessays (to be read by the secretary or any other member\n\nwhom\n\nthey might select) their views upon the subjects assigned for discussion.”\nDr. Bicknell rather dryly remarked: “The rights thus gallantly accorded\nhave not frequently been exercised, thru whose neglect we cannot bear\ntestimony; and the large opportunity\n\ngranted to women\n\nat the present meet¬\n\ning may be regarded as confession and penance for past shortcomings.” In\npassing from this topic he quoted the following gallant resolution intro¬\nduced by Mr. Bulkeley, of Brooklyn, at the Cincinnati meeting, as the\nrecord\nwho\n\nstates, “in acknowledgment of a note sent to the desk by a lady\nhad devoted her life to the cause of education” :\n\nResolved, That we are encouraged in our work by the approving smiles and en¬\ncouraging words of woman, and that we regard her as the most accomplished and\nsuccessful teacher; that we hail as honored co-laborers every “Lady Pilgrim” who\nwith “High and Holy aims and Calm and Happy mind” produced “by the perusal\nof God’s Holy Word” and “with healthful and robust body” devotes her powers\nto the noble work of education.\n\nAnd the president remarked, “We doubt not the almost overwhelming influx\nof ladies to the teaching ranks since that date received much of its impulse\nfrom this remarkable ‘hail’ and ‘welcome.’ ”\nThe range of this address was wide; it covered almost all phases of edu¬\ncation as its problems were facing the school people of that day.\nAs subtopics, President\n\nBicknell discussed the elementary\n\nprinciples of a\n\nschool system, a science of education, primary education, the social status\nand tenure of the teacher, higher education, and industrial education ; he\n\n"}
{"page": 253, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n247\n\ndefects,\npress opinions, dissertated on normal schools and their\nrance, and on\nevening schools, school supervision, the teaching of tempe\nmore reference. It\nnational aid to education. I pass this address with one\n\nquoted\n\nressive” education groups of\nmay be of interest to our “natural” and “progin\n1884, Dr. Bicknell stated:\ndent\npresi\nas\nss\n1934 to note that in his addre\ndevelopment of the\nThe great educational movements of today are based on the\ndeveloped save by the\nindividuality in each pupil, and this individuality cannot be\ncultivation of all the expressive and creative powers.\n\ntion.\nThe meeting of 1884 began a new era in the finances of the Associa\nmeet\nThe revenue from membership fees had never been large and funds to\nn contri¬\ncurrent bills had been scant and often inadequate. On one occasio\nit\nbutions from firms furnishing school supplies and equipment had made\npossible to balance the budget.\nJuly\nOn July 1, 1882, the Association treasury was overdrawn $557. By\n1883 this overdraft had increased to $660. During the year preceding the\nat $2\nMadison meeting, however, income from 256 annual memberships\nvolumes\neach and 8 life memberships at $20 each, the sale of $250 worth of\nused for\nof Proceedings, and $185 received as rent for rooms and tables\n,\ncommercial exhibits at the 1883 meeting, which was held in Saratoga Springs\nfor the Associa¬\nhad improved the treasury situation. It had been possible\n, to pay off its\ntion to pay for printing 500 volumes of its 1883 Proceedings\nwith $5.33 in\n$660 debt, and come to the opening of the Madison meeting\nits treasury.\nThe\nbehind\n$500\n\nMadison meeting told a different story. Wisconsin rallied royally\nthe Association. In extending its invitation, the state had pledged\nits\nfor life memberships; it made good by more than doubling on\n\nWisconsin\npledge. Out of the 61 such memberships paid for at $20 each,\ns paying\nprovided more than 50, or more than $1000. Of the 2739 membei\nI hus the host\nannual dues at $2 each, 450 of them were from Wisconsin.\nd from memberstate is to be credited with $1900 out of the $5478 receive\nmemberships, so\nships. No small part of the total sum realized for annual\ntreasury by the\nfar as can be judged, came from the sums paid into the\nto the price of\nvarious railroad companies, from the $2 added by them\nes of the meet¬\nexcursion tickets to the convention. After paying all expens\nthe Proceedings , the\ning and paying for the publishing of 3000 copies of\nthey were\nofficers found themselves facing an unprecedented situation:\nthan $3000.\nin possession of a favorable treasury balance of slightly more\nwith which\nThe Association has today a permanent fund in connection\n\nutions were con¬\nthere is some interesting history. In 1884, persons and instit\nthe annual membeinected by various ties to the Association. There were\neach ; perpetual\nships, $2 each ; life memberships, imthat day quoted at $20\nand life\ndirectorships, institutional, obtained by the payment of $100;\nl memberships,\ndirectorships, rated at $100. The sums realized from annua\nin the treasury as\nlife memberships, and perpetual directorships were placed\nderived from\ncurrent funds, to be used for ordinary expenses. The sums\n\n"}
{"page": 254, "printed_page": null, "text": "248\n\nNational\n\nEducation\n\nAssociation\n\nlife directorships, however, were set aside to form a perma\nnent fund. This\nfund was to be invested, and the income, as it accrued,\nwas to be placed in\nthe treasury, to be used in the same manner as other current funds\n.\nIn 1884, there were two life directors: T. Marc\nellus Marshall of West\nirginia, had paid his $100 in 1877, and thus became\nthe first life director;\nand Andrew J. Rickoff, of Yonkers, New York\n, who paid his $100 fee\nin 1881. For two or three years preceding 1884,\nthe Association had been\nreceiving $12 per year as “income from the permanen\nt fund.” But at the\nclose of the 1884 session, when, after paying all\nexpenses, the officers found\nthemselves the custodians of a surplus of more\nthan $3000, they, with the\nenthusiasm which often grips those who come\nsuddenly and unexpectedly\ninto the possession of large funds, immediately decid\ned to transfer $3000\nof this balance to the permanent fund. This they did\nand faced the future\nundaunted, with a balance of $5.28 in the treasury.\nYear by year since that\ntime surpluses have been added to this fund, and,\nof late years, the funds\nderived from life memberships, of which there are now\nmore than 5000\npaid for at $100 each, have been added. Out of this fund\nthe Association\nhas purchased, and erected, the beautiful headquarters build\ning in this city,\nwhich, with its grounds, is valued at more than $550,000\n; and after de¬\nducting the cost of the building and the site, there remain\nin this permanent\nfund securities and pledges exceeding in value $200,000\n.\nSomeone has said that a great newspaper, or a great\ninstitution, is first\na great man. The National Education Association has\nbeen and is a great\ninfluence in American education because it was found\ned and has been built\nby ^e Sreat men and women of the profession. The most vivid\nmemories\nof the meeting of 1884, after fifty years, are of the perso\nnalities who gave\ncharacter to that great convention.\n\nThe writer, upon arrival in Madison, was lodged\nin a little hotel on the\ncorner of Capitol Square ; his cot was one of a doze\nn in a big room on the\ntop floor. One other lodger for this dormitory had\narrived, a pleasant young\nman who knew a good deal about the Association\nand its ways and was\nvery ready to explain things to his roommate. One day\nat luncheon this\nyoung man remarked, casually, that General John Eato\nn, United States\nCommissioner of Education, was detained and coul\nd not reach Madison\nto preside over a conference on economics that afte\nrnoon, and that the\npresident had asked him to take charge. The young\nbrother was startled\nto think he had been associating thus familiarly with one\nqualified to “pinch\nhit for General Eaton. He found upon inquiry that\nhis roommate was\nEdmund J. James, Director of the Wharton School of Finance and\nCom¬\nmerce, University of Pennsylvania.\nAt one afternoon meeting the writer, coming in a little\nlate, had to go to\nthe front row in the church for a seat. A few minutes later\napplause broke\nout back at the door. Looking around, he saw the crowd that\nblocked the\nrear of the church part and a big fat man with a round head,\na big walrus\nmustache, little eyes squinting, dark complexion, a bullet scar on his\nthick\nneck, smiling and bowing his acknowledgements as he came down the\naisle.\n\n"}
{"page": 255, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n249\n\nHis seatmate told the new man, “Why, that is Col. Francis W. Parker.”\nAnd so he got his first view of the man who probably did more than any\nother person in our educational history to make American children happy\nin school.\nStrolling one afternoon up the hill towards University Hall and Washburne Observatory, two well-dressed, fine looking men, with iron gray hair\nand neatly trimmed beards, were seen lying in the shade on the lawn,\nsmoking cigars. Where the writer came from smoking by schoolmen was\ntaboo, so these must be some local men — perhaps statesmen. But inquiry\ndeveloped the fact that they were John Hancock, superintendent of schools\nat Toledo, and Andrew J. Rickoff, superintendent at Yonkers, the latter\none of the Association’s two life directors.\nan\nDuring the preceding spring the Journal of Education had noted\nunusual little Teachers Handbook , prepared by Superintendent Aaron\nin\nGove for the use of the teachers in the Denver schools. The beginner\nschool administration had written Superintendent Gove for a copy. It proved\nto be a most useful little volume, filled with sensible suggestions and prac¬\ntical directions for the teacher’s work. The writer formed a very high\nnten\nopinion of the author of this little manual. Such a level-headed superi\non\ndent, with such an orthodox Biblical name, must, he imagined, be well\nin years, of earnest, sober mein, and probably with iron-gray beard.\nStanding at the window of his “dormitory” on the afternoon of the open¬\ning day, his attention was attracted to a spanking top buggy coming down\nthe street drawn by a high-headed, high-stepping sorrel horse. The driver,\na slender gentleman in the early forties, with dark eyes and a heavy dark\nmustache that might have been dyed, was dressed in an elegant white wool\nsuit, cut Prince Albert style, with a white stovepipe hat, tilted jauntily\nover one eye, and was smoking a long cigar. Surely some local sporting\ngentleman; but comment to that effect brought from his roommate, who\nstood by his side, the information that this was Aaron Gove, superintendent\nof the Denver schools. Another surprise on first view of a man whom\nhe learned later to consider one of the wisest superintendents and most skilful\nadministrators among school executives.\n1 hese and other personalities stand out. Dr. Bicknell, majestic presiding\nfull\nofficer of the convention, over six feet tall, straight as a ship’s mast, with\nof ironbeard, a bald strip running back over the top of his head, two wisps\nand with\ngray hair standing out on the sides after the fashion of two horns,\n■he voice of Stentor ; William 4 . Plarris, with his keen face, his fine gray\nat Concord\neyes and pointed nose, and his nervous platform manner, then\nof St.\nafter his service at St. Louis, where he had written that gieat series\nd ;\nLouis reports that rank with those of Horace Mann and Henry Barnar\nEmerson E. White, earnest and scholarly, never to be forgotten as the author\nof White’s Arithmetics; J. B. Peaslee, of Cincinnati, big and forceful,\nrugged as a farmer; J. H. Hoose, of Courtland, New York, burly, dark\nas an Indian, with scraggly black beard; Frances E. Willard, with her\nwonderful speaking voice, and her charming, earnest, persuasive personality,\n\n"}
{"page": 256, "printed_page": null, "text": "250\n\nNational\n\nEducation\n\nAssociation\n\nthen already well launched on her campaign to make the American public\nconscious of the evil effects of alcoholic drink; Clara Conway of Tennessee,\nthe visible impersonation of the graceful, gracious woman of the South.\nGeneral S. C. Armstrong, who at Hampton showed the country how\nIndians and Negroes could be educated, as Columbus among the wise men\nshowed how to make the egg stand on end ; F. Louis Soldan, with his blond\nmustache and German accent, the successor to William T. Harris at St.\nLouis; John W. Dickinson, slender, cultured, ascetic Yankee, who sat\nthen in the seat of Horace Mann as secretary of the Massachusetts State\nBoard; Edwrin C. Hewitt, of Normal, Illinois, during whose long reign at\nNormal University spelling was a major subject; D. B. Hagar, who wrote\nthe call for the organization meeting of the National Teachers Association;\nAlexander Graham Bell, huge Scotchman, with splendid full beard, majestic\nas President Bicknell, student of oral methods of teaching the deaf, who,\nsearching for some device to enable his wife, who had lost her hearing, to\ncommunicate with her friends, developed the principles which made him\nthe inventor of the telephone; Governor\n\nJeremiah Rusk, afterward\n\nPresi¬\n\ndent Harrison’s Secretary of Agriculture, a towering figure with his wide\nshoulders, rugged features, and heavy mane of gray hair, who, when com¬\nplimented on his handling of the strike riots at the Bayview rolling mills,\nremarked, “I seen my duty and I done it”; Homer Seerley, stocky,\nsolid, sober, sensible, then entering his prime, superintendent of schools\nat Oskaloosa, but later, for more than forty years, president of Iowa State\nTeachers College, and the most influential figure in the state’s educational\nlife; W. H. Payne, of Ann Arbor; W. H. Mowry, of Rhode Island;\nC. C. Rounds, of New Hampshire; George P. Brown, of Terre Haute; and\nG. Stanley Hall, then just coming forward with his studies of children.\nThese, and many others, seen and heard for the first time, formed a galaxy\nof personalities that illumined the educational horizon of a youth who,\nwithout the inspiration and the vision he gained from this gathering of great\nspirits, and gatherings of like sort which followed later, might have walked\nfor a long time, perhaps for his full tale of days, with a far dimmer light\nupon his educational path, and far feebler grasp of the possibilities of his\nprofession.\nOUTSTANDING\nPROBLEMS\nINVOLVED\nIN THE TREND\nTOWARD\nUNIVERSAL\nSECONDARY\nEDUCATION\nIN THE UNITED\nSTATES\nMRS.\n\nLUCY\n\nL. W.\n\nWILSON,\n\nPRINCIPAL,\n\nSOUTH\n\nPHILADELPHIA,\n\nPHILADELPHIA\n\nHIGH\n\nSCHOOL,\n\nPA.\n\nUniversal secondary education in the United States means the continuing\neducation of each and every adolescent child (fourteen to eighteen years)\ncapable of intellectual, emotional, and ethical growth. This includes the\nborder-line cases, the low normal and the normal, as well as those of superior\nand very superior abilities.\n\n"}
{"page": 257, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n251\n\nProblems\nand\nA. Construction of d new program Its basis; its goals, geneial\nspecific; the determination of its validity.\ne; finan¬\nB. Administration — Teacher training, preliminary and in servic\ncial costs.\n\nTheses\nbased on a right philosophy of\ngent experi¬\neducation is immediate and imperative. For this program, intelli\nlled, will be\nmentation, scientifically evaluated but not necessarily contro\nand accompany\nnecessary. Research in the field of employment must precede\nng less can save our\nany intelligent planning of vocational education. Nothi\nyouth from economic insecurity, present and future.\nculum and courses\nDefinite plans for the immediate revision of the curri\nbeen outlined. \"I hose proposed by Briggs merit the\ndy tors.\nalrea\nstudy\nof\nistra\nof admin\ntion have\natten\ncourses of study,\nThesis II. An integrated program involving curriculums,\ndefinite and adequate\nmethods, supervision, and teacher training should make\n, in social and economic\nprovision for pupil differences in ability, in needs\nbackgrounds.\nThesis I. The\n\nneed for a new\n\nprogram\n\nThesis III. Goals\n\nA. General: A “good life” in school with the ultimate objective of a\nuseful life.\nsatisfying occupation as essential to a rich, abundant, socially\ned by\nThese can be obtained only thru many real life experiences provid\ny,\nthe school in cooperation with the home and the community. Pupil activit\nexperiences.\ncontinuous and interested, is a key to the assimilation of these\nB. Specific:\n1. Health, mental and physical\n2. Development, continuous and active of\na. A critical sense of relative values — intellectual, emotional,\nthetic, ethical\nb. An open mind\nc. Ability to think\nd. Personal initiative\ne. Courage\n\nes¬\n\nand will to act, always in the spirit of fair play.\n\n3. Continuous and active participation in evolving community and\nworld culture.\n4. Continuous and active acquisition of skills, tools, practises, and\nknowledge.\n\ninterests of society and the distinctively\nAmerican ideal of equality of opportunity are two touchstones to apply to all\ntentative propositions for the program.\nThesis IV. Validation: The\n\n1 Briggs, Thomas H. Secondary Education. New York: Macmillan Co., 1933. Chapter XVI, p. 316-28.\n“If There Were Millions.” Teachers College Record, 35:636-66; May 1934.\n\n"}
{"page": 258, "printed_page": null, "text": "252\n\nNational\n\nEducation\n\nAssociation\n\nThesis V. 1 he problems of adequate teacher training in service as well\nas the problems of the preliminary training of teachers must be met. Perhaps\na requirement of two years’ internship at a subsistence wage might be a\npartial solution of the latter as well as a measure of economy.\nI hesis VI. The financial problems involved in the administration of any\nprogram for universal secondary education are formidable. They have never\nbeen faced except in the United States and in the Soviet Union. The pro¬\ngram, therefore, must be demonstrably worth its cost. Fair and adequate\ntaxes, federal and state aid, are necessarily involved.\n\nTHE\n\nDEVELOPMENT\nOF DEMOCRATIC\nCHARACTER\nRELATED\nTO THE NEW\nDEAL\n\nA. DUNCAN\n\nYOCUM,\n\nUNIVERSITY\n\nOF\n\nPENNSYLVANIA,\n\nPHILADELPHIA,\n\nAS\n\nPA.\n\nIn a period of more than usual rapid change, the first duty of educational\nleadership in a democracy is to provide an instruction which effectively\nassures the control of individual and group conduct by democratic character.\nTo this end all schools recognized as part of the public school system —\ncommon, private, and parochial — should make the following realizations\ncontrolling in the conduct of all who are taught. The first ten are included\nbecause they together constitute the fundamental justification for all the\nrest. From the standpoint of available time, it may be necessary to limit\ndiscussion to their application thru the remaining thirteen.\n1. 1 he character of anything is not only the sum total of the qualities\nwhich it possesses in common with its kind and which differentiate it from\nother species, but the abilities or instincts and standards thru which it con¬\ntinues to exist and to grow.\n\n2. 1 he adjustment of environment to man, as to any other living thing,\nis useful only as it contributes to the growth of his nature or character.\no. i he growth of a species or a commonalty is the sum total of the growth\nof the individuals which compose it; and results thru such adaptation to\nenvironment thru self-expression and self-sacrifice, as will make common\ncharacteristics better in each individual and so in all; and which is full\nenough for all to further the growth of character in each.\n4. Human cooperation and the growth of human character are, there¬\nfore, conditioned by the development of man’s ability to generalize, by\ndetermining and accepting what is commonly true in human experience; and\nby his increasing willingness to share with a continually more inclusive com¬\nmonalty of his fellows, and ever-broadening common welfare.\n5. Cooperating thru this generalizing in determining and applying truth,\nand thru sharing in what is found to contribute to the common welfare,\nbecomes increasingly necessary as thru this cooperation in learning man\nextends a narrow local environment into what is becoming an almost unLmited and universal one.\n\n"}
{"page": 259, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n253\n\n6. Far beyond, then, what is true of animal nature in general, individual\nhuman character and the common character which we call civilization is\ninherently and increasingly democratic.\n\n7. Democracy is not merely a governmental form, but a controlling char¬\nacter which is continually growing fuller and finer for the race thru the\nindividual and for the individual thru the race.\n\n8. Majority\n\nrule, while the surest governmental\n\nsafeguard for such\n\ngrowth, contributes to it only so far as it promotes an ever-broadening com¬\nmon welfare for an ever more inclusive commonalty.\n9. It and any other governmental forms — especially transitional forms\nsuch as Sovietism, Fascism, and Nazism — must be regarded as steps toward\nan ultimate democracy retarded by existing national or racial conditions ;\nand can be judged only by the extent to which, in the face of such conditions,\nthey can assure personal liberty and majority rule as means to a broadening\ngood and inclusive participation in the common good.\n10. A growing cooperation involves a continually increasing individual\n\nstrength and ability to contribute to the common welfare ; an ever-growing\nsense of individual responsibility for the common welfare, for a broadening\ncommon welfare, and for a more inclusive commonalty; an increasingly\nfuller and finer love for the groups which together constitute the com¬\nmonalty, for a democracy which means a leveling up instead of down, and\nfor the beauty of conduct of nature, and of art, which is the outer expres¬\nsion of growth ; and as the result of all this, a faith in democracy itself, in\nthe growing ability and willingness of the ordinary individual to make the\nsacrifices essential to the common welfare, faith in democratic leadership,\nfaith in a personal God as a final cause of character in man, which must\npossess in infinite measure the human qualities which could only have sprung\nfrom some super-personal source, and therefore, faith in a human existence\nwhich finds its hope only in the possibility of attaining such qualities and\nbecoming more like the being in which they have their beginning.\n11. Morality, democracy, humaneness, and religion, then, are not mere\ntraditions from among which each individual can choose ; but are both\nessential elements in human character and essential means to developing it\n— strength as the self-expression and self-sacrifice involved in moral con¬\nformance ; responsibility by each for all as the necessary concomitant of\ndemocratic responsibility of all for each ; love as the affective accompaniment\nof self-expression as a strength, responsibility, and faith, which to be loved\nmust continually grow more humane; and faith as the justification which\nreligious belief gives for human existence, and for accepting character as\nits chief end.\n\nMore specifically, American schools should not only teach, but thru con¬\ntributory realizations, attitudes, abilities, and skills provided at continually\nincreasing and effective intervals should make controlling:\n12. The accumulation of personal evidence to prove that the history of\nmankind has shown a steady growth in democracy as an ever-extending\ncommon good, for an ever more inclusive commonalty, thru a continually\n\n"}
{"page": 260, "printed_page": null, "text": "254\n\nNational\n\nEducation\n\nAssociation\n\nnearer approach to majority rule and individual self-expression and selfsacrifice, for the common good.\n13. The habit of personally making sacrifices for the common good of\nthe class, the school, the family, the community, the nation, and the world.\n14. The controlling conviction that there must be no governmental re¬\nstriction of individual conduct, or limitation of individual achievement\nand compensation — except when\ncommon welfare.\n\nit has been surely proved to be against the\n\n15. A controlling faith in expert determination of what is thus against the\ncommon welfare — by groups of experts consisting of both specialists in the\nsocial sciences and experienced men of affairs, whose belief in democracy has\nbeen well tested and who do not carry on experiments on too large a scale.\n16. Patience to await the results of such experiments with a comple¬\nmentary realization of the folly of substituting the more dangerous experi¬\nment of military revolution, except where special interests continue to control\ngovernment and to refuse to permit such experiments or the betterments\nwhich they prove possible.\n17. Individual personal and group dislike and intolerance (strong enough\nto result in popular compulsion) :\na. For such obvious interferences with majority rule, as profiteering and bribery,\n“railroading” and logrolling, intimidation, colonizing, and\nthe easy-going citizenship which ignores or condones them.\n\ngerrymandering,\n\nand\n\nb. For such non-political infringements of the common welfare as “chiseling in”\nby financial interests upon legitimate industrial and commercial enterprises and\ndishonest and deceptive manipulations of values of stocks and bonds, together with\nthe concentration of local capital in a few financial institutions powerful enough to\nmake chiseling and manipulation almost a matter of course.\nc. For racketeering\nregard of it.\n\nand all other forms\n\nof disrespect for law and impudent\n\ndis¬\n\n18. Realization of the necessity for maintaining the two favorable con¬\nditions which have made our democracy more stable than that of Europe —\na steady improvement in the living level of all social groups and an absence\nof group hatreds.\n19. Therefore, an emphasis of the likable characteristics and contributions\nto national life of various races, nationalities, and other social groups, the\npractise of judging individuals by their own personal characteristics rather\nthan by unattractive characteristics which have come to be associated with\nparticular groups; and an effort on the part of each group to rid itself of\nnon-essential characteristics unattractive to Americans in general.\n20. A controlling personal independence thru a controlling wish to be\nself-supporting, to be self-reliant; to give and to demand equivalent return;\nand to gain thru self-effort the benefits of the equal rights and opportunities\nwhich democracy seeks to assure.\n21. As a chief incentive to a personal and national leveling up — a love\nof fine conduct and of the fine arts, and a controlling personal desire to be\nfamiliar with standards of worth, and to improve tastes and appreciations\nin self and in others.\n\n"}
{"page": 261, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\n255\n\nEducation\n\n22. A controlling personal righteousness exercised in insistence upon one’s\nown essential rights, and in respect for the rights of others — especially mani¬\nfested in sincerity, truthfulness, honesty, and all other forms of justice as\napplied to the common welfare.\n23. Personal pride in the self-control, the courage, and the cheerfulness\nwith which the people of the United States have met depression, and a con¬\ntrolling desire to manifest the same strength of character in personal conduct.\n\nSECRETARY’S\n\nMINUTES\n\nCleveland, Ohio\nFirst Session, Friday\nThe\n\nmeeting was\n\nAfternoon,\n\nFebruary\n\n23, 1934\n\ncalled to order by the president at 2 p. m. in the Cypress Room\n\nof the Hollenden Hotel. In the absence of Adelaide\ncil, Lida Lee Tall acted in that capacity.\n\nS. Baylor, secretary of the Coun¬\n\nThe general topic for this session was “The Place of the Junior College in Amer¬\nican Education.” W. E. Peik, associate professor of education, University of Minne¬\nsota, presented theses that had been previously printed and distributed to the mem¬\nbers of the Council on “The Place of the Junior College in American Education.”\nIn support of some of these contentions, data from curriculum studies of the Survey\nof the Education of Teachers and from the University of Chicago Survey were\npresented.\nThe discussion of the material presented by Mr. Peik was led by Roy Ivan John¬\nson of Stevens College, Columbia, Mo., in lieu of James M. Wood, president of the\ninstitution, who was unavoidably detained from the meeting. Another leader in\nthe discussion of the material presented by Mr. Peik was Edward S. Evenden,\nTeachers College, Columbia University. The topic was then opened for a brief\ngeneral discussion.\nA preliminary report of the Committee on Resolutions was presented by the chair¬\nman, Fred J. Kelly, Chief of the Division of Higher Education in the United States\nOffice of Education, Washington, D. C. A discussion of this preliminary report\nwas led by the following members of the committee: Margaret Kiely, principal,\nBridgeport Normal School, Bridgeport, Conn., and L. A. Pechstein, dean, Teachers\nCollege, University of Cincinnati, Cincinnati, Ohio.\n\nSecond\nThe\n\nmeeting\n\nwas\n\nSession, Saturday\n\nMorning,\n\nFebruary\n\n24, 1934\n\ncalled to order by the president at 9:30 a. m., in the Cypress\n\nRoom of the Hollenden Hotel. In the absence of the secretary of the Council, Ade¬\nlaide S. Baylor, Lida Lee Tall acted in that capacity until the arrival of the secre¬\ntary about the middle of the session.\nThe topic for consideration at this session was “Sincerity in the Present Situa¬\ntion.” H. C. Morrison, professor of education, University of Chicago, presented\ncertain theses on the subject. These theses had been printed earlier and distributed\nto members of the Council for their review and consideration.\nThe discussion of these theses was led by Thomas H. Briggs, professor of educa¬\ntion, Teachers College, Columbia University; and Paul C. Packer, dean, College of\nEducation, State University of Iowa.\nA general discussion by various members of the Council followed.\nJ. B. Edmonson, dean, School of Education, University of Michigan, presented a\nreport of the Annual Conference of School Officials and School Textbook Publishers,\nan enterprise sponsored by the National Council of Education.\n\n"}
{"page": 262, "printed_page": null, "text": "National\n\n256\n\nThird\n\nEducation\n\nSession, Saturday\n\nAssociation\n\nAfternoon,\n\nFebruary\n\n24, 1934\n\nThe meeting was called to order by the president at 2 p. m., in the Cypress Room\nof the Hollenden Hotel.\nThe general topic for this session was “The Present Status of the Science of\nEducation.” Theses on “The Present Status of the Science of Education” were pre¬\nsented by Harold O. Rugg, professor of education, Lincoln School, Teachers College,\nColumbia University. These theses had been previously printed and distributed for\nreview to members of the Council.\nThe discussion of these theses was led by Orville G. Brim, professor of rural\neducation, Ohio State University; Frank N. Freeman, professor of educational psy¬\nchology, Department of Education, University of Chicago; and R. B. Raup, asso¬\nciate professor of education, Teachers College, Columbia University.\nThere was a brief discussion of these theses in which was emphasized the urgent\nneed for a national commission to work with the United States Commissioner of\nEducation in developing a program of education to justify federal aid requested\nfor experimental work in this field. The need of aid for education from a federal\ngovernment that is helping business and many other things, was brought out.\nIn the absence of Fred J. Kelly, chairman of the Committee on Resolutions, the\nfinal report of that committee was presented by Margaret Kiely, a member of the\ncommittee, who, in the absence of the chairman and other members of the commit¬\ntee, had worked in drafting the report with Dean Edmonson and Superintendent\nGosling, who had been appointed by the president to substitute for those who were\nabsent.\nIn the discussion following the presentation of the resolutions it was expressed\nby several participating that it would be well to have a stronger statement than\nthat embodied in the resolutions as presented, concerning the need of federal aid\nfor education. Accordingly, on motion of Caroline Woodruff, Dr. Rugg, and Chari\nO. Williams, speakers on that point, were designated by the president to work\nwith Dr. Kelly on revisions of that portion of the resolutions. Otherwise, it was\nunderstood that the resolutions were approved. The final report follows:\n\nReport\n\nof the Committee\n\non Resolutions\n\nThe Committee on Resolutions respectfully submits the following report to\nthe annual meeting of the Council at Cleveland, Ohio, February 24, 1934:\nBe It Resolved,\n\nThat:\n\n1. The National Council of Education commends the comprehensive and farreaching vision of the federal government in recognizing the implications of the\nrecent economic crisis in relation to the educational forces of the nation, and\nexpresses its appreciation for the encouraging efforts being put forth by the\nfederal government in the interest of the schools.\n2. The National Council endorses the combined judgment of the educational\nleadership of the nation in its belief that the crucial need for emergency aid to\nschools calls for further and prompt action on the part of the federal govern¬\nment. Federal support for schools in the several states without federal control\nover state or local educational policy, is deemed indispensable to. the protection\nof the nation’s interests in securing an educated citizenry thru an effective and\nflexible public school system. If the United States is to recover prosperity and\npersist in the democratic principles of the republic, the essentials of free public\neducation must be preserved. The Council records its vigorous conviction that\nthe federal government is unquestionably obligated to aid the schools of the\nnation in the present crisis by substantial financial support.\n3. The National Council urges our professional organizations of teachers to\nput forth every effort to impress upon the public mind the fact that public\nschools are established and maintained not for purposes of special privilege,\nnor in a spirit of philanthropy, but in order that children may be prepared to\n\n"}
{"page": 263, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n257\n\nassume responsibility as citizens of a democratic society, thereby insuring to\nsociety a necessary measure of protection and power of development.\n4. The National Council urges our professional organizations of teachers —\nnational, state, and local — to participate actively in the spread of accurate in¬\nformation concerning the efforts of the federal government in behalf of organ¬\nized education.\n\n5. The\n\nNational\n\nCouncil\n\nredirects the attention of the teachers of America\n\nto the statement of theses defined in the Children’s Charter as drawn up by the\nWhite House Conference of 1930, and urges the united efforts of all teachers\ntoward a fuller understanding and appreciation of this fundamentally sound\nexposition of our national philosophy as it involves children’s rights and adult\nresponsibilities.\n6. The National Council urges the attention of our national leaders in educa¬\ntion to the significance for education of current economic and social changes.\nThe Council believes that the increased importance of the leisure-time problem,\nthe shifting of vocational and employment trends, the readjustment of wage\nstandards, the development of nationally sponsored programs of industrial and\nsocial activity, demand a restatement of aims in the direction of American schools\nIn this thought the Council suggests:\na. Increased attention to those school experiences which are planned to stim¬\nulate wholesome appreciations and enjoyments, strengthen standards of judg¬\nment and discrimination, and contribute directly to the development of those\nsound character and personality traits necessary for efficient living in a changing\nsocial order.\nb. Renewed\n\neffort on the part of the schools in the stimulation of habits of\ncreative self-direction which shall strengthen the school as an effective instru¬\nment of rich and worthy living, and shall serve to counteract the materialistic\ntendencies of the age.\n7. The National Council voices its satisfaction in the current acceleration of\nthe movement for adult education, and urges the fullest possible development\nof this institution as a permanent and growing part of our educational structure.\n8. The National Council directs attention to the danger of a confusion of the\nissues regarding emergency relief of unemployment and the normal development\nof the adult education movement. The Council urges that in the disbursement\nof funds for the maintenance of instructional groups, definite efforts be made to\ninsure sound educational standards, especially in the qualifications, appoint¬\n*\nment, salary, and tenure of teachers.\n9. The National Council approves the development of the junior college move¬\nment as the logical outcome of our national educational experience, and believes\nthat the junior college wisely directed is destined to contribute significantly to\nthe solution of many of our most pressing social and economic problems. In the\nspirit of guidance, the Council recommends:\na. That proposals for the setting up of junior college units be carefully scru¬\ntinized in relation to the size of population centers, adequacy of financial sup¬\nport, and the needs of the community.\nb. That accrediting agencies study the junior college organization with a view\nto permitting the institution, especially during the pioneer years of its existence,\nsuch a degree of freedom as may be necessary to wise experimentation and\nreadjustment.\n\nc. That the junior college as now projected, be advised against the initiation\nor further development of any teacher-training program. In this connection the\nCouncil reaffirms its support of the four-year program as the minimum standard\nfor the preparation of all teachers.\n\n10. The National Council records serious misgivings as to the increasing tend¬\nency to departmentalization within our secondary schools and colleges, and sug¬\ngests scientific investigation of the purpose and scope of the policy of depart¬\nmentalization within those institutions.\n\n"}
{"page": 264, "printed_page": null, "text": "258\n\nNational\n\nEducation\n\nAssociation\n\n/\n\n11. The National Council recommends the attention of the standardizing agen¬\ncies in education to the consideration of an efficient unit of measurement of sec¬\nondary-school achievement to be adopted in place of the admittedly outworn\nCarnegie unit.\n12. The National Council views with misgivings:\na. The curtailment of funds allotted to the support of education, and the de¬\ncrease in the number of teachers employed regardless of increased enrolments.\nb. The reluctance of some teacher-training institutions to recognize their obli¬\ngation to restrict the production of new teachers in terms of the demand.\n13. The National Council recommends that a committee of three be appointed\nto study the outcome of resolutions approved at meetings of the Council prior\nto 1934.\n\nMargaret\n\nKiely, Acting Chairman\n\nJ. B. Edmonson\n\nThomas\nNote: The\n\nW.\n\nGosling\n\nHarold\n\nCharl\n\nRugg\n\nWilliams\n\nfollowing letter is from Harriett Chase of the administrative staff of\n\nthe National Education Association concerning the disposal of certain resolutions and\nrecommendations from the Council for activities on the part of the National Educa¬\ntion Association:\nMiss Adelaide Steele Baylor\nFederal Board for Vocational\n1800 H Street N. W.\nN\nWashington,\n\nJanuary\n\n22, 1934\n\nEducation\n\nD. C.\n\nDear Miss Baylor:\nI am glad to write you concerning recommendations which the National\ncil of Education has made to the National Education Association.\n\nCoun¬\n\nJesse H. Newlon — in his thesis — made the following recommendations:\n1. The National Education Association should create a commission to refor¬\nmulate the social objectives of educational associations.\n2. Should create a commission to propose a plan for the more effective inte¬\ngration of the National Education Association with state associations and\nother general associations.\n3. Should create a commission to formulate a program of action in the period\nof reconstruction that will follow the depression.\nSince the lack of funds prevented the appointment of any new commissions at\nthe present time, the executive committee decided to make use of the agencies\nalready at work on these problems. For instance, there was already a committee\nactively at work on social-economic problems under the chairmanship of Fred\nJ. Kelly of the Office of Education. It seemed to the executive committee that the\nwork of Dr. Kelly’s committee would take care of items one and three of the\nsuggestions in Dr. Newlon’s thesis.\nIn regard to item two, the Association of State Secretaries appointed a com¬\nmittee composed of J. Herbert Kelley of Pennsylvania, C. J. Heatwole of Vir¬\nginia, and Arvie Eldred of New York, to work with the secretary of the National\nEducation Association in securing a closer cooperation between state and na¬\ntional associations in carrying forward the work outlined by the emergency com¬\nmission, and to consider changes in bylaws and rules that would improve cooper¬\nation in general.\n\nThe Department of Secondary School Principals has also appointed a com¬\nmittee, under the chairmanship of Thomas H. Briggs of Columbia University,\nto work upon the problem of the objectives of secondary education.\nThe resolutions, which were unanimously adopted by the National Council at\nthe Minneapolis meeting, February 25, 1933, and which were referred to and\nunanimously adopted by the Representative Assembly of the National Education\nAssociation on Friday, July 7, 1933, recommended that the National Education\n\n"}
{"page": 265, "printed_page": null, "text": "National\n\nCouncil\n\nof\n\nEducation\n259\n\nAssociation\n\nbe invited to devise\n\nplan whereby\n\nsome\n\nauthoritative\n\nmaterials\n\nnecessary to keep teachers conversant with social-economic developments, may\nbe made most readily available to members of the profession.\nThe executive committee of the National Education Association felt that the\nbest means for the dissemination of this material to teachers would be thru the\nJournal, and therefore, the executive committee at its meeting, December 16,\n1933, directed Messrs. Morgan, Farley, and Carr to plan a bibliography of articles,\nbooks, magazines, referring to articles available on all sides of such current topics\nand publish them month by month in the Journal. In that list they asked to have\nincluded the following references:\n1. Carr and Lutz — Essentials of Taxation\n2. Social Trends\n3. Report of Social-Economic\n\nGoals of America\n\n4. Dr. Bruner’s (Columbia)\n5. Research Bulletins\n\nprogress\n\n6. Joint Commission\n7. Office of Education\n\npublication.\n\nI have gone over these recommendations quite carefully with Secretary Crab¬\ntree and he has expressed great interest in carrying them out and hopes to report\nsatisfactory progress by the end of the year.\nVery sincerely yours,\nHarriett\n\nM.\n\nChase,\n\nChief Assistant to the Secretary of\nthe National Education Association.\n\nWashington,\n\nD. C.\n\nFirst Session, Friday Afternoon,\n\nJune 29, 1934\n\nThe meeting was called to order in the Chinese Room\np. m., by the president of the Council.\n\nof the Mayflower\n\nHotel at 2\n\nThree very interesting papers, in which were commemorated the fiftieth anniver¬\nsary of the Madison, Wisconsin, meeting of the National Education Association, were\npresented by Edgar W. Knight, University of North Carolina, Chapel Hill, N. C. ;\nMrs. Mary D. Bradford, Kenosha, Wis. ; and Carroll G. Pearse, Milwaukee, Wis.\nDr. Knight’s paper especially dwelt upon the development of education in theory\nand practise since this meeting was held. He compared and contrasted the educa¬\ntional programs of this earlier day with those of the present era. Both of the last\ntwo named speakers were in attendance at the Madison meeting, and their papers\ncontained interesting references to the great educators of that day and their contri¬\nbutions to the educational program, and many personal and intimate touches that\ncould only be given by those who were members of that earlier group. These papers\nwere greatly enjoyed and appreciated not only by the older members of the Council,\nbut by the younger ones as well.\nThe preliminary report of the Committee on Resolutions was presented by the\nchairman, Thomas W. Gosling of the Junior Red Cross, Washington, D. C. One or\ntwo slight modifications were suggested for the consideration of the Committee in\ndrafting its final report.\n\nSecond\n\nSession, Saturday\n\nMorning,\n\nJune\n\n30, 1934\n\nThe meeting was called to order in the Chinese Room of the Mayflower Hotel at\n9:30 a. m., by the president of the Council.\nMrs. Lucy L. W. Wilson, principal, South Philadelphia High School, Philadelphia,\nPa., presented her theses on “Outstanding Problems Involved in the Trend toward\nUniversal Secondary Education in the United States.”\nGustave A. Feingold, principal, Bulkeley High School, Hartford, Conn., led the\ndiscussion on Dr. Wilson’s\nondary Education.”\n\ntheses in a paper\n\nentitled “The\n\nBasic Principles of Sec¬\n\n"}
{"page": 266, "printed_page": null, "text": "260\n\nNational\n\nEducation\n\nAssociation\n\nThe chairman of the Resolutions Committee, Thomas W. Gosling, presented the\nfinal report of that committee, which was accepted by the Council and recommended\nto the Delegate Assembly of the National Education Association for action. These\nresolutions follow:\n\nReport\n\nof the Committee\n\nThe Committee on Resolutions of the National\nsubmits the following resolutions:\nRe It Resolved,\n\non Resolutions\nCouncil of Education\n\nrespectfully\n\nThat:\n\n1. For nearly four years the public schools of the United States have been\nwithout adequate funds to carry on their necessary activities. Retrenchments and\ncurtailments have affected adversely both pupils and teachers. While some for¬\neign countries which we have been accustomed to regard as much less advan¬\ntageously situated than ourselves have made the welfare of their children a\nmatter of first importance, our people have been willing to permit the children\nto help pay for the depression.\nSigns of recovery from the worst period of our adversity are beginning to\nbecome apparent in many fields of business and industry. Vigorous efforts by all\nwho believe in our system of public education will be necessary if the schools\nare to share in the benefits of returning prosperity. To this end the National\nCouncil of Education urges a positive, aggressive, and fearless advance move¬\nment in favor of restoring to the children, as far as possible, their lost oppor¬\ntunities. In this forward movement, the attitude of teachers and of administra¬\ntors should be characterized by resoluteness and determination to overcome all\nsinister influences that would deprive the children of the best educational advan¬\ntages.\n2. Since the education of children is of vital concern to local communities, to\nthe states, and to the nation, it is important that each of these governmental units\nshould contribute to the adequate support of the public school system. The Coun¬\ncil recommends that appropriate measures for securing this cooperative support\nbe taken by the National Education Association.\n\n3. The people of America believe in the public schools. They look to the teach¬\ning profession for leadership and inspiration. It is important, therefore, that all\nteachers in every field of work be alert to their responsibilities in this time of\nneed. Divided council will only confuse the issues. All teachers should be urged,\ntherefore, to accept their responsibility for making their contributions to the\ncause of educational progress thru membership in a professional organization\nstrong enough to make a marked impression upon public opinion in favor of the\nschools.\n4. The National Council approves the promotion of plans for adult education,\nand urges the incorporation of education for adults into the general scheme of\npublic education.\n5. The National Council urges a sympathetic and comprehensive study of the\nproblems of youth. The total social situation has brought to our young people\na sense of doubt, insecurity, restlessness, and fear. They are approaching adult\nlife under most discouraging conditions. Their strength, their courage, their\nhopefulness, and their idealism should not be sacrificed thru the indifference or\nthe neglect of their elders.\n6. The National Council looks with strong disapproval upon the plan pro¬\nposed by some advocates of economy that parents who wish to give schooling to\ntheir children beyond elementary-school level should be required to pay tuition\ncharges. The adoption of this plan would lower the level of educational fitness\nfor citizenship and would tend to destroy the foundations upon which our Amer¬\nican democracy rests.\n\n"}
{"page": 267, "printed_page": null, "text": "National\n\nCouncil\n\nof Education\n\n261\n\n7. The National Council urges teachers to form strong, professional local or¬\nganizations; to prepare themselves for active participation in policy-making and\nin administration; to insist upon their rights as citizens; to have freedom of ex¬\npression within the limits of the law and of good taste; to establish codes of\nethics; to organize the agencies for enforcing their codes, and to provide means\nfor eliminating\nefficient.\n\nfrom\n\nthe profession all who\n\nare dishonest, incompetent,\n\nor in¬\n\n8. The National Council urges the attention of all teachers to the significance\nfor education of current economic and social changes. The Council believes that\nthe increased importance of the leisure-time problem, the shifting of vocational\nand employment trends, the readjustment of wage standards, the development\nof nationally sponsored programs of industrial and social activity, demand a\nrestatement of aims in the direction of American schools. In this thought the\nCouncil suggests:\na. Increased attention to those school experiences which are planned to stim¬\nulate wholesome appreciations and enjoyments, strengthen standards of judg¬\nment and discrimination, and contribute directly to the development of those\nsound character and personality traits necessary for efficient living in a chang¬\ning social order.\nb. Renewed effort on the part of the schools in the stimulation of habits of\ncreative self-direction which shall strengthen the school as an effective instru¬\nment of rich and worthy living, and shall serve to counteract the materialistic\ntendencies of the age.\n9. The National Council indorses the plans which are now in formulation to\nremove from radio broadcasting and from the motion picture all objectionable\nelements and to make these instruments of modern science and art contribute to\nthe wholesome\n\ninstruction and enjoyment\n\nof both young\n\nand old.\n\n10. The National Council extends its most hearty encouragement to organiza¬\ntions which are endeavoring to induce in the children of the schools a spirit of\nunderstanding and of goodwill as the basis of justice and of fair dealing among\nall nations.\nThe Council recommends that for the fulfilment of these aims all pupils, in¬\ncluding students in teacher-training institutions, be given adequate instruction in\nthe importance of right attitudes as the foundation of a safe and wholesome\nworld order.\nThomas\n\n0\n\nThird\n\nSession, Saturday\n\nW.\n\nGosling,\n\nMary\n\nMcSkimmon\n\nJohn\n\nK. Norton\n\nAfternoon,\n\nChairman\n\nJune 30, 1934\n\nThe meeting was called to order in the Chinese Room of the Mayflower Hotel at\n2 p.m., by the president of the Council.\nA. Duncan Yocum of the University of Pennsylvania, Philadelphia, Pa., addressed\nthe Council on “The Development of Democratic Character as Related to the\nNew Deal.”\nW. C. Ruediger, dean, School of Education, George Washington University, Wash¬\nington, D. C., supplemented Dr. Yocum’s presentation with a paper on “Obstacles to\nMoral Advancement.”\nThe report of the Committee on Membership to supply vacancies in office and mem¬\nbership in the Council was read by Mary McSkimmon, a member of that committee,\nand unanimously approved by the Council. The following were declared duly\nelected :\nOfficers :\n1. Reelected with term\nPresident:\n\nexpiring in 1937:\n\nW* C. Bagley, 525 West\n\n120th St., New\n\nYork, N. Y.\n\n"}
{"page": 268, "printed_page": null, "text": "262\n\nNational\n\nCommittee\n\nEducation\n\nAssociation\n\non Membership:\n\nJoseph H. Saunders, Superintendent of Schools, Newport\nMary McSkimmon, 205 Tappan St., Brookline, Mass.\n2. Elected with term expiring in 1936:\nCommittee on Membership:\nAgnes Samuelson, Superintendent\nTo succeed Rose Pesta.\n3. Elected with term expiring in 1937:\nExecutive Committee:\n\nof Schools, Des\n\nMargaret Kiely, Principal, City Normal\nTo succeed Minnie J. Nielson.\nMembership :\nElected with term\n\nNews, Va.\n\nMoines,\n\nIowa.\n\nSchool, Bridgeport, Conn.\n\nexpiring in 1940:\n\nE. G. Doudna, Secretary, Board of Regents of Normal Schools, Madi¬\nson, Wis.\nThomas W. Gosling, Junior Red Cross, Washington, D. C.\nJ. M. Gwinn, 144 Paloma Ave., San Francisco, Calif.\nErnest Horn, State University of Iowa, Iowa City, Iowa.\nMinnie J. Nielson, 901 5th Ave., Valley City, N. D.\nE. E. Oberholtzer, Superintendent of Schools, Houston, Texas.\nCarroll G. Pearse, 1721 Ludington Ave., Wauwatosa Branch, Milwau¬\nkee, Wis.\nRose A. Pesta, Principal, Kelvyn Park High School, 4343 Wrightwood,\nChicago, Ill.\nHelen B. Shove, Principal, Longfellow School, Minneapolis, Minn.\nPaul C. Stetson, Superintendent of Schools, Indianapolis, Ind.\nGeorge D. Strayer, Teachers College, Columbia University, New York,\nN. Y.\nGuy M. Wilson, Boston University, Boston, Mass.\nWilliam H. Zeigel, State Teachers College, Cleveland, Miss.\nReelected with term expiring in 1936:\nJohn W. Abercrombie, State Department of Education, Montgomery,\nAla.\nElected with term\n\nexpiring in 1935 :\n\nEdgar W. Knight, University of North\nTo succeed Thomas R. Cole.\n\nDaisy Lord, Bridgeport,\n\nConn. To\n\nCarolina, Chapel\n\nHill, N. C.\n\nsucceed A. J. Matthews.\n\nMary Elizabeth O’Connor, Supervisor of Elementary Schools, Natick,\nMass. To succeed Lotus D. Coffman.\nElected with term expiring in 1938:\nH. C. Morrison, University of Chicago, Chicago, Ill. To succeed Charles\nMcKenny.\n\nC. Ruediger, Dean, School of Education, George Washington Uni¬\nversity, Washington, D. C. To succeed the late Henry Suzzallo.\nElected with term expiring in 1939:\nSidney B. Hall, State Superintendent of Public Instruction, Richmond,\nVa. To succeed Boyd H. Bode.\nElected with term expiring in 1940:\nAnnie Carlton Woodward, 100 School St., Somerville, Mass. To succeed\nFrank Cody.\nW.\n\n"}
{"page": 269, "printed_page": null, "text": "‘Departments\n\nof\n\nthe\n\n<• Association\n\n"}
{"page": 270, "printed_page": null, "text": "INTRODUCTION\n\ndepartments\n\nof\n\ngrowth\n\nThe\n\nbegan\n\nin 1870\n\nwhen\n\nSchool Association became the Department of\n\nNormal\n\nthe American\n\nin the Association\n\nNormal Schools (now Department of Teachers Colleges), and the Na¬\ntional Association of School Superintendents became the Department of\nSuperintendence.\nAnother great forward step was taken in 1921 when departments were\ngiven larger independence and responsibility. This led to the establish¬\nment of fees by the stronger departments and to the selection of an\nexecutive secretary by the Department of Superintendence.\nThere are now twenty- four departments. Information regarding their\norganization may be found in the historical note at the beginning of the\nsection devoted to the department in question. The list of departments\nwith years of organization is as follows:\n\nART\n\nBUSINESS\n\nEDUCATION\n\nCLASSROOM\n\nTEACHERS\n\nEDUCATIONAL\n\nRESEARCH\n\nELEMENTARY\n\nSCHOOL\n\n.\n\n1892\n\n.\n\n1914\n1918\n1930\n\n.\n.\n\nPRINCIPALS\nEDUCATION\n\nKINDERGARTEN-PRIMARY\nLIP\n\n1933\n\n.\n\nWOMEN\n\nOF\n\n.\n\n1921\n1884\n1926\n\n.\n\nREADING\n\n1932\n1921\n\n.\n\nEDUCATION\n\nDEANS\n\n.\n\n.\n\nEDUCATION\n\nADULT\n\nEDUCATION\n\nIN\n\nWOMEN\n\nADMINISTRATIVE\n\nMUSIC\n\nEDUCATION\n\n.\n\n1884\n\nRURAL\n\nEDUCATION\n\n.\n\n1907\n\nSCHOOL\n\nHEALTH\n\nPHYSICAL\n\nAND\n\nEDUCATION\n\n.\n\n1894\n\nINSTRUCTION\n\n.\n\n1894\n\nSECONDARY\n\nEDUCATION\n\n.\n\n1886\n\nSECONDARY\n\nSCHOOL\n\nSCIENCE\n\nSOCIAL\n\nSTUDIES\n\nSUPERINTENDENCE\n\n.\n\n1930\n\n.\n\n1870\n\nSUPERVISORS\n\nAND\n\nDIRECTORS\n\nSUPERVISORS\n\nAND\n\nTEACHERS\n\nTEACHERS\nVISUAL\n\nCOLLEGES\n\nINSTRUCTION\n\nOF\n\nOF\n\nHOME\n\nEDUCATION\n\n.\n\nECONOMICS\n\n.\n\nINSTRUCTION\n\nVOCATIONAL\n\n1928\n1925\n\n.\n\nEDUCATION\n\nSPECIAL\n\n.\n\nPRINCIPALS\n\n.\n\n1928\n\n1930\n1925\n1923\n\n.\n\n1875\n\n.\n\nI 264 }\n\n"}
{"page": 271, "printed_page": null, "text": "DEPARTMENT\n*.Administrative\n\nWomen\n\nOF\nin Education\n\n"}
{"page": 272, "printed_page": null, "text": "HISTORICAL\n\nThe\n\nnational\n\ncouncil\n\nNOTE\n\nof administrative\n\nwomen\n\nin education\n\nwas\n\norganized in Oakland , Calif., in 1915 by a group of women in attendance\nat the annual meeting of the National Education Association. One of its\nthe\npurposes set forth in its constitution at that time was to strengthen\nin educa¬\nfriendly and professional relations of administrative women\ntional work and to maintain high professional standards among them. It\nhas branches in eighteen states.\nSince its organization the Council has held two meetings a year, one\nduring the convention of the Department of Superintendence in Febru¬\nary, and another during the annual meeting of the Association in the\nsummer. At the Atlantic City meeting application was made to the Board\nof Directors for the admission of the Council as a Department and favor¬\nable action on the application was taken by the Representative Assembly\non Friday morning, July 1, 1932.\n\nThe officers of the Department for the year 1934-35 are: president,\nAnnie C. Woodward, 100 School St., Somerville, Mass.; vicepresident,\nAnna Faura Force, Principal, Fake Junior High School, Denver, Colo.,\nsecretary,\n\nMrs.\n\nMargaret\n\nM endenhall\n\nSmith,\n\n1522\n\nFafayette\n\nStreet,\n\nDenver, Colo.; treasurer, Elizabeth Wells Robertson, Supervisor of\nArt, Public Schools, Board of Education, Chicago, III.; directors : Agnes\nSamuelson, State Superintendent of Public Instruction, Des Moines,\nIowa; Sue Powers, Superintendent , Shelby County Schools, Memphis,\nTenn .; Mary\n\nE. O’Connor,\n\nSupervisor,\n\nElementary\n\nSchools, Natick,\n\ntment of Ele¬\nMass’; Eva G. Pinkston, Executive Secretary, , Depar\nngton, D. C.,\nWashi\nStreet\nnth\nSixtee\n1201\nmentary School Principals,\nRose Pesta, Principal, Kelvyn Park High School, Chicago, III.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1932 \\261-262\n1933 : 269-27 4\n\n[ 266 ]\n\n"}
{"page": 273, "printed_page": null, "text": "THE\nANNA\n\nWORK\n\nOF\n\nA\n\nLOCAL\n\nBRANCH\n\nOF ADMINISTRA¬\nPRESIDENT, NEW YORK CITY BRANCH\nE. CLEMENCY,\nTIVE WOMEN\nIN EDUCATION, NEW YORK, N. Y.\n\nBecause New York City has one of the largest branches of the National\n\nCouncil, Miss Woodward\nlocal branch.\n\nasked me to speak to you on the work of a\n\nLet me begin by reminding you of the purposes of our organization as\nset forth in the constitution and bylaws :\nin education\nNational\n\nin New\n\nEducation\n\nYork\n\nCity.\n\nAssociation.\n\nrepresentation of women on boards and committees\ntional work of the City of New York.\nprofessional standards\n\nThese\n\nand in appointments\n\nin the educa¬\n\nof teachers.\n\nobjectives must\n\nbe modified to meet\n\nthe present economic\n\neducational conditions of our country. Last month\n\nand\n\nI attended the com¬\n\nmencement exercises of two of the largest boys’ preparatory schools in New\nYork City — one a school of engineering, the other a classical school. In both\ncases, the message given the graduates was in strong contrast to the usual\noptimistic speeches delivered on such occasions. An Episcopal bishop from\nthe\nMiddlewest impressed on the future engineers that their predecessors\n1\n.\nTo strengthen the\nfriendly and prof\nessional\nwere partly responsible\nfor the present\neconomic\nthe very\nrelationsdepression\nof administbecause\nrative women\nperfection of their art had brought on this machine age.\nTwo evenings later a business man from New York City impressed on\n2To\n.\ncooperate graduates\nthe\nclassical\nthat\noutlook in the professions was not bright as\nwith the ed\nucatthe\nional activities\nthe the\nothedemand.\nr departmeBoth\nin each one the supply was much in excessof of\nnts ofspeakers\nthe\n\nadvised the graduates that, altho they were preparing themselves to be spe¬\n3\ncialists\nin particular lines, it would be advisable to accept an offering in any\nTo.\nfoster the recogn\nition of merit an\nability by orga\nfield that was available\nand applyd themselves\ninnithe\npresent emergency.\nzed effort to secu\nre a fair\nFor the past two years while I have been president of the New York\nCity\nbranch, we felt that it would be a waste of energy as well as provocative of\nresentment if we tried to secure promotion of women when promotions were\n4\nat.\na ve\nstandstill and when it was difficult to maintain even present positions.\nTo\ngi\nencouragemen\nt\nsupport atto this\nTherefore, we made an\nnod effort\ntome fulfil the third objective that\neverytime\nmove\nnt\n\nin our city to\n\ne thesuper¬\nI have quoted. However, in January with the election of a newraiscity\n5\nintendent of schools, our committee on promotions drew up a detailed set\nT.\no\n\ngive oppo\n\nrtunity fo\nr consider\nof resolutions,\naccompanied\na very vivid graph, depicting the unequal\natioby\nn of curre\neducationaof leadership in the New\nrepresentation of men and women inntpositions\nl problem\ns.\nYork City public school system. This graph was presented personally to\n\n1 267 ]\n\n"}
{"page": 274, "printed_page": null, "text": "268\n\nNational\n\nEducation\n\nAssociation\n\neach commissioner of education in New York City. We hope it will be pro¬\nvocative of results when finances permit higher appointments being made.\nDuring this time, we did not feel it necessary to stress the fourth objective\nquoted. With our teacher supply far in excess of the demand, our examiners\nand superintendents have set very high standards for teaching. We have\ntried to stress what we consider the standards and qualifications for the\nhigher positions only.\nIn 1932 and 1933, when pessimism and dissension were rampant every¬\nwhere, we made our major objective for that time the strengthening of the\nfriendly and professional relations of administrative women in education.\nOur branch is perhaps the only organization in our city that includes in its\nmembership women from both public and private schools, from elementary\nand secondary schools, as well as those of collegiate rank. Our fellowship\ncommittee was especially active, striving in every way to make us better\nacquainted. On the other hand, our executive committee voted to keep away\nfrom the salary question and other questions of a controversial nature as we\nfelt those matters were being well taken care of by various teachers organ¬\nizations.\nOur other major objective in these two lean years was to give opportu¬\nnity for consideration of current educational problems. Since one solution of\nthe present unemployment situation devolves on the acceptance of shorter\nhours of employment for everyone, we felt that education for leisure was\nthe educational question of paramount importance. Therefore, we decided\nto investigate the field of leisure pursuits most akin to education to find out\nexactly what they could offer us that we could make use of for the benefit\nof our pupils. We invited speakers in these various fields to address us at\nour regular meetings.\nDuring the year 1932-33, we devoted our first meeting to music. We lis¬\ntened to Walter Damrosch and Francis Rogers, director of the Fontainbleau School of Music.\n\nOur\n\nnext meeting was devoted to the theatre. Mrs. Clare Tree Major\n\ntold us about the objectives and activities of the Children’s Theatre. Mary\nWard, business manager of the Civic Repertory Theatre, made us acquainted\nwith the ideals and plans of Eva LeGallienne.\nAt our third meeting, Dagmar Perkins, founder and director of the Na¬\ntional Association for American Speech, opened up to us a vista of oppor¬\ntunities along that most fascinating line. Elizabeth McDowell, director of\nthe speech clinic at Teachers College, showed us what Columbia University\nis offering along this line.\nAt our last meeting of the year, a community organizer of the Girl Scouts\nenlightened us as to what this organization is doing for the girlhood of\nAmerica.\nOur plan for the coming year is to ally ourselves still more closely and\nwidely with leaders in feasible recreational and leisure pursuits.\nWe are aware that this is a really crucial time in the history of women\nin intellectual life. There is no place in Germany for the professional woman\n\n"}
{"page": 275, "printed_page": null, "text": "Department\n\nof\n\nAdministrative\n\nWomen\n\nin\n\nEducation\n\n269\n\nand the same is increasingly true in other parts of Europe, and I think in\nthe United States. Therefore, we feel it our duty to keep our ears to the\nground, to keep in close touch with the social, civic, and economic life of\nour great city, and to strive to advance the number of women in positions\nof leadership in education at every opportunity.\nWHAT\nSHOULD THE ADMINISTRATIVE WOMEN\nIN\nEDUCATION DO FOR AMERICAN CITIZENSHIP?\nMRS.\n\nRUSSELL\n\nWILLIAM\n\nDAUGHTERS\n\nOF\n\nTHE\n\nMAGNA,\n\nPRESIDENT\n\nAMERICAN\n\nGENERAL,\n\nREVOLUTION,\n\nNATIONAL\n\nWASHINGTON,\n\nSOCIETY\nD. C.\n\nThe Daughters of the American Revolution are greatly interested and\ndeeply concerned in practical patriotic education. I have endeavored, dur¬\ning my term of office as president general, to emphasize the need of real\naction in the right direction for enlightenment, proper teaching, and the cul¬\ntivation of the plastic mind toward an appreciation of citizenship and knowl¬\nedge of the functions of government, rather than the habitual and ineffective\npassage of resolutions “in favor of” which are but dust collectors on for¬\ngotten shelves. I have maintained that as a great body of women made up\nof mothers and teachers we can assist in molding the minds of youth and\nwielding good influences, thru deeds, not words.\nCitizenship and statesmanship are two fine types of patriotic craft in the\nfleet of the ships of state. Education and intelligent training will produce\nthem. Only by teaching the youth of today along these lines, only by show¬\ning them the seriousness of their responsibility, only by helping them, can\nwe be helped.\nI maintain that education in citizenship, and in any and all matters per¬\ntaining to an individual in order that government may be better understood,\nis part of a preparedness or citizenship program ; and I advocate to the chap¬\nters of our organization the introduction of study programs in civics and\ngovernment as a part of their work.\nTeach youth how, when, and why to use their knowledge rather than\ntheories about specific subjects. The best method by which to embrace the\nopportunities for work and service is by facing facts, thinking things thru,\nand by using common sense and reason.\n\nIn answer to an oft repeated question, “What do the Daughters do?” I\ncan answer that they are engaged in all endeavors which are of a practical\npatriotic and educational nature.\nWhat does it mean to be a citizen? What obligations do you assume be¬\ncause you are a citizen? And just what are your obligations?\nThe nation’s business is your business. After all a country is a people\nand this is America. A good American must care for the country. Indiffer¬\nence is as dangerous as ignorance.\nI believe education is essential to the maintenance of proper government.\nIndividual thinking is a worthy achievement and today a boast. Study,\n\n"}
{"page": 276, "printed_page": null, "text": "270\n\nNational\n\nEducation\n\nAssociation\n\nlearn, think for yourself, then act because you believe and have faith. Amer¬\nica is our big business. Let us invest in her.\nThe women of America can and must answer the challenge flung to them\nby recent developments in the crime conditions of their country. Crime in\nAmerica today is a well-organized and a well-financed force ; it is a flourish¬\ning business. Bring intelligent pressure to bear upon legislators as your indi¬\nvidual voice to insist that crimes and racketeering of all types be put out\nof business.\nIndividuals, groups, societies, and even business, take a certain stand for\ndefinite reasons, and it is folly for any one of them to cast aspersions on\nothers who have a perfect right to disagree. Hence, we should build up our\nown constructive, affirmative program — so declarative, convincing, and in¬\ntelligent that people will accept it because of its own merits and worth.\nCivic interests and national questions should have consideration thru thought¬\nful study.\nFor some time past our Society has had under consideration the sponsor¬\nship of a concrete tangible activity designed to create a higher type of citi¬\nzenship in the boys and girls of the nation.\nA bronze medal will be awarded in the public and private grammar and\njunior high schools in each state, to the boy and girl who best represents\nthose qualities of character which will result in worthy citizenship, the\nexercise of its privileges and responsibilities, and the development of a higher\ntype of manhood and womanhood.\nThe D. A. R. has published for many\n\nyears a manual, printed in eighteen\n\nlanguages, which we call The D. A. R. Manual for Citizenship. It is a val¬\nuable book of instruction for old and young, translated for those not so\nfamiliar with our language, and I might add that it is quite worthwhile\nreading for anyone.\n\nAnother plan our Society is launching is the annual Good\ngrimage to Washington of students from each state.\n\nCitizens Pil¬\n\nSix hundred and fifty-six chapters in forty states have expended $5883\nin prizes in grammar and high schools. In night schools our chapters have\ngiven pins, medals, books, pictures, money, and trips to historic places. The\nConnecticut State Society D. A. R. gives prizes for perfect attendance to\npupils in the night schools of the state.\nIn thirty-six states our chapters work with illiterate mothers in classes,\nvisit their homes, teach the care of the new babe, and wholesome ways of\nliving. Trained\n\nteachers are paid for. The\n\nD. A. R. give of themselves that\n\nthese women may become better citizens.\nMembers of our Society have supported night schools, taught classes,\norganized clubs, and helped the state and town carry on adult education.\nInterest in a fair salary for teachers and in maintenance of full school\nterms is of vital consideration and many states have reported on these sub¬\n\njects. One hundred and fifty Daughters\nboards of education.\n\nfrom twenty-nine states serve on\n\n"}
{"page": 277, "printed_page": null, "text": "Department\n\nof Administrative\n\nWomen\n\nin Education\n\n271\n\nUntil the graduate mind is willing to assume the serious need of citizen¬\nship and boards of education take action that citizenship courses and prac¬\ntical government courses be obligatory for every student, we fail in our own\ncitizenship duty.\nOur responsibility is the challenge of the times to mold, in proper form,\npublic thought. “Public sentiment is everything,” said Abraham Lincoln.\n“With public sentiment nothing can fail ; without it, nothing can succeed.\nConsequently, he who molds public sentiment goes deeper than he who\nenacts statutes or pronounces decisions.”\nThe potential power of our future lies well within the ballot box; this\nbeing true we must educate it to voice the best sentiments, expressed by\nintelligent, trained electorates, to keep the republic in tune for posterity.\n\nSECRETARY’S\n\nLuncheon\n\nMINUTES\n\nWashington,\n\nD. C.\n\nMeeting,\n\nThursday\n\nand Program\n\nNoon,\n\nJuly 5, 1934\n\nAnnie Carleton\nThe meeting was held at the Mayflower Hotel, at 12:30 p.m.,\nWoodward, presiding.\n.\ns. Jessie Gray,\nFollowing the luncheon Miss Woodward introduced the speaker\ngs from the National\npresident of the National Education Association, gave greetin\nGeneral Federation of\norganization. Mrs. Grace Morrison Poole, president of the\nD. C., Women’s\nWomen’s Clubs, brought a message of welcome from the Washington,\non the Work\nspoke\nbranch,\nClubs. Anna Clemency, president of the New York City\nation of new\nof a Local Branch” giving many helpful suggestions relating to organiz\nunits of Administrative Women in Education.\n...\nan Citizen¬\n“What Should the Administrative Women in Education do for Americ\ngeneral,\nship?” was the subject discussed by Mrs. Russell William Magna, president\nNational Society, Daughters of the American Revolution.\ntrative\nMrs. Kate Bell of Spokane, president of Inland Empire Branch of Adminis\nWorld.”\nWomen in Education, addressed the group on “Women in the Modern\nof Education\nion\nFederat\nWorld\nAugustus O. Thomas, secretary-general of the\nAssociations, challenged Administrative Women to more definite and creative effort\nin adjusting to the new order in America.\nConcluding the program was the pronouncement of honorary awards voted by\nthe Board of Directors at the regular business meeting in February, 1933.\nHonorary life membership for outstanding work in education was given to Emily\nGriffith, principal of Opportunity School, Denver, Colo.\nHonorary life membership for sympathetic attitude toward education and for\narticles written in support of education was given to Mrs. Franklin D. Roosevelt,\nWashington, D. C.\nEdna Hood, Kenosha, Wis., was named chairman of the membership committee\nconsisting of Mrs. Kate Bell, Sue Powers, Edith P. Pence, and of two other persons\nto be named by the chairman.\nCaroline Woodruff of Castleton, Vt., was named chairman of the Constitutional\nCommittee of Three to revise the constitution and bylaws of the organization. Other\nmembers of the committee are Cornelia Adair and Mrs. Mary D. Bradford.\nRuth Pyrtle, past president of the National Education Association, was authorized\nto extend greetings to Mrs. Ruth Bryan Owen and to express to her the appreciation\nof the Administrative Women in Education for the fine service she is rendering in\nher diplomatic position.\n\n"}
{"page": 278, "printed_page": null, "text": ".\n\ni'11-R '*«(!<\n\n■\n\n\\\n. ■\n\n■\n\n.J ’\n\n.\n\nt\n\n,\n\n(\n\n•\n\nn\n\n!I\n\n'*\n\nir\n\n'\n\ni\n\nii>\n\n•\n\n,\n\n"}
{"page": 279, "printed_page": null, "text": "DEPARTMENT\n<lAdult\n\nOF\n\nEducation\n\n"}
{"page": 280, "printed_page": null, "text": "The\n\ndepartment\n\nHISTORICAL\n\nNOTE\n\nadult\n\nwas\n\nof\n\neducation\n\nestablished\n\nby vote\n\nof the\n\nRepresentative Assembly , July 8, 1921, as the Department of Immigrant\nEducation. The first meeting was held in 1922 in Boston. In 1924 the\nname of the Department was changed\ncation. See proceedings, 1924:566.\n\nto the Department\n\nof Adult Edu¬\n\nThe officers of the Department for the year 1934-25 are: president,\nMarguerite Burnett, State Director of Adult Education, 11th and W ashington Streets, Wilmington, Del.; vicepresident, Maude E. Aiton,\nAdministrative Principal, Webster School, 10th and H Streets, N. W .,\nWashington, D. C .; secretary, Robert C. Doming, Supervisor, Division\nof Field Service, State Board of Education, Hartford, Conn.; treasurer,\nAgnes Winn, Director, Division of Classroom Service, 1201 Sixteenth\nStreet, Washington, D. C.; executive committee: L. R. Alderman,\nChief, Service Division, U. S. Office of Education, Washington, D. C.;\nMary L. Guyton, State Supervisor of Adult Alien Education, 217 State\nHouse, Boston, Mass.\nThis Department meets once a year in July. Facts relating to the\nestablishment of this Department and the record of meetings are found\nin earlier volumes of proceedings as follows:\n1921:460\n192 2:905-968\n1923:669-703\n\n1924:565-582\n1925:337-353\n1926:329-371\n\n1921:293-334\n1928:263-304\n1929:277-316\n\n1930:249-274\n1931:315-341\n1932:263-281\n1933:275-308\n\ni\n\nI 274 |\n\n"}
{"page": 281, "printed_page": null, "text": "EDUCATION\n\nC. S. MARSH,\n\nFOR\n\nADULTS\n\nDIRECTOR\n\nOF\n\nIN CIVILIAN\nCORPS\n\nEDUCATION,\n\nCCC,\n\nCONSERVATION\n\nWASHINGTON,\n\nD. C.\n\nThe educational program in CCC camps is breaking many tradi¬\ntions, these among others: that adults cannot learn readily, that\nrecitation\nroutine disciplines must be observed, that formalized study and\nare necessary to group learning.\nThe Civilian Conservation Corps is composed of about 300,000 men\n\nto estab¬\nliving in 1468 camps located in every state in the union. In order\nof\nlish an educational program in the Civilian Conservation Corps the Office\neach\nEducation acts in an advisory capacity to the War Department, bor\nthe Office of\ncamp of approximately 200 men, as far as the budget permits,\nand directs\nEducation appoints a camp educational adviser, who organizes\nadviser in\nthe camp educational program. Assisting this camp educational\nsupervisoi\neach camp is one enrollee chosen from the ranks. An educational\nat each army corps area headquarters gives supervision.\nts\nWhat do these men want to study? The dominant educational interes\nare vocational and the list runs all thru the alphabet, from accounting to\n\nized\nwelding. Then, too, there is a widespread effort to make up for recogn\nlacks in general training. Nearly the whole range of elementary, high-school,\nver,\nand college subjects is also to be found in the reports from camps. Moieo\nthere is a refreshing interest in a group of studies that give some oppor¬\nas public\ntunity for personal expression or for the element of contest, such\n.\nspeaking, dramatics, handicraft, modeling, spelling bees, and debates\n\nConserva¬\nFrom the Handbook for Educational Advisers in the Civilian\nCCC educa¬\ntion Corps Camps there is this expression of the ideal of the\nction\ntional program: “The basic thought in providing a program of instru\netion\nwill be that of returning to the normal work-a-day world, upon compl\nmorally\nof the emergency-relief project, citizens better equipped mentally and\nnment\nfor their duties as such, and with a better knowledge of the gover\nunder which they live, and of all that that government means.\nADULT\nRUTH\n\nEDUCATION\n\nAND\n\nTHE\n\nSOCIAL\nPARENTAL\n\nNATIONAL\n\nCOUNCIL\n\nOF\n\n60 EAST 42ND\n\nST., NEW\n\nYORK, N. Y.\n\nKOTINSKY,\n\nSCENE\nEDUCATION,\n\nThe judgment of men and women engaged in a mortal struggle to\nsurvive, and to provide a livable future for their children is proposed as\none of the foremost criteria of adult education. I o the degree that they\nfind it of worth in connection with life as they find it, we are justified in\nfeeling that we have made a beginning in a genuine education for the seiious\nbusiness of adult living. We should go far, I believe, in a critical estimate of\nour work, if we could find some answers to three questions.\n[ 275 1\n\n"}
{"page": 282, "printed_page": null, "text": "276\n\nNational\n\nFirst, how\n\nmuch\n\nEducation\n\nof what we\n\nAssociation\n\ndo is related to the world\n\nof hard and\n\nstrange facts in a way to make them less strange, more intelligible, and\neventually less hard ? Education for children is attempting to bring school¬\ning into alignment with life, to eliminate the routine and the traditional\nin favor of grappling with hard and strange facts. Is adult education to\nassume leadership in making life and learning identical, or merely to\nglean what the schools are discarding as of least worth ?\nSecond, how must our adult and childhood education be related? Can\nthe schools progress without the intelligent cooperation of parents and\nadults? The tradition of a free public secondary education is being called\ninto question. Is it at all the business of educators, concerned with lifelong\neducation, to see that this tradition is not violated in the name of a tempo¬\nrary measure of state “economy”? How will it reflect upon adult education\nif the adults whom it addresses as learners allow a national educational\ntradition to be wiped out?\n\nThird, how much of current social planning is being educationally con¬\nceived ? There are now a Tennessee Valley Authority, housing plans, and\nplans for subsistence homesteads, all emergent from the conviction that\npeople must not continue to live as they have, primarily because they must\nnot learn what they inevitably will from that kind of living. What has\nbeen the role of education in relation ? The educator has been called in after\na way of life and of living has been provided. Are adult educators, as a\nprofessional group, concerned with the conditions of life from which adults\nlearn, or is it better to leave these to engineers and economists, educators\ncontenting themselves with subsequent academic ornaments?\nThese questions can be answered only in the long-time plans, evaluations,\nand programs of all working together. They are raised in order to turn\nattention to the eventually justifying question of whether all of our most\narduous and best-conceived efforts yet suffice to the problem which\nfronts us.\n\ncon¬\n\nTRENDS\n\nOF\n\nHENRY\n\nAND\n\nB.\n\nAND ACCOMPLISHMENTS\nIN THE FIELD\nIMMIGRATION\nAND\nNATURALIZATION\nHAZARD,\n\nASSISTANT\n\nNATURALIZATION,\n\nDuring\n\nTO\n\nTHE\n\nDEPARTMENT\n\nCOMMISSIONER\n\nOF\n\nLABOR,\n\nOF\n\nIMMIGRATION\n\nWASHINGTON,\n\nthe session of Congress just closed, a number\n\nD. C.\n\nof measures\n\nof\n\ninterest to workers with the foreign-born were considered. Most of them\nfailed to reach the two houses for a vote. There was approved on June 8,\n1934, a bill which extended the privilege of registry by the Commissioner\nof Immigration and Naturalization to certain aliens. This group includes\nbona fide political or religious refugees.\nLegislation was proposed to make more rigid the deportation provisions\naffecting a number of classes of criminal aliens. Proposed legislation would\nalso have given administrative discretion to eliminate or modify the hard-\n\n"}
{"page": 283, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n277\n\nships growing out of the deportation of aliens of good character with close\nfamily ties in this country.\nWith the failure of this proposal the House Committee on Immigration\nand Naturalization on June 18, 1934, adopted unanimously a resolution\nmaking the suggestion that “until after the next Congress has convened\naction be suspended in the case of aliens “clearly of the non-criminal class\nfor the reason that deportation “would operate a distinct hardship by\nseparation of a family circle, including citizens of the United States by\nbirth or naturalization” and “the separation thus effected would have the\neffect of placing those members of the family circle left behind subjects for\npublic or private charitable relief.”\nOne of the outstanding modifications of the naturalization laws relates\nto the reduction of fees. It had the support of the Department of Labor.\nThis measure met with an unusually hearty response because of the manifest\nhardships suffered by aliens growing out of the economic situation which\nhad existed for approximately five years. The fees in practically all instances\nwere reduced 50 percent.\nA measure which effects fundamental changes in the citizenship and\nnaturalization laws, with particular reference to children and married\npersons, was approved May 24, 1934. The apparent purpose of this legis¬\nlation is to give equality to men and women in three respects: (1) the\ntransmission of United States citizenship to children of United States citi¬\nzens born abroad; (2) naturalization; and (3) renunciation of citizenship.\nAn interesting situation is revealed by the act which was approved by\nthe President on May 7, 1934. It declares to be citizens of the United\nStates the Indians of the Tsimshian Tribe and those people known as\nMetlakahtlans, who emigrated from Metlakahtla, British Columbia,\n\nCanada, to Annette Island, in the Alexander Archipelago in southeastern\nAlaska in 1887, and there established a colony. Congress, in 1891, had set\napart Annette Island as a reservation for the use of the Metlakahtla Indians\nand such other Alaskan natives as might join them, to be held and used\nby them in common.\nThe law includes all other British Columbia Indians who joined them\n\nthere not later than January 1, 1900, who have since resided there con¬\ntinuously, and who have been faithful and loyal to the Constitution, laws,\nand the government of the United States. It will be recalled that Indians\nborn within the territorial limits of the United States were on June 2, 1924,\ndeclared to be citizens of the United States.\n\nmost recent legislation In our field is the act which was signed by\nthe United\nthe President on June 27, 1934. It declares to be citizens of\nthe\nStates all persons born in Puerto Rico on or after April 11, 1899,\nn Spain\ndate of the exchange of ratifications of the Treaty of Peace betwee\nnot owing\nand the United States. This is conditioned upon such persons\nThe\n\nallegiance to any foreign country.\nfrom the\nThis act also provides for the naturalization with exemptions\nlost American\nusual requirements of native Puerto Rican women who\n\n"}
{"page": 284, "printed_page": null, "text": "278\n\nNational\n\nEducation\n\nAssociation\n\nnationality by reason of marriage to aliens eligible to citizenship or the\nloss of the United States citizenship by their husbands. This in accord with\nother legislation granting exemptions from some of the usual naturaliza¬\ntion requirements to women who were formerly American citizens.\nThe activities of the Service require a close working relationship to other\nexecutive departments. There are many common tasks necessitating harmony\nof action of the Service with the Department of State, and the Public\nHealth Service. The friendly relationship which exists has resulted in excel¬\nlent cooperation and a resulting expedition of work.\nOne of the especially helpful contacts which has been established by the\nService is that with educators and social service representatives. They have\ngiven unstintedly of time, thought, and effort in their keen desire to facili¬\ntate the important work required to be done. Whether serving as groups on\ntechnical projects, or as individuals offering suggestions they have rendered\nvaluable assistance.\nFor many years the two bureaus administering the immigration and\nnaturalization laws, respectively, appeared to have few interests in common.\nYet the two branches of the work are closely related and in many respects\ninterdependent. Almost every problem which pertains to an immigration\ncase may have its bearing on the status of the application for citizenship.\nThere had been much overlapping of effort in the same alien’s case,\nsuch as the preparation and handling of separate sheaves of immigration\nand naturalization papers, double indexing, and duplication of file work.\nThere was inaugurated in the early part of this year a course of study\nfor the entire personnel, both in Washington and thruout the field offices,\nwhich employ a considerable number of assistants. Experts in the Service\nwere called upon to prepare brief lectures on various immigration, naturali¬\nzation, and related subjects. The first series of these lectures has just\nclosed. The response of the numbers of the Service staff has been such an\nenthusiastic one, and the results attained so gratifying, that a second series\nis planned to begin about October 1, 1934.\n\nCopies of the lectures have been distributed not only to all of the mem¬\nbers of the Service staff as reference material, but on request to educators,\nwelfare workers, and others interested in this field of work. They, too,\nhave expressed hearty approval of the plan and the material.\n\nOne of the most persistent problems which has confronted the adminis¬\ntrators in the Service has been the lack of uniformity in the administrative\nand judicial procedure concerning naturalization.\nThis lack of uniformity in the attitude of the naturalization examiners\nand the judges of the naturalization courts has been particularly marked\nin three phases of our work: (1) In reference to the conditions under\nwhich petitions for naturalization were dismissed where the applicants had\nfailed to prosecute them to a final hearing; (2) in the nature of the\nobjections offered by the examiners to naturalization, and the attitude of\nthe courts with reference to such objections; and (3) in the type of the\ntest or standard used in an effort to determine the educational fitness of\n\n"}
{"page": 285, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n279\n\nthe applicant and his attachment to the principles of the Constitution. 1 hese\nproblems have been receiving careful consideration for a number of months.\nReferring to the first problem, the field service has been directed to\nrefrain from recommending the dismissal of petitions for lack of prosecution\nunless: (1) The petitioner has indicated an intention to abandon his\npetition, after notice given to him to appear and failure to respond, a further\nnotice given with a copy to his witnesses and to a recognized welfare or a\nsimilar organization wherever practicable, and a final notice sent to the\napplicant by registered mail; and (2) the period of time between the date\nof the first and final notices has been at least one year, and there have\nbeen two hearing dates at which the applicant had an opportunity to appear.\nIn cases where petitions have previously been dismissed for lack of prosecu¬\ntion the Service is to cooperate in having the cases restored to a pending\nstatus, provided there is no evidence bearing adversely upon the applicant’s\ncharacter.\n\nAs to the second problem, a studied effort is being made to determine\nprinciples for the guidance of the naturalization officers in the various\ntypes of cases. It is hoped that these will tend to eliminate at least some of\nthe present confusion, while relieving worthy applicants for citizenship of\nuseless delay and embarrasssment.\nThe third problem — the determination of a satisfactory educational\nstandard for naturalisation — is most difficult to settle. The general require¬\nments of the law in this respect are few in number. Before being natural¬\nized, the petitioner must (1) sign his petition in his own handwriting; (2)\nbe able to speak the English language, if physically able to do so; and (3)\nprove that he is attached to the principles of the Constitution of the\nUnited States.\nWhat constitutes ability to speak English? There is a wide range in the\nattitude of both examiners and courts in this connection. What are the\nprinciples of the Constitution of the United States? There is an absence\nof unanimity upon this point also. It is believed that even the citizen of\nthis country of average education and intelligence might experience con¬\nsiderable difficulty if required to expound these principles.\nIt is believed that in attempting to evolve a satisfactory program in this\nfield consideration should be given to such items as these: (1) character\nmore important than brilliant intellect, and (2) attitudes toward home,\nfamily, neighbors, and agencies of government a greater assurance of good\ncitizenship than technical knowledge of the framework of government.\nThere should, of course, be a recognition of the necessity and value of\n\nknowledge of our language and institutions on the part of the applicant.\nThe work of our Service bulks large, its ramifications are widespread,\nand the problems confronting us are many and varied. We are endeavoring\nto approach them in a spirit of sympathetic helpfulness toward the worthy\nalien, while at the same time safeguarding the interests of the government.\nWe believe that progress is being made, and that eventually we shall see\n\nestablished: (1) adequate facilities for the education of the foreign-born;\n\n"}
{"page": 286, "printed_page": null, "text": "280\n\nNational\n\nEducation\n\nAssociation\n\n(2) a workable test or standard which will be substantially uniform thruout the United States, and fair alike to the applicant and the government ;\nand (3) the elimination of much of the exploitation of the foreign-born by\nunscrupulous individuals and organizations who profess to prepare candi¬\ndates for naturalization but who render no assistance of real value.\n\nEDUCATIONAL\n\nMARIAN\n\nSCHIBSBY,\n\nSERVICE,\n\nFOREIGN\n\nOPPORTUNITIES\nFOR APPLICANTS\nAMERICAN\nCITIZENSHIP\nCHIEF,\n\nDIVISION\n\nLANGUAGE\n\nOF\n\nINDIVIDUAL\n\nINFORMATION\n\nSERVICE,\n\nFOR\n\nAND\n\nORGANIZATION\n\nNEW\n\nYORK,\n\nN. Y.\n\nFor some years past the question of increasing the educational require¬\nments for naturalization has been under consideration. As the law now\nstands an applicant for American citizenship must be able to speak English\nand to sign his petition for naturalization in his own handwriting ; the law\nspecifies no other educational requirement. It does, however, say that the\napplicant must be “attached to the principles of the Constitution of the\nUnited States,” and it is on this clause that naturalization courts and\nexaminers base their demand that the applicant for citizenship must have\nsome knowledge of American government and history. Further extension\nof the same idea has led certain naturalization districts to require that the\napplicant for citizenship be able to read English as well as speak it. This\nis, however, generally felt to be extra-legal.\nIt is quite generally realized that legislative action is necessary if the\neducational requirements for naturalization are to be increased. Bills for\nthat purpose have been introduced in the last three Congresses; they have\nvaried somewhat as to the educational standard they would fix but they\nhave been agreed that the applicant for citizenship must be able to read\nEnglish. No decisive action has as yet been taken by Congress on any bill of\nthis sort. The question is one in which the National Council on Naturaliza¬\ntion and Citizenship and the educational and immigrant aid societies which\nform that Council, are greatly interested.\nIt is impossible in this brief article to trace in detail the history of the\nso-called Americanization movement. I can touch upon only its most out¬\nstanding aspects. In spite of the thirty-two million immigrants admitted\nto this country between 1820 and 1914, concern about their education and\nassimilation did not become nationwide until the World War.\nThe\n\nWorld\n\nWar\n\nand the findings of the draft boards made\n\nthe nation\n\nvery conscious of the large group of non-citizens and of non-English speak¬\ning people within its borders and aroused it to action. Until then the edu¬\ncation of the local community and at that only comparatively few of the\nlarger places thruout the country showed real interest in the question or\nattacked the problem vigorously. By 1920 many states had enacted legis¬\nlation for the Americanization or assimilation of their foreign-born resi¬\ndents. Most of this legislation was merely permissive and so not as a general\n\n"}
{"page": 287, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n281\n\nrule very effective. However, by 1920, nine states made the establishment of\nevening classes mandatory upon the request of a certain number of persons\nor under certain other conditions; eight states had passed compulsory school\nattendance laws for minors illiterate in English, and one state, Utah, had\nmade school attendance compulsory for adults up to forty-five years of age —\nthe age limit was reduced to thirty-five years in 1921 — who were unable to\nspeak, read, and write English with fifth-grade proficiency. Eighteen states\ngave financial aid in varying amounts to local communities which maintained\nclasses for adult immigrants or illiterates. This is a remarkable record for\nso short a period of time ; in the years following the progress was slower.\nThe rise of the Americanization movement was rapid, and its peak was\nsoon reached — in 1923-24 according to most authorities — and that since\nthen there has been a decline in activity and interest for which the diffi¬\nculty of financing classes for adult immigrants is seemingly the chief cause.\nThis statement is borne out by other evidence. In 1922 out of the 2850\ncities or towns having a population of 2500 or more (1920 census), 504\nreported maintaining evening schools of any sort including special American¬\nization classes. By 1928 this number had increased to 711, but it had\ndropped to 664 by 1930, and 561 by 1932.\nSatisfactory statistics on enrolment are hard to get. Even the United\nStates Office of Education does not seem able to get 100 percent response\nto questionnaires. It is especially difficult to get separate statistics for the\nenrolment of foreign-born in evening schools or special Americanization\nclasses; quite frequently they are combined with those for adult native\nilliterates or even for elementary evening schools in general.\nStatistics show that while the foreign-born living in large cities usually\nhave access to evening schools and frequently to special Americanization\nschools the same does not hold true for those who have settled in smaller\ncommunities,\n\nin rural districts.\n\nIn view of the present depression and its disastrous effect on the public\nschool system thruout the country, it is not to be expected that there will\nbe much change in the picture for some years to come. In considering the\nadvisability of increasing the educational requirements for naturalization\nit must be borne in mind that the basic naturalization law specifies that\nthere shall be “a uniform\n\nrule for the naturalization of aliens thruout the\n\nUnited States.” It is true that, as shown above, in actual practise the present\nprocedure is not uniform. Naturalization courts which now require that\nthe applicant for American citizenship be able to read English are invariably\nlocated in communities which provide more or less adequate facilities for\nthe education of adults. In case the law is amended and ability to read\nEnglish fixed as one of the educational requirements\n\nfor naturalization,\n\nthen the courts and the naturalization examiners will have no powder so to\ntemper the wind to the shorn lamb. A person applying for citizenship in\nTexas where in 1932 only six of thirty-nine cities having a population of\nover 10,000 (1930 census) were maintaining public evening schools, will\nhave to prove ability to read just as much as an applicant in Massachusetts\n\n"}
{"page": 288, "printed_page": null, "text": "282\n\nNational\n\nEducation\n\nAssociation\n\nwhere out of 73 cities with population of 10,000 or over, 54 supplied edu¬\ncational facilities, and where, during the year 1931-32, the state paid half\nthe cost of maintaining 1101 classes for adult immigrants with an enrolment\nof 21,170.\nIt may be argued that the fact that a large proportion of the foreignborn have no access to public educational facilities and consequently would\nbe unable to meet any increase in educational requirements for naturaliza¬\ntion, is no reason for not amending the naturalization law, if thereby the\nquality of our citizenry be improved; that there is no law compelling\nforeign-born residents of this country to become citizens. In a way this\nis true; there is, however, a great deal of indirect pressure on the alien to\nbecome a citizen.\n\nBeing an alien nowadays is in many respects a severe handicap. In the\nvital matter of employment, for example, there is widespread discrimination\nagainst the alien. There is a growing tendency to limit the number of\noccupations to which an alien is eligible.\nThere is this to bear in mind in considering any change in the naturaliza¬\ntion law. The immigrant population of this country is rapidly passing out\nof the picture. New\n\nimmigration\n\nis practically at a standstill; during the\nyear ended June 30, 1933, only 23,068 aliens were admitted for permanent\nresidence, the lowest number for over one hundred years. Furthermore,\nbecause they constitute a much\n\nolder population group the death rate among\n\nthe foreign-born is much higher than among the native-born.\nCertain well-known educators, specialists in the field of adult education,\nare questioning whether teaching native-born illiterates to read and write\ndoes not involve the expenditure of greater time and energy than the\nadvantages gained justify. They hold that ability to read and to write are\nafter all only the means to an end and that there are other forms of adult\neducation which can do far more to promote social adjustment of these\nunderprivileged adults and to enrich their lives. Surely this is true to an\neven greater extent of foreign-born illiterates or semi-illiterates with the\nadditional language handicaps. With respect to this vanishing group of\naliens of very limited or no education who arrived here before the literacy\ntest was made a part of our immigration policy, and who, at the time of\nadmission were beyond the age of compulsory\n\nschool attendance, it seems\n\nmanifestly unfair now\n\nto enact retroactive legislation imposing on them\neducational requirements for naturalization far above those in force when\nthey came. In their case, character as proved by their record in this country\nrather than educational attainments might well be deemed the test of fitness\nfor American\n\ncitizenship. It should be remembered\n\nthat these people who\nwere themselves deprived of an education have always shown themselves\neager to obtain its advantages for their children. Ever since 1890 when the\ncensus first issued information on that point the rate of illiteracy has been\nshown to be lower for the native white of foreign or mixed parentage than\nfor any other population group in this country.\n\n"}
{"page": 289, "printed_page": null, "text": "Department\n\nof Adult\n\nPREPARATION\nWILLIAM\n\nJOHN\n\nCOOPER,\n\nPROFESSOR\n\nUNIVERSITY,\n\nFOR\nOF\n\nEducation\n\n283\n\nLEISURE\n\nEDUCATION,\n\nWASHINGTON,\n\nD.\n\nGEORGE\n\nWASHINGTON\n\nC.\n\nOne of the most difficult topics to discuss adequately is the preparation\nfor leisure time. The reasons for this are that we still look to the school and\ncollege, now that apprenticeship in industry has broken down, to prepare\nus for what we are to do hereafter.\n\nOur public school system did not really begin until after the Civil War\nand it is only during the past quarter of a century that our high schools\nhave developed and our colleges grown from small missionary institutions\nto the gigantic proportion and positions of natural importance that they\nnow hold. So today we are approximately half urbanized and even the rural\nactivities in which most of us were reared are no longer available for our\nchildren. Therefore, leisure time has come upon us rapidly. We must find\nsomething for children and young folks to do if they are to avoid the pitfalls that have always beset the paths of their ancestors. The night school\nwhich was developed for the two purposes of Americanizing the foreigners\nthru the teaching of American government sufficiently to permit the passing\nof a court examination for citizenship and of permitting such boys and\ngirls who had left school early to make up typewriting and 'stenography are\nboth obsolete or at least obsolescent today. Yet our magnificent school plants\nare as inadequately used today as they ever were. What are our adult schools\ndoing about these matters? And what changes are our schools for minors\nmaking to keep in step with these rapidly changing times? These are the\nproblems to which we must give immediate attention.\nIn general we must change the attitude of the American people. To\nchange the attitude of our children toward the life which they are to live\nwe must begin their school experience earlier. This is one lesson we may\nwell learn from Russian schools in which children begin work at two or\nthree years of age. That is no time for formal reading. Consequently, we\nmust develop a program of activities. These activities must cultivate the\ndesirable things we wish to do as adults. These we must learn. With every\nschool, or at least in every system of schools, a carefully trained research\nbureau must study these young children in school and at the same time\nmust analyze the adult world into which they will soon go.\nIn our elementary grades we have probably spent too much time on the\nso-called fundamentals of education as the time of instruction has lengthened\nand the methods of teaching have improved. We realize fully the needs of\ncharacter education and civic training for democratic living, but we have\nlearned little about teaching these things. Our teachers have not advanced\nsufficiently to allow us to depart from dogmatic teaching of them and it\nis doubtful if they do much good.\n\nDuring the past twenty-five years we have made much progress in revis¬\ning our secondary schools. But our efforts have been spent on realigning\nthe grades taught in them and in perfecting curriculums to meet the needs\n\n"}
{"page": 290, "printed_page": null, "text": "4\n\nNational\n\nEducation\n\nAssociation\n\nof new types of pupils who now try to complete them. We have made little\nprogress in perfecting new methods of teaching in them. Again very little\nhas been done toward methods of teaching attitudes.\nOne of the topics which received major consideration in the recent\nNational Survey of Secondary Education was the curriculum. It was\nfound that real progress had been made in broadening the course of study.\nCollege entrance requirements which formerly dominated most courses\nwere greatly relaxed. In English, the only subject required by all the\nsecondary schools, there was the greatest freedom in selecting classics to be\nstudied. Whether the classics studied consciously held leisure in mind as an\nobjective, however, was not clear. The use of the library, a leading leisure¬\ntime objective, has greatly increased. There is likewise excellent progress\nin the study of art and music in these secondary schools, and teachers are\nnow being prepared to teach these subjects.\nBut the whole program\n\nat best is only a beginning. There does not appear\n\nto be any change in the major aim of American\n\nschools to turn out money\n\nmakers. How to get men to abandon their selfishness, and to secure co¬\noperation with other workers has proved an obstacle. When and how can\nour schools attack this objective? That\n\nis a vital point which\n\nhas as yet\n\nsecured little study but must soon be solved in some way. In colleges and\nuniversities there is as yet no complete answer.\nHowever the classes may be arranged to train graduates to spend their\nleisure time to advantage and to have resources for spending it, the fact\nremains that our schools must get away from the money value of an educa¬\ntion, which most of our high schools taught especially at the close of the\nWorld War. In brief, the times seem to indicate that we are settling down\nas a people. The question now becomes : How\nHow\n\nmany\n\nmany\n\ncan make a successful living? How\n\nphysicians do we need ?\n\nmany lawyers are required\n\nfor a given number of thousand people ? How many ministers are required\nfor a usual city? How many business men of various sorts? How can\nthese be selected? How\n\neducated and trained? Does the whole problem not\n\ncall for more guidance and better guidance based not alone on intellectual\ndifference, but on certain other qualities which must be learned ?\nAside from the main business of life in which these persons are engaged,\nwhat\n\neducation is required that they may\n\nprofitably spend their leisure\n\ntime? Shall a physician be educated to spend his leisure time in reading\nprofessional literature or in playing tennis or golf? Or\n\nin working\n\nin a\n\nshop making instruments he will use in his work? All are truly worthy\nuses of leisure so far as he is concerned, and some of them may be necessary\nto maintain\n\nhis professional efficiency. Shall our business man\n\nspend his\n\nidle hours in improving his views on the tariff or monetary questions or\nshall he become an expert in bridge? Shall the minister of the gospel be\nencouraged\n\nto read not only on questions of the hour, but to become\n\na\n\nmaster mind on some phase of botany that he may garden better? Shall the\n\n"}
{"page": 291, "printed_page": null, "text": "Department\n\nwoman\n\nwho\n\nwill likely marry\n\nof Adult\n\nEducation\n\n285\n\nearly be taught not only the psychological\n\nlaws which should govern her children’s rearing, but also the principles on\nwhich the child should be conducted ? The educational institutions which\ncould cultivate all these avocational interests at the same time that vocations\nare prepared for are practically non-existent. Yet the proper spending of\nleisure time now seems to require them.\nTherefore, it appears that the most likely answer for us is the develop¬\nment of the adult school and that this time is an excellent one for us to\nexperiment with it. The adult school must be expanded and given more\nmoney to employ experts in these various lines. This implies that the adult\nschool will no longer be a stop gap either for citizenship training or for\nmaking up for the oversights of youth. The best educated men and women\nin a community may be its pupils. In the first place it will furnish the avoca¬\ntional activities of the busy professional leaders in the community. All that\nis required is wise leadership and we must expect that leadership to come\nfrom the state department of education, and for the present at least, for\nthat state department to be guided and directed by the federal Office of\nEducation.\n\nTHE\nJOY\n\nELMER\n\nTASK\n\nOF\n\nMORGAN,\n\nADULT\nEDITOR,\n\nEDUCATION\n\nJournal\n\nTODAY\n\nof the National\n\nAssociation , WASHINGTON,\n\nEducation\n\nD. C.\n\nFor humanity today the choice is learn or perish. And\nhumanity learn ?\n\nwhat\n\nmust\n\n1. To give to the human body consciously the discipline that formerly\ncame as a byproduct of physical labor.\n2. To maintain the love, stability, and beauty of family life amid con¬\nditions that severely handicap this cradle of all life.\n3. To preserve intellectual integrity and independence\ntends to destroy these virtues.\n\nin an age which\n\n4. To govern itself in the interest of the common man in the face of\nselfish corporate aggregates larger and often more powerful even than the\npolitical state itself.\n5. To earn a living when the opportunity to do so is denied to a fourth\nof the population by the new conditions which have developed.\n6. To buy wisely in the face of a high-powered\nand misemphasis.\n\nsystem of misinformation\n\n7. To use leisure wisely in spite of the growing effort to debase man¬\nkind by turning its weaknesses into profits for a few.\n8. To maintain spiritual purpose\nand brutality on every hand.\n\nand poise in the midst of confusion\n\n"}
{"page": 292, "printed_page": null, "text": "286\n\nNational\n\nA TYPICAL\n\nROBERT\n\nEducation\n\nAssociation\n\nRELIEF\nSTATE EMERGENCY\nADULT\nEDUCATION\n\nC. DEMING,\n\nSTATE\n\nOF\n\nSUPERVISOR\n\nHARTFORD,\n\nADULT\n\nIN\n\nPROGRAM\n\nEDUCATION,\n\nCONN.\n\neducation, thru the federal emergency relief program,\na glorious opportunity for experimentation and for advertising.\nAdult\n\nhas had\n\nIts philosophy lies in the belief that every adult has capabilities and apti¬\ntudes that must be developed and that in so doing we create better oppor¬\ntunity for success, deeper and more significant interests, better, happier, and\nmore industrious workmen, better citizens.\nThere has been an astonishing response to educational offerings. The\ndemand has been for English, the practical arts, languages, psychology,\nall arts and crafts and special subjects from aeronautics to selling. But the\nunpopular subjects of higher mathematics, the social sciences, and the\nhigher academic subjects have alarming implications, particularly since\n90 percent of these pupils are graduates (17-25) of our grammar and high\nschools of the past nine years. Democracy depends on the social sciences.\nThe more necessary and requested subjects are not given in our public\nschools. There is an obvious need for vocational guidance in our emergency\nrelief classes.\nThe whole adult program must be built to fit the type of adult pupil as\nwe know and find him — or the mortality in attendance will indicate our\nlack of success.\n\nSocial, economic, and industrial forces now demand that adult education\nbe built to aid their problems. It is indispensable to a government that\ndepends upon organized intelligence for existence.\nTHE\nGEORGE\n\nTENNESSEE\n\nO. GILLINGHAM,\nVALLEY\n\nWhen\n\nthe Tennessee\n\nVALLEY\n\nINFORMATION\nAUTHORITY,\n\nAND\n\nDEVELOPMENT\nPRESS\n\nKNOXVILLE,\n\nRELATIONS,\n\nTENNESSEE\n\nTENN.\n\nValley Authority Act became\n\nlaw one year ago,\n\nmany persons jumped to the conclusion that its single purpose was govern¬\nment operation of Muscle Shoals. So much had been written and said about\nthis $150,000,000 war-time investment that, for a while, the Muscle\nShoals activity quite eclipsed other features of the Tennessee Valley pro¬\ngram. But today, intensive activities in the Valley afford visual evidence\nthat an extensive and many-sided regional development is well under way.\n\nBesides operating Wilson Dam at Muscle Shoals, the Authority is con¬\nstructing two other great dams. One of these, the Norris Dam, named for\nSenator George W. Norris of Nebraska, is on the Clinch River near Knox¬\nville. The other dam, named for General Joe Wlieeler of Civil and SpanishAmerican War fame, will barricade the Tennessee River fifteen and a half\nmiles above Wilson Dam.\n\n"}
{"page": 293, "printed_page": null, "text": "Department\n\nof Adult\n\nEducation\n\n287\n\nBoth dams are now one-fourth completed. These dams will not only\nhelp to regulate the flow of water on the upper Tennessee, in the interests\nboth of navigation and flood control, but will serve also to increase greatly\nthe prime power of Wilson Dam. A $7,000,000 transmission line is being\nerected to link all three. Four other dams are projected in the Tennessee\nRiver’s unified federal hydro-electric development.\nThis regional renovizing is not limited to Tennessee, but takes in the\nvast valley bowed to the sweep of the great river system of that name thru\nsix other states, namely, Virginia, North Carolina, Georgia, Alabama, Mis¬\nsissippi, and Kentucky. The valley is about 700 miles long with an average\nwidth of 50 miles. It embraces some 40,000 square miles. The development\nwill vitally affect some 2,000,000 residents of this area and have a con¬\nsiderable influence on the people of the United States as a whole.\nThe Tennessee Valley development\n1. A New\n\nhas these main objectives:\n\nDeal for the inhabitants of the Tennessee\n\nRiver basin.\n\n2. Development of methods for other regional planning.\n3. Improvement of agriculture and proper utilization of marginal lands.\n4. Coordination of agriculture and industry along practical lines.\n5. Development of domestic industries to supplement agriculture in providing\nlocal employment.\n6. Utilization of Muscle Shoals as a “yardstick” in determining the relative costs\nof public and private power operations; distribution of its power to the greatest\nnumber of people at the least possible cost, and conservation of its national defense\nassets.\n7. Production of .cheap fertilizer and fertilizer materials.\n8. Opening the Tennessee River to an economic maximum\n9. Maximum flood control.\n\nof navigation.\n\n10. Promotion of reforestation and methods of retarding soil erosion.\n11. Conservation and utilization of the mineral and other natural resources\nthe basin.\n\nof\n\nWhy\n\nwas the Tennessee Valley selected as the scene of this most noble\nof experiments? In the heart of the new southern industrial development,\nthe Tennessee River basin is near the center of population and within short\nhaul of many great cities. It is served by a score of railroads. It enjoys an\nequable climate. It has diversified and abundant plant life. There are rich\nbottom lands and rugged mountain slopes. Some of the highest mountains\neast of the Rockies are within its borders. The population is of the highest\ngrade of American stock — a vigorous and independent people, with a dis¬\ntinctive culture and pattern of life.\nIf any person is entitled to a new deal it is the “forgotten man” of the\nTennessee River basin. Descendants of the best pioneer stock our country\nhas produced, the people of this area have always been hardy, patriotic,\nhonest, hospitable, and independent. They have never asked for help, and do\nnot ask it now. But it is in the interests of the country as a whole, as well\nas their own interests, that Uncle Sam now offers them assistance in making\nthe most of their zone of super-power and other natural potentialities.\nIn its national aspects the Tennessee Valley experiment holds many\nbenefits. First and foremost, it is expected to produce a basic program\n\n"}
{"page": 294, "printed_page": null, "text": "National\n\n288\n\nEducation\n\nAssociation\n\nwhich can be applied to other regions. In seeking integration of industry and\nagriculture it hopes to show the way for an excess city population to go back\nto the farm with assurance of a reasonable living. Development, utilization,\nand conservation of the Valley’s mineral wealth will be a boon to industry\nin general. Reforestation and retarding soil erosion will not only establish\na criterion for the nation but, linked with flowage control, will serve to\nreduce the flood menace not only in the Tennessee but also in the Missis¬\nsippi basin. Also, much of the money spent for materials, tools, and wages\nfinds its way outside of the Valley. This means increased business for pro¬\nducers, not to mention railroad, waterway, and auto truck transportation\nlines.\nAnd\n\nthe indirect benefits will be many. Naturally, the more people put\n\nto work the more their needs grow. As standards of living improve so con¬\nsumption of goods increases. Conveniences create a market for comforts.\nAll of which helps to balance trade, a balance now needed as much at home\nas abroad.\n\nthe recent occasion of the 150th anniversary of Greene County,\nTennessee, the heart of the region in which the pioneers established the\nfirst American institutions across the mountains, President Roosevelt greeted\nthe people in this prophetic vein :\nOn\n\n“This linking of the picturesque and significant past with the hopeful\nfuture is a splendid omen. I foresee the forces that made the work of your\npioneer forebears immortal will make successful the task of the people of\nthe storied Valley of the Tennessee in the prospective -job of blazing a\nnew trail into the American future. Like the rest of your fellow citizens,\nI shall watch with earnest interest this work that you do which has such\ntremendous\n\nmeaning to the future of the rest of the nation.”\n\nCRIME\nROYAL\n\nAND\n\nS. COPELAND,\n\nA\n\nREVISED NATIONAL\nIN EDUCATION\nUNITED\n\nSTATES\n\nSENATOR\n\nPOLICY\n\nFROM\n\nNEW\n\nYORK\n\nI have two profound convictions: First, the schools have failed to develop\nd from the child’s\ncharacter; second, the hand of the teacher is remove\nce is most needed.\nguidan\nwhen\nshoulder at the beginning of that period\nAs regards the first of these propositions, the presentday need is no\nthan\ngreater than ever before. Probably we are no better and no worse\nfor it\nfor a generation past. But, as to guidance in early adult life, the need\nof out\nis greater than ever and will increase with the growing complexities\neconomic conditions. With permanent unemployment and increasing parttime employment, will come for young men and women, social problems,\nmore and more difficult to solve.\nPlease do not misunderstand and misapply what I am about to say.\nthat in\nI am opposed to regimentation and militarism and have no idea\nAmerica we could ever have or ever wish to have compulsory military train¬\nhas had a\ning. But, in my opinion, the control of youth thru this agency\nEurope.\nmarkedly restraining influence upon young life in war-burdened\n\n"}
{"page": 295, "printed_page": null, "text": "Department\n\nof Adult\n\n289\n\nEducation\n\n1 hat particular method of youthful training cannot be adopted here and\npersonally I would not have it, because the schools of America can be de¬\nveloped to do a far better job. As I view the matter, the educators of our\ncountry have resting upon them the responsibility of planning in detail\nwhat to do with boys and girls between the time they now leave school\nand the time when they are absorbed by industry, profession, or matrimony.\nIt is imperative that this period be provided for, or crime will attract multi¬\ntudes, far more than now drift into the underworld. It is imperative that\nsuitable educational plans be developed at once.\nMy views regarding the objectives of education are well known. I have\ninflicted them so frequently upon the teaching profession that you must be\ntired of the story. But who can doubt that preparation for parenthood,\npreparation for livelihood, and the development of a sense of social responsi¬\nbility, are really the essentials of citizenship? It is my opinion that the\nschools are responsible for these results.\nNine times out of ten, as I view it, vicious anti-social conduct is in one\nway or another the fault of the public schools. With every respect for\nteachers as individuals and as teachers, I firmly believe that the educational\nsystem has failed miserably in the development of character.\nBook content and classroom achievement are the end and aim of the\nschools. There are thousands of noble teachers who have striven for better\nthings, but the school system itself must carry a great part of the burden of\nsocial failure. The child who is not taken in his first departure from social¬\nmindedness is on his way to criminal thoughts if not to actual indulgence\nin crime. The child who hates his school and becomes a truant will soon\nbecome a member of a gang, harmless at first, but before long a dangerous\ngang.\n\nI need not enlarge upon this thesis. You\n\naccept it, I am\n\nsure, but you\n\nask: “How can we finance such a program as you propose?” A country\npaying a crime bill of thirteen billion dollars a year, can afford to apply a\nfraction of such expenditures to the prevention of crime. The schools can\nend juvenile delinquency and go far in the direction of crime elimination.\nTo carry on such a program\ncreased school budgets.\n\nof education there must\n\nbe materially in¬\n\nIt is my idea that the federal government, in the interest of the common\nwelfare, can well afford to finance the added expense of these operations.\nWhen the plans of the educators are completed and the budgets made up,\nthere must be added to federal taxation enough to cover the cost of the\nschools over and above the present and usual appropriations made by states\nand localities.\n\nTo attempt to end crime by penalties and punishment, is like dealing\nwith a dying tree by treating its leaves. Until we go to the roots, our efforts\nwill fail. 1 he home, the church, and the school are the roots of our social\nlife. When\nperfection.\n\nthey are nourished\n\nand\n\nfertilized we\n\nmay\n\nhope for social\n\n"}
{"page": 296, "printed_page": null, "text": "290\n\nThe\n\nNational\n\nhome\n\nEducation\n\nand the church are more\n\nAssociation\n\nor less out of our reach, but the\n\nschool is ours; it is supported by our money; its welfare is our responsi¬\nbility. In the last analysis, if the school fails it is the fault of an unen¬\nlightened public. If for no other reason than to end crime and racketeering,\nwe must guard our children. To this end we must have a revised national\npolicy in education.\n\nPROBLEMS\n\nLEWIS\n\nOF\n\nR. ALDERMAN,\nEMERGENCY\n\nEMERGENCY\nFEDERAL\nADMINISTRATION\nDIRECTOR\n\nRELIEF\n\nOF\n\nEDUCATIONAL\n\nADMINISTRATION,\n\nRELIEF\n\nDIVISION,\n\nWASHINGTON,\n\nFEDERAL\nD. C.\n\nThe emergency educational program is essentially a part of the work\nrelief program. Wherever there is work relief on a large scale, work must\nbe found for teachers who are in need of relief. Relief Administrator Harry\nL. Hopkins’ working hypothesis is that people on work relief should be\nassigned to work in line with their training and ability, provided such work\nis socially desirable.\nIn this program the objectives are obvious. First, to meet the immediate\nneeds, such as preventing the loss of morale on the part of people long\n\n-born to\nunemployed ; making it possible for the foreign-born and native\nread with sufficient skill so that they may understand what the problems\nof un¬\nof American citizenship are ; to protect young children in the homes\nemployed from malnutrition and anti-social attitudes.\nThe second objective is to fit this emergency program into the regular\nlong-time program of education so that the maximum good may be accom¬\nplished. Since this program is a relief program and only indirectly an edu¬\nfiom\ncational program, it is evident that some types of work much needed\nan educational point of view cannot be accomplished.\nDuring last year the emergency educational program did not piovide\nfor extra supervision ; this entailed hardships upon school administrators.\nThe plan is to provide a minimum number of supervisors to make this pro¬\ne¬\ngram more effective. This emergency program has revealed the resourc\nthose\ndo\nto\nbeen\nhas\nfulness of many educators. In the main, the objective\nthings that needed doing, and which were not being done in any adequate\nway by the regular public school system.\nThe five-point program covered the following fields: illiteracy, vocational\nng workers’ edu¬\neducation, vocational rehabilitation, general adult (includi\nto the regular\nAid\nschools.\nnursery\nand\non),\ncation and parent educati\nschools was in a sense not a relief program so far as the individual teacher\nwas concerned, but was a relief program so far as the school system was\nconcerned. On February 2, a program was launched to prevent schools\nin districts of less than 5000 from closing. In this work 100,000 teachers\nwere employed and 3,000,000 pupils served. In the five-point program,\nabout 30,000 teachers were employed and nearly 2,000,000 adults were\nserved. Approximately 50,000 children were enrolled in nursery schools.\n\n"}
{"page": 297, "printed_page": null, "text": "Department\n\nWHAT\n\nIGNUS\n\nNEW\n\nof Adult\n\nEducation\n\nYORK CITY HAS DONE\nAND\nEDUCATION\nFOR LEISURE\n\nO. HORNSTEIN,\n\nASSISTANT DIRECTOR\nNEW YORK, N. Y.\n\nOF\n\n291\nIS DOING\n\nEVENING\n\nIN\n\nSCHOOLS,\n\nWith the economic condition of the worker satisfactorily taken care of,\nit becomes the duty of the community to provide privileges and opportuni¬\nties which the individual cannot otherwise obtain. The growth of free time\nin industry has presented the problem to all communities to find or devise\nthe methods by which men and women, after their working hours, can\nfind occupational, educational, and recreational opportunities.\nFor more than 100 years, New York City has provided schools for\nworkers in their spare time. Originally these schools were intended for\nthose whose earlier education had been neglected, especially in the matter\nof literacy, but as society became more complex, additional subjects were\nadded to meet the needs of the times. In 1867 the first regular evening\nhigh schools were established, long before there were day high schools as\nsuch. At the beginning of the twentieth century, vocational subjects were\nintroduced and then later evening trade schools were organized.\nIn normal times the student body consisted of employed persons who\ndesired to use their time after working hours for one of the following\npurposes :\na. Learning the English language\nb. Preparation for citizenship\nc. Completing their elementary-school education, and in the high school, preparing\nfor entrance into higher institutions of learning\nd. Cultivation of a hobby\ne. Purely cultural; the joy of learning a new\nf. Self-improvement\n\nalong vocational\n\nlanguage\n\nor a new\n\nscience\n\nor industrial lines.\n\nSometime\n\nin the spring of 1887, an editorial appeared in the New York\nW orld, suggesting the possibility of a course of free evening lectures on\nscientific and historical subjects, for working men and women. As a result,\nin 1888, the free lecture movement was begun.\nThere was an increase from year to year in the number of lectures,\naggregate attendance, and in the amount of money appropriated until the\npeak was reached in the season of 1908-09. In this year 5715 lectures were\ndelivered to an aggregate attendance of 1,213,216 at an expenditure of\n$167,000. From this time on there was a gradual decrease in appropriation\nuntil in November\nbrought to an end.\n\n1928, New\n\nYork\n\nCity’s Free Lecture\n\nSystem was\n\nHowever, the fact remains that for forty years beginning in 1899, educa¬\ntion for leisure has had a definite place in the educational policy of the City\nof New York. “Lectures to working men and women” they were originally\ncalled. The subjects were varied and were classified under literature, his¬\ntory, sociology, art, general and applied science, descriptive geography,\nmusic, and even humorous talks, and special lectures in foreign languages.\n\n"}
{"page": 298, "printed_page": null, "text": "292\n\nNational\n\nEducation\n\nAssociation\n\ntheie\nIn the light of the new enforced leisure, it is not inconceivable that\nwill be\nmay be a rebirth of a lecture system. The working men and women\neither the\nserved. To many people lectures are still quite distinct from\nwho is\nmotion picture or the radio. There is a desire to see the person\ne is a\nlecturing, to have a personal contact. To many, attending a lectur\nmethod,\nsemi-formal occasion. It is a way of using leisure time both as a\nr\nof amusement and as a means for enlightenment. It is proposed to sponso\ners and\na series of lectures in one or two centers, using the teachers as lectur\nregardless\nextending to the residents of the district, an invitation to attend\nof whether they are enrolled evening school students.\nCenter\nWith the assistance of John Collier, president of the Community\nnity\nConference and with the aid of the Peoples Institute, the commu\nwere soon\ncenter idea was instituted — at first by volunteer teachers, who\nrs. In 1918 and\nreplaced by regularly licensed community work teache\nonal English\n1919, $78,000 was allowed in the budget, not only for additi\nphysical train¬\nteachers, but for eighty teachers of community work and fifty\nAn additional school\ning teachers, with a knowledge of social dancing.\nweek set aside\nnight was called Community Night and Thursday of each\nfor this purpose.\ng\nThe idea behind the Community Night was to make of each evenin\nalso a club¬\nschool not only a place for the instruction of foreigners but\nreal\nhouse, a neighborhood center, a community gathering place, and the\ntrue American\nmelting pot in which these racial groups may be fused into\nproducts.\nof the\nThe community center idea did a great deal to develop the ideal\nand included a\nproper way to spend leisure time. The activities were varied\ntraining,\nreading room, quiet game room, chorus singing, dancing, physical\n\nat which out¬\nincluding indoor baseball and basket-ball and assemblies, s on topics of\nsiders were invited to address the students and their friend\nthe students\ninterest. In addition to these activities, clubs were organized by\nized on a demo¬\nin accordance with their desires. The schools were organ\nl of delegates\ncratic basis and the students were represented by a counci\nconsisting of a representative from each class.\nunder\nThe Community Night was conducted by the board of education\nwas devoted\nthe supervision of the principal and a teacher whose entire time\ned,\nto this work for a number of years. Finally, because of the expense involv\nnued to at¬\nthe Community Night was discontinued, but the schools conti\ntempt to provide for the wise use of leisure in various ways.\nnts were intro¬\nDuring the past five or six years the evening school stude\ns of interest.\nduced to the possibilities of short, inexpensive trips to place\n\nl Students’ Association\nSeveral years ago the Evening Elementary Schoo\nnt body thruout the\nstude\nthe\nwas organized. Its membership consists of\nconsisting of two\ncity. The governing power is vested in an executive council\ntwice a. month\nor more members from each school. 1 his council meets about\nan attempt to indicate\nduring the school year, and has been responsible for\nre time.\nto the student body the best way of using their leisu\n\n"}
{"page": 299, "printed_page": null, "text": "Department\n\nof Adult\n\n293\n\nEducation\n\nClasses in parent education were conducted in a number of schools during\nthe past year. In many schools special attention was given to the cultivation\nof hobbies. Classes in lip reading for the deaf have been in operation, as have\nvarious types of homemaking classes.\nTo meet fully the problem brought about by the new leisure, it will be\nnecessary to deviate somewhat from the traditional course of study in\nevening elementary schools. Provision should be made to give instruction\nin the evening elementary schools in such subjects, not now included in the\ncurriculum, for which the workers may feel a need during their leisure\ntime. All subjects given in the evening elementary schools at the request of\na group would be, of necessity, non-credit courses, and it is expected that\nthe majority of students wffio take courses other than the traditional work\nof the evening elementary schools would be those who do not possess eligi¬\nbility requirements for admission to accredited evening high schools or\nhigher institutions.\n\nWith\n\nincreased leisure, not due to enforced idleness, with interests aroused\nin the worthwhile things of life, with the need of each individual provid\ned\nfor by formal institutions and informal groups, there will be a renaissance\nin popular phases of art, literature, and science. The cultivated taste of the\npublic will demand the best in books, plays, pictures, and music. There will\nbe renewed interest in those hobbies which are creative as they recreat\ne.\nMoreover , there will be a keener interest in and a greater understanding of\nthe problems of government — local, national, and foreign. In a democracy,\nwhere it is essential that the citizens understand the problems which affect\nlife, liberty, and the pursuit of happiness, we dare not leave for any long\nperiod such matters in the hands of a few leaders alone. Adult education for\nthe individual should mean the life more abundant, and for society, the crea¬\ntion of an environment fit for the development of adults.\n\nEDUCATION\nL. W.\n\nROGERS,\n\nIN\nCORPS\n\nTHE\n\nCIVILIAN\n\nCONSERVATION\n\nAREA EDUCATIONAL\nADVISER,\nFORT SAM HOUSTON,\nTEXAS\n\nEIGHTH\n\nCORPS\n\nCORPS\n\nAREA,\n\nBegun only a few months ago, the CCC educational program has already\ngone far beyond what its most enthusiastic sponsors thought possible. In¬\nstead of being limited to elementary vocational subjects and very practical\ncourses in elementary English and arithmetic, for example, it has been so\nextended as to embrace every subject in the general curriculum from the\nfirst grade of the public schools to the fourth year of college, inclusive.\nCourses of instruction range from the three R’s to calculus, aeronautics,\nphilosophy, and foreign languages. And who, you may ask, are teaching that\nimposing array of courses ? The answer is : army officers, sitting at a messroom table with groups of boys interested in higher mathematics or engineer¬\ning; the National Forestry Service’s representatives, imparting their knowl¬\nedge of woodcraft and teaching the principles of conservation ; camp super-\n\n"}
{"page": 300, "printed_page": null, "text": "294\n\nNational\n\nEducation\n\nAssociation\n\ncamps, with the\nintendents and other members of the technical staffs of the\nhave volunteered\neducational advisers and other patriotic individuals who\ntheir services.\na haphazard,\nIt should not be inferred that the educational program is\nits development—\nhit or miss affair; it is not. Practically spontaneous in\ns and ever respon\nthat is, growing out of the needs of the boys in the camp\nheading toward\nsive to their needs and desires, the camp programs are\nup their college\ndefinite goals. In the camps thousands of boys are making\nge courses, and all\nentrance credits, others are completing interrupted colle\ncourses, designe\nare offered an opportunity to pursue practical vocational\nto give them a foot-hold when they leave camp.\ntional pro¬\nIt is too early, perhaps to say definitely what the CCC educa\nprogram\ngram will be, but not too early to say what it must not be. The\nneeds and\nmust not be conventional, formalized. It must grow out of the\nCCC camps\ndesires of the boys and must be responsive to them. Boys in\nome their educa¬\nmust be given the fullest possible opportunity to overc depression, and\ntional deficiencies, to make up the losses occasioned by the\nsociety. Above\nto leave camp better fitted to take their places in organized\nof their govern¬\nall, they should go out with a more wholesome conception\nude toward them, and their duties and responsibili¬\nment, of its ideals, its attit\nties to their government.\n\nSECRETARY’S\nWashington,\nFirst Session, Monday\n\nMINUTES\n\nJuly 2, 3, 4, 1934\nAfternoon,\n\nJuly 2, 1934\n\nMonday, July 2,\nAt the first session of the Department of Adult Education on\nance with the bylaws, the first\nMary L. Guyton, president, announced that in accord\non Resolutions. The Com¬\norder of business was the appointment of the Committee\nicut, Chairman; Maude\nmittee appointed was as follows: Robert C. Deming, Connect\nre; William H. Shepherd,\nAiton, Washington, D. C.; Marguerite Burnett, Delawa\n.\nMinnesota ; and Caroline A. Whipple, New York.\nNominating Committee.\nThe next item of business was the appointment of the\nman; W. C. Smith, and\nMiss Guyton appointed the following: L. R. Alderman, chair\nJames A. Moyer.\n\nBusiness\n\nMeeting,\n\nWednesday\n\nAfternoon,\n\nJuly 4, 1934\n\nwas short, it was\nPresident Guyton called the meeting to order. As the time\ns of the Chicago\nmoved and seconded that the reading of the secretary’s minute\ncopies of the minutes had been\nmeeting, July 5, 1933, be omitted as mimeographed\nsecretary, as the\nsent to all members. The treasurer’s report was then read by the\nmeeting. This report was\ntreasurer, Agnes Winn, was necessarily absent from the\naccepted and placed on file.\nthe constitution of the\nIt was moved and seconded that mimeographed copies of\n.\nDepartment be made and sent to all members. Motion carried\nuation of the section for\nJames A. Moyer moved that arrangement for the contin\nwith the incoming execu¬\nthe Department in the Journal of Adult Education be left\nion would not hold its\nEducat\ntive committee as the American Association for Adult\n\n"}
{"page": 301, "printed_page": null, "text": "• Department\n\nof Adult\n\n295\n\nEducation\n\nannual executive board meeting until October at which time a policy for future\nprocedure would be presented to the Department. Motion seconded by Robert C.\nDeming. Carried. If necessary the Department will meet the additional financial\nrequirements for the continuance of the plan to send the Journal to our members. It\nwas the opinion of those present that it would be unwise to raise the dues at this\ntime; but rather take a small amount from the treasury if extra money is needed.\nA motion was made and seconded that the statements on adult education made\nby outstanding leaders, which were published about two years ago in pamphlet form,\nbe revised and reissued, the cost to be defrayed by selling the pamphlet for a small\nsum. Motion carried.\nIt was further suggested that the ways and means of revision be left to the\nincoming president.\nThe president then called on the chairman of the Resolutions Committee, Mr.\nDeming, for his report, which was as follows:\n\nReport\n\nof the Committee\n\non Resolutions\n\nBe It Resolved:\nThat the members of the Department of Adult Education in appreciation of\nthe hospitality and facilities extended to them by Maude Aiton and those in local\nauthority formally express their pleasure and gratitude to them.\nThat to our retiring president, Mary L. Guyton, we extend our deep apprecia¬\ntion of the untiring efforts which she has so successfully expended in behalf of\nthis Department, carrying it thru a crisis in its history and creating it a strong\nand able organization.\n\nWhereas,\n\nOur social, industrial, and economic life has changed, bringing a\n\ngreat need for understanding the new problems that confront democracy, be it\nResolved , That the public should be informed in every way of the objectives\nand philosophy underlying the program, and the need for developing not only\nthe abilities of the individual, but also his social consciousness and that of the\ncommunity.\nThat superintendents of schools and boards of education be urged to consider\nadult education an integral part of their educational program and that it be\nexpanded as much as financial conditions allow.\nThat emphasis be put upon the need for non-traditional and informal methods\nand for new materials of instruction for adults, and the vital need for a new\neducational approach.\nThat since our greatest public investment is in school buildings, they be\nutilized as far as possible as centers for adult education activities wherein public\nopinion may become informed and up to date.\nThat the services of the public libraries and the use of their books be further\nexpanded to answer the great demands resulting from the growing interests of\nadults. Money so spent is one of the bulwarks against crime, in addition to\nhaving other great value.\n\nWhereas,\n\nConscious social and industrial planning is being inaugurated\n\nareas under government\nbe it\n\nin\n\naid, thereby greatly affecting the lives of the inhabitants,\n\nResolved, That we express to those in authority our belief that such changes\ncannot be permanently effected without nurturing thru the education of those\nconcerned an understanding of the philosophy of social responsibility thus\ninvolved.\n\nWhereas,\nCorps camps\nlife, be it\n\nHundreds\n\nof thousands of young men in our Civilian Conservation\n\nwill ultimately return with renewed\n\ncourage\n\nand morale\n\nto civilian\n\nResolved, That every means be taken to see to it that these young men return\nprepared by education in some way to renew efficiently the battle for successful\nliving.\n\n"}
{"page": 302, "printed_page": null, "text": "296\n\\\n\nNational\n\nEducation\n\nAssociation\n\nWhereas, In the great rush of interested organizations\nvital and obvious a field of education, be it\n\n•\nto participate in so\n\nResolved, That the fundamental problem in adult education — the education of\nour million of illiterates, both native and foreign-born and those among us\nunable to read and write and speak the English language — be not neglected in\nany way.\nMotion made, seconded, and carried that these resolutions be accepted and added\nto the minutes of the meeting.\nThe president then called on Mr. Alderman for the report of the Nominating\nCommittee. The following names were proposed: president, Marguerite Burnett;\nvicepresident, Maude Aiton ; secretary, Robert C. Deming ; treasurer, Agnes Winn;\neditor, Caroline A. Whipple.\nIt was moved, seconded, and carried that the report be accepted and the secretary\nwas instructed to cast the ballot, making the vote unanimous.\n\n"}
{"page": 303, "printed_page": null, "text": "DEPARTMENT\n<lArt\n\nOF\n\nEducation\n\n"}
{"page": 304, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof art\n\neducation\n\nNOTE\n\nbecame\n\na part\n\nof the National\n\nEdu¬\n\ncation Association by vote of the Representative Assembly on July 6,\n1933. The creation of such a department was suggested “ because art is\nan important subject , necessary to the development and culture of the\nchildhood of America, and because this is a particularly important period\nin its life .” The Department developed from the Conference on Art\nEducation.\n\nThe officers of the Department for the year 1934-35 are: president,\nElizabeth Wells Robertson, Supervisor of Art, Public Schools, Board of\nEducation, Chicago, III.; secretary, Edna E. Hood, Supervisor of Art,\nSchool Administration Building, Kenosha, Wis.; treasurer, Mrs.\nEugenie Saugstad, Art Teacher, McKinley High School, Washington,\nD. C.\nThis Department meets once a year in July. The first record of this\nDepartment may be found in the proceedings, 1933 :309 -310 .\n\n[ 298 ]\n\n"}
{"page": 305, "printed_page": null, "text": "SECRETARY’S\n\nMINUTES\n\nWashington,\nThe\n\nArt Section of the National\n\nEducation\n\nD. C.\nAssociation\n\nheld two very interesting\n\nmeetings — one a luncheon conference held in the Chinese Room\nHotel, the other, a business meeting.\nThe topics and speeches for the meetings were as follows:\n\nFirst Session, Monday\nArt\n\nAppreciation\n\nThe\nClay\n\nChristensen,\n\nFederation\n\nof Arts, Washington,\n\nand\n\nLeisure,\n\nSchool, New\n\nIs Art?\n\nWorld\n\nAdult\n\nGeorge\n\nTrends\n\nYork, N. Y.\n\nMabel\n\nJuly 2, 1934\n\nDirector\n\nof\n\nEducational\n\nWork,\n\nD. C.\n\nC. Brady,\n\nCeramic\n\nDepartment,\n\nHaaren\n\nYork, N. Y.\n\nSession, Luncheon\n\nRossiter Avenue,\nNew\n\nO.\n\nModeling\n\nSecond\n\nNew\n\nErwin\n\nAmerican\n\nHigh\n\nWhat\n\nTests,\n\nAfternoon,\n\nof the Mayflower\n\nH.\n\nConference,\n\nOpdyke,\n\nAuthor\n\nTuesday\n\nof Art\n\nand\n\nNoon,\n\nJuly 3, 1934\n\nNature\n\nAppreciation , 306\n\nBaltimore, Md.\nin Self-Expression,\n\nFlorence\n\n[ 299 ]\n\nBrobeck,\n\nEditor,\n\nWoman’s\n\nWorld,\n\n"}
{"page": 306, "printed_page": null, "text": "lord\n\n.\n\n*\n\n4\n\nN\n\n"}
{"page": 307, "printed_page": null, "text": "DEPARTMENT\ntBusiness\n\nOF\n\n£ dug at ion\n\n"}
{"page": 308, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof business\n\nNOTE\n\neducation\n\nwas created in response to a\n\npetition read at the meeting at Saratoga Springs, New\n\nYork, July 12,\n\n1892, from the Business Educators’ Association, requesting admission\nas a department of the National Education Association. The Business\nEducators’ Association zvas organized in New York City in 1878. Its\nconstitution was revised for acceptance by the Department of Business\nEducation and may be found on page 958 of the proceedings of 1894.\n\nThe officers of the Department for the year 1934-35 are: president,\nM. E. Studebaker, Director of Commercial Teacher Training, Ball State\nTeachers College, Muncie, Ind.; first vicepresident, Jessie Graham,\nState Teachers College, San Jose, Calif.; second vicepresident, Ernest\nA. Zelliot, Professor of Commercial Education, University of Denver,\nDenver, Colo.; secretary-treasurer, Raymond C. Goodfellow, Direc¬\ntor of Commercial Education, Board of Education Building, Newark,\nN. J .; editor, Herbert A. Tonne, School of Education, New York Uni¬\nversity, Washington Square East, New York, N. Y .; executive com¬\nmittee:\n\nAnnie\n\nC. Woodward,\n\n100 School\n\nStreet, Somerville,\n\nMass,\n\n(term expires 1935); B. Frank Kyker, North Carolina College for\nWomen, Greensboro, N. C. (term expires 1935) ; Ernest A. Zelliot, Pro¬\nfessor of Commercial Education, University of Denver, Denver, Colo,\n(term expires 1935); E. G. Blackstone, Head of Commercial Teacher\nTraining, University of Iowa, Iowa City, Iowa (term expires 1936);\nG. F. Cadisch, Director, School of Business Administration, State College\nof Washington, Pullman, Wash. (term expires 1936) ; Mary Stuart, Roxbury Memorial High School for Girls, Roxbury, Mass. (term expires\n1937); Joseph L. Kochka, Eastern High School, Washington, D. C.\n(term expires 1937) ; Benjamin R. Haynes, Professor of Business Edu¬\ncation, University of Southern California, Los Angeles, Calif, (term\nexpires 1937).\nThis Department meets once each year in July. Facts relating to the\nestablishment of this Department and the record of the meetings are\nfound in earlier volumes of proceedings as follows:\n1892: 31\n189 3:787-807\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\n190 2:644-701\n190 3:719-732\n1904 :709-736\n1905 \\669-705\n1906 :637-639\n1907:877-903\n\n1908 \\871-906\n\n1909: 701-718\n1910: 833-872\n1911: 827-868\n191 2:1031-1093\n1913: 619-635\n1914: 649-662\n1915: 883-940\n1916: 361-395\n\n[ 302 J\n\n1928:354-364\n1926:373-391\n\n1917 :315-344\n1918 : 2 35 -247\n1919 : 259-269\n1920 :263-270\n\n1927 :335-352\n1928 :305 -324\n\n1921:369-376\n\n1929:317-334\n\n19 22:575-590\n19 23:553-567\n1924 :429-438\n\n1930 :27 5-292\n1931 : 343-35 8\n1932:283-302\n19 33:311-325\n\n"}
{"page": 309, "printed_page": null, "text": "THE\n\nPLACE\n\nOF\n\nCOMMUNITY\nLESTER\n\nB. ROGERS,\n\nBUSINESS\n\nEDUCATION\n\nLIFE— AS SEEN\nDEAN,\n\nSCHOOL\n\nBY\n\nIN\n\nIMPROVING\n\nA UNIVERSITY\n\nOF EDUCATION,\n\nUNIVERSITY\n\nLOS\n\nCALIF.\n\nCALIFORNIA,\n\nANGELES,\n\nOF\n\nDEAN\nSOUTHERN\n\nIN order for a program of business education to be a part of the composite\n\nintegral whole of education, it must be designed with reference to the\nlarger social purposes and be based on the established principles of education.\nBusiness education may be defined in terms of existing needs. The need for\nenterprises had to be fully established and a program developed before these\nnew forms of social endeavor became a part of the program sponsored and\nfinanced by the public. Business education wTas no exception to this general\npolicy or practise.\nModern education must give the individual some scientific understanding\nand social appreciation of occupational life. The concept of business educa¬\ntion which includes a scientific understanding of all phases of business life,\nif put into practise, would overcome the many undesirable conditions now\nprevalent. The conditions for a modern effective program of education in the\nrealm of business are present to an unusual degree. It remains for those deter¬\nmining the program and guiding the learner to make effective use of them.\nTo redetermine the purposes and to select and evaluate the problem of busi¬\nness education will require much critical study and research.\nTHE\n\nPLACE\n\nOF\n\nBUSINESS\n\nCOMMUNITY\nOF\nCLYDE\n\nEDUCATION\n\nLIFE— AS\nBUSINESS\n\nB. EDGEWORTH,\n\nIN\n\nIMPROVING\n\nSEEN BY A DIRECTOR\nEDUCATION\n\nSUPERVISOR\nBALTIMORE,\n\nOF\n\nCOMMERCIAL\n\nEDUCATION,\n\nMD.\n\nSocial and economic values in business education and the part of business\neducation in the improving of community life are timely and important topics\nwhich should receive consideration in our program of commercial education.\nThey constitute one of the two angles from which the problem must be\nattacked.\n\nThe demand for practical business knowledge started with the introduction\ninto the commercial curriculum of junior business training. The demand\ngrew and the depression further increased this demand for practical everyday\nvalues for personal use.\nThere are four viewpoints held by those engaged in commercial education.\nFirst, there are those who would adhere to the old idea of purely vocational\neducation, disregarding social and economic values except as a pupil picks\nthem up for himself. Second, there is a group which would throw overboard\nvocational training and teach only for the social and economic values. Third,\nthere is a group which would organize two separate courses of study, one for\n[ 303 ]\n\n"}
{"page": 310, "printed_page": null, "text": "304\n\nNational\n\nEducation\n\nAssociation\n\nthe pupil who desired the vocational training, and one for the pupil who is not\nconcerned with the vocational hut desires the social and economic values.\nFourth, there is a large group made\n\nup of those who\n\ndesire to raise standards,\n\ntrain for a more effective occupational efficiency, but w'ho desire to weave into\nthe courses that knowledge which will improve community life. There should\nbe agreement\nThose\n\non the underlying\n\nphilosophy of commercial\n\nagreeing with the fourth group\n\nmust\n\neducation.\n\nprovide an enriched commer¬\n\ncial curriculum, should get the highest possible values from the try-out course,\nshould include social and economic values in all commercial courses of study,\nshould provide a cultural and promotional background, and should still main¬\ntain higher standards of proficiency in vocational subjects.\nMore\n\nresearch should be made\n\ninto the question of what should be taught\n\nto improve community life. Until research reveals these things and informa¬\ntion is scattered, generally accepted knowledge must guide us. If we accept\nthe challenge then we must\nWe\n\nmust\n\neconomic\n\nconcern\n\nourselves with the citizen of tomorrow.\n\nprovide him with the answers\n\nto questions dealing with everyday\n\nproblems, provide him with a cultural and promotional\n\nand give him an occupational efficiency which\ninto business employment.\n\nThe\n\nbackground,\n\nwill give him his first entrance\n\nsolution of the problem\n\ncalls for sane and\n\nsensible thought and action.\nTHE\n\nPLACE\n\nOF\n\nBUSINESS\n\nEDUCATION\n\nIN\n\nIMPROVING\n\nCOMMUNITY\nLIFE— AS SEEN BY A COLLEGE\nTEACHER\nOF BUSINESS\nM.\n\nE. STUDEBAKER,\n\nHEAD\n\nSTATE\n\nThe\n\nOF\n\nDEPARTMENT\n\nTEACHERS\n\nstatus of any community\n\nOF\n\nCOLLEGE,\n\nBUSINESS\n\nMUNCIE,\n\nEDUCATION,\n\nBALL\n\nIND.\n\nis contingent upon the presence of successful\n\nbusiness conditions. When business is good, our schools, churches, civic asso¬\nciations, homes, and all community activities move along happily, rapidly, and\nsuccessfully. But let business conditions become bad, and the effect is im¬\nmediately reflected in the very life of the community.\nRecently there has been a swing from the vocational aims of business edu¬\ncation, which guided business teachers for so long a time, to the social business\naim. Technical training has its limitations in that eventually there will be\nmore\n\ntrained workers\n\nthan there will be jobs available for them.\n\nBusiness\n\neducators, therefore, have placed more emphasis upon the fact that business\neducation offers a training which will be helpful for all individuals in this\nchanging social-economic world.\nThere is danger in going from one extreme\n\nto the other. We\n\nmust\n\nhave a\n\nproper balance of both types of business education. In certain instances a defi¬\nnite demand may exist for trained clerical workers to be turned out by our\nsecondary\n\nschools and for which\n\nspecialized training must be provided. In\nother instances, the best type of business education needed is that which will\ngive the boys and girls a thoro training in the fundamentals of business. When\nthese two objectives are recognized, we will, no doubt, turn out better trained\n\n"}
{"page": 311, "printed_page": null, "text": "Department\n\nof Business\n\n305\n\nEducation\n\nclerical workers as well as better trained individuals in the general principles\nof business. The better the product that is turned out by our secondary schools\nthe better the community in which they are placed.\nThe age for specialization is gradually being advanced. For this reason\nvery little specialization should be done in our high school. But these schools\nmay provide the background for this advanced training as well as help the\nboy or girl determine whether or not he is adapted for this kind of a career.\nBusiness education aids the community by providing the fundamental back¬\nground for college students of business as well as showing them whether or\nnot they are adapted to this particular career.\nBusiness education can and must assume its share in the responsibility of\naiding the public schools to teach the ten desirable economic goals set up by\nthe special committee of the National Education Association.\nTHE PLACE OF BUSINESS EDUCATION\nIN THE COMMU¬\nNITY— AS SEEN BY A HIGH-SCHOOL\nADMINISTRATOR\nSIMON\n\nJ. JASON,\n\nADMINISTRATIVE\nBRONX,\n\nASSISTANT,\n\nWALTON\n\nHIGH\n\nSCHOOL,\n\nN. Y.\n\nThe high-school administrator performs a number of important functions.\nAmong these is his obvious duty to study the human element with which his\norganization is concerned. That study must discover the background of each\nof the individuals in this element, to shape his school career, to formulate a\nlife philosophy, to organize the courses of study so as best to equip the in¬\ndividual for that place in society which he is meant to occupy. The adminis¬\ntrator, therefore, looks back, looks around, and looks ahead.\nAll of life is permeated with business. It perhaps is not too much to say that\nto a very large extent life is business, or business is life. This applies as well\nwhether the person has an industrial, commercial, financial, or professional\ncareer. Not a step can be taken, not a move can be made without at some point\ncontacting business, without at some point calling upon business information\nof one kind or another. Obviously, business is as basic as is the training in the\nuse of the mother tongue. One can no more get on successfully without a\nknowledge of the basic materials of business than one can succeed without\na fairly facile use of the language of the community.\n\nGuidance becomes a very important phase of our administrator’s duties.\nHe should, either himself, or thru properly designated individuals, assemble,\nanalyze, and tie up all the information that can be gathered about every one\nof the pupils as well as all the opportunities in his own community in each\nof the specially indicated fields of business activity.\nIt is suggested that we know not only what the pupil should go in for,\nbut also whether there will be room for him in that particular type of en¬\ndeavor. Such industrial and vocational surveys must be made periodically,\nto be of real service.\nIt is our notion that the employer has no right to say to us that this or\nthat is the type of person he wishes to employ, and that this or that is the\ntype of person we must produce. He has a right to ask for minimum definite\n\n"}
{"page": 312, "printed_page": null, "text": "306\n\nNational\n\nEducation\n\nAssociation\n\nskills. We can and should prepare individuals who will possess these definite\nskills in a comparatively high degree. But we are the agents responsible also\nfor producing the qualities.\nIt must be remembered\nof men. We\n\nwe are not the makers of things, but the builders\n\nare not educating for a living, but for a life. We\n\nare not manu¬\n\nfacturing objects, but creating character.\nTHE\n\nPLACE OF BUSINESS EDUCATION\nIN IMPROVING\nCOMMUNITY\nLIFE— AS SEEN BY THE\nCLASSROOM\nTEACHER\nGENEVA\n\nFRANCES\n\nHOULT,\n\nHIGH\n\nSCHOOL,\n\nCHRISMAN,\n\nILL.\n\nTo educate attitudes as well as aptitudes, by inculcating ideals and appre¬\nciations at the same time we implant habits and skills, so that our students\nmay acquire the art of living along with the ability to earn a living and have\nadequate esthetic as well as pecuniary income, should be twin and cotermi¬\nnous goals of business education in improving community life.\nWe no longer wish to train individuals to take their places in an industrial\nsystem, we want to train fellow men, equals, vibrant individualities, inde¬\npendent and responsible, to collaborate in and contribute to the culture and\nwelfare of their communities.\nCharacter education is still on trial and will be until we have teachers more\ninterested in students than in the check’s appeal, and until the charlatans and\ntyrants masquerading as educators who play upon the words “loyalty” and\n“cooperation” for personal aggrandizement are supplanted by people whose\nwatchwords are “altruism” and “self-improvement.” Then, students may\nlearn to choose the line of greatest advantage rather than the one of least\nresistence, for adolescents learn much more and much more quickly by imi¬\ntation than by admonition.\nThe classroom teacher can correlate class and community, interpret each\nto the other, teach pride in parents, home, and home-town, but his great\nopportunity lies in improving himself first, then the individual students, and\nthru them ultimately the community, by being the kindling touch to their\nintellects and imaginations that no textbook can be, thereby becoming the\ninfluence both endearing and enduring as the panorama of memory is un¬\nfolded in adult years.\nHis ambition should be to train students to be both self-sustaining and selfsufficient, therefore better friends and citizens, adults prepared to meet with\nequanimity whatever fate dispenses, whether it be a college degree or a divorce\ndecree, adults with such a viewpoint on life and such a wealth of mental and\nspiritual resources that they can avoid the expensive stomach specialist and\nneurologist later in life.\nTo do this in the modern high-school business classes composed of the\nprogeny of patriarch and pariah, parvenu and pauper, requires an aptitude\nfor vicariousness much to be sought, seldom to be seen in the classroom\nteacher.\n\n"}
{"page": 313, "printed_page": null, "text": "Department\n\nTHE\n\nCONTRIBUTION\n\nTYPEWRITING\nETTA\n\nof Business\n\nC. SKENE,\n\nOF\n\nEducation\n\nSHORTHAND\n\nTO\n\nCOMMUNITY\n\nSIDE\n\nHIGH\n\nSOUTH\n\n307\n\nSCHOOL,\n\nAND\n\nNEEDS\n\nNEWARK,\n\nN. J.\n\nCommunity needs are legion ! Business education, naturally, cannot make\na specific contribution to each of these, but in general it should give to boys\nand girls an education both cultural and practical in its social and economic\napplication. May not a vista of many worthwhile things, which will con¬\ntribute to various community needs, be opened to the pupil thru the study\nof shorthand and typewriting?\nCan shorthand\n\nand typewriting in any real sense help the boy and girl, and\nlater the man and woman, in a worthy and profitable use of increasing leisure\ntime? May this be accomplished in part thru an insight into the content\nand intent of legislation aimed at the betterment of economic conditions?\nThe correlation of shorthand, typewriting, related English, and literature\nwill go far toward socializing and humanizing the subjectmatter of business\neducation, thus making way for a training that will tend to promote a more\n\nefficient citizenry with broader\nthe study of shorthand\n\nThru\n\ninformation.\n\nsocial background\n\nthe pupil is given a thoro training in the\n\npractical application of the elements of the English language. Correct spell¬\ning, pronunciation, denotation, and connotation of words are learned, thus\ngiving a better understanding of what is read.\nWould the ability to read intelligently not be a decided contribution to\nis a dead art, so one writer states.\nReading for pleasure, seemingly, is not one of the outcomes of the literature\ncourses in our schools. Pupils object to the dissection and analysis of every¬\nthing read. If this analysis is omitted is it possible to foster a love for reading ?\ncommunity\n\nWhen\n\nlife? Reading\n\nfor enjoyment\n\nthe interest of boys and girls is aroused\n\nreading, from\n\nartistically executed\n\nshorthand\n\nthey will spend many\nnotes, some\n\nhours\n\nof the best in\n\nshort stories and in literature, e. g., “The Diamond Necklace,” “The Great\nStone Face,” and many others.\nAnother outstanding need today is a sense of discrimination, the ability to\ngo beneath the surface, to see the fallacy of taking literally and at face value\neverything that is found in current newspapers, magazines, etc. This evalua¬\ntion should be a part of all school training, and may be made an integral part\nof the training in secretarial studies. The\nsprung\n\ninto existence with\n\nthe New\n\ntext of the many\n\nDeal, the changes\n\ncodes that have\nin the monetary\n\npolicy, the tariff, child, and adult labor laws all give a basis for supplementary\ndictation material\n\nthat will focus attention upon\n\na study of current\n\nsocial\n\nproblems.\nThe personal uses to w7hich typewriting may be put are many — reportertypist, business manager for the school paper, etc. ; training received as a\nsecretary to teachers, or as an assistant in the school office will give a broader\noutlook on life, because of an understanding and appreciation of the multi¬\nplicity of problems which have a widespread influence on community life.\n\n"}
{"page": 314, "printed_page": null, "text": "308\n\nNational\n\nEducation\n\nAssociation\n\nIt is possible, thru instructional dictation materials, to contribute to an\nunderstanding of the important place that business holds in our social struc¬\nture. Dictation must cover topics that come within the scope of the pupil’s\nlife and understanding — that means, in many cases, extremely simple ma¬\nterial. This material should have continuity, and it should be progressively\nassembled. For example, a resume of a unit of business with which the pupil\nis familiar would give a basis upon which to build a concept of the impor¬\ntance of business and its contribution to mankind. A resume which would\nshow the importance of, the size of, the personnel employed, and the scope\nof the grocery business, for example, would give a picture of the basic busi¬\nness organization; it would show the relation and interrelation of various\nunits of business ; it would give a correlated picture of the many industries\nwhich comprise our complicated economic structure; and it would build a\nvocabulary broad in scope and varied in application. Thus dictation covering\nthe organization of, and the correspondence involved in, complete transac¬\ntions of various units of business would give an understanding of inter- and\nintra-relationships in businesses which form the warp of the economic system.\nWhat is the motivating force that will carry thru and that will give a\ndesire to make use of the various factors that lead to a realization of these\ncommunity needs and the volition to achieve them? Vocational aspiration!\nThe fact that only a small percentage of the boys and girls obtain jobs as\nstenographers and typists does not minimize the fact that hundreds of them\n\nare spurred on by a hope — more or less remote — that they may be among the\nfortunate few. My opinion is that skill subjects should be taught with the\nvocational aim foremost, but in working toward this aim the social and\ncultural aims should not be overlooked. The concomitant aims may well\nsupersede the vocational aim, if in turn they help to realize that aim. Citizens,\ncapable of self-support, fortified with resources for leisure, trained somewhat\nto see both sides of current problems, with a background which gives an idea\nof the important part business plays in our social set-up may be products of\nbusiness education, and as such are concrete illustrations of the contribution\nof these subjects to the school curriculum.\n\nTHE\n\nELVIN\n\nCONTRIBUTION\nOF\nCOMMUNITY\n\nS. EYSTER,\n\nHEAD\n\nOF\n\nBUSINESS\n\nSCHOOL,\n\nThe\n\nFORT\n\nBOOKKEEPING\nNEEDS\n\nDEPARTMENT,\nWAYNE,\n\nNORTH\n\nTO\n\nSIDE\n\nHTGH\n\nIND.\n\neconomic, cultural, general educational, and business background\n\nvalues claimed for traditional bookkeeping in increasing the student’s ability\nto understand and interpret business transactions and procedures with which\nhe will come in contact as a member of society, are not fully accepted in the\nlight of present and past attainment. This condition has led to the proposal\nand development\n\nof bookkeeping instructional material, designed on a non-\n\nvocational basis, and for the primary purpose of giving to all students ex-\n\n"}
{"page": 315, "printed_page": null, "text": "Department\n\nof Business\n\n309\n\nEducation\n\nperiences and training in the understanding, interpreting, performing, and\nrecording of those business activities which all persons have to do. Nonvocational bookkeeping should provide pupils with skill in understanding,\ninterpreting, and dealing with personal and family business experiences ; it\nshould give an understanding of budgets, inventories, depreciation, financial\nstatements, investments, income and expense records for personal business.\nNon-vocational bookkeeping will give specific training for the business activi¬\nties which a citizen of a community will perform as a citizen and as a mem¬\nber of society. Only thru more complete development of non-vocational\nbookkeeping can the subject make the greatest contribution to the needs of\nthe community. Relieved of the general educational values claimed for it,\nvocational bookkeeping will make a greater contribution to community need\nfrom the viewpoint of professional and vocational record keeping than it has\npreviously. By means of complete reorganization of the traditional book¬\nkeeping instructional materials, there shall be developed a type of bookkeep¬\ning instruction which will render greater service to individuals than was\never claimed for traditional bookkeeping, and there shall be developed also\na type of vocational bookkeeping instruction wThich shall be of greater value\nto the vocational world than was ever claimed for the traditional book¬\nkeeping instruction.\n\nTHE\n\nOF THE SOCIAL-BUSINESS\nCONTRIBUTION\nNEEDS\nTO COMMUNITY\nWILLIAM\n\nR. ODELL,\n\nTEACHERS\nNEW\n\nCOLLEGE,\nYORK,\n\nCOLUMBIA\n\nSUBJECTS\n\nUNIVERSITY,\n\nN. Y.\n\nThe problem of bettering community life is basically and fundamentally\na social and economic one. We can produce more of many things than we\ncan consume under our present plan of distribution. We can produce all\nwe now use without the work of several millions of adult workers whose\nwork until recently was required for producing even less than wTe needed.\nUntil fairly recent years a surplus of most commodities was almost an\nunheard of and impossible condition. Today we seem to have surpluses of\nalmost everything.\n\nThese surpluses, howTever, are more supposed than real. We have more\nwheat than we can use, yet have hungry and starving people even in our own\ncountry. We have more school teachers than can secure employment, yet\nwe have many illiterate adults, untaught children, and unfilled, obvious blind\nspots in our educational system. We do not have surpluses; we just do not\nknow how to use what we can produce.\nObviously, many fundamental beliefs of a people, built when surpluses\nwere a rare and improbable circumstance, are not suited to a day when sur¬\npluses of many things are a probability or even a certainty. The job of the\nschools will be then to help reconstruct fundamental social and economic\nbeliefs. Truly, this is a serious business with which we arc faced.\n\n"}
{"page": 316, "printed_page": null, "text": "310\n\nNational\n\nEducation\n\nAssociation\n\nHow now do the social-business subjects help in this? And are there ways\nby which they can contribute still more? It seems to me that they do now,\nand also in the future can contribute more, in at least three different ways.\nIn the first place, the social-business subjects can and do contribute to\nthe more effective use of the common business services.\nThe value of having intelligent users of business services is not only the one\nof getting the most for one’s money, altho that undoubtedly is. important.\nOver and above that, however, the students as they study should gradually\nevolve a proper sense of values.\n\nThe sense of values of a nation in a large measure determines the way in\nwhich its life proceeds. Business activities can be directed and controlled only\nby concerted mass action. The course in junior business training can in¬\nfluence in a marked fashion the quality of this mass action.\nThe second way in which the social-business subjects can contribute to\ncommunity needs is in increasing the understanding of students as to the\nsignificance of business and other social agencies. Students cannot finish the\ncourse in junior business training, in economic geography, in business organi¬\nzation, or in economics without a clearer understanding of the mutual inter¬\ndependence of groups and of individuals in the modern world.\n\nThe social-business subjects can develop desirable attitudes and apprecia¬\ntions as to the social function of business. Proper attitudes toward it are not\nin every case possessed either by business men\ntoday.\n\nor by others in our country\n\nThe third and last way in which the social-business subjects can contribute\nto community needs is that they can secure more competent workers for\nbusiness.\n\nThe social-business subjects, properly organized and taught, possess un¬\nrealized values for all high-school students. I, for one, confidently look\nforward to the time when all students will cover the present content of\njunior business training, economic geography, and probably economics, as\nwell, in their high-school program.\nOnce the potential social contributions in the field of business are realized,\nmore and more students who possess abilities of a high order will turn to\nthe field of business for their career. They, of course, will secure their prep¬\naration for business in colleges and in universities. Probably new types of\ntraining will be demanded for these students. But, at any rate, the high\nschool can never expect to complete their education. The\n\nsocial-business\n\nsubjects, however, can attract more, abler students into preparing for serv¬\nice in the field of business. Without doubt, society will be well served as\nthe result.\nIn the foregoing no mention was made of the extent to which the socialbusiness subjects as at present taught realized the three values described\nabove. General statements on this aspect are unsafe since the teacher is the\ndeciding factor in most cases. Some\nhigh degree.\n\nteachers do achieve the values to a\n\n"}
{"page": 317, "printed_page": null, "text": "Department\n\nof Business\n\n311\n\nEducation\n\nIt seems to me that considerably more emphasis is needed upon the social\nimplications of the topics which are discussed in the social-business subjects.\nThe social significance of improvements in communication and transporta¬\ntion, I believe, are of more lasting importance than memorizing the air¬\nmail letter rate at some particular time. Realizing why we have laws and\ndiscussing what in the way of contracts would be fair for all persons con¬\ncerned would probably be more fruitful than learning many details about\nthe law of contracts. Understand, of course, that I do not intend to imply\nthat all factual knowledge should be omitted from the social-business sub¬\njects. Some should be, of course. But what I am saying is that the social\nimplications need more emphasis than they receive at present.\nWe need also, in my opinion, to see to it that there is a more clearly\ns\ndefined sequence to or articulation between the various social-busines\nsubjects.\n\nI believe that the social subjects even now play an important role in meet¬\ning community needs. In addition, I believe that with proper planning on\nour part their value can be greatly increased.\n\nSECRETARY’S\n\nMINUTES\n\nWashington,\nExecutive\n\nCommittee\n\nMeeting,\n\nD. C.\n\nMonday\n\nMorning,\n\nJuly 2, 1934\n\nThe meeting was called to order by President Haynes. Members present were B. R.\nHaynes, Dorothy Travis, Annie C. Woodward, R. C. Goodfellow, Willie Ruby\nBlackburn, proxy for B. F. Kyker, Herbert A. Tonne, proxy for Paul L. Lomax,\nFoster Loso, proxy for Seth B. Carkin, M. E. Studebaker.\nPresident Haynes gave a summary of the accomplishments and activities of the\nassociation for the year 1933-34.\nMotion made and seconded that President Haynes appoint a committee to re¬\nvise the constitution and bylaws. Carried. The committee is as follows: Raymond C.\nGoodfellow, chairman, Foster Loso, and Herbert A. Tonne.\nPresident Haynes presented the proposed budget for 1934-35 as prepared by\nLouis A. Rice, chairman of the Auditing and Budget Committee. The budget was\ndiscussed and approved.\nMotion made and seconded that the Department of Business Education of the\nNational Education Association should not join the Council of Business Education\nat this time. Carried.\n\nDr. Tonne, speaking for Dr. Lomax gave very definite reasons why the associa¬\ntion should become a member of the Council. The feeling was predominately in\nfavor of not joining as it was felt that the Department of Business Education of\nthe National Education Association was in a better position to accomplish what the\nCouncil proposed to do.\nPresident Haynes suggested that the following commercial magazines be given\nan expression of thanks for their cooperation in giving publicity to the work of the\nassociation during the past year: The Journal of Business Education, The Business\nEducation fVorld, and The Balance Sheet.\nAs no other business came before the meeting a motion was made and seconded\nthat we adjourn. Carried.\n\n"}
{"page": 318, "printed_page": null, "text": "312\n\nNational\n\nEducation\n\nFirst Session, Monday\nThe\n\nmeeting\n\nAssociation\n\nAfternoon,\n\nJuly 2, 1934\n\nwas held in the Hall of Nations, Hotel Washington.\n\nHelen Reynolds,\n\nOhio University, Athens, Ohio, presided. The theme for the meeting was “The Place\nof Business Education in Improving Community Life.” This theme was developed\nby five speakers who discussed it from various viewpoints. The first speaker was\nHerbert A. Tonne who gave the paper prepared by Lester B. Rogers, dean, School\nof Education, University of Southern California. The paper presented the theme as\nseen by a university dean.\nThe second speaker was Clyde B. Edgeworth, Board of Education, Baltimore, Md.,\nwho spoke on the theme as seen by a director of business education. The third speaker\nwas M. E. Studebaker, Ball State Teachers College, Muncie, Ind., who presented a\npaper on the theme as seen by a college teacher of business.\nThe fourth speaker was E. E. Washburn who gave the paper prepared by S. J.\nJason, Walton High School, New York, N. Y. This paper presented the theme as\nseen by a high-school administrator. The last speaker was Geneva F. Hoult from\nChrisman, Ill., who presented the viewpoint of the theme as seen by a classroom\nteacher of business.\n\nSecond\nThe\n\nSession, Luncheon\n\nmeeting\n\nwas\n\nConference,\n\nTuesday\n\nNoon,\n\nJuly 3, 1934\n\nheld in the Hall of Nations, Hotel Washington.\n\nLuncheon\n\nwas\n\nserved to eighty-eight members, after which the following program was presented.\nHerbert A. Tonne presided. Words of welcome were extended to the members by\nJ. C. Wright, assistant commissioner for vocational education, Office of Education,\nWashington, D. C. Dr. Wright outlined briefly the work of the Department and\nbrought out the fact that it is the intention to have a director of commercial educa¬\ntion appointed to the Department in the near future. The principal speaker of the\nafternoon was Cameron Beck, personnel director, New York Stock Exchange, who\nspoke on the subject of “Leadership in Business.” It was a most inspiring talk, in\nwhich he stressed the qualities that leaders in business are looking for in their\nemployees. It was enthusiastically received and enjoyed by all.\nA short recess was declared after the first two speakers had finished. President\nHaynes presided for the remainder of the program.\nThe topic, “The Contribution of Business Education to Community Needs,” was\ndiscussed by three speakers. Mr. Vetters of the Yonkers High School gave the paper\nthat had been prepared by Etta C. Skene, Newark, N. J., in which “The Contribu¬\ntion of Shorthand and Typing to Community Needs” was ably presented.\nElvin S. Eyster, Fort Wayne, Ind., presented a very practical discussion on “The\nContribution of Bookkeeping to Community Needs.” William R. Odell, Teachers\nCollege, Columbia University, commented briefly on two phases of Mr. Beck’s ad¬\ndress after which he gave a short talk on “The Contribution of Social-Business\nSubjects to Community Needs.”\nThe business meeting of the association was then held. President Haynes gave a\nreport of the activities of the association for the year. The secretary and treasurer’s\nreport was then read. It was stated that the final report would not be available until\nAugust 31, 1934, the close of the fiscal year. Motion was made and seconded that the\nreport be accepted. Carried.\nThe report of the nominating committee was presented by Foster Loso, chairman.\nMotion made and seconded that the report of the nominating committee be accepted\nand that the secretary cast one ballot for the slate as presented. Carried. (For list\nof officers, see Historical Note.)\nMotion made and seconded that the meeting adjourn. Carried.\n\n"}
{"page": 319, "printed_page": null, "text": "DEPARTMENT\n\nClassroom\n\nOF\n\nTeachers\n\n"}
{"page": 320, "printed_page": null, "text": "HISTORICAL\n\n1 HE\n\nDEPARTMENT\n\nOF\n\nCLASSROOM\n\nNOTE\n\nTEACHERS\n\nheld\n\nits first Session\n\nat the\n\nSt. Paul meeting, July 8, 1914. It was organized in response to petitions\nrepresenting classroom teachers in all parts of the country. The Depart¬\nment was reorganized under a constitution at the Boston meeting in\nJuly, 1922. For the constitution of this Department see pages 352-55 of\nthis volume. For amendments see proceedings, 1923: 578 ; 1929:365 ; and\n1931 :390-91 . The Department of Classroom Teachers cooperates with\nthe National League of Teachers’ Associations.\nThe officers of the Department for the year 1934-35 are: president,\nDaisy Lord, 1G27 West Main Street, Waterbury, Conn .; vicepresident,\nMrs. Myrtle Hooper Dahl, Hiawatha School, 42nd Avenue South and\n42nd Street, Minneapolis, Minn.; secretary, Mrs. Mary D. Barnes, 223\nSummit Road, Elizabeth, N. J .; director ex officio, Faye Read, 131\nVernon Place, Pueblo, Colo.; regional directors: Middle Section,\nMary C. Ralls, 6529 Jefferson Street, Kansas City, Mo. (term expires\n1935) Western Section, Albert M. Shaw, 2833 Estara Avenue, Los\nAngeles, Calif, (term expires 1936); Eastern Section , Emily A. Tarbell,\n235 Glenwood Avenue, Syracuse, N. Y. (term expires 1937).\nThis Department meets at the time of the annual meeting of the Asso¬\nciation. Facts relating to the establishment of this Department and record\nof meetings are found in earlier volumes of proceedings as follows:\n19 14: 909-91 6\n1915 \\1161-1177\n1916 : 6 37 -65 2\n1917 \\615-622\n\n191 8:381-389\n1919 \\375-392\n1920:343-355\n1921:399-406\n\n19 22:683-691\n19 23:569-620\n1924 :460-499\n1925:365-402\n\n[ 314 ]\n\n1926 :393-423\n1921:353-390\n19 28:325-352\n1929:335-368\n\n1930 :293-307\n1931 : 3 59 -392\n193 2:303-335\n19 33:327-355\n\n"}
{"page": 321, "printed_page": null, "text": "TEACHER\n\nFREDERICK\n\nHOUK\n\nLAW,\n\nAND EDUCATIONAL\nWELFARE\nRECONSTRUCTION\nHEAD,\n\nENGLISH\n\nDEPARTMENT,\n\nSCHOOL,\n\nNEW\n\nN.\n\nYORK,\n\nSTUYVESANT\n\nHIGH\n\nY.\n\nOF highest importance to the nation, to the teachers themselves, and\n\nto the future development of education in the United States, is teacher\nparticipation in educational leadership. The yearbooks of this Department\nshow what high values classroom teachers can set before the world. Thru\norganizations of this type teachers should formulate educational policies,\nplan courses of study, and develop methods of teaching.\nMany corporation officers and business leaders draw large salaries. What\ndo these men contribute to the communities in actual values, as compared\n\nwith the teacher’s contribution? The value, the worth, and the dignity\nof teaching demand financial recognition. The average salary of teachers\nin the United States is now $1050 a year. In 1933 one teacher in every\nfour, 200,000 in all, was paid less than $750 a year; 85,000 less than $450,\nand 45,000 less than $300 a year. Why do we permit teachers to receive\nless than the wages named in the lowest factory codes under the NR A?\nIn November 1933 over $40,000,000 of well-earned salaries had not\nbeen paid at all to over 40,000 teachers. Why is the public indifferent? It\nis largely because the 1,000,000 teachers of the United States have failed\nto organize and to play the vigorous part in shaping public opinion advo¬\ncated in the last Yearbook of this Department, Teacher and Public.\nTeachers must awaken to their civic duty. They must teach not only in the\nclassroom but also in public meetings, in the press, and in general conver¬\nsation. Still further, they must take as active a part in shaping school legis¬\nlation as in shaping school courses. The 1,000,000 teachers of the United\nStates instruct 30,000,000 children. They represent the deepest, most heart¬\nfelt interests of 60,000,000 parents. Is there not here a voting power, if\nthe teachers will organize it, that can and will save the schools?\nTeachers should emphasize the present trend toward definitely planned\nsalary schedules, with annual salary increases. Equal work should demand\nequal pay everywhere in the United States. Value of service alone should\ncount. The average salary of women teachers in the United States is still\napproximately only 74 percent that of men teachers.\nSome degree of elasticity should be given to salary schedules, so that\nthere will be an incentive to give exceptional service and to gain an excep¬\ntional reward. Additional training or educative travel should be recognized\nas qualification for advancement.\nNo teacher in the United States should be exposed to discharge for per¬\nsonal or for political reasons. Freedom of speech and freedom of political\naction are just as necessary for the teacher as for any other type of person.\n[ 315 I\n\n"}
{"page": 322, "printed_page": null, "text": "316\n\nNational\n\nEducation\n\nAssociation\n\nDefinite protective laws should make it impossible to attain any school\nposition thru political influence. Tenure of position is absolutely necessary\nfor permanent teacher welfare. Statewide laws for tenure of office should\nemphasize the fact that education is a state function, and should remove\ntenure from the caprices of local conditions and leaders.\nIn the larger cities well-established, financially sound pension systems\nfor teachers now exist. We teachers should see to it that similar pension\nsystems come into being for all teachers in all places. We should educate the\npublic to the knowledge that pensions are not a kind of charity, but are\ntypes of deferred payment of money well earned. Three million employees\nof commercial organizations are now protected by such systems. The public\nbelieves in the pension system, and it is for powerful teachers organizations\nto promote it.\nFurthermore, rights in a pension system should be permanent, and should\nnot be lost because of withdrawal from teaching or from a locality or state.\nReciprocal relations among retirement systems within a state should be\nmatched by similar relations among retirement systems in different states.\nSuch relations would give full recognition to all prior service, wherever\nheld or however extensive.\n\nI strongly recommend a cumulative leave of absence, so that faithfulness\nand regularity in attendance during a period of years will accumulate a\nfund of days that may be drawn upon in time of need. Until communities\ncan be brought to establish such leaves, teacher organizations should adopt\nfor their members group health insurance. For many years sabbatical leaves\nfor college professors have been looked upon as wise and necessary. Why are\nsuch leaves not equally wise and equally necessary for public school teachers ?\nSchool conditions for teachers, in some places, do not equal factory con¬\nditions of the best type. How many schools have large, comfortable, pleasant\nrestrooms for teachers? How many schools grant free periods for complete\nrelaxation? How many schools provide separate lunchrooms for teachers\nwhere they may enjoy pleasant social life? If pupils need what\na recess from duty, so do teachers.\n\nis called\n\nAgainst one part of the teacher’s work I have always protested. That is\nthe steadily increasing insistence upon exacting clerical work. With the vast\nincrease in the size of our schools has come an increase in records, reports,\nand clerical work of various types. The first emphasis should be upon teach¬\ning, the giving of instruction, the development of talent in the young.\nIn this period of depression the size of classes in public schools is an\nenormous hindrance to the welfare of pupils and also of teachers. The same\ngreat business leaders, whose insistence upon so-called “economics” in the\npublic schools leads to classes of super-size, spend a great deal of money to\nsend their own children to private schools that have small classes. I hope\nthat this Department and other teachers organizations will let the public\nknow how the increased size of classes, especially in the elementary schools,\nis interfering with the welfare of pupils.\n\n"}
{"page": 323, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n317\n\nTeachers organizations should demand that all the bases for the rating\nof teachers should be placed before the teachers at the beginning of every\nschool year. Teachers are entitled to know fully what is expected of them,\nand on what grounds they and their work will be marked, and their pro¬\nmotions determined.\nRecently, in New York City, an official appointed to conduct physical\nand mental examinations of teachers was reported to have said that 1500\nof the 36,000 New York City teachers are “crackpots.” The statement ap¬\npeared in great headlines in the sensational tabloid newspapers of the city.\nAt once the teachers organizations demanded withdrawal of the shocking\ncharges that did so much to detract from the community respect for teachers.\nAll teachers organizations should demand, with every insistence, that every\nindividual teacher shall at all times be treated with full respect, and that\nthose in authority refer to teachers in general in a way that will awaken\nrespect. The work of strong organizations in the protection of all the rights\nof teachers cannot be valued too highly.\nThe merit system of appointment to all positions in a school system\nshould prevail. Superintendents, principals, and all others should be ap¬\npointed solely on the basis of open competition and proved merit. A school\nsystem where either teachers or supervisors are appointed by any other than\na civil service type of examination is openly teaching undemocratic methods\nthat exalts “pull” over merit. Every community should seek the best possible\nteachers, from whatever state they may come, and should endeavor to attract\nthem by means of good salaries, good conditions, and good opportunities\nfor promotions to increased usefulness.\nThe marriage of a man teacher is looked upon as normal and as some¬\nthing to be desired. The marriage of a woman teacher is regarded in a\nwholly different light. Sixty percent of many cities of over 2500 population\nwill not employ married women as new teachers, and at least 23 cities of\nover 100,000 population demand the immediate resignation of a woman\nteacher upon her marriage, as if she had committed some grave educational\nerror. H ere the thought of the public is placed not upon the interests of the\nchildren but upon the interests of persons who wish jobs as teachers, the\ntheory being that marriage demands entire dependence upon the husband.\nThe one and only point to be considered is the gaining of the best possible\nteachers for the young. Authorities who have investigated actual facts report\nthat married women, as a rule, give remarkably excellent school service.\nBritish-born persons charge that our American schools now are much\nover-feminized. Broadly speaking, the schools, which stand in loco parentis,\nshould harmonize with nature and divide the giving of instruction equally,\nor almost equally, between men and women. In 1880 that condition existed\nin the United States, 42.8 percent of our teachers then being men. In 1920\nonly 14.1 percent of all teachers in American elementary and secondary\nschools were men. A slight reaction has begun, the percentage of men\nteachers in 1928 being 16.6 percent. Many authorities say that both pupils\nand teachers would profit if a return to former conditions could be brought\n\n"}
{"page": 324, "printed_page": null, "text": "318\n\nNational\n\nEducation\n\nAssociation\n\nabout. I urge this Department, largely composed of women teachers, to\nemphasize a return to the better-balanced conditions of 1880.\n1 he public relations of teachers are of the utmost importance to teacher\nwelfare. Teachers, first of all, should be citizens, not in a passive sense,\nbut energetically and actively. They should hold places of leadership in\ncommunity work, whether that be social, church, civic, or political. Teachers\norganizations should appoint members definitely to speak in public for the\ninterests of teachers. There should be the closest cooperation with parents\norganizations aiad with every agency interested in developing the schools.\nInstead of believing that participation in politics is a disgrace, teachers\nshould take a strong part in political work and should give to democracy\na new, less graft-centered, more civic-minded spirit.\nIn their own gatherings, in the public press, and in periodicals and books\nof all kinds, teachers should speak boldly for the best interests of the schools.\nEvery individual unit of teachers should have on hand a body of facts,\nsuch as can be obtained with regard to the relative wage of teachers and\nother workers, from the United States Bureau of Labor, the National\nIndustrial Conference\nResearch Division.\n\nBoard, and the National\n\nEducation\n\nAssociation’s\n\nI believe, with all my heart, that if we place the facts fully before the\npublic, and show the 60,000,000 parents whom we represent, the conditions\nto which their children are entitled, we can accomplish immense good.\nI shall not be fully happy until, in our great cities, instead of statues of\ngenerals and politicians, we have statues of our great teachers and educa¬\ntional leaders. I suggest that this Department begin at once a campaign to\nerect in Washington a stately memorial to some great American educator.\nLet us ourselves set the example of honoring those who create rather than\nthose who destroy.\n\nTEACHER\nGERTRUDE\n\nMALLORY,\n\nPRESIDENT,\nLOS\n\nTENURE\n\nHIGH\nANGELES,\n\nSCHOOL\nCALIF.\n\nTEACHERS\n\nASSOCIATION,\n\nAt present, in the state of California, a tenure law exists on the statute\nbooks that will probably be submitted to the voters of the state in Novem¬\nber for repeal. This tenure law has gained the enmity of the trustees in Cali¬\nfornia and I am sorry to say has led to their evasion of it. It was passed\nin 1921 and undoubtedly needs remodeling. The teachers organizations of\nCalifornia are going to place on the same ballot upon which this repeal\nmeasure will appear, an initiative petition which provides as a constitutional\namendment the basic principle that no teacher shall be dismissed without\ncause. We\n\nfeel that this is a reasonable\n\nrequest of the public, and the public\n\nrelations department of the various organizations are spreading the informa¬\ntion to the voters that the only protection that teachers want is the basic\nprinciple that no teacker shall be dismissed without an adequate cause.\n\n"}
{"page": 325, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n319\n\nThe public is accepting this principle for the employment of educators, and\nthe opposition to teacher tenure, as it has existed in the past, seems to be\nrapidly dissolving. Naturally a constitutional provision stating merely a\nprinciple will need considerable administrative legislation to put it into\noperation and to insure its equitable enforcement. For the purpose of draft¬\ning such administrative legislation, the trustees of the state are working\nwith teachers organizations in the preparation of a tenure code that will\neventually supplant the one now in use, and will give teachers the true\nprotection of properly conceived tenure provisions. It will have the added\nadvantage of having been concurred in by our employers, the trustees, and\nhence will remove the temptation to evade the intent of the tenure law that\nis such common practise in California at present. The Affiliated Teachers\nOrganizations of Los Angeles are working for the principle of local retire¬\nment since it is not only desirable from the retirement standpoint, but pre¬\nsents a solution of the problem of the teacher who is too old to teach effi¬\nciently. Competition for teaching positions is keen in California, especially\nby graduates of our training institutions. We feel that an age limit placed\nin the tenure law will help to provide a large number of these younger\nteachers with positions. The system of certification and probationary period\nwhich is in use in California should assure the children of the state of com¬\npetent instructors. We believe that once tenure is placed in the state consti¬\ntution that the universities, colleges, and training schools for teachers will\nbegin to regulate the supply of prospective teachers to the demands of the\nprofession.\nWe teachers in California feel that the matter of tenure is the subject\nof a contract between the teaching profession and the voting public. We feel\nthat as long as its terms are fair and as long as it is faithfully executed that\nit will be permanent. We believe that it will insure an academic freedom\nthat is impossible without it, and as a consequence the teachers of our state\nare working strenuously for the placing of tenure in the constitution. I\nmight go on to point out some of the evils that would enter the California\nschools if tenure were repealed, but with those evils most of you are familiar.\nHowever, in closing, let me assure you that we in California believe that\ntenure is the barrier that has prevented the salary cutting, bidding for jobs,\nand the type of competition that has been so disastrous in other states. We\nare convinced that tenure is a basic necessity in preserving the high standards\nof the American public schools, and we feel that the teachers of the nation\nat large should join hands in an effort to provide for all educators the\nassurance that no teacher should be dismissed without adequate cause.\n\n"}
{"page": 326, "printed_page": null, "text": "National\n\n320\n\nEducation\n\nTEACHER\nJ. R.\n\nSMITH,\n\nHIGH-SCHOOL\n\nAssociation\n\nRATING\n\nTEACHER,\n\nSALT\n\nLAKE\n\nCITY,\n\nUTAH\n\nA little more than a year ago there was introduced into our schools an\nelaborate plan of administrative merit rating of teachers. Due to the financial\nemergency careful preparation was impossible, both with respect to the\ndevice and to its administration. The result of this hurried rating largely\ndetermined the salaries of teachers. Along with rating there was introduced\na single salary schedule. The application of the rating plan and the schedule\nresulted in many unintentional injustices which were due to the unreliable\nrating procedure, and the morale of the teaching force was greatly disturbed\nand upset.\nThe Teachers’ Welfare Committee which was backed by the general\nexecutive committee responded to this challenging situation. Before the\nteachers could speak with any degree of confidence about merit rating it\nwas necessary for the committee to inform itself concerning the problem.\nWe, therefore, undertook an extensive survey of the rating situation in the\nUnited States. We studied the school surveys of the following cities: New\nYork, Chicago, Detroit, Pittsburgh, San Jose, Pasadena, San Francisco,\nand Los Angeles. We examined carefully most of the broad studies which\nhad been made of the question during the past fifteen years. We then\nconsidered numerous individual theses. Finally, we studied many of the\nplans and devices which had been used in various cities. So far as we are\ninformed this is the latest broad survey of merit rating situation in the\nUnited States.\nAfter a thoro study it was found that merit rating was used as a factor\nfor determining salaries in only 10.6 percent of all cities and that only\n6 percent of cities over 100,000 population used it. The conclusion of the\nlast major study of the National Education Association on this subject was\nthat the prime purpose of a rating plan should be to guide teachers into\nbetter service.\nWe\n\nhave maintained\n\nin our recommendations\n\nthat administrative rating\n\nfor salary purposes does not accomplish the prime objective ; instead, it\ndestroys the morale of the school force and actually results in elements\nderogatory to the child’s best interest and welfare. We have suggested other\npositive factors which will help in the improvement of teaching.\nOn the other hand we recognize the fact that the modern school system\nmust have a salary schedule and a plan for its administration. There are\na few basic principles which need to be understood in order to build a suc¬\ncessful salary schedule. These principles do not differ widely from those\nwhich we have mentioned.\nTeachers\n\nare the most important factors in the school which contribute\n\nto the child’s best welfare, therefore, those forces which operate to main¬\ntain and promote the teacher’s welfare and professional growth will pro¬\nvide for the best welfare of the child. This is the great cooperative oppor-\n\n"}
{"page": 327, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n32 i\n\ntunity for taxpayers, parents, and teachers. We, therefore, urge that the\nbest welfare of all people concerned will be realized if we maintain a level\nof economic compensation for teachers, appropriate to the importance of\ntheir work.\n\nHOW\n\nSHALL\n\nKATE\n\nTEACHERS\nATTITUDE\n\nFRANK,\n\nFOSTER A WHOLESOME\nTOWARD\nTENURE?\n\nELEMENTARY\n\nTEACHER,\n\nMUSKOGEE,\n\nPUBLIC\n\nOKLA.\n\nTeachers can foster a wholesome public attitude toward tenure by the\nleaders of the movement acting as a stimulus to create favorable attitudes\ntoward tenure among all members of the teaching profession. Teachers\ndesiring economic security must become actively interested and better in¬\nformed on proposed enactments of laws for their welfare. Each teacher in\nthe state should know the arguments for and against tenure so that he may\nintelligently present the facts to the public. Teachers must know what\nthey want and why they want it, and then go about developing attitudes\ntoward the program that will bring better instruction for the school chil¬\ndren and better working conditions for the teachers of the state. Teachers\norganizations, local, state, and national, can do much to arouse each teacher\nto his duty. The organizations should have committees working on the\nprogram for tenure, and the findings should be disseminated to all the\nteachers thru the official magazines of the organizations.\nIn the second place, probably a more favorable attitude may be created\n\nby substituting “teachers’ civil service” for the term, “tenure,” as this term\nis a highly technical legal one and is not so well understood by the people\nat large. The public is familiar with the universal term “civil service,” as\nthe law has been in operation since 1883. The public will be more willing\nto grant to the teachers the same privileges it grants to other government\nemployees if the people are approached on the proposition of extending\n“civil service” to include teachers. The proposal must not be presented so\nthat the public may think the teachers are asking for a special privilege,\nfor the public is not eager to grant special privileges to any group.\nThird, teachers should be aware of groups who may try to create public\nopinion against teachers’ civil service. Some of these groups are politicians,\ntaxpayers associations, privately owned public utilities, commercial teachers\nagencies, teachers who deserted the profession in more prosperous times to\nenter politics, real estate, insurance, and other occupations, and who are no\nunemployed and desire to return to the teaching profession, young teachers\nturned out by the state universities and teachers colleges, and some of the\nadministrators of these educational institutions.\nIt will be a difficult task to create a favorable attitude toward teachers’\ncivil service among these groups, but we should not be discouraged because\nthe task is not easy to accomplish. More pressure should be brought to bear\nupon these groups to convince them of the merit of continuous service.\n\n"}
{"page": 328, "printed_page": null, "text": "322\n\nNational\n\nEducation\n\nAssociation\n\nThe politicians must be convinced that the great majority of people are\nopposed to the “spoils system” in schools. The general public is demanding\ndemocracy in education.\nTo privately owned public utilities, taxpayers associations, and chambers\nof commerce, the appeal should be made on a purely business basis. The\n\neconomy measures of “firing” a great number of well-paid teachers or\nthreatening to “fire” them if they do not take big cuts in salaries to reduce\nthe cost of schools, advocated by these groups, is not a real economy measure.\nThese groups should be in favor of teachers’ civil service so that during\nperiods of depression the purchasing power will not be decreased. The pur¬\nchasing power means more to them than the reduction in taxes made possible\nby decreasing the number of teachers employed. Tax reform is needed more\nthan tax reduction.\nThe commercial teacher agencies who oppose civil service for teachers\nhave a strictly profit motive for their opposition. Take the big profit out\nof the teacher agencies by having a state employment service conducted\non a strictly cost basis.\nThe number of so-called unemployed teachers who deserted the profes¬\nsion and the thousands of young teachers who have never been employed\nas teachers can be greatly reduced by centralized, planned, controlled en¬\ntrance into the profession and higher standards for certification for entrance\ninto the profession.\nLet each state under a professional board have what may be called an\nadvanced registry of all teachers, active, unemployed, and beginning. All\nteachers should be rated or classified as investments in stocks and bonds\nare rated.\n\nThe rating should be based on intelligence, scholastic attainment, ex¬\nperience in active service or practise teaching, degree of industry and co¬\noperation, professional ethics, and character of the applicant for registration.\nBoards of education should consult the advanced registry when in need\nof teachers and should not employ anyone who is not listed in the registry.\nBy having fewer persons preparing to enter the teaching profession and\nby shifting some who are not suited to school work to other occupations\nthe number of unemployed teachers who oppose tenure and lower our pro¬\nfessional standards will be greatly decreased.\nFourth, as the press is one of the most powerful agencies in molding\npublic opinion, we should personally contact the press to enlist it to support\nour cause.\nFifth, all organizations friendly to the schools, such as parent-teacher\nassociations, civic and business clubs, American Legion, and others should\nbe asked to give their aid in helping create a favorable public attitude to¬\nward teachers’ civil service.\nIn all of our procedures to foster wholesome public attitudes toward\nteacher civil service and to eliminate the competition of the untrained and\npoorly-prepared persons from the teaching profession, the plea should be\nfor the merit of the plan — better service to the children. Tenure is intended\n\n"}
{"page": 329, "printed_page": null, "text": "Department\n\nof Classroom\n\nTL eachers\n\n323\n\nall\nto protect all efficient teachers and to make possible the elimination of\nteachers not suitable for school work. The greatest value of teacher tenure\nis the child’s and the teacher’s protection. The public will be in favor of\nn\nlaws that make possible better educational opportunities for all the childre\nof all the people.\nWe must be willing to give time and money to the promotion of our\ncause. Facts are needed. This means research. A very extensive publicity\nfoi able\nprogram is needed. This means money. Then there arises the need\nwriters and forceful speakers to present the facts skilfully and effectively\nto the public. This means work.\nThe responsibility of fostering a wholesome public attitude toward tenure\nis each teacher’s job. The success of the program depends upon how willingly\nwe assume the responsibility and how well we do the job.\n\nCONTINUOUS\nESTHER\n\nM.\n\nSMITH,\n\nEMPLOYMENT\nHIGH-SCHOOL\n\nFOR\n\nTEACHER,\n\nTEACHERS\nPITTSBURGH,\n\nPA.\n\ncommunities.\nSecurity of position is a need common to all teachers in all\nwelfare\nWe hold the belief that upon the welfare of the teacher depends the\ndetermines\nof the school, and that the welfare of both teacher and school\nws\nto a large extent the welfare of the community. Naturally, then, it follo\ncommunity\nthat the community will be best served when the teachers of the\npro¬\nare adequately trained, wisely selected, when they continue to grow\nthey\nfessionally, when they are protected by retirement provisions, when\nn\nassume their rightful leadership in the community, and when they remai\nout policies that\nlong enough in the community to help formulate and work\nheavy re¬\ninsure their growth and development. To carry efficiently this\nh of tenure ,\nsponsibility of leadership the teacher needs assurance of lengt\ny fox\nsuch assurance gives peace of mind, stimulus to study and oppoitunit\nservice.\nis stressed\nThe vital importance of continuous employment of teachers\nber 1931 .\nin the Journal of the National JLducation Association of Decem\nfor leader¬\nThe best teachers are community leaders. They assume responsibility\nin many ways the\nship which their special training implies. They seek to improve\nleadership requires\nintellectual, social, and civic life of the community. This kind of\nand a devotion to\na permanent interest in the community, a knowledge of its needs,\nchance to develop when a teacher’s life\nits people. These broader values have little\ninty and change of position.\nuncerta\nof\nfear\nthe\nby\nd\nhaunte\nally\nmust be continu\n\nperiod of\nThis statement, true in normal times, is doubly true in a\ndepression like the one thru which we are passing.\nRecognizing the wide influence of the teacher and the stabilizing effect\nof the school, the community is looking to the teacher and the other agencies\nof the school for counsel. The school atmosphere depending as it does in\nlarge part upon the teacher is seriously disturbed by insecurity felt by a\nteacher without some form of tenure.\n\n"}
{"page": 330, "printed_page": null, "text": "324\n\nNational\n\nEducation\n\nAssociation\n\nEven in those states which have protection by law the financial depression\nhas reacted most unfavorably upon teacher tenure. My own state, Penn¬\nsylvania, since 1929, has a law in all school districts except Pittsburgh and\nPhiladelphia providing for continuing contract, the first law to require any\nkind of contract between the school district and the teacher. Prior to that\ntime, beginning in 1911, a number of bills were introduced into the legis¬\nlature, but were defeated by those who feared that tenure would protect\nthe poor teacher to the detriment of the schools. Our present law provides\nfor dismissal of a teacher after notice from the board of education giving\nreasons for the dismissal and granting the right of a hearing to the teacher.\nReasons for dismissal are incompetence, intemperance, neglect of duty, vio¬\nlation of any of the school laws of the commonwealth, or other improper\nconduct. The contract continues in force from year to year, permitting\nsalary increases as provided by law, unless terminated by teacher or school\ndistrict sixty days before the end of the school term.\nThe depression has put this law to the test. The spirit of the continuing\ncontract has been unmercifully violated recently in Pennsylvania by blanket\ndismissals of teachers in many school districts. In the words of the chairmen\nof two committees of the Pennsylvania State Education Association who\nmade a study this year:\nThe\n\npurpose\n\nof this law\n\nwas\n\nto protect\n\nteachers\n\nagainst\n\nunwarranted\n\ndismissal\n\nand to protect the school districts against unsatisfactory teachers. In many cases,\nhowever, schoolboards have used the law to dismiss teachers without cause and to\nreduce salaries below a bare subsistence. In many cases teachers with but a year or\ntwo of service before retirement have been cruelly dismissed, thus losing their right\nto retirement\n\nat the age of sixty-two.\n\nTeachers have contributed to this retirement fund, have counted upon\nit to take care of them in old age, and have just cause to feel that they have\nbeen deprived of that portion of the salaries which was withheld by the\nschool districts to be sent to the retirement fund as the district’s share toward\nthe teacher’s annuity.\nIn states with tenure laws teachers dismissed were for the most part\nthose in the probationary period, and therefore the most recently appointed.\nGreat as is that hardship, it is not comparable with the plight of the teachers\nsixty years of age, who cannot reasonably expect employment again in any\nfield of work. In Pennsylvania, unfortunately, the dismissed teachers were\nmost often the most experienced teachers, whose replacement by younger\nteachers meant for the school districts a double savings: a lower salary and\na smaller contribution to the retirement fund.\n\nTo meet this difficult situation, our state committee has studied the pro¬\ntection planned by many of the states from which you come. They believe\nthat the question resolves itself as follows: What is best for Pennsylvania\nat this time in order that permanence of position may be guaranteed to\neffective teachers? A continuing contract law as now written does not pre¬\nvent the blanket dismissal of at least 50 percent of the teachers for whom\nit is applicable. The tenure laws of New Jersey, Illinois, Indiana, and Cali-\n\n"}
{"page": 331, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n325\n\nfornia apparently result in dismissal in too many instances at the end of\nthese\nthe probationary period. Can our present laws be modified to correct\ntwo evils ?\nOur Pennsylvania Committee hopes to accomplish the twofold task; of\neliminating the weaknesses of the present law and of avoiding the pitfalls\nthat exist in the tenure laws of other states. The revision of the law which\nthey suggest would make possible a change of salaries without abrogating\nthe contract. Since our school code provides minimum salary standards\nbelow which salary reductions cannot be made, the hazards of this change\nare less dangerous perhaps than the present blanket dismissals. A second\nany\nchange suggested has to do with dismissals, dismissals of teachers for\ncause whatever except one required by the law (already quoted) shall be\nto\ndeemed an evasion of the terms of this contract and shall be ineffective\nabrogate the contract.”\nEDUCATIONAL\n\nKARL\n\nRECONSTRUCTION\nSTUDY\n\nGUENTHER,\n\nFORMER\n\nCOLLEGE\n\nAND\n\nTEACHER,\n\nORGANIZED\n\nDETROIT,\n\nMICH.\n\nProposals for educational reconstruction are rarely considered in relation\nto each other and to other factors which influence the status of the teaching\nprofession. There is needed a unifying principle, a consistent point of view,\nand a criterion which will enable us to judge these proposals fairly. As an\napproach to this the following test is suggested : How will proposals for\neducational and social reconstruction affect the status of our emerging\nteaching profession and its ability to serve more\nperfect social order?\n\neffectively our very im¬\n\nThis conception presupposes that we see our profession as a social group\nin society. It implies that the profession should provide the machinery for a\ncontinuing survey of all the aspects of the social and educational environ¬\nment that impinge upon or influence the well-being of the profession. It\nsuggests that we have rather clearly in mind an outline which will facilitate\nthis survey and also provide a perspective in the light of which concrete\nproposals may be judged.\nA part of the framework within which educational reconstruction may\ntake place can be sketched briefly.\nOne of the elements will be money. The subject of school finance will\nhave to be attacked by teachers. They should, therefore, study this subject,\nconsidering it in relation to the larger problems of public finance and\npolitical economy. These studies have generally been avoided by teachers.\nIf, however, they are serious in their desire for educational reconstruction, an\nunderstanding of these fields is now imperative.\nAnother element is public opinion. This phantom often holds the purse\n\nstrings and is frequently final arbiter on matters of policy. T. o attempt to\nunderstand public opinion in its various manifestations and to appreciate\n\n"}
{"page": 332, "printed_page": null, "text": "326\n\nNational\n\nEducation\n\nAssociation\n\nin turn the forces and influences which often control it, becomes another\nimportant task for the earnest reconstructor.\nA third factor to consider is the problem of the official superiors of the\nteacher. These include supervisors, principals, superintendents, schoolboards,\nand state legislatures. This study should prove diverting as well as instruc¬\ntive. It may be hazarded in advance that a little reconstructing all along the\nline here would probably not come amiss.\nIt would be natural to turn from this to a consideration of another im¬\nportant factor, namely, the teacher himself. What sort of people are teach¬\ners, how do they become what they are, and what can be done about it,\nare questions that should challenge and intrigue the architects of our\neducational future.\nHow to establish a substantial control of the profession by the profession\nitself provides a fifth problem. Such control is now almost entirely lacking.\nAs a profession we give practically no thought and have no plans regarding\nthe fundamentally important problem of recruiting teachers. The profes¬\nsion, as distinguished from a set of public officials or a particular faculty,\nhas practically nothing to say regarding the admission of people into our\nranks as teachers. We have nothing to say when they are dismissed except\nin those communities where principles of tenure have been established and\ndefended. As a profession we largely ignore the highly important work\ncarried on by institutions of higher education. In few if any states does\nthe profession as such exert much influence upon the policies of our universi¬\nties and colleges in spite of the fact that their policies inevitably have a great\ninfluence upon us.\nRelated to this but deserving of special mention is the problem of aca¬\ndemic freedom, a concept with which we are only now becoming familiar.\nThe nature and significance of academic freedom and the manifold obstacles\nto its realization should be, but are not, familiar to every teacher. Without\nfreedom there will be much shoddy building in the intellectual mansions of\nthe future.\nBearing upon the setting rather than the structure of education itself is\nthe whole situation provided by modern social organization. A reasonably\nadequate appreciation of the genesis, the present character, and the possible\nfuture of our contemporary social order must be a part of the equipment\nof those who work for the future.\nIn connection with this there should be a critical scrutiny of the poten¬\ntialities in teachers organizations themselves. Their origin, their present\nstatus, their significance have been curiously neglected by those concerned\nwith education. What can and should be the role of these professional\ngroups in the rebuilding of education?\nFuture reconstruction will certainly be as much affected by the qualities\nof the workers and their workmanship as by the adequacy and beauty of the\nplans. The teacher’s compensation, therefore, becomes a matter of real con¬\ncern. Consequently, an examination of salaries becomes a task correlative\nif not integral with reconstruction itself.\n\n"}
{"page": 333, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n327\n\nSince the economic position of the teacher is greatly affected by the goods\nand services he must buy, ways and means of improving the position of the\nteacher as a consumer\n\nshould also be studied and utilized. Teachers’ budgets,\nthe gyrations of the price level, consumers’ advisory services, and the co¬\noperative movement are among the subjects which should be surveyed in this\nconnection.\nFinally, educational reconstruction should take place in the light of the\nbroad concept of social planning. Our work should be viewed as a part\nof the more general task of social reconstruction which has as its object a\ngreater measure of justice and a more abundant life for all.\nThe foregoing are the merest hints. The really serious work of study\nand planning which should accompany or precede rebuilding should be\ncarried on under the auspices of local and regional teachers associations.\nThese are the groups which have, presumably, a great interest in the prob¬\nlem. They have or can secure a knowledge of the needs and possibilities.\nThey are able to work consistently toward an objective over a long period\nof time. They are or can be made democratic in structure and therefore\ncapable of enlisting the genuine as opposed to the perfunctory allegiance\nof teachers. They command a following sufficiently large in number and\nvaried in talent and contacts to exert a substantial influence upon the course\nof affairs. If a real teaching profession is to come into being these organiza¬\ntions now have the chief responsibility for creating it.\nLet these associations organize what have been called study-your-ownproblems classes and study the problems of educational reconstruction with\nthe leisure and the thoroness which their importance warrants.\nTEACHER\nH.\n\nH.\n\nBLANCHARD,\n\nTENURE\n\nHIGH-SCHOOL\n\nIN\n\nINDIANA\n\nTEACHER,\n\nSOUTH\n\nBEND\n\nIND.\n\nI am going to give some specific details concerning our Indiana tenure\nlaw, which was passed at the 1927 session of the legislature. We have had\nto defend our tenure law at each session. It was introduced in somewhere\nnear its present form first in 1925, passed in 1927, and had to be defended\nin 1929, 1931, at a special session in 1932, and at the 1933 session we did\nlose that part of it applicable to rural teachers.\n\nOur tenure law as it stands now states that “any person who has served\nor who shall serve under contract as a teacher in any school city corpor\nation\nor in any school town corporation in the state of Indiana for five or more\nsuccessive years, and who shall at any time hereafter enter into a teacher\ncontract shall become a permanent teacher of such school corporation.”\nIt took some time to get the cases before the Supreme Court, but when\nthey did finally arrive there every decision has been favorable.\nI will take up some of the specific cases and refer j^ou further to the\nreport of the Committee on Civil Service for I eachers of the National\nEducation Association. This report was prepared by the chairman,\nDonald\nDuShane\n\nof CQlumbus,\n\nIndiana, w’ith the aid, so far as the study of tenure\n\n"}
{"page": 334, "printed_page": null, "text": "328\n\nNational\n\nEducation\n\nAssociation\n\nof the School\ndecisions in other states is concerned, of Henry Lester Smith\nre the\nof Education of Indiana University who had graduate students prepa\ndecisions.\ntrustees shall\nI should explain that the law states that the decision of the\npted to take ad¬\nbe final after a hearing has been held. The trustees attem\nthat no appeal\nvantage of that and, since their decision was final, to hold\nIn one of the\ncould be taken, which would practically nullify the law.\nthat the decision\nfirst cases to come before the Supreme Court, the Court held\ndischarge of the\nof the trustees was not final if the charge or the reason for\ne law itself.\nteacher did not come within the reasons given in the tenur\nn for dismissal\nThe Ellwood case stated that marriage was not a just reaso\nr in that decision. I\nof teachers. I noticed that Massachusetts does not concu\ndo not know which is the prior decision.\nage limit is not a\nIn another case the Supreme Court has decided that an\nthat where there\nreason for discharge of a teacher. Another decision states\nin the city, non-tenure\nis a justifiable decrease in the number of teachers\nbe discharged. An¬\nteachers must be discharged before tenure teachers may\nthat before a teacher\nother decision was that provision of the law which states\nrate the teacher, meant\nmay become a tenure teacher the superintendent must\ndoes not prevent the\nthat failure of the superintendent to rate the teacher\nr of rating is mandateacher from becoming a tenure teacher, that the matte\nso does not abrogate t e\ntory upon the superintendent and failure to do\nteacher’s contract.\nact does not waive\nThe Black case states that the signing of a new contr\nthat I think has bothered\nteacher-tenure rights, and that is the one thing\nsigning of new contracts.\nmore of us in Indiana than any other one point— the\nthat have not reached the\nThere are some other decisions of local courts\nbody, which makes it a\nSupreme Court and have not been appealed to that\nthe repeal of the tenure\nvictory for the teachers. In one case last fall, since\nely discharged a tenure\nlaw as applied to rural teachers, a trustee immediat\nlaw abrogated that teacher’s contract.\nteacher, stating that the repeal of the\nstatement of the teacher,\nThe local court without hesitation ordered the rein\nthe teacher could not be\nholding that the contract between the state and\nwho are under tenure in\nannulled with the repeal of the law. Teachers\not be taken out of tenure\nIndiana, so far as the local court decisions go, cann\nby repeal of the law.\n\nwho are under tenure.\n’ That is particularly interesting, I think, for those\nlimit of sixty-six years for tenure\nRegarding the age limit, the new law sets a\nr the amended law.\nprotection and will apply to those coming unde\nnization by explaining\nI want to follow up what I said about further orga\ners were able, by putting\nwhy we lost tenure for rural teachers. The city teach\ntenure law in toto. They were\nup a united front, to forestall the repeal of the\nbecause some individual rural\nnot able to save the tenure for rural teachers\nn Committee of the House and\nteachers were brought before the Educatio\ntestified they were not in favor of the law.\n\n"}
{"page": 335, "printed_page": null, "text": "Department\n\nof Classroom\n\n329\n\nTeachers\n\nNow we feel that the loss of the law can be traced only to the rural\nteachers themselves for their own lack of organization.\nWe must organize our teachers on a wider basis than ever before, we must\nhave a united front thruout the states, we must make sure that we understand\nour own problems, know what we stand for, put up a united front, and solicit\nlay help to put across our program.\n\nThe\n\nAROUND\n\nTHE\n\nFAYE\n\nREAD,\n\nYEAR\nLAKE\n\nWITH\n\nVIEW\n\nSCHOOL,\n\nTHE\n\nPRESIDENT\n\nPUEBLO,\n\nCOLO.\n\nDepartment\n\ns long record of helpfulness to teachers associations has\nwon it an enviable place during the years. The vision of the founders, the\ndevotion of early leaders, the recommendations of former officers, and the\ncooperation of the membership have combined to build an increasingly effec¬\ntive organization. In times of need it has been better fitted than any other\norganization to be of practical assistance to teachers in their personal and\norganization problems.\nThe reports of the officers contained in the official records show how\ngenerously aid has been given ; their experiences during the year indicate\nthe growing need for increased conference activity. The past year has offered\nunequalled opportunities for service and the officers have been unusually\nactive ; untouched territory has been opened ; new organizations have been\nformed; new affiliations have been secured. Thru the cooperation of local\nassociations, state classroom departments have been strengthened. The value\nof such organizations as a vital part of the state education association has\nbeen recognized and encouraged by a number of state association officers.\nLate in the summer the executive committee of the Department made a\ntentative outline for the year’s conferences and related activities. This early\nplanning made it possible to cover a great deal of territory and to include\nmany places hitherto not reached by the officers. Invitations were received\nby some of the officers to speak on the programs of state education associa¬\ntions. In every case a fee covering all or part of the speaker’s expenses was\npaid by the associations. This sum, added to the budget appropriation, has\nprovided extra funds for carrying on important conference work. There are\nmany classroom teachers who are excellent speakers and who are available\nfor programs of state education associations.\nThe publication of the Eighth Yearbook, Teacher and Public, was an\noutstanding contribution to educational literature and to the important\nwork of interpreting the schools to the public. Press notices and individual\ncriticisms bear evidence of the timeliness and worth of the book.\n\nThe\n\nCommittee\n\non Academic Freedom has been slightly enlarged and\nhas been on the alert for those cases where seeming violation of academic\nfreedom has resulted in discrimination against teachers.\nOne of the important reports that come before our\nsession is that of the Resolutions Committee.\n\nThe\n\nannual\n\nbusiness\n\nresolutions adopted are\n\n"}
{"page": 336, "printed_page": null, "text": "330\n\nNational\n\nEducation\n\nAssociation\n\nan expression of the ideals and policies of the Department and several state\norganizations of classroom teachers have used them as a guide this past\nyear in planning their activities.\nOur early leaders were far-sighted when they set aside a definite part of\nthe budget to make it possible for the president to take a half year’s leave\nof absence from school duties to carry on the work of the Department. With\nthe beginning of the second semester I was granted leave of absence by the\nPueblo Board of Education and devoted my entire time to the Department.\nDuring the year I spoke before four state education associations and\naddressed forty-five local groups of teachers in twelve states. The greater\npart of my work was done in the Rocky Mountain region which has been\nrarely visited by the officers of our Department. Here the problems of\ndistance, widely scattered communities, and large rural population, present\n\na phase of organization work very different from that in well-settled states.\nLocal units cooperating closely with the state association and the national\nassociation are pointing the way toward local classroom teachers organiza¬\ntions.\nThe conference work of fall and early winter took me into Montana,\nWyoming, Idaho, Utah, and Colorado. Thru the cooperation of the execu¬\ntive secretaries of the education associations in these states it was possible\nto arrange schedules for meetings which brought me in touch with classroom\nteachers.\n\nEarly in October I visited a division meeting of the Colorado Education\nAssociation held in Durango. During the day a group of classroom teachers\nfrom the surrounding country organized a classroom section of the Durango\ndivision. Since there are few towns in that part of the state large enough to\nsupport an effective association, teachers are hoping to find this type of\norganization profitable.\nThe last five days in October were spent in Montana. The teachers in\nMontana were greatly concerned with the financial problem which involves\nthe loss of a large amount of interest from the state school income fund.\n\nThis resulted in statewide reduction in salary and school support. The cor¬\nrection of this situation is a major aim of the Montana Education Association\nwhich is working thru local associations to bring facts to the citizens of their\ncommunities. The development of these local units of the state associations\nfuture.\nmay well prove the nucleus of effective classroom organizations in the\nAt the Montana State Normal College in Dillon I had the opportunity\n©f speaking to a group of students in the training school. I found members\nanxious\nof the faculty greatly interested in the work of the Department and\nto keep in touch with its activities. Here as in other places teachers expressed\ntion.\ntheir pleasure in having a personal message from our national organiza\nin\nMy next meeting was that of the Wyoming Education Association\nRock Springs early in November where I was a speaker on the general\noom\nprogram. During the convention I renewed acquaintance with classr\nteacher leaders and superintendents and I found both groups eager to\nve\ndevelop stronger local associations in order to carry on a more effecti\n\n"}
{"page": 337, "printed_page": null, "text": "Department\n\nprogram\n\nof Classroom\n\nTeachers\n\nof educational interpretation. A committee\n\nof Wyoming\n\n331\nteachers\n\nwith Miss Dunaway of Casper as chairman is at work in the state develop¬\ning the growing interest in organization. As a result of the activity of Miss\nDunaway and the Casper Classroom Teachers Association I returned to\nWyoming in April and visited Cheyenne, Rawlins, Laramie, Midwest, and\nCasper. The activity of the Casper teachers in the interest of classroom\nteacher work is an outstanding example of the way in which a local organiza¬\ntion can extend the Department’s program.\nDuring the Thanksgiving holidays I attended the meeting of the Idaho\nEducation Association where I spoke at one of the general sessions and before\ntwo departments of the association. It was gratifying to note renewed interest\namong the teachers in the state department of classroom teachers. At their\nrequest, I spoke to them of the objectives of a state department and made\n\nsome definite suggestions for future activity. This meeting was the representa¬\ntive assembly of the state association and teacher delegates from remote parts\nof the state were present. They expressed great interest in professional or¬\nganizations and evidenced a determination to share more widely in the state\nassociation activities.\n\nOn the return trip from Idaho I was the guest of the Salt Lake City\nTeachers Association. This group has made some interesting studies in\nteacher rating, cooperating with the principals in their recommendations to\nthe superintendent and board of education. The organization is interested\nin a sound retirement system for teachers. Inquiry concerning national homes\nfor teachers recalled the work of an N. E. A. committee several years ago.\nIt is possible that the Department should encourage further activity along\nthat line.\nAn invitation from the Oklahoma Education Association gave me an\n\nopportunity to speak at a general session of the convention in February. It\nwas a great privilege to attend the organization meeting of the Oklahoma\nClassroom Teachers Department and to meet the fine, progressive leaders\nwho have succeeded in forming an effective state department. Their progress\nwill be watched with keen interest. The result of a statewide study of teacher\nload inaugurated by the organization this spring will be suggestive to other\ngroups.\n\nMy visit to Oklahoma impressed me with an appreciation of how our\nconference work has fostered the growth of the classroom teacher move¬\nment. This state is now reaping the fruits of the early work of our officers.\nThru their help local leaders were encouraged and local associations\nestablished.\n\nOkla¬\nIt was my good fortune to spend five days in Texas following the\nhoma convention. The Texas teachers have been unusually loyal to our De¬\nteacher\npartment and have made oustanding contributions to the classroom\nvisit\nmovement in their own state. My few hours in Dallas gave me time to\nSchool\nthe headquarters office maintained by the Dallas Grade and High\nal\nAssociations and to meet a representative group of teachers at an inform\nof the\ndinner. In Fort Worth I met many of the teachers and members\n\n"}
{"page": 338, "printed_page": null, "text": "332\n\nNational\n\nEducation\n\nAssociation\n\nsupervisory staff in a pleasant informal way ; was guest at the luncheon of\nthe National Federation of Business and Professional Women; and ad¬\ndressed an afternoon teachers meeting where I was introduced by our\nformer president, Eula Hunter.\nArriving in Amarillo, I was met by the president of the Amarillo Teach¬\ners Association, who spent the day with me, visiting schools, meeting teachers,\nand discussing local problems. The matter of interesting teachers in the\nN. E. A. and securing their voluntary membership in the organization was\nraised here as in many other places. How to make our great national associa¬\ntion real to teachers hundreds of miles from its headquarters and conven¬\ntions is a difficulty facing state N. E. A. directors and local leaders. Our\nDepartment, with its extensive conference program, gives practical help\nin this problem.\nEarly in the year Miss Winn began planning for my New Mexico trip\nand I was able to visit Albuquerque, Santa Fe, and Raton. Albuquerque has\nmaintained a fine N. E. A. membership thru a trying period of salary cuts\nand I was happy to extend congratulations to them. After a discussion of\nthe possibilities of organization the group decided to form a classroom\nteachers organization, and appointed a chairman and a temporary committee\nto go forward with necessary plans. The personnel of the committee was\nnoteworthy; two former state P. T. A. presidents, a member of the Na¬\ntional Federation of Business and Professional Women, and a charter mem¬\nber of the Kansas City Teachers Club. Under this vigorous leadership the\nnew organization was formed, and in less than a month from the time of\nmy visit it became an N. E. A. affiliate. Later in the spring as I returned\nfrom Arizona I spent a few hours in Albuquerque where I had a conference\nwith the president and some of the officers of the association.\nMy contacts with newly organized associations have impressed me with\nthe need for some kind of definite material to be used by our officers in\norganization work and to be left with local officers as a guide for the first\nyears of an association’s life. The preparation of a leaflet similar to those\nissued by the National Congress of Parents and Teachers would be a real\nservice to teachers associations. A committee of experienced organization\nworkers should be appointed to do this work very soon.\nA few hours in the delightful city of Santa Fe afforded an opportunity to\nvisit the American Institute of Archeology, to pay my respects to the state\n•superintendent of public instruction, and to address the teachers of the city.\nThe presence of many teachers from the parochial schools and members of\nthe staff of the state department was a pleasant compliment\n\nto our organiza¬\n\ntion’s representative. Here, too, I extended congratulations upon the fine\nN. E. A. membership record and talked of the increasing need of local,\nstate, and national organizations for teachers.\nI was especially appreciative of the attitude of the Raton teachers who\ncame on Saturday morning to greet the president of the Department. At one\ntime Raton had a thriving association, so I emphasized the need for reviving\n\nlocal interest in organization in order to carry into the community\n\nthe pro-\n\n"}
{"page": 339, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n333\n\ngram of state and national professional organizations. Teacher welfare and\nits relation to child welfare and the possibility of organized work for salaries,\ntenure, and retirement were discussed.\nIn South Bend on February 24, a large number of teachers came together\nfrom surrounding towns to spend Saturday in discussing the problems of\nlocal organizations, the state tenure situation, contracts, and other ques¬\ntions. At this meeting a permanent organization of this section of the state\nwas perfected, with H. H. Blanchard of South Bend as president. Daisy\nLord, our eastern regional director, gave an inspiring talk and responded\ngenerously with practical suggestions for the work of local associations.\nDevelopment of the discussion conference by our officers has been one of the\nhelpful phases of our work with local organizations.\nThe midwinter conference of the Department in Cleveland was most\nsuccessful. The formal presentation of the Eighth Yearbook of the Depart¬\nment, Teacher and Public , was the feature of the conference which followed\nthe luncheon. The simple patriotic ceremony planned by the chairman of\nthe yearbook committee, Daisy Lord, was most impressive. The presence of\nthe members of the committee and their brief comments were greatly ap¬\npreciated. It was a delight to hear Sara Fahey, a former president of the\nDepartment,\n\nwho\n\nfirst saw the possibilities in the development\n\nof the year¬\n\nbook’s theme. A discussion of the topic, “The Teacher’s Part in a Program\nof Educational Interpretation,” brought a wealth of suggestions and ex¬\nperiences from many parts of the country. The intense interest in our national\nconferences and the immense benefit to be gained by the interchange of\nideas indicate the need for more meetings of this kind.\nImmediately after the mid-winter conference I went to Washington. My\nshort stay gave me a better understanding of the important part the National\nEducation Association has had in the work of the National Commitee for\nFederal Emergency Aid for Education. The members of the N. E. A. staff\nwere generous in their advice and suggestions for the future welfare of the\nDepartment. I was impressed with the interest and enthusiasm with which\nthe people in the Washington office carry on their work. Teachers of the\nnation may well be proud of the personnel and service of their headquarters\nstaff.\n\nOn my return trip west I stopped in Clinton, Iowa, where the president\nof the local teachers association arranged for me to speak at a general\nteachers meeting. The Cedar Rapids Grade Teachers Association had ex¬\ntended an invitation to visit them and the splendid feeling of fellowship be¬\ntween teachers and the administrative staff was evident in the cordiality with\nwhich my talk was received. Great interest was shown in my description of\nour winter conference and members of the principals organization joined me\nin urging the Grade Teachers Association to send a representative to next\nwinter’s meeting.\nFor several weeks I had anticipated a visit with the Kansas City Teachers\nClub to take part in their nineteenth birthday celebration. Much of the\neffective and harmonious work of this organization is due, I have no doubt,\n\n"}
{"page": 340, "printed_page": null, "text": "334\n\nNational\n\nEducation\n\nAssociation\n\nto the splendid continuing service of the early leaders of the club. I had the\nopportunity of seeing a recognition of that service on March 17. If you\ncould have heard the pleasant words of appreciation with which each former\npresident was welcomed to the platform and witnessed the charming little\nceremony of lighting the nineteen candles on the great birthday cake you\nwould have understood something of the spirit of cooperation and loyalty in\nthe group. It was a pleasure to see among the past presidents of the club,\nAnne Thompson, one of the Department’s loved presidents, and Mary Ralls,\none of our regional directors. I was accorded the honor of being the birth¬\nday speaker. I talked of our ideals for a teaching profession worthy of the\nbenefits of fine salaries, secure tenure, and adequate retirement allowance.\nThe Kansas City branch of the Administrative Women invited me to take\npart in their meeting which was held to hear reports from the Cleveland\nconvention, and I brought greetings also to the High\nAssociation and to the Elementary Teachers Institute.\n\nSchool Women’s\n\nThe National Association of Pennmanship Teachers and Supervisors meet¬\ning in Indianapolis extended an invitation to me to speak on their program\nApril 18. I found there a small group, mostly supervisors from large cities,\nintensely interested and intelligent in the problems of their special field. In\nmy address, “Teachers All,” I emphasized our mutual responsibility to bring\nbetter conditions for children and teachers thru proper organization and\ncooperation.\nIn May I spent a week in Arizona. My itinerary included Flagstaff, Pres¬\ncott, Phoenix, and Tucson. In Flagstaff I met the teachers in their class¬\nrooms and observed the work among the Mexican children. It was a privilege\nto extend congratulations on their 100 percent N. E. A. membership and to\ntell of the aims and activities of our own Department.\nIn Prescott I found more than the usual interest in the Department be¬\ncause two of the teachers had attended the Chicago meeting. The local or¬\nganization has a record of achievement in preventing drastic salary reduc¬\ntions. Conversations with some of the citizens indicated a favorable public\nattitude toward the work of the schools and the service of the teachers.\nWhen I arrived in Tucson I learned that a classroom teacher of that city,\nMrs. Anne Rogers, is president of the Arizona Education Association. Her\nelection was a recognition of her ability as a leader in educational affairs of\nthe state. I was the speaker at a dinner given by the Tucson Teachers As- |\nsociation when they complimented Mrs. Rogers who is to retire from active\nclassroom work next fall. Her wide contacts and her community service\nduring the years were encouraging indications that she will continue her\nservice to the schools in the extended field of public life. A delightful feature\nof the dinner was the reading of an original poem, “The Potter,” dedicated\nto Mrs. Rogers by a co-worker, Mrs. Dodge.\nThe meeting of the officers and representatives of this association will\nnever be forgotten. Late in the afternoon an automobile caravan started for\nthe desert. We drove for miles thru the great saguaro (columnar cactus)\nforest arriving at sunset on the flat-topped hill where the observatory of the\n\n"}
{"page": 341, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n335\n\nUniversity of Arizona is to be built. Here twenty-five of us ate our picnic\nsupper together and we talked of the great problems of our profession. I was\ndeeply impressed, as I sat among them, with a feeling of the responsibility\nof our own Department. How necessary it is for us to meet and to counsel\nwith groups of teachers until we know how to stand together, a united pro¬\nfession at work on our problems !\nThe teachers of Pima County were having their regular monthly meeting\nin Tucson on Saturday morning. Under the alert leadership of the county\nsuperintendent of schools a splendid organization has been developed. I ac¬\ncepted an invitation to speak of the influence of the teacher on the life and\nthought of the community and the possibility of organized effort in a\nlegislative way.\nTwo comments made during my visit in Arizona remain in my mind. A\nteacher in Tucson said, “This is the first time in my memory that anyone\nhas brought us a personal message from the N. E. A. Your talk about the\nproblems and responsibilities of the teaching profession was a revelation to\nus.” And again I was glad that our Department has the chance to become\na real service agency to teachers; bringing the N. E. A. and the ideals of\nour Department to teachers scattered in large and small communities.\nIt was an honor to act as Colorado’s official hostess to Jessie Gray, the\npresident of the National Education Association, during the first week in\nMay.\nDuring\n\nthe year I have welcomed\n\nevery opportunity to talk with other\n\ncitizens, individually and in organized groups, about the educational situa¬\ntion in the United States. Conversations with parents and discussions with\nrepresentative citizens show a genuine interest in the schools and a sincere\nconcern for the future of education. Their criticisms of school practises and\neducational results indicate the need for appraising and reforming our edu¬\ncational system. It is clear that the problem of educational interpretation\nhas a twofold approach. We must make the most of the public interest in\neducation by encouraging citizens to interpret the schools to the teachers\nat the same time that we are encouraging teachers to interpret the schools\nto the public.\nIn January and February I participated in the drive to arouse interest in\nthe emergency federal aid for education. Various civic clubs invited me\n\nto present the matter to their members and many of these groups sent tele¬\ngrams and letters to Washington urging consideration of the needs of the\nschools. Newspaper publicity given to several of the meetings assisted in\nimpressing the general public with the serious plight of education.\nIn May I attended the annual convention of the National Congress of\nParents and Teachers in Des Moines. As president of the Department of\nClassroom Teachers I received inspiration and encouragement from the\nprogram and from the delegate body. As the program developed I was in¬\ncreasingly aware of the splendid idealism and the fine ability of the leaders.\nThe conferences and discussions indicated the thoughtful, courageous manner\nwith which the members are facing national social problems. The resolutions\n\n"}
{"page": 342, "printed_page": null, "text": "336\n\nNational\n\nEducation\n\nAssociation\n\nadopted at the close of the convention showed the deep interest of the\norganization in everything which affects child welfare. The section on edu¬\ncation gives special attention to “an adequate and enriched educational\nprogram.”\nA survey of delegates assembled at the convention banquet revealed the\ninteresting fact that about three-fourths of them had been public school\nteachers — an indication that the leadership in the forty-eight states during\nthe coming year will be largely in the hands of a group which should be in\nsympathy with teacher welfare in addition to child welfare. I suggest that\nwhenever possible an officer of the Department should attend the annual\nconvention of the Congress.\nIn bringing the year’s report to a close I should like to express appreciation\nfor the delightful hospitality and generous courtesy extended to me every¬\nwhere as I visited with parents, teachers, superintendents, and school chil¬\ndren on my trips. I recall with pleasure many sight-seeing trips, charming\ndinner parties, beautiful flowers, attractive gifts which made the days\nbright. But clearer than all else I remember the fine courageous attitude of\nteachers in the midst of the depression and the many expressions of their\ndetermination to have a part in the great program of our Department.\nRecommendations\n1. Conferences : That the conference\nand untouched territory.\n\nprogram\n\nbe greatly expanded\n\nto reach\n\nremote\n\n2. State Classroom Departments : That the organization and development of de¬\npartments of classroom teachers in each state be pushed vigorously. The use of the\naims and resolutions of the Department of Classroom Teachers of the National\nEducation\n\nAssociation\n\nis recommended\n\nfor study by state groups.\n\n3. Classroom Teachers in State Conventions: That the president of the Department\ncorrespond with executive secretaries of state education associations recommending\nclassroom\n\nteachers\n\nas speakers\n\nfor programs\n\norganizations are urged to request\nteachers on convention programs.\n4. Expense\n\nof Speakers:\n\nThat\n\nwho appear on state convention\nincident to the trip.\n\nof state education\n\ntheir state association\n\nrequest\n\nLocal\n\nofficers to place classroom\n\nofficers of the Department\nprograms\n\nassociations.\n\nof Classroom\n\na fee sufficient to cover\n\nTeachers\nall expense\n\n5. Speakers Bureau: That the practise of publishing a Speakers Bureau annually\nbe revived as a service to local or state groups desiring recommended classroom\nteacher speakers.\n6. Advisory Council: That the Advisory Council be made a helpful committee of\nthe Department by having a member from each state classroom association on the\ncouncil.\n7. Organization\n\nPamphlet : That\n\nthe Executive\n\nBoard\n\nauthorize\n\nthe publication\n\nof a pamphlet containing suggestions for organizing and conducting classroom\nteacher associations. Such a pamphlet would be invaluable to the officers and\nmembers of newly organized groups.\n8. News\n\nBulletin:\n\nThat\n\nthe publication\n\nof three issues be continued.\n\nThe\n\nenlarged\n\neight-page edition published during the year has been a credit to the Department.\nAgnes Winn and Daisy Lord, the editors, deserve the highest praise.\n9. National\n\nM eetings : T hat the Executive\n\nproblem of providing more time\nwinter and summer conventions.\n\nBoard\n\nfor the meetings\n\ngive serious consideration\nof the Department\n\nto the\n\nduring\n\nthe\n\n"}
{"page": 343, "printed_page": null, "text": "Department\n\n10. Appropriation:\n\nThat\n\nof Classroom\n\nTeachers\n\na sufficient appropriation\n\nbe made\n\n337\n\nin the budget\n\nto cover\n\nthe expense incurred by the president in taking half-year’s leave of absence from\nschool duties in order that she may devote this time to the work of the Department.\n11. Part-payment of a Rural Teacher’s Expense: That part-payment for con¬\nvention expenses, to the amount of $100 be made each year for a teacher in a rural\nschool located at the greatest distance\n\nfrom\n\nthe place at which\n\nis held, as provided in the Department’s budget.\n12. Meeting of Executive Board: That the Executive\n\nthe annual\n\nconvention\n\nconsider\n\nin the early\n\nBoard\n\nfall a meeting at N. E. A. headquarters to plan for the work\nbecome acquainted with the facilities in the national office.\n\n'BN \"r\nPREPORT\nKARL\n\nThe\n\n‘\n\nOF\n\nTHE\n\nGUENTHER,\n\nCOMMITEE\nFORMER\n\nON\n\nCOLLEGE\n\nof the year\n\nACADEMIC\n\nTEACHER,\n\n1933 progress report of the Committee\n\nto\n\nFREEDOM\n\nDETROIT,\n\non Academic\n\nand\n\nMICH.\n\nFreedom\n\nwas\n\na summary of a more comprehensive report which had been prepared for con¬\nsideration by the Department. Various exigencies demanded the summary,\nwhich was hastily prepared by the Committee during the convention just\nprior to the meeting at which it was adopted. This is mentioned to explain\nminor errors of form and possible distortion of emphasis which crept into\nthat report.\n\nIn the interests of academic freedom the report after briefly describing the\nsubject, recommended that a public opinion which will appreciate and defend\nacademic freedom be developed; that judicial bodies be set up within the\nprofession to judge cases in which academic freedom is involved; that special\nhelp be extended to victims in the cause of academic freedom.\nLimitations of time, money,\n\nand experience at present largely restrict\n\nyour Committee’s activity to the first of these measures. However, an inquiry\nis being made regarding conditions in Highland Park and West Dearborn,\nMichigan.\nGeneral interest in the whole subject is apparently growing. The Ameri¬\ncan Civil Liberties Union has established a committee on academic freedom\ncomposed of distinguished citizens until recently under the chairmanship of\nWilliam H. Kilpatrick of Columbia University. This committee has issued\nsome publications including an admirable statement of principles; it has been\nresponsible for lobbying against so-called loyalty oaths for teachers, of the\nkind which were defeated in nine states last year; and it has furnished legal\nadvice in cases involving academic freedom.\nAnother noteworthy development is the completion of a two-year investi¬\ngation of the h^tory of freedom in teaching, which was authorized by the\nCommission on the Social Studies of the American Historical Association.\n1 his work was done by Howard K. Beale and gave special attention to\nschools below the college level. I lie results are available in the material\nmentioned in the appended bibliography. Here it is merely recorded that the\ninquiry revealed that “the total picture is much\ncases or facts portray.”\n\nworse than any discoverable\n\n"}
{"page": 344, "printed_page": null, "text": "338\n\nNational\n\nEducation\n\nAssociation\n\nAlmost all students of the subject, including the present members of your\nCommittee, would agree with the following statement by Joy Elmer Morgan\nof the staff of the National Education Association :\nThere is a very real and far-reaching effort on the part of our giant industry\nand business directly and indirectly to dominate education so as to destroy its\nfreedom to deal with the great social and economic problems which require intelli¬\ngent study for their solution.\n\nOn the other hand your Committee also concurs in the views of both Dr.\nKilpatrick and Dr. Beale that teachers generally are unaware of the need\nfor academic freedom. In an article to which attention is directed in the\nbibliography Dr. Beale states that the vast majority of teachers “do not\nrealize that they are not free because they have never done enough thinking\nto acquire views which would cause them trouble.”\nThe Committee hopes that the members of the Department will keenly\nappreciate their unique place and responsibility in this hour of history. It\nhas been eloquently and truly declared that :\nOur society has come to the parting of the ways. It has entered a revolutionary\nepoch. It stands in the presence of momentous decisions. It is already at war with\nitself. Its historic ideals are in conflict with one another and with the realities\nof life.\n\nThe character of the decisions to be made will be tremendously influenced\nby public opinion. Among the major sources of public opinion are the movies,\nthe radio, the newspaper, and the public schools. All of these institutions\nexcept the school have generally adopted the corporate form of organization.\nThis means that their policy, thru concentration of ownership, is customarily\ncontrolled by a tiny minority of property owners; that our political and\neconomic development is distorted by those with great vested interests.\nUnlike the other agencies the schools, with their great influence upon public\nopinion, are endowed with a democratic form of government. The principle\n\ngoverning them is “One man, one vote,” and not “One share, one vote.”\nRegardless of wealth every qualified voter has legally an equal voice in\ndetermining school policy. This fact makes it imperative that the teachers\nin these schools should maintain in fact as well as theory that freedom to\nserve all the people which is the genius and glory of our democratic tradition.\nAwareness of the forces opposed to freedom, and organization to combat\nthem, are, therefore, essential needs. In connection with them the Committee\nreiterates emphatically its former recommendation that local teachers as¬\nsociations organize classes to study systematically, with or without college\ncredit, the social, economic, professional, and political problems which con¬\nfront the local associations. Your Committee upon request will make avail¬\nable an outline for this study, and suggestions for organizing classes.\nWe also reiterate, in connection with the problem of effective organization,\nthat teachers be urged to organize upon a classroom teacher basis. The pro¬\nmotion of classroom teachers organizations is stated in the constitution of\nthis Department to be one of its avowed objectives; furthermore, this objec-\n\n"}
{"page": 345, "printed_page": null, "text": "of Classroom\n\nDepartment\n\n339\n\nTeachers\n\ntive is distinctly consonant with the principles of the National Industrial\nRecovery Act sponsored by the national government, which stresses that\nvoluntary organizations of employees should be free to form such organiza¬\ntions as they choose and be entitled to have representatives of their own\nchoosing in dealing with their employers and other groups.\nThe founders and leaders of this Department learned from long ex¬\nperience that classroom teachers organizations function more effectively and\nfreely for the teachers than do those which admit executives to membership.\nThis fact is also recognized by candid administrators.The all-inclusive\nteachers association represents in the teaching profession what true labor\nunionists know and decry as a “company union” in the field of industry.\nJust as industrial freedom for employees is best struggled for by true\nunions so, in the opinion of your Committee, academic freedom and other\nprofessional objectives are best championed by the classroom teacher type of\norganization long favored by the Department and now defended in principle\nby our national government. This opinion is fortified by a consideration of\nthe nineteen years of work on academic freedom accomplished by the Ameri¬\ncan Association of University Professors — a classroom teacher type of organi¬\nzation. Its principles and record were described at length in the original\nreport from which the summary adopted last year was made.\nIn addition to formal study and promotion of organization work, your\nCommittee requests that local and state organizations of classroom teachers\nset up committees on academic freedom, which may also conveniently be\nidentical with committees on tenure, in order to give publicity to both sub¬\njects in local, regional, and state publications.\n\nSECRETARY’S\n\nMINUTES\n\nWashington,\nFirst Session, Tuesday\nThis session convened\n\nD. C.\n\nAfternoon,\n\nin the U. S. Chamber\n\nJuly 3, 1934\n\nof Commerce\n\nBuilding, at 2:10 p.m.,\n\nwith Faye Read, president of the Department, presiding. The meeting was opened\nwith a brief piano recital bv Ann Sugar of Washington, D. C.\nAfter a short address by the president setting forth some of the aims and ideals\nof the Department the following program was carried out:\n\nTeacher Welfare, Frederick\nHigh School, New York, N. Y.\n*\nChairman,\n\nWilby\n\nHigh\n\nHouk\n\nLaw,\n\nDiscussion\nRegional\n\nSchool, Waterbury,\n\nConn.\n\nWelfare\n\nand\n\nEnglish Department,\n\nStuyvesant\n\nConference\n\nDaisy Lord, Eastern\n\nTeacher\n\nHead,\n\nDirector\n\nof the Department,\n\nEducational\n\nand Teacher,\n\nReconstruction\n\nWhat features of present teacher-tenure legislation must be strengthened in\nplanning an adequate program for the future? How shall teachers foster a\nwholesome public attitude toward tenure? What provision shall be made for\nrating? For academic freedom? For retircttWUt? How shall we rid ourselves of\n\n"}
{"page": 346, "printed_page": null, "text": "340\n\nNational\n\nEducation\n\nAssociation\n\nthe competition of untrained and poorly prepared persons who lower\nour pro¬\nfessional standards? To what extent can teacher-training institutions\nassist in\nthe solution of tenure problems?\n\nSpeakers:\n\nGertrude Mallory, High-School Teacher, Los Angeles, Calif.\nJ. R. Smith, High-School Teacher, Salt Lake City, Utah\nKate Frank, Elementary Teacher, Muskogee, Okla.\nEsther M. Smith, High-School Teacher, Pittsburgh, Pa.\nKarl Guenther, Former College Teacher, Detroit, Mich.\nH. H. Blanchard, High-School Teacher, South Bend, Ind.\n\nSecond\n\nSession, Thursday\n\nAfternoon,\n\nJuly 5, 1934\n\nThe\n\nannual business meeting convened at 2:00 p.m. in the U. S. Chamber of\nCommerce Building. Before entering the meeting each one was asked to register\nat a table in the hall in charge of the Elections Committee. If the registration card\nshowed that the person was a classroom teacher he was given a ballot. Faye Read,\nthe president, called the meeting to order and announced the following order of\nbusiness for the afternoon:\n1. Report of Rules Committee\n2. Recommendations of president\n\n3. Report\n\n4. Announcements\n5. Election of officers\n\nof officers\n6. Reports of committees\n7. New business\n\nMiss Read then presented Frances Harden, chairman of the Rules Committee, who\nannounced the following rules, which by a motion duly seconded, were adopted:\n1. Nominating speeches for officers shall be limited to four minutes\nspeeches to two minutes.\n\nand seconding\n\n2. No one may speak to any motion more than once until after everyone desiring\nto speak has had an opportunity to do so, and no speech shall be longer than\nthree minutes without the unanimous consent of the body.\nThe president then gave a brief summary of her year’s work, calling attention\nto the fact that her annual report and those of the other officers were printed in full\nin the Department’s 1934 Official Report, a copy of which would be given to each\none on leaving the hall. She said in part: “This afternoon at the end of a year of\nthe presidency of the Department of Classroom Teachers, I want to express apprecia¬\ntion to you, the members in the field, who have been so splendid in your cooperation\nduring this year. It has been a great satisfaction to me to go here and there over\nthe country and to learn to know you in your towns and cities. As you know, I have\nconfined myself largely to our Rocky Mountain region and have enjoyed a succes¬\nsion of contacts with teachers in the states I have visited. I found that out there\nwhere we have so much land and so much space and much smaller groups of\nteachers, the teachers still have very much the same problems as in our larger\ncenters like Chicago, Philadelphia, and New York.\nI want to take time this afternoon simply to read to you some recommendations\nthat have grown out of my experience in the Department thru the past five years\nand you will notice also that in these recommendations those of many of our former\npresidents are reemphasized.” (The recommendations appear in the abstract of Miss\nRead’s report on page 336.)\nThe other officers of the Department were called on to give brief oral reports.\nSeveral announcements were then made. Miss Harden urged the delegates who\nhad\n\nnot been to the polls to vote on the constitutional amendments\n\nto go before the\n\nclosing hour, 8 o’clock. She emphasized the fact that a two-thirds majority vote was\nnecessary for their passage. Agnes Winn, director of the N. E. A. Division of\nClassroom Service, gave a brief announcement about the annual dinner to be held\n\n"}
{"page": 347, "printed_page": null, "text": "Department\n\nof Classroom\n\nTeachers\n\n341\n\nthat evening. Mrs. Georgia Parsons, president of the National League of Teachers\nAssociations, spoke about the League College to be held at the College of William\nand Mary in Williamsburg, Va., for two weeks immediately following the convention.\nThe next order of business was the election of officers and the following Elections\nCommittee was announced: Albert Shaw, Los Angeles, chairman; Edith Burton,\nKansas City, Mo.; Christine Hyslop, Seattle, Wash.; Achsah Hardin, Pueblo, Colo.;\nD. E. Temple, Tulsa, Okla. ; Helen Holt, Alameda, Calif.; Gertrude Neuffer,\nNewark, N. J. ; Charlotte Hubbard, New Haven, Conn.; Richard Brown, Denver,\nColo.; Nell G. Smith, Topeka, Kans.; Drummond T. McCunn, Pasadena, Calif.\nThe offices to be filled were president, vicepresident, secretary, and eastern regional\ndirector. Those who served as tellers were Albert M. Shaw, chairman, Edith Burton,\nChristine Hyslop, Achsah Hardin, D. E. Temple, and Helen Holt.\nThe parliamentarian, Beatrice Clephane of Washington, was then introduced.\nShe gave the ruling that it would be possible, in order to save time, by a single\nmotion to close the nominations after the names of candidates for each office on the\nslate had been presented, if general consent was given. As there were no objections\nthe ruling prevailed.\nThe following nominations were made: president, Daisy Lord of Waterbury,\nConn., nominated by Mary Kennedy of Waterbury and seconded by Hattie Gordon\nof Kansas City, Mo., and others; vicepresident, Mrs. Myrtle Hooper Dahl of\nMinneapolis, Minn., nominated by Mary McGough of St. Paul, Minn., and seconded\nby Mrs. Agnes O’Connor of Minneapolis and others; secretary, Mrs. Mary D.\nBarnes of Elizabeth, N. J., nominated by Mattie Doremus of Elizabeth, N. J., sec¬\nonded by Mary Kennedy of Waterbury, Conn, and others; eastern regional director,\nEsther Smith of Pittsburgh, Pa., nominated by Blanche Foster of Philadelphia;\nseconded by Amy Morgan of Scranton, Pa., and others; and for the same office,\nEmily Tarbell of Syracuse, N. Y., nominated by Frederick Stone of Syracuse, sec¬\nonded by Sara Fahey of New York, N. Y., and others. By motion the nominations\nwere declared closed and the balloting took place according to a plan previously\nworked out by Miss Harden and Mr. Shaw.\nThe report of the Committee on Resolutions was presented by Birdine Merrill of\nunable\nPortland, Ore., for the chairman, Miriam Eisner of San Francisco, who was\nin the\nwere\nns\nresolutio\nto attend the convention. As printed copies of the proposed\nhands of everyone present it was voted not to have the report read.\n\nwoidThe acting chairman called attention to changes that had been made in the\nbeen\nhad\nthat\nthose\ning of several of the resolutions since they were printed so\nrevised were read and a motion by the chairman that the report be adopted was\nsec¬\nseconded, and carried. After a brief discussion a substitute motion was made,\nI he\nonded, and carried, that each resolution be taken up and voted upon separately.\nfirst one, entitled “Professional Spirit” was discussed at length. By motion a part\nthe\nof it was stricken out and a committee of three drafted another resolution on\ncivic and economic responsibility ofTeachers. This was later voted on and carried.\nthe ex¬\nThe rest of the resolutions were passed after a few minor changes with\nception of the one on tenure. To this Selma Borchardt of Washington, D. C., offered\nthe following amendment:\ncan\nRecognizing that until tenure laws are adopted thruout the country there\n,\nteachers\nbe no effective, far-reaching democratic program for and of and by the\nAssocia¬\nthe Department of Classroom Teachers petitions the National Education national\nvigorous\na\nfor\ndues\nfrom\nincome\ntotal\ntion to set aside one-third of the\nfight for teacher tenure.\nIn the discussion which followed it seemed to be the consensus that a request to\nhave one-third of the Association’s income from dues, or more than $100,000, set\nable\naside for the promotion of tenure or for any other single activity was unreason\nion. In\nbecause of the many other important activities carried on by the Associat\nN. E. A. might\nreply to this the point was brought out by several speakers that the\n\n"}
{"page": 348, "printed_page": null, "text": "342\n\nNational\n\nEducation\n\nAssociation\n\nget greater support from teachers if it would take a\nmore aggressive attitude on\ntenure, and therefore more money would be available.\nAfter further discussion\nan amendment to the amendment was adopted substi\ntuting, “a substantial sum, not\ness than $10,000” in place of “one-third of the income from\nmembership dues.” The\namendment as adopted then read as follows:\n\nThe Department reaffirms its stand favoring indefi\nnite tenure for teachers\nafter a satisfactory probationary period. We believe that\nevery tenure law should\ncontain provisions which will make possible the elimination\nof inefficient teachers\nNo teacher on permanent tenure shall be removed except\nafter fair and impartial\ntrial. We recommend that a copy of this resolution be\nsent to the Resolutions\nCommittee of the N. E. A. urging it to take an active\nand aggressive stand on\ntenure and urging further that the N. E. A. Committee\non Tenure be requested\nto make a report at each annual session of the Representa\ntive Assembly.\nRecognizing that until tenure laws are adopted thruou\nt the country there can\nbe no effective, far-reaching democratic program for\nand of and by the teachers,\nthe Department of Classroom Teachers petitions the National\nEducation Associa¬\ntion to set aside a substantial sum, not less than $10,00\n0, for a vigorous national\nfight for teacher tenure.\nIn the discussion of the resolution commending the work\nof the Joint Commission\non the Emergency in Education an amendment was offere\nd by Selma Borchardt\nasking that next year the reports of the Commission covering\nits meetings and con¬\ngressional activities be sent to those national organization\ns represented on the\nWomen’s Joint Congressional Committee.\nAt the conclusion of the discussion on the resolutions the\npresident reminded the\naudience that the hour was late (5:40 p. m.) and that\nit would be necessary to\nexpedite the rest of the business because of the annual dinner\nwhich was to follow.\nSeveral of those present commented that every year this\nsame thing occurs and\nexpressed the opinion that in planning the sessions of the Depar\ntment more time\nshould be allowed for the consideration of the resolutions\nand other important\nbusiness matters. The president stated that she had covere\nd the point of providing\nmore time for meetings in one of her recommendations and it would\nbe considered by\nthe officers.\nThe report of the elections committee was then given by the\nchairman (see His¬\ntorical Note, p. 314). Karl Guenther, chairman of the Committee on Academ\nic Free¬\ndom, was called upon to present his report in whatever way he\nthought best. As\nmimeographed copies had been distributed, Mr. Guenther moved\nthe adoption of\nthe report without reading it. This was seconded and carried. Miss\nRead expressed\nthe appreciation of the Department to Mr. Guenther and his commit\ntee for the\nthought and time they had given to this work. Other members of the\ncommittee are\nas follows: George T. Avery, Colorado; Della Baker, Washi\nngton; Helen Holt,\nCalifornia; M. E. Hurst, Oklahoma; Chester Jones, Iowa; Rena\nRockwell, New\nYork; George Ross, Michigan; Harriet Scofield, Minnesota; Martha\nShull, Oregon;\nEdna Wood, New Jersey.\nThe president then called for any new business that should be present\ned. Mrs.\nJohanna Lindlof of New York City moved that a vote of thanks be\nextended to the\nofficers for their services during the past year. The motion was\nseconded and\nunanimously carried. The meeting adjourned at 6 o’clock.\n\nAnnual\n\nBanquet,\n\nThursday\n\nEvening,\n\nJuly 5, 1934\n\nI he annual banquet was held in the ballroom of the Mayflower\nHotel at 7 p. m.\nFaye Read of Pueblo, Colo., retiring president, presided. There were seven\nhundred\nguests in attendance. Among the speakers were Jessie Gray, president\nof the N. E. A. ;\nMrs. B. F. Langworthy, president of the National Congress of Parents and\nTeach¬\ners; W. B. Mooney, executive secretary of the Colorado Education Associa\ntion;\n\n"}
{"page": 349, "printed_page": null, "text": "Department\n\nof Classroom\n\nE. C. Higbie, president of the Educational\n\n343\n\nTeachers\n\nAssociation\n\nof the District of Columbia;\n\nand Mrs. Georgia Parsons, president of the National League of Teachers Associa¬\ntions. The Honorable John Dickinson, United States Assistant Secretary of Com¬\nmerce, gave the principal address, “Commerce\nNavy Band furnished the musical program.\n\nand Education.”\n\nReport\n\non Resolutions\n\nof the Committee\n\nThe\n\nUnited\n\nStates\n\nProfessional spirit — We continue to urge that all classroom teachers participate\nactively in local, state, and national teachers organizations. We favor teacher\nparticipation in professional, social, economic, and political activities.\nCivic and economic responsibility of teachers — We reaffirm that teachers are\ncitizens and should have the rights of citizens, and as educated men and women\nshould make every effort to be informed on the pressing social and economic\nproblems and should furnish the leadership so vitally needed in their respective\ncommunities. We recommend as a working basis the report of the Committee on\nSocial and Economic Goals of the National Education Association and the\nvolume of conclusions and recommendations of the Commission on Social Studies\nin the Schools of the American Historical Association.\nTraining in civic and economic responsibility — We reaffirm our belief that\nall training schools for teachers should include courses acquainting their stu¬\ndents with current civic and economic conditions, thus developing leadership in\nsolving the problems of the schools.\nRating — We disapprove of the merit rating of teachers where such ratings\nare applied to a salary schedule; at least, until devices for measuring the com¬\nplex elements of teaching and teacher personnel have been validated. In all cases\nwhere rating is used we believe every teacher should be given a copy of the\nrating. We again endorse reciprocal rating, believing that supervisors and prin¬\ncipals should be rated by classroom teachers and the combined findings be turned\nover to the board of education.\n\nTeacher load — We stand firmly against increasing teacher load as a means\nof retrenchment in education. We believe in classes of a size best adapted to\nchild development and teaching efficiency.\n\nTenure — The Department reaffirms its stand favoring indefinite tenure for\nteachers after a satisfactory probationary period. We believe that every tenure\nlaw should contain provisions which will make possible the elimination of in¬\nefficient teachers. No teacher on permanent tenure shall be removed except after\nfair and impartial trial. We recommend that a copy of this resolution be sent\nto the Resolutions Committee of the N. E. A. urging it to take an active and\naggressive stand on tenure and urging further that the N. E. A. Committee on\nTenure be requested to make\ntive Assembly.\n\na report at each annual\n\nsession of the Representa¬\n\nRecognizing\n\nthat until tenure laws are adopted thruout the country there can\nbe no effective, far-reaching democratic program for and of and by the teachers,\nthe Department of Classroom Teachers petitions the National Education Associa¬\ntion to set aside a substantial sum, not less than $10,000, for a vigorous national\nfight for teacher tenure.\nRetirement laws — We continue to endorse legislation providing for reasonable\nand financially sound retirement laws in which the state participates with the\nteachers.\nCumulative sick leave — We approve of a sick leave of sufficient length that\nthe health of the teachers and the welfare of the pupils are conserved. Where\nyearly sick leave is granted, we believe that the number of days not used should\nbe allowed to accumulate to be used in case of a prolonged illness on the part\nof a teacher.\nSabbatical leave — We recommend the granting of leaves of absence for study,\ntravel, or rest, as it now serves a double purpose, offering not only an enlarged\n\n"}
{"page": 350, "printed_page": null, "text": "344\n\nNational\n\nvision and renewed\nteachers.\n\nEducation\n\nAssociation\n\nenergy to the teacher, but as a means\n\nof helping unemployed\n\nSalary schedule — We reaffirm our previous stand on the single salary schedule,\nwhich provides equal pay for equal training, service, and experience. We believe\nthat all possible steps should be taken to restore or establish salary schedules\nwhich will provide standards of living commensurate with the needs of the\nprofession.\nSchool curriculum — We recommend teacher participation in the evaluation\nof the school program and the reconstruction of the curriculum to meet changing\nsocial needs.\nTeacher credit unions — We heartily endorse the principles of the credit union\nand urge the adoption of the same in communities of sufficient size to make\nthem profitable.\nEducation — We favor continuance of all classes for handicapped children.\nIt is cheaper to educate and guide children than to care for them should they\nbecome burdens on society. We favor free public education including the con¬\ntinuance of kindergartens and enriched curriculum thru the secondary schools.\nStudy your own problems — We believe that it is of special importance to\nteachers to understand well the place and functions of the organized teaching\nprofession in modern society. We urge the formation by teachers of “Study\nYour Own Problems” classes along the lines described in the report of the\nCommittee on Academic Freedom which was accepted at the annual meeting\nof the Department, July 1933; and we request the cooperation of institutions\nof higher education in forming these classes.\nClassroom teacher organizations — We urge continuance and organization of\nclassroom teacher associations in order that classroom teachers may take an\nactive interest in their own problems which will afford an appropriate means\nof making public their common aims.\nSources of larger revenue — We affirm our previous endorsement that every\nclassroom teacher organization form a committee to study and disseminate in¬\nformation regarding other sources of revenue to take the place of the antiquated\nproperty tax on which our schools are now dependent.\nRecreation — We urge the greatest activity in providing\nactivities both for adults and for youth.\n\nproper\n\nrecreational\n\nJoint Commission on the Emergency in Education — We express our commenda¬\ntion and hearty approval of this Commission for the fine work it has accom¬\nplished. We ask that next year the reports of the Commission covering its meet¬\nings and congressional activities be sent to those national organizations repre¬\nsented on the Women’s Joint Congressional Committee.\nLocal hospitality — We express our sincere appreciation to the classroom teach¬\ners and administrators of the Washington schools, and to all others whose\ncourtesies and hospitality have contributed so greatly to our comfort and\nhappiness during this convention.\nRespectfully\n\nsubmitted,\n\nMiriam D. Eisner, San Francisco, Calif., Chairman\nWelthea M. Learned, Salt Lake City, Utah\nMrs. Agnes Mathews, Roselle, N. J.\nBirdine Merrill, Portland, Ore.\nGeorge Ross, Ann Arbor, Mich.\n\n"}
{"page": 351, "printed_page": null, "text": "DEPARTMENT\n‘Deans\n\nof\n\nOF\n\nWomen\n\n"}
{"page": 352, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof Women)\n1918.\n\nof deans\n\nof women\n\nNOTE\n\n(National Association of Deans\n\nassociated itself with the National Education Association in\n\nThe officers of the Department for the year 1934-35 are: president,\nAgnes Ellen Harris, Dean of Women, University of Alabama, Uni¬\nversity, Ala.; first vicepresident, Harriett M. Allyn, Academic Dean,\nMt. Holyoke College, South Hadley, Mass.; second vicepresident,\nJessie Coope, Assistant Principal and Dean of Girls, McKinley Technical\nHigh School, Washington, D. C.; secretary, Evelyn W. Jones, Dean of\nWomen, University of Arizona, Tucson, Ariz.; treasurer, Elsie M.\nSmithies, Assistant Principal, University of Chicago High School, Chi¬\ncago, III.; headquarters secretary, Gwladys W. Jones, 1201 Sixteenth\nStreet, Washington, D. C.\n)\n\nFacts relating to the establishment of this Department and records of\nits meetings will be found in earlier volumes of proceedings, as follows:\n1918 \\391-417\n1919 \\393-426\n1920:357-364\n1921:407-420\n\n1926 :425-457\n\n192 2:693-793\n19 23:621-636\n1924 :500-536\n19 25:403-449\n\n19 21:391-418\n1928 :353-374\n1929:369-390\n\n[ 346 ]\n\n1930 : 309-330\n1931:393-473\n19 32:337-356\n1933:357-376\n\n"}
{"page": 353, "printed_page": null, "text": "HOW\n\nCAN\n\nWE AID\nSOLVING\n\nGIRLS AT THE COLLEGE\nEMOTIONAL\nPROBLEMS?\n\nMRS. GRACE\n\nLOUCKS\n\nELLIOTT, NEW\n\nLEVEL\n\nIN\n\nYORK, N. Y.\n\nWhen i speak to you about the emotional problems of girls at the\n\ncollege level I shall be speaking not only of the problems of girls\n\nwhose pre-college experience makes for immaturity and dependence greater\nthan is consistent with their chronological age, but I shall be discussing with\nyou also the problems which face even the most mature, independent, and\nresourceful girls — problems which are in many\nto them.\n\nrespects as baffling to us as\n\nIn order to see how even to begin to solve the problems we face, we need\nto consider some facts that have produced them. It would be easier if we\ncould confine our discussion either to a transition period of life with its con¬\nsequent instabilities, or to a changing society with its resultant insecurities.\nBecause we must think at the same time of a normally unstable youth in\nan abnormally unstable world, we are caught in something of Alice’s diffi¬\nculty when she found herself running with the Red Queen, and discovered\nthat in the Queen’s country one had to run to stay where she was and go\ntwice as fast to get somewhere else.\nNormally, the independence of youth is achieved by its adjustment to the\ncustoms, standards, and ideals of adult society, which are fairly definite. But\nnow a young person has to adjust herself to a world so much in flux that\nit offers her at the time of her greatest need nothing much more stable than\nher own self. To the insecurities of youth in the presence of the breakdown\nof the cultural, and consequently of the educational mores, we have added our\nown unsolved problems of aim and of method.\nIn the realm of education we find increasing emphasis on the development\nof independence and initiative. We have set even pre-school education on\nsuch a basis of self-help that we tend to produce children like the boy who\nat the age of six refused to pray to God for help to be good, and who mani¬\nfested no irreverence in his retort: “I’ve depended on God long enough; now\nI’m going to take a try at it myself.” But as adults we have been far from\nknowing how to develop independence and initiative in later experiences. We\nhave not always been wise in the delegation of responsibility to children.\nWhenever the girl has been given the right to choose, where her normal\ninexperience is inadequate to the responsibility, we have either added un¬\nnecessarily to her burden of guilt and of insecurity, or have made her avoid\nfuture independence and initiative. At other times we have interfered with\nthe process of growing up after it has begun, because we have become terrified\nat the possible consequences, and so in tight places have denied the right we\nhave seemed to confer. In the words of a high-school girl: “My mother tells\nme to use my own judgment, and when I do, I get hell for it.” As a result\nof a seeming delegation of authority by way of student control, education\n[ 347 ]\n\n"}
{"page": 354, "printed_page": null, "text": "348\n\nNational\n\nEducation\n\nAssociation\n\nhas tended to develop in the student as she comes to you a dislike or refusal\nto take responsibility that is baffling to understand unless seen against this\nbackground.\n\nfurther, the present generation has had little training in ability to wait\nor to postpone satisfaction. In the reaction against an autocratic and un¬\ndiscriminating form of control, they have been exposed to a social code of\nself-expression. Discipline has been discarded with repression as some¬\nthing unsound. Situations are judged as they provide immediate returns in\nstimulus or achievement. As a result, girls have but little capacity for sus¬\ntained attention and effort and are incapable of the depth of emotion which\ncomes with the control and direction of one’s conduct. They have grown up\nin the era of prohibition and its attendant lawlessness. They have been hardly\nless exposed to liquor than were the former generation, but they have had no\ntemperance education. They have had sudden access to all the prophylactic\nand preventive sex information, with no education in the place of restraint\nin any satisfying emotions without the compelling ideals of marriage which\nwould make for a constructive use of their sex energies. Many of them have\nhad that kind of sex experience in high school which emotionally unfits them\nfor concentration on serious academic interests because of the overstimulation\nof sex desires. We have given them freedom without the values to assure its\nsound use, and we have furnished them information without a goal for its\napplication ; so we have exposed them constantly to the dangers of premature\nand undisciplined stimulation and expression.\nThe difficulties are increased for college girls because of certain conflicts\nand confusions in the educational situation itself. Some schools have added\nmore special interests and given greater attention to extracurriculum activi¬\nties ; but they have not always succeeded in developing the fundamental skills.\nThere is some truth in the observation of a progressive school mother: ‘‘The\nschool now takes care of all the social and cultural life which it was once\nthe function of the home to provide and expects us to take responsibility for\nthe drill in the skills which were formerly taught in the school.” Obviously\nthe home fails and the college has to deal with students lacking in the funda¬\nmental skills needed for any satisfactory mastery of the curriculum. This\nlack of skill is important for our discussion because of its bearing on the\nincrease of the individual’s insecurity by her handicap in carrying her\nacademic work. This is not to plead for the disciplinary value of any subject,\nbut to point out that grounding in the basic skills, whatever they may be,\nis one of the necessities for security.\nIn the face of these general statements which are true because of the transi¬\ntion stage of society and education, let us look at the achievements involved\nin an adolescent’s development into maturity. First, there is the necessary\nachievement of independence from her family. Wherever the individual has\nbeen subject to oversolicitation or overprotection on the part of the family,\nthis pampering tends to reinforce the natural resistance to growing, and hence\nto keep the individual emotionally a child when she should assume responsi¬\nbility for herself. On the other hand, deprivation of loving response and\n\n"}
{"page": 355, "printed_page": null, "text": "Dli PARTMENT\n\nOF\n\nDEANS\n\nOF\n\nWOMEN\n\n349\n\nunderstanding from parents, particularly the mother, which cheats the child\nof her right to he a child, makes her resist any growth not on a childish level.\nWhen we meet these childish needs on the college level, they are likely to\nmanifest themselves in an exaggerated desire for attention, or in an undue\ndependence on the approval of others, or in meticulous conformity to the\nstandards of some person or group. Or the college manifestation may be\njust the opposite: a resistance to all control and a failure to respond to any\ninterest. In either case, there is an inability to make individual judgments or\nto take responsibility for actions. We must not forget, also, that our very\nposition as dean makes it difficult for us really to touch the lives of many\ngirls because we represent mothers or their substitutes with whom there has\nbeen conflict. In many cases we do not even have the aid of the transition\nfrom home to college, in the past a great help in this weaning process. We\nall probably have an increasing number of girls who live at home due to the\neconomic situation. Thus the normal break and weaning are not taking place.\nThe problem is more acute, because the family situation for many girls is\ncomplicated by the fact that they are children of war marriages. Anyone who\nhas read or seen Clemence Dane’s Bill of Divorcement realizes how well she\npredicted the home situation from which some of the present college girls\ncome. Their parents either were married during the war, or their parents’\nown youth was lived before the war. Not many of them needed to live thru\nthe tragic disillusionment described in Vera Brittain’s T estament of Youth ,\nbut all too many of them bear the scars of the sudden failure of the pre-war\noptimism of those “disastrously pure in heart and unsuspicious of elderly\nself-interest and cynical exploitation” who are the present cynics and\nagnostics. Their daughters may not be the same cynics, but they have lacked\nthe security which parental confidence in life brings. It means that many\ncollege girls not only must face their own problems of personal and social\nadjustment, but must help their parents to solve such problems as divorce,\ndestructive attitudes towards younger children, and even emotional break¬\ndowns almost pathological. In a conference of 300 college girls last summer\nthe most of the personal interviews concerned problems of their parents.\nThe second achievement involved in maturity is making a successful voca¬\ntional adjustment. Here again the problem is greatly complicated. Just when\nwe had recognized the importance of a sound vocational choice for women,\nwhether in or out of the home, and had made progress in perfecting voca¬\ntional guidance to help girls find emotional security by the right choice of a\nvocation, we now face the possibility that many college girls will either never\nhave jobs or take them with little chance of vocational satisfaction. They\nfinish their pre-college and college training, not with the former graduate’s\nsense that the world is waiting for them, but with the numbing realization\nthat society may have no place for them. This is even more difficult than\nto lose a position, because they have not had the chance to prove to themselves\ntheir vocational adequacy by having secured and succeeded in a job. We\nhave held up vocational success as a criterion of self-development, and now\nthese girls have no chance to prove their worth ; and so far there is no ade-\n\n"}
{"page": 356, "printed_page": null, "text": "350\n\nNational\n\nEducation\n\nAssociation\n\nquate substitute. Families are not yet sufficiently aware that the failure to\n^et a position is the fault of society rather than of the girl, and they may\ntend to resent the investment in her education which fails to bring the\nexpected returns. This the girl cannot fail to sense, and she may feel it all\nthe more keenly if she had expected to help younger brothers and sisters.\nAs we all too well know, the total economic situation of her family is also now\na source of precariousness and uncertainty for many students. She does not\nknow from one semester to another whether she can continue in college.\nIf the family security is built on a basis of material resources, financial\nreverses may signify irretrievable failure, as the many suicides of middleaged men would testify. This, in turn, may mean for the girl the hectic\nattempt to snatch at whatever quick returns college can give to keep from\nbeing cheated out of everything.\nIt is easy to see how the economic situation is complicating heterosexual\nadjustments, a third aspect of the adolescent’s development into maturity.\nSome of the questions asked on every campus are the following: Shall two\npeople be engaged if the boy has no prospect of a job? If by any chance the\ngirl can get a job when the boy cannot, is it safe for them to marry? Should\nthe families of both subsidize them after they are married? If such a subsidy\nwere available, what would be the effect on achieving independence from\nthe parental families, so necessary for a happy marriage? Should they marry\nand live with one or the other family, if their income is not sufficient for a\nhome of their own? If they don’t marry, should they refuse to see each\nother? Or, shall they risk the relationships which their love makes valid\nif they cannot marry ? I have never known more honest and serious facing\nof such questions than is now being made by many college students. My\nown inability to find a certain answer to the questions I have listed gives me\nat least an appreciation of the emotional strain involved for those for whom\nthe question, precarious as is the answer in terms of any alternative, is the\nmost important one of life.\n\nAlong with these more fundamental questions, you all face the problems\nof petting. One difficulty with petting is that it represents no adequate\nemotional involvement, but shows, rather, lack of social and intellectual\nresources, and takes less skill and intelligence than any other kind of social\nintercourse. It is like the childish demand to have whatever you want when\nyou want it and therefore reveals an incapacity for any depth of emotion.\nIt is bound to leave the participants restless and dissatisfied, and because it so\ncompletely fails in giving the deep love satisfactions of marriage, tends to\nmake girls cynical about love and marriage. Its promiscuity and publicity\nin the places and forms of its expression reveal the absence of social taste or\npersonal dignity. For meeting these problems we fortunately have no longer\nthe weapons of fear; but in their place we must work out with the girls\nadequate individual and1\" group criteria of personal taste and love goals.\nIn the area of the fourth evidence of maturity, that of achieving a philoso¬\nphy of life or a religious basis of values, the girl is even more perplexed. In\nthe face of all the other uncertainties it was inevitable that the former cer-\n\n"}
{"page": 357, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n351\n\ntainties of religion should be open to question as well. First the physical\nsciences, and more recently the social sciences have challenged religious\nthinkers. Many of the beliefs upon which the past has built its religious\nconfidence, are impossible now. However, we do not find today nearly so\nmuch resistance of anything of the past as was true even a generation ago,\nbut rather an increasing hunger for some statement of belief by someone who\nis sure. A Smith College girl last week said, “The students on our campus\nare dying to talk to someone who has a philosophy of life. They are fast\nbecoming prey to anyone who will talk with sufficient assurance and con¬\nviction about any subject.”\nThen, too, the presentday college girl is without any adequate cause to\nwhich she can dedicate her life. No longer do the suffrage or industrial or\ninternational causes or even a social gospel call to these girls as in the past.\nAs one said, “International cooperation is out of date on our campus.”\nW aking up to the serious economic situation may result, not in social respon¬\nsibility, but in increased competition with one’s fellows. Further, the very\ncomplexity of the presentday problems and the fact that they are being\nattacked on a national scale, makes it more difficult for the individual to\nfind a place to take hold.\n\nThese\n\nsituations mean that the girl in college today faces an increased\namount of strain because of the home, social, economic, and religious in¬\nsecurities of her world. How, then, can we help? First, due to inexperience,\nshe may carry too great a burden of personal responsibility or guilt for a\nsituation about which she can do nothing. We need constantly to help her\nto distinguish between the remediable and irremediable elements of any\nproblem. She needs to recognize certain home strains as the inevitable results\nof increased economic or social pressures. She needs to see her vocational\nchances, not as personal adequacy or inadequacy, but in the light of the total\nsocial situation. She must be helped to accept limitation as a part of life and\nbe able to face disappointment without bitterness or a sense of guilt. This\nkind of realistic rather than romantic facing of a situation means the power\nto use her energy in a discriminating and constructive fashion.\nSecond, she must constantly reinterpret the value of life in other than\nmaterial things. She must be helped to find sources of personal and group\ndevelopment without money investment. One of the hopeful things in the\npresent relations of college men and women is the increased emphasis on\nconversation, a result of less money to buy amusement. With enough incentive\nthey may relearn the fun of playing in their own sports, of acting in their\nown plays, of singing in their own opera, that we may hope to have carry\nover into community life.\nThird, with all that has been said in the guidance section I need not again\ndiscuss vocational opportunities. I am more concerned that we work out\nin the avocational realms satisfactions once attained in the vocational ones,\nhor with the simplification of jobs for many and the shortening of hours for\nall, vocations yield less and less of their former satisfactions.\n\n"}
{"page": 358, "printed_page": null, "text": "352\n\nNational\n\nEducation\n\nAssociation\n\nkouith, it means that we dare not let the present lack of causes among\ncollege girls continue, but begin immediately to help them to see how having\na share in the social control in a new and planned society is an even more\nchallenging enterprise. They must be helped to see where they can help to\nbring to pass a New Person in a New Church in a New Community in a\nNew Nation in a New World.”\nFifth, every girl must have an understanding of applied psychology, the\nknowledge of her fundamental desires, her emotions, and their relation to\nher reason. She needs a sound understanding of the criteria for maturity, of\nthe bases of fear, conflict, and neurosis and how they can be prevented or\neliminated. Since life is made or broken not so much by knowledge of\nmathematics, of Latin, of science, or of English as by success or failure in\nher personal and group relationships, she needs to understand people; she\nneeds the best material available for understanding the family and the re¬\nlations between the sexes. She needs positive ideals for family and married\nlife.\nSixth, we owe her the formulation of the best of our generation’s philos¬\nophies of life and explanations of the meaning and goal of life. We need to\nexpose her to people whose living is a testimony to their theories ; to those\nwho have achieved the serenity and confidence towards which she aspires.\nAnd lastly, I want to add a word for our own times of discouragement.\nAs we come to understand the factors that have caused many of the problems\nwe face, we may have to admit in the cases of some girls that we are unable\nto do anything. While such an admission may seem an acknowledgment of\ndefeat, it does free our available energies to work at the places where some¬\nthing can be done. If patience is the only asset in a given situation, to realize\nthat fact is to have strength otherwise futilely spent in effort; and it enables\nus to cooperate more intelligently in the long-time efforts which may change\nthe corporate situation in which we are now caught.\n\nTHE\nFLORENCE\n\nCHALLENGE\n\nE. ALLEN,\n\nIN\n\nEDUCATION\n\nJUDGE OF THE SUPREME\nCOLUMBUS,\nOHIO\n\nCOURT\n\nOF\n\nOHIO,\n\nIn the old days, many of them full of discouragement, in which my father\nlived in Salt Lake City because he could not live elsewhere without dying of\ntuberculosis, I remember my mother gave me from time to time quite rare\nadvice. I didn’t know that it was advice. She just dropped it here and there.\nShe was a very remarkable public speaker. I do not mean to talk all night\nabout my family, but the friendliness of your greeting here forces me to tell\nyou this. Once after she had made a very remarkable and telling speech, she\nsaid to me, “Florence, if you ever make a speech, don’t apologize about it.\nIf it’s a bad speech, everybody will know it. Why not just say simply what\nyou have to say and then sit down as soon as you’re thru?” I really was not\nvery old at the time, but I have never forgotten her advice. And this is the\n\n"}
{"page": 359, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n353\n\nfiist time, I believe, that I have ever admitted to any trepidation in the\npresence of any audience, but when I look here along this speakers’ table,\nand when I see down in this audience in front of me, women at whose feet\nI have sat for, lo, these many years, I must confess that I could pick out of\nthis group at least one hundred women who could say better the things that\nI shall say to you tonight. I am going to talk to you upon the challenge in\neducation and, of course, any one of you has infinitely deeper things to say\nof that than I. But I shall say to you that there are two great challenges in\neducation today. In the first place, we are challenged to maintain the very\nlife of our educational system; and in the second place, we are challenged\nto revalue and to reappraise the things which that educational system shall\nteach.\n\nAnd\n\nnow, in discussing my first point, namely, whether we shall maintain\nour educational system, I am going to ask you to pardon me for telling\nyou\nanother incident in my family history. Down in my grandfather’s oldfashioned kitchen garden behind a rambling house in Ashtabula County,\nOhio, where 15 of us grandchildren roamed happily during all our child¬\nhood and that was a long, long time ago, because as far as years\ngo, I\nmight as well be decorated here tonight — there was a great branching bush\nof pieplant. Now, sometimes when I tell this story, I see people in my\naudience who look blank, and they don’t know what pieplant is; so for the\nbenefit of those who don’t know the Middlewest vocabulary, I shall\npieplant is rhubarb. We children were allowed to eat this pieplantsayifthat\nwe\nate it with salt because among many of the strange traditions that we had\nin my family, there was this one that you could eat practically anything,\nalmost nails, even, if you ate it with salt. I couldn’t begin to tell you how\nmany barrels of green apples, perfectly green, little funny apples, I have\neaten with salt. If we ate them without salt, we were rebuked, but with\nsalt, it was perfectly proper. We ate the pieplant with salt and the pieplant\nnever arrived at the stage of pie.\n\nWhen\n\nI grew older, I learned there was a real history in that pieplant.\nSome three or four hundred years ago, some great, great, great, great-some¬\nthing grandfather of mine was a preacher in Holland. He preached a ser¬\nmon to which the ruler of the province in which he lived violently objecte\nd.\nAs far as I can understand from the family history, there was nothin\ng\nunethical about the sermon, but it said something about freedom, and those\nwere the days when if you even mentioned freedom, you were in trouble _\nand ever since that time, my family has been in trouble for talking about\nfreedom. And because this preacher preached this sermon, he was exiled\nfrom Holland forever with his family and forced to cross the channel to\nEngland. But, of course, because he was a Hollander, he also was a gardener\nand there, growing in the garden were all the living green things that he\nand his family had grown with their hands. So, when they started out on\nthe rough journey across the channel for England, they uprooted and care¬\nfully packed and transplanted on their arrival in England, slips of the things\n\n"}
{"page": 360, "printed_page": null, "text": "354\n\nNational\n\nEducation\n\nAssociation\n\nthat they had grown in the home garden in Holland, among them, a certain\nkind of Dutch pieplant, thin-skinned and tender and very good to taste.\nAnd then, shortly after the Pilgrims landed on Plymouth Rock, my ad¬\nventurous\n\nforebears looked across the sea and said : “There\n\nis the land of\n\nfreedom. We’ll go there.” But because they still were Hollanders in spirit\nand harked back to the old country, when they packed up their goods and\nchattels for this long, long voyage across this greater sea, they uprooted, and\nthis time, with the most meticulous care, packed the slips of the plants\nwhich they had brought from Holland, including this old Dutch pieplant,\nthin-skinned and tender and good to taste. And they landed in Massachusetts\nvery shortly after the Pilgrims landed. By the way, some of you who come\nfrom New England and have lived there, may be interested to know that\none of the ravines in the White Mountains is named after that branch of\nmy mother’s family, Tuckerman Ravine.\nThey lived in Massachusetts down thru the time of the witch persecution,\nand my forebears didn’t enjoy that. I think maybe they didn’t enjoy it be¬\ncause they were always just a little bit queer; they cared more about free¬\ndom than they cared about conforming. You know if in those days you\nwere like me, an old maid, and wanted to study law, and if you were sort\nof queer and different, then in those days you were in very hot water indeed,\nbecause they got little girls to come into court and hold up their right hands\nand take oath that when you were around, the Devil stuck pins into them.\nThen they accused you of being a witch. I have read with my own eyes copies\nof the indictments that were returned in that time up in Salem, Massachu¬\nsetts, just the kind of indictment that I used to draw up here in Cuyahoga\nCounty when I was an assistant county prosecuter, framing indictments for\nmanslaughter or murder, charging John Smith with having commerce with\nthe Devil against the statute in such case made and provided.\nWell, anyway, those were sad times for people who didn’t quite conform,\nand so my forebears arose and left Masaschusetts and went over into Rhode\nIsland with Roger Williams and his colony because there was more freedom\nof conscience there, they thought. But as they were still in spirit Hollanders\nand still harked back to the old country, again they uprooted and trans¬\nplanted to the stony soil of Rhode Island — and how they ever got them to\ngrow, I don’t know, knowing something of the soil of Rhode Island — they\ntransplanted these Dutch slips they had brought clear across the sea, includ¬\ning this pieplant, thin-skinned and tender and good to taste. And then\nthey moved on from Rhode Island to Connecticut with the pieplant, and\nfrom Connecticut to western New\nern New York into the Western\nwhen\n\nthe Western\n\nYork with the pieplant, and from west¬\nReserve of Ohio, driving in in wagons\n\nReserve was first opened, with the pieplant. And\n\nthat is\n\nthe pieplant growing in my grandfather’s old place in Ashtabula County,\nOhio, today which came from Holland by way of England, Massachusetts,\nRhode Island, Connecticut, and New\ngood to taste.\n\nYork, thin-skinned and tender and\n\n"}
{"page": 361, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n355\n\nAnd now there is another interesting thing to me about this story, which\nis that some of these forebears of mine had a little money. We have never had\nany since, but some of them had more capital than some of those early immi¬\ngrants into this country. Because of this fact, and because of the place in\nwhich they lived, they must necessarily have had some of the lovely old\nfurniture made by the cabinet-makers in New England at the time the high¬\nboys and the beautiful chests of drawers and all of those things that you and\nI hunt and covet when we travel around New England today. Well, as\nmy forebears went from place to place, they abandoned the furniture, but\nthey kept the pieplant !\nNow then, today, we are moving on to a new era. No one quite knows\nwhat is ahead of us. Whether or not you violently approve or violently\ndisapprove of all these letters of the alphabet that stare us in the face with\nevery headline, the fact still remains that every thinking economist tells us\nthat we necessarily are moving on into a very different stage of our national\ndevelopment, and because we are, we are confronted with this question\nimmediately: What shall we take with us from the place we leave to the\nplace into which we are going? Shall we hang on to the furniture, or shall\nwe keep the pieplant? I am not here to say all the things that should be\nabandoned in this crisis. There is a good deal of waste material that we can\nvery well abolish. There are many directions in which we can prune expendi¬\ntures. But I am very certain of one thing, that there are some institutions\nof American life as we knew it in those twenty-five years ago that we should\ntake over into the new period.\n\nOne of those institutions, I think, is the American public library. Of\ncourse, I suppose there never was a public library, really in the true sense\nof the word, until Franklin started his little public library, his contribution\nlibrary. Never in history has there been a library like the system which we\nhave developed in the United States. I remember when I was studying\nphilosophy at Berlin University, sometimes my professor would send me to\nthe Konigliche Bibliotek to get a book. I could get a book only because I was\na student in the University. In other words, the people who could draw\nbooks from that library were very greatly restricted in number and in class,\nand then there were things about getting books that were Strang verboten,\nas we used to say. You couldn’t ever go into the stacks and see what books\nthere were on a subject. You had to ask for the one book you had come to\nget. But the thing which impressed me more than anything in this library\nin this super-efficient country, was that when I asked for a book on Monday,\nI could never get it out until Tuesday!\nNow that is a simple practical illustration of the fact that there never\nhas been a library like the American public library system. I make bold to\nsay that during this crisis, thousands and thousands of men and women\nwould literally have lost their minds in the presence of the appalling\ncatastrophes they faced if they had not been able to go into a library and\nsit down and read some journal or some book to take their minds off their\nproblems.\n\n"}
{"page": 362, "printed_page": null, "text": "356\n\nNational\n\nEducation\n\nAssociation\n\nAnd now I want to say something about the schools. Of course, I am not\ngoing to talk about them in detail, because you know more about them than I.\nYou know how the private schools have been cut in their endowments, in the\nincome from their endowments, and how their salaries have been slashed.\n^ ou know what has happened to the public school, that in thousands of\ncities the school years have been drastically reduced and that there are about\ntwo hundred thousand certified teachers unemployed.\nNow, I am not here to say such a foolish thing as that there can be no\nimprovement in the school system and in its administration. It stands to\nreason that some waste can be lopped off in the administration of the school\nsystem as well as in all our governmental systems. But I shall not soon forget\nthe thing that was told me by a woman who has taught her entire life with\nhonor and credit in the public schools of Chicago. By the way, she was in\none of the junior high schools which was lopped off last summer. It seems in\nthat particular high school, and in many others of Chicago, the janitor, the\nman who had charge of the building, was paid more, mind you, in salary\nbecause it was a political plum, than the man or woman who held the intel¬\nlects and the spirits of these boys and girls in charge as principal of the\nschool ! I really do not know of anything quite so bad existing in Ohio altho\nit may. I mentioned this fact to the Phi Beta Kappa Society of New York\nCity recently and after I had finished speaking, a New York principal told\nme that exactly the same thing has existed for many years in the City of New\n\\ork, that the custodians and the janitors were paid in many instances more\nthan the school teachers. We do not have to eliminate teaching in order to\neffect economy in our schools. We have to eliminate political graft from the\nschool system.\n\nThere is in the United States a very strong and definite movement to\nabolish certain kinds of free public education. On every hand you hear, for\ninstance, that boys and girls ought not to be allowed to go to high school,\nthat some are unfit to go to high school. Of course some are unfit, but who\nis to decide that? I am not quite sure, because many of the geniuses of all\ntime have been most unprepossessing children. But, my friends, and I say\nthis to you not as one who has had the privilege of teaching in this city of\nCleveland under Mrs. Sarah Lyman, a woman who understood the real\nmeaning of education if anyone ever understood its real meaning, I say this\nto you, not as a teacher, but as a judge, as a judge who has sat in hundreds\nof criminal cases, as a judge who in a trial court has presided in the criminal\ncourt, as a judge, who in the Court of Last Resort of the State of Ohio\nhas for eleven years sat in literally thousands of criminal cases — I say this\nto you : If we don’t keep the children in the schools, we will keep them in\nthe jails! And I also say to you, that it will cost the United States more in\nmoney (and that is the smallest part of it), to keep the children in the jails\nthan to keep them in the schools.\nNow\nwe\n\nwho shall tell the people of the United States what essential services\n\nshall take out of that past era into the new\n\nSurely, the deans of women\n\nera which\n\nwe\n\napproach.\n\nand the head-mistresses should teach the people\n\n"}
{"page": 363, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n357\n\nof the United States that whatever else we dispense with in this difficult\ntime we cannot dispense with the institution which is the pride of American\nlife, the institution of free public education. So the first challenge in educa¬\ntion today is whether we shall retain our educational system; I, for one,\nwould be more willing to have my automobile mired in the road somewhere\nout in some remote part of this state when I am trying to get somewhere to\nmake a speech, than to have a paved road, miles long, built from nowhere\nto nowhere with no cities on the pavement, with deep cuts and fills making\nthe construction enormously expensive. I would infinitely rather have my\ntravel more difficult than have the intellectual and spiritual travel of these\nboys and girls made difficult and almost impossible by the cutting off of\nfree public education as we have known it in the past.\nAnd now, the second challenge to us as we go into this new era is this:\nWhat shall we teach with this education that we take with us? And when\nI say this, I am quite conscious of the fact that the school is not properly a\nsubstitute for the home. There is no real substitute for a harmonious and\nfriendly home atmosphere, but all the same, the school has to complement\nand aid the home in a million ways.\nEvery now and then I have some idea which burns in my soul so that I\nfeel that I ought to express it to the widest possible bounds. My friends, the\nnewspaper men, have been so kind as from time to time to ask me for copies\n\nof my speeches and when\n\nI make a copy of a speech and I think, “Now,\n\nthis\n\nis a thing I ought to say,” then it never gets into print. It’s like not getting\nto the speakers’ table. But when I say something just offhand and kind of\nlaughing, all of a sudden, there it goes all over the United States.\nLast\nsummer out at the meeting of the National Federation of Business and Pro¬\nfessional Women’s Clubs in Chicago, I laughingly said something about\nthe old maid. I said that the old maid was one of the pillars of the American\nfamily. Of course, they said that I said that she was the pillar of the American\nfamily. I admit that that was a trifle startling because it did rather eliminate\nthe father and mother\n\nbut, anyway,\n\nI make\n\nno apology for the statement.\nThe old maid today is a head of a family, legally, technically, ethically,\neconomically, and every other way. The old maid today is the head of the\nfamily. I don’t know what family, but I know she is.\nWell, now then, we can t do without the home, but sometimes the women\nworking in the schools so supplement and complement and aid the home\nthat men and women everywhere rise up and call the teacher blessed just\nas the blessed woman .was so called by her children in the Proverbs. I remem¬\nber speaking at a little chautauqua way down somewhere in a remote part\nof Ohio and I mentioned this fact that the old maid today was the head of\na family. Some man who is a chautauqua lecturer and a very good one made\na very remarkable speech, altho it was the usual chautauqua lecture. He\nbegan his speech by saying that he never had had anyone so influence his life\nfor good, with the exception of his mother, as an old maid school teacher\nwho set him on the path and made him go to college.\n\n"}
{"page": 364, "printed_page": null, "text": "358\n\nNow\n\nNational\n\nEducation\n\nAssociation\n\nthere it was. So what are we to teach today? Aiding, supplementing,\n\nand complementing the home ? I won’t presume to tell you what we ought\nto teach ; but as I look around us in this age, I wonder whether the schools\nhave quite emphasized as they might some of the things which were so\ncrucially necessary if we might have avoided the depression. Perhaps we\nnever could have avoided it, and still I am very sure of this, that in the\nschools we have to teach a revaluation of life. We have to teach the realities\nof life. We\n\nhave to teach something to combat the cheap ballyhoo advertis¬\n\ning, the Babbitt and Main Street spirit, the get-rich-quick spirit of taking\nall that traffic will bear which was the spirit that was very largely expressed\nin our literature and in our business life just prior to the stock crash. I know\nthe teachers have always taught the realities of life, but I say that we have\nto emphasize the realities as never before.\nPerhaps we have to go back to Emily Dickinson :\nThe pedigree of honey\nDoes not concern the bee;\nA\n\nclover, anytime, to him\nIs aristocracy.\n*\n\n#\n\n*■\n\nI’m nobody! Who are you?\nAre you nobody, too ?\nThen there’s a pair of us — don’t tell !\nThey’d banish us, you know.\nHow dreary to be somebody!\nH ow public like a frog\nTo tell your name the live long day\nTo an admiring bog.\n\nIt does really seem as tho the schools might re-emphasize the fact that “Blow\nyour own horn; nobody else will blow it for you,’’ after all isn’t the finest\nstandard of living.\nThen, too, it seems to me that we might re-emphasize this truth : that in\nthis country we never can work our problems unless there is a democracy\nof leadership. After the war, you know, we heard a great deal about the\ndearth of leadership. And it’s true, there has been a lack of leadership, but\nthe thing that we ought to look for is leadership in the group and in the\nmass. I suppose there never was in history a time when four such remarkable\nintellects united in creative work at the founding of a nation as Benjamin\nFranklin, Alexander Hamilton, Thomas Jefferson, and James Madison.\nBut they expressed the supreme interest of the entire United States and\nwhen de Tocqueville came to this country shortly after that time, he said\nthat everywhere in the backwoods the frontiersmen talked of government.\nIt was the thing which lay upon their hearts, this new enterprise, this new\nexperiment. Don’t let’s teach that men and women have to stand com¬\npetitively above their fellows in order to have leadership in this country.\nMen and women have to cooperate in a leadership of democracy and of the\ngroup and only by developing leadership in the group can America carry\nout her great program, her great dream, the dream of equal opportunity\nand justice for all.\n\n"}
{"page": 365, "printed_page": null, "text": "Department\n\nof\n\nDeans\n\nof\n\nWomen\n\n359\n\n1 hen there is another thing: something was said here tonight in words\nso exquisite that only Dean Amos could have said them about the art of\nappreciation. America needs all the art of appreciation that she can have\nbecause in those old days when we trekked from Massachusetts to Rhode\nIsland and Rhode Island to Connecticut and Connecticut to New York and\nNew York to the Western Reserve, it was a pretty crude country, and it\nis crude yet in some ways. All that we can have of the art of appreciation\nneeds to be taught us in the schools. But isn’t it a fact that we have con¬\ncentrated in the schools upon appreciation to the exclusion of participation ;\nand isn’t it true that if America is to carry on and survive, we must not\nonly appreciate, but we must take part in the solution of all these problems?\nIn other words, let’s appreciate; let’s know all that we can of poetry, music,\nart, and literature, but let’s play our part on the stage and not sit down\npassively in the audience. That is not what we are here for. We are here\nto take part in a great enterprise, and that ought to be taught, if I may\nhumbly say so, in this presence, in the schools, appreciation and participation.\nThen, too, there is another thing that the schools might teach. Now that\nI am over my first agitation and have told you what my mother told me,\nI welcome this opportunity of telling you all the things that the schools\nought to do. People are always telling me what judges ought to do. It is a\nvery, very difficult thing to be a judge. One reason why it is so difficult\nis because people think that injustice consists in not getting what they’re\nentitled to. Let me tell you something: There is just as much injustice in\ngetting more than you are entitled to as there is in getting less than you are\nentitled to, because every time I get more than I am entitled to, someone\ngets less than he is entitled to. And when somehow we teach the nice people,\nI mean the church members, the fact that justice consists not in getting what\nyou want, but getting what you are entitled to, and that it is unjust for them\nto have more than they are entitled to, we’ll have more justice in this country.\nI remember when we were getting the vote for president in this state, we\npolled the legislature — I won’t go into all the history of it— but there was\na wonderful woman named Sarah DuPont who was quite deaf. She used\nto carry along with her an ear trumpet and she used to work indefatigably\nfor the cause of suffrage. She would make the arguments about suffrage\nand get the answer in this long ear trumpet, and she polled part of the\nlegislature during that fight. Now there was one man who was a senator\nfrom Cuyahoga County. There were two objections to this bill which pro¬\nvided we could vote for presidential electors ; one was they were opposed\nto women voting, and the other was that it wasn’t constitutional. And Miss\nDuPont had this argument with this old man that he didn’t want women\nto vote for the schoolboard. She would go over with him that it was con¬\nstitutional and it was right because Illinois had done it in the Scound Bill\nand by and by he came\n\nout with it. He\n\nsaid, “Well, it can’t be did and,\n\nanyway, if it can be did, it hain’t right!” Now those things, those two things,\nthose two conceptions have blocked human progress from the beginning;\nit can’t be done and it isn’t right.\n\n"}
{"page": 366, "printed_page": null, "text": "360\n\nNational\n\nEducation\n\nAssociation\n\nI believe that the schools might teach us, for instance, that there isn’t\nany such thing in the world as a biological, unescapable reason for the system\nof war. And now I am going to prove that to you. It was more difficult\nin early times for barbarian men to subject themselves to law which made\nmurder a crime, than it would be today for so-called Christian people to\nsubject themselves really to law-making mass murder, deliberate killing of\nthe people of other nations, not in self-defense, a crime ; in other words, I\nthink the schools can teach that it can be done and that the things that are\nlight, are right.\nAnd now in closing, of course you have all read that remarkably brilliant\nstudy of American literature by Lewisohn. I think he takes rather a fall\nout of the Puritans. I don’t believe that all the literature in the world at\nall times has been as wonderful, but what we can say that some of the faults\nof American literature at the beginning were due not to the Puritans, but just\nto the fact that there wasn’t a soil here in which literature had begun to\ngrow — but let’s leave that out of account. He also takes it out on the\nwomen. He seems to think that women didn’t have anything to object to\nexcept that they didn’t want to be married. As I observe it, the world goes\non and many women get married. In the same breath as he quoted things\nwhich attacked the woman movement, Mr. Lewisohn points out that Edna\nSt. Vincent Millay writes sonnets fit to stand beside anything in the lan¬\nguage and anything in literature. Just how he explains this except by the\nfact that they were released to think and to create, I don’t know; but all\nthe same, he says many excellent things and the main point that he makes\nis that literature was cramped at the beginning in America because it had\nno relation to life.\nEducation\n\nhas been cramped\n\nbecause it has had too little relation to life,\n\nand I am going to give you one illustration of that. When\n\nI learned civil\n\ngovernment, I learned it out of a book. I learned about the executive, legis¬\nlative, and judicial powers, and I learned a lot of things about the Constitu¬\ntion of the United States and some very nice long words. I never knew until\nI had been twice elected to the Court of Last Resort in this state (and that\nmeans that I knew something about politics), I never knew until that time\nthat if you are a Republican and you want a job in a city or if you are a\nDemocrat and you want a job in a city, the way you start to get it, is to go\nfirst to your precinct leader and next to go to your ward leader and get\nthem to give you a written okay. If you are an engineman and want to work\nin a hospital, if you get the okay of your precinct leader and your ward\nleader, you are better off than if you are the most capable man that could\nbe picked out in the entire city.\nNow, what am I saying to you? I’m saying to you that in my time\npolitical science as taught had no relation to life. It had no relation to\nactual politics. Because churches tell us to live our beliefs, then we’ll go\nforward to build in America the liberty and justice that were meant to\nbe and not until then — and this is primarily your task as the leaders of the\nyouth of the race.\n\n"}
{"page": 367, "printed_page": null, "text": "DEPARTMENT\nEducational\n\nOF\n\n‘Research\n\n"}
{"page": 368, "printed_page": null, "text": "HISTORICAL\n\nThe\n\nAmerican\n\neducational\n\nresearch\n\nNOTE\n\nassociation\n\nwas\n\nformed\n\nat the\n\nCincinnati meeting in 1915. At first its name was the National Associa¬\ntion of Directors of Educational Research. This organization met regu¬\nlarly at the time of the winter convention. In 1929 the Association applied\nto become the Department of Educational Research in the National Edu¬\ncation Association. The proper notice was given at the Atlanta meeting in\n1929 , and final action in creating the Department was taken at the Colum¬\nbus, Ohio, meeting on July 3, 1930. The research organization brings\nwith it a history rich in achievements and places the National Education\nAssociation in closer touch until colleges, universities, and research\nagencies.\nI he officers of the Department for the year 1934-35 are : president,\nT. C. Holy, Professor of Education, Ohio State University, Columbus,\nOhio ; vicepresident, Philip A. Boyer, Director, Division of Educational\nResearch, Board of Education, Philadelphia, Pa.; secretary-treasurer,\nWilliam G. Carr, Director, Research Division, National Education As¬\nsociation, 1201 Sixteenth Street, Washington, D. C\nexecutive com¬\nmittee:\n\nT . C.\n\nHoly,\n\nProfessor\n\nof Education,\n\nOhio\n\nState\n\nUniversity,\n\nColumbus, Ohio; Philip A. Boyer, Director, Division of Educational Re¬\nsearch, Board of Education, Philadelphia, Pa.; William G. Carr, Direc¬\ntor, Research Division, National Education Association, 1201 Sixteenth\nStreet, Washington, D. C.; Paul T. Rankin, Board of Education, 1354\nBroadway, Detroit , Mich.; William S. Gray, School of Education, Uni¬\nversity of Chicago, Chicago, III.\nPacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1931 \\415-431\n\n1932 \\357-375\n\n19 ?>?>\\377-394\n\n[ 362 ]\n\n"}
{"page": 369, "printed_page": null, "text": "AUDIENCE\nDISCRIMINATION\nAS A MEANS\nCONTROLLING\nTHE INFLUENCE\nOF\nMOTION\nPICTURES\nEDGAR\n\nDALE,\n\nRESEARCH\n\nOHIO\n\nASSOCIATE, BUREAU\nOF EDUCATIONAL\nSTATE UNIVERSITY, COLUMBUS,\nOHIO\n\nOF\n\nRESEARCH,\n\nThe data presented in the Payne Fund research monographs indicate\n\nclearly that motion pictures influence the sleep, conduct, emotions, atti¬\ntudes, and information of children and youth.\nThere are three ways in which the harmful influence of the motion picture\ncan be decreased and the beneficial influence increased. All of them involve\nthe teaching of increased discrimination in regard to motion pictures.\nFirst of all, the discriminating person may decide to stay away from the\nmovie entirely and spend his leisure time in a more satisfactory manner.\nSecond, he may attend a motion picture and by the use of critical judg¬\nment increase his enjoyment of the photography, the story, the settings, the\ndialog, music and sound effects, the acting, and the direction. Further, he\nwill be able to evaluate the motion picture from the point of view of its\naccuracy and appropriateness.\nThird, organized motion picture patrons will be able to voice their demands\nfor screen fare not yet available. There is a dearth of screen drama dealing\nwith the significant aspects of modern living. High-school students have\nalready voiced a demand for the filming of such books as The Crisis , Ivanlioe ,\nA\n\nTale of Two\n\nTHE\n\nP. W.\n\nCities, Lorna\n\nMOTION\n\nHOLADAY,\n\nDoone,\n\nLittle Women,\n\nPICTURE\nAS A SOURCE\nINFORMATION\nSHORTRIDGE\n\nHIGH\n\nSCHOOL,\n\nand Treasure\n\nOF\n\nIsland.\n\nGENERAL\n\nINDIANAPOLIS,\n\nIND.\n\nThis study is a sector of one of the Payne Fund studies in motion picture\nresearch. The problem consisted of an analysis of the amount of specific in¬\nformation concerning the action and characterizations remembered from the\npictures and retained over a period of time, and of an analysis of the general\ninformation gained and retained from motion pictures. The latter phase is\nthe subject of this paper. The tests used were general information tests\ncovering the rather limited fields of information included in single pictures,\nbut the total of all tests for all pictures covered a substantial sector of pictures\nin general. The study was conducted at the University of Iowa and at Ohio\nState University. Observers consisted of children in the second-third grades,\nfifth-sixth grades, ninth-tenth grades, and a group of superior adults. Gradeschool children were obtained from numerous communities of varying types,\nso that they furnished a cross-section of American childhood. In all, 3000\nobservers in five states took a total of 20,000 tests for a total of 813,000 items\n[ 363 ]\n\n"}
{"page": 370, "printed_page": null, "text": "364\n\nNational\n\nEducation\n\nAssociation\n\nattempted. Seventeen pictures of quite varying types were used. All proce¬\ndures in the selection of test items, construction of tests, administering and\nevaluating tests were validated by empirical data. All tests were entirely\nobjective.\nSummarizing briefly the statistical data from this study, general informa¬\ntion of the type shown by the pictures is increased 12 to 34 percent when the\npictures contain correctly shown information. The effect of time and possibly\nof later experiences reduces these percentages of informational increase, but\nat the end of a month and a half there remains a semi-permanent gain of 13\nto 27 percent over the knowledge of this type possessed before viewing the\npicture. If general information is shown in a contrary-to-fact manner in the\npictures, it is believed to a certain extent. General information decreases, or\nrather misinformation increases 8 to 37 percent on this type of material. The\nyounger observers credit this misinformation to a larger extent over a longer\nperiod of time, and at the end of a month and a half all four age groups\nhave a loss in information of this type amounting to approximately 20 percent.\nThe average scores of second-third, fifth-sixth, and ninth-tenth grade ob¬\nservers are respectively 50, 60, and 80 percent as high as those of superior\nadults on most of the general information tests in this experiment. A notable\nexception to these averages is that of the second-third grade group which in\nproportion neither gains so much on correctly shown information nor loses\nso much on incorrectly shown information, but with time this youngest\ngroup gains an additional amount in the first case and loses an additional\namount in the second.\nThese percentages do not seem alarming until the cumulative effect is\nconsidered. Seeing ten gang pictures spaced thru a year will cause an increase\nin knowledge of gangdom which amounts to nearly ten times the amount\npossessed at the beginning of the year. The data of this study not included in\nthis report and the evidences of other members of the Payne Fund group of\nexperimenters tend to show that the pictures stay with an observer strongly\nenough and long enough to produce a considerable amount of change when\nthe data of this study are considered.\n\nEXPERIMENTATION\nA. W.\n\nHURD,\n\nTION,\n\nThree\n\nRESEARCH\n\nTEACHERS\n\nIN\n\nTHE\n\nASSOCIATE,\n\nCOLLEGE,\n\nTEACHING\n\nINSTITUTE\n\nCOLUMBIA\n\nOF\n\nOF\n\nSCHOOL\n\nUNIVERSITY,\n\nNEW\n\nPHYSICS\nEXPERIMENTA¬\n\nYORK,\n\nN. Y.\n\nexperimental teaching units in physics have been used with more\n\nthan three thousand pupils in more than eighty schools. The experiments in¬\nvolve a semi-conventional, minimum-essential, in-class plan of instruction ;\nand a voluntary activity, out-of-class plan to develop initiative, self-reliance,\nsystematization, and self-control. The former is organized around compre¬\nhensive topics having large and direct social implications. The content repre¬\nsents a concrete attempt to identify what is meant by practical, functional,\neveryday science.\n\n"}
{"page": 371, "printed_page": null, "text": "Department\n\nof Educational\n\n365\n\nResearch\n\nThe voluntary, individualized, out-of-class activities represent an attempt\nto integrate education with life activities which will form a portion of a\nwell-ordered leisure-time program.\nTest data show superior achievement by pupils in experimental schools.\nThe voluntary activities have resulted in many concrete evidences of indi¬\nvidual projects well done. Stimulation of the latter is secured by judgments\non quality and quantity; and on trait ratings on industry, self-reliance, and\nsystematization. As a whole, the experimentation is designed to improve the\nsecondary-school curriculum, and methods of teaching science.\n\nSOME\nCONCEPTS\nTHAT\nRESULT\nFROM\nHIGH-SCHOOL\nSCIENCE TEACHING\nAND IMPLICATIONS\nFROM\nTHE STANDPOINT\nOF PSYCHOLOGY\nELWOOD\n\nD. HEISS,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nEAST\n\nNearly all students that graduate from a modern\n\nSTROUDSBURG,\n\nPA.\n\nsecondary school have\n\ncompleted one or more courses in science. Because of this fact it is expected\nthat those high-school graduates who enter college will have a knowledge\nof certain facts, concepts, principles and laws of science, and of certain general\npatterns of conduct commonly designated as scientific attitudes.\nIn the East Stroudsburg\n\nState Teachers College we have been interested\n\nin investigating the nature of some\nmeans\n\nconcepts held by entering freshmen. By\n\nof free-association tests and personal interviews, data showing\n\nthe\n\nstudents’ concepts of various phenomena and things have been obtained. An\nanalysis of these data shows that for many students their concepts pertaining\nto things scientific are a combination of scientific and naive notions. For\nexample, of their conceptions of bacteria this is true for about 55 percent of\nthe group. This is not an exceptional case. We find, in fact, that their con¬\ncepts of such physical phenomena as light, heat, and electricity tend to be\nmore naive than scientific. In more than half the cases studied, the students’\nhigh-school training was not precise enough to produce a permanency of\ndesired outcomes.\nThis may be a result of the encyclopedic nature of our high-school science\ncourses which do not provide for or allow the repetition that is required to\nsecure the quality of permanency.\nThere is urgent need of research that will define the concepts to be de¬\nveloped by the sciences, and research to determine the learning exercises that\nwhen assigned by the teacher will make for permanency of the desired con¬\ncepts. Particular attention should also be given to the time required to\nbuild up permanent scientific concepts at different grade levels. Until we\nhave this information it will be difficult if not practically impossible to build\nup an integrated course in science from the first grade to the twelfth grade\nin our public schools.\n\n"}
{"page": 372, "printed_page": null, "text": "366\n\nNational\n\nTHE\n\nRALPH\n\nEducation\n\nAssociation\n\nRELATIONSHIP\nBETWEEN\nTHE ABILITY\nRECALL AND THE ABILITY TO INFER IN\nSPECIFIC LEARNING\nSITUATIONS\n\nC. BEDELL,\n\nASSISTANT\n\nPROFESSOR OF EDUCATION,\nCOLLEGE, KIRKSVILLE, MO.\n\nSTATE\n\nTO\n\nTEACHERS\n\nSince experts in the field of science education recently have emphasized\ngeneralized science ideas and their associated attitudes as desirable student\noutcomes of science training, the relationship between the ability to recall\nspecific factual information and the ability to infer a general idea from given\nfacts and data again comes to the foreground. This investigation, which is\nbased on an extensive series of tests administered to 324 general science\nstudents, shows that the ability to recall and the ability to infer are different\nabilities. Boys are superior to girls in the ability to infer, but no differences\noccur in recall. In spite of the fact that over 25 percent of the subjects were\npractically unable to do inference of the type commonly demanded in the\ngeneral science course, regression equations show that the ability to infer\nis three times as important as the ability to recall in obtaining teachers’\nmarks. This indicates that teachers are attempting to mark students on the\nability to infer when many of the students cannot successfully perform in\nthis ability. The consequence of such an attempt must be variability in\nteachers’ marks. We cannot say that this is the sole cause of such variability,\nbut it certainly is one of the major causes. Evidence is also presented to show\nthat investigation is needed to determine the relative difficulty of science\ngeneralizations for general science students. We also need information on\nthe best methods of teaching for efficient understanding of generalized science\nideas by the student.\n\nDIFFERENTIAL\nPALMER\n\nO. JOHNSON,\n\nFUNCTIONS\n\nASSISTANT\nMINNESOTA,\n\nBefore we can make much\n\nPROFESSOR\n\nOF\nOF\n\nMINNEAPOLIS,\n\nheadway\n\nEXAMINATIONS\nEDUCATION,\n\nUNIVERSITY\n\nOF\n\nMINN.\n\nin the improvement\n\nof teaching, it is\n\nessential that we develop examinations which measure accurately the conse¬\nquences of our present teaching. A statement of the outcomes of instruction,\nin specific terms of what the student is to do in order to reveal the extent of\nhis acquisition, provides a basis upon which to project a measurement pro¬\ngram. Illustrations are given in this paper of the means employed to develop\nreliable and valid examinations for the measurement of three outcomes of\ninstruction in three courses in the General College at the University of\nMinnesota. Two of these courses were in science, the third was in geography\nand economics. The measurement involved a determination of ( 1 ) the acqui¬\nsition of a technical vocabulary, (2) the acquisition of fundamental facts and\nprinciples, and (3) the ability to apply vocabulary, facts, and principles in\n\n"}
{"page": 373, "printed_page": null, "text": "Department\n\nof Educational\n\n367\n\nResearch\n\nthe interpretation and solution of problem situations. The separable and com¬\nbined importance of college aptitude as measured by a college aptitude test,\nknowledge of vocabulary, knowledge of facts and principles, in determining\nthe ability to interpret and solve problem situations was analyzed. Approxi¬\nmately 65 percent of the common elements were accounted for. In general,\nthe weighting in order of importance was found to be ( 1 ) knowledge of facts\nand principles, (2) knowledge of vocabulary, and (3) the measure of college\naptitude used.\nThe analyzed results have considerable potential value in determining the\neffectiveness of present materials and methods, as well as in the differentation\nof students on the basis of the types of mental reactions they possess.\n\nTHE\n\nDAVID\n\nCONSTRUCTION\nDIFFERENTIAL\n\nSEGEL,\n\nSPECIALIST,\nOFFICE\n\nOF\n\nTESTS\n\nAND INTERPRETATION\nABILITY PATTERNS\nAND\n\nEDUCATION,\n\nMEASUREMENTS,\nWASHINGTON,\n\nUNITED\n\nOF\n\nSTATES\n\nD. C.\n\nWhat is needed in guidance is method of determining the relative\nprobabilities of success in different occupations or scholastic areas. At the\nend of various stages of secondary and higher education, it should be decided,\nnaturally, whether or not a student should attempt a higher level of educa¬\ntion. Such a decision can be made in part on the basis of tests measuring\ngeneral aptitude. If the decision is that high school is to be a stepping stone\nto junior college or college, the particular course may be fairly safely left to\nthe interests of the student as long as college entrance requirements are\nbeing met. On the other hand, however, if it is decided that the high-school\ncourse shall be the terminal course for a student then it becomes a question\nas to what subjects or what course should be pursued. We have developed\na method for showing graphically test results from which, by inspection, a\nrough determination of differential success prediction may be made.\nThe data used to illustrate this method were found in the records of one\nhundred boys who had filled out the Strong Interest Blank and had taken\nthe Iowa High School Content Examination. For our illustration we will\nuse the scores on the five interest ratings on the Strong Interest Blank which\nproved to have the greater values for differential prediction. These interest\nratings were those of engineering, medicine, life insurance salesmanship, per¬\nsonnel management, and purchasing agent. Of the four achievement test\nscores obtainable on the Iowa High School Content Examination, we have\nused two, namely, English literature and mathematics.\n\nIn the chart on the following page certain of the results of this testing\nare given. This chart shows the pattern of Strong interest scores in rela¬\ntion to achievement in English literature on the one hand and mathematics\non the other. In this chart the solid line represents the average (mean) score\non five of the interest ratings of those students who did better in the English\n\n"}
{"page": 374, "printed_page": null, "text": "368\n\nNational\n\nEducation\n\nAssociation\n\nliterature section of the Iowa test than they did on the mathematics section.\nSimilarly the broken line of the chart represents average interest scores for\nthose who had higher scores in mathematics than in English literature. This\nchart gives for 100 students a picture of the differences in interest scores\nobtained from students who do better in one subject of a pair of subjects than\nin the other.\nThis means for similar student groups that those students who have high\ninterest scores for engineering, medicine, and purchasing agent and low\n\ndifferential ability pattern for\nACHIEVEMENT IN ENGLISH LITERATURE\nAND MATHEMATICS.\nA\n-.44\n-.36\n\n-.55\n\n,22\n\n23\n\nB\n\nB\n\nMEDICINE\nENGINEER\nING\n\nPERSONNEL\nMAN\nAGEMENT\n\nINSURANCE\nl(,^DEAklrc\n\n_\n\nAGE\nNT NG\nHASI\nPURC\n\n[NTE RESTS\n\nS,T,liClEr\n.NTS\nWH0 00 BETTER IN ENGLISH\nLITERAT\nURE\nTHAN\nIN MATHEMATICS.\nTHAN\nIN ENGLISH\nRE.MATHEMATICS\nLITERATUIN\nFWKir°, BETTER\nSIhaDn N,mS\n\n"}
{"page": 375, "printed_page": null, "text": "Department\n\nof Educational\n\nResearch\n\n369\n\ninterest scores in life insurance salesmanship and personnel management will\ndo better in mathematics than in English literature.\nThe results of studies, of which this chart is only one illustration, show\nthat these particular items — interest items — are related to differences in\nachievement.\nI have mentioned that this is a method for inspectional methods in guid¬\nance. In this case the interest scores of a single individual may be compared\nwith this general pattern and some notion regarding his capabilities can be\ndeduced. I wish, however, to show you the relation between this inspectional\nmethod and the more accurate statistical methods. You will note the figures\nin the upper part of the chart. These are the differential correlation co¬\nefficients worked out between the interest involved in each case and the\ndifference between achievement in the subjects. For instance, the first co¬\nefficient — .55 is the correlation between interest in engineering and the\ndifference in achievement in English literature and mathematics. This indi¬\ncates that there is a definite relationship between this interest in engineering\nand the difference in achievement in English literature and mathematics.\nSimilarly — .36 has the same meaning except that it shows that the relation¬\nship is not so strong. The next two coefficients, -{-.22 and -{-.23 indicate\nthat the interests concerned — life insurance salesmanship and personnel man¬\nagement — are related positively to higher achievement in English literature\nthan in mathematics altho the relationship is not a strong one.\nI have tried to outline for you a method of showing test scores or other\nobjective data for purposes of differential prediction which might be of\nvalue in the practical situation.\nA GENERALIZED\nH.\n\nH. REMMERS,\n\nATTITUDE\n\nDIRECTOR,\n\nPURDUE\n\nDIVISION\n\nUNIVERSITY,\n\nSCALING\nOF\n\nTECHNIC\n\nEDUCATIONAL\n\nLAFAYETTE,\n\nRESEARCH,\n\nIND.\n\nThe Thurstone technic of scaling attitudes is theoretically the soundest\nthat has yet been devised. It suffers from a severe limitation, however — that\nof the great amount of labor required for the scaling. Practically an un¬\nlimited number of attitudes, in Thurstone’s sense, may be defined and scaled.\nAny situation, idea, institution, proposed social action, any phenomenon to\nwhich social groups may react contains the possibilities of from one to many\nscales of attitude.\nIt would be highly desirable to make practically possible the measurement\nof many more attitudes without sacrificing the theoretical rigor and precision\nunderlying the method developed by Thurstone. A method is proposed which\nwill not increase the labor and which wfill not sacrifice theoretical rigor but\nwhich wfill enable the measurement of attitudes toward large groups of\nobjects (“object” is here used in the logical sense as opposed to “subject”).\nThe search for affective statements or stereotypes would be for statements\nall of which would validly apply to a psychological continuum representing\n\n"}
{"page": 376, "printed_page": null, "text": "370\n\nNational\n\nEducation\n\nAssociation\n\nattitude toward any and all members of a large group\nof objects, such as\nnations, races, sects, institutions, vocations, and political parties.\nA series of\n“master scales” can thus be produced.\nSix such scales are now completed, viz., to measure attitu\nde toward ( 1 )\nany vocation, (2) any school subject, (3) any social instit\nution, (4) any\nracial or national group, (5) any practise, and (6) any homem\naking activity.\nTHE\n\nSIGNIFICANCE\nOF MEASUREMENTS\nIN MEASURING\nABILITY\n\nS. A. COURTIS,\n\nPROFESSOR\n\nOF EDUCATION, UNIVERSITY\nANN ARBOR, MICH.\n\nOF\n\nOF\n\nCONTROL\n\nMICHIGAN,\n\nIt seems especially appropriate that a report on one of the activities\nof the\nSoutheastern Michigan Round I able for last year should\nbe made at a\nmeeting of which Professor Judd is chairman since it was he\nwho placed\na burr under the saddle and started the Round Table off\non its present\ncareer. This organization is composed of high-school princip\nals and college\npiofessors of secondary education in the live counties surrounding\nDetroit.\nThe newly elected executive committee held several meetings during\n1932\nand canvassed the membership to determine, first, its readiness\nto undertake\na program of concerted attack on secondary-school problems,\nand secondly,\nwhat specific problems were of most immediate interest to the membe\nrship\n\nof the group. On the basis of interest expressed two committees were\nap¬\npointed to carry on investigations and to report their findings\nto the group.\nOne committee dealt with the problem of the Unadjusted\nPupil (with\nspecial reference to those whose tastes and abilities do not lie along\ntraditional\nacademic lines) ; the other, with College Relations, that vexing\ntopic which\npresents itself whenever representatives of college and high school\nmeet.\nIt is on the work of this latter committee that I have been asked\nto report.\n4 he committee undertook to set up a program of scholastic aptitu\nde test¬\ning for the area represented by the Round Table. The American\nCouncil\nPsychological Examination (series of 1932) was chosen for the\nexperiment.\nI he tests were administered to a total of 7968 pupils in forty-two\nschools\nfrom\n\na membership\n\nof sixty schools. Unfortunately, the pupil information\nblanks and the reports of scholastic rank were not complete for\nall of these\npupils so that some of the findings to be reported here do not\napply to all\nthose taking the test.\n\nA\n\nfirst table in the final report of the committee presents\ncomparative\nscores on the American Council Examination for the 23,000\ncollege fresh¬\nmen who took the same test in colleges thruout the country, for\ncollege fresh¬\nmen at the University of Michigan the preceding year, for\nthe various grades\nin private secondary schools administering tests under the auspic\nes of the\nEducational Records Bureau, and for 16,000 Wisconsin senior\ns. The com¬\nplete report gave the distribution for these groups in terms of decile\nscores.\n1 he median score for the Round Table was 127.98 as compared\nwith 138.00\nfor Wisconsin seniors and 166.00 for college freshmen. Altho these\ncompara-\n\n"}
{"page": 377, "printed_page": null, "text": "Department\n\nof Educational\n\nResearch\n\n371\n\ntive figures are perhaps not especially significant for individual high-school\nprincipals, they do present some idea — especially those of Wisconsin high\nschools, a comparable group — as to how high-school students of this area\ncompare in academic promise with other groups for whom data are available.\nMost significant to the individual high-school principal, however, is the\nnext table in which the distribution of scores in ten point intervals is given\nfor all schools combined and individually for each cooperating school. (In\nreporting this information, schools were identified by code numbers and the\nidentification of his own school communicated to each principal.)\nSeveral points about these results are interesting. While schools vary con¬\nsiderably in size (graduating classes range from 11 to 472), the size of the\nschool bears no relation to showing on the test. This, of course, should be\nexpected. The variations from school to school, however, are greater than\nmight have been anticipated. Median scores range from 93.85 to 190.00,\nan average more than double that of the lowest ranking school. The first\nquartile for the three schools which head the list exceeds the score achieved\nby 75 percent of the pupils in 15 schools from the 42; in other words, for\nthese first three schools only 25 percent made scores as low as those obtained\nby three-fourths of the graduating classes in one-third of the schools repre¬\nsented. Such facts as these are certainly of value to conscientious administra¬\ntors and college admission officers in determining what percentage of the\nvarious student bodies are likely to profit from a college education as now\nconceived. On the basis of a disparity such as this among schools of the same\ngeographic area it seems evident that admission policies which are based\nlargely upon the proportionate standing within a graduating class are open\nto very considerable error. A rule admitting the upper 50 percent of any\ngraduating class would exclude 28 pupils with scores above the average for\nthe area in school Number 2, while admitting 18 pupils with scores below\nthe average from school Number 41 — a school of almost the same enrolment.\nIn the information blank pupils were asked to indicate whether they\nplanned to continue education beyond high school. The replies to this ques¬\ntion were tabulated in relation to scores made on the test. The results seem\nquite significant.\nOf the 7968 taking the test, 4812 (or 60.4 percent) plan to go on to\nhigher institutions; 2771 are not planning to continue education, 294 are\nuncertain, and 91 did not reply to the question. On the whole there seems\nto be here some recognition of personal limitations, as the median score for\nthe group continuing is 139.1566, for those not continuing 112.6305. But\nmedian scores do not tell the whole story. The distribution for the group\nplanning to go to college covers as wide a range as that for pupils concluding\ntheir education with the high-school course. The fact that 802 (16^6 per¬\ncent) of the group planning to continue education achieved scores placing\nthem in the lowest 25 percent of the whole group would seem to be an indi¬\ncation of misdirected ambition which probably spells trouble for them, the\ncolleges they attend, and the high schools from which they come. More\nsignificant, however, from a social standpoint, is the number of pupils of\n\n"}
{"page": 378, "printed_page": null, "text": "372\n\nNational\n\nEducation\n\nAssociation\n\nsuperior ability who have given up hope of future education. Of\nthe group\nnot continuing education or uncertain of continuance 561\n(14.6 percent)\nare pupils in the upper fourth of the entire group in ability;\n1161 (36.8\npercent) aie above the average of the group. Furthermore, one of\nthe two\nscores between 330 and o39 recorded for pupils in this testin\ng program was\nmade by a pupil who did not plan to continue his education. No civilization\ncan afford to neglect its best minds. The social waste represented here\ncan¬\nnot be lightly disregarded.\nPupils were asked to suggest their reasons for not continuing educat\nion\nbeyond high school. In order of frequency the reasons advanced\nare :\n1. Financial inability. 2. Preference for earning money. 3. Lack of vocati\nonal\ndecision. 4. A poor scholastic record in high school. 5. A lack of interes\nt.\n6. Unwillingness of parents. It may occasion no surprise to find that in\nmore\nthan half the cases the obstacle to higher education is a financial\none, but\nthe fact deserves careful consideration when weighing the argum\nents of\nthose who would reduce the proportion of state support for colleg\nes and\nuniversities and restrict these opportunities more largely to those\nwho can\nafford to pay for them. No community can afford not to give an opport\nunity\nfor advanced training to those best equipped to profit from it.\nA comparison which is of significance in the guidance of pupils\nto the\nvarious higher institutions within the state is that which shows the distri\nbu¬\ntion of scores on the test in relation to the higher institutions indica\nted as\nthe pupils’ first choice.\nMedian scores range from 109.67 to 165.78. In terms of the competi¬\ntion which he will meet a student may well be guided out of\none type of\ninstitution and into another. The largest number of those replyi\nng indi¬\ncated a choice of the state university and the median intelligence score\nfor\nthis group was highest. It is further significant (as I found from records\nin the registrars office) that the median score of those who actually\nwere\nadmitted to the University was another 13 points higher and furthermore\nthat there were distinct differences in median test scores among those enter¬\ning the various schools within the University. These data should certain\nly\nbe taken into account in any guidance procedure affecting pupils, both\non the\npart of the high-school administration and of college personnel officers.\nThe next analyses presented in the committee’s report show the distribu¬\ntion of scores in relation, first, to the high-school subject liked least,\nand\nsecond, in relation to those liked best.\n\nIn terms of the ability of those preferring them, types of course\ns rank in\norder: language, mathematics, science. The commercial courses showe\nd the\nlargest number of preferences, but the lowest group in ability. Lest teache\nrs\nof language, science, and mathematics become unduly puffed up and\ncon¬\nsider their fields to be par excellence the food of best minds, it\nis well to\nturn to the table of courses liked least where we find the ranki\nng in order\nof the ability of those disliking them to be language courses, scienc\ne courses,\nand mathematics courses.\n\n"}
{"page": 379, "printed_page": null, "text": "Department\n\nof Educational\n\n373\n\nResearch\n\nIncidentally, mathematics is second on the list in terms of the number who\nshow a distaste for it. Perhaps the only conclusion to be drawn from this\nis that students of greater ability have more decided likes and dislikes.\nWith reference to comparative test scores in relation to the high-school\ncurriculum, a noticeable difference is to be observed between the average\nscores of those taking classical, scientific, and general college preparatory\ncourses, and those in commercial, industrial, or general courses. The dif¬\nference between medians for the general college preparatory and the general\nnon-college preparatory curriculums is more than thirty points. It would\nseem that either as a result of personal choice or of guidance in the high\nschool, pupils of better ability have in general been entering the curriculums\nwhich make greater demands on scholastic ability. Here, however, as in\nprevious tables, the spread of distribution may be as significant as the central\ntendency. The fact that 378 pupils wdth scores below 100 were enrolled in\nthe classical curriculum is distinctly food for thought.\nThe final analysis presents the distribution of scores in terms of the average\nof marks in high school. A scatter-diagram depicting this relationship shows\nsome agreement between relative scores on the test and achievement as\nrecorded in high-school grades. 1 he correlation between the two is — |— .53 .\nIt is equally noticeable, however, that there are significant divergences.\nFour hundred and eight pupils with averages of “C” or better are in the\nlowest 25 percent of the group in ability as measured by this test, and 30\npupils with averages better than “B” are in this lowest fourth of the group.\nScholastic rank in high school and scholastic ability as measured by a test\nsuch as the American Council Psychological Examination would seem to\nrepresent somewhat distinct factors.\nWhile data are not available as to the extent of the use of this testing\nprogram by individual schools — a crucial consideration — it proved of suffi¬\ncient interest to the membership that the organization voted to continue the\nproject for the current year and to expand the program to include an apti¬\ntude test at the sophomore level as well as the American Council Test to be\nadministered to all seniors. Furthermore, following a report on the Round\nTable program\n\nat its December\n\nmeeting the Michigan\n\nHigh School Prin¬\n\ncipals Association voted to participate in the current year’s testing.\n\nA NEW\n\nW.\n\nTECHNIC\nCONTENT\n\nJ. OSBURN,\n\nPROFESSOR\n\nOF APPRAISAL COVERING\nOF COURSES OF STUDY\nOF\n\nEDUCATION,\n\nCOLUMBUS,\n\nOHIO\n\nSTATE\n\nTHE\n\nUNIVERSITY,\n\nOHIO\n\nWe have had an abundance of school surveys but none of them have ade~\nquately handled the appraisal of the course of study.\nIt was the purpose of the present study to develop an objective technic\nthat could be mastered by the members of an ordinary course of study com¬\nmittee and used without the aid of expert judges. The technic to be de¬\nscribed has been in process of development for five years in classes at Ohio\n\nState University conducted by the author.\n\n"}
{"page": 380, "printed_page": null, "text": "374\n\nNational\n\nEducation\n\nAssociation\n\nI he first step in the study was to set up in list form\nthe most important\nelements of a good course of study. The revised list which\nfollows was pub¬\nlished in experimental form and has been used for five\nyears.\nList of the Cardinal\n\nIndividual\n\nValues\n\n1. Provisions\n\nfor routine\n2. Provisions for thinking\n3. Provisions for differentiation\n4. Culture content\n5. Remedial content\n6. Health and safety\n7. Leisure\n8. Freedom\n9. Thrift\n\n10. Ideals and attitudes\n11. Responsibility\n12. Disciplinary content\n13. Vocational content\nSocial Values\n\n1. Social utility\n2. Promotion of likemindedness\n3. Promotion of social participation\n4. Training in leadership\n5. Social heritage\n6. Provision for self-realization\n7. Social interdependence\n8. Social progress\n9. Social needs\n\nPsychological\n\nValues\n\nPoints of Curriculum\n\nContent\n\n2. Gradation\n3. Experience for pupil\n4. Interests and needs\n5. Play and games\n6. Transfer values\n\nPedogogical\n\nValues\n\n1. Goals\n2. Motivation\n3. Factual content\n4. Activities for pupil\n5. Material aids\n6. Provision for measurement\n7. Bibliographies\n8. Assignments and lessons\n9. Provision for supervision of study\n10. Provision for teacher freedom\n11. Devices, methods, and procedures\n12. Time allotments\n13. Outcomes\n\n14. Information\n\nfor the teacher\n\nOrganization\n1. Integration\n2. Project\n3. Unit\n4. Contract\n5. Difficulty\n\nGuid\nance\n\nues\nvaall\nMor\n\n6. Recognition\n\nof relative values.\n\n1 he advisability of establishing quantitative\nstandards for each element\nsoon became apparent. This was done by esta\nblishing units for each of the\nforty-nine elements. Unfortunately these\nunits vary in size from words to\nwhole paragraphs. For example “Routine” unit\ns consist of such things as\nanthmetic combinations, habits, skills, and elements\nof review; while “Provi¬\nsions for thinking have to be listed often\nas entire paragraphs.\nAnother problem also caused no little trouble. The\nseveral elements are\nnot discrete. They overlap. Take “Information for the\nteacher” for example.\nIn a very real sense everything in the course of study\nmay be looked upon\nas information for the teacher. However, in actua\nl checking it was agreed\nthat no item should be recorded as “Information for\nthe teacher” if it\ncould be used under some other heading. Again,\na musical record may be\nconsidered as a material aid, an experience, or perha\nps an item of social\nheritage. A general rule was that in case of doubt a\ngiven item was to be\nrecorded under all of the elements to which it seeme\nd to belong. All other\n\n"}
{"page": 381, "printed_page": null, "text": "Department\n\nof Educational\n\nResearch\n\n375\n\ncases of overlappings were disposed of in like manner by conventional rules\nwhich apply uniformly thruout the entire study.\nIt is obvious that when the work which has just been described has been\ncompleted the result is a profile of the course of study. Such profiles can\neasily be presented in graphic form.\nThe following statements prove to be of interest. They indicate which\nsubject ranks highest under each of several items. Arithmetic contains the\nmost routine material. History ranks first in thought content and measure¬\nment. Reading contains the most remedial material, the most provisions for\nleisure, the most provision for social participation, and the most in the way\nof methods\n\nand devices. Language\n\nfeatures differentiation, self-realization,\nexperience for pupil, and bibliography. Social science ranks highest in free¬\ndom, ideals, nature content, likemindedness, social interdependence, and\nmorals. Fine art is the leading subject for thrift and social heritage. Health\nand physical education features health, leadership, social needs, and games.\nSpelling contains most of social utility, transfer (phonetics), and activities.\nMusic predominates in material aids, gradation, teacher freedom, outcomes,\nand information for the teacher. Science has the most to say concerning time\nallotment.\n\nThe technic for course of study appraisal which has been described is objec¬\ntive, valid, and reliable, in spite of the varying units of measurement. The\nnature of the categories is fortified by the technic of social judgment and\nexperience in actual use. After a short training period local school authorities\ncan secure a reliable appraisal of their courses of study which can easily be\npresented in graphic form. Better still, by using available profiles of good\ncourses of study as standards the local authorities can construct a course of\nstudy to match and thus be assured that their work is creditable and sound.\nFinally, by noting the gaps and weak spots the schools which have good\ncourses of study can make them still better. Thru these means there should\nbe much less difficulty in transferring our excellent theories into practise.\nEVALUATION\nW.\n\nW.\n\nKEMMERER,\n\nOF\n\nTHE\n\nDIRECTOR\nPUBLIC\n\nOF\n\nINTEGRATED\nCHILD\n\nSCHOOLS,\n\nA public school system expounding\n\nCURRICULUM\n\nACCOUNTING\n\nHOUSTON,\n\nAND\n\nCURRICULUM,\n\nTEXAS\n\nthe ideas from educational theorists,\n\npsychologists, philosophers, patrons, teachers, and taxpayers finds it neces¬\nsary to make progress carefully and cautiously — cautiously to the end that\nevery change of procedure must justify itself in results achieved.\nWhen the Houston public schools proceeded to eliminate or reduce to a\nminimum the fixed daily schedule, water-tight subjectmatter compartments,\nand other of the characteristics of the formal curriculum, steps were taken\nto evaluate the results of such a program. Needless to say the evaluation\n\ndid not involve the entire city but proceeded by taking a cross-section of the\ncity in seventy-three classes. The program was evaluated by means of objec¬\ntive tests as well as by devices which were largely subjective.\n\n"}
{"page": 382, "printed_page": null, "text": "376\n\nNational\n\nEducation\n\nAssociation\n\nIn addition to the actual achievement of the students and teache\nrs the\nlesults learned concerning the evaluation devices themselves\nwere by no\nmeans insignificant. I he public generally, however, is more intere\nsted in\nactual results of the evaluation which can be summed up briefl\ny as follows :\n1. It is possible thru an activity curriculum to maintain the same\nstandards of\nachievement in fundamental skill subjects which are maintained\nwhen these skills\nare taught thru logically organized subjects according to fixed\nschedule.\ndaily teaching\n2. Less time than is given to formal drill in the curriculum\njects is needed in the curriculum taught thru activities.\n\ntaught by formal\n\nsub¬\n\n3. There is more time and more possibility for opportunities for\nthe development\nof creative self-expression in an activity curriculum.\n4. An activity curriculum allows more time for real education.\n5. Pupils acquire more information thru an activity curriculum.\n6. Pupils engaged in activities read more general literature than do those follow¬\ning the more formal curriculum.\n7; The activity curriculum\nwhile activities.\n\nincreases the pupils’ interests in school and other worth¬\n\n8. Following\nof teaching.\n\nwhich\n\na curriculum\n\nis based on activity tends to improve\n\nthe quality\n\nTHE\n\nEDUCATIONAL\nPROBLEM\nPRESENTED\nBY THE\nSPANISH-SPEAKING\nCHILD OF THE SOUTHWEST\n\nH. T. MANUEL,\n\nPROFESSOR\n\nOF EDUCATIONAL\nPSYCHOLOGY,\nTEXAS, AUSTIN, TEXAS\n\nUNIVERSITY\n\nOF\n\nThe Southwest is an extensive territory with a relatively small popula\ntion,\nbut the child of the crowded tenement is found as well as the child of\nthe\nisolated ranch.\nIn the four states bordering upon the Republic of Mexico one child in\neight comes from a Spanish-speaking home. About 35,000 who know little\nor no English become of school age each year. In some districts and schools\nthe population is entirely Spanish-speaking; in others the proportion varies\nfrom zero up. Many of these children are descendants of the earliest settlers,\nbut a larger numbei in the area as a whole are children of more recent\nimmigrants.\nWhen they enter the public schools they are taught in a language foreign\nto them. Many never have an adequate opportunity to learn either Spanish\nor English and are therefore handicapped in a greater or less degree for life.\nThe educational problem is complicated by the inferior socio-economic status\nof large numbers, and in some places by the indifference and antagonism of\nthe English-speaking group. On the average, the children are retarded in\ntheir progress thru the schools and stand relatively low on educational tests.\nSome, however, in spite of their difficulties, show superior ability and out¬\nstanding achievement. The average for the group as a whole will undoubt¬\nedly rise when they are given adequate educational opportunity.\nOut of this situation arise many problems which challenge the research\nworker and the practical educator, and progress is being made toward their\nsolution.\n\n"}
{"page": 383, "printed_page": null, "text": "Department\n\nTHE\n\nLETA\n\nCENTILE\n\nof Educational\n\nOF GIFTED\nSTATUS\nMATURITY\nOF\n\nPROFESSOR\n\nS. HOLLINGWORTH,\nCOLUMBIA\n\nUNIVERSITY,\n\nCHILDREN\n\nEDUCATION,\nNEW\n\n377\n\nResearch\n\nYORK,\n\nTEACHERS\n\nAT\n\nCOLLEGE,\n\nN. Y.\n\nOf one hundred and sixteen children testing in the top centile of the dis¬\ntribution of school children by Stanford-Binet, 82 percent were found when\nnear maturity, ten years later, to rate in the top centile of the military draft,\nby Army Alpha. The remainder, most of whom were not yet eighteen years\nold, rated in high centiles. No individual of either sex regressed to or nearly\nto average.\nFallacies of selection were avoided in the follow-up by complete observa¬\ntion of a representative sample (n = 56) of the total number of subjects\n(n = 148) originally identified in childhood.\nThis result affords a validation, by means\n\nof elapsed time, of the predictive\npower of available mental tests, on the one hand ; and on the other hand, a\nproof of the constancy of the intellectual development of gifted children, in\nterms of centile status.\nEDUCATIONAL\nM.\n\nR. TRABUE,\n\nDIRECTOR,\nOF\n\nNORTH\n\nNEEDS\n\nOF\n\nBUREAU\n\nOF\n\nCAROLINA,\n\nUNEMPLOYED\n\nEDUCATIONAL\nCHAPEL\n\nADULTS\n\nRESEARCH,\n\nHILL,\n\nUNIVERSITY\n\nN. C.\n\nThe greatest educational needs of unemployed adults are for authentic\ninformation about their owm vocational assets and liabilities. The grown\nman or woman who needs further training is very likely to be unaware of\nthat need. If he does feel a desire to secure further training, he is more than\nlikely to be mistaken regarding the field in which he should seek training.\nIntensive study of the educational needs of thousands of unemployed adults\nin Minnesota cities showed that fewer than one in twenty of those who\nundertook training in fields that had been rated inappropriate gained any¬\nthing of value from the training. On the other hand, more than three out\nof four of those who took training in accordance with the recommendation\nof the occupational analysis clinics were successful.\nThose who were found to need further training in order to achieve occupa¬\ntional success were already better educated in the ordinary academic sense\nthan were those who did not need training. Instead of helping people to\ndiscover their own vocational aptitudes and needs, it appears that our high\nschools and colleges are actually contributing to the occupational maladjust¬\nments of those who attend them. Information about himself and about the\noccupational fields which his qualifications fit him to enter is much more\nimportant to the average adult than more general education, for without\nsuch information the training he may take is as likely to injure as to improve\nhis occupational efficiency.\n\n"}
{"page": 384, "printed_page": null, "text": "378\n\nNational\n\nTHE\n\nEducation\n\nAssociation\n\nPENNSYLVANIA\nSTUDY\nOF THE RELATIONS\nSECONDARY\nAND HIGHER\nEDUCATION\n\nMAX\n\nMC\n\nCONN,\n\nDEAN,\n\nLEHIGH\n\n1 he procedures of the Pennsylvania\n\nUNIVERSITY,\n\nPA.\n\nStudy comprise three projects:\n\n. L. A.seven\"year. cumula\nstudy, following\nthe junior and senior high tiye\nschool;\nthe senior year\n\nBETHLEHEM,\n\nOF\n\nthe progress\n\nof 12,500 pupils thru\n\nin the high school thru college ;\n\n3‘ Ar a,?a)yS1S °f the t0tal educational programs and general academi\nc\nment ot all the seniors graduating from Pennsyl\nvania colleges in 1928.\n\nachieve¬\n\nT he principal instruments used in all three projects\nhave been compre¬\nhensive batteries of objective achievement tests and\nthe American Council\non Education Cumulative Record Card.\n\nVarious conclusions drawn from the experiences\nof the Study and such\nanalyses as have already been made of the extensive mater\nials include:\n\n1. Additional evidence of the inadequacy\nof teachers’ grades in measuring any¬\n2. thing substantial or permanent in the\nway of intellectual progress; which seems to\nA\nve-year cumula\nshow fi\nthat\nin every schoo\ntive\nl syste\nstudy,matic\nuse\nd be made of objective tests to check\nfollowingshoul\nseve\nral thousand\nand support (or query) subjective grades.\ncollege studen\nts from\n. 2- Evidence of the incoherence of many school\nand college programs and the\nn relevance of many curriculum requirements; seemin\ng to show that our curriculums\nshould contain more of reinforcing sequence, and\nthat ways should be found to avoid\nforcing or even permitting a student to “take” subjec\nts which have for him at the\ntime no pertinence or significance.\n3. Evidence of the disastrous effects of “units” and\nterm, unconnected artificial goals for long-term real\n\n“credits,” in substituting short¬\ngoals in the educational process.\n\nIt is suggested that such “credits” must eventu\nally be superseded by the plan of\ncomprehensive examinations and the integrated\nteaching and learning procedures\nconnected therewith.\n4. Evidence of the ignorance of most teachers and\nadministrators with respect\nto everything about their students except the grades earned\nin courses; an ignorance\nthat can be remedied by using the simple device of the\ncumulative record.\n\nFACTORS\n\nWILLIAM\n\nWHICH\nCONTRIBUTE\nTO DIFFICULTY\nREADING\nMATERIAL\n\nS. GRAY,\n\nPROFESSOR\n\nOF EDUCATION,\nCHICAGO, ILL.\n\nUNIVERSITY\n\nOF\n\nOF\n\nCHICAGO,\n\nAn outstanding problem today in promoting both formal and inform\nal\neducation relates to the need for readable materials adapted to\nthe needs and\ninterests of the children and adults served.\n\nIf writers and publishers are successful in preparing appropriate\nmate¬\nrials for readers, it is obvious that they must know among other things\nwhat\nare the elements that contribute to ease or difficulty in reading\nfor the par¬\nticular group served.\nThe\n\nchief aim of the study reported in this paper was to determine ele¬\nments of expression in written discourse that contribute to ease or\ndifficulty\nin reading for adults of limited education.\n\n"}
{"page": 385, "printed_page": null, "text": "Department\n\nof Educational\n\nResearch\n\n379\n\nThe technical steps involved included (a) the selection of a list of poten¬\ntial elements of difficulty, (b) the measurement of the comprehension of\npassages containing these elements of difficulty to determine a criterion of\ndifficulty for each test item, (c) the correlation\n\nof the frequency of the\nindex to determine the relative\n\nelements in a passage with its comprehension\nsignificance of the potential elements of difficulty.\nThe\n\nelements\n\nwhich\n\ncontributed\n\nmost\n\nto difficulty for all the readers\n\ntested were length of sentence in words, number\n\nnot known\n\nof words\n\nto 90\n\npercent of sixth-grade pupils, and number of different hard words. The\nelements which contributed most to ease and simplicity of reading material\npercent of easy words, number of explicit sentences, number of first,\nsecond, and third person pronouns, and percent of monosyllabic words.\n\nwere\n\nThe results of the study have been applied in three ways: (a) in develop¬\ning a method of estimating the difficulty of reading material for adults of\nlimited education; (b) in developing a procedure for estimating how well\nan adult can read and what material is of appropriate difficulty for him ;\n\nEFFECTS\nCLIFFORD\n\nHANDEDNESS\n\nOF\n\nDIRECTOR,\n\nWOODY,\nRESEARCH,\n\n“Left-handed\n\nBUREAU\n\nUNIVERSITY\n\nOF\n\nREVERSALS\n\nON\nOF\n\nIN\n\nEDUCATIONAL\n\nMICHIGAN,\n\nANN\n\nfor\n\nof materials\n\n(c) in formulating principles relating to the preparation\nadults of limited education.\n\nREADING\n\nREFERENCE\n\nARBOR,\n\nAND\n\nMICH.\n\npupils react to various\n\nreading situations just as righthanded pupils do,” is the outstanding conclusion derived from an intensive\nstudy on handedness made by Albert J. Phillips, research assistant in the\nBureau of Educational Reference and Research at the University of Michi¬\ngan. The investigation on the influence of handedness on reversals in reading\nis a portion of a larger investigation undertaken (by Clifford Woody, di¬\nrector of the Bureau) to obtain norms of achievement by children in the\nprimary grades on various types of tests needed\nties involved in the process of reading.\n\nThe\n\nintensive study involved\n\npupils matched\n\naccording\n\nin the diagnosis of difficul¬\n\n136 pairs of right-handed\n\nto the following\n\nand left-handed\n\ncriteria: (1) sex, (2) chrono¬\n\nlogical age, (3) mental ability, (4) reading ability based on teacher’s place¬\nment, often with the aid of standardized tests, (5) section of a grade with\nthe same teachers in the same school. Thus every effort was made to obtain\ngroups\n\nof pure handedness.\n\nOf\n\nthese 136 matched\n\nGrade I; 55, in Grade II; and 48, in Grade\nboys and 52 were girls.\n\npairs, 33 pairs were\n\nIII. Eighty-four\n\nin\n\npairs were\n\nEach group was given five different types of tests especially devised for\ndetermining the nature and extent of reversals; (1) in the pronunciation of\nwords in isolated lists or in context, (2) in letters, (3) in seeing likenesses\nand differences in designs, numbers, and words, (4) in eye and hand move¬\nments, (5) in writing letters of the alphabet and in making the digits from\none to ten and in drawing a series of designs from memory.\n\n"}
{"page": 386, "printed_page": null, "text": "380\n\nNational\n\nEducation\n\nAssociation\n\n• Five,!yPes\ngiven. Total\n\nreversafs were used in classifying the responses to the\ntests\nreversals included errors in pronouncing\nwords in lists or\ncontext like saying «/« for w«/. “Partial”\nreversals were the errors in the\nresponses revealing the interchange of\ncertain letters in words like sung for\n\nsnug.\n\nLetter\n\nreversals occurred in responses of b for d. “Digi\nt” reversals\n\nreferred to digits made in reverse order\nlike 8 for 3 or to responses of digits\nin reverse order like 21 for 12. Reversals\n“in sequences of words” involved\nchanges in the order of words when\nreading, e.g., the expression often they\nwould as they would often or\n\nthey often would.\n\nThere\n\nis a tendency\n\nfor the group\n\nof right-handed\n\npupils in Grade\n\nI to\nTi\n°n the rCVerSal and on the readinS tests than the group\nof left-handed pupils. No plausible explanat\nion is available for this conditmn unless it may be an unverified assu\nmption that teachers feeling that\nleft-handed pupils may have a tendency\nto make reversals exercised more\ncare with them, to prevent such responses than\nwith the right-handed pupils.\n1 his tendency is not noticeable in Grades\nII and III. The mean number of\nreversals for both groups decreases in\neach successive grade. Both groups\nmake more “total” and “letter” reve\nrsals than any other type of reversal\n.\nI he various handedness and eyedness grou\nps approximate the same number\nof reversals.\nThe\n\none outstanding\n\nconclusion derived from the numerous types\nof com¬\nparisons made of the responses given to\nsituations in the battery of tests\ninvolving reading or activities closely related\nto the mental reaction in the\nact of reading, is that handedness per se with\nthe two groups under consideratmn had little or no influence on the\ntype of reading responses made.\nWhether similar results would be obtained\nwith groups of so-called naturally\nleft-handed pupils who had been trained\nto be right-handed or with groups\nm which neither left- nor right-handedness\nis dominant, only extensive future\ninvestigations can determine.\nTESTING\n\nHARRIET\n\nTHE\n\nABILITY\nTO USE\nDICTIONARY\n\nTHE\n\nINDEX\n\nAND\n\nM. BARTHELMESS, DIVISION OF EDUCATIO\nNAL RESEARCH,\nBOARD OF EDUCATION, PHILADELPHIA,\nPA.\n\nAmong\n\nthe important skills involved in reading of\nthe study type is the\nability to locate needed information with accuracy\nand ease. The index and\nthe dictionary are two of the important tools\nprovided for the purpose.\nFrom the functional point of view, testing pupils’\nability to use the index\nand dictionary as reported here serves several’purpose\ns :\n1. It focuses teacher\n\nattention on the basic skills involved.\n\n2. It shows in which particular skills pupil practi\nse is needed\nindex and dictionary more efficiently.\n3. It evaluates\n\nthe degree\n\nto which\n\nefficiency has been\n\nsecured.\n\nin order\n\nto use the\n\n"}
{"page": 387, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\nResearch\n\n381\n\nFrom\n\nthe research point of view, the testing serves these purposes:\n\n1. It shows\n\nthe relative difficulty of the various\n\n2. It furnishes\n\ninformation\n\nskills.\n\nas to the specificity of the skills involved.\n\nThe test I am reporting was constructed with the cooperation of a com¬\nmittee of elementary-school principals. This test was applied experimentally\nto a representative sample consisting of 214 pupils in grade 5 A and 240\npupils in grade 6B.\nindex test includes a sample index such as might be found in a studytype reader. Pupils are required to find by the use of the index the page loca¬\ntions of certain topics. The first sub-test requires the location of data when\nThe\n\nthe key word is a main topic in the index. 4 he second sub-test requires the\nlocation of data when the key word is a sub-topic in the index. 1 he third\nsub-test requires the location of data when the key word is not specifically\ngiven.\n\nIn each part, there are included two topics for which the index gives no\npage references. This is done in order to make the test situation like the real\nsituation in which the pupil is required to decide whether or not a given book\nwill furnish the information he seeks. The entire index test was done with\nof 67 percent in grade 5A and 82 percent in grade 6B.\nis not a high degree of correlation between the ability to use an\n\nan accuracy\nThere\n\nindex, as measured by this test, and intelligence, as measured by the Phila¬\ndelphia Mental Ability Test. The correlation of the intelligence test and\nthe index test is .53 in grade 5A and .37 in grade 6B. The relationship be¬\ntween the index test and reading is also low, being .43 in grade 5A. A general\nreading comprehension test was used. All these correlations have been cor¬\nrected according to the reliability coefficients of the tests involved. 1 heir\nsmallness may be interpreted as indicating a high degree of specificity for\nthe skills involved in the use of the index with a corresponding need for\nspecific practise.\nThe\n\ndictionary test has three sub-tests, representing\n\nthree types of skills,\n\n(1) location of words, (2) finding the meaning that fits, and\npreting diacritical marks by the use of the key to pronunciation.\n\n(3) inter¬\n\nIn the first sub-test, location of words, are included sixteen diagrammatic\nreproductions of consecutive dictionary pages including in each case the\nguide words and the first and last word in each column. Four consecutive\npages begin with\n\n“issue,” “jealous,” “jobber,” “juicy,” respectively; four\npages begin with “n” and eight more consecutive pages\n\nconsecutive\nbegin with “s.”\nIn the second sub-test, finding the meaning that fits, ten sentences are\ngiven, each containing a word whose meaning depends on the given context.\nIn each case, this word was chosen from a reading book suitable for fourth\nor fifth grade. The sentence is followed by three meanings of the word as\n\nmore\n\ngiven in the dictionary and the pupil is asked to choose the correct one.\nIn the third sub-test, use of key words, a number of words are given, each\nrepeated with appropriate\n\ndiacritical marks\n\nas given in the dictionary. Fol-\n\n"}
{"page": 388, "printed_page": null, "text": "382\n\nNational\n\nEducation\n\nAssociation\n\nlowing the word are nine key words from the bottom of the dictionary page.\nFrom these the pupil chooses those which help in the pronunciation of the\nwords.\nThe entire dictionary test was done with\ngrade 5A and 63 percent in grade 6B.\n\nan accuracy\n\nof 51 percent in\n\nThe\n\ncorrelation of the dictionary test with intelligence, as measured by\nthe Philadelphia Mental Ability Test, is .58 in grade 5A and .37 in grade\n6B. The correlation with reading is .50 in grade 5A. All correlations have\nbeen corrected according to the reliability coefficients of the tests involved.\nAs with the index test, these low correlations may be taken to indicate a\nhigh degree of specificity for the skills involved in the dictionary test, imply¬\ning a corresponding need for specificity of practise.\nThese\n\nindex and dictionary tests call attention to basic and specific skills\ninvolved in the use of these two instruments. They show for the group tested\nin which of these specific skills more practise is needed in order to use these\ntools more effectively.\n\nUsing the main headings of the index only is easier than using sub-headings\nand either of these procedures is easier than determining whether or not the\nindex will point the way to information answering a given question.\nIn using the dictionary, it is easier to locate words beginning with letters\nlike j, k, u, and v, to each of which comparatively few pages are devoted in\nthe dictionary, than to locate words beginning with letters like a, r, s, and t,\nto each of which there are many pages devoted in the dictionary. The fewer\nletters of a given word involved in locating the word the easier is the process.\nThe use of the dictionary for the purpose of finding the correct meaning of\na given word is an easier process than finding the correct pronunciation by\nthe interpretation of diacritical marks.\nLow\n\ncorrelations of the test results with reading and intelligence indicate\nthat the factor of specific training is involved in the results to a great extent.\nThe wide ranges of pupil scores in the several sub-tests point to the impor¬\ntance of locating pupils who are markedly in need of remedial work and of\nproviding for these pupils opportunities for becoming\nskills needed and for practising them.\n\nTHE\n\nINFLUENCE\n\nW.\n\nCHARTERS,\n\nW.\n\nWhen\ncentury\n\nOF\n\nMOTION\n\nconscious of the specific\n\nPICTURES\n\nON\n\nDIRECTOR, BUREAU OF EDUCATIONAL\nSTATE UNIVERSITY, COLUMBUS, OHIO\n\nCHILDREN\n\nRESEARCH,\n\nOHIO\n\nthe history of education\nwill be remembered\n\ntwo instruments\n\nis written the first decade of the twentieth\nas the period of the invention of not one but\n\nof education\n\nin rank equal to the invention of the alphabet\nand the printing press. These are the motion picture and the radio.\nThe radio derives its power from three characteristics. It rises above the\nserious limitations of print because the listener does not need to be able to\nread. The\n\nyoung\n\nand the illiterate can learn if only they understand\n\nthe\n\n"}
{"page": 389, "printed_page": null, "text": "Department\n\nof\n\nEducational\n\n383\n\nResearch\n\nspoken language. Its area of influence is universal and its tempo instantane¬\nous. A president in the seat of government can in a single broadcast of ten\nminutes\n\ncommunicate\n\nhis ideas to one hundred\n\nin every city and country home\n\nand twenty\n\nmillion people\n\nin the nation. It makes possible a tremendous\n\nsaving of time and energy.\nThe\n\nmotion\n\npicture, which\n\nis the subject of our discussion, stands in a\n\nsimilar position of preeminence\n\nwith\n\nthe radio in three respects. It is not\n\nhandicapped\n\nby illiteracy. One\n\ndoes not need to be able to read to obtain\n\nideas from\n\nthe sound picture. The\n\nvery young\n\nand the illiterate may\n\nfrom the motion picture as they cannot do from books. The\nto all who\n\ncan see. The\n\neducation\n\nbecause it presents ideas concretely. The\n\nmedium\n\nlearn\n\nis useful\n\nmotion picture possesses superiority as an agency\naudience\n\nof\n\nsees the idea as\n\nan event with all the concreteness that follows actions of persons before one’s\neyes. Words in print or thru the microphone are abstract and may not be\nunderstood.\nimmensely\n\nPictures are concrete and seeing is believing. To\n\nsee an event is\n\nsuperior to reading about it or hearing of it. Description\n\nsubstitute for actuality. Learning\nthat people have in motion\n\nis assisted by the extraordinary\n\npictures. They\n\nlike to watch\n\nis a poor\ninterest\n\nthem ; they become\n\nengrossed in the action'; they forget themselves; they tend to believe what\nthey see, and all of this is favorable to learning and remembering.\nJust how\n\nmuch\n\nchildren learn from motion pictures has been a subject of\n\nscientific research during the last six years. In 1928 the Motion Picture Re¬\nsearch Council, with the cooperation of the Payne Fund, assembled a group\nof investigators — psychologists, sociologists, and educationists — and set\nthem the commission of discovering in comprehensive fashion what are the\nfacts concerning\nreplace mere\n\nthe influence of motion pictures upon\n\nsubjective opinion. The\n\npublished and two summaries\n\nresults of their investigations are being\n\nhave been written. One\n\nthe layman,\n\nhas been published by the Macmillan\n\nOur\n\nMade\n\nMovie\n\nwritten\nsame\n\nChildren\n\nchildren and youth to\n\nby James\n\nHenry\n\nsummary,\n\nCompany\n\nForman.\n\nThe\n\nwritten for\n\nunder\n\nthe title\n\nother summary,\n\nfor school and college officers and instructors, is published by the\n\ncompany\n\nunder\n\nConsideration\n\nthe title Motion\n\nPictures and Youth\n\nby the speaker.\n\nof present conditions indicate five problems\n\nfor the teachers\n\nof the nation to face in the motion\n\npicture field — an alert realization of the\n\npower and place of the motion picture as a social agency to serve in main¬\ntaining and improving the culture of a nation; the wide and intelligent use\nof motion pictures in the classroom;\ndiscrimination\n\nbetween\n\nthe teaching of critical and appreciative\n\ngood and poor pictures; the abolition of compulsory\n\nblock booking and blind selling by legislation ; and the establishment\nAmerican Film Institute. Upon these problems\nformed and should act accordingly.\n\nof an\n\nevery teacher should be in¬\n\nWe live at a spectacular moment in education — at an epochal point in its\nhistory. We have been slow to realize the significance of the occasion, but\nwe\n\nare becoming\n\nalert to our surroundings.\n\ntake hold of an idea it is on the way\n\nOnce\n\nto power.\n\nthe teachers of the nation\n\n"}
{"page": 390, "printed_page": null, "text": "384\n\nNational\n\nTHE\nTRACY\n\nUSE\n\nF. TYLER,\n\nCOMMITTEE\n\nBroadcasting\n\nOF\n\nEducation\n\nTHE\n\nRADIO\n\nSECRETARY\nON\n\nAND\n\nEDUCATION\n\nAssociation\n\nIN\n\nTHE\n\nRESEARCH\nBY RADIO,\n\nto schools in the United\n\nSCHOOLS\n\nDIRECTOR,\n\nNATIONAL\n\nWASHINGTON,\n\nD. C.\n\nStates on a statewide\n\nunder\n\nstate educational\n\nOhio\n\nSchool of the Air in the spring of 1929. The\n\nauthority began first with\n\nbasis and\n\nthe inauguration\n\nof the\n\nfirst regular year was\n\n1929-30 when B. H. Darrow, the director, prepared material for classroom\nuse in current events, nature study, story plays and rhythmics, French, chem¬\nistry, history dramalogs, geography, music, drama, physics, health, literature,\nstories, citizenship, the mound builders, and art appreciation. Prior to that\ntime many colleges, universities, and city schools had been experimenting\nthe use of this new educational medium.\n\nin\n\nDuring the past year in addition to the Ohio School of the Air, schools\nof the air under state authority were carried on in Wisconsin and North\nCarolina. The Wisconsin school used the facilities of the two state stations\nWHA\n\nand WLBL.\n\nThe\n\nNorth\n\nCarolina\n\nschool used the facilities of all of\n\nthe eight commercial broadcasting stations in the state. The\nused the state station WOSU\nand commercial station WLW.\n\nThe\n\nNational\n\nBroadcasting\n\nOhio\n\nschool\n\nCompany\n\ncompleted recently the sixth year of\nthe Damrosch concerts designed particularly for use in music appreciation\ncourses in elementary and secondary schools. The Columbia Broadcasting\nSystem presented the American School of the Air which consisted of mate¬\nrials in the fields of history, geography, music, literature, elementary science,\nand current events. The Chicago schools presented similar materials on a\ncitywide basis using the facilities of station WMAQ.\nA few other colleges,\nuniversities, and cities have presented by radio various materials designed for\nschool use.\nResearch\nnumber\n\nin radio education\n\nis going forward\n\nand has brought\n\nto light a\n\nof valuable\n\nTeachers\n\nfacts. Studies carried on by Margaret Harrison at\nCollege, Columbia University, have shown the value of courses in\n\nmusic appreciation. The\n\neffectiveness of platform speaking as compared with\nradio speaking has been measured at the University of Wisconsin. Informal\n\nstyle was found more effective in radio speaking than in platform speaking.\nStudies at Iowa State College indicate also a slight superiority of a radio\nspeaker over a platform speaker.\nIn the Harvard\n\nPsychological\n\nLaboratory\n\nvisual and auditory presentation. They\n\nfound\n\ncomparisons\nsome\n\nwere\n\nmade\n\nof\n\nsituations favored\n\none\n\nmethod and some the other. Altho these and other studies have been made,\nthere is still need for considerable research in the school radio field.\nThe\n\nOhio\n\nEmergency\n\nJunior Radio\n\nCollege and the Wisconsin\n\nCollege\n\nof the Air, both broadcasting over state-owned stations, are particularly\nstriking examples of the possibilities of broadcasting material to adults. These\nrecently developed\n\nprojects were\n\nplanned\n\nso that people who\n\nwere\n\nunable\n\nto attend college might have some of the advantages of the vast resources of\nthe university. The broadcasts prepared under the direction of the National\n\n"}
{"page": 391, "printed_page": null, "text": "Department\n\nof Educational\n\n385\n\nResearch\n\nAdvisory Council on Radio in Education have made available on a national\nscale some excellent materials in various subjectmatter fields.\nBefore the United States can make use of radio in education there are a\nnumber of problems to be solved. States must either be provided with ade¬\nquate facilities so as to reach their respective citizenry, or permanent, de¬\nsirable hours must be reserved for their use on commercial stations. How¬\never, adequate provision for broadcasts by responsible educational authorities\nis not the only problem which must be solved. The entire curriculum of\nradio needs careful examination. All radio is educational. Probably too much\nof it has negative educational value. Certainly the false claims of many\nadvertisers and the numerous undesirable programs being broadcast cannot\nbe justified from the standpoint of public welfare. Solution of these problems\nrests upon the educators and other members of the so-called intelligent mi¬\nnority upon whom depend the efficient functioning and the ultimate success\nof democracy.\n\nTHE\n\nUSE\n\nJ. CAYCE\n\nAND\n\nABUSE\n\nMORRISON,\n\nEDUCATION,\n\nSTATE\n\nOF STANDARDIZED\nCLASSROOM\n\nASSISTANT\nEDUCATION\n\nCOMMISSIONER\nDEPARTMENT,\n\nTESTS\n\nFOR\n\nIN\n\nTHE\n\nELEMENTARY\n\nALBANY,\n\nN. Y.\n\nThe hope for a science of education lies in the ability of classroom teachers\nto use adequately the standardized tests as a tool for improving their educa¬\ntional treatment of children.\nThe\n\nmajor strategy of the test movement\n\nlies not in state and national\n\ntesting programs, useful as they may sometimes be, but in helping every\nclassroom teacher to become a master workman in the use of standardized\ntests in her daily work.\n\nIf we are to have a science of education, the supervisory leadership of the\nnation’s schools must adapt the standardized test as one of its chief working\ntools. True, scientific supervision does not in any way interfere with other\naspects of supervisory leadership.\nIn the preparation of teachers for intelligent participation in the use and\ninterpretation of tests, schools of education must stress less the textbook and\nthe statistical aspects of testing and provide greater opportunity for student\nteachers to interpret and use such data in the actual guidance of children.\nBureaus of educational research should stress the negative aspects of test¬\ning not less but the positive uses more. Teachers and supervisory officers\nneed scientific guidance in the analysis of their problems, in the selection of\nthe tests to be used, and in the interpretation of data secured. They must\nlook to the specialists in educational research for the improvement of old\ntools and for the making of new ones. Educational research will progress\nin direct proportion to its usefulness to teachers and supervisory officers in\nimproving their educational guidance of children.\n\n"}
{"page": 392, "printed_page": null, "text": "386\n\nNational\n\nEducation\n\nSECRETARY’S\n\nAssociation\n\nMINUTES\n\nCleveland, Ohio\nSaturday\nPresident\n\nPaul\n\nAfternoon,\n\nFebruary\n\n24, 1934\n\nT. Rankin\n\npresided at the annual business meeting of the American\nResearch Association. Approximately sixty members were present. The\nminutes of the meeting for 1933 were read and approved. The report of the secretarytreasurer was read and approved. The report of the Auditing Committee, Harold B.\nChapman, chairman, was approved.\nEducational\n\nFrank N. Freeman, chairman, reported for the Editorial Board. He outlined plans\nand policies concerning the Review of Educational Research. The president called\nattention to the panel discussion on the following\ndevoted to problems connected with the Review.\n\nMonday,\n\nFebruary\n\n26, which\n\nwas\n\nThe report of the Necrology Committee, W. J. Osburn, chairman, was accepted. It\nwas reported that the following active member of the Association had died during\nthe past year: Dale S. Young, Director\nment of Education, Montgomery, Ala.\nThe\n\nrepresentative\n\nto the National\n\nof Research\n\nCommittee\n\nand\n\nInformation,\n\non Research\n\nin Secondary\n\nE. J. Ashbaugh, submitted a detailed report from this committee.\nthat the committee had undertaken the following lines of work:\n1. Stimulating regional\nSecondary Education\n2. Cooperating\n\nconferences\n\nwith the Department\n\nThe\n\nof Secondary\n\nSchool\n\nreading\n\nPrincipals\n\nand use of the reports of the National\n\nEducation,\n\nreport indicated\n\non the findings of the National\n\nthe tercentenary (1935) of secondary education in the United\n3. Stimulating research in the history of secondary education\n4. Stimulating\n\nState Depart¬\n\nSurvey\n\nof\n\nin planning\n\nStates\n\nSurvey\n\nof Second¬\n\nary Education\n5. Helping to initiate a study of accrediting standards\n6. Investigating possibilities of a national study of youth\nThe\n\npresident\n\nreported\n\nthe appointment\n\nof J. Cayce\n\nproblems.\nMorrison to succeed\n\nhimself\n\nfor a three-year term as a member of the Editorial Board. Later on, however, Dr.\nMorrison requested to be excused from future responsibility on this Board and the\npresident appointed Mrs. John K. Norton for the three-year term in his place.\nThe Committee on Membership, B. R. Buckingham, chairman, submitted a report.\nAfter discussion by several members the report was adopted\nmittee was requested to put its provisions into effect.\n\nand the Executive\n\nCom¬\n\nIt was moved by Dr. Freeman that the necessary constitutional steps be taken to\ncreate another class of membership to be called associate members. Associate mem¬\nbership should be extended to persons engaged in or responsible for research but who\ndo not qualify for active membership. The privileges of the associate members would\ninclude the attendance at closed meetings, the printing of their names in the annual\ndirectory, but not voting or holding office.\nThe\n\nExecutive\n\nCommittee\n\nwas\n\ninstructed\n\nby the Association\n\nment along the lines suggested by Dr. Freeman\nthe members before the next annual meeting.\n\nThe\n\nreport\n\nof the Nominating\n\nCommittee\n\nwas\n\nand\n\nsubmit\n\nto draft an\n\namend¬\n\nit for consideration\n\nto\n\npresented\n\nby Clifford Woody. (See\nHistorical Note, p. 362.) There were no other nominations and the secretary was\ninstructed to cast a ballot for these two officers and they were declared elected.\nNOTE: Many papers delivered at the Department meetings have been printed elsewhere. Due\nspace limitations these papers have been omitted from this volume.\n\nto\n\n"}
{"page": 393, "printed_page": null, "text": "DEPARTMENT\nElementary\n\nSchool\n\nOF\n'Principals\n\n"}
{"page": 394, "printed_page": null, "text": "«\n\nHISTORICAL\n\nThe\n\ndepartment\n\nof\n\nelementary\n\nNOTE\n\nschool\n\nprincipals,\n\ntemporarily\n\nor¬\n\nganised as the National Association of Elementary School Principals at\nthe Atlantic City meeting of the Department of Superintendence in Febuary, 1921, became a department of the National Education Association\nat Des Moines in July, 1921.\nThe officers of the Department for the year 1934-35 are: president,\nM. Emma Brookes, Principal, Miles-Cranwood Schools, Cleveland, Ohio ;\nfirst\n\nvicepresident,\n\nAaron\n\nKline,\n\nPrincipal,\n\nPullman-Poe\n\nSchools,\n\nChicago, III.; second vicepresident, Edythe J. Brown, Principal, Kaley\nand Marquette Schools, South Bend, hid.; third vicepresident, Ira M.\nKline, Principal, Greenburgh Number 8 Schools, White Plains, N. Y .;\nfourth\n\nvicepresident,\n\nSarah\n\nL. Young,\n\nPrincipal,\n\nParker\n\nSchool,\n\nOak¬\n\nland, Calif.; fifth vicepresident, Mrs. Edith B. Joynes, Principal,\nGeorge Washington and Robert Gatewood Schools, Norfolk, Va.;\nexecutive\n\nsecretary,\n\nEva\n\nG. Pinkston,\n\n1201\n\nSixteenth\n\nStreet,\n\nWashing¬\n\nton, D. C.; executive committee: Herbert C. Hansen, Principal, Talcott School, Chicago, 111. (term expires 1935); Cassie F. Roys, Princi¬\npal, Walnut Hill School, Omaha, Nebr. (term expires 1936); Earl R.\nLaing, Principal, Burt School, Detroit, Mich. (term expires 1937);\nMason A. Stratton, Principal, Brighton Avenue School, Atlantic City,\n\nN. J. (term expires 1938 ).\n\nThis Department meets twice each year, in February and in July. Facts\nrelating to the establishment of this Department and the record of meet¬\nings are found in earlier volumes of proceedings as follows:\n1921:453\n1922:851-886\n1923:653-666\n\n1921:419-455\n\n1924:545-564\n1925:450-477\n1926:459-495\n\n1928:375-409\n1929 : 39 1-424\n\n1930:333-365\n1931:433-465\n19 32:377-406\n19 33:395-422\n\n[ 388 ]\n\n"}
{"page": 395, "printed_page": null, "text": "WHERE\n\nEDNA\n\nMORGAN,\n\nARE\n\nWE AND WHERE\nARE\nEDUCATIONALLY?\n\nPRINCIPAL,\n\nROBERT\n\nFULTON\n\nWE\n\nSCHOOL,\n\nGOING\n\nCLEVELAND,\n\n^OHIO\n\nThe twentieth century has profited by the slow growth of free¬\n\ndom — freedom of thought, beliefs, conduct, and customs which gives\nus the foundation for the social and intellectual influences of our present\n\ncivilization. This freedom is one of the determining factors of modern edu¬\ncation. Many of the old social controls have gone and education is forced\nto furnish other factors in their place. Responsibility which formerly\nbelonged to the family is now assumed by the school.\nThe school looks after the physical and moral development of the child,\nfurnishes physicians, nurses, books, and sometimes food and clothing. The\ncorrective health program includes recommendation and proper follow-up by\nschool physician, nurse, and dentist as well as health instruction by classroom\nteachers. The preventive health program considers that daily inspection of\nchildren is important. Teachers are instructed in what to look for. Children\nunderstand the need for safeguarding the health of the individual for the\nprotection of the group.\nThe school must provide a character building program to fit present condi¬\ntions of life. There are many special agencies whose purpose it is to coop¬\nerate with the school in working out such a program, all of which are help¬\nful but the school must carry the greater responsibility.\nSocial and economic conditions of recent years have made these phases of\neducation of vital importance. It is no longer believed that education is for\nthe sole purpose of acquiring facts, but rather to discover and develop to\nthe fullest the natural abilities of each child. Education for social adjustment\nrequires recognition of individual differences and the development of the\nabilities responsible for these differences. The degree to which education is\nable to discover these differences and educate differently will control the\ndegree of social adjustment of the individual.\nThree factors are seen in this problem for education. They are: school\ndiscipline which socializes the child ; a curriculum which is carefully and\nwisely planned ; and methods of teaching which are sound.\nUnquestioned obedience to a set of adult planned rules will never develop\nself-control, or power for self-direction in the individual. School rules must\nbe planned in cooperation with children. The children must learn to feel\nthat all such seemingly arbitrary rules are the outgrowth of a social need.\nEven the youngest children in the building can appreciate the need for no\nloitering at dismissals in entrances which are used by several hundreds of\nchildren. They will grow up in an understanding that the laws of the larger\ncommunity are for protection of society.\nUntil recent years most curriculums were the result of new subjects or\nsubjectmatter added to the old. Very little had ever been subtracted. One of\n[ 389 ]\n\n"}
{"page": 396, "printed_page": null, "text": "390\n\nNational\n\nEducation\n\nAssociation\n\nthe tasks of the present generation of educators was to examine these curriculums and try by as scientific a procedure as possible to determine their\nimportance. Another task, closely related, was to examine our present civili¬\nzation and to plan a curriculum which would meet the present needs with\nas little waste as possible.\n\nWe\n\nattempt to teach that which explains to the child our ways of living,\ngiving emphasis to experience in the everyday life of the child. The new\ncurriculum provides for the use of subjectmatter but with the children\nliving and participating in various activities all the while. It goes without\nsaying that the modern curriculum and modern methods of teaching call for\na skilled teacher. The administrator must set the stage to free this teacher\nto use his own knowledge, skill, originality, and initiative in achieving the\ndesired results with his pupils.\nJust as courses of study contain different subjects for different age levels\nand varying abilities, so methods of teaching must be differentiated. Learn¬\ning must occur thru living and experiencing. School must be a place where\nthe manner of living is made concrete and vital for the child. Our new\nefforts must be directed toward proper attitudes, points of view, and methods\nof approach in an education that must be ever-changing. The\npected to guide civilization, not reflect it.\nA FUNCTIONAL\nTURNER\n\nPROGRAM\n\nC. CHANDLER,\n\nIN ELEMENTARY\n\nPRINCIPAL,\nCHICAGO,\n\nCLISSOLD\n\nAND\n\nschool is ex¬\n\nEDUCATION\n\nESMOND\n\nSCHOOLS,\n\nILL.\n\n“Betwixt the devil and the deep blue sea” locates fairly accurately the\nposition of makers of school programs in 1934. Society has insisted upon\nschools taking over duties formerly performed by church, home, neighbor¬\nhood, and farm. School people have made a sincere effort to meet these de¬\nmands. Now in the time of a great economic crisis a highly organized and\narticulate group of the public berates the schools for having introduced those\nactivities necessary for meeting the demand. In the retrenchments and cur¬\ntailments forced upon the schools the great unorganized public, particularly\nin our great cities, has manifested an indifference that is the most serious\nfactor in the situation.\nHow is this situation going to affect the future program of the schools?\nCertainly the taxpayers are going to insist upon a strict accounting of school\nexpenditures. Retrenchments will be made. They must be so made, however,\nthat the functional program of our schools is not wrecked. Compromises\nmay be made in the matter of buildings, maintenance of buildings, and in\nadministrative machinery and organization. There must be no compromise,\non the other hand, in the matter of maintaining salaries at a level that will\nattract the best talent into the teaching profession. Mediocre teachers may\ncarry on a routine program of conventional subjects in the schools, but a\nfunctional program can be maintained only by trained teachers with more\nthan average ability and under the guidance of expert supervision.\n\n"}
{"page": 397, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n391\n\nPrincipals\n\nThe ultimate success of a democratic school system depends upon the great\nunorganized public. The indifference of this public in the present crisis may\nbe accounted for by the fact that in 1900, 50 percent of the school popula¬\ntion dropped out of school at or below the fifth grade and 97 percent did not\ncomplete high school; and even those that remained in school received for\nthe most part a non-functional type of education.\nEducators must, therefore, hold the lines intact so far as a functional pro¬\ngram of education is concerned until a generation trained under such a pro¬\ngram becomes active citizens. Educators must not permit this program to be\neliminated under the guise of taking away fads and frills. Education must\nnot be reduced to a non-functioning program of three R’s. If we can main¬\ntain such a program for one generation, then the future of democratic educa¬\ntion in America is assured.\nREPORT\nJOHN\n\nS. THOMAS,\n\nOF\n\nPRINCIPAL,\n\nCHAIRMAN,\n\n1934 YEARBOOK\n\nCLIPPERT\n\n1934\n\nSCHOOL,\n\nEDITORIAL\n■\n\nDETROIT,\n\nMICH.,\n\nAND\n\nCOMMITTEE\n\nThe\n\n1934 Yearbook, Aids to Teaching in the Elementary School , should\nbe of help to principals in formulation of education for the new age. This\nyearbook concentrates attention upon many aids to teaching which have been\nused only sporadically. It describes the use of other aids which are almost\nunknown in many schools.\nThe 1934 Yearbook is progressive. In spirit it looks to a wider oppor¬\ntunity for all children to learn. In practise it provides a variety of materials\nand methods from which each child may choose according to his ability and\nhis interests. In its spirit of helpfulness, in its planning for thfe future, and\nin its attempt to be practical, the yearbook denotes a sincere belief in pro¬\nviding better elementary-school education.\nEach chapter of the yearbook is complete within itself. Each chapter de¬\nscribes organization, uses, future possible values, and appraisal of the aids\nincluded under its general heading. Two general chapters open the year¬\nbook ; these are followed by chapters on : Pictorial and Graphic Aids, Object\nMaterials, Trips and Excursions, Slides, Still Films, and Opaque Projec¬\ntions, Motion Pictures, Duplicating Machines and Typewriters, Radio and\nSound Equipment, Summary of Research, and Sources of Aids. Any school\nwhich made effective and frequent use of all these aids to teaching would\ndiffer greatly from any we now know. Perhaps the education for the new\nage will depend far more upon these aids than the school of the present.\nTrue economy in education does not necessarily mean that education must\ncost less. Far more effective teaching by the use of some of these aids more\nthan offsets the additional expense for materials and equipment.\nIt is the hope of the Editorial Committee that this yearbook will be as\nhelpful to the principals of the country as were its forerunners. It is hoped\nthat this yearbook will help to make the elementary school as dynamic and\nreal as the society of which it is a part.\n\n"}
{"page": 398, "printed_page": null, "text": "392\n\nNational\n\nEducation\n\nAssociation\n\nCONSTRUCTIVE\nAND PREVENTIVE\nTEACHER\nHEALTH\nSTEPHEN\n\nF. BAYNE,\n\nASSOCIATE\nNEW\n\nWe\n\nASPECTS\n\nSUPERINTENDENT\n\nYORK,\n\nOF\n\nOF\n\nSCHOOLS,\n\nN. Y.\n\nhave too long looked upon the teacher as a part of a machine to be\n\ndiscarded when worn or strained. It is our duty as administrators and super¬\nvisors to look upon the teacher as a living personality growing in wisdom\nand skill whose powers are to be conserved by humane and intelligent treat¬\nment. This conservation is the charge of the community and, particularly,\nof supervision and administration. It will be well in these days of stress and\ntrial for us to examine our supervisory procedures to see that nothing we do\nadds to the strain on the conscientious teacher.\nAdequate screening by medical and personality tests of prospective teachers\nis becoming more and more necessary, particularly with the growth of the\nmovement for permanent tenure. For the benefit of the teacher some form\nof health supervision of the educational staff from the entry of the candidate\ninto the teacher-training institutions until the retirement of the teacher with\nperiodic check-up should form the basis of a health program in a forward\nlooking educational system. To conserve the mental and physical health of\nteachers a well-balanced, generous program of sabbatical leave, of leave for\nrestoration of health, study, or travel, or in the case of older teachers, for\nrest should be provided.\nOn the other hand, let us remember that the reason schools exist is not\nfor the teacher but for the child. Teacher health is our concern both for child\nand for teacher, but primarily for the child, and when the decision is to be\nmade it must be kindly yet firm, with childhood rights as the determining\nfactor.\nTHE\n\nSERVICE WHICH\nELEMENTARY\nPRINCIPALS\nSHOULD\nRENDER\nAT THIS TIME\n\nELSIE\n\nE. GREEN,\n\nADMINISTRATIVE\n\nPRINCIPAL,\n\nWASHINGTON,\n\nWHITTIER\n\nSCHOOL,\n\nD. C.\n\nThis is a strategic moment for the elementary principal to make clear that\nhis role is one of educational leadership in a swiftly changing social order.\nThis he can best do, first, by the promotion of desirable, high-quality growth\nwithin his school, and second, by the effective interpretation of his educa¬\ntional program to his community. Growth must begin with the principal\nhimself, spreading its contagion to his teachers. With such vital, growing\nleadership, a program must be spread for pupil growth in health, knowl¬\nedge, ability to think clearly and independently, in creativity, character, and\ntraining for worthwhile use of leisure.\nThe obligation of effective interpretation of his educational program de¬\nmands that he convince the taxpayers that their investment of money in the\n\n"}
{"page": 399, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\npublic elementary school is sound, because it is permanent,\n\n393\n\nstable, and bears\n\ntremendous dividends in enlightened understandings and greater social se¬\ncurity. He must convince the legislators that it deserves support and promo¬\ntion from government, because it is the one great unifying, non-political,\nnon-sectarian force in our national life, and the last hope of democracy, the\ngreat American experiment.\nWHAT\n\nROLLO\n\nA MODERN\n\nSCHOOL\nSHOULD\nCHILD\n\nG. REYNOLDS,\n\nPRINCIPAL,\n\nCOLLEGE,\n\nCOLUMBIA\n\nHORACE\n\nUNIVERSITY,\n\nDO\n\nMANN\nNEW\n\nFOR\n\nA MODERN\n\nSCHOOL,\n\nTEACHERS\n\nYORK,\n\nN. Y.\n\nFirst of all, the schools should attempt to inform children and young\npeople in regard to facts which really are important. With changing times\nnecessarily the range of these facts will change.\nThe second point is that children should be taught how to work. Their\ninitiative should be developed. To succeed in life, the individual should know\nhow to proceed with the task before him. He should have perseverance and\nunderstanding. The school should offer an opportunity for the individuals\nto learn to do by doing.\nThird, the child should be aided in learning to think “straight.” Nothing\nis more important for the intellectual, political, and social life of America\nat the present time than for an individual to be able to make right choices.\nOur life is made up of the process of choosing. We select the type of work\nin which we are interested, we choose our friends, we choose our vocations,\nwe decide what our avocations are; in fact nearly all our initial experience\nis made up of choices. Therefore the individual should learn to think\n“straight” so that he may be able to choose wisely.\nThe fourth point is that right feelings in children should be fostered. In\nthe last analysis it is what the individual feels in his inmost soul that dis¬\ntinguishes one individual from other individuals. Attitudes — correct attitudes,\ndesirable attitudes, helpful attitudes — constitute the essence of the personalitjL These feelings of the soul influence in large degree the effect of the\nknowledge which one possesses, the habits of work which one acquires by\nactivity, the results of one’s thinking when one endeavors to decide issues.\nThe wholesome development of the individual is aided very much by work\non special projects. If the child seems repressed, then the skilful instructor or\nthe parent will endeavor to discover the cause of the depression and seek to\nevoke from the child those beautiful natural qualities with which each\nindividual soul is endowed by the Creator. In the development of his atti¬\ntudes the child should be led into a sympathetic understanding of the great\nsignificance of the power of the Creator as this power reveals itself in the life\nprocesses of nature.\nNo part of the American public school system is more important than the\nkindergarten. It takes the child who has been an individual in a very small\n\n"}
{"page": 400, "printed_page": null, "text": "394\n\nNational\n\nEducation\n\nAssociation\n\nsocial group, that of the home, and introduces him into the experiences of\nliving in a larger group. It lays the foundation for those habits and attitudes\nwhich make for real cooperative living. Superficial critics of the kindergarten\nthink of it as a place where children play but their criticism is only super¬\nficial. To be sure children play in the kindergarten but those fundamental\nqualities of character which make for fine personality are begun in the kin¬\ndergarten. In my opinion it is the last place that should be selected by the\nAmerican people for economy. We could perhaps spare some of the time\nnow utilized in higher mathematics and foreign languages but we cannot\nspare any of the time used at the beginning of the child’s schooling to\ndevelop within him those qualities which will make for good citizenship\nlater on.\nREPORT\nHERBERT\n\nOF\n\nC. HANSEN,\n\nRESOLUTIONS\n\nCOMMITTEE\n\nPRINCIPAL,\n\nSCHOOL,\n\nTALCOTT\n\nChairman\n\nCHICAGO,\n\nILL.,\n\n1. We commend the American Legion for its deep interest in education,\nas is indicated by the following resolution which was passed at its recent\nconvention in Chicago :\nIt is the sense of this organization that education should be given its proper con¬\nsideration by legislative bodies and should not be made to bear a major part of the\nsacrifices for economy.\n\n2. We commend the splendid work of the Joint Commission on the Emer¬\ngency in Education and we hereby pledge that Commission our hearty sup¬\nport in carrying out its recommendations.\n3. We urge immediate and vigorous action in support of the program of\nthe National Committee for Federal Emergency Aid for Education.\n4. We urge that principals assume educational leadership in other states\nand local communities to develop programs of adequate local and state sup¬\nport for schools.\n5. We adopt as our educational platform the splendid statements con¬\ntained in the report of the Resolutions Committee of which A. B. Heacock\nwas chairman, and which were adopted last July in Chicago.\n6. We express our hearty appreciation of the generous hospitality ex¬\ntended to us by the Washington Principals’ Club, the teachers of Washing¬\nton, and the several professional organizations of this area.\n7. We commend our president, Aaron Kline, for the splendid programs\nprepared for this convention and for his unswerving devotion to duty thruout a most critical period.\n8. We express appreciation of the valuable work accomplished by the\nEditorial Committee. Hearty appreciation is due Dr. Hubbard and Miss\nPinkston for maintaining a high level of efficiency in all the several activities\nof our Department.\n9. Hearty thanks are hereby extended to all who have assisted in making\nthis a notable convention.\n\n"}
{"page": 401, "printed_page": null, "text": "Department\n\nREPORT\nMASON\n\nOF\n\nof Elementary\n\nCOMMITTEE\n\nA. STRATTON,\n\nON\n\nPRINCIPAL,\n\nATLANTIC\n\nCITY,\n\nSchool\n\nPrincipals\n\nPROFESSIONAL\nBRIGHTON\n\nAVENUE\n\n395\n\nETHICS\nSCHOOL,\n\nN. j., Chairman\n\nDuring the meetings of our Department in Cleveland there arose a felt\nneed for some type of plan whereby the work of our Association would be\nbetter known to the teachers in training. We have a million teachers in the\ncountry with only about 200,000 holding membership in the National Edu¬\ncation Association. With about 25,000 elementary-school principals in the\ncountry, only 4000 are members of our Department.\nIt was suggested that a committee of our Department be appointed to\nconfer with the American Association of Teachers Colleges to work out\nsuch a plan and possibly lead to a course of study to be used in teacher-train¬\ning institutions to make the prospective teacher “organization-minded.”\nH. L. Donovan, president of the American Association of Teachers Col¬\nleges, favored this cooperative effort and heartily endorsed the plan. Imme¬\ndiately cooperating committees were appointed. Roscoe L. West, president,\nState Teachers College, Trenton, N. J., is chairman\npointed by Dr. Donovan.\n\nof the committee\n\nap¬\n\nDr. West and I have conferred and have canvassed numbers of our group\non certain basic problems. We meet tomorrow morning to plan a scheme of\nwork and assignments and expect to be able to present a report in better form\nat our February meeting in Atlantic City, 1935, and a completed report\nby our next annual meeting in June 1935.\nIt is interesting to attend several sessions of groups meeting at this present\nconvention to realize how this same need has been felt. At the Life Member¬\nship dinner last evening Dr. Rosier made the point that all recovery pro¬\ngrams are based on united action and cooperative effort.\nAt a meeting of the Committee on International Relations of the N.E.A.\nit was my pleasure to find that there, too, the same feeling existed, that the\nvaluable work of the various committees of the N.E.A. is not well under¬\nstood.\nIt is our purpose to work on a project whereby our teachers in training\nmay be given thoro instruction as to the work of: N.E.A. — departments,\ncommittees, plans; state associations — departments and committees; local\nassociations — departments\n\nWe\n\nand committees.\n\nhope, thru this enlightenment, to secure better support of incoming\n\nteachers to the profession. We hope to build up a high standard of profes¬\nsional ethics — conscious of the obligation of each member of the profession\nto the group. It is not a question these days of what we get out of, but what\nwe give to our profession.\nWe cannot do this in a day or a year. We can build this foundation grad¬\nually, and make our Department felt and our teacher-training institutions\nour cooperative workers.\n\n"}
{"page": 402, "printed_page": null, "text": "396\n\nNational\n\nREPORT\nBESS\n\nCLEMENT,\n\nOF\n\nEducation\n\nAssociation\n\nYEARBOOK\n\nPRINCIPAL,\n\nELIZA\n\nCOMMITTEE\n\nCLARK\n\nChairman\n\nSCHOOL,\n\n1\n\nCLARKSDALE,\n\nMISS.,\n\nThe 1935 \\ earbook of the Department of Elementary School Principals\nis to deal with the topic Socializing O pportunities in Elementary School Life.\nThe Yearbook will be concerned primarily with the informal group activi¬\nties of the modern elementary school. While in the past, in some school\nsystems, these activities have been labeled “extracurriculum, ” the viewpoint\nof the present yearbook will be that these are all parts of the child’s normal\nschool experience.\nSince the preparation of articles is one important professional responsi¬\nbility of principals will you call this opportunity to the attention of the ele¬\nmentary-school principals of vour school system?\nThe members of the Editorial Committee would welcome correspondence\nwith members of your staff for the purpose of supplying any information.\nWe urge those who are interested in contributing on a specific topic to com¬\nmunicate with us at their earliest convenience.\nREPORT\n\nA. B. HEACOCK,\n\nOF\n\nCOMMITTEE\nON\nRELATIONS\n\nPRINCIPAL,\n\nLOS\n\nFELIZ\n\nINTERNATIONAL\n\nSCHOOL,\n\nChairman\n\nLOS\n\nANGELES,\n\nCALIF.,\n\nConcurring\n\nin the opinion that the important task which faces our social\nstructure today is that of developing a new point of view capable of seeing\nbeyond national boundaries to embrace the world in which we live and\nsharing in the belief that it is possible to develop world understanding and\ninternational mindedness without loss of national loyalty, your Committee\nis happy to recommend the Herman-Jordan Plan and the Pact of Paris.\nYour Committee recommends that a Department of International Rela¬\ntions be established in the Office of Education, United States Department of\nthe Interior, under the direction of the United States Commissioner of\nEducation with a similar Department of Education. We recommend the\nannual observance of World Goodwill Day. We believe that the activities\nof the Junior Red Cross should be advanced by the public schools of Amer¬\nica. We favor a program of limitation of armaments, land, sea, and air,\nentered into by all nations. We recommend that the manufacturing and\nsale of all instrumentalities of war be under direct control of the federal\ngovernment. We favor a definite program of world economic planning. The\nCommittee expresses its sincere appreciation to all organizations, institu¬\ntions, and agencies which are engaged in the promotion of international\nrelations and goodwill.\n1 Report\ngivenClement.\nby Samuel Berman,\nabsence\nol Bess\n\nPrincipal, James R. Ludlow\n\nSchool, Philadelphia Pa\n\nin the\n\n"}
{"page": 403, "printed_page": null, "text": "Department\n\nREPORT\nELIZABETH\n\nMC\n\nof\n\nOF\n\nElementary\n\nNECROLOGY\n\nCORMICK,\n\nPRINCIPAL,\n\nSUPERIOR,\n\nWe\n\nWIS.,\n\nSchool\n\nPrincipals\n\n397\n\nCOMMITTEE\nTIMOTHY\n\nO. HOWE\n\nSCHOOL,\n\nChairman\n\nare gathered together in the annual meeting of the great National\n\nEducation Association. As we study great movements of the past in educa¬\ntion, as we plan for effective ones for the future, it is fitting that we pause\nfor a moment to pay tribute to those of our co-workers who have this year\npassed to the great beyond.\nWhether their service was given in a small rural community, or in one\nof our great metropolises, who can say what their influence may have been ?\nLet us do them honor by standing in silence.\nBenjamin Franklin once said, “I now behold a rising, not a setting sun.”\nIt is for us, the living, to face a rising sun for education, and to dedicate\nourselves anewT to the unfinished wTork which our associates did their part\nto advance.\nWe may not have the names of all our members\nnone will be listed at this time.\nELEMENTARY\nTHE\n\nHONORABLE\n\nEDUCATION\nJOHN\n\nSECRETARY\n\nOF\n\nDICKINSON,\nCOMMERCE,\n\nwho\n\ndied this year, so\n\nIN A DEMOCRACY\nASSISTANT\n\nUNITED\n\nWASHINGTON,\n\nSTATES\n\nD. C.\n\nNo doubt you have wished to hear and are hearing reports from the dif¬\nferent departments of government which you can take back to your homes\nabout what each of them is doing toward rehabilitation of agriculture and\nindustry and the relief of human misery and suffering. I wish for my own\npart to bring you a report of a somewhat different kind — an unofficial report\nfrom the standpoint of an observer here in Washington as to what your\nwork means in the building of the nation. You see the task of education at\nclose quarters in your own daily work. Here in Washington we get a\nglimpse of its problems and achievements reflected in a nationwide mirror\nand it is that national picture as envisaged by those who are responsible for\nmaking our democratic government\ntion.\n\nwork, that I wish to call to j^our atten¬\n\nUnder the conditions of life as they exist today, under our modern methods\nof working and traveling and employing our leisure, intelligence has ceased\nto be a luxury. It has become a necessity. Because of the tools we use, the\nmechanisms upon which we rely, the way in which our life is organized,\nit is obvious that our whole system of life would break down and become\nentangled in hopeless snarls if a reasonably high level of intelligence did not\nprevail among the individuals who make up our communities. I am not speak¬\ning now of the type of intelligence which is needed to reach wise decisions\non important questions of government. I am speaking merely of the type of\nintelligence which is needed for people to get around in this complicated\nmodern\n\nworld without getting in one another’s way, without injuring one\n\n"}
{"page": 404, "printed_page": null, "text": "398\n\nNational\n\nEducation\n\nAssociation\n\nanothei, and w ithout injuring themselves. Of course, in a democracy much\nmore than that is needed. If democratic government is to work, if it is to\nperform the task which all government must perform of maintaining an\nordeily social and economic life, and not be swept aside by some more abso¬\nlute foim of rulership, as is the fate of governments which cannot govern,\nthen it is essential that our people should have not merely the intelligence\nto use the modern mechanisms of daily life and find their way about in the\nmodern world without injury, but also that at least the majority of them\nshould be capable of forming sane social judgments and maintaining sane\nand reasonably far-sighted attitudes toward the major issues of national\npolicy. It is your task to insure that both these results are attained. As teachets of the nation, the nation looks to you to train a population which shall\nbe sufficiently intelligent not to add to the snarls and tangles of life by its\ninability to take advantage of our new technology and which shall also be\nsufficiently wise and far-sighted and self-restrained to choose and follow\nwise and far-sighted leadership.\n1 do not believe we always realize, unless we make a point of stoppi\nng\nand thinking about it, how basic and essential are accuracy and quickn\ness\nof lesponse in the kind of world in which we live. In our world today, there\nis no room foi carelessness and sluggishness. Ehey are too expensive\nto\ntoo many people, and when I speak of expensiveness, I am not thinking\nmerely or mainly in terms of money. I am thinking in terms of time and\neffort and accomplishment. We hear a great deal about the strain and killPace of modern life, T. hat strain would be infinitely lightened and that\npace could be greatly reduced if it wrere possible to rely on a greater measure\nof carefulness and accuracy. I would therefore recommend to you the inculca¬\ntion of accuracy and promptness of response as the basic task of elementary\neducation today.\nOf course, elementary education should go a great deal farther. There are\nmany othei things that it should do, and I wish to speak of some of them.\nBut there is no more essential or fundamental service that elementary educa¬\ntion can render, there is none more imperative, than to relieve the com¬\nmunity of the burden and strain of guarding against carelessness and slug¬\ngishness in a type of civilization which for its proper functioning requires\nprompt and accurate responses.\n\nYou aie devoting all that is in you to the study and application of educa¬\ntional methods, and you know far better than a mere layman how a\ngiven\neducational end may best be attained. JVdy own teaching experience,\nwhich\nextends over many years, has lain in a different field, but from observation\nof the students with whom I have had experience, I would like to say\na word\nin behalf of promoting accuracy and quickness of intelligence thru the old\nbasic elementary subjects of writing and spelling and arithmetic. No doubt,\nas I have said, elementary education must go beyond these things — no doubt\nthere is much to be said in favor of teaching them in a. more attractive and\nstimulating way than once was done, but in our desire to make them attrac¬\ntive and to enhance their appeal, care should be taken not to diminish their\n\n"}
{"page": 405, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n\n399\n\neffectiveness as a means for the inculcation of accuracy and quickness of re¬\nsponse. It may be that other and more effective means have been or can be\ndeveloped, but in the absence of such more effective substitutes, I should like\nto plead against all arguments based on a desire to make education more\nattractive, the case for the old-fashioned three R’s.\nA second task which our modern way of living suggests for elementary\neducation is the task of acquainting our people with their immediate environ¬\nment. In a small agricultural community such acquaintance follows so much\nas a matter of course from the mere routine of daily life that to make it a\nmatter of education for the schools would hardly be thought of. A country\nboy or girl grows up to know the landmarks of his community, the roads,\nthe industries, the churches, as a part of his everyday experience. But as\ncommunities grow larger, as life grows fuller, the degree of ignorance of his\nimmediate environment which the average citizen displays is often amazing.\nHe does not know the names or locations of the streets a few blocks away\nfrom his home. He does not know the public buildings of his town or what\nthey stand for. He does not know where the highways or the railroads lead\nto that pass thru his community. He knows nothing of its history, of the\nimportant and interesting events of which it may have been the scene. He\ndoes not know\n\nthe names\n\nof the public officials or civic leaders in his com¬\n\nmunity. Obviously, a life lived in such ignorance of a man’s immediate\nenvironment is incompatible in all save the most exceptional cases with any\ntrue or correct understanding of things farther afield.\nWe may seek to broaden the minds of our children by teaching them\nsomething of the history of the American Revolution and the structure of\nthe national government, but these things must inevitably be dim and obscure\nand can mean very little to minds that are not oriented in their own imme¬\ndiate environment. Of course, there is a practical side to the type of informa¬\ntion about which I am speaking. It is easier for the people of the community\nto find their way about and to perform their daily tasks more smoothly and\nefficiently if they know their community. But it is not that side of the matter\nwhich I have mainly in mind. What I have in mind is that no one can be\nexpected to think intelligently or fruitfully in however small a way about the\nlarger community of the state or nation who has not had some training in\nknowing accurately the smaller community, village, town, or city where he\nbelongs and with which he is in direct physical contact.\nThis brings me to another thought about elementary education wTith\nwhich my own teaching experience, altho lying in a different field, has im¬\npressed me. I have found that abstract concepts, concepts with a wide scope,\nhave little if any meaning to those who are not in some degree acquainted\nwith the practical details which the concepts sum up and cannot be fruit¬\nfully or usefully handled apart from such familiarity with details. For\nexample, people do not ordinarily get very far in talking about the price\nsystem unless they have some knowledge of how the prices of particular\ncommodities are made and how and why they change up or down. Similarly,\nin discussions about government, it is not ordinarily fruitful to discuss such\n\n"}
{"page": 406, "printed_page": null, "text": "400\n\nNational\n\nEducation\n\nAssociation\n\na topic as the so-called separation of powers which is one of the feature\ns\nof our American governmental system, without some knowledge of how\nCongiess works. Much of our public is less fruitful than it should be because\nit revolves around abstract terms like socialism and individualism. I mentio\nn\nthis now to suggest that we cannot get very far in teaching subjects which\ninvolve a large use of abstractions to pupils who are still too young to\nhave\naccumulated a sufficient body of the details upon which the abstractions\nrest. No doubt it is desirable to begin as early as possible the education\nof\nour future citizens in problems of government and economics; but unless this\nis done in such a way as to keep pace with their direct experience much effort\nis bound to be wasted. The way to avoid this danger is, as I have said before,\nto i ely primarily upon acquainting them with their immediate environ¬\nment, with the governmental and economic institutions which exist in the\ncommunity about them and which they can see embodied in concrete physica\nl\nform. On such a body of experience a wider understanding can subsequently\nbe built which will have a firm foundation in reality. On the other hand,\na\ntype of education which consists merely in the manipulation of abstract\nterms that have no real concrete meaning to those who use them is futile\nsleight-of-hand which is likely to have the extremely bad result of divorcing\nthought on the one hand from reality on the other. At the elementary stage\nof education what needs to be inculcated is an awareness of, and interest in,\npeople and things.\nd here remains, of course, the additional problem which cannot be evaded,\nof making at least a beginning in the development of those habits of abstract\nthought which ultimately, in the mature and fully educated man, constitute\nthe essence of mental life. How is this to be done at the elementary stage\nof\neducation? For my own part, I do not believe that it can be done thru such\nsubjects as civics and economics. Valuable as these may be to the mature\ncitizen, and impatient as we may be to give some acquaintance with them to\nthose of our people who must leave school after the elementary stage, the\nwealth of details which lies behind the abstractions in these subjects is far\nbeyond the experience of the pupil. Such economics and civics as can be\ntaught would seem to be properly limited to a presentation of elementary\nfacts which leave little or no room for training in the use of abstractions.\nElementary mathematics, of course, affords an opportunity for such training,\nbut the time-honored device has been the study of language. I am not sure\nwhether today we fully appreciate the importance of language in life. For\nlong it was emphasized in education to such a point that reaction was not\nonly natural, but inevitable. There is always, furthermore, a tendency for\nlanguage to become divorced from reality, for words to become severed from\nthings, so that an occasional reaction against excessive language teaching is\nsound and wholesome. And yet, as I have said, when we stop and think of\nit, there is no tool that is more important in our living and our thinking\nthan language. There is no tool that we use more frequently or has more\nvalid and more important purposes. It lies at the basis of our mental life\nand our social life. Without it, thought would be impossible, and without\n\n"}
{"page": 407, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\nPrincipals\n401\n\nit, men could not live in communities. And besides this importance of\nlanguage, it supplies an additional vehicle for the accomplishment of two\nof the most important objectives of elementary education. In the first place,\nthere is no better agency for the inculcation of accuracy. In the second place,\nthe analytical study of languages is, apart from elementary mathematics,\npractically the only available vehicle for the development of habits for\nabstract reasoning in pupils still so immature that they have not at their com¬\nmand a body of experience sufficient to enable them to deal fruitfully with\nsocial studies. As compared with elementary mathematics, the analytical\nstudy of language has the great advantage that it deals with a subjectmatter\nwhich men\nsional.\n\nare using continually, whereas their use of figures is only occa¬\n\nI hope I may not have seemed presumptuous in devoting the greater part\nof what I am saying to subjects in which you are far better versed than I.\nMy excuse for venturing to speak to you about these subjects is precisely\nthat I come to them from the outside and that those of us who are primarily\nconcerned with the problem of government and the larger problem of a\nbetter ordering of society cannot avoid facing the question of that upon which\nwe must build. You have the foundations in your hands. Necessarily the\nfoundations will determine the super-structure and those of us who are\ninterested in the super-structure wish to see the foundation firmly laid.\nA firm foundation means one upon which we may build. It means a\nfoundation that does not attempt to be a super-structure. That means that\nelementary education should be elementary. It should not attempt to do the\nthings which belong to higher education. Rather, it should lay the basis for\nhigher education. Of course, it is true that the large majority of our people\ncannot afford the luxury of higher education in the scholastic sense. But it\nis not merely of that kind of higher education that I am thinking. On a\nbroad foundation to begin with, all life is a process of education and in this\nsense the elementary education that everyone receives is a preparation for\nfurther education thru life if not thru the schools. As such a preparation\nit needs above all to emphasize the basic things upon which a super-struc¬\nture can later be built. Those basic things are not a premature acquaintance\nwith subjects of an advanced character, but rather training which will be\nuseful to everyone for further growth whether or not he has the opportunity\nof higher education in the formal sense. Such basic training, which must\nunderlie any improvement in the social order consists primarily, I believe,\nin the inculcation of accuracy and promptness, in the awakening of an\nawareness to, and interest in, the immediate physical environment, and an\nunderstanding and mastery of language, the chief tool of communication and\nthought.\n\n"}
{"page": 408, "printed_page": null, "text": "402\n\nNational\n\nEducation\n\nSECRETARY’S\n\nAssociation\n\nMINUTES\n\nCleveland, Ohio\nThe\n\nDepartment\n\nof Elementary School Principals held two general sessio\nns at the\nittle Theater Piihhc Auditorium. The splendid music\nal program which preceded\nthe Monday afternoon, February 26, session was given\nby a boys’ chorus from the\nRutherford B. Hayes School, directed by Vera Otto. On\nWednesday afternoon Febru¬\nary 28, the orchestra from the Miles Junior High and\nElementary School, under the\ndirection of Mary Kennerson, was enthusiastically\nreceived.\nThe topics and speakers for the meetings were as follow\ns:\n\nFirst Session, Monday\nElementary\n\nAfternoon,\n\nEducation\n\nFebruary\n\nand the Recovery\n\n26, 1934\n\nProgram\n\nGreetings, Paul C. Stetson, Superintendent of Schools, Indian\napolis, Ind., and\nof\n\nPresident, Department\n\nSuperintendence.\n\nReport of 1935 Yearbook, Bess Clement, Principal, Eliza Clark\nSchool, Clarksdale\n\nMiss., and Chairman,\n\nWhere\n\nAre\n\nWe\n\n1935 Editorial Committee.\n\nand Where\n\nPrincipal, Robert Fulton Radio\n\nSome Present and Future\n\nAre\n\nWe\n\nLaboratory\n\nGoing\n\nEducationally?\n\nSchool, Cleveland,\n\nAspects of Elementary\n\nOhio.\n\nfrom the Floor\n\nSession, Wednesday\nElementary\n\nReport\n\nof 1934\n\nYearbook,\n\nMich., and Chairman,\n\nA Functional\n\nEducation,\n\nand\n\nEducation\n\nJohn\n\nProgram\n\nS. Thomas,\n\nin Elementary\n\nPrincipal,\n\nCollege, Columbia\n\nDiscussion from the Floor\n\nGeorge\n\nUniversity, New\n\nBreakfast and Banquet\n\n28, 1934\n\nClippert\n\nEducation, Turner\n\nin America,\n\nOhio.\n\nAge\n\nSchools, Chicago, Ill.\n\nSocial Changes\n\nTeachers\n\nFebruary\n\nfor the New\n\n1934 Editorial Committee.\n\ncipal, Clissold-Esmond\n\nEducation\n\nAfternoon,\n\nMorgan,\n\nEducation, Rudolph D. Lind¬\n\nquist, Professor of Education, Ohio State University, Colum\nbus,\nDiscussion\n\nSecond\n\nEdna\n\nSchool,\n\nDetroit,\n\nC. Chandler, Prin¬\n\nS. Counts, Professor of\nYork, N. Y.\n\nMeetings\n\nThe usual Department breakfast was held Monday morning, February\n26, 7 :30 a.m.,\nat the Statler Hotel. Even tho a blizzard raged, this family get-together\nregistered\nmore than one hundred. President Kline welcomed all and asked that\neach one\npresent feel his responsibility in making the meeting a success. He then\npresented\nthe members of the official family and called upon state, city, and county\nenrolment\nchairmen to introduce themselves. After a rousing good time we recesse\nd to meet\nagain at our banquet.\nOn Tuesday, February 27, 6 p.m., in the ballroom of the Statler Hotel was held\nthe usual semi-annual banquet of the Department. This lovely affair was\nattended\nby 270. The music was furnished by the string quartette of the Greenvill\ne High\nSchool. Lee Belle Haight, assistant supervisor of schools in charge\nof elementary\nvocal music, led the community singing. Charles Lake, superintendent of\nthe Cleve¬\nland schools, was the speaker of the occasion. He spoke on “General Trends\nin\nEducation.”\n\nExecutive\n\nCommittee\n\nMeeting,\n\nMonday\n\nMorning,\n\nFebruary\n\n26, 1934\n\nIhe first meeting of the Executive Committee of the Department\nof Elementary\nSchool Principals convened at 9 a.m., the Statler Hotel. The meetin\ng was called to\norder by President Kline. Those present were: Aaron Kline,\npresident; Elizabeth\nMcCormick, first vicepresident; Mason A. Stratton, second vicepre\nsident; M. Emma\n\n"}
{"page": 409, "printed_page": null, "text": "Department\n\nBrookes, third vicepresident;\n\nof\n\nElementary\n\nMargaret\n\nSchool\n\nC. Mackintosh,\n\n403\n\nPrincipals\n\nfifth vicepresident;\n\nHerbert\n\nC. Hansen, Earl R. Laing of the Executive Committee, and Eva G. Pinkston, execu¬\ntive secretary. The minutes of the meeting at Chicago were read and approved.\nThe report of the executive secretary was read and discussed.\nAfter a thoro discussion as to the ways and means of increasing the membership\nof the Department, a motion was made by Mr. Hansen, seconded by Mr. Laing,\nauthorizing the executive secretary to work out and execute a plan for an emergency\ndrive for membership. Motion carried.\nA motion was made by Miss McCormick, seconded by Mr. Stratton, that the\nexecutive secretary should go to those nearby cities which have asked for help from\nheadquarters. Motion carried.\nA motion was made by Mr. Laing, seconded by Miss Brookes, that the Depart¬\nment of Elementary School Principals give $25 to the National Education Associa¬\ntion for Federal Aid Fund. Motion carried.\n\nA motion was made by Mr. Stratton, seconded by Miss Mackintosh, that the con¬\nstitution and bylaws be so amended as to include a $50 Life Membership. Motion\ncarried. Payments may be made in full or in deferred payments of $5 or $10 per\nyear. Credit is to be given to those members who have paid their membership this\nyear by letting them add $2 to the fee which they have already sent. This $3 fee and\n$2 additional would be the first payment on a Life Membership.\nMr. Hansen was instructed to make the necessary amendments to the constitution\nand bylaws and to give the first reading at the Monday program. The second read¬\ning took place Wednesday afternoon and the amendments were passed unanimously.\nAfter a discussion of the reduction of the membership dues from $3 to $2, a motion\nwas made by Miss Brookes, seconded by Mr. Hansen, that a decision be postponed\nuntil the problem could be more thoroly considered. Motion carried.\nThe following report of the finances of the Department was made by the executive\nsecretary:\nPermanent Fund .\n$5855.77\nBalance\n\non February\n\n4685.26\n\n1, 1934 .\n\nA more detailed report, as to how the permanent fund came into existence, how\nit is increased, and how the interest from the fund is used, was given.\nThe minutes of the Executive Committee meeting held in the Baker Hotel, Dallas,\nTexas, March 3, 1927, show that the following persons were present: E. Ruth\nPyrtle, president; W. A. Roe, secretary; Herbert C. Hansen, first vicepresident;\nMrs. Julia M. White, second vicepresident; Eva G. Pinkston, third vicepresident;\nArthur S. Gist, editor; and M. E. Peterson, W. T. Longshore, and Mrs. Jessie M.\nFink, members of the Executive Committee.\nThe following motion was made during this session:\nMr. Peterson moved, seconded by Mr. Longshore, that the president appoint a\ncommittee of three to amend the constitution and that the committee report at the\nSeattle convention.\nand Mr. Roe.\n\nAdopted.\n\nPresident\n\nAt Seattle the following amendment\nArticle VI of the bylaws read:\n\nPyrtle appointed\n\nwas\n\nread and\n\nMr. Peterson, Mr. Gi t,\n\nadopted:\n\nTen cents from the membership fee of each member anually shall be set aside\nas a permanent Reserve Fund of the Department. This fund shall be placed in\ncharge of the Board of Trustees of the National Education Association to be\ninvested and conserved in securities that are legal. The Board of Trustees of\nthe National Education Association shall be the Trustees of said Reserve Fund.\nAt each annual summer meeting of the Department the Trustees shall report in\ndetail the condition of said Fund and shall apportion the income to such uses as\nmay seem, to the Department of Elementary School Principals, advisable. No\npart of the principal of said fund shall be spent except after the unanimous\nrecommendation of the Executive Committee of the Department of Elementary\nSchool Principals duly ratified by a two-thirds vote of the members\nstated annual summer meeting of the Department-.\n\npresent at a:\n\n"}
{"page": 410, "printed_page": null, "text": "404\n\nNational\n\nEducation\n\nAssociation\n\nThe minutes of the meeting at Atlanta, Georgia, July 1, 1929, show that the follow¬\ning persons were present: Eva G. Pinkston, president; Helen B. Shove; John\nA.\nSpargo; F. H. Duffy; Jessie M. Fink; Elizabeth McCormick; Frank W. Hubbard,\nassistant director, Research Division, N. E. A.; Herman Ritow, national\nchairman,\nEnrolment Committee, and Herbert C. Hansen, secretary.\nAt this meeting it was voted that 50 percent of the cash balance on\nhand, July 1,\n1929, be transferred to the Permanent Fund of the Department. Today, the<\nfund is\n$5855.77 and is invested in Newport News bonds. The interest from these\nbonds\nis used for paying the expenses of committees and office expenditures.\nA motion was made and seconded that the meeting adjourn until\n9 a.m., Tuesday,\nFebruary 27. Motion carried.\n\nExecutive\n\nCommittee\n\nMeeting,\n\nTuesday\n\nMorning,\n\nFebruary\n\n27, 1934\n\nThe meeting was called to order by the president. The Editorial Committee had\nbeen invited to attend. The following persons were present: Aaron Kline, president;\nElizabeth McCormick, first vicepresident; Mason A. Stratton, second vicepresident;\nMargaret C. Mackintosh, fifth vicepresident; Herbert C. Hansen, Earl R. Laing of\nthe Executive Committee; John S. Thomas, chairman, 1934 Yearbook; Bess Clement,\nchaiiman, 1935 \\earbook; Frank W. Hubbard, associate director, Research Divi¬\nsion, N. E. A.; and Eva G. Pinkston, executive secretary.\nMr. Thomas gave a comprehensive report of the Thirteenth Yearbook — Aids to\nT eaching , and\n\nof the work\n\nwhich\n\nhad\n\nbeen\n\ndone\n\nby the Editorial\n\nCommittee.\n\nHe\n\noffered several splendid suggestions as to future policies. A motion was made by\nMr. Hansen, seconded by Mr. Laing, that a vote of appreciation be given to the\nEditorial Committee for the splendid work which they had done. Motion carried.\nMiss Clement, chairman of the 1935 Yearbook, made a fine report of the work\nv\\ hich has been started on the Fourteenth Yearbook, Socializing Opportunities\nin\n\nElementary\n\nSchool\n\nLife. This\n\ntopic was\n\napproved\n\nbut the Editorial\n\nCommittee\n\nwas\n\ngiven the privilege of changing the wording should they deem it necessary.\nUnder present arrangements the member of the Editorial Committee who has\nserved one year becomes chairman. The Editorial Committee recommended that this\narrangement be changed so that a member of the Committee would not serve\nas\nchairman until the third or last year of membership, and that a special\nyearbook be\nprepared by the present committee so that the change could be made without added\nresponsibility to any one member. A motion was made by Mr. Laing, seconded\nby\nMiss McCormick, that the plan recommended by the Editorial Committee for chang¬\ning the time for serving as chairman be approved. Motion carried.\nPresident Kline discussed the problem of how the Department could\nget in touch\nwith teacher-training institutions and get them to include courses on the\nprofessional\nethics for teachers, the idea being that teachers and principals\nmight be made\norganization-minded before they enter the profession, if courses in the value\nof or¬\nganization work were offered in teacher-training colleges. It is\nalso important to\nteach the proper relation existing between teacher, principal, supervi\nsor, and super¬\nintendent. The committee should canvass the work now being\ndone and prepare a\nsyllabus of suggested material for such courses to be submitted to all teacher\n-training\ncolleges. A motion was made by Mr. Stratton, seconded by Miss\nMcCormick, that a\ncommittee be appointed to prepare a plan and to offer suggestions for\nsuch a course.\nMotion carried.\n\nA motion was made by Mr. Hansen, seconded by Mr. Laing, authori\nzing Presi¬\ndent Kline to confer with Faye Read, president of the Department\nof Classroom\nTeachers, for the purpose of establishing a joint committee of element\nary principals\nand classroom teachers to bring about closer cooperation and underst\nanding between\nprincipals and teachers for the welfare of the schools. Motion carried.\nA motion was made by Miss Mackintosh, seconded by Mr. Hansen, that a letter\nbe sent to Carrie Bruhn, president of the Cleveland Principals Club,’ thanking her\nand her many assistants for their delightful hospitality and personal service in\n\n"}
{"page": 411, "printed_page": null, "text": "405\nof\n\nDepartment\n\nmaking this meeting\ncarried.\n\nmosKprofitable\n\nSchool\n\nfor the members\n\nand seconded to adjourn. Motion\n\nmade\n\nA motion was\n\nElementary\n\nWashington,\n\nPrincipals\n\nof the Department.\n\nMotion\n\ncariied.\n\nD. C.\n\nheld two general sessions in\nThe Department of Elementary School Priiacipals\nJuly 2 and 3. The musical\nthe Assembly Room of the Washington Auditorium, on\nn consisted of beautifu harp\nprogram which preceded the Monday afternoon sessio\nd States Navy Band. The\nselections rendered by William T. Cameron of the Unite\nn was given by m^m\nmusical program which preceded the Tuesday afternoon sessio\ncanization School *>f which\nbers of the music appreciation group of the Ameri\nfolk songs and was arranged\nMaude E. Aiton is principal. It consisted of dances and\nThe topics and speakers for\nby Mrs. Helen C. Kiernan-Vasa, director of music.\nthe meetings were as follows:\nFirst Session,\n\nAfternoon,\n\nMonday\n\nJuly 2, 1934\n\nHealth\n\nby the New\n\nSponsored\nand\n\nConstructive\n\nLowre\nN.\nY. y,\n\nChairman,\n\nthe\n\nof\n\nHealth\n\nMental\n\nAspects\n\nin Charge\n\nSuperintendent\n\nAssociate\nThe\n\nPreventive\n\nYork\n\nNew\n\nYork\nof\n\nPrincipals Association\nHealth,\n\nTeacher\n\nof Education,\n\nof Personnel, Board\n\nTeacher:\n\nIts Effect\n\nCity Committee\n\nthe\n\nupon\n\nfor Mental\n\nF. Bayne,\n\nStephen\n\nChild,\n\nHygiene,\n\nNew\n\nYork,\n\nLawson\n\nNew\n\nG.\n\nYork,\n\nDiscussion\n\nSecond\n\nSession,\n\nTuesday\n\nServices\na Modern\n\nWhat\n\nPrinci\nN. Y. pal, Horace\nThe\n\nService\n\nSchool\n\nMann\nWhich\n\nReports\nElection\n\nof\n\nof the Modern\nDo\n\nShould\n\nSchool, Teachers\nElementary\n\nElsie E. Green, Principal, Whittier\n\nAfternoon,\n\nfor\n\nJuly 3, 1934\n\nSchool\n\na Modern\n\nChild,\n\nCollege, Columbia\n\nPrincipals\n\nShould\n\nSchool, Washington,\n\nRollo\n\nG.\n\nReynolds,\n\nUniversity, New\n\n\\ oi ,\n\nThis\n\nTime,\n\nRender\n\nat\n\nD. C.\n\nCommittees\n\nof Officers\n\nBreakfast\n\nMeeting,\n\nMonday\n\nMorning,\n\nJuly 2, 1934\n\nSholFs. There were more than\nA delightful get-together breakfast was served at\ngave a word of greeting,\none hundred and twenty present. President Aaron Kline\nin the Washington Auditorium;\nemphasized registering at the registration desk\nwould interest elementary\nmade announcements of the activities of the week which\nvisit department headquarters in\nprincipals; gave an urgent invitation for all to\nnced the following Nomi¬\nthe National Education Association Building; and annou\nensuing year: Earl R. Laing,\nnating Committee for the election of officers for the\nlyn, N. Y. ; George Ha e,\nDetroit, Mich., chairman; Margaret C. Mackintosh, Brook\nand Lillian M. Johnson, Nor¬\nAzusa,Va. Calif.; Cecelia Galvin, Indianapolis, Ind. ;\nfolk,\nBanquet\n\nMeeting,\n\nTuesday\n\nEvening,\n\nJuly 3, 1934\n\nnnual banquet was held.\nIn the West Ballroom of the Shoreham Hotel, the semi-a\nof the group singing,\nThis delightful occasion was made more enjoyable because\nthe Washington schools and\nled by Mrs. Lillian G. Brosseau, instructor in music in\nchool teacher. Mrs. H. M.\nthe soloist, Hattie Herfurth, contralto, an elementary-s\n\n"}
{"page": 412, "printed_page": null, "text": "406\n\nNational\n\nEducation\n\nAssociation\n\nBelman was the accompanist. The Honorable John Dickinson, Assistant United\nStates Secretary of Commerce, was the guest speaker and his timely topic was\nElementary Education in a Democracy.” The hostesses for the evening were\nthe\nprincipals of the District schools. All local arrangements for the Department were\nmade by the Washington Principals’ Club of which Cecilia P. Dulin, principal\nof\nthe Buchanan School, is president.\n\nBusiness\n\nMeeting,\n\nTuesday\n\nAfternoon,\n\nJuly 3, 1934\n\nAt the business meeting President Kline urged the cooperation of all principa\nls in\nthe great undertaking of getting elementary principals to unite and work toward\nrestoring education to its 1929 level. Reports from the following were read\nand\napproved: executive secretary, Eva G. Pinkston; Resolutions Committee, Herbert\nC.\nHansen, chairman; Earl R. Laing, and Cassie F. Roys; Professional Ethics Com¬\nmittee, Mason A. Stratton, chairman, Turner C. Chandler, Harley W.\nLyon, W. T.\nLongshore, L. Daisy Hammond, Mrs. Edith B. Joynes, Emily Ebersfield,\nGiles D.\nC laik, and Sally Blackwell; Yearbook Committee, Bess Clement, chairma\nn, John S.\nThomas, and Samuel Berman; International Relations Committee, A. B.\nHeacock,\nchaiiman, Mary L. Floyd, and Grace M. Mogle Dreier; Necrology Committ\nee\nElizabeth McCormick.\n\nEarl R. Laing, Detroit, Mich., chairman of the Nominating Committee,\nsubmitted\nthe report for officers for the ensuing year. (See Historical Note,\np. 388.)\nA motion was made by Mr. Laing and seconded by W. T. Longsho\nre, Kansas\nCity, Mo, that the report be adopted. Dorothy Bildersee, New York, N.\nY., moved\nthat nominations be closed. There being no opposition to the\nreport, Mr. Laing\nmoved that voting by ballot be dispensed with and that the executive\nsecretary be\ninstructed to cast the vote for the assembly. This motion was seconde\nd by Elizabeth\n\nMcCormry.\nick,\nsecreta\n\nSuperior, W^is. Motion\n\ncarried. The\n\nballot was\n\ncast by the executive\n\nA motion was made by Herbert C. Hansen, Chicago, Ill., and second\ned by Eliza¬\nbeth McCormick, Superior, Wis., that an expression of appreciation\nbe given to the\n\nW ashington\n\nPiincipals\n\nand for making\n\nClub\n\nand\n\nother\n\nindividuals\n\nthe meeting such a great success.\n\nExecutive\n\nCommittee\n\nMeeting,\n\nMonday\n\nfor their generous\n\nMorning,\n\nhospitality\n\nJuly 2, 1934\n\nI he meeting was called to order by President Kline in room 701,\nN.E.A. building.\nThe following persons were present: Aaron Kline, president; Elizabe\nth McCormick,\nfirst vicepresident; Mason A. Stratton, second vicepresident;\nM. Emma Brookes,\nthird vicepresident; Margaret C. Mackintosh, fifth vicepresident; A.\nB. Heacock,’\nHerbert C. Hansen, and Earl R. Laing of the Executive Commit\ntee, and Eva G.\nPinkston, executive secretary.\n\nA motion was made by Mr. Laing and seconded by Miss\nMackintosh, that the\nminutes of the Cleveland meeting be omitted because all the officer\ns and the mem¬\nbers of the Executive Committee had been sent copies\nwhich they had approved\nand returned and these had been published in the April issue\nof the National Ele¬\n\nmentary\n\nPrincipal.\n\nMotion\n\ncarried.\n\nIt was brought to the attention of the board by the execut\nive secretary, that the\nminutes of the Minneapolis meeting had never been publis\nhed because of the lack of\nspace, eight pages or one-fourth of the bulletin having been\nassigned to the Joint\nCommission on the Emergency in Education in the April 1933\nissue of the National\nElementary Princi\npal.\n\nA motion was made by Mr. Stratton, seconded by Miss\nBrookes, that the minutes\nof the Minneapolis meeting be published in the October 1934\nissue of the National\n\nElementary\n\nA\n\nwritten\n\nPrincipal,\n\nso that they will be available\n\nreport of the executive\n\nsecretary had\n\nin printed form.\n\nMotion\n\ncarried\n\nbeen previously given to each\n\n"}
{"page": 413, "printed_page": null, "text": "Department\n\nof\n\nElementary\n\nSchool\n\n407\n\nPrincipals\n\nmember of the Executive Committee. The president asked that each section be dis¬\ncussed. An expression of appreciation of the work done at headquarters the past\nyear was made by Mr. Laing, and seconded by Miss Brookes. Motion carried.\nAfter studying the problems of finance, the Budget Committee was asked to make\na proposed budget for the Department for the year 1934-35. Herbert C. Hansen,\nchairman of the Budget Committee, submitted the following report:\nBudget,\n\nTotal estimated\n\n1934-3 5\n\nreceipts\n\n.\nOffice expenditures and salaries .\nContingent fund .\nPrinting and postage .\nPermanent fund and annuities .\n\n.\n\n$17,500\n\n,000\n$71,000\n\n8,000\n1,500\n$17,500\n\nOn motion of Mr. Heacock, seconded by Mr. Stratton, the report of the Budget\nCommittee for 1934-35 was approved. Motion carried.\nAfter a detailed discussion as to the ways and means of increasing the member¬\nby Miss\nship of the Department, a motion was made by Miss Brookes, and seconded\nplan\nMcCormick, authorizing the executive secretary to work out and execute a new\ncarried.\nfor obtaining members. Motion\ne Com¬\nAfter a discussion as to the change in time of the meetings of the Executiv\nck, to\nMcCormi\nmittee, a motion was made by Mr. Stratton, and seconded by Miss\nchange the time of meetings so as not to conflict with meetings held by the N.E.A.\nion. Motion\nbecause many of the group are also official delegates to the convent\ncarried.\nA motion was made by Mr. Heacock, and seconded by Miss McCormick,, that\nfrom this go\nofficers meet at a Sunday morning breakfast at each convention and\ninto executive session. Motion carried.\nle for the\nBecause of the large amount of splendid material which is availab\n\nnt of the execu¬\nNational Elementary Principal, it was voted to leave to the judgme\nbe increased\nwould\nbulletin\nthe\nof\ntive secretary as to whether one or more issues\nin size.\nn to the\nThere was a discussion about sending one copy of the Research Bulleti\none seem to be\nmembers of the Department of Elementary School Principals should\nof especial interest to elementary principals. No final action was taken.\nthe executive\nA motion was made by Mr. Laing, and seconded by Mr. Hansen, that\nof research,\nsecretary be instructed to write Frank W. Hubbard, associate director\nthe Department\na letter of appreciation for the splendid services he has rendered\nand happiness in\nfor many vears in editing the yearbooks and to wish him success\nhis chosen field of work. Motion carried.\nRichard Foster of the Research Division has been assigned to the work of helping\nthe Editorial Committee edit the yearbooks of the Department in the future.\nExecutive\n\nCommittee\n\nMeeting,\n\nThe recessed meeting of the Executive\nKline in room 701, N.E.A. building.\n\nTuesday\n\nCommittee\n\nMorning,\n\nwas\n\nJuly 3, 1934\n\ncalled to order by President\n\nth Mc¬\nThe following persons were present: Aaron Kline, president; Elizabe\nEmma\nCormick, first vicepresident; Mason A. Stratton, second vicepresident, M.\nA. B.\nBrookes, third vicepresident; Margaret C. Mackintosh, fifth vicepresident;\nand\nHeacock, Herbert C. Hansen, and Earl R. Laing of the Executive Committee,\nEva G. Pinkston, executive secretary.\n\n"}
{"page": 414, "printed_page": null, "text": "408\n\nNational\n\nI he minutes\n\nof the meeting\n\nEducation\n\nof July 2 were\n\nAssociation\n\nread and approved.\n\nThe morning was devoted to the selection of a suitable\nlife membership emblem,\ncertificate, and card. The executive secretary read the follow\ning plan for life mem¬\nbership in the Department.\nAction was taken by the Executive Committee of the Department\nof Elementary\nSchool Principals at the Cleveland meeting, February 26,\n1934, to amend the\nbylaws to include a $50 Life Membership. The income from this\nsource would\nbe placed in the permanent fund of the Department and only the\ninterest used.\nPayments can be made in full or in deferred payments\nof $5 or $10 per year.\nCi edit to be given to those members who have paid their\nmembership for this\nyear by letting them add $2 to the fee which they have alread\ny sent. This $3\nmembership fee and the $2 additional to be the first payment of\na Life Member¬\nship. Life members will receive all publications of the Depart\nment thruout life\nand shall have all rights and privileges of active members.\nThis membership\nwill be non-transferable.\nI he executive\nmeeting.\n\nsecretary also reported on the progress\n\nmade\n\nsince the February\n\nA letter was sent first to each member of the Department whose name\nappeared\nin the First \\ earbook, asking if they would like to have any particular\nnumber of\ncei tificate when issued. It was felt that the staunch supporters of\nthe Department\nshould have a choice. The second letter went to the entire members\nhip, giving all\nan invitation to become a charter member of this group. A goal\nwas set for fifty,\nbut up to the time of the convention there were listed fifty-one. Now sixty-on\ne have\njoined. These names will be listed at the beginning of the directory in\nthe Thirteenth\n\\ earbook which will be sent to all members on September 15.\nAs each application was received a letter was sent asking for their\npreference\nabout a life membership emblem. Many suggestions have been receive\nd and it is\nmost gratifying to headquarters to see the interest which has been exhibit\ned in\nthis new plan which will mean so much to the future of the Department.\nStephen O. Ford, representative of the L. G. Balfour Company, which\nmakes the\nlife membership keys for the National Education Association, had\nbeen invited to\ncome and give suggestions and prices for an emblem.\nAfter much discussion a motion was made by Mr. Laing,\nand seconded by Mr.\nHeacock, to ask Mr. Ford to make a drawing using a book for\nthe background and\na raised key across, the key to be similar to the one presented\nto the elementary\nprincipals at the Los Angeles meeting and the executive secreta\nry was authorized\nto go ahead and complete action for the pin. Motion carried.\nA motion was made by Miss Mackintosh, and seconded by Mr.\nStratton, that a\nletter of appreciation be sent to R. C. T. Jacobs, Dallas, Texas; Frank\nW. Hubbard\nWashington, D. C. ; and Harley W. Lyon, Pasadena, Calif., for\ntheir splendid\ndrawings for a life membership emblem. Motion carried.\nA motion was made by Miss Brookes, seconded by Mr. Hansen\n, instructing the\nexecutive secretary to write a letter of appreciation to Margaret C.\nMackintosh and\nher committee for the exceptionally fine program which they\nhad prepared for the\nMonday afternoon session; that a letter be sent to the New York Princip\nals’ Club\nthanking them for sponsoring the program; and that a letter be sent\nto Harold G.\nCampbell, superintendent of schools, New York, N. Y., informing\nhim of the high\npraise which it won.\n\nA motion\n\nwas\n\nmade\n\nby Miss\n\nMcCormick, seconded by Mr. Stratton, that letters\nbe sent to Cecilia Dulin, president of the Washington Principals’\nClub, thanking her\nand her many assistants for their delightful hospitality and person\nal service in\nmaking this meeting so pleasant and profitable for the members of the Depart\nment.\nMotion carried.\n\n"}
{"page": 415, "printed_page": null, "text": "DEPARTMENT\n\n%INDERGAR\n\nOF\n\nTEN-TRIM AR Y\n\nt'D UCATION\n\n"}
{"page": 416, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nNOTE\n\nkindergarten-primary\n\na meeting of the Froebel Institute of North\n\neducation\n\nAmerica,\n\ngrew\n\nout\n\nof\n\nwhich met in con¬\n\nnection with the Association's meeting in Madison, Wisconsin, in\n1884.\n1 he name of the Department was changed in 1927 to the Department\nof Kindergarten-Primary Education.\n1 he officers of the Department for the year 1934-35 arc: president,\nMrs. Eugenia West Jones, 318 S. Benton Way, Los Angeles\n, Calif.;\nvicepresident,\n\nMrs.\n\nsecretary,\n\nFlorence\n\nMrs.\n\nCalif., executive\n\nDaisy\n\nCarnall,\n\nHampton,\n\ncommittee:\n\nColumbian\n1210\n\nSchool,\n\nGranada\n\nDenver,\n\nAvenue,\n\nSan\n\nColo.;\n\nMarino,\n\nNorma\n\nSmith, State Department of Edu¬\ncation, Montgomery, Ala. (term expires 1935); Geraldine McEner\nny,\n137 N. Mason Avenue, Chicago, III. (term expires 1936);\nDodie Hooe,\nBoard of Education , Dallas, Texas (term expires 1937);\nHelen Johnson,\nCentral State Teachers College, Mt. Pleasant, Mich,\n(term expires 1938).\nFacts 7 elating to the establishment of this Department\nand records of\nits meetings will be found in earlier volumes of proc\needings as follows:\n1884: 74\n\n1894:679-704\n\n1904 :415-437\n\n1914 : 405-420\n\n1885 :349-368\n\n1895 : 5 10-560\n\n1905 : 341 -372\n\n1886 :500-559\n\n1896:471-514\n\n1906 : 6 26 -629\n\n1915 :629-671\n1916:289-310\n\n1887 :331-361\n\n1897:584-613\n\n191 7:417-429\n\n1 888:323-359\n\n189 8:589-619\n\n1907 : 45 5 -47 4\n190 8:501-541\n\n1889 \\441 -482\n1890 \\543-581\n1891 : 527 -568\n\n1899 : 5 30 -57 4\n\n1909 : 437 -456\n\n1919 :171-178\n\n1900 : 365 -402\n1901 : 500-5 39\n\n1892:251-303\n\n190 2:409-429\n\n189 3:321-381\n\n190 3:377-406\n\n1910 : 37 5 -41 5\n1911:477-515\n191 2:607-632\n191 3:425-445\n\n1920 :191-202\n1921:461-469\n19 22:969-985\n1923:705-718\n\n[ 410 ]\n\n191 8:151-155\n\n1924 : 583-596\n1925:478-503\n1926:497-527\n1927:457-472\n19 28:411-433\n1929:425-448\n1930 : 367 -389\n1931 : 467 -481\n19 32:407-414\n19 33:423-433\n\n"}
{"page": 417, "printed_page": null, "text": "THE\nCAROLINE\n\nCHALLENGE\n\nS. WOODRUFF,\n\nOE\n\nTHE\n\nNEW\n\nPRINCIPAL,\n\nSTATE\n\nNORMAL\n\nCASTLETON,\n\nSCHOOL,\n\nVT.\n\nThe new day is a challenge to idealism, a challenge to initiative, a chal¬\n\nlenge to creative thought and creative effort, a challenge to action. It is\na challenge to intelligent leadership and in no less commanding terms, to an\nunderstanding followership. The ultimate adjusting and administering of our\nsocial, educational, and governmental affairs will not be today or next year,\nor yet in the next decade, but we who are actively engaged in education today\ndo have the supreme privilege of helping to shape the thought for that great\nday, the thought of youth, for it is they who will have its ultimate fulfilment.\nWhat is happening to the public schools all over the country? How are\nthey accepting the challenge of the new day? The financial support of the\npublic schools has been so mercilessly reduced, salaries so cut beyond all\nproportionate reason that it is making a profound, even a dramatic impres¬\nsion, upon thinking people everywhere. It is offering to them, the public, the\ntax-paying public, a challenge, whether or not they know it.\nWe are seeing in one short year an increase in business, lessening of un¬\nemployment, schools that have been closed now opening, salaries being\nrestored, budgets tending toward the normal, slowly, yes, but the trend is\nsurely upward. Adversity is not without its compensations and we are com¬\ning to see, first, that public education is a national responsibility, that revenue\nfor the support of the public school shall not be limited to local taxation,\nbut the state must assume a certain responsibility for small local units and\nmust extend its hand, accordingly, to aid but never\nto control the various state units. Second, we are coming to see another com¬\npensating result in that the great over-supply of teachers, hordes of whom\nare ill-prepared, is calling for a more selective group in the teaching pro¬\nfession ; and accordingly higher standards of admission to our teacher¬\ntraining institutions are being set up all over the country. A longer period\n\nthe federal government\n\nof preparation is being demanded. Already the ratio of the old two-year\nnormal school and the four-year teachers colleges is entirely reversed. Where\nthere were only a short time ago fifty four-year teachers colleges to one\nhundred and fifty two-year normal schools, there are today one hundred and\nfifty four-year teachers colleges and only fifty two-year normal schools, with\nthe ratio still changing. Educational authorities in all the states are increas¬\ning the requirements for teachers in our rural and elementary schools from\ntwo years to three and four years beyond high school, and we look forward\nto the day when in every public school thruout the country elementary\nschools, rural schools, all, there shall be teachers of culture and refinement\nwho bear the stamp of highly educated and professionally trained individuals,\nskilled in the technic of teaching, fitted to meet the demands of a new social\nworld.\n[ 411 J\n\n"}
{"page": 418, "printed_page": null, "text": "412\n\nNational\n\nEducation\n\nAssociation\n\nOur\n\nvision is too limited for us to outline today a program of teacher\npicparation for the coming decade, what with the coming of the nursery\nschool at one end of the curriculum and provision for adult education at the\nother. But we do look for higher levels of education for the great masses of\nout people and there can be no higher level of the people unless there be a\nhigher level of those who teach and guide the children and the youth from\nthe kindergarten thru the university. Thus we accept the challenge of the\nnew, the challenge that admits no defeat, that accepts the present situation\nas only a round of a ladder on which to climb — a vision of a greater day in\neducation than America has ever known, the day in which all fields of edu¬\ncational effort shall be united in one supreme effort to make the new day\nof education a consummate part of the great new world emerging.\nMENTAL\n\nHYGIENE\nOPPORTUNITIES\nOF\nKINDERGARTEN-PRIMARY\nTEACHERS\n\nESTHER\n\nL. RICHARDS,\nJOHNS\n\nASSOCIATE\n\nHOPKINS\n\nPROFESSOR\n\nUNIVERSITY,\n\nOF\n\nBALTIMORE,\n\nPSYCHIATRY,\nMD.\n\nIt has been only since psychology and child psychiatry have taught us\nsomething of the nature and needs of mental growth and development that\neducation has come to realize that the primary school years of the child’s\nschool life are the most important years of his educational period. Under¬\nstand a child during the first four years of his school life, and you have laid\na foundation for the superstructure of his entire education.\nThe\n\nfirst step in becoming\n\nbehavioristically intelligent concerning the\nnerves” and “badness” and stupidity of childhood is the realization of\nthe fact that these conditions are symptomatic of strain in some sphere of the\nchild s functioning. This strain may lie in discrepancy between individual\ncapacities and environmental ambitions, or in faulty habit training, or in\ninterparental disharmonies concerning policies of management, or in com¬\nbinations of all these and other factors. The discovery of these strains takes\na little time, and involves an orderly approach in the method of inquiry. It\nis so easy to jump at conclusions, blaming school for poor teaching, or\nparents for spoiling, without considering the intellectual stuff which the\nschool is trying to teach, or the psycho-biological stuff that parents are trying\nto train. We might outline the approach to an orderly inquiry concerning\nany given problem of poor mental health as follows :\nU\n\nmental\n\nIn evaluating the ingredients of constitutional endowment, we have tests\nof science and tests of life; the latter are just as important as the former,\naltho they cannot be checked by scientific controls. But science has given us\nno test for temperamental endowment, and yet from earliest childhood\n\n"}
{"page": 419, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n413\n\nenvironment day by day crystallizes temperamental ingredients in a clear\nand unmistakable manner. Accordingly the problem of mental health is not\nconstructively attacked by arguing whether heredity or environment is the\ndetermining factor in behavior. The real issue in every case is an individual\nmatter dependent upon willingness to take time and patience to find out\nwhat kind of environment and training offers any given constitutional en¬\ndowment of child and adolescent its best chance of growth and development.\nEnvironments of home and school and other institutions of society are\nconstructed on principles of what is good for average child material. Educa¬\ntion until recent years developed on the principle of making children fit\ncourses of study, instead of studying educational processes suitable to many\ndifferent types of children. Until psychology gave us the Binet-Simon in¬\ntelligence test in 1911, teachers as well as doctors thought that the only\nintellectually limited child was the idiot, or imbecile, whose defective intel¬\nligence was objective enough to be diagnosed merely by inspection.\nThe intelligence test has been the subject of a great deal of criticism on\nthe part of all sorts of people. This has been due partly to our inherent\n\ntendency to believe that each and every one of us is able to size up the intel¬\nlectual ability of a human being from his own impressions of intelligence,\nand partly to the fact that we have never taken the time or trouble to look\ninto the principles underlying the intelligence test.\nNow it is perfectly true that the intelligence test like any other technic\nor scientific procedure can be used unintelligently. A wise and careful use\nof the Binet-Simon examination gives us an estimation of intellectual develop¬\nment that is as reasonably accurate as any other scientific evaluation of\nhuman functioning. One has only to follow the results of this psychological\nprocedure in practise over a period of years to realize how well its results\ntally with the tests of life.\nIf the parents are not particularly observant or of apprehensive tempera¬\nment, the first intimation of intellectual retardation may be discovered only\nwhen the child begins school, and teachers complain that it is hard for him\nto catch on to their program. If classes are large, such a child not infre¬\nquently is passed on thru the first few grades without even attracting a\nteacher’s attention. This is particularly true in schools where group intel¬\nligence tests, such as the Pintner-Cunningham are given to first and second\ngraders. Personally, I have found that the Pintner-Cunningham test tallies\nquite accurately with the individual Binet-Simon intelligence tests except\nin a few instances where the temperament of the child may prevent his\nmaking a good showing in a group performance. Too often the teacher\nconcludes that he is wilfully inattentive, when in reality his attention span\nlimit is less than that of his classmates. This, to my mind, is one of the most\nimportant points of mental hygiene that the primary teacher can grasp. If\nshe miscalculates the intellectual capacities of the border line child she will\nnag him to work harder and instruct his parents to do the same; she will\nrecommend his promotion to a higher grade on trial, thinking that such a\nprocedure will stimulate his ambition to work harder, and she may send\n\n"}
{"page": 420, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nhim to summer school to make up his deficiencies. Such\na procedure is like\nwhipping a tired horse to pull a heavy load. Here lies the\ncause of the\nnerves and badness ’ that crop out in junior high-schoo\nl misfits who are\naccused of having a terrible case of adolescence.\nAnother tendency of the primary-grade teacher is to delay\nthe transfer\nof childien to special classes as long as possible, feeling\nthat such a transfer\nis acknowledgment of her own defeat, and also that it\nconfers a stigma on\nthe child. The child who stays two or three years in\nfirst and second grade\nbefore transfer to opportunity class is so thoroly discourage\nd and demoralized\nfiom the standpoint of educational habits that the specia\nl class has no chance\nto do anything with him. The primary object of all education\nis the develop¬\nment of good habit patterns in childhood. They canno\nt be grown if the\nchild cannot take an interest in what you are tryin\ng to teach him, and he\ncannot take an interest in subjectmatter unless he can\ngrasp it. The bulk of\nbehavior problems of childhood begin in the first\nthree grades, and they are\nto be found in the precocious child who is obliged to\nbe kept back for the\nsake of his classmates, and in the intellectually slow\nchild who cannot keep\nup to average class requirements. As far back as 1920\nI remember seeing\nchildren who were referred to as mentally retarded,\nand yet they were not,\naccording to intelligence tests. Teachers called them retar\nded because they\ncould not read. Reading is the most important part of\nearly grade subjectmatter. It is an activity which enables a child to orient himse\nlf to the world\naround him more quickly. When he falls down in\nreading his disability\nbreeds acute sensitiveness to the point of actual shame\noften formed by\nlidicule of parents and classmates. I have known teachers\nto humiliate such\na child before a roomfull of children, hoping that calling him\n“dumb” would\nstimulate him to greater effort. I have also known stamm\nering to arise from\nexposure to just such strain. We have had as many as four\nteachers of non¬\nreading children attached to our department of speci\nal education in the\nBaltimore public schools at one time to coach boys\nand girls in upper grades\nwhose work was seriously handicapped by reading disabi\nlities. Their work\ndoes not begin to cover the need for such service.\nMy own interest is in\ngetting first- and second-grade teachers who are intel\ncover these children in the early stages of their troubl ligent enough to dis¬\ne.\nI have always felt that the highest paid and best train\ned teachers in\npublic and private school systems should be those of the\nfirst three grades;\nthat these teachers should be selected only after caref\nul study of their pre¬\nvious teaching abilities including at least five years of\nactual teaching ex¬\nperience. T. o the candidate s ability to present subjectmat\nter in an interesting\nas well as a constructive manner should be added an estim\nation of her native\ncommon sense and flair for sizing up young childhood. The\nteacher’s natural\npowers of observation and drawing conclusions from\nwhat she observes is\noften crusted over with too many courses of stud\ny in pedagogy and child\npsychology.\nThe young\n\nchild needs and needs desperately to be exposed to the best\nthat we can offer him in “the power of thought kindled at\nthe flame of a living6\nthought.”\n\n"}
{"page": 421, "printed_page": null, "text": "Department\n\nTRENDS\n\nJULIA\n\nL. HAHN,\n\nIN\n\nof\n\nKindergarten-Primary\n\nKINDERGARTEN-PRIMARY\nTODAY\n\nSUPERVISING\n\nPRINCIPAL, THIRD\nWASHINGTON,\nD. C.\n\nEducation\n\nEDUCATION\n\nDIVISION,\n\nThe keynote of progress in the education of young\nemphasis upon personality development.\n\n415\n\nPUBLIC\n\nSCHOOLS,\n\nchildren today is an\n\nFor a long time teachers of young children have realized that to “instruct”\nJohnnie without giving due consideration to what else is happening to him\nwhile he is being “instructed” is not real education. It is true that teachers\nof young children have always been less given to isolated “instruction” than\nhave the teachers of older children.\n\nPerhaps we do not deserve so much credit for this as we sometimes claim,\nfor nature has so constituted the young child that isolated instruction just\ndoes not work well. I he young child sees to it that we know of his likes and\ndislikes. His personality defects are easily discerned. He has not yet per¬\nfected the skill of hiding them.\nHe reacts to the school environment impulsively and often with little\nregard to what mere adults think of his enterprises. Life to him is a thrilling\nexperience. Instruction must contribute to the success of the experience if it\nis enthusiastically received by him.\nCertain major trends are emerging from our efforts to meet the needs of\nthese fearless experimenters, the children. These trends may be summarized\nas follows:\n1. Recognition of the complexity of the problem of reading readiness, resulting in\na program of work for the pre-reading period which avoids the teaching of\nreading but builds attitudes, abilities, and skills which will later be used\n2. Some recent results of critical evaluations of activities\na. The demand for greater depth and breadth in children’s activities\nb. Greater appreciation of the value of real experiences as well as vicarious\nones, the former whenever possible to precede the latter\nc. The present trend in curriculum making, toward a curriculum of social\nunderstandings\n\n3. Larger appreciation of creative effort in developing personality and in prepar¬\ning children for meeting the new leisure which faces them\n4. The parent-education movement, which has as its aim the close coordination\nefforts of home and school in fashioning wholesome personalities.\n\nAnd\n\nof\n\nwhat of the teacher in this forward movement? Of course she is the\nmost important factor concerned. Upon her depends the success or failure\nof the entire enterprise. What the teacher must do is to “kindle fires,” to see\nto it that neither she nor the children lose the spark of inspiration.\n\n"}
{"page": 422, "printed_page": null, "text": "416\n\nNational\n\nEducation\n\nAssociation\n\nINTERPRETING\n\nKINDERGARTEN-PRIMARY\nTO THE PUBLIC\n\njoy\n\neditor,\n\nELMER\n\nMORGAN,\n\nJournal\n\nof the National\n\nWASHINGTON,\n\nEDUCATION\n\nEducation\n\nAssociation ,\n\nD. C.\n\nIt is one of the paradoxes of the present situation to me that the kinder¬\ngarten which is doing the best job of any unit in the educational system and\nwhich is making the most rapid advances in the improvement of that job\nof any unit in the educational system, should at this time of collapse have\nsuffered more than any other unit. Obviously there is great need to reach the\nmasses of the people to whom in the end we must turn for school support.\nFor fourteen years it has been my task to work at the interpretation of\neducation thru the profession and thru the general public. We have worked\nwith the newspapers and magazines ; we have worked with the radio ; and\nwe have worked with various other agencies outside the school itself. I have\ncome to the conclusion that important as those agencies may be — and they\nare important — they are relatively unimportant as compared with other\ninstruments of interpretation which we have not used widely enough.\nThe first is the school itself. I wonder how many of you here who deal\nwith young children have taught those children to love their school, to know\nits purposes, and to carry back to their homes an appreciation of its work?\nThat is a perfectly teachable matter and it is the first approach. Yet when\none looks thru the reading materials and other curriculum materials de¬\nveloped for young children, he looks almost in vain for even a vocabulary\nwhich would help the child to speak to his parents about his school, what it\ndoes for him, his appreciation of his teacher and his fellows in the school¬\nroom. We need to develop for children a vocabulary which will enable them\nto express to their parents what we know is in their hearts concerning the\nschool.\n\nNext to this teaching of the meaning and importance of the school itself,\nI should put the contact of teachers with the homes. I know that the kinder¬\ngarten-primary teachers of America were the first teachers to visit the homes\nand appreciate the importance of that contact between mother and teacher.\nI know that it is out of the kindergarten-primary group that the great\nimpetus toward parent education came, but I want to stress further the\nabsolute necessity of frequent contact between the teacher and the fathers\nand mothers of the children in her classes. That contact needs to be some¬\nthing more than the visit of a professional person, who goes into the home\nas a professional person. It needs to be a contact as friend to friend. It means\na great deal to the child to know that his father and mother appreciate the\nteacher and that his teacher knows and appreciates his parents. It means\nthat these two groups with which children are most concerned stand together\nin unity in their teaching and molding of the child mind.\nNext to this matter of visiting the homes directly, I should put the prac¬\ntise which is spreading rapidly thruout this country of sending into the\nhome\n\nat regular intervals material which\n\nnot only reports on the child’s\n\n"}
{"page": 423, "printed_page": null, "text": "Department\n\nof\n\nKindergarten-Primary\n\nEducation\n\n417\n\nschool progress but contains information for the parent — leaflets giving\npoints in the rearing of children or on the policy of the school or points on\nhow homes can cooperate with the school to promote the success of the\nchildren.\n\nI should add to these printed materials, the conversations, addresses, and\nwritings directed to the community at large by the teachers and administra¬\ntors who are in this branch of the profession. We who are teachers have an\nopportunity that no one else has to interpret our work, but I wonder how\noften we have thought thru our work in terms of the vocabulary of the\nordinary citizen to a point where we can speak interestingly and intelligently\nabout it? I can think of no branch of the school system where there is a\ngreater body of fascinating material to interest parents and citizens than\nthat of the kindergarten.\n\nI would emphasize, too, American Education Week which has grown\nfrom small beginnings until it is today reaching literally millions of homes.\nAmerican Education Week is not just another “week.” We have 30,000,000\npeople in American public schools. Practically one person in four of our\npopulation is devoting full time to the schools. The very destiny of our\ncivilization hinges on this great institution. American Education Week is one\ntime when we ask everybody in the nation to stop and think about the\nsignificance of that institution and its importance in our democratic life.\nThe materials now available for American Education Week are more and\nmore adaptable to the specific situation in each community. We have a\npacket designed especially for the kindergarten and primary grades. That\npacket represents the judgment of literally hundreds of teachers who have\nthought and written about the best methods of dramatization to reach the\nminds of children and parents. I want to bespeak for the American Educa¬\ntion Week celebration in 1934 the highest degree of participation.\nI should add another point in the interpretation of the kindergarten and\nthat is the support of the total program of our great professional organiza¬\ntions. The schools of the nation will go up or down together. Whether they\ngo up or down together is going to depend in considerable measure upon\nwhat your local, state, and national associations can do. We need all of them.\nEach of them needs every teacher within its jurisdiction. These associations\nare the general background against which our individual efforts count. Only\nas they are able to create general currents of support will it be possible for\nthe individual locality or the individual branch of the profession to hold\nits own.\n\n"}
{"page": 424, "printed_page": null, "text": "418\n\nNational\n\nEducation\n\nSECRETARY’S\n\nMINUTES\n\nWashington,\nFirst Session, Luncheon\n\nAssociation\n\nD. C.\n\nConference,\n\nTuesday\n\nNoon, July 3, 1934\n\nThe first session of the Department of Kindergarten-Primary Education was held\nat the Shoreham Hotel. Catherine R. Watkins, local chairman, welcomed those as¬\nsembled and expressed regrets that the superintendent and assistant superintendent\nof schools of the District of Columbia were unable to be present. Members of the\nDistrict of Columbia Branch of the Association of Childhood Education provided\nbeautiful floral decorations, place cards, programs, and original songs which made\nthe occasion very festive as well as instructive.\n\nAfter the luncheon the president of the Department, Livia Youngquist Peterson,\nextended greetings from the Department, also voiced enthusiastic appreciation of\nthe thoughtful planning of the local chairman and her group which added much to\nthe enjoyment of the afternoon. She then introduced the speakers scheduled for the\nprogram as follows:\nGreetings\n\nfrom\n\nthe\n\nPresident, National\nMental\n\nHealth\n\nAssociation\n\nOpportunities\n\nChallenge\n\nof the\n\nCastleton, Vt.\n\nSecond\n\nChildhood\n\nCollege of Education,\n\nRichards, Associate\nmore, Md.\nThe\n\nof\n\nProfessor\nNew,\n\nof\n\nEducation,\n\nEvanston,\n\nKindergarten-Primary\n\nof Psychiatry,\n\nCaroline\n\nJohns\n\nS. Woodruff,\n\nSession, Thursday\n\nEdna\n\nDean\n\nBaker,\n\nIll.\nTeachers,\n\nHopkins\n\nPrincipal,\n\nAfternoon,\n\nEsther\n\nUniversity,\n\nState\n\nNormal\n\nL.\n\nBalti¬\nSchool,\n\nJuly 5, 1934\n\nThe joint program and business meeting was held in the Department of the\nInterior Auditorium. The vicepresident, Norma Smith, introduced the speakers with\ntopics as follows:\nTrends\n\nThird\n\nin\n\nthe\n\nKindergarten-Primary\n\nField,\n\nDivision, Public Schools, Washington,\n\nInterpreting\n\nKindergarten-Primary\n\nEditor, Journal\n\nof the National\n\nEducation\n\nEducation\n\nJulia\n\nHahn,\n\nSupervising\n\nD. C.\nto the\n\nPublic,\n\nJoy Elmer\n\nAssociation , Washington,\n\nPrincipal,\n\nMorgan,\n\nD. C.\n\nBusiness\n\nThe meeting was called to order by the vicepresident, Norma Smith. The secretary\ngave a brief report of the Chicago meeting. It was approved and placed on file. The\npresident’s report was accepted and placed on file. Geraldine McEnerny, chairman\nof the Consultants Committee appointed at the Chicago convention was unable to\nbe present. The secretary read her report which was approved and placed on file.\nAt this point the vicepresident recognized a committee from Chicago. The body\ngave unanimous consent for this committee to present a set of bylaws for the\nDepartment. They were read by the chairman, Mary M. Blodgett. After discussion\nthey were amended and adopted, becoming operative at once. The bylaws were then\nreferred to the Executive Committee of the National Education Association for\napproval.\n\nThe next order of business was the report of the nominating committee of five —\nEthel Roseland, Hollywood, Calif.; Minerva Ford, Grand Rapids, Mich.; Mary M.\nBlodgett, Chicago, Ill.; Lucy Gage, Nashville, Tenn. ; and Helen S. Baldwin, San\nLeandro, Calif, chairman.\nThere being no nominations from the floor those named\nelected by acclamation. (See Historical Note, p. 410.)\n\nby the committee\n\nwere\n\n"}
{"page": 425, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\n419\n\nEducation\n\nBYLAWS ADOPTED BY THE DEPARTMENT\nKINDERGARTEN-PRIMARY EDUCATION\n\nOF\n\nJuly 5, 1934\nArticle I — Name\n.The name\nEducation.\n\nof this organization\n\nshall be the Department\n\nof Kindergarten-Primary\n\nArticle II — Purposes\n1'he purposes\n\nof this Department\n\nshall be:\n\nSection I. To unite kindergarten-primary teachers thruout the country for the\ndiscussion of questions pertaining to this field of education.\nSection II. To promote a better understanding of basic educational principles as\napplied to all grades.\n\nSection III. To acquaint the public with the intellectual, emotional, physical\n, and\nsocial values thru wisely organized kindergarten and primary work.\nSection IV. To work toward higher educational qualifications and fitness for the\ninitial step into the teaching profession.\nSection V. To initiate and support movements for the welfare of children and\nteachers.\nSection VI. To conduct or cooperate in conducting\nance of kindergarten-primary education.\n\nresearch studies for the further¬\n\nArticle III — Membership\nSection I. Membership in this Department shall be of three classes: active, as¬\nsociate, and honorary.\nSection II. Active membership shall be open to members of the National Educa¬\ntion Association, who pay the regular membership fee in the Department and who\nare actively engaged in teaching or supervision in the kindergarten, primary, or\nelementary groups.\nSection III. Associate membership shall include members of the National Educa¬\ntion Association who are not eligible for active membership. Associate members\nshall pay the regular membership fee and shall be entitled to all the privileges of\nthe Department except the right to vote and hold office.\nSection IV. Honorary membership may be conferred upon people who have made\noutstanding contributions to the Kindergarten-Primary Section of the National Edu¬\ncation Association. Names for this honor shall be submitted to the Executive Board\nand must be unanimously elected by the membership of the section. Honorary mem¬\nbers shall neither vote nor pay dues.\n\nArticle IV — Officers\nSection I. The officers of the Department shall be a president, a vicepresident,\nand secretary. No elective officer shall hold office for more than one term.\nSection II. There shall be an Executive Committee consisting of the officers and\nfour members elected at large. Those\ndifferent sections of the country.\n\nelected at large shall be chosen to represent\n\nSection III. Members at large shall hold office for four years, one member retir¬\ning each year. The one receiving the largest number of votes at the first election\nshall serve four years and the others three, two, and one respectively according to\nthe number of votes secured.\nSection IV. The president of the Department shall be chairman of the Executive\nCommittee and the secretary shall serve as its secretary.\nSection V. The retiring president shall become a consulting member of the Execu¬\ntive Board for the period of one year following her retirement.\n\n"}
{"page": 426, "printed_page": null, "text": "420\n\nNational\n\nEducation\n\nAssociation\n\nArticle V — Elections\nSection I. Election of officers and members\n\nof the Executive\n\nplace in the business session of the Department\nthe National Education Association.\n\nCommittee\n\nheld during the annual\n\nshall take\nmeeting\n\nof\n\nSection II. Election shall be by ballot except when there is but one candidate for\nthe office when the viva voce (voice method) may be used.\nSection III. Active members only are entitled to vote.\nSection IV. The president with the advice and consent of the Executive Com¬\nmittee shall appoint a nominating committee not later than January preceding\nthe annual meeting. The committee shall consist of five members, one of whom\nshall be a member of the Executive Committee. This committee shall nominate one\ncandidate for each office to be filled. Nominations from the floor shall be permitted.\n\nArticle VI — Duties of Officers\nSection I. The president shall preside at the meetings of the Department and of\nthe Executive Committee ; call meetings of the Executive Committee at her pleasure\nor upon the written request of three of its members; sign all orders on the treasury;\nand perform such other duties as usually pertain to the office. She shall be ex\nofficio, a member of all standing committees.\nSection II. In the absence of the president of the Department the vicepresident\nshall perform all the duties of that office.\nSection III. The secretary shall keep a careful record of the proceedings of the\nDepartment and of the Executive Committee and she shall be responsible for their\npreservation. Within a reasonable time after any meeting of the Department or\nExecutive Committee she shall, upon request, furnish a copy of the minutes to\nmembers of the Executive Committee. She shall prepare and keep on file an accurate\nlist of all members of the Department and perform such other duties as may devolve\nupon her.\nSection IV. The Executive Committee shall by a majority vote of its members\nfill all vacancies except that of president.\nSection V. The Executive Committee shall conduct the business of the Department\nduring the period between meetings; assist the president in the preparation of the\nannual program; and perform such other duties as may be delegated to it by the\nDepartment.\nSection VI. Annual reports shall contain a list of officers and committees of the\nDepartment, together with their addresses and such other matter as the Executive\nCommittee may direct. This report may be printed as a yearbook of the Department.\n\nArticle VII — Organization\nSection I. There\n\nand Duties o£ Committee\n\nshall be two standing committees\n\nand such special committees\n\nas\n\nmay be deemed necessary by the president or Department: Committee on Member¬\nship, Committee on Resolutions.\nSection II. The Membership Committee shall consist of five members appointed\nby the president with the advice and approval of the Executive Committee, one\nfrom each section of the country and a chairman. This committee shall secure mem¬\nbership for the Department, collect the annual dues and pay them to the secretary,\nfurnishing therewith a list of the names and addresses of members from whom such\ndues have been collected, and giving each member the secretary’s receipt counter¬\nsigned by a member of the Committee.\nSection III. The Resolutions Committee shall consist of three members, appointed\nby the president with the advice and approval of the Executive Committee. All\nresolutions offered at a regular meeting of the Department shall be referred to the\nCommittee on Resolutions unless otherwise ordered by the Department.\n\n"}
{"page": 427, "printed_page": null, "text": "Department\n\nof Kindergarten-Primary\n\nEducation\n\nSection IV. Standing committees shall report to the Department\nnually and oftener at the request of the president.\n\n421\n\nin writing an¬\n\nArticle VIII — Records\nSection I. The records and accounts of the Department and of its officers and com¬\nmittees shall be kept in books provided by the Department and shall be the property\nof the Department.\n\nSection II. The\n\nbooks, papers, records, accounts, and property of any description\nbelonging to the Department shall be turned over to newly-elected officers and\ncommittee chairmen.\n\nArticle IX — Dues\nSection I. The annual fee for membership shall be fifty cents.\nSection II. The fiscal year of the Department shall be from September\nAugust 31. The membership year shall coincide with the fiscal year.\n\n1 to\n\nArticle X — Amendments\nSection I. The bylaws may be amended by a two-thirds vote of the members\npresent at the annual meeting provided the proposed amendment has been sub¬\nmitted to the Executive Committee ninety days prior to the annual meeting.\n\nArticle XI\nRobert’s Rules\n\ncommittees.\n\nof Order\n\nshall govern\n\nthe meetings\n\nof the Department\n\nand\n\nits\n\nArticle XII\nThis instrument\n\nshall become\n\noperative immediately\n\nupon its adoption July 5f 1934.\n\n"}
{"page": 428, "printed_page": null, "text": "(\n\n'\n\n'\n\n'\n\nimI\n\n1.\n'\n\n.\n\n/\n\n,\n\nts\n\n"}
{"page": 429, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\n*Qip Treading\n\n"}
{"page": 430, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nLip\n\nreading\n\nwas\n\nNOTE\n\nestablished\n\nat the Philadelphia\n\nmeeting of the National Education Association , m July 1926,\nfollowing\nthe required successive meetings of the group, and after a petiti\non had\nbeen presented to the Association.\nThe office) s of the D epartment for the year 1934-25 are : president,\nEstelle E. Samuelson, Supervisor, Educational and Vocational\nWork,\n\nA ew I o) k League fot Hard\n\nof H earing , 480 Lexington Avenue , New\n\n\\ ork, N. Y.; vicepresident, Eliza C. Hannegan, Portland Evenin\ng\nSchool, 25 Washburn Avenue, Portland, Maine; secretary-treasurer,\nJane Cronliolm, 1213 Seventh Avenue, Rock Island, III.\n\ne Meetings are held once each year in July. Facts relating to the estab¬\nlishment of this Department and the record of meetings are to\nbe found\nin earlier volumes of proceedings as follows:\n1926:1067-1100\n1927:473-486\n\n1930 : 39 1-400\n1931 : 483-494\n\n19 28:433-449\n1929:449-462\n\n[ 424 I\n\n19 32:415-422\n19 33:433-443\n\n"}
{"page": 431, "printed_page": null, "text": "GREETINGS\nADA\n\nMORGAN\n\nHILL,\n\nPRESIDENT,\n\nHARD\n\nDISTRICT\n\nOF HEARING,\n\nOF\n\nCOLUMBIA\n\nWASHINGTON,\n\nLEAGUE\n\nFOR\n\nTHE\n\nD. C.\n\nAS president of the Washington League for the Hard of Hearing, I ex-\n\ntend to you, on behalf of every member of our League, a hearty wel¬\ncome to our beloved Washington, the capital of our country. We sincerely\nhope you will enjoy your visit to our city.\nSince you are a group interested in the work for the hard of hearing, it is\nnot necessary for me to tell you the great value of lip reading, but I do ask\nyou, when you go home, to preach the doctrine to adults with impaired hear¬\ning, to parents of hard-of-hearing children, and to those school officials who\nhave it in their power to help all students who are struggling with lame ears.\nHelp us to win for them those rights which will make their burdens a little\nlighter. It is only by constant and ceaseless effort that we can hope to accom¬\nplish the work for the hard of hearing which will make them useful and\nhappy citizens. I am confident that such a distinguished gathering as we have\nhere, all working for such a noble cause, cannot help but accomplish great\ngood.\nMay you have a happy visit, meeting old friends and making new\nand may you take home with you memories of a glorious visit.\n\nones,\n\nGREETINGS\nMRS.\n\nJAMES\n\nF. NORRIS, PRESIDENT, AMERICAN\nTIONS FOR THE HARD OF HEARING,\n\nFEDERATION OF ORGANIZA¬\nBOSTON, MASS.\n\nI greatly appreciated the invitation extended to me by your president, Miss\nKenfield, to say a few words to you about the American Federation of\nOrganizations for the Hard of Hearing, Incorporated.\n\nIt was the first national organization to form a Lip Reading Teachers’\nCouncil. That was in 1924 and it was a subcommittee under our major Edu¬\ncation Committee. Another subcommittee was that on hard-of-hearing chil¬\ndren of which I was appointed chairman, an office which I was privileged to\nhold for eight consecutive years.\nA study of my printed annual reports will show you that our Federation\nmade the first national survey in 1924-25 to determine what was being done in\n\nthe schools thruout our country to detect hard-of-hearing children and\nprovide lip reading in the regular grades for those in need of such special\ninstruction.\nAltho I am not a teacher of lip reading I am one of those whose life has\nbeen readjusted largely thru its medium. It was something definite in the\nway of help held out to me when everything else seemed to be failing. My\nteacher of lip reading wisely referred me to the local organization for the\nhard of hearing as a place where many opportunities to practise lip reading\nI 425 I\n\n"}
{"page": 432, "printed_page": null, "text": "426\n\nNational\n\nEducation\n\nAssociation\n\nwould be offered me as well as chances for rehabilitation thru the program\nvaried activities offered by the Guild.\n\nof\n\nTherefore, you can understand why I am a firm believer in lip reading for\nthe hard of hearing. It was a pleasure and privilege to have become a mem¬\nber of your Department when it was founded. This is the first one of your\nmeetings that I have been able to attend.\nWe\n\nhave just held our fifteenth annual conference here in Washington.\nThe Federation fully realizes the important part played by teachers of lip\nreading. Many of them have been valiant pioneers; many of the more than\none hundred local leagues for the hard of hearing have been formed thru\ntheir initiative or with their help ; more than eighty of the leagues now com¬\nbine to make up our Federation as they have been duly accepted as constituent\nbodies.\n\nEach year at our conferences outstanding papers have been read by promi¬\nnent authorities on lip reading. The problem of the hard-of-hearing teacher\nin the public schools has been ably reported on, as well as the value of the\nuse of hearing aids and audiometer tests.\nThe Federation published the first list of owners of the 4-A Audiometer,\nschool systems offering lip reading in the regular schools, number of 4-A tests,\nand number of children enrolled in lip-reading classes.\nIn closing, I wish to stress the importance and need of close cooperation\nbetween the Department of Lip Reading and the Federation. I feel that we\nshould avoid duplication of effort, and get together in the matter of mapping\nout our programs each year.\n\nTHE\nJOSEPHINE\n\nVOLTA\n\nBUREAU,\n\nA\n\nCLEARING-HOUSE\n\nB. TIMBERLAKE, SUPERINTENDENT,\nWASHINGTON,\nD. C.\n\nTHE\n\nVOLTA\n\nBUREAU,\n\nFifty years ago the telephone was hardly out of its infancy, but people were\nbeginning to pride themselves on recognizing its inventor in public. His oftrepeated statement “I am a teacher of the deaf” was beginning to reach those\nto whom it carried significance, and they were writing to him in increasing\nnumbers : parents, in despair over a child growing up speechless and untaught ;\nyoung people, newly deafened and in terror; older people, shrinking from the\nblanket of silence that was smothering their happiness.\nHe was young, occupied with a thousand interests, but night after night\nhe wrote answers to those letters. No one man, he realized, could do it all ;\nthere must be a center — a clearing-house in the field of impaired hearing.\nFinally, in 1887, he established a bureau for the increase and diffusion of\nknowledge relating to the deaf, modestly calling it by the name of the prize\nwhich had furnished the nucleus of the endowment. Thus it came about that\nthe name of Volta, rather than that of Bell, is known around the world in\nconnection with work for the deaf.\n\n"}
{"page": 433, "printed_page": null, "text": "Department\n\nof Lip\n\n427\n\nReading\n\nThe first superintendent of the Volta Bureau made such far-reaching\ncontacts that even today in some foreign schools the work of the Bureau is\nthe one thing known about efforts for the deaf in America.\nFrom the beginning there were two branches of the work — for deaf chil¬\ndren and for hard-of-hearing adults. This address deals with the latter. In\n\nthe early days of the Bureau, there were no schools of lip reading, and the\ncontact was directly with individuals. Later, when schools were established,\nthe Bureau cooperated with the teachers. Still later it aided and encouraged\nthe founding of leagues for the hard of hearing, and the federation of those\nleagues; and it has rendered much assistance to other educational and social\norganizations.\nMembers of the Department of Lip Reading are invited to visit the Volta\nBureau. The organization feels it a privilege to be the friend of every teacher.\nOne cannot learn all that is in all books, but one can learn where to go for\ninformation when it is needed. In the field of deafness there is only one clear¬\no\n\n_ _\n\n—\n\ning-house that deals with all types — the Volta Bureau. Call upon it whenever\nit can help your work.\n\nTHE\n\nOF THE DEAF\nEDUCATION\nIN THE SAN FRANCISCO\nJOSEPH\n\nMARR\n\nGWINN,\nSAN\n\nMEMBER,\n\nN.\n\nFRANCISCO,\n\nAND HARD OF HEARING\nPUBLIC SCHOOLS\nE. A.\n\nBOARD\n\nOF\n\nTRUSTEES,\n\nCALIF.\n\nMiracles are being performed in a modern way in the oral schools and\nclasses for the deaf. Deaf children thru the service of the schools are being\ngiven a substitute for hearing, if not made to hear, and, being dumb, yet\nthey are taught to speak. It is no sudden healing of the organs of hearing or\nspeech, but a long and laborious course of education and training where\nvision, touch, and muscular sensation substitute for dead ears and stir the\ndumb tongue to speak. This course is perhaps the hardest task of all teaching\nand the most expensive form of elementary education. In spite of its difficulty\nteachers are devoted to the service and in spite of its great cost no taxpayer\nor member of a board of education has advocated abandoning the program.\n\nStrange as it may seem, deafness may never be detected, even by those most\nintimately associated with the deaf child, such as parents and teachers, or by\nthe child himself. I have known of a case where a child grew to be ten years\nold before it was learned that this child was almost totally deaf. She had been\nthought bad and stupid to such a degree that finally she was sent to the\ndiagnostic class and there for the first time it was learned that the child\nwas deaf.\n\nIt is commonly thought that a child is either deaf or not deaf. The facts\nshow, however, that hearing ability varies from 100 percent perfect to zero.\nDeafness is of degree. It is necessary to know the ability of the child to hear\nas determined by mechanical and objective means. I have already indicated\nthat the general impression of parents or teachers cannot be trusted in de¬\ntermining whether or not a child is deaf,\n\n"}
{"page": 434, "printed_page": null, "text": "428\n\nNational\n\nEducation\n\nAssociation\n\nWhen all children were tested, about 1.6 percent of them were found in\nneed of special treatment. Those whose hearing is 90 percent or above are\ntreated as normal children and remain in the regular classes. Those children\nwith a loss of from 10 to 25 percent of hearing are left in their regular classes\nbut are removed from these classes a few times each week for special in¬\nstruction in lip reading by specially trained teachers. Those with a loss of\n25 to 50 percent are sent to special teachers in regular elementary schools.\n\"I he classes taught by these teachers are called contact classes. The children\nare with a special teacher for part of the time and in the regular classroom\nthe remaining portion of the time. Those having a loss of 50 percent or more\nof hearing are sent to the oral school for the deaf.\nIn view of the fact that there must be some 300,000 deaf children in the\nschools of this country, many of whom are not recognized as deaf, and also\nin view of the belief that some 82 percent of hearing defects could be pre¬\nvented or remedied, and further in view of the fact that these deaf children\nhave their rights to life and to enjoy the things of the hearing world, also\nthat they have a right to make their own way and not be a burden on the\ncommunity, it is apparent that the problem of the deaf and hard-of-hearing\nchildren is a great and important one.\nTRAINING\nESTELLE\n\nE. SAMUELSON,\n\nWORK,\n\nNEW\n\nYORK\n\nTEACHERS\n\nOF\n\nSUPERVISOR\n\nEDUCATIONAL\n\nLEAGUE\nNEW\n\nOF\n\nLIP\n\nFOR THE HARD\nYORK, N. Y.\n\nREADING\n\nOF\n\nAND\n\nEMPLOYMENT\n\nHEARING,\n\nINC.,\n\n1 raining over two hundred teachers of lip reading in the space of one year\nsounds as if the crudest theories of mass production had been applied to a\nsacred subject — the education of children. Yet it has been done, and not only\ndone according to the pedagogic standards required by American universities,\nbut done with all the care for the welfare of the individual handicapped child\nwhich is demanded by the ideals of social work. This teacher-training work\nis simply a part of the activity of one department of a social agency, the New\nYork League for the Hard of Hearing, Inc.\nOur two hundred and thirty teachers were trained in five centers and all\nof the courses were duly accredited courses. Let me list them :\n1. Columbia\n2. Teachers\n\nUniversity, summer session, four-point college credit.\nCollege, Columbia University, winter and spring terms, also four\n\npoints.\n3. Bronx Borowide, Association of Teachers, superintendents’ alertness credits.\n4. Queensborough Teachers Association, also superintendents’ alertness credits.\n5. CWA\nProject 1 77, Board of Education with cooperation of the New York\nLeague for the Hard of Hearing, New York University credits (training given at\nLeague headquarters).\n\nAllied with these courses and given under League auspices is a training\ncourse in a sixth teaching center, the Brooklyn Teachers Association. The\nColumbia summer session and Teachers College university students might\nbe called miscellaneous, under these four heads: teachers of speech who\n\n"}
{"page": 435, "printed_page": null, "text": "Department\n\nof Lip\n\nReading\n\n429\n\nwished to combine both specialties or who were required to take four points\nof lip-reading methods as requirements towards their M.A. degree in speech;\nteachers of the deaf wishing to know more about lip-reading methods for the\nhard-of-hearing child ; supervisors of special classes and health education ;\nformer school teachers, mostly hard of hearing, working toward their own\nvocational readjustment; all four classifications trained in teaching children.\nAt the training centers in the boroughs of Bronx and Queens the students\nare regular grade teachers, all of whom are experienced, who carry official\nclasses in addition to the special lip-reading groups. Some are hard of hearing.\nMany of these students take the course at the solicitation of their district\n\nsuperintendents with their principals’ cooperation.\nWe now come to the great project made possible for the city department\nof education by the Civil Works Administration. A survey of the city’s ele¬\nmentary and junior high schools, which means approximately 600,000 chil¬\ndren to have their hearing tested, was planned and the New York League\nfor the Hard of Hearing was asked to train the teachers and audiometer\ntechnicians and to act as general consultant and clearing-house. As head of\nthe League’s educational work and its chief training teacher, much of the\nresponsibility fell to me, under the director of the project — known, by the\nway, as CWA Project 177 — Daniel Caplin, assistant director of health edu¬\ncation, Board of Education, City of New York.\nThe program follows closely that which the League has developed and\nwhich has been well tried out in its own surveys and follow-up work over\ntwelve years of experimentation. First comes the survey of the entire school\nwith 4A audiometer for the detection of hearing impairments. This test\nis repeated for suspected cases. Next is the individual test with the 2 A\naudiometer, so that we have a test and two retests. Ordinarily the otological\n\nexamination should follow, with recommendation of lip reading for all chil¬\ndren having permanent, or irremediable, loss of hearing acuity. It has not\nbeen possible to do this so far, because of the inevitable delay in organizing\nand instructing the staff of doctors, so that lip-reading instruction has in a\nfew cases preceded otological examination. It is not intended that this condi¬\ntion shall last. Immediately following the training period, approximately sixty\nteachers of lip reading were assigned to take over the lip-reading instruction\nof the children in those schools in which the complete program including\notological examination had been operating under the no cost launching plan.\nFrom February 1934 until the present time this provided lip reading for\nabout thirteen hundred children. Lip reading, of course, is taught in the\nregular school, the children continue to play with their normally hearing\nschoolmates as well as to recite regular lessons with them. The other articles\nof the program formulated by the League, proper vocational guidance and\nspecial health instruction for parents as well as children, will follow in due\ncourse.\nThe student teachers and technicians are all young men and women hold¬\ning license No. 1 or higher licenses, but unappointed for the last three or four\nyears because of the reduction of school budgets. All had had some teaching\nexperience during this time. They were assigned to the League foi tiaining,\n\n"}
{"page": 436, "printed_page": null, "text": "430\n\nNational\n\nEducation\n\nAssociation\n\nlive hours daily for two weeks and a half, begi\nnning January 25, 1934. This\nmeans a seventy-five-hour course.\nWe\n\nsend out our students not merely as teachers but as\ncrusaders for con¬\nservation of hearing and the rights of the hard-ofhearing child. Our young\nteachers of CWA Project 177 not only feel this\ndeeply, as their remarkably\nhappy contacts' with principals and grade teachers\nshow, but they are also\npouring their young, unspoiled abilities into the work.\nOriginal contribu¬\ntions to the pedagogy of lip reading are developing\n, and what is more, some\nof them are exceptional people who, because they\nhave been trained along\nscientific lines, give promise of technical improvem\nents which are sorelv\nneeded.\n\nIt is my first conviction that, while the itinerant\nteacher is necessary in\nlural communities and small school systems,\nat least one grade teacher in\nevery school should be trained to handle the problems\nof the hard-of-hearing\nchild Second, teachers of speech can profitably\ncombine both specialities.\n1 hird, as a rule, qualified grade teachers make the\nbest lip-reading teachers\nOur fourth conviction is that the concentrated\nperiod of training is desir¬\nable and that the teacher himself achieves great\ner lip-reading ability in the\nconcentrated course. Fifth, I found that the\nyoung unappointed teacher,\nwhose mind is still in the receptive student stage\n, showed greater ability and\nmore ingenuity in preparation of subjectmatter and\nacquirement of new\ntechnics than the student teacher of long expe\nrience. My chief conviction,\nhowever, is that teachers of lip reading must work\nto rid the world of the\nnotion that teaching lip reading is the unique\nbranch of pedagogy and that\nmethods of teaching it are a dark and holy myst\nery.\nI raining 162 teachers in lip reading in three weeks’\ntime could not have\nbeen accomplished at all, in the present day, without\nthe boundless spiritual\nresources, the carefully laid foundations and the readi\nness to seize any oppor¬\ntunity which characterize the New York League for\nthe Hard of Hearing.\nIn its own serious poverty and without any possibilit\ny of financial return\nthe League gave itself, like a single person, to this great\ncivic service. I rejoice\nin the outlook for the hard-of-hearing child in the\nCity of New York. The\nfirst step to insure him an adequate education and\notological care has been\ntaken; we have now before us the enormous task\nof providing him with\nadequate vocational guidance and vocational train\ning, and it is my belief\nthat the League and the Board of Education will not fail\nhim.\nSPEECH\nGRACE\n\nW.\n\nAND\n\nTHE\n\nHARD-OF-HEARING\n\nATHERTON,\n\nHEAD\n\nTEACHER,\n\nSPEECH\n\nPUBLIC\n\nSCHOOLS,\n\nWASHINGTON,\n\nREADING,\n\nCHILD\n\nCORRECTION\n\nAND\n\nLIP\n\nD. C.\n\nDefective hearing is a natural cause for defective\nspeech. If the child has\nan incomplete perception of sounds he has a good\nreason for not giving those\nsounds correctly. There is a very slight distinctio\nn between some of our\nconsonant sounds. “Th” and “f,” for instance,\nsoun\nto the unimpaired ear of the young child. Certainl d very much alike even\ny then, we cannot be sur-\n\n"}
{"page": 437, "printed_page": null, "text": "Department\n\nof Lip\n\nReading\n\n431\n\nprised to hear “fumb” for “thumb,” or “fank you,” for “thank you,” in the\nspeech of a hard-of-hearing child.\nIn correcting the speech of these children we build up the correct sound\nthru the residual hearing. We avoid working on the kinaesthetic level when\npossible. Of course, if we have enrolled in our public school class a child\nwhose hearing is so seriously impaired that we cannot substitute the correct\nsound for the incorrect thru his hearing, we then correct his speech by means\nof lip reading. The exact position of the organs of speech for the sound upon\nwhich we are concentrating must then be taught. The child must learn how\nto look as well as how to listen.\n\nW e sometimes\n\nfind natural lip-readers, children who\n\nare unconsciously\n\nreading our lips. A child once said to me, “I hear perfectly when I am look¬\ning right at people, but when I turn away I do not seem to hear them at\nall. A lad in a junior high school recently told his teacher that he was sure\nhe heard as well as ever, but that people talked less plainly and seemed to\nmumble their words. This boy was sent to me because he had a marked lisp.\nHe remained for lip reading as well.\nWe meet with little difficulty in correcting the actual speech defects of the\nhard-of-hearing child, but when his defects are corrected we frequently find\na marked lack of flexibility in his organs of speech, causing a slovenly condi¬\ntion difficult to overcome. He has formed bad speech habits partly thru his\ninability to hear himself clearly. All of the movements for correct sound\nproduction must be made rapidly, instantaneously, and subconsciously. Con¬\ntinued lack of flexibility and no attention paid thereto leads to permanently\nimmobile, rigid muscles. To avoid this condition requires frequent, systematic\npractise of the various motions called for in the transition from consonants to\nvowels, and vice versa. Continued proper practise results in flexibility of\ntongue, lips, and pharyngeal muscles, fitting them for their many varied\nactions.\n\nWhile we consider correcting the speech of the hard of hearing of great\nimportance, we are always gravely concerned about his speaking voice. We\nsometimes learn that a child is hard of hearing just from his voice. Continued\nimpaired hearing with no attention paid to voice placement and voice train¬\ning has a disastrous effect upon the voice. It loses its “ring,” becomes monoto¬\nnous, and often loses its natural placement. It is a less arduous task to keep\na voice in its normal condition than to restore it to normalcy, so I always\nadvise teacher and parent to watch the voice carefully. If hearing is injured\nthru illness, begin at once training for keeping the voice normal. Use all the\nhearing the child has ; do not allow him to get out of the habit of listening,\nrather, develop to the fullest extent the listening habit. Do not permit the\nhard-of-hearing child to make his eyes do all the work, at the expense of his\nears. When it is possible for him to hear the teacher’s voice by making an\neffort, do not put him in the front seat where he can see the teacher’s lips\nso easily that he will make no effort to hear the voice. Lip reading is a mar¬\nvelous accomplishment, but do not allow the natural, excellent lip reader to\nforget to listen because he reads lips so readily. For even a very small per-\n\n"}
{"page": 438, "printed_page": null, "text": "432\n\nNational\n\nEducation\n\nAssociation\n\ncentage of hearing leads to a greater assurance of success in the improvement\nand correction of speech and voice. The efficient speech specialist always\nseeks every avenue of approach.\nI do not know whether it is just a coincidence in the Washington public\nschools or whether the same condition exists in other cities, we have never\nhad a stutterer in a lip-reading class. I plan some day to prepare a voluminous\nquestionnaire, filled with many questions requiring statistical research and\npercentages, and I shall send copies to all who have sent questionnaires to me\n(I think I shall have to have several thousand printed). One of the questions\nI shall ask is about the hard-of-hearing stutterer. I know there are no stut¬\nterers in our oral schools for the deaf. Is that great law of compensation re¬\nsponsible for the fact that there are no hard-of-hearing stutterers in our\nclasses ?\nI consider it a great privilege to be engaged in this business of improving\nand correcting speech. I know of no special educational activity so filled with\nthrilling experiences. It is not an easy task. Indeed, on the last day of school\nevery speech teacher feels as tho he could not work one more day, but our\nminds are filled with memories of little children literally made over, and of\nlads no longer ashamed\nthe fellows.”\n\nto talk, because now\n\nSECRETARY’S\n\nWashington,\nFirst Session, Monday\n\nthey talk “just like the rest of\n\nMINUTES\n\nD. C.\n\nAfternoon,\n\nJuly 2, 1934\n\nThe eighth annual meeting of the Department of Lip Reading of the National\nEducation Association of the United States was called to order in the projection\nroom of the National Geographic Society Building, Estelle E. Samuelson, vicepresident, presided in the absence of the president, Coralie N. Kenfield.\nThe minutes of the last business meeting held in Chicago, Ill., were read and\napproved.\n\nThe\n\nreports of the secretary-treasurer\n\nwere\n\nread and\n\napproved.\n\nAs no\n\nofficial reports from three committee chairmen had been received, the secretary’s\nreports on the Publicity Committee, the Membership Committee, and the Statistics\nand Data Committee, were read and approved.\nThe report on an attempt to define the significance of the Department of Lip\nReading joining the Department of Special Education, as submitted by Helen\nScriver, chairman of the Committee of Department Relations, was read by the\nsecretary and approved.\nThe following letter from the president, Coralie N. Kenfield, was read by the\nsecretary :\nMembers\n\nand friends:\n\nMy second year as executive of this Department, is drawing to a close. It is\nwith a feeling of regret that I am not able to stand before you at our annual\nmeeting and thank you for your loyal support and cooperation during these years.\nIt was my privilege to have been one of the number banded together to work\nfor the formation of this Department of Lip Reading. It will be my pleasure to\nwork for its interests hereafter, and to cooperate in any way for the advance¬\nment of these interests, which are the interests of the hard-of-hearing child, the\nhard-of-hearing adult, and the teachers that labor for both.\n\n"}
{"page": 439, "printed_page": null, "text": "Department\n\nof Lip\n\nReading\n\n433\n\nof special classes in the United\nof the Statistics and Data Com¬\nStates, undertaken by Miss Kimball as chairman\na starting point, a means to\nmittee, be continued. I feel that this survey is but\nevery state has definite\nan end— and the end shall not have been attained until\nthe hard-of-hearing, and unti\nlaws with regard to education and re-education of\nof the hard-of-hearing child and\nevery city and town shall awaken to the rights\nto the needs of the hard-of-hearing adult.\n#\n,\ntesting of the hearing ot\nI rejoice when I read that certain states have made\nread “Nothing being done for\nschool children compulsory. I could weep when I\nno time in tears, such\nthe hard-of-hearing in this state.” But we must spend\nthe classroom, teachers of the\nreports should spur us on in our endeavors. We of\nclassroom walls, and must\nhard-of-hearing child, or adult, must see beyond our\nbring to each such rights\nenvision all hard-of-hearing individuals and strive to\nts within our own classrooms.\nand privileges as are now enjoyed by the studen\nof our Department of Lip Reading?\nwork sincerely,\nWill you cooperate in furthering this Most\nTo\n\nthis end I am\n\ndesirous that our\n\nsurvey\n\nCoralie N. Kenfield, President.\n\nby the chairman, Mai ion A.\nThe report of the Nominating Committee was read\nthe following nominations:\nDurfee and approved. The committee presented\nN. Y. ; for vicepresident—\nFor president — Estelle E. Samuelson, New York City,\nHorn, Long Island, N. Y. ,\nEliza C. Hannegan, Portland, Maine; Mary E. Van\ntary-treasurer Jane M. CronBessie L. Whitaker, Ypsilanti, Michigan; for secre\nholm, Rock Island, Ill.\n, ,\nwas made by the viceThere were no nominations from the floor. Announcement\nE. Van Horn wished her name\npresident in the absence of the president, that Mary\nthen took place. (See\nwithdrawn as candidate for the vicepresidency. Balloting\nHistorical Note, p. 424.)\n.\n.. c j?A\nof Educa¬\nl\nCounci\nnal\nNatio\nthe\nof\nman\nA letter from Thomas W. Gosling, chair\nof Lip Reading to send\ntion’s Committee on Resolutions, inviting the Department\nwas read by the secretary.\nany matter to which the committee should give attention,\nKenfield, sent the following\nIn reply to this letter the president, Coralie N.\nsuggestions :\nAllan in selecting a\nThis Department is most appreciative of the efforts of Mr.\ning lip readers.\nmeeting room suited to the peculiar needs of hard-of-hear\ntheir success has been in\nOur annual meetings have all been well attended and\nion of the assembly room.\nno small measure due to Mr. Allan’s efforts in the select\ndepartment duiing\nOn account of the magnitude of the work of placing each\nMr. Allan’s thoughtfulness.\nthe national convention we feel especially indebted to\nspace in the\nWe should also speak of Joy E. Morgan’s generosity in giving\nJournal\n\nto an\n\narticle treating\n\nof our\n\nwork.\n\nSociety for the use of\nA vote of thanks was tendered the National Geographic\nSociety Building; the\nthe projection room in the beautiful National Geographic\nhospitality and for their\nhostesses, Miss Haney and Miss Lohrer, for their delightful\nthe Sonotone Corporation\npersonal service in making this meeting enjoyable, and\nto write the notes of thanks.\nfor wiring the rpom, The secretary was instructed\n\n"}
{"page": 440, "printed_page": null, "text": "V\n\n■\n\n.\n\n:\n\n.\\\n\nnt.-r.l Jr*\n\n■\n\n'\n\np\n\n"}
{"page": 441, "printed_page": null, "text": "DEPARTMENT\n\nOF\n\nzMusic Education\n\n"}
{"page": 442, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nmusic\n\neducation\n\nNOTE\n\nwas\n\ncreated\n\nby\n\nthe\n\nBoard\n\nof\n\nDirectors at the Madison, Wis., meeting in 1884.\n. The Department, dis¬\ncontinued in 1928, was recreated in 1934 by action\nof the Representative\nAssembly at the W ashington meeting. Officers are\nto be appointed.\nFacts relating to the establishment of this Department\nof meetings are found in earlier proceedings as follows:\n1884:23\n188 8:369-405\n1886 : 5 63 -599\n1881:607-653\n1888 :625-665\n1889 :665-703\n1890:811-827\n1891:807-827\n189 2:507-533\n\n1893:507-543\n1894 :925-957\n1895 :765-807\n1896 :7 18-7 5 4\n1891:772-792\n1898 : 832-856\n1899 :970-998\n1900 :531-542\n1901 :704-721\n\n190 2:614-644\n190 3:683-719\n1904 : 675-709\n1905 : 627-668\n1906 : 703-706\n1901:849-877\n1908:835-862\n1909 : 673-701\n1910:789-833\n\n[ 436 J\n\n1911: 787-827\n191 2:1001-1031\n1913: 601-619\n1914:\n1915:\n1916:\n1911:\n1918:\n1919:\n\n625-649\n847-883\n575-613\n473-491\n315-323\n291-303\n\nand the record\n1920: 309-311\n1921: 507-515\n1922:1047-1063\n1923: 733-737\n1924: 597-613\n1925: 504-522\n1926: 527-536\n1927: 487-495\n\n"}
{"page": 443, "printed_page": null, "text": "A STATE\nFRANCIS\n\nL. BAILEY,\n\nFESTIVAL\nSTATE\n\nOF\n\nHIGH-SCHOOL\n\nCOMMISSIONER\n\nOF\n\nEDUCATION,\n\nMUSIC\nMONTPELIER,\n\nVT.\n\nFor the past seven years Vermont has had a state music festival. It\nconsists of several programs by bands, orchestras, glee clubs from many\nhigh schools, and an all-state orchestra and all-state chorus. Burlington,\nVermont, largest city (with a population of 25,000), is the meeting place for\nthe festival.\n\nThe festival is sponsored jointly by the Headmasters Club, an organiza¬\ntion of all the high-school principals of the state, and the Lions Club of\nBurlington. The festival has grown since 1928 until now twelve or thirteen\nhundred high-school students participate.\nPrevious to 1928, H. D. Pearl, assistant superintendent of schools of\nBurlington, and Adrian Holmes, director of the band and orchestra, had\ntaken Burlington high-school orchestras to participate in the New England\nFestival. Inspired by this New England Festival, these two men conceived\nthe idea of a state music festival for Vermont. Mr. Pearl interested the Head¬\nmasters Club and the Exchange Club in the idea. After two years the Lions\nClub took the place of the Exchange\n\nClub.\nFor the first two years the schools were represented in the festival only\nby orchestras. The all-state orchestra, made up of the best musicians from\nall the orchestras, was formed the second year and has been an annual feature\nsince then. In 1930 the length of the festival was increased to two days and\n\nincluded glee clubs as well as orchestras. For the first three years a contest\nwas carried on between the organizations represented. Three judges decided\nwhich school would receive the trophy. In 1931 it was decided to eliminate\nthe contest between schools and the awarding of prizes. That year bands were\nincluded in the festival. A parade thru the city was staged to interest more\npeople in the festival. This parade is headed each year by the mayor, leaders\nof sponsoring organizations, and other people who are interested in music.\nIn 1932 besides the all-state orchestra composed of two hundred eighty\nstudents there was our all-state chorus of five hundred voices. Twenty dif¬\nferent schools were represented. (Vermont has but ninety public high schools\nand thirteen private schools and academies.)\nThe conductors of the all-state orchestra and chorus have been such out¬\nstanding musicians as Francis Findlay, Harry Whittemore, and Walter H.\n\nButterfield. Since eliminating the competition feature, eminent music edu¬\ncators have been invited to come to serve as critics. Osbourne McConathy\nhas acted in this capacity on two occasions. 1 he critic* attends all perform¬\nances and dictates to a stenographer a constructive criticism of the work of\neach band, orchestra, or glee club. I his criticism is mailed to the director of\neach group. On the night of the final concert by the all-state orchestra and\nall-state chorus, the critic addresses students and audience, summing up their\nwork in general and giving his suggestions for the improvement of the music\n[ 437 ]\n\n"}
{"page": 444, "printed_page": null, "text": "438\n\nNational\n\nEducation\n\nAssociation\n\nin the state. The organizations feel this criticism is\nvery helpful, and that\nthey get much more out of the festival now since the compe\ntition between\ngroups has been eliminated.\nOsbourne McConathy states there has been a remarkable\nimprovement in\ntwo years in intonation, interpretative work, and ensemble. The\nselection of\nfiner music becomes evident. Mr. Pearl states that “the festiv\nals have not\nonly improved the quality of our music work but have served as\ninspiration\nand incentive to both the boys and girls and their parents.”\nHe further states,\nPersonally, I have never had a part in any activity that was\nas interesting\nor more worthwhile.” There is no doubt that the influ\nence of the festival\nhas done much to retain music in the schools during the\ndepression.\nThe general program of the festival usually followed is : Friday\nevening—\nchoruses give a concert, followed by an informal dance, held\nfor visiting\nstudents; Saturday morning — rehearsals for All-Vermont choru\ns and or¬\nchestra; Saturday noon — a short parade, led by mayor and\nothers in which\nall organizations participate; Saturday afternoon— bands and\norchestras\ngive a concert; Saturday evening — a concert is given by the All-V\nermont\nOrchestra and Chorus.\nSeveral thousand people attend the festival especially on Satur\nday evening\nwhen the governor attends and gives a short address.\nThe Lions Club takes care of arranging for the auditorium\n, housing of\nthe students (the greatest task), tickets, seating, and stage\narrangements,\nushering, ticket sales, and the parade. The general chairman and the differ\nent\ncommittees make up an executive committee which has charge of\nthe entire\nfestival outside of the musical program. This committee sends advan\nce tickets\nto a large number of selected names. Season tickets for the three concer\nts are\nonly one dollar each.\nI he Headmasters\n\nClub\n\nand Music\n\nSupervisors Association select the\nmusic, arrange the progiams, determine the eligibility of organization\ns to\nparticipate, and attend to many other details.\nThe Vermont Music Festival, held each year the fore part of\nMay, is con¬\nsidered the outstanding school musical event of the year. The festiv\nal has not\nonly helped to retain music in the schools, but from its influence has come\na\ngreater interest in music thruout the state. Besides the state festiv\nal, regional\nand county festivals are now being held. Music, instead of being consi\ndered\nin part extracurriculum is increasingly becoming more definitely\nthought of\nas essential in the complete development of the individual.\nA\nL. A. WOODS,\n\nSTATEWIDE\nSTATE\n\nPROGRAM\n\nSUPERINTENDENT\n\nOF\n\nOF\n\nMUSIC\n\nINSTRUCTION,\n\nAUSTIN,\n\nTEXAS\n\nIn our state course of study, my co-worker, Jeremiah Rhodes, says : “Music\nis an expression of the zest of life, an earnest of the true art of living.” We\nare launching in Texas a curriculum-building program. Music shall be one\nof the fundamentals in this program. We recognize the need for trainin\ng the\nemotions as well as the intellects of children. Leisure time has made it neces-\n\n"}
{"page": 445, "printed_page": null, "text": "Department\n\nof\n\nMusic\n\nEducation\n\n439\n\nsary that attention be given to this type of development. That music is a\nrecord of spiritual, social, and physical progress of the human race, is a fact\nthat should receive consideration in all curriculum building.\nFeeling that the moral fiber of our commonwealth is fast giving way and\nthat something must be done to renew our principles in character building,\nwe have set ourselves the task of finding out what should be done in order\nthat we may renew our allegiance to the fundamental principles of good\ncitizenship and righteous living. It seems that preaching is of little avail. Our\nchildren in many instances resent the efforts of the teacher and the preacher.\nWe have decided that the best way to do our preaching and teaching is thru\nsong, an educational effort in which all creeds agree. The child is eager to\nparticipate in this activity of learning and thereby unconsciously he begins to\nbuild character and develop worthwhile citizenship. One cannot sing with¬\nout thinking, and as one thinks one lives. The thing that differentiates the\npeople of America from the Hottentot of Africa is not necessarily the color\nof the skin, but the plane on which they think. Someone has said, “It is not\nwhat you think you are but what you think, you are.” The right kind of\nmusic will mold the right kind of thinking, and the right kind of thinking\nwill develop the right kind of citizenship.\n\nBut our size, about which most Texans proudly boast, in the case of a state¬\nwide program of music at first thought seems to be our chief handicap. To put\nover a music program on a statewide basis in a state so large as Texas with\n45,000 classroom teachers, 90 percent of whom are untrained in music teach¬\ning, presents what would seem to be an insurmountable difficulty. The pro¬\ngram given by the state of Iowa at the National Education Association\nconvention one year ago in Chicago gave me the vision of how the program\ncould be worked out in Texas. I went back to Texas determined to build a\nmusic program.\nA complete Texas music course of study was worked\n\nout and printed. It\n\nprovides the exact procedures in both the graded music classes and the un¬\ngraded music classes. The music plan in the rural school receives due atten¬\ntion. Four phases of this music study in the rural and ungraded schools will\ninclude the rote plan, the chorus plan, the project plan, and the monthly\noutline plan.\n\nOur ultimate objective in the Texas music course of study is “Music for\nevery child, and every child for music.” Every child in Texas, no matter\nwhere he is located, should know at the end of this next scholastic year at\n• least ten songs. At the end of his training in the public schools of Texas, we\nexpect every child to be able to sing at least ninety songs from memory. He\nwill learn thirty songs in the primary chorus, thirty songs in the junior\nchorus, and thirty songs in the senior chorus.\nOur problems are two, finance and music supervision, and we have worked\nout solutions for both of them. Texas has in her equalization fund, $3,000,000 annually to be used to equalize educational opportunity. New equipment\nis required each year in the schools receiving this aid. Among this equipment\n\n"}
{"page": 446, "printed_page": null, "text": "440\n\nNational\n\nEducation\n\nAssociation\n\nw ill be found next year a portable victrola and the necessary books\nand rec¬\nords for the development of the program.\n\n1 he state is divided into twenty-two state supervisory distri\ncts, and each\nstate supervisor is to know the music program and to cooperate\nin its opera¬\ntion. Annually, we have a County Superintendents and Count\ny Supervisors\nConfeience for one week, for the purpose of unifying the\neducational progiam of the state. At the meeting in August the state program for\nthe intro¬\nduction of music will be presented to this group. When schoo\nl opens in\nSeptember our entire staff of supervision within the state will\nbe prepared\nfor the year s work in music. Ehe equipment will be purchased\nand in¬\nstalled, and each individual teacher will have complete instructio\nns on how\nto proceed.\nWe are optimistic enough to believe that such a program will\nhelp produce\na citizenship for Eexas, which will be morally clean, happy,\nand cooperative.\nIn 1936 Texas observes her centennial. By this time we expect\nto have taught\nall of our Texas songs to the 1,600,000 children. We want you\nto visit our\ncentennial in 1936, and we will greet you with one and one-half\nmillion\nvoices trained under this new program, singing themselves into worth\nwhile\ncitizens.\nThere is no substitute for music in the program of an enlightene\nd and\ncultured nation. It is a fundamental part in all worthwhile progr\nams, in the\nclubs, in the civic organizations, in society in general, and in the church\nes.\nWhy not make it fundamental in our educational program?\n\n"}
{"page": 447, "printed_page": null, "text": "DEPARTMENT\n\n\\ural\n\nOF\n\nEducation\n\n"}
{"page": 448, "printed_page": null, "text": "HISTORICAL\n\np\n\nM-Partment\n\nof\n\nrural\n\neducation\n\nnote\n\ngrew\n\nout\n\nof the Depa\n\nrtment of\nKural and Agricultural Education which\nwas authorized by the Board of\nDirectors in 190/ At the Chicago meeting\nin 1919, the Department was\nreorganized with three organized rura\nl groups then existing— the\national Association of State Superviso\nrs and Inspectors of Rural\nSchools the County Superintendents’ section\nof the National Education\nAssociation, and the National Associati\non of Persons Engaged in the\nPi eparahon of Rural Teachers— under the\nKural bducation. See proceedings, 1920:2 name of the Department of\n79 .\n\nThe officers of the Department\n•\n\nE-\n\nfafJ!Nrs,\n\nDirector\n\nof\n\nRural\n\nfor the year 1934-35 are: president\nEducation,\n\nState\n\nDepartment\n\nof\n\nEduca¬\n\ntion, Frankfort, Ky.; vicepresident, Anna\nEducation State Department of Education, Swenson, Director 'of Rural\nSt. Paul, Minn.; secretary\nMrs. Kathenne M. Cook, Chief, Division\nof Special Problems, U. S.\nOffice of Education, Washington, D. C.; executive\ncommittee: Helen\nHay Heyl Assistant m Rural Education, State\nEducation Department\nAlbany, N Y. (term expires 1935); O. H. Plenzke,\nSecretary, Wisconsin\nt eachers Association, 716 Insurance Building\n, Madison, Wis. (term ex¬\npires 1936); Fannie W. Dunn, Professor of Rura\nl Education, Teachers\nCollege, Columbia University, New York, N.\nY. (term expires 1937) ■\nSue Powers, Superintendent of Shelby County\nSchools, Memphis Tenn.\n(tet til expires 1938); Fred C. Fischer, Deputy\nCommissioner, Wayne\nC ounty Schools, 2615 Barium Tower, Detroit,\nMich, (term expires 1939).\nThe Department meets twice each year, in Febr\nuary and in July. Facts\nrelating to the establishment of this Departmen\nt and the record of meet¬\ning are found in earlier volumes of proceedings as\nfollows:\n1907: 44- 45\n190 8:1187-1215\n1909: 953- 992\n1910 :1081-1114\n1911 11117-1161\n191 2:1365-1413\n\n1913: 801- 818\n1914: 877- 907\n191 5:1131-1159\n1916: 613- 636\n1917: 599- 613\n\n1918: 271- 293\n1919: 281- 288\n1920: 271- 303\n1921: 523- 616\n19 22:1099-1222\n\n[ 442 ]\n\n1923:\n1924:\n1925:\n1926:\n1927:\n\n745651522537497-\n\n841\n714\n576\n600\n559\n\n1928:\n19291930:\n1931:\n\n453463401495-\n\n543\n541\n499\n540\n\n1932: 42 3- 453\n1933: 445- 461\n\n"}
{"page": 449, "printed_page": null, "text": "AWARENESS\nON\n\nOF THE PROBLEM\nOF RURAL\nEDUCATION\nTHE PART OF URBAN\nEDUCATION\n\nE. E. OBERHOLTZER,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nHOUSTON,\n\nTEXAS\n\nThe whole problem of education for youth in this democracy is im- •\npounded in the awareness of the rural education problem, from the point\n\nof view of the leaders of urban education. A comprehensive program of edu¬\ncation must be complete enough to provide for all youth the type of educa¬\ntion which will enable them to realize maximum individual growth and\nself-development, as well as to insure social well-being and progress thru the\nentire learning period. Operating such a program involves all the procedures\nand improvements incident to the best organization, administration, and\nteaching of good schools.\nTo develop such a school, guiding principles derived from the proper\nconception of the school as a functional agency of democracy must be the\ndeterminants. There must be no differentiation in programs of education as\nbetween rural and urban groups, except that of adaptations to reach and\ndevelop enrichment of living; improvement of cultural, social, and economic\nrelations in community life.\nThere is no way to improve the world except to improve human life. The\nschool must become, more and more, the social agency which influences com¬\nmunity life by developing in youth those higher qualities of living which rise\nout of changed attitudes and strivings in daily life.\nThe world suffers always when human values recede. Our greatest na¬\ntional resources are human values. When calamity strikes in one section,\nevery other section feels the impact. This nation long ago dispatched the\nfrontier. Agrarian days have passed. Time and labor-saving devices in com¬\nmunication and transportation have broken down the barriers of time and\nspace. Both potential good and potential harm accompany these changes.\nAll educational institutions exist, in the last analysis, in response to the\ndesires and needs of society. Society, like every other evolving organism, will\nchange; its desires and needs will therefore change. The institutions which\npromote these needs and desires must be the evolving force which give both\ndirection and purpose.\nThe course of society must become more self-directive, but in perfecting\nthis course, high intelligence is indispensable. Society in the throes of a blood¬\nless revolution must recognize that the social world is no less modifiable than\nthe material world. Should scientific study and engineering skill attack the\nrealm of human values in the same manner as they have attacked the realm\nof materialism, the creative spirit of man would blossom, beauty would be\nsubstituted for the forbidden fruit of ugliness, truth would prevail over\nfalsehood, and love would conquer hate.\nThe problems of rural and urban education are mutual and integral, sociocentric, and behavioristic. Moreover social behavior and social organization\nare the antecedents and the accompaniments of social welfare. Hence, the\n[ 443 1\n\n"}
{"page": 450, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nparamount issue that confronts our nation is\nfinding unified and qualified\nleadership to plan and develop social agencies whic\nh will salvage and elevate\nhuman kind. Scientific research, experimentation,\nand human engineering are\ne raiding forces which inspire new hope. America,\nwith courage, must hastily\nusher in a new deal for youth, else the New Deal\nfor recovery becomes just\nanother phantom of hope ending in utter despair.\nAnd this day will come to\nAmerica.\nAWARENESS\nON\nORVILLE\n\nOF THE PROBLEM\nOF RURAL EDU\nTHE PART OF RURAL EDUCATION CATION\n\nG. BRIM,\n\nPROFESSOR OF EDUCATION,\nCOLUMBUS,\nOHIO\n\nOHIO\n\nSTATE\n\nUNIVERSITY,\n\nFrom the educational angle, rural life has long been\nunderprivileged. The\npresent social disaster has increased the tragic features\nof rural life and educaUon. According to the November 1933 issue of the\nResearch Bulletin of\nthe National Education Association, “November\n1 of the current school year\nn s almost 2000 rural schools already closed, with\nno educational oppor¬\ntunity available for over 100,000 children. By April\n1 it is likely that closed\nschools will number 20,000 and children affected, 1,00\n0,000.” The teaching\nstaff even in those remaining schools has suffered in\nquality. Communities\nhave slipped back decades in professional standards and\nare using the teach¬\ning position as a means of local charity. The rural supe\nrvisory service has\nbeen riddled or destroyed. You know these things vivi\ndly in your commu¬\nnities. From that you can deduce the cost to rural chil\ndhood. My time could\nbe spent making you more vividly aware of these crying need\ns on a national\nscale. I prefer, however, to attempt to increase your awarenes\ns of our re¬\nsources and their challenge.\nI want specifically to increase the awareness of rural educa\ntors to the\nfollowing points:\n1. The conventional school with its formal organization,\nits formal values,\nand curriculum is dead. It was always dead to the child. It\nis now dead as an\neducational ideal. In its stead we have the activity schoo\nl with its emphasis\nupon experience, on learning thru and for living. This began\nas an experi¬\nmental venture in private schools. It is now the standard in\nour more pro¬\ngressive public schools.\n2. In the light of this modern concept of education we find that\nrural life,\nsupposedly impoverished in educational facilities, abounds in resources.\nThe\nrural child, long considered underprivileged, is recognized as\nhaving a rich\npotential heritage. The realization of this depends primarily\nupon the vision\nand insight of his leaders.\n3. This activity school movement is growing steadily in rural\nareas.\nNothing can stop it ultimately. Some states have entered upon it boldly\nand\non a statewide basis. Others are fostering it in promising spots.\nMany county\nsuperintendents are judiciously promoting it in varying degre\nes, while\nearnest awakened teachers thruout the land are making the schoo\nl a place\n\n"}
{"page": 451, "printed_page": null, "text": "of Rural\n\nDepartment\n\nEducation\n\n445\n\nwhere children really live. They are using child experience, home, farm, and\ncommunity resources and problems in a new way to the end that child life\nand community life are enriched both immediately and permanently.\n4. This is the rural educational frontier, the area of a fascinating adven¬\nture. In my judgment it offers not only the most promising but the sanest\nsolution to our problem. It is a great challenge. I o be unaware of it is to be\nprofessionally dead. To neglect its realization is to betray a tiust.\n\nAWARENESS\n\nO. H.\n\nTHE\nTHE\n\nOF\nON\n\nPLENZKE,\n\nEDUCATION\n\nOF RURAL\nPROBLEM\nPART OF THE PUBLIC\n\nSECRETARY, WISCONSIN\nMADISON, WIS.\n\nTEACHERS\n\nASSOCIATION,\n\nThe general media of publicity usually employed to create a consciousness\non the part of the public that a real emergency exists are well known. Most\nof these materials are intended for mass enlightenment, but for the purpose\nof meeting a specific emergency they have limitations. Playing up deplorable\nconditions usually produces restiveness, but often fails to stimulate collective\nconsideration or to focus judgment. The common means of creating aware¬\nness of education problems should be supplemented by direct methods. The\nparent-teacher associations, service clubs, and other organizations have within\n• their ranks leadership which must be led to present the problems directly to\nthe memberships of the associations. Leadership, especially rural leadeiship,\nmust be fostered for this purpose. It is not sufficient to point out calamities\nand cataclysms alone. With the exhortation should go a positive program to\nreconstruct education. The public generally will be interested in methods by\nwhich educational deficiencies may be corrected so as not to be continually\norgan¬\nharangued about impending catastrophe. Leadership in local teacheis\nizations must carry specific proposed remedies directly to the people in the\nlocalities.\nThe interdependence of town and country, the relationship of state with\nstate and of state with the nation are being brought to the attention of the\npublic with increasing force. A social-mindedness heretofore not always in\nevidence is manifesting itself and should be capitalized at this time.\nTHE\n\nIN THE NATIONAL\nSCHOOL\nSECONDARY\nSMALLER\nEDUCATION\nSURVEY OF SECONDARY\n\nLEONARD\n\nV. KOOS,\n\nCHICAGO,\n\nOF\n\nSECONDARY\n\nEDUCATION,\n\nILL. ; AND\n\nASSOCIATE\n\nDIRECTOR\n\nPROFESSOR\n\nCHICAGO,\n\nOF\n\nUNIVERSITY\n\nTHE\n\nOF\n\nSURVEY\n\nThe National Survey of Secondary Education recognized the problem\nof smaller secondary schools to the extent of making their study a major\nproject.\nThe study of the smaller secondary schools was concerned with those\nschools which in the main afford the opportunities for secondary education\nto the children of the smaller centers of population and rural areas. In brief\n\n"}
{"page": 452, "printed_page": null, "text": "446\n\nNational\n\nEducation\n\nAssociation\n\nits major purposes were : (.1 ) to make an analysis of the status and char¬\nacteristics of secondary education in small secondary schools of different\nsizes; (2) to determine as far as possible the limitations of these schools due\nto smallness; (3) to investigate a group of selected schools and compare\nthose of different sizes with one another and with the general run of small\nschools, (4) to determine what, if any, innovations or significant departures\nfrom ordinary practises existed in the selected schools that might be of\nvalue to smaller secondary schools in general, and (5) to arrive at any\nobvious conclusions from the whole study significant for state and local\npolicy concerning smaller secondary schools.\nI he study was based on information gathered from 614 schools. In\norder to provide a rather complete picture of the two classes of schools\nthe infoimation collected covers a wide range. This information pertains\nto the size and type of districts (consolidated or unconsolidated) ; the extent\nof provision of transportation; the material facilities; the training, experi¬\nence, tenure, salaries, and responsibilities of principals and teachers; the\ncurriculum and extracurriculum; procedures in teaching; guidance; pro¬\nvisions for health ; community relationships ; and many other matters.\nA manifest conclusion from an overview of the evidence of the whole\nproject pertains to the all but fully consistent superiority of the selected\nschools represented.\nThe selected schools are in larger districts than are the unselected schools.\nThey\n\nare more often in consolidated districts. They more often provide\ntransportation, and provide it for a larger number of pupils. They retain\n\npupils better — at least when they are reorganized schools. The class period\nis longer. More often they provide the service of part-time librarians, and\nthese librarians have had more training for their work than part-time libra¬\nrians in unselected schools. Their principals are better trained both with\nrespect to the total duration of training and the amount of work taken in\nthe special field of education. The tenure of these principals is longer, their\nteaching loads are more reasonable, and their salaries higher. In material\nfacilities the selected schools are better provided, particularly in such mat¬\nters as size of grounds, service equipment, special rooms, space and equipment\nfor libraries, equipment for motion and still pictures, and free textbooks.\nThey are superior with respect to instruction in that more often in recent\nyears they have made certain additions to the curriculum, are making more\nfrequent use of newer methods of teaching, and are carrying on a greater\nrange of supervisory activities. In the extracurriculum, in pupil accounting\nand guidance, in extending their education service, and in their community\nrelationships they have gone farther than have the unselected schools.\nIn two respects unselected schools are about on a par with selected schools,\nnamely, in the tenure and in the salaries of teachers.\nThe first general implication from this evidence is that if the selected\nschools are providing the facilities or carrying on the activities represented\nin these aspects of superiority, other schools of the same size may well be\n\n"}
{"page": 453, "printed_page": null, "text": "Department\n\nof Rural\n\n447\n\nEducation\n\nexpected to do the same. This is another way of admitting that the unselected\nschools are improvable.\nA second conclusion from the evidence of the whole study is with respect\nto the significance of size of school. The fact is that the differences between\nthe measures reported for one size-group and the next largest among the\nunselected schools are typically greater than between that size-group and\nthe corresponding size-group among the selected schools. This conclusion is\nreenforced by a fact not reported in this brief summary, the frequent superi¬\nority of Group III B (the group of largest unselected schools) over Group\nIII of the selected schools, a superiority which can readily be explained by\nthe larger enrolments already reported for the schools of Group 1 1 IB. It\nalso has the corroboration of an important finding in Part I of Monograph\nNumber\n\n5, of the National Survey of Secondary Education, The Reorgani¬\n\nzation of Secondary\n\nEducation , a finding which\n\nis to the effect that, as\n\nconcerns schools with smaller enrolments, size is a more potent factor of\nthe extent of reorganization than type of organization. This conclusion\nfrom the present investigation is another way of saying that size is more\nimportant\n\nthan selection in making\n\nsmall\n\nfor constructive differences among\n\nschools. It would be difficult, if not impossible, to conceive of a conclusion\nmore momentous for the problem of the small high school.\nThe obvious implication from this finding is that the very small high\nschools ought to be kept to as small a number as possible. Doubtless in most\n\nstates there are sparsely settled areas that should be provided with secondaryschool opportunities even if enrolments are small, but these should be looked\non as non-typical developments. After authorization, such schools should be\naided in providing the features of a good institution, as suggested above in\ndiscussing the first major implication, but the normal and basic assumptions\nshould be that it is easier to provide a good school where a sizable enrolment\nis assured and that to maintain a good school with a small enrolment is\nalways an up-hill and often impossible task.\nMAJOR\n\nPURPOSES\n\nO. A. TOWNS,\n\nPRINCIPAL,\n\nTO\n\nBE SERVED\nSCHOOL\n\nREDDICK\n\nCOMMUNITY\n\nBY\n\nTHE\n\nHIdH\n\nRURAL\n\nSCHOOL,\n\nHIGH\n\nREDDICK,\n\nILL.\n\nSchools represent a cross-section of the family life of their patrons. Chang¬\ning conditions have always demanded that educational ideals keep pace with\nmaterial progress. It is fundamental need and not transient desire that\nremolds the established order.\nIsolation is the outstanding characteristic of rural life. When the fog of\nobscurity is lifted isolation becomes a luxury. The rural high school finds\nits major purpose in furnishing opportunity by which the people of rural\ncommunities may touch elbows in common understanding. The challenge\nof contact arouses ability and energy to strive for recognition that brings\nto local communities satisfaction in wider acquaintance and pride in local\nachievement.\n\n"}
{"page": 454, "printed_page": null, "text": "448\n\nNational\n\nEducation\n\nAssociation\n\nThe splendor of rural surroundings becomes inspiring when painted by the\nhand of history, literature, and science. The changing wonders of nature\ncome as a dull thud in the life of the serf and the peasant. When character\nis molded by the appreciated evidences of life and welded in its make-up by\nthe recognized forces beneath it, a wholesome and sturdy citizenship follows.\nRural life reveals itself only thru its own activities. Surveys and statistics\nare valuable but leadership that works from the inside out must solve the\nproblem. Before significant changes can be effective new things must be\ninterpreted in terms of the old. Continuous coordination thru tactful leader¬\nship must vitalize visions before they find permanent usefulness. One of the\nmajor purposes of the rural high school as it operates over a period of years\nis to become a center from which there radiates to its community a silent but\nforceful influence, fully constructive in civic righteousness.\nSPOKESMEN\nR. V. HUNKINS,\n\nNEEDED\n\nFOR\n\nSUPERINTENDENT\n\nSMALLER\n\nSCHOOLS\n\nOF\n\nLEAD,\n\nSCHOOLS,\n\nS. D.\n\nSmaller incorporated communities, those under 2500 population, out¬\nnumber larger ones four to one. Sixty percent of our high schools are a\nhundred or less in enrolment. Smaller schools are not only in the over¬\nwhelming majority but they minister to the educational needs of two-fifths\nof our people. The unwonted monopoly of our attention that cities have\nexercised during the past few decades has blinded our leaders to the numer¬\nical preponderance of smaller places and their schools and to the very great\nimportance of both.\nThese schools cannot be eliminated. The number of communities under\ntwenty-five hundred population has doubled since 1890. The number of high\nschools of one hundred enrolment or less increased 15 percent in the three\nyears ending in 1930. Larger high schools have increased more rapidly, it\nis true, but that has nothing to do with the problem of smaller schools.\nConsolidation increases rather than decreases these smaller schools, for\nthe typical consolidated school is made up of one-room\ntwo hundred fifty pupils in all twelve grades.\n\nschools and has only\n\nLarger-unit support for small schools will help, but larger-unit adminis¬\ntration of schools in incorporated communities will come with difficulty and\nwill not eliminate small schools. The control of the schools cannot be re¬\nmoved from the people who control the other social institutions, such as\nlodges, churches, clubs, and municipal governments in the smaller com¬\nmunities with their well-established feeling of corporate identity.\nThe present specialists in the field of school administration look with\ndespair upon smaller schools. They support the general prejudice against the\npossibilities of rural life and rural institutions. We must look elsewhere for\nleaders and spokesmen\nfaith in them.\n\nfor these small schools and find people who\n\nhave\n\nThe major reason for the need of spokesmen for smaller schools is that\npower and influence and consideration come from articulation. The smaller-\n\n"}
{"page": 455, "printed_page": null, "text": "Department\n\nof Rural\n\n449\n\nEducation\n\nschool workers have been subdued into silence. They are potentially capable\nbut they have been disheartened by a lack of appreciation and have often\nexhibited little power simply for the want of cheer leaders.\nBut more recognition is forthcoming. The touted advantages of cities\nhave suffered a reaction because of the cruelty of the depression to millions\nof our common people living in them. Smaller places and their schools are\nbeing more and more appreciated and more and more leaders are becoming\nencouraged to speak up. It is very possible that our national leaders will in\ntime be worrying more about the overcrowded, mechanized, routinized, and\nsocially stratified city schools, located in noisy, smoke-enshrouded, crimeinfested, bread-line surroundings that are not comparable as an educational\nsetting to the pastoral environment of our typical smaller schools. There is\nno reason why the smaller schools should not be as good or better than the\nurban schools if they receive the attention and support that competent spokes¬\nmen can bring them.\nPRESENTATION\n\nENRICHMENT\nFRANK\n\nW.\n\nCYR,\n\nOF\n\n1934\n\nYEARBOOK,\n\nECONOMICAL\n\nOF THE SMALL SECONDARY-SCHOOL\nCURRICULUM\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\n\nYORK,\n\nCOLLEGE,\n\nCOLUMBIA\n\nN. Y.\n\nThe function of the 1934 Yearbook of the Rural Department of the\nNational Education Association is to show the present status of the small\nsecondary school, discuss certain special problems characteristic of its small¬\nness and to present methods and technics by which such schools may provide\na more adequate educational program. It is designed for the use of state\ndepartments of education, teachers colleges, superintendents, principals,\nteachers, and boards of education responsible for the educational program\nin such schools.\nThere has been a considerable demand in recent years for the develop¬\nment of methods and technics of providing an enriched curriculum in the\nsmall secondary school.\nOur yearbook is designed to meet this need by bringing together and pre¬\nsenting illustrations from the United States of methods which have proved\nsuccessful in small schools. While all of the methods discussed have been\nused successfully in small schools, very few have reached more than a\nlimited number of these schools. Part I contains a brief picture of the small\nsecondary-school situation in the United States. It shows the relative im¬\nportance of these schools, the extent to which they are reaching youth of\nhigh-school age, and some of the problems they face because of their size.\nPart II deals with special methods such as alternation of classes, circuit\nteachers, individual instruction, supervised correspondence study, utilization\nof community resources, and provision of guidance. Part III is concerned\nwith problems which arise in the reorganization of the school to bring\ntogether larger groups. These\n\ninclude both problems of developing a six-\n\n"}
{"page": 456, "printed_page": null, "text": "450\n\nNational\n\nEducation\n\nAssociation\n\nyear high school and problems of consolidating two or more high schools.\nPart II presents methods of providing education for small groups; Part III,\nmethods of enlarging the group.\n\nThe yearbook presents a broad attack from many angles of the problems\nof the small secondary schools, rather than an intensive study of one method.\nLEADERSHIP\nOF COUNTY\nSUPERINTENDENT\nINSTRUCTION\nIMPROVING\nFRED\n\nD. CRAM,\n\nPROFESSOR\n\nOF EDUCATION,\nCEDAR FALLS,\n\nIOWA\nIOWA\n\nSTATE\n\nTEACHERS\n\nIN\n\nCOLLEGE,\n\nEven tho outstanding county superintendents have always promoted im¬\nprovement of instruction within their own territory, the state superintendent\nmust organize the work on a statewide basis to be effective.\nThis Agnes Samuelson has done in Iowa by means of\n1. A course\ncommittee\n\nof study for the elementary\n\n2. Conferences\n\nschools made\n\nby a non-salaried\n\ndrafted\n\nof county superintendents\n\n3. A course of study for high schools, each subject in a separate booklet\n4. Assistance of the state institutions of higher learning\n5. Change of status of state inspectors to helpers and consultants\n6. Use of the institute fund to improve instruction\n7. Use of workers from the state educational institutions and others to carry\ndemonstrations to teachers thru (a) the institute, (b) Saturday classes, (c) demon¬\nstration centers, (d) use of workers in the teachers’ own rooms\n8. Intensive drives on one subject a year, which advance is maintained thereafter.\nTo date, these drives have been on reading, 1931-32 ; language and grammar,\n1932-33 ; geography, 1933-34\n9. An alternating type of program, providing longer recitation periods; seat work\none day and class instruction the next.\n\nThis type of service will be necessary until county superintendents become\nreal leaders, are well prepared for their work, and have given to them gen¬\nuine power; educational practise is uniform and desired results attained by\nlike processes ; and teachers are selected on the basis of training and person¬\nality by disinterested superintendents, rather than by those interested in\nfurthering the fortunes of favored applicants.\nSOME\n\nNEEDS\n\nAND\n\nR. S. IHLENFELDT,\n\nPROBLEMS\n\nSUPERINTENDENT\nKENOSHA,\n\nOF\n\nTHE\n\nOF KENOSHA\nWIS.\n\nRURAL\nCOUNTY\n\nSCHOOLS\nSCHOOLS,\n\nThe problems chosen for discussion include the following:\n1. The need for a definite philosophy of education on the part of superintendent,\nsupervisors, principals, and teachers of an administrative system\n2. The need for an effective organization for the achievement of desired outcomes\n\n"}
{"page": 457, "printed_page": null, "text": "Department\n\nof Rural\n\n451\n\nEducation\n\n3. The need for a clear perspective of the living and learning possibilities of each\nunit of a system\n4. The need for employing effective channels of interpretation.\n\nPresentday educational literature reveals the fact that educational leaders\nare aligned on any number of fronts emphasizing varied and, in many cases,\nconflicting views. While regimentation is not to be desired, unless there is\nclear understanding of educational objectives to be sought, a system is not\nlikely to be welded into a smoothly functioning whole.\nWith reference to the second problem, while rural territory presents\nproblems which appear insurmountable, much can be done to improve\nexisting conditions. In consolidated and larger grade schools, more super¬\nvisory responsibility should be extended to school principals. In keeping with\nthis, two essentials are apparent:\n1. Unqualified principals should become qualified for supervisional responsibility\nthru professional reading, conferences, and attendance at summer school.\n2. Principals with full teaching loads should be relieved of a portion of their\nload to make additional supervision possible.\n\nPossibilities in the direction indicated were emphasized by J. Cayce Mor¬\nrison in the July issue of Education.\nSo far as supervision of special and appreciation subjects is concerned,\n\nmuch improvement can be made by encouraging teachers who have inclina¬\ntions along special lines to take special work along those particular lines. A\nteacher may be inclined toward art, another toward music, while still another\ntoward physical education. Thru efficient preparation and effective stimula¬\ntion these teachers will qualify for excellent leadership along the line of their\nspecial interest.\nWith reference to the third responsibility, to register improvement,\n\nthe\n\nneed for doing three things is apparent :\n1. There is need for the superintendent to survey his field.\n2. There is need for the formulation of a definite, desirable plan of improvement\nbased upon information secured.\n3. There is the responsibility of offering effective leadership which will arouse\nin the minds of laymen existing conditions, and possibilities for improvement.\n\nThe\n\nsurvey conducted\n\nin Kenosha\n\nCounty\n\nby the department\n\nof rural\n\nsociology of the University of Wisconsin state bulletin illustrates the possi¬\nbilities along the particular line.\nThe fourth major responsibility, that of interpreting the school to parents\nand others supporting education, can be effectively done thru the following\nchannels :\n1. The\n\nopen house program\n\npresented from\nnumbers :\n\nseven\n\nto which\n\nparents and others interested are invited is\n\no’clock to perhaps\n\nnine o’clock and\n\na. A brief talk on methods pursued\nb. A demonstration of the work of the school\nc. An\n\ninspection of the work\n\nof the children.\n\nincludes the following\n\n"}
{"page": 458, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\n2. Other channels of interpretation include the follow\ning:\na. County superintendent’s report to county board\nb. Bulletins from the county superintendent’s office\nc. Newspaper articles\nd. Letters to the board members\ne. The school newspaper.\n\nI here is no educational field at the present time which is\nmore challenging\nto the student of education than the rural field. The exten\nt to which this\nchallenge is met will depend to no small degree upon the leade\nrship rendered\nby the county superintendent of schools.\n\nTHE\nJ. W.\n\nWHITMER,\n\nRURAL\n\nSCHOOL\n\nPROBLEM\n\nSUPERINTENDENT\nOF\nTOLEDO, OHIO LUCAS\n\nCOUNTY\n\nSCHOOLS,\n\nIn this group we are focusing our attention and\nefforts on rural education,\nwhich is but one of the many important phases\nin human interest and activity.\nJust as in the present, so in the past, there have\nbeen periods that presented\nunusually perplexing problems. For a moment,\nlet us reflect on the general\nsituation that obtained during the period of the\nhistory of the United States\nunder the Articles of Confederation and the deca\nde immediately following.\n. rhe llterature of the day reveals a great deal of confusion\nand many mis¬\ngivings, especially prior to the adoption of the Constitution.\nA few statements\nfrom the letters written by George Washington\nclearly bring to light that\nthere was considerable drifting in public thought under\nthe Articles of Con¬\nfederation. After the adoption of the Constitution state\nments from letters\nof the Father of our Country indicate a period\nof good feeling and general\nprosperity with straight thinking on the part of publi\nc men.\nPerhaps our general situation and likewise our\nspecific situation as it\nrelates to the rural school problem is in many respe\ncts not unlike that of the\nRevolutionary Period. It would appear that of neces\nsity there must be some\ncasting and drifting about, but in this drifting about\nwe must attempt to\nsolve our problems as best we can and thus it is very\npossible that we shall\nbe making more real progress than may be clearly in\nevidence at the time.\nI wonder if in some way in the near future it will not\nbe possible to elevate\nour teaching procedures from a level of a theory of\neducation to that of a\n\nscience of education. The\n\npure scientist and the student of inanimate\n\nthings\n\nhas been able to make more progress than has been possi\nble in the case of\nthe social scientist. This possibility has been so because\nof the nature of\nthings. However, it now devolves upon the educator to\nmake some progress\nin the social sciences. In other words, we must bring the\nscience of educa¬\ntion, psychology, sociology, and economics more nearly abreast with\nthe pure\nsciences as represented by physics and chemistry. Just as\nalchemy was the\nforerunner of the pure sciences, so should the theory of educ\nation be but\nthe forerunner of a science of education. Now this will be a\nreal challenge to\nthe educator but some such objective should be set up in our think\ning.\n\n"}
{"page": 459, "printed_page": null, "text": "Department\n\nof Rural\n\n453\n\nEducation\n\nThe whole discussion centering around economy in education and giving\nso much attention to the fads and frills of the day makes us aware that we\nare not yet sure just what experiences will be offered children in school, or\nwhen and by whom such experiences shall be selected and developed. It\nappears that we should be able to establish a technic that will render it pos¬\nsible for us to evaluate teaching procedures lying beyond the realm of the\nso-called fundamentals and fact items in education. To be sure, we must con¬\ntinue to do a good job in the fundamentals, but we must likewise enrich our\nprocedures beyond these fundamentals with aspirations, ideals, and experi¬\nences that tend to make life more abundant.\nOf course our schools, and the whole matter of public education pertaining\nto teachers’ salaries, types of buildings, equipment, etc., are of necessity\nhooked up with the economic situation. When there are disturbances in the\nsocial-economic life of a people, we must expect that there will be resultant\ndisplacements in the field of education. However, it must be our constant\neffort to solve our problems in education along with the general problems of\nthe country.\nRRTRAL EDUCATION\nON THE ROAD TO RECOVERY— AD¬\nVANCES\nMADE\nTHRU\nREORGANIZING\nAND\nREDI¬\nRECTING\nCOUNTY\nAND LOCAL SCHOOL PROGRAMS\nAGNES\n\nSAMUELSON,\n\nSTATE\n\nSUPERINTENDENT\nDES\n\nMOINES,\n\nOF\n\nPUBLIC\n\nINSTRUCTION,\n\nIOWA\n\nThe topic implies that advances have been made. That is quite in contrast\nto what the discussions have hinged about these last few sessions. They dealt\nwith losses. We talk now of gains. These gains, like home, sweet home, be\nthey ever so humble, are worth everything because they reflect a changing\nattitude, a different psychology, and a moving forward. They are the recog¬\nnition of the principle of the philosophy dominating our democracy, of the\ninherent rights of our children to educational opportunity. For example, an\nincrease of about 10 percent in salaries for teachers, as reports to our office\nseem to indicate, is not much. But it is as much as our people can afford to\npay just now and that is our job as educators — to give the best educational\nprogram possible at the price our people can afford to pay. It recognizes the\nteacher’s place in public service and starts his economic\ncurve.\n\nstatus on a rising\n\nYou ask what are the advances. I have mentioned the trend to slightly\nincreased salaries. I have no figures to show how widespread this is, but the\nUnited States Office of Education and the Research Division of the National\nEducation Association are doubtless ready with statistical evidence to verify\nor disprove this trend.\nThe crux of the advancement needed is support. To relieve the burden\nof tax on property and at the same time guarantee rural children a minimum\nand an uninterrupted educational opportunity — that is the uncompleted task\nin every state. A roll call here would show that this is the common problem\n\n"}
{"page": 460, "printed_page": null, "text": "454\n\nNational\n\nEducation\n\nAssociation\n\nthat has confronted every state legislature. You will also hear on this pro¬\ngram about the emergency education legislation in the recent Congress.\nThese programs of reconstructing our financial system of school support are\nin the making and considerable advancement is bound to come. It cannot be\ndelayed. The interests of the children and of the taxpayers are identical in\nthis respect.\nAlong this line it should be said that state surveys and planning com¬\nmittees are at work in many states. If their findings prove adequate as the\nscientific basis for reorganizing and redirecting county educational programs,\nsome advances are being made in the right direction. While much of this lies\nyet in the future, the slow work of gathering the facts and developing aware¬\nness of the problem must precede progress.\nIt is in the program to improve instruction and to hold fast to and develop\ncultural appreciation in music that greatest advancement has been made in\nour area. It has been extended and made vastly more significant in the lives\nof our farm folks. The next advance is to extend this program to our small\nurban communities.\nThe honor letters — a sort of country school Phi Beta Kappa award — have\nstimulated interest in earning the rural school diploma cum laude. An\nemphasis upon a given phase of instruction each year in a comprehensive\nprogram is bringing about some progress in redirecting county programs\nalong lines of instruction.\nThere is much yet to be done for our schools and by our schools. We have\nhardly scratched the surface. The first thing needed is a greater awareness\nof the problem of rural education. Advances will be in proportion to the\nawareness\nawareness\n\nof the needs — awareness on the part of rural education itself;\non the part of urban education ; awareness on the part of the\nprofession ; awareness on the part of the public — then we can get set and go.\nRURAL\nEDUCATION\nON THE\nROAD\nTO\nRECOVERY\nADVANCES\nMADE\nTHRU\nINTERPRETING\nTHE\nTO THE PEOPLE\nSCHOOLS\nFRANK\n\nW.\n\nCYR,\n\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nTEACHERS\n\nYORK,\n\nCOLLEGE,\n\n—\n\nCOLUMBIA\n\nN. Y.\n\nDuring the last quarter of a century there have been great changes in the\nways by which the public has kept in touch with the educational program\nand it is these changes with which we are most concerned today. With the\nrapid development of a complex educational program and wdth greater pro¬\nfessional training of teachers, the schools grew away from the people and\nmany of the close relationships which had previously existed between school\nand patrons were broken.\nThe\n\nschools soon realized, however, that they existed only at the will\n\nof the people and efforts were made to cultivate the public’s goodwill. Par¬\nents were invited to Friday afternoon programs, school entertainments were\nheld, and clubs, athletics, and other extracurriculum activities which related\n\n"}
{"page": 461, "printed_page": null, "text": "Department\n\nof Rural\n\nEducation\n\n455\n\nschool and community were developed. Thru these activities certain rela¬\ntionships or ties were established to bridge the gap between school and com¬\nmunity. There was relatively little attempt, however, to relate the work of\nthe classroom to the needs of the community. The curriculum continued to\nremain isolated and was preserved as tho it were something sacred in itself.\nAbout this time advertising became a profession, and high pressure adver¬\ntising in commercial fields was the order of the day. National advertising\n\ncampaigns were instituted and every possible effort was made to “sell” the\nproduct advertised. Its values were emphasized and its limitations and weak¬\nnesses glossed over. Education did not entirely escape their influence. Cam¬\npaigns were made to build new buildings, sell bonds, consolidate schools, and\n“sell the schools to the public.” Unconsciously perhaps educators often as¬\nsumed the attitude that they had discovered just what was needed in the pro¬\nvision of an educational program and that it was their function to “put over’\nas much of this as they could “get by with!’ The publicity courses offered\nin teacher-training institutions often stressed high pressure methods rather\nthan a continuous program for informing the people, and publicity technics\nwere developed to put over a single isolated idea.\nThis was all in keeping with the hysteria of the boom period. But out of\nthe depression we find an entirely different point of view emerging to shape\npractise. Instead of “putting over” a preconceived program teachers, prin¬\ncipals, and superintendents are sitting down with their patrons to discuss the\neducational program and its functions in achieving a sound and permanent\nrecovery. Educators are interpreting their schools to the people so that out\nof mutual discussion and consideration of the problems to be faced a sound\nprogram adapted to the needs of those served can be developed. We are realiz¬\ning that the present widespread public school system of the United States\ngrew out of the desires and efforts of the people themselves with relatively\nlittle guidance, during the earlier years, from professional leaders. We are\nnow attempting to build and carry on a broad educational program adapted\nto the complex needs of presentday society, out of the mutual efforts of pro¬\nfessional educators who furnish the specialized knowledge and leadership,\nand the public which contributes by intelligently presenting its interests,\nneeds, and desires. At this point it must be noted that this conception is not\nsomething which has sprung up full-grown out of the depression. Some farseeing leaders have had this point of view for years. Its widespread accept¬\nance today is the significant development which is so encouraging in our\nprogress toward recovery.\nThis Department in its last annual bulletin on the Enrichment of the\nSmall\n\nSecondary-School\n\nCurriculum\n\noffers many\n\ninteresting illustrations\n\nof progressive education in rural high schools which should be useful to\nschool patrons in attempting to understand what constitutes a good school.\nWhile this Department does not have the time and resources to take more\nthan a small part in the interpretation of the educational program, it can\nrender an important service by encouraging activities under way.\nThe development of a sound point of view on interpreting the schools to\nthe people is one indication that we are on the road to recovery.\n\n"}
{"page": 462, "printed_page": null, "text": "456\n\nART\n\nNational\n\nFOR\n\nJENNIE\n\nM.\n\nRURAL\nHAVER,\n\nEducation\n\nCHILDREN\n\nIN\n\nAssociation\n\nTHE\n\nNEWER\n\nHELPING TEACHER, HUNTERDON\nSCHOOLS, CLINTON, N. J.\n\nSCHOOL\n\nCOUNTY\n\nPUBLIC\n\nWhen\n\na child draws something or expresses it in a concrete form with\ncardboard, clay, or wood, his concept of that thing grows and becomes real.\nI he child not only learns to think in words, but along with the vocabulary\nbuilding he associates this creative, individual growing attitude toward\ngraphic expression. Many forms of art thus create a natural expression of\nthought and another language for the growing child. Power of expression\nand honest craftsmanship will grow out of the right kind of art teaching\nwhich will instil a confidence that the child will carry thru life.\nArt should be a vital part of rural education. Each rural teacher and every\ncountry child should realize that art is a fundamental part of everyday life.\nFarms, homes, clothing, utensils, automobiles, highways, public buildings;\nall denote good or poor art. Making choices between the good and the less\ndesirable is part of simple everyday living. It is well when teaching art in\ncountry schools to keep certain broad, general objectives in mind such as to\ntrain in appreciation of the beautiful, to stimulate creative imagination, to\ndevelop technical skill as needed, to study color and work for better color\ndiscrimination, and to educate for leisure-time enjoyment of the arts and\ncrafts. Dr. Jacks in The Education of the Whole Man sums up these objec¬\ntives when he says, “ A good system of education aims at the liberation of our\ncreative powers and the guidance of them by many paths to forms of beauty.”\nA powerful motive force for good art work in rural schools is an annual\nexhibit planned on a county basis. This not only helps to keep the public fully\ninformed, which is necessary, but also gives thousands of children an oppor¬\ntunity to participate. Most of the work on display in well-planned exhibi¬\ntions demonstrates how art is integrated in the various units of work. As the\nschool subjects are developed they provide motivation for most of the creative\nwork undertaken. The children paint history murals for the walls of their\nschoolroom, they design friezes showing the development of land and water\ntransportation, they arrange sandtable groups to illustrate units in social\nscience, they make puppets and tiny “movie” theaters, they arrange artistic\nnature study charts, they carve wood blocks for Christmas cards and wall\nhangings, and spend weeks in making artistic notebooks and handmade\nscrapbooks. Results of individual art activities do not alwa5^s seem tangible\nto the casual observer, but when the combined efforts of thousands of chil¬\ndren are assembled in an artistic, well-balanced exhibit there is brought to\nthe attention of an appreciative public a concrete and living force which is\nsignificant and not easily forgotten.\n\n"}
{"page": 463, "printed_page": null, "text": "Department\n\nof Rural\n\n457\n\nEducation\n\nPROVIDING\nA MORE\nADEQUATE\nSOCIAL AND\nTIONAL LIFE FOR THE RURAL CHILD\nMATTIE\n\nE. THOMAS,\n\nDIVISION\n\nDEPARTMENT\n\nOF\n\nOF\n\nELEMENTARY\n\nEDUCATION,\n\nRECREA¬\n\nEDUCATION,\n\nCOLUMBIA,\n\nSTATE\n\nS. C.\n\nThe rural child of the immediate future has every right to look forward\nwith optimistic anticipation to what the future holds for him in enrichment\nof social and recreational activities. True, he has not had much in the past,\nand there has been no definite program for him. This enrichment, thru new\nexperiences, and new contacts will not come from one source alone but from\nmany. There are five of these outstanding sources. The program of parent\neducation is the first. Parents are studying childhood in all of its varying\nphases, and with all of its implications as such.\nThe second source is from economic freedom, or financial security of the\nrural parent. The rural parent can hardly think of social and recreational\nenrichment for his child while he is faced with physical starvation.\nThe third is interpretation of his rich environment, appreciation of those\nthings with which he is daily surrounded, attaching value to those things\nwhich are most worthwhile.\nThe fourth is enrichment thru experiences which are being, and will con¬\ntinue to be, more abundantly furnished by the world of science — improve¬\nments and inventions. The radio, good roads, and rural electrification are\nrevolutionizing the life of the rural child.\nThe\n\nfifth source is contacts with enriched personalities, particularly in\n\nthe classroom — teachers who can understand, and who are not afraid to give.\nAN\n\nATTAINABLE\nFRANK\n\nL. TOLMAN,\n\nLIBRARY\nDIRECTOR,\n\nEDUCATION\n\nPROGRAM\nLIBRARY\n\nDEPARTMENT,\n\nFOR\n\nRURAL\n\nAREAS\n\nEXTENSION\n\nDIVISION,\n\nSTATE\n\nNEW\n\nYORK,\n\nN. Y.\n\nIn the library world a considered effort is being made to bring the world\nof books into easy access to all the people. Bookmobiles now honk their way\nalong the country roads of many states. A county library does its real work\nin many branch libraries located in villages, hamlets, rural schools, country\nstores, and postoffices. Along dirt roads the booktruck stops at crossroads to\nfill the baskets of farmers’ wives with the best recent productions of city\npresses or to make house-to-house delivery where the library sign is dis¬\nplayed in the farm window.\nThe problem of adequate support is the fundamental rural library prob¬\nlem. The cost of library service is moderate, but it is difficult to persuade\nthe village and county potentates to include even one cent for libraries in\nthe tax dollar.\nA practical plan for the expansion of rural library service must build on\nthe foundations that already exist. Different methods may well be used in\ndifferent states. Where few libraries yet exist, large scale “regional” libraries,\nserving several counties, may provide the best solution. County libraries\n\n"}
{"page": 464, "printed_page": null, "text": "458\n\nNational\n\nfunction efficiently in many\n\nEducation\n\nstates. In New\n\nAssociation\n\nEngland\n\nand New\n\nYork, with\n\ncentury-old systems of local libraries, replanning existing library systems is\nmore difficult of solution and the progress may necessarily be slower.\nUniversal library service must be kept in mind as the objective and various\ndevices and units may well be used to enrich as well as to expand library\nservice.\nThere are two legs upon which democracy stands, the public schools and\nthe public libraries. The public schools lay the foundation of an education.\nLibraries, books, and periodicals offer the means of continuing education\nthruout life. School and library are partners in a complete educational plan.\nBoth are necessary to build men and women competent to meet the problems\nof today, and to create the better democracy of tomorrow.\nTHE\n\nRADIO\n\nFLORENCE\n\nHALE,\nand\n\nAS AN\n\nAGENCY\n\nDIRECTOR\nEDITOR\n\nOF\n\nThe\n\nFOR\n\nRADIO,\nGrade\n\nENRICHING\n\nNATIONAL\n\nRURAL\n\nEDUCATION\n\nTeacher , NEW\n\nYORK,\n\nLIFE\n\nASSOCIATION,\n\nN.Y.\n\nThe radio is the most important force in rural education today. Whether\nor not educators recognize it as such, the fact remains. The radio is doing\nmore to form public opinion, to create musical habits, and to develop dra¬\nmatic taste than any other method of instruction inside the school or outside.\nThe schoolhouse, the college, and the church require considerable expense\nand effort on the part of the persons who come to them for enlightenment.\nThe radio, at a minimum of expense and effort, brings its education straight\nto the home and, if properly equipped, into the schoolhouse itself.\nThruout the country many radio sets are found in rural schools, bringing\nsuch programs as those of the American School of the Air into the school\n\ncurriculum. A few localities like Cleveland, for example, have had consid¬\nerable success in working out their own series of educational broadcasts di¬\nrectly connected with the school course of study. Where such plans have\nfailed, the reason has usually been that those in charge, as well as the indi¬\nvidual teacher, had not given long enough time to the study of the peculiar\nnature of radio broadcasting. More of this work should be done.\nThe radio has not fulfilled the exaggerated prophecies that it would take\nthe place of the teacher, thus reducing the teaching force materially. In my\nopinion, this never will happen and never should happen. It still remains\ntrue that the most important part of teaching is the teacher himself. Char¬\nacter, personality, logical thinking, and initiative are the important objectives\nof education. For their realization, nothing can take the place of the personal\ncontact with the right teacher.\nWhether or not facilities in schools admit of the school radio program,\nteachers should not ignore their responsibility for helping pupils and parents\n\nto get the most possible good from the out-of-school broadcasts going into\nrural homes everywhere. The teacher, by advance study of the week’s listed\nprograms, may encourage the parents, thru the children, to listen to the best\nbroadcasts. He will find many\n\nprograms\n\neach week that may serve as illus-\n\n"}
{"page": 465, "printed_page": null, "text": "Department\n\nof Rural\n\n459\n\nEducation\n\ntrative material for his school work. In fact, it is possible for the wide-awake\nteacher to influence an entire community to get the habit of tuning in on\nthe best features and thus make the radio a constructive force in community\nlife. That it may easily be a destructive force is too obvious to need argument\nhere.\nThe news broadcasts by such men as Lowell Thomas, Edwin C. Hill, and\nH. V. Kaltenborn may link the school with the home in the study of current\nevents. Madame Schumann-Heink, Lawrence Tibbett, and Richard Crooks\nmay be the means of arousing interest in music instruction in the schools\nand music appreciation in the community when the opportunity to hear their\ngolden voices is recognized as the rare privilege teachers know it to be.\nThink of the impetus to history teaching when the voice of the President\nof the United States is heard in every home! The teacher should know about\n\nit, prepare his pupils for it, and make it the chief topic for discussion the\nfollowing day — again linking up the outside interest with the school interest\nin a vital way.\nTo do this does not mean the purchase of expensive books of instruction.\nYou have only to follow the announcers’ advice to “consult your daily news¬\npapers.”\nSECRETARY’S\n\nMINUTES\n\nCleveland, Ohio\nBusiness\n\nMeeting,\n\nMonday\n\nAfternoon,\n\nFebruary\n\n26, 1934\n\nshort business meeting of the Department of Rural Education followed the\nprogram. The secretary read a proposed amendment to the constitution which would\nbe presented for adoption at the next business meeting, February 27, reading as\nfollows:\nA\n\nSection 6 of Article 4 of the constitution and bylaws of the Department of Rural\nEducation is hereby amended by striking out said Section 6 and substituting\ntherefor the following as new Section 6:\nIV — Section 6. There shall be one representative of this Department who shall\nserve for a term of six years on the National Council of Education. A new member\nof this Council shall be elected for a term of six years at the annual meeting of\nthis Department whenever a vacancy occurs by expiration of the term of a mem¬\nber; such new member to take the place of the member whose term then expires.\ni\n\nThe\n\nmeeting\n\nthen adjourned\n\nBusiness\n\nMeeting,\n\nuntil Tuesday.\n\nTuesday\n\nAfternoon,\n\nFebruary\n\n27, 1934\n\nregular business meeting of the Department of Rural Education was held\nfollowing the program. The meeting was called to order by the president and the\namendment to the constitution proposed at the preceding meeting was presented and\nits adoption moved and seconded. The amendment was unanimously adopted. On\nmotion duly seconded and carried the meeting decided to waive reading of the\nminutes of the previous meeting and the report of the Library Committee. As the\nnext order of business, the report of the Nominating Committee was requested. Mr.\nRobinson, chairman of the committee, submitted the nominations for officers of the\nThe\n\nDepartment for the following year. The report was signed by the following members\nof the committee: Ray Snyder, New York; Mr. Simpson, Illinois; Mr. Baker, Ohio;\n\n"}
{"page": 466, "printed_page": null, "text": "460\n\nNational\n\nEducation\n\nAssociation\n\nMiss Heffernan, California; and Mr. Robinson,\nMichigan. Mr. Robinson moved the\nadoption of the report. The report was unani\nmously adopted. The president an¬\nnounced that the officers named were elected\nfor the coming year. (See Historical\nl\\ote, p. 442.)\nThe\n\nmeeting\n\ndiscussed at some length the proposal by Sue\nPowers of Tennessee\nthat a luncheon or dinner meeting be prepared\nfor the next meeting of the Depart¬\nment. It was suggested by Miss Carney that progr\nams be printed, sent out in advance\no the meeting in order to advertise better the meeti\nngs of the Department. Mr. Cyr\nwas requested by the meeting to make contacts with\nMr. Miller of the newspaper\ngroup in order to secure further publicity for the Depar\ntment if possible.\nThe matter of having fewer meetings was suggested\nby Miss Dunn and discussed\nat considerable length. There was some sentiment\nthat the sectional meetings be\nrevived. No definite action was taken but the Execu\ntive Committee was requested\nto give some attention to the consideration of fewer\ngeneral and more sectional\nmeetings in the preparation of the program for 1934-35.\n\n"}
{"page": 467, "printed_page": null, "text": "School\n\nDEPARTMENT\n\nOF\n\nZH'ealth and\nEducation\n\n‘Physical\n\n"}
{"page": 468, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nschool\n\nhealth\n\nand\n\nNOTE\n\nphysical\n\neducation\n\nhad\n\nits\n\nbeginning as the Department of Child Study which was created at the\nAsbury Park meeting in 1894. In 1911 the name was changed to the De¬\npartment of Child Hygiene. See proceedings 1911:870. In July, 1924,\nthe Department was merged with the Department of Physical and Health\nEducation under the name of the Department of School Health and\nPhysical Education. See proceedings 1924: 96.\nThe officers of the Department for the year 1934-35 are: president,\nA. IV. Thompson, State 1 eachers College, West Chester, Pa.; vicepres¬\nident,\n\nEdna\n\nIF. Bailey,\n\nAssociate\n\nProfessor\n\nof Education,\n\nUniversity\n\nof California, Berkeley, Calif.; secretary-treasurer, James E. Rogers,\nDirector, National Physical Education Service, 315 Fourth Avenue, Nezv\nYork, N. Y .; executive committee: William E. Burdick, State Di¬\nrector of Physical Education, 7 East Mulberry Street, Baltimore, Md.\n(term expires 1935); Ethel Perrin, American Child Health Association,\n450 Seventh Avenue, Nezv York, N. Y. (term expires 1936) ; F. W. Maroney, Columbia University, New York, N. Y. (term expires 1937);\nA. G. Ireland, State Director of Health and Physical Education, 1208\nTrenton Trust Building, Trenton, N. J. (term expires 1938).\nThe Department meets once each year, in June. Facts relating to the\nestablishment of this Department and the record of meetings are found\nin earlier volumes of proceedings as follows:\n1893: 615-678\n1894: 40\n1895: 944-950\n1896: 893-936\n1897: 870-915\n1898: 929-959\n1899 \\1064-1096\n1901: 758-770\n\n1902:\n1903:\n1904:\n1905:\n1906:\n1907:\n1908:\n1909:\n\n739-758\n817-846\n803-841\n755-779\n711-713\n925-950\n998-1045\n745-788\n\n1910: 921-948\n1911: 905-938\n191 2:1141-1151\n1913:\n1914:\n1915:\n1916:\n1917:\n\n667-694\n683-720\n971-994\n681-698\n521-533\n\nt 462 ]\n\n1918:\n1919:\n1920:\n1921:\n\n339-357\n315-321\n311-321\n517-522\n\n19 22:1085-1098\n1923: 744\n1924: 637-649\n1925: 577-597\n\n1926: 601-624\n1927: 561-581\n1928: 545-567\n1929:\n1930:\n1931:\n1932:\n1933:\n\n543-558\n501-527\n541-560\n455-466\n463-475\n\n"}
{"page": 469, "printed_page": null, "text": "MEETING\nCOMMUNITY\nNEEDS\nTHRU\nHEALTH\nAND\nPHYSICAL\nEDUCATION\nIN THE HIGH SCHOOL\nWILLIAM\n\nG. MOORHEAD,\n\nSTATE\nCATION,\n\nDIRECTOR\n\nOF\n\nHARRISBURG,\n\nHEALTH\n\nAND\n\nPHYSICAL\n\nEDU¬\n\nPA.\n\nNow that the flow of money to education is diminishing, the leaders\n\nin the field of health and physical education and the general school\nadministrators should give more thought to our methods, our standards, our\norganization, our curriculum content, and our work in research. We have,\nfor many years, been making all kinds of experiments, studies, and surveys.\nThey have revealed to us many truths that are important. We should trans¬\nfer them from the printed page and make of them an instrument in the\ndevelopment of a practical and worthwhile program. More time should be\ngiven to physical education, more effective programming should make it pos¬\nsible to send children to the gymnasium at least by grades and in numbers\nthat will permit effective teaching. We need, first, a more intelligent pro¬\ngram of activities more intelligently administered with more emphasis on\nactivities with carry-over values — a program built upon needs. Second, a\nmore educational attitude towrard physical education among both physical\neducators and educators in general. Situations must be provided in the\nschools to make it possible to make more effective our instruction in health\nteaching. The health of the individual child should be our first consideration\nin the administration of our attendance laws. In the conduct of our athletic\nprogram, our first concern should be the health of those participating. Heart\ndisease and tuberculosis are altogether too prevalent at the high-school age.\nThe mortality figures for the latter, for all ages, shows a 50 percent drop\nbut only 25 percent for ages ten to nineteen. It is still the leading cause of\ndeath for those ages and much higher for girls than for boys. Examination\nof 30,000 high-school pupils in Pennsylvania revealed that 30 percent re¬\nacted positively to the tuberculin test of which 5 percent were active cases.\nIn one community 34 candidates for the track team were given the tuberculin\ntest — 13 reacted positively and the X-ray examination showed that 3 had\nthe disease in active form — one of whom wTas a far-advanced case of pul¬\nmonary tuberculosis. I o permit tuberculous or seriously infected children\nto engage in competitive athletic sports may be a little short of murder. No\nhigh school should permit its pupils to engage in such activities unless it is\npositively known that they are not seriously infected by the tubercle bacilli.\nIgnorance of the child’s true state of health can no longer be excused on the\npart of schoolboards or school health authorities. Strain is undoubtedly a\ncontributing factor, and it is significant that at the high-school age, children\nare subjected to strain, mental, emotional, and physical. Our over-crowded\nschool program with its extracurriculum activities must assume much of the\nresponsibility for these conditions.\n1 463 ]\n\n"}
{"page": 470, "printed_page": null, "text": "464\n\nNational\n\nEducation\n\nAssociation\n\nOur medical inspection program should show a change of emphasis from\nmere detection of defects to a more effective program of correction. One\ncommunity in our state reports 688 cases of remediable handicaps among\nits school children with only 50 corrections. The more serious of the health\nhandicaps noted were 108 with defective vision — decayed teeth 350 — dis¬\neased tonsils 230. When considering school costs with regard to money ex¬\npended for “repeaters” because of physical handicaps, what could be more\neffective than the correction of these defects rather than the elimination of\ncertain so-called “fads” and “frills”?\nIn conclusion, racial progress marches forward upon the feet of healthy\nand instructed children. There should be no child in America who is not\nborn and does not live under sound conditions of health ; who does not have\na full opportunity for education ; who is not free from remediable health\nhandicaps; who does not have prompt and efficient medical attention; who\ndoes not have every opportunity and stimulation to develop to the fullest\nextent his capacities for industry, good health, and creative leadership.\nADMINISTRATIVE\nPROBLEMS\nIN THE INTEGRATION\nOF PHYSICAL\nEDUCATION\nWITH\nTHE GENERAL\nSCHOOL\nPROGRAM\nA. J. STODDARD,\n\nSUPERINTENDENT\n\nOF\n\nPhysical education is a relatively new\n\nSCHOOLS,\n\nPROVIDENCE,\n\nR. I.\n\nsubject in the school curriculum.\n\nIts objectives are emerging gradually and are coming to be recognized and\naccepted generally. It came into the curriculum in response to that broad¬\nened philosophy of education which includes within its scope the develop¬\nment of all sides of the human being. The schools of the past were concerned\nlargely with the growth of the intellectual phase of life ; today, in addition,\nthe emotional and physical are receiving increasing attention.\nIn the beginning, physical education was physical culture; later it became\nphysical training; finally, it is now included as an integral part of the pro¬\ngram of education and is dominated by the purposes of education in general.\nThat is, during the first stage in the development of the subject, the aims\nwere physical ; today, the program not only includes the education of the\nphysical as a means to the fuller life, but also education thru the physical as\ncontributing to the objectives of educational programs in general.\nThe difficulty in the education of the physical is one of balance. The\nobjective of education is to develop all of the capacities of the individual so\nas to contribute most to the pursuit of happiness. Therefore, the purpose is\nnot so much to produce a consciousness of the physical as to free the person\nfrom its fettering limitations. There is still in practise a tendency in many\nschools to over-develop the physical side and to regard it as an end rather\nthan the means to an end. This is especially true in athletics where concen¬\ntration along particular lines frequently leads one to neglect other avenues\nof development that might be more beneficial from the standpoint of his\ntotal happiness. The physical should be so educated as to become the servant\n\n"}
{"page": 471, "printed_page": null, "text": "Department\n\nof School\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n465\n\ninstead of the master. The body must become a smooth-running engine, able\nto run at high speed if need be, or to run in intermediate or low, or even\nto idle sometimes if the driver so desires. The power to relax is fully as im¬\nportant to the well-balanced life as is the power to drive.\n\nThe program of education is concerned with the development of the whole\nperson. He must be equipped with facts, knowledge, and skills essential to\nhis greatest happiness; and he must acquire attitudes, appreciations, and\nideals that will function in the abundant instead of the narrow life. Physical\neducation has much to contribute in both fields. Facts about the physical side\nof life, knowledge of its uses and abuses, and skills involving it constitute\nimportant objectives in physical education.\nThere is no phase of education where it is so essential that the program\nof instruction and learning experiences be adjusted to meet the needs of\nindividuals as in physical education. Here the wrong kind of activity may\nproduce irreparable harm. Constant measurement of progress, analysis of\nneed, and adjustment of program to meet individual differences are not only\ndesirable, as in all education, but fundamental and prerequisite in physical\neducation. It is the right of every individual to develop his own best self\nand this cannot be done according to a mass pattern.\nTrue sportsmanship is one of the most desirable of human traits and one\nof the most important objectives of all education and especially of physical\neducation. It is an acquired ideal that is built slowly thru the careful forma¬\ntion of the right kind of habits and attitudes. Many of the present practises\nin physical education, especially in the field of athletics, result in wrong\nattitudes that develop into ideals that can scarcely be characterized as belong¬\ning to true sportsmanship. Somehow, the teachers of physical education must\nreconcile the promotion of the desire to win with the development of right\nattitudes towards both winning and losing and all the conditions that at¬\ntend both. Good sportsmanship is a priceless quality in a democracy where\nit is basic to citizenship.\nPUBLIC\n\nT.\n\nA.\n\nSCHOOL\n\nC. RENNIE,\n\nOPPORTUNITIES\nIN\nMENTAL\nHYGIENE\n\nHENRY\n\nPHIPPS\n\nHOSPITAL,\n\nPSYCHIATRIC\nBALTIMORE,\n\nTHE\n\nCLINIC,\n\nFIELD\n\nJOHNS\n\nOF\n\nHOPKINS\n\nMD.\n\nThe psychiatrist is handicapped in his inclusion in the world of science\nbecause he deals with matters about which everyone has an opinion, and\nabout which he is apt to feel that his opinion is right. That field is the one\nof behavior; behavior in the home, on the playground, in school, and all the\ncomplicated relationships that develop from birth to maturity. This behavior\nhas been studied according to a great variety of interests — government,\nreligion, social and economic strivings, the arts, and many more.\nUntil the birth of psychology some fifty years ago, the how and why of\nbehavior attracted surprisingly little interest. Today the specialist in be¬\nhavior is beginning to have his usefulness recognized at last by the medical\n\n"}
{"page": 472, "printed_page": null, "text": "466\n\nNational\n\nEducation\n\nAssociation\n\nprofession. This was the slowest of all the sciences to include psychiatry\nas a reputable member of its fold.\nThe psychiatrist is concerned with the mental health of his patient and\nmental health, if this be defined, is the capacity to get happiness and satis¬\nfaction from life. He is concerned with the fine balance of all the ingredients\nof a personality, which results in an integrated, smooth-functioning unit.\nHe has to know something about neurology, sensation, memory and judg¬\nment, habits, emotions, and also that all these mental functionings are intri¬\ncately tied up with body systems of digestion, circulation, and glandular\nfunction. He knows that it is impossible at any given moment to divide the\nbehavior of a person into activities of mind and activities of body.\nMental hygiene is an aspect of hygiene which takes a genetic interest in\nthe behavior of an individual, dealing with assets and liabilities which may\nor may not develop into pathological behavior. With this formulation of\nmental hygiene, it seems evident that the mental health of childhood belongs\nto no one group of society or branch of departmental knowledge. The mental\nhealth of childhood must become the active concern of the teacher, parent,\nphysician, is in a position to recognize early the facts of poor mental health,\norganization that comes in contact with the welfare of children.\nneed to get the habit of seeing a child’s misfitting or maladjustment\nas a symptom of a wide range of causal factors. The complaint of “nerves”\nand “badness” frequently indicates strain in some sphere of the child’s func¬\ntioning. The discovery of these strains takes time and an orderly approach.\nWe\n\nMost frequently we find, as causative strains, physical handicaps, constitu¬\ntional endowment, intellectual handicap, poor habit-training, and unwhole¬\nsome social conditions. The school health department has long limited its\ninterest to the facts of physical health. The teacher, far more than the\nphysician, is in a position to recognize early the facts of poor mental health.\nShe needs to know how to interpret these facts. With such knowledge, she\nis in a position to become the most constructive force in the community for\nthe growth of happy, contented, well-balanced personalities.\nTHE\n\nREBECCA\n\nELEMENTARY-SCHOOL\nAND PHYSICAL\nSTONEROAD,\n\nDIRECTOR\n\nOF\n\nOF\nPROGRAM\nEDUCATION\n\nPHYSICAL\n\nWASHINGTON,\n\nEDUCATION,\n\nHEALTH\n\nPUBLIC\n\nSCHOOLS,\n\nD. C.\n\nIt is only by the united efforts of teachers, school officials, parents in the\nhome, parent-teacher associations, health organizations, public health offi¬\ncials, and community workers, that we can hope to secure sound health which\nis so necessary to human efficiency and human happiness.\nThe vital importance of health and character education is strongly em¬\nphasized in the schools of the District of Columbia. This is shown by the\nmonthly report of the pupil sent home to the parent, in that three-fourths of\nthe printed page of the report is devoted to health habits and character\ntraits. A note to the parent at the beginning of the report states, “The\n\nre-\n\n"}
{"page": 473, "printed_page": null, "text": "of School\n\nDepartment\n\nHealth\n\nand\n\nPhysical\n\nEducation\n\n467\n\nupon both home\nsponsibility for health habits and character training rests\nof the following\nand school. We ask your cooperation in the development\nof fifteen wellhealth habits and character traits.” Following this is a list\nhome and are be¬\nknown health habits which can be practised only in the\ntraits for both\nyond the reach of the teacher. There is also a list of character\nent by the\nthe home and the school, with space opposite each for a comm\npupil.\nteacher upon recognition of special achievement in the same by the\nindicates the pupil’s progress in\nThe report continues to state, “This report habit\ns, traits of character, and\nh\nhealt\ntial\nessen\nschool work and in those\nattributes of mind that make for wholesome living and good citizenship.\nthe\nThus our effort is to make the school a vital institution, reaching into\nhome and into life in the future.\nfrom\nNo longer is physical education considered a special subject isolated\ngeneral education. There has been a broadening of the viewpoint of both\neducators and specialists. Physical education is now acknowledged to be a\nphase of education which concerns itself not only with the physical growth\nand development of the child along with his physical well-being, but also\naims to promote those mental, social, and moral qualities which make for\ngood citizenship.\nTHE\nEUGENE\n\nNEW\nT.\n\nLEISURE\n\nLIES,\n\nSPECIAL\n\nCHALLENGES\nREPRESENTATIVE,\n\nASSOCIATION,\n\nNEW\n\nYORK,\n\nTHE\n\nSCHOOLS\nRECREATION\n\nNATIONAL\nN. Y.\n\nThere is plenty of evidence in history to warrant the hint that a whole\npeople can become infected with a motivating spirit in the use of free time\nwhich will lower them to bestial levels. Do we not recall that a wise man\nonce said : “Tell me the way a people uses its leisure and I will tell you the\nquality of its civilization”?\nIn the days that are gone the few had leisure and we spoke of the “leisure\nclass,” but now the masses have it ; all are in the leisure class. Shall we now\npass laws telling them just how they must use this new gift of time? Ever¬\nlastingly no. No regimentation, no fascistic ordering would\nnot in America! What then? Laissez faire?\n\nbe tolerated —\n\nAt this point comes the need of clear thinking. If we mean by laissez faire\nthat nothing at all shall be done about this rather sudden dropping into the\nlaps of the populace of ten, fifteen, twenty and twenty-five hours per week\nof extra free time, then from a social point of view we must say that we\nshall be taking the wrong\n\ntrack with plenty of wreckage\n\nin the offing. For\n\nafter all is not the way that people use leisure determined by two impor¬\ntant considerations : one, what is inside of them ; the other, what is out¬\nside of them? In other words, inner desires, tastes, interests tell part of the\nstory and the other part has to do with facilities ^yjfflable, alluring oppor¬\ntunities awaiting the people’s use.\n\n"}
{"page": 474, "printed_page": null, "text": "468\n\nNational\n\nEducation\n\nAssociation\n\nIf this much be true, then obviously education, training, preparing people\nfor the right use of leisure, breaks into the picture as does the whole matter\nof community resources for the satisfaction of every worthy desire of human\nbeings for expression or self-fulfilment.\nA single generation brought up rightly to make full, constructive use of\nits leisure could conceivably raise by several degrees the very tone of living\nof the nation. Sheer indifference or neglect of this issue can lead to the\nopposite result, and the essence of such up-bringing appears to be the instilling\nin youth of an insatiable desire for more of a good thing, that is, of all the\ngood things they experienced during their early years, assuming that they\nwent thru a joyous, adventurous kind of education. That sort of education\nmust of necessity have carry-over values beyond the formal school years.\nWe know that the hungers of people for enlargement run the whole\ngamut of human interests, physical, intellectual, social, artistic, dramat\nic,\nmusical, manual, scientific — and in all these realms ample opportunities\nfor\nexpression according to individual desires are called for in all our com¬\nmunities.\n\n"}
{"page": 475, "printed_page": null, "text": "DEPARTMENT\n\nScience\n\nOF\n\nInstruction\n\n"}
{"page": 476, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof science\n\nNOTE\n\ninstruction\n\nis an outgrowth\n\nof a State\n\nDepartment of N atural Science Teachers which zvas organized at a meet¬\ning of the Colorado State Teachers Association in 1894. It was first\nknown as the Department of Natural Science Instruction.\nI he officers of the Department for the year 1934-35 are : president,\nDa C. Davis , Instructor, University High School, Madison, Wis.; vicepresident,\n\nMildred\n\nFahy, Principal, Schneider\n\nSchool, 2957 N. Hoyne\n\nAvenue, Chicago, III; secretary, Esther Scott, School Administration\nAnnex No. 1, Washington, D. C.; treasurer, Ralph C. Bedell, Instruc¬\ntor, Teachers College, Kirksville, Mo.\n\nThis Department meets once each year, in July. Facts relating to the\nestablishment of this Department and the record of meetings are found\nin earlier volumes of proceedings as follows:\n1894: 951\n1895: 951-958\n1896: 937-967\n1897: 916-958\n1898: 959-984\n1899 \\1097-1117\n1900: 592-608\n1901: 771-802\n\n190 2:759-789\n190 3:847-895\n1904 \\843-896\n1905 \\781-825\n1906 \\7 19-7 20\n190 1:951-957\n190 8:965-998\n1909:789-828\n\n1910: 949-967\n1911: 939-992\n191 2:1153-1193\n1913: 695-716\n1914: 721-773\n1915: 995-1028\n1916: 699-749\n1917: 535-555\n\n[ 470 1\n\n1918: 295\n1919: 289\n1920: 305-308\n1921: 663-666\n1922:1239-1265\n1923: 843-860\n1924: 753-774\n1925: 598-608\n\n1926:625-636\n19 27:583-597\n1928:569-589\n1929:559-577\n1930 : 529-542\n1931 : 5 61 -57 5\n19 32:467-480\n19 33:477-487\n\n"}
{"page": 477, "printed_page": null, "text": "SCIENCE\nTHOMAS\n\nhere\n\nW. GOSLING,\n\nis general\n\nAND\n\nOPINION\n\nNATIONAL DIRECTOR, AMERICAN\nWASHINGTON, D. C.\nagreement\n\nthat the problems\n\nJUNIOR\n\nwhich\n\nRED\n\nCROSS,\n\nconfront\n\nAmer-\n\nJL ica are of the most serious nature. The validity of almost every standard\nby which we have been governed in the past is now called into question. Eco¬\nnomics, morals, government, are all in such an unsettled state as to leave us\nin a condition of the greatest perplexity. Under these conditions there are\nat least four courses open to us. We may affect an attitude of indifference;\nwe may bend our efforts toward the restoration of old conditions; we may\naccept the theories of radical leaders who find in this situation of unrest a\ncondition altogether to their liking; or we may with calm, deliberate judg¬\nment think our way thru these problems and map out a course of action in\nharmony with our conclusions.\nThis latter course, as I understand it, is the way of science. The old Baco¬\nnian method of induction has not been superseded. We begin with an\nobserved phenomenon ; we make more observations and gather more facts ;\nwe revise or we confirm our original hypothesis on the basis of the new facts\nand new observations; we generalize the entire process in terms of a law\nor principle. This procedure gives no place to the closed mind, to indiffer¬\nence, to preconceived notions, or to prejudices.\nDoubtless the greatest single obstacle to the adoption of the scientific\nmethod is self-interest, real or imagined. We have built up thru the years\ncertain vested rights which we do not wish to see disturbed. In general, a\nvested right may be defined as the right to continue to do things as we always\nhave done them.\nAnother obstacle to scientific thinking is found in deep-seated prejudice.\nThis may be racial, religious, social, economic, or political. Prejudice effec¬\ntually closes the mind to new ideas.\nDishonesty and ignorance are additional barriers to scientific thinking.\nUntil the millenium arrives, these two will always be with us. The dishonest\nman must be exposed to public contumely. The ignorant man\nformed. This latter task is the work of education.\n\nmust be in¬\n\nIt takes no lengthy argument to convince us that public opinion is a very\ncurious thing, uncertain in its quantity, unpredictable in its consequences.\nIf the propagandists and publicity agents find it useful for their own pur¬\nposes to make vigorous efforts to guide and to control public opinion, it\nwould seem that the end to be attained is of considerable importance. By\nthe very nature of its calling, the teaching profession cannot have the aims\nor use the means of those who have personal interests to establish. For purely\nsocial ends, however, teachers have a binding obligation to train their pupils\nfrom the earliest years of school thru to the end of formal education in habits\n[471 ]\n\n"}
{"page": 478, "printed_page": null, "text": "472\n\nNational\n\nEducation\n\nAssociation\n\nof scientific thinking. This obligation is not limited to the teachers of the\nsubjects classified as science. The teachers of these branches, to be sure, have\nunusual opportunities for teaching the scientific method. Teachers of all\nother subjects, however, will do their best work only when they strive to\narouse in their pupils the alert, honest, open, and fearless mind.\nWe are recognizing now that the equalitarian view of democracy is an\nimpediment to progress when it means other than absolute equality of right\nbefore the law. The method of science has demonstrated clearly that in other\nrespects men are quite unequal. Consequently, then, the method of science\nteaches us to face the facts squarely and to recognize that a democracy\ninvolves both leaders and followers. The public opinion on which the oper¬\nation of a democratic system of government depends, functions most ade¬\nquately when the great masses of the people are educated in such a manner\nas to make it possible for them to know who are true leaders and who are\nfalse; to be able and willing to reject the false and to accept the true. At\nthe same time, the successful functioning of democracy will depend upon the\nexistence of a large number of leaders who have mastered the true method\nof science and who have the desire to put their fine qualifications at the\nservice of society. An effective system of public education will provide welltrained followers and high-minded leaders.\nTHE\nOTIS\n\nW.\n\nHIGH\n\nCALDWELL,\n\nTEACHERS\n\nSCHOOL\nDIRECTOR,\n\nCOLLEGE,\n\nAND\n\nTHE\n\nINSTITUTE\n\nOF\n\nCOLUMBIA\n\nCOMMUNITY\nSCHOOL\n\nUNIVERSITY,\n\nNEW\n\nEXPERIMENTATION,\nYORK,\n\nN. Y.\n\nWhatever the futures of the pupils may be, their present community in¬\nterests center in and radiate from their high school. The American public\nhigh school is a community agency not matched elsewhere during human\nhistory. Do we accept and use it as such? Three major questions are raised\nregarding prevailing and generally accepted high-school practise.\nCan this school render its best service by continuing to be so largely a\nschool of languages? Many pupil programs are almost wholly languages;\nsuch cases are typical of about half of all pupils. Some educators think this\nplan good. If schools do not produce good linguists, teach more language,\nsome say. This is a false doctrine. Some say learn modern foreign language\nfor its use when traveling, but few travel to foreign countries, and these\nemploy an English-speaking guide. Some say study foreign language for\nhelp to English, but language teachers are often faulty in English, and the\nclaim is not proved.\nMore time to thinking subjects, less in language will improve language\nas well as other education. Set up a program of experimentation to make\ncomplete change in way language is taught. Make\nteach language.\n\nthought-subject teachers\n\nHigh-school education is scrappy, not unified. Pupils study dissociated\nsubjects. There is no plan for integration. Teachers provide pupil with well-\n\n"}
{"page": 479, "printed_page": null, "text": "Department\n\nof Science\n\n473\n\nInstruction\n\norganized, bur separate, piles of building materials from which his personal\neducational structure is supposed to be built. But no guides, no blue prints\nfor this structure are given him. This needed integration should be built by\nusing the thought subjects as core of high-school education, building other\nsubjects upon and about those. That is, the natural sciences, history, civics,\ngeography, economics are the integrating centers since they include the\nthinking materials encountered in life. The other subjects, language and\nart, should be related to these integrating subjects.\nThe school organization is itself the logical training place in citizenship.\nPupil cooperation in the school community is a logical preparation for\ncooperation in the larger civic community. A measure of real, not makebelieve responsibility is essential to development of school citizenship as\nwell as public citizenship.\nAN\n\nANALYSIS\nUSED\n\nRALPH\n\nBY\n\nK. WATKINS,\n\nOF\n\nTHE\n\nTYPES\n\nOF\n\nSCIENTIFIC\n\nTHE LAYMAN\nIN TYPICAL\nSCHOOL\nSITUATIONS\nPROFESSOR\n\nOF\n\nEDUCATION,\n\nCOLUMBIA,\n\nMETHOD\n\nOUT-OF¬\n\nUNIVERSITY\n\nOF\n\nMISSOURI,\n\nMO.\n\nIf we are to accept an analysis of the thought processes needed by the\nlayman\n\nin the solution of homely\n\nnatural science problems\n\nas scientific\n\nmethod, the need for a definite group of trainings becomes obvious. A sug¬\ngestive list of the most needed areas of training for the development of\nabilities to use such scientific methods follows :\n1. Training in the analysis of common and homely\nnition of the essential factors in a problem\n\nproblems,\n\nlocation and\n\ndefi¬\n\n2. Training in the interpretation of the significances of scientific experiments\n3. Training in the recognition of and the selection of authorities\n4. Training in the use of reliable sources of scientific information\n5. Training\nmation\n\nin discrimination\n\nbetween\n\nreliable and\n\nunreliable\n\n6. Training in the formulation of “reasonable hypotheses”\nfacts and principles\n7. Training in the reading of science materials\n\nsources\n\nbased upon\n\nof infor¬\nestablished\n\n8. Training in the interpretative reading of tables of data, graphs, and diagrams\n9. Training in the use of technics of problem solving most often useful to the\nlayman,\n\ne. g., (a) Checking\n\nproposed\n\nsolutions to specific problems\n\nby reference\n\nto\n\nestablished generalizations and principles; (b) Experimental verification by re¬\npeated trials; (c) Experimental verification by rotation; (d) Experimental verifi¬\ncation by the use of controls; (e) Use of the case method of verification\n10. Training in the use of an authority\n11. Training\n12. Training\n\nin comparison and cross-checking authorities\nin the use of at least some of the tools of scientific measurement\n\n13. Training in the estimation\nsignificance of such an error\n14. Training\n\nor prediction of an error of measurement\n\nin the selection of suitable measures\n\nfor particular problems\n\nand the\n\n"}
{"page": 480, "printed_page": null, "text": "474\n\nNational\n\nEducation\n\nAssociation\n\n15. Training in distinguishing cases calling for experimental verification; cases\ncalling for verification by check with established principles; and cases calling for\nverification by appeal to authority.\n\nIf such trainings as these could be established by schools in the younger\ngeneration, or with adults thru current means of adult education, we might\nindeed begin to make use of such science as we now have or may accumulate\nin the near future.\n\nSCIENCE\nBRECHBILL,\n\nHENRY\n\nAS\n\nTHE\n\nSTUDENT\n\nASSISTANT\n\nPROFESSOR\n\n4 MARYLAND,\n\nCOLLEGE\n\nOF\n\nSEES\n\nIT\n\nEDUCATION,\n\nPARK,\n\nUNIVERSITY\n\nOF\n\nMD.\n\nThe use of laboratory apparatus and materials does not insure the identi¬\nfication in the mind of the pupil with science outside of school. Too often\npupils come to associate such equipment and even science itself with school\nonly.\nTeachers seldom take their pupils out of the school plant in their science\nstudy and a large proportion of pupils feel disappointed later at the failure\nof the science they learned in high school to connect with the world outside.\nThis condition may be improved by inclusion in the science courses of\nmore definite knowledge of the lives and works of those who deal with\nscience outside of school, especially of the makers of science. To do this the\nteacher must himself know where science is to be found.\nScientists of the early modern age worked as isolated individuals. The\nseventeenth century saw the advent of the scientific academies and societies ;\n\nin the eighteenth century the universities took up research; and recently\ngovernments, foundations, and industries have provided workshops of sci¬\nence. If school science is taught as the work of these human agencies, it will\nlose much of its abstract quality in the minds of child learners.\n\nCLUB\n\nNATURE\nKARL\n\nH.\n\nACTIVITIES\n\nBLANCH,\n\nHIGH\n\nSCHOOL,\n\nIN\n\nEAST\n\nEAST\n\nMAUCH\n\nMAUCH\n\nCHUNK\n\nCHUNK,\n\nPA.\n\nEast Mauch Chunk schools have found a solution to the problem of main¬\ntaining interest in nature club activities thru a club project which includes\nthe establishment of a fifteen-acre evergreen tree plantation and wild life\npreserve.\n\nDuring the past four years boys and girls in three groups — a nature study\nclub\nclub (grades 4-6), a garden club (grades 5-12), and an outdoor\n(grades 7-12) — have planted five thousand baby evergreen trees, made over\na mile of stone-lined paths, planned rock gardens and flower beds, and built\nan outdoor stone amphitheatre seating four hundred. Food plants for wild\nanimals have been planted and, because no hunting is permitted, rabbits,\npheasants, quail, and squirrels are numerous\n\nand tame.\n\n"}
{"page": 481, "printed_page": null, "text": "Department\n\nof Science\n\n475\n\nInstruction\n\nEach of the nature clubs has a definite responsibility in the project. The\noutdoor club sponsors the tree-planting, the garden club the care of the\nflowers, and the nature club, wild-life conservation.\nArbor Day is observed annually by the planting of a tree in the preserve\nby each pupil in the public school system. Exercises commemorative of Arbor\nDay are held ; this year in the new outdoor amphitheatre.\nMuch interest is shown by the townspeople in the project, and help has\nbeen given by the CWA, the State Department of Forests and Waters,\nthe county farm agent, and others.\nThe project is the result of the purchase of a tract of waste woodland\nadjoining the high-school athletic field by a schoolboard which had vision\nenough to realize the possibilities thus afforded for nature study activities.\nTRAINED\nW.\n\nH. D. MEIER,\n\nTEACHERS\nSTATE\n\n“This day the Normal\n\nFOR\n\nTEACHERS\n\nNATURE\n\nCOLLEGE,\n\nGARDENS\n\nFRAMINGHAM,\n\nMASS.\n\nSchool, the first in the country, commenced.\n\nThree\n\npupils were examined by the Board of Visitors and admitted.” The school\nwas located at Lexington, Massachusetts. It is now at Framingham. This\nwas the beginning battle of the successful struggle for public education of\nall the children in America. The “new battle against ignorance,” which\nCyrus Peirce, under the leadership of Horace Mann, began, was a battle\nfor “liberty and democracy.” It was a continuation of the Revolution which\nhad its beginning on Lexington Common.\nAn examination of the daily journal kept by Cyrus Peirce would reveal\nto us that the majority of the courses offered in the first school are the same\nas the courses in the schools of today. The contents of the courses, tho, have\n\nchanged with the needs of the people.\nCircumstances change today as never before in the history of mankind.\nEven during the past decade, industry has taught young workers by letting\nthem work. Now, they are cast into the schools. “Train them to use leisure\ntime” is the slogan. That seems easy. The schools are already fairly well\nequipped with play apparatus and grounds. To add to this, millions of dollars\nare being expended in material and free labor for more opportunity for play.\nPlay is good. It must be borne in mind, however, that work is not play.\nWhen young people arrive at the required age, they cannot be turned sud¬\ndenly from play to work.\nYou might as well keep children out of school and begin their mental\ntraining at the age of sixteen as to begin their training to work at the age\nof sixteen. To become successful workers, children must be taught to work\n\nby working. This training must begin in childhood. While working, chil¬\ndren should have an opportunity to earn and they should learn to keep a\npart of all they earn. This will make them successful workers and also\nhelp them form habits of economy that will in later life help keep them\noff the welfare list and out of the government welfare workers line.\n\n"}
{"page": 482, "printed_page": null, "text": "476\n\nNational\n\nTHE\nIRVING\n\nF. PEARSON,\n\nEducation\n\nAssociation\n\nEXCELLENT\n\nTEACHER\n\nSUPERINTENDENT,\nSCHOOLS,\n\nWINNEBAGO\n\nROCKFORD,\n\nCOUNTY\n\nPUBLIC\n\nILL.\n\nMary Jones is generally recognized as an excellent teacher. She is a young\nlady from an average middle-class Christian family devoted to home and\ncommunity life. Miss Jones is interested in her rural school and its com¬\nmunity. At times she thinks of her advancement in the profession and resolves\nthat in the near future she will further her education and secure a better\nposition.\nBefore she began her teaching and ever since, she has analyzed herself\nin relation to her work, her profession, and to her district. She believes that\nher attitudes are not wholly intellectual but partly emotional, and that will¬\npower and thought can strengthen desirable attitudes and overcome undesir¬\nable ones.\nM iss Jones has decided that discipline is not an end in itself, but rather\na gradual change from external to internal control. She is more eager to\ncorrect and to pardon than to condemn and to punish.\n\nIn respect to teaching in general, Miss Jones believes first, that excellen¬\ncies rather than errors should be emphasized; second, that she teaches\nbecause she loves to teach ; third, that her whole soul will always be in the\nwork; fourth, that teaching is a fine art; fifth, that she must teach children\nrather than subjects; and sixth, that teaching is a privilege of spiritual value.\nM iss Jones purposes to be friendly with her community, to have a\nvital interest in its affairs and to be thoroly cooperative with it. Miss Jones\nis a living example which inspires pupil effort and community appreciation\nand admiration.\nMiss Jones is in fact a compilation of the attributes assigned to the excel¬\nlent teacher by one thousand classroom teachers thruout the United States\nas recorded in the book The Excellent Teacher , by Joseph Avent of the UnL\nversity of Tennessee.\nTHE\n\nUNITED\n\nHELEN\n\nM.\n\nSTATES COAST AND GEODETIC\nITS WORK\nAND PROBLEMS\n\nSTRONG,\n\nUNITED\n\nSTATES\n\nWASHINGTON,\n\nDEPARTMENT\n\nOF\n\nSURVEY—\n\nCOMMERCE,\n\nD. C.\n\nThe safety of every ship which enters an American harbor from Alaska\nto the Caribbean, from the Philippines to Puerto Rico, depends upon the\nCoast and Geodetic Survey. On land, engineers for all surveying operations\nand many kinds of construction work\nlished by this same survey.\n\nrely upon the geodetic control estab¬\n\nGeodetic control surveys lay the foundation for the topographic survey\non land and the hydrographic survey on water, which provide the source\nmaterial out of which maps and charts are made. These surveys are the field\nwork which, by means of triangulation, establishes exact locations and ele-\n\n"}
{"page": 483, "printed_page": null, "text": "Department\n\nof Science\n\nInstruction\n\n477\n\nvations and provides the basic framework of all maps. Upon this the car¬\ntographer may lay down his state or county boundaries, rivers, and lakes.\nThe topographer may in turn go into the field and, on it, locate his contours\nfor mountain, valley, and plain; his roads, railroads, and houses; his streams\nand coastlines. Flood control engineers will use the basic geodetic survey to\naid in locating reservoirs and dams, drainage, and conservancy areas. Hydrographers will tie into triangulation stations along the coast so as to place\nprecisely their lines of soundings, sunken rocks, and rocks awash, and thus\naccurately develop the depth curves of the sea bottom, providing the data\nfor navigation charts.\nGeodetic surveys first were made in widely separated areas — some on the\nAtlantic Coast, some in the Middlewest, and others along the Pacific Coast.\nGradually these areas merged, and a line of precise triangulation was carried\nacross the country along the 39th parallel. Later other lines were extended\nnorth-and-south and east-and-west.\n\nWhen the “forty-niners,” in their rush for gold, overnight changed San\nFrancisco Bay from a harbor far out on the edge of human interest, to\nthe focal point toward which ships headed from all parts of the world, no\ncontrol surveys had been made along the Pacific Coast. In this emergency\nfour of the younger officers of the Coast Survey, stationed in its Washington\noffice, volunteered to go to the Pacific Coast and undertake “for one year\nto do any duty however hard or manual,” at their regular rate of pay, sixty\ndollars a month. So the survey was accomplished.\nMethods and equipment for surveying on land and sea have changed\nmaterially since the early work on the Atlantic and Pacific Coasts. In place\nof the sailing ship and the hand-lead is the steam vessel which carries modern\nscientific instruments, more than one of which was developed by Coast\nSurvey engineers. Among these are the fathometer, the wire drag, and radio\nacoustic range finding equipment. The first two enable the surveyor to\ncover thoroly the ocean bottoms, without stopping the ship, whereas with\na hand-lead and sailing vessel, the ship had to be stopped while several\nhundred feet of line were paid out and hauled in again.\nWith development of radio acoustic range-finding apparatus, even in a\nfog, a survey ship may locate itself and go forward with its work of sounding.\nThe method used is briefly this. Small bombs are exploded by the survey\nship. Hydrophones have been placed at established locations on the shore.\nThese receive the explosions and relay the times of explosion to the survey\nship by characteristic radio signals. Thus the survey ship obtains a fix by\nsound instead of sight and locates its position. On fog-ridden coasts the work\nof sounding has been known to go forward without interruption, even when\nthe bowsprit is invisible from the bridge. This device has proven invaluable\non the north Pacific Coast and off New England.\nChanging\n\ncoast lines necessitate new\n\nsurveys. Whenever\n\nyou read of a\n\ngreat storm sweeping the Gulf of Mexico, the “graveyard of ships” off Cape\nHatteras, the shifting shoals of Peaked Hill Bar and Monomoy off Cape\nCod, or that ever moving long line of barrier reefs and sand spits fringing\n\n"}
{"page": 484, "printed_page": null, "text": "478\n\nNational\n\nEducation\n\nAssociation\n\nthe seaboard from Long Island to Cape Sable and thence around the Gulf\nof Mexico to the mouth of the Rio Grande, you may know that Coast Survey\nparties soon will be in those waters, resurveying the changed bottom and\nshore line so that ships may sail safely, for the forces of nature have decreed\nthat constant surveying is the price of safe navigation.\nSo vast is this task of charting the coastal waters and running survey lines\nover the land, that the Coast and Geodetic Survey faces a great responsi¬\nbility for the life and safety of those of the future who go down to the sea\nin ships, and for the well-being of the millions who earn their livelihood or\n\nseek their pleasure on the land. As in the days of the “forty-niners,” its engi¬\nneers will continue to carry on their work with scientific accuracy and whole¬\nhearted devotion.\nNATURE\nPAUL\n\nR. YOUNG,\n\nSTUDY\n\nIN\n\nEVERYDAY\n\nLIFE\n\nSUPERVISOR OF SCHOOL GARDENING,\nCLEVELAND, OHIO\n\nPUBLIC\n\nSCHOOLS,\n\nGardening is the everyday approach to nature for most people, and a very\nlogical way of teaching many phases of nature study in the schools.\nIf the schools are to accept the challenge of preparing children for the\nmany hours of leisure the future seems to hold for our people, they cannot\nafford to leave out gardening as one of the primary avocational subjects.\nThe startling growth of public interest in gardening magazines and books,\ngarden clubs, and gardens themselves, shows that the public has begun to\nappreciate the place of the garden as a leisure-time occupation. Can the\nschools afford to omit a subject which so completely satisfies every require¬\nment, social as well as individual, for worthwhile use of time not needed\nfor gainful work?\nCleveland’s Board of Education -includes gardening as an integral part\nof school science and is conducting a program which is accepted with ap¬\nproval by teachers, parents, and children. About 46,000 children in grades\n3 to 6 inclusive are receiving regular school-time instruction in gardening;\nnearly 11,000 children are conducting home or school garden projects.\nThe time is not far distant when gardening must take its place with music,\nart, and physical education, as an essential part of the school’s program\nprepare children for all-round living.\n\nSECRETARY’S\n\nWashington,\nFirst Session, Monday\n\nto\n\nMINUTES\n\nD. C.\n\nAfternoon,\n\nJuly 2, 1934\n\nThe first session followed a joint meeting with the Department of Secondary\nEducation. On the general program, this Department was represented by Otis W.\nCaldwell of Columbia University. The futility of many high-school subjects such\nas languages\nCommunity.”\n\nwas\n\ndiscussed\n\nin his paper\n\nentitled “The\n\nHigh\n\nSchool\n\nand\n\nthe\n\n"}
{"page": 485, "printed_page": null, "text": "Department\n\nof Science\n\n479\n\nInstruction\n\nAt the Science Department session immediately following on July 2, Ellen Eddy\nShaw, the president, presided. The following were the speakers and their subjects:\nAn\n\nAnalysis\n\nof the\n\nTypes\n\nof Scientific\n\nMethod\n\nUsed\n\nby the\n\nLayman\n\nin\n\nTypical Out-Of-School Situations, Ralph K. Watkins, Professor of Education,\nUniversity of Missouri, Columbia, Mo.\nScience and Opinion, Thomas W. Gosling, Director, American Junior Red Cross,\nWashington, D. C.\nScience as the Student Sees It, Henry Brechbill, Assistant Professor of Educa¬\ntion, University of Maryland, College Park, Md.\nThe\n\nattendance\n\nwas\n\nSecond\n\nabout one hundred\n\nSession, Thursday\n\nfor this session.\n\nAfternoon,\n\nMildred Fahy, secretary of the Department,\nspeakers and their subjects were as follows:\n\nTeaching\n\nScience\n\nin an Elementary\n\nSchool\n\nJuly 5, 1934\n\npresided\n\nthat\n\nat the last session. The\n\nUses the\n\nUnit Method of\nInstruction, Helene Nichols, Teacher, Public School, Manhasset, Long Island, N. Y.\nThe Teacher and His Community, Irving F. Pearson, Superintendent, Winne¬\nbago County Public Schools, Rockford, Ill.\nThe Coast and Geodetic Survey, Its Work and Problems, Helen M. Strong,\nU. S. Department of Commerce, Washington, D. C.\nThe Moral and Spiritual Values of Work with Nature, Willis A. Sutton,\nSuperintendent of Schools, Atlanta, Ga.\nNature Study in Everyday Life, Paul Young, Director of School Gardens,\nPublic Schools, Cleveland, Ohio.\n\nAt the business meeting officers were elected. (See Historical Note, p. 470.) The\nattendance was about two hundred and fifty. Ellen Eddy Shaw, the retiring presi¬\ndent, was highly commended for her excellent work in bringing the work and mem¬\nbership of this Department to such high levels.\nThis Department was the only one to offer tours of the scientific departments of\nthe government. On Monday the famous gardens of the city were visited. On\nTuesday evening the Naval Observatory was explored, and on Thursday morning\nthe Department of Commerce and many other government bureaus were visited.\nAll these were without any expense to those participating.\n\n"}
{"page": 486, "printed_page": null, "text": "■\n\n.\n\n<■\n\n••\n\n'\n\n. '\n\n; :• - •\n\nI 1 it\n\n/fj\n\n.\n\n•\n\ny\n\n■j. .\n\n•>\n\n_\n' •\n••\n\n■!\n\ni\n\n..\n'\n\n1\n\n: r u n y v** viiboxgjr\nu\n\n’ i\n\n"}
{"page": 487, "printed_page": null, "text": "DEPARTMENT\n\nSecondary\n\nOF\n\nEducation\n\n"}
{"page": 488, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nNOTE\n\neducation\n\nsecondary\n\nwas\n\nestablished\n\nin 1886.\n\nIt lapsed temporarily in 1924. In 1931 it was revived by the Delegate As¬\nsembly of the National Education Association at its annual convention\nin Los Angeles.\n\nThe officers of the Department for the year 1934-35 are: president,\nErnest D. Lewis , Room 1901, 130 West 42nd Street, New York, N. ¥.;\nvicepresident,\n\nGeorge\n\nR.\n\nRankin,\n\nBoys\n\nTechnical\n\nHigh\n\nSchool,\n\nMil¬\n\nwaukee, Wis.; secretary, Ann E. Ryder, Dickinson High School, I ersey\nCity, N. !.; treasurer, George M. Strong, East High School, Colum¬\nbus, Ohio ; regional directors: Robert W. House, Director for South¬\nern Region, Salem High School, Salem, Va.,’ S. 0. Severson, Director\nfor Midwestern Region, South High School, Minneapolis, Minn.; Grace\nKenelian, Director for Intermountain Region, Chester S. Morey Junior\nHigh School, Denver, Colo.; Grace M. Davis, Director for Pacific Re¬\ngion, Modesto High School, Modesto, Calif.; Augustus Ludwig, Director\nfor Eastern Region, Pershing Junior High School, Brooklyn, N. Y .\nThis Department meets once a year, in luly. Facts relating to the estab¬\nlishment of the Department, its revival, and the record of meetings are\nfound in earlier volumes of proceedings as follows:\n1886:21\n1887 : 393-442\n1888 :401-433\n1889 \\497-533\n1890 :61 3-655\n1891 :615-687\n189 2:333-373\n189 3:177-242\n\n1894:7 43-794\n1895 \\579-635\n1896 :557-619\n1897 \\644-699\n1898 :664-700\n\n1899:601-817\n1900:428-453\n1901 : 5 65 -604\n\n1902 : 455 -492\n190 8:429-486\n1904 :473-536\n1905 :423-479\n1906 : 633-636\n1907 :521-710\n\n1908:577-667\n1909:479-522\n\n[ 482 ]\n\n1910 : 443-5 33\n\n1911:555-657\n\n1918: 177-189\n1919: 195-204\n\n1912 :663-765\n191 3:469-499\n1914 : 445 -48 8\n\n1920: 209-230\n1921: 667-678\n\n1915:723-753\n1916:517-574\n\n1923:\n1924:\n1932:\n1933:\n\n1917 :253-284\n\n1922:1267-1293\n861-880\n775-802\n481-492\n489-506\n\n"}
{"page": 489, "printed_page": null, "text": "CARRYING\nFLORENCE\n\nHALE,\nand\n\nEDUCATION\n\nDIRECTOR\neditor,\n\nOF\n\nRADIO,\n\nGrade\n\nTO\n\nTHE\n\nNATIONAL\n\nTeacher , NEW\n\nCOMMUNITY\nEDUCATION\nYORK,\n\nASSOCIATION\n\n;\n\nN. Y.\n\nShould taxpayers be obliged to pay for high-school education for all\n\nchildren? Couldn’t their responsibility well end, in these days, at the\nclose of the grammar school? Are deans of women in high schools really\nnecessary, or is this just an emotional fad? Shouldn t a good high-school\nteacher be able to look after his own pupils without another person being\n\npaid to tell him how? Is it not going pretty far to ask taxpayers to pay for\ninstrumental music lessons for high-school pupils making up an orchestra?\nThese things are worthy enough when there is plenty of money, but under\npresent conditions could they not well be cut out in the interests of economy?\nThese and dozens of other questions are threatening the best service of\nhigh schools everywhere in this country. Some such inquiries are innocent\nenough. Some, we believe, are motivated by those anxious to build up a\nclass system in this country which shall shut the child of poor parents out\nfrom the larger opportunities, making him ready to receive smaller wages\nand to be amenable to discipline from those above. Ten years ago, most of\nthe public and all of the educators would have thought a person who raised\nthese questions either insane or a crank. Today, such questions are com¬\nmonly raised — in the newspapers, in community meetings, and over the\nradio. If definite steps are not taken immediately to clear the public thinking\nalong these lines during the coming year, we may find our high schools\nruined and all that we have done in the last fifty years thrown into the\nwaste heap. If this happens, we may be somewhat to blame in that we have\nbeen slow to take the public into our confidence to the end that they shall\nbe intelligent supporters of equal opportunity for every child, of the cultural\nsubjects in high school, and of those departments which tend to build char¬\nacter and safeguard the adolescent pupil.\n\nDuring the coming year, members of the Department of Secondary Edu¬\ncation can scarcely do better than to apportion such subjects as the above to\ndifferent groups of their members over the country, asking such educators\nto make definite plans — over the radio, at community meetings, and thru\nletters and visits in the homes — to inform the public why it is tragic for\ntheir interests if any one of these valuable activities which have been so long\nin building, should be summarily dismissed. Explain to them that under\nsuch conditions only the shell of a high-school education remains for which\nmost of the money paid would actually then be wasted. We need to build\nbetter high schools and to keep more children in them instead of turning\nthem loose on the streets. We need more teachers like our deans of women\nespecially trained in understanding adolescent girlhood. We need more music\nrather than less. My greatest criticism would be that too few children have\n[ 483 ]\n\n"}
{"page": 490, "printed_page": null, "text": "484\n\nNational\n\nEducation\n\nAssociation\n\nbeen grouped in the orchestras rather than that money\nsuch instruction.\n\nhas been spent on\n\nLet us not talk about the ignorance and indifference of the public until\nwe can claim that we have originated and carried out a definite program\ncalculated to bring into every home the educational viewpoint regarding all\nof these matters that are now under fire. We talk too much among our¬\nselves, in our meetings and conventions, and do too little to reach the public\nwho are paying the bills.\n\nTHE\n\nHIGH\n\nWILLIAM\n\nSCHOOL\n\nMATHER\n\nLEWIS,\n\nAND THE CULTURAL\nCOMMUNITY\nPRESIDENT,\n\nLAFAYETTE\n\nLIFE\n\nCOLLEGE,\n\nOF\n\nTHE\n\nEASTON,\n\nPA.\n\nEmotional instability is a growing disease in America. Its effects are\nseen in suicides, sex crimes, divorce, juvenile delinquency, drug addiction,\nand drunkenness. It is promoted by much of the commercialized entertain¬\nment provided by those whose moral sense is dulled thru a desire for gain.\nMillions of children patronize moving picture theatres two or three times\nweekly thruout the United States. Many of the plays which they see are\nlurid sex exhibitions or dramas with gun play and crime as the central\ntheme. Research shows that 90 percent of what one remembers of these\nplays the day after viewing them remains in the mind three months later.\nObviously, the moving picture is having a widespread effect on the emo¬\ntional outlook of our people. Another harmful emotional influence is found\nin the exciting and often indecent publications exhibited on newstands.\nThe best answer which we have to these influences is the education of the\n\nemotions thru beauty. The youth of high-school age who is surrounded\nby influences which better his taste and appreciation soon learns to reject\nwhat is tawdry and degrading. The development of musical instruction in\nhigh schools, the organization of orchestras and choruses, is having an\namazing influence. The enrichment of the high-school library and the\nguidance of the pupil in the matter of reading values is of great benefit.\nNature study and the appreciation of art for every student aid in pro¬\nmoting emotional stability. And these things originating in the schools\nare disseminated in the homes of the community by the pupils.\nThe development of the Little Theatre movement in high schools should\nbe universally encouraged. Thru this agency the community is given an\nopportunity to see good plays and to develop a taste for real art in the\ntheatre. Under the leadership of the high-school principal and teachers,\ncommunity forums for the discussion of public affairs, literature, psychology,\nand countless other subjects should be organized. Thus may the high school\n\nbe a dominating\n\ninfluence in the cultural life of the community.\n\n"}
{"page": 491, "printed_page": null, "text": "Department\n\nof Secondary\n\n485\n\nEducation\n\nMEETING\n\nCOMMUNITY\nOF ENGLISH\nIN\n\nNEEDS THRU\nTHE TEACHING\nSECONDARY\nSCHOOLS\n\nFREDERICK\n\nHOUK\n\nDEPARTMENT\n\nLAW,\n\nHEAD,\n\nHIGH\n\nSCHOOL,\n\nNEW\n\nOF\n\nYORK,\n\nN.\n\nENGLISH,\n\nSTUYVESANT\n\nY.\n\n“Wanted: Honest young Americans of high character, who like what is\ngood, true, and beautiful, and who can talk and write clearly and effectively.”\nThis advertisement is expressed in some way by every community in the\ncountry. In general, from the secondary schools the communities demand\nfive products: Americanization, character, personality, helpful habits, and\npractical skills.\nLiterature should be taught as the Bible of the race, and definitely should\nshape character. For that reason it should command greatest emphasis and\ngreatest time. For that reason, also, the teaching of English and of Ameri¬\ncan literature should not be in the hands of teachers of foreign birth or of\nimmediate foreign origin, nor should it be taught by teachers who\nthe race ideals.\n\nsneer at\n\nThe teaching of literature must counteract the influence of city life and\nlurid pictures and publications. Modern books, however popular, should be\nexcluded unless they meet the standards set by the best books of the past.\nThere is no room in the schools for cynical and vulgar books, even best¬\nsellers. Teachers should teach literature as the reflection of the high wisdom\ngathered by the ages. The teachers definitely should aim to restore the old\nreverence for beauty, truth, and goodness, and should replace “flaming\nyouth” by “idealistic youth.”\nHabits of system and of neatness, and especially a number of practical\nskills, including the old-time skill in clear penmanship, must be inculcated\nby the teachers of English, if they are to meet community needs.\nPractical writing, rather than literary writing, should occupy the atten¬\ntion of teachers of composition, for the great mass of pupils will have slight\noccasion for anything but the practical.\nMEETING\n\nCOMMUNITY\nNEEDS THRU\nTHE\nLATIN IN THE HIGH SCHOOLS\n\nWILBERT\n\nL. CARR,\n\nTEACHERS\nNEW\n\nCOLLEGE,\nYORK,\n\nN.\n\nCOLUMBIA\n\nSTUDY\n\nOF\n\nUNIVERSITY,\n\nY.\n\nThe study of Latin in the high schools (always provided that suitable\nmaterials and methods of instruction are employed), helps to meet the need\nof an American\ncovering:\n\nboy or girl to extend his or her linguistic horizon by dis¬\n\na. That his own native language\nexisted in the world\n\nis not the only language\n\nthat exists or has\n\nb. That his own native language has ancestors and sisters and cousins\nc. That the more he learns about the most important ancestor of English, namely\nLatin, the better he can understand and use many English words\n\n"}
{"page": 492, "printed_page": null, "text": "486\n\nNational\n\nEducation\n\nAssociation\n\nd. That the more he learns about Latin grammar the better he can understand\nand use in his speech and writing the principles of English grammar\ne. That the more he learns about Latin the more easily he will be able to under¬\nstand Latin, French, Italian, and Spanish words and phrases which have been taken\nover bodily into English speech and writing\nf. That the more he learns about Latin the more easily he can remember the\ncorrect spelling of many English words which have been taken quite directly from\nLatin.\n\nThe study of Latin in the high school helps to meet the need of an Amer¬\nican boy or girl to extend his or her social horizon by discovering:\na. That many of our presentday\nbeen inherited from Rome\nb. That\n\nthe Romans\n\nmet\n\nAmerican\n\nsocial and political institutions have\n\nand\n\nsolved for their day many social, economic, and\npolitical problems which are very much like our own\nc. That except for the use of steam, electricity, and combustion engines the\nRomans lived very much as we do today\nd. That it is quite impossible to understand the history of Western Europe and\nthe Americas without some knowledge of the civilizations which developed around\nthe shores of the Mediterranean Sea.\n\nThe study of Latin in the high school helps to meet the need of an Ameri¬\ncan boy or girl to extend and deepen his or her appreciation of English and\nAmerican literature by discovering:\nof the best literature in the English language has been written\nby men and women who were steeped in the traditions of ancient Greece and Rome\nb. That the key to the understanding of many of the references and allusions in\nEnglish prose and poetry is an understanding of the mythology, traditions, and\nhistory of Greece and Rome\nc. That the literary forms of English literature all had their origin in Greece\nand Rome\na. That\n\nmuch\n\nd. That the fundamental rhythms of English poetry are those which were\nveloped by Greek poets and passed on to the Western world by Roman poets.\n\nde¬\n\nThe study of Latin in the high school helps to meet the need of an Ameri¬\ncan boy or girl to cultivate an attitude of courage, patriotism, and selfsacrifice by a sympathetic reading of\na. Stories about men\n\nas Horatius, Scaevola, Fabricius, and Regulus\n\nb. Patriotic appeals of Cicero for a greater devotion to one’s country, “the com¬\nmon parent of us all”\nc. The exalted poetry of Vergil, for whom Rome was indeed the “Eternal City.”\n\nThe study of Latin in the high school helps to meet the need of an\nAmerican boy or girl to cultivate the habit of carrying thru a project which\nis cumulative in character and which therefore involves:\na. Persistent and continued\n\neffort each day and day after day\n\nb. Building each day upon the results of the previous day’s work\nc. Obvious rewards for persistent effort and obvious penalties for “slacking.”\n\n"}
{"page": 493, "printed_page": null, "text": "Department\n\nMEETING\n\nW.\n\nof Secondary\n\n487\n\nEducation\n\nCOMMUNITY\nNEEDS THRU\nTHE TEACHING\nOF MATHEMATICS\nIN HIGH SCHOOLS\n\nS. SCHLAUCH,\n\nMATHEMATICS\nNEW\n\nOF\n\nBUSINESS,\n\nYORK,\n\nN.\n\nNEW\n\nYORK\n\nUNIVERSITY,\n\nY.\n\nThe major needs of all communities under a democratic regime, at all\ntimes, and especially in times of stress are:\n1. Vocations\n\nand businesses efficiently conducted\n\n2. Citizens, who, because\ntheir lives\n\nof intelligent planning, remain\n\nself-supporting\n\nthruout\n\n3. A politico-economic structure which functions smoothly and successfully because\nits citizens understand this structure and actively and intelligently participate in\nits affairs.\n\nMathematics\nways :\n\nin high schools can help to supply these needs in two chief\n\nFirst, by giving future citizens control of the most powerful instrument\nfor calculation and investigation that the human race has evolved, and\ndirectly helping them to a generalized and more efficient control over the\nmathematical calculations and functional relations met in business, finance,\nand the professions.\nSecond, by showing students how mathematics is applied in business\nscience, finance, economics, and other practical subjects.\nThis involves a knowledge on the part of the teacher of many collateral\nsciences and practical fields. He cannot teach interest and discount thruout\nthe use of a functional equation, compound interest by the binomial theorem,\nor annuities and bond valuation by the use of geometric progression, unless\nhe knows these business subjects. Neither can he teach the analysis of\ncustomer demand or the study of the trend of demand, unless he knows\nsomething about mathematics of statistics, as well as some accounting.\nNeither can he teach economic insight, and show how economists are using\nmathematics as in Keynes’ equations of general price level unless he knows\nconsiderable economics as well as the theory of equations.\nWhat teachers in the high schools of the United States need to do to\nmeasure up to the task thus set forth may be summed up as follows:\n1. Minimize or drop such algebraic technics as have no application in the fields\nmentioned, or similar fields.\n2. Add to the curriculum in mathematics subjectmatter which does so function,\nas, e. g., probability, insurance, statistics, annuities, and their applications.\n3. Study the fields in which mathematics is scoring its greatest triumphs, and\nwhich are most useful to the citizen: economics, statistics, accounting, mechanics,\nphysics, finance, navigation, astronomy.\n4. Give illustrations and practical problems taken from these fields to illustrate\nthe use of algebraic processes and technics instead of using the old traditional\nmaterial and problems.\n\n"}
{"page": 494, "printed_page": null, "text": "488\n\nNational\n\nCURRICULUM\n\nARTHUR\n\nM.\n\nSEYBOLD,\n\nEducation\n\nAssociation\n\nCHANGES\nDEMANDED\nTRIAL CRISIS\nHEADMASTER,\n\nTEMPLE\n\nUNIVERSITY,\n\nOAK\n\nLANE\n\nBY\n\nTHE\n\nCOUNTRY\n\nPHILADELPHIA,\n\nDAY\n\nINDUS¬\n\nSCHOOL\n\nOF\n\nPA.\n\nThe public schools as well as the whole held of education are facing a\ncrisis. This crisis will be met and our schools will not only survive but they\nwill soon enter an era of much expanded service for our people. Our country\nis at the threshold of a new age in which vested interests and rugged indi¬\nvidualism will give way to the needs and to the welfare of the great masses\nwhich now\nculties.\n\ngrope for the solutions of their economic and their social diffi¬\n\nCurriculum reconstruction is one of the greatest problems which our\nschools must face in this period of national rehabilitation. Since the whole\nworld is at grips with the problem of a new economic life and a new social\nlife, it seems to me that the secondary, schools should shape their curriculums\nabout the needs of the people engaged in this struggle.\nOne of the greatest responsibilities which we face at the present time in\nsolving our curriculum problem is that of unity of purpose. The educators\nof the nation must weigh most seriously the ends sought in the subjects\ntaught. If the subject is needed for pupil adjustment, for orientation, and\nsocialization in the life that the pupil is now leading and is going to lead,\nthe information and the experiences brought to the student should be\nretained.\nWe have come to an age in the development of civilization when attitudes\nare more important than information, when right conduct is better than\nfunctionless training in the fundamental skills. We should now emphasize\nthose aims which have to do with attitudes and appreciations.\nFor this reason we should develop in children an increased power of\nadaptiveness, power in critical selection, power in emotional control, a newly\nawakened sense of social responsibility, and an intensified desire for creative\nexpression. We should select comprehensive general aims which seek to\ninspire right attitudes and right conduct. These aims should be less rhe¬\ntorical and more real, they should be made as operative as our specific aims\nnow are. Thru these broad purposes we should make our curriculum a pro¬\ngram of life activities and not a mere list of subjects. We should now move\nslowly toward a program in which the curriculums consist mainly of sug¬\ngestive approaches to problems of orientation, personality integration, social\nresponsibility, and creative activity, allowing gradually less time for in¬\nformational absorption.\nWhether we like to admit it or not a new world is about us everywhere\nand a much increased knowledge of ways of behavior will be demanded by\nour new civilization. Our information and our emotions may be anchored\nto a civilization which has disappeared beyond the horizon, but a new\nworld is here and we must do something about it. This program thus so\ninadequately stated may be sympathetically considered or an attempt at a\n\n"}
{"page": 495, "printed_page": null, "text": "Department\n\nof Secondary\n\n489\n\nEducation\n\nplan quite unlike this may find approval. Some action, however, must be\ntaken or our communities will wring a new order out of our present dilemma\nwithout our aid. We must bring hope to youth who have no purpose, and\nwe must seek to help those who have adequate purposes but no places to\napply them. We must formulate a new program, we must interpret this\nprogram to a dazed public, and we must advance with this public into a\nnew era.\nWHY\nJOY\n\nTHE\nELMER\n\nPUBLIC\nMORGAN,\n\nSHOULD\neditor,\n\nSUPPORT\n\nJournal\n\nITS\n\nof the National\n\ntion , WASHINGTON,\n\nHIGH\n\nSCHOOLS\n\nEducation\n\nAssocia¬\n\nD. C.\n\nWithin a generation America will probably face a choice between the\nnationalization of its youth on a large scale or the rapid expansion of the\nfree public high school. In 1880 we had 100,000 people in our secondary\nschools; in 1890, 200,000; in 1900, half a million; in 1910, a million; in\n1920, two million; in 1930, five million; and today there are three million\nyoung people under eighteen years of age in America for whom there are\nneither schools nor jobs. The Civilian Conservation Corps camps are en¬\nrolling over 400,000 boys, but they make, at this time, no provision at all\nfor girls. These national activities for youth, however, fine in themselves,\nwill not take the place of education rooted into the family and neighbor¬\nhood life. So I repeat that within a generation America will face a choice\nbetween the nationalization of youth — which in the end means the uproot¬\ning of youth — and the doubling of its high-school enrolment.\nWhat shall we do with our youth? We cannot beg the question much\nlonger. Each year these young people are getting older and stronger, more\ndesperate. Those who hold the reins of power are also getting a year older\nand a year weaker. Our young people want opportunity, understanding,\nthe stable and abiding satisfactions of life, and if we do not develop a\nsystem of schools and a civilization that will give them those fundamental\nvalues, they will eventually take the matter out of our hands and we shall\nwonder where our eyes and ears were during the years when the storm\nwas gathering. Youth will not be denied. Growth is a mighty power. You\nhave seen a rock torn asunder by the roots of a tree. The growth of youth\nis like that. It cannot be stopped and it knows no obstacles. These young\npeople at the gates cannot forever be denied. They stand ready and eager\nto take their places in the world, and we must answer the question, What\nare we going to do about our young people?\nA few cities have made a beginning. Our first approach lies in human\naccounting. It is to count these young people in our states, in our counties,\nand in our cities, know who they are, where they are, what opportunities\nthey have, and what their needs are. School Graduates is the subject of a\nreport from the University of Denver. A similar study has been made in\nMilwaukee and comparable studies are being carried forward in other\ncities. We should carry on this program of human accounting not only in\n\n"}
{"page": 496, "printed_page": null, "text": "490\n\nNational\n\nEducation\n\nAssociation\n\nemergencies or once in five years, but every year as a matter of course\nbecause it is only on that basis that we can determine what should be the\ncontent and organization of our high schools.\nObviously high schools which must provide for 10,000,000 young men\nand women will be different from those which now provide for 5,000,000.\nWe shall have to learn to do some of the things which the CCC camps have\nlearned to do. Those camps are meeting an emergency situation, but many\nof their activities will be permanent. They do offer to the unemployed boy\nwho has dependents a valuable opportunity; they offer no opportunity to\nthe unemployed boy who has no dependents and as yet they offer no oppor¬\ntunity to the unemployed girl.\nWhat are we to do with our youth up to the age of eighteen or twenty\nwhen the best technical engineers and industrial experts are agreed that\nthey cannot be used in the industry and agriculture of the future? There will\nprobably have to be a program in which there will be a certain amount of\npay or at least subsistence. Are we going to turn them over to army disci¬\npline, to a camp life which will leave them still uprooted and still leave the\nproblem of adjustment into business, industry, and agriculture unsolved;\nor are we going to arouse our communities to face the situation and develop\nan educational program running twelve months and including not only\nclassroom activities but instruction outside the classroom in the fields, parks,\nand in all sorts of activities?\nIt is that sort of concrete help which the high school of tomorrow must\ngive. If it gives that kind of help it will not have difficulty in getting public\nappreciation and support. On the other hand, if high school and college\ncannot give youth an answer to these problems, the same thing will happen\nin America that has happened in Europe. The young people will turn on\ntheir teachers and on the very institution upon which society must depend\nif it is to make progress.\n\nHOW\nEUGENE\n\nWE\n\nS. LAWLER,\n\nTEACHERS\n\nMAY\n\nSUPPORT\n\nRESEARCH\n\nCOLLEGE,\n\nOUR\n\nASSOCIATE,\n\nCOLUMBIA\n\nHIGH\n\nEDUCATIONAL\n\nUNIVERSITY,\n\nNEW\n\nSCHOOLS\nADMINISTRATION,\nYORK,\n\nN. Y.\n\nincreased attendance in high schools due to the elimination of youth\nfrom industry and the consequent greater demand for high-school education\ncan be expected to continue, and fortunately these increased demands for\nThe\n\nsecondary education have come upon us in the midst of a tremendous de¬\npression. Just when secondary education has needed to expand the most,\nthe funds to finance such expansion have been cut off. In a way, we need\nnot be surprised at the fact that at the time of greatest need funds are\ndifficult to obtain.\n\nTo put the matter in a different way, we can say that the educational\nprofession is in the same position as many types of business are at present.\nOn account of the tremendously reduced income of the country, we are\nmeeting increased sales resistance, and the question of how we may support\n\n"}
{"page": 497, "printed_page": null, "text": "Department\n\nof Secondary\n\nEducation\n\n491\n\nhigh-school education is in reality a question of what we as a teaching pro¬\nfession can do to overcome this increased sales resistance.\nOn the whole educators have a right to feel that the country has “stood\nby” education. Notwithstanding the fact that we are spending something\nless than 75 percent of what we spent in 1930-31 per pupil, the percentage\nof the national income which is devoted to education is now greater than it\nwas in predepression days, and this, in the face of the widespread reduction\nin incomes of all types of citizens, should be realized when we view the\nreductions that have been made in the support for high schools.\nAfter everything has been done which can be done towards increasing the\nvalue of the services of the high schools to the country, and after all avail¬\nable methods of reducing the cost of those services have been employed, there\nwill remain the fact that the cost of these services will have to be met for\nsome time to come\n\nout of a greatly depleted national income, which seems\n\nto call for “new sources of revenue.” But there are no new sources of\nrevenue. All the costs of government, as well as of the expenditures which\nwe make as individuals, must be financed from the national income.\nThe statements frequently made that taxes are necessarily evil in their\ninfluence on business and recovery are essentially fallacious. If the govern¬\nment collects money for the sake of supporting necessary functions and\nsocial services, it spends the money in ways that maintain industrial activity\njust as truly as tho it had been spent by the man who paid the taxes as an\nindividual. Nor does the fact that we shall have to pay a larger portion in\ntaxes for the next few years necessarily mean that we shall be impeded in\nrecovery or suffer bad economic consequences. If, before 1927, Great\nBritain could afford to use 22 percent of her national income for taxation,\nNorway 20 percent, France 8J4 percent, and Japan 14.4 percent, when the\nUnited States was taxing itself to the extent of only 10.2 percent of its\nincome, we ought to be able to spend the 15 percent of our income which,\nit is anticipated, will be required for necessary functions of government and\nthe repayment of our debts, in the light of the fact that the income per capita\nof the United States is so much larger than that of any other nation. The\nforegoing paragraphs do not uphold the theory that we can tax ourselves\nrich, but that taxation for legitimate and necessary governmental services\ndoes not impoverish a people.\nSECRETARY’S\n\nMINUTES\n\nWashington,\nFirst Session, Monday\n\nD. C.\n\nAfternoon,\n\nJuly 2, 1934\n\n“The High School and the Community” was the theme of two general meetings\nand eleven round-table conferences held by the Department of Secondary Education.\nThe first of the general meetings, that of July 2, was held in Corcoran Hall, George\nWashington University. The addresses, which were all valuable and stimulating,\nwere as follows:\nCarrying\n\nNational\n\nEducation\n\nEducation\n\nto\n\nthe\n\nAssociation;\n\nCommunity,\n\nFlorence\n\nand Editor, The Grade\n\nHale,\n\nDirector\n\nTeacher, New\n\nof\n\nRadio,\n\nYork, N. Y.\n\n"}
{"page": 498, "printed_page": null, "text": "492\n\nThe\n\nMather\n\nNational\n\nHigh\n\nSchool\n\nand\n\nthe\n\nEducation\n\nGeneral\n\nLewis, President, Lafayette\n\nEffective\n\nCommunity\n\nCyr, Teachers\nQuestioning\n\nCertain\n\nCultural\n\nfor\n\nthe\n\nTeachers\n\nof The\n\nSmaller\n\nUniversity, New\n\nPrevailing\n\nof School Experimentation,\n\nLife\n\nCommunity,\n\nWilliam\n\nCollege, Easton, Pa.\n\nRelationships\n\nCollege, Columbia\n\nAssociation\n\nPractises,\n\nHigh\n\nSchool,\n\nFrank\n\nW.\n\nYork, N. Y.\n\nOtis W.\n\nCollege, Columbia\n\nCaldwell,\n\nDirector,\n\nUniversity, New\n\nInstitute\n\nYork, N. Y.\n\nAfter the addresses the general meeting broke up into round-table conferences\nin which papers were read followed by discussions as to the value to the community\nof each of the curriculum subjects. These round-table conferences were held in\nconjunction with either another department of the National Education Association\nor a national association of subject teachers; thus the round-table conference on\ncommercial subjects was a joint conference of the Department of Secondary Educa¬\ntion and the Department of Business Education of the National Education Asso¬\nciation, and the round-table conference on English was a joint conference of the\nDepartment of Secondary Education and the National Association of Teachers of\nEnglish, etc.\nThe program of the afternoon was completed by a reception and exhibition of the\n\noriginal work of teachers given by the Junior and Senior High-School Teachers\nAssociation of the District of Columbia at the Arts Club. Mrs. Page Kirk and\nHugh Stewart Smith were in general charge.\n\nSecond\nThe\n\nsecond\n\nSession, Thursday\n\nsession continued\n\nAfternoon,\n\nJuly 5, 1934\n\nthe discussion of the general\n\ntheme\n\nwith papers\n\npresented as follows:\nCurriculum\n\nHeadmaster,\nWhy\n\nthe\n\nChanges\n\nOak Lane\nPublic\n\nDemanded\n\nCountry\n\nShould\n\nDay\n\nSupport\n\nby\n\nthe\n\nIndustrial\n\nSchool of Temple\nits High\n\nCrisis, Arthur\n\nM.\n\nSeybold,\n\nUniversity, Philadelphia, Pa.\n\nSchools,\n\nJoy\n\nElmer\n\nJournal of the National Education Association, Washington,\n\nD. C.\n\nMorgan,\n\nEditor,\n\nHow the Public Can Finance Its High Schools, Eugene S. Lawler, Research\nAssociate, Educational Administration, Teachers College, Columbia University,\nNew York, N. Y.\n\nBusiness\n\nMeeting,\n\nThursday\n\nAfternoon,\n\nJuly 5, 1934\n\nFollowing the second session the annual business meeting of the Department was\nheld in Corcoran Hall, George Washington University. The president of the\nDepartment, Ernest D. Lewis, presided and in the absence of Ann E. Ryder, secre¬\ntary, appointed L. Hall Bartlett, Garden City High School, Garden City, N. Y.,\ntemporary secretary.\nFollowing the informal report of the president on the affairs of the Department\nthe secretary’s report of the Chicago meeting as presented in the Proceedings was\nadopted. The report of the treasurer, George M. Strong, East High School, Columbus,\nOhio, was approved. The report showed a balance on hand, July 1, of $66.81.\nA motion of Leslie A. Reed of the Camden, N. J., High School was carried which\nauthorized the Executive Committee to provide a plan by means of which local\norganizations of secondary-school teachers may be affiliated with the Department,\nsuch plan to be considered by the next annual meeting as a possible amendment\nto the constitution. The Executive Committee was authorized by this motion to\nadopt such a plan temporarily for the year 1934-35 if it seemed advisable to the\ncommittee. Other discussion followed regarding means of increasing membership\nin the Department and plans for the Denver meeting which resulted in no positive\naction being taken. The annual election of officers and regional directors for 1934-35\ncompleted the business meeting. (See Historical note, p. 482.)\n\n"}
{"page": 499, "printed_page": null, "text": "DEPARTMENT\n\n(Secondary\n\nSchool\n\nOF\n\nPrincipals\n\n"}
{"page": 500, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof secondary\n\nschool\n\nNOTE\n\nprincipals\n\nwas\n\norganized in\n\nTopeka, Kansas, in 1886, under the name of the Department of Sec¬\nondary Instruction. Anticipating the proposed merger of the National\nAssociation of Secondary Principals with the National Education Asso¬\nciation, the name of the Department was changed to the Department of\nSecondary School Principals.\nThe officers of the Department for the year 1934-85 are: president,\nCharles F. Allen, Principal, West Side Junior High School, Little Rock,\nArk.; first vicepresident, Harrison C. Lyseth, State Supervisor of\nSecondary Education, Augusta, Maine; second vicepresident, Willard\nN. Van Slyck ; Principal, High School, Topeka, Kans.; secretary-treas¬\nurer, H. V. Church, 5835 Kimbark\ncommittee:\n\nRobert\n\nAvenue,\n\nChicago, III.; executive\n\nB. Clem, Principal, Shawnee\n\nHigh\n\nSchool, Louis¬\n\nville, Ky.; Merton C. Hill, Director of Admissions, University of Cali¬\nfornia, Berkeley, Calif.; W. L. Newton, Headmaster, Rome Free Acad¬\nemy, Rome, N. Y.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1887 : 393-442\n1888 :401-433\n1889 \\497 -533\n1890 \\613-655\n1891 \\615-687\n189 2:333-373\n1893 :177-242\n1894:743-794\n189 3:579-635\n1896:557-619\n\n1891:644-699\n189 8:664-700\n1899:601-817\n1900 : 428 -45 3\n1901 : 565 -604\n190 2:455-492\n190 3:429-486\n1904 : 47 3 -536\n190 5:423-479\n1906 :63 3-636\n\n1901:521-710\n1908 : 577 -667\n1909:479-522\n1910:443-533\n1911 :555-657\n191 2:663-765\n191 3:469-499\n1914:445-488\n1915 :7 23-7 53\n1916:517-574\n\n1911: 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\n1921:599-677\n1928 : 591 -650\n1929:579-632\n1930 :5 43-595\n1931 : 577 -620\n19 32:493-524\n19 33:507-530\n\nf\n\n[ 494]\n\n"}
{"page": 501, "printed_page": null, "text": "THE\n\nPLACE\n\nDE WITT\n\nOF\n\nTHE TECHNICAL\nHIGH\nMODERN\nEDUCATION\n\nS. MORGAN,\n\nPRINCIPAL,\n\nARSENAL\n\nINDIANAPOLIS,\n\nSCHOOL\n\nTECHNICAL\n\nIN\n\nSCHOOLS,\n\nIND.\n\nA technical high school is a secondary school whose curriculum or¬\nganization\n\nand\n\npupils in the arts and\n(with\n\nbranch\n\nof productive\n\nexhibit\n\nits major\n\npurposes\n\nto be\n\nto prepare\n\ntrades, and\n\nsciences, in the underlying\n\npractises\n\nin some\n\nthem\n\nto engage\n\nin a trade\n\nemphasis\n\nto help\n\nThere\n\npractises\n\non\n\nhelp)\n\nqualify\n\nor some\n\nindustry.\n\nmust be some highly important implications for education in the\n\nsocial facts which we face if we really believe that education should be defi¬\nnitely helpful to pupils in finding a place for themselves. We hear much\nabout the new population in the secondary school. What is it that is new\nabout the new population ? Perhaps first in order of mention is the fact that\nthey have come to the high school in increasingly larger proportion from\nparental and home background where interests are in mechanical and tech¬\nnical processes. The recent bulletin of the National Survey of Secondary\nEducation, The Secondary-School Population, makes a comparative study of\noccupational background of pupils of the school population of Seattle, Wash¬\nington, in 1920! and 1930, based upon the study of George S. Counts in 1930.\nNow this bulletin does not necessarily imply that the pupils from these\noccupational groups will find their livelihood in these groups. But we do\nknow that native interest, native aptitude, and social contact which carries\nwith it opportunity, will draw them in the same general occupational direc¬\ntion. Furthermore, we know even more surely that occupational opportunity\nis largest in these fields. In the United States as a whole in 1930, 40 percent\nof all gainfully employed workers were in manufacturing and mechanical\nindustries and trades. In these east North Central states, 53 percent of all\ngainfully employed workers were in those occupational classes. With family\nheritage of interest in mechanical fields, with occupational opportunity most\nlikely there, it does not seem unreasonable that educational interest can best\nbe caught with activities related to these fields of work.\nThe most pressing problem of secondary-school administration is to find\nthe kind of education which will effectually serve, not alone the twenty-five\nwho may have opportunity for further training, but at the same time equally\nserve the seventy-five for whom\neducation.\n\nthe high school is the last contact with\n\nBut it is in place to inquire whether there really is a kind of preparation\nin the arts and sciences, in the underlying practises in some trades, which is\neffectual both for the educational growth of those in the high schools and\nwhich will actually help them to find their place according to the conditions\nwhich they actually face. The problem of finding a place in society promises\nto be critical enough even for the college-trained for years to come. Certainly\n\n[ 495 ]\n\n"}
{"page": 502, "printed_page": null, "text": "496\n\nNational\n\nEducation\n\nAssociation\n\nit can be no less acute for the larger multitude who\n\nwill leave school at\n\nthe end of, or within, the secondary-school period. It seems increasingly\nclear that the future economic welfare of large numbers of our pupils will\ndepend in large measure upon their ability to “light on their feet” thru a\nseries of enforced occupational tryouts in the form of unemployment and re¬\nemployment. For many who have these personal attributes which will bring\nadvancement, the rub comes in getting a start. For those who do not possess\nthese personal attributes, it is necessary for them to get many starts. In either\ncase, the offerings which are now common to the technical high schools as\nwe know them are such that certain elementary skills may be developed\nwhich will help pupils, especially in the lower occupational groups, gain that\nall-important thing — an initial foothold — in the industrial order.\nThis factor of getting initial employment dare not be forgotten in thinking\nof the kind of training which will help the larger number of our pupils\nto find a place for themselves. We make a mistake if we do not think about\nthe practical vocational training which will help our pupils get a start on a\njob. There must be training which will contribute to adjustment to changing\nconditions as well as for enlarging opportunity.\nTo meet this dual problem, it seems that the technical high school is or\ncan be especially adapted, and in this it has a unique opportunity. It can\noffer a broad industrial training in basic and underlying practises in a range\nof industrial areas. But at the same time, for those whose interests and per¬\nsonal conditions demand, it can narrow its training early. For others, it can\ndefer such specialized training until a sound industrial and accompanying\nacademic foundation has been laid.\nThere are basic knowledges of practises and principles without knowledge\nof which a youth in this modern day finds himself in a daze in modern\nindustry. There are fundamentals upon which we can build a broad tech¬\nnical training. We can make our pupils more able to meet the demands of\na machine age, keep them somewhat abreast of modern refinements of basic\nprocesses, and at the same time, as ability and maturity will permit, develop\na specific skill which in normal times will be in reasonable demand.\nThe training of the technical high school does not need to close the door\nto further educational opportunity for any pupil. Many of our high schools\ntoday are graduating pupils who have developed a high skill in commercial\nart and at the same time have completed courses which fully meet entrance\nrequirements of colleges and universities. We should not and we need not\nmake this training for a mechanical age close the road to higher training\nfor any pupil who can profit thereby. We believe that for many the technical\nhigh school can solve an educational dilemma. Many now prepare definitely\nfor earning a living, and by proper subject election they prepare for higher\ntraining if the opportunity ever comes.\nWe do not believe that the inclusion of technical training in education\nof our pupils limits in any way opportunity for their socialization ; in fact,\nwe believe it is an agency to aid in this. The processes of socialization and\ncivilization are not mere reading books about cooperation and the duties\n\n"}
{"page": 503, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\n497\n\nPrincipals\n\nof a citizen. Civilizing of our pupils is not mere getting pupils into discus¬\nsion groups for an academic discussion of the responsibilities of the individual\nin an interdependent society. The English schoolmaster has long had as great\nfaith in the civilizing influence of the playfield as he has had in a program\nof civic teaching thru the precepts of the classroom. The important thing to\nmake of a boy a good citizen is to make it possible for him to make his\nservices sufficiently valuable that society will pay him for what he does ;\nthat he can earn an honest living* pay his bills when they come due, live\nhonorably and wholesomely, confident that he and his children can rely\non the clarity of his mind, the strength of his body, and the skill of his hands\nto get food and clothing and shelter. Such is, after all, the foundation of\ngood citizenship.\n\nWHAT\nCONSTITUTES\nA GOOD\nSECONDARY\nSCHOOL AND\nBY WHAT\nSTANDARDS\nSHOULD\nIT BE EVALUATED?\nCHARLES\n\nH. JUDD,\n\nDEAN,\n\nSCHOOL OF EDUCATION,\nCHICAGO, ILL.\n\nUNIVERSITY\n\nOF\n\nCHICAGO,\n\nThe\n\ndean of a school of education who is called on to state his views as\nto the direction in which any movement toward a new plan of standardiza¬\ntion should trend, will, of course, be largely influenced by his desire to see\nthe secondary schools of the country organize their activities in accordance\nwith the results of scientific study of education. One broad, general state¬\nment which can be made as clearly indicating the point of view of a dean\nof a school of education is that nothing can be justified in a secondary school\nmerely on the ground that it is now there.\nIf I were compelled to judge secondary schools on the basis of a single\nstandard I should set up that standard in somewhat the following form :\nFrom the principal of each secondary school applying for approval is required\na report indicating some particular in which experimental modification has been\nundertaken during the past year in the curriculum, class organization, methods of\ndealing with the public or the pupils, or in some other phase of school work. This\nreport shall include a clear description of the plan of the experiment undertaken and\nan evaluation of the results obtained by the experiment.\n\nIn case a principal reported that no experiment had been undertaken in\nhis school during the past year, I should not have the slightest hesitation in\nputting the school on probation. If a similar condition of stagnation were\nreported a second time, I should have no hesitation in removing the school\nfrom the approved list. It has been one of the most disastrous consequences\nof the standardizing practises of the past that they have tolerated stagna¬\ntion. Tl hey have allowed schools to regard themselves as good in comparison\nwith a series of minimum requirements derived from the average of a group.\nThey have not compelled schools to compare themselves with themselves and\nto show progress as an essential evidence of approvable vitality.\n\n"}
{"page": 504, "printed_page": null, "text": "498\n\nNational\n\nEducation\n\nAssociation\n\nThe second standard which I should stress would be a standard relating\nto personnel work with pupils. Concretely, the standard would be as follows:\nReport six cases in which pupils showing signs of maladjustment in their courses\nor in their general social relations were fully readjusted thru special attention given\nthem by the school staff. Describe the way in which these cases were discovered, the\nway in which they were treated, and present the evidence that the treatment was\nsuccessful.\n\nThe reason why the foregoing standard calls for six cases only is that this\nnumber is sufficient to provide a sample of what the school is doing. If each\nefficient principal of a secondary school described six cases of effective read¬\njustment of pupils each year, educational literature would be enriched to\nthe point where it would become really stimulating.\nThe third standard would be as follows :\nThe principal of the school shall cause to be transmitted to the inspector one or\nmore statements from committees of the faculty with regard to plans which they\nhave matured during the year for the cultivation in the pupils of the school habits\nof reading or independent effort wholly outside the assignments of any course. Lists\nof books read or of constructive activities undertaken or of excursions organized\nand carried to successful completion should be submitted as a part of each statement.\n\nThis third standard emphasizes the view that no school is a good school\nwhich is limited in its influence on its pupils to classroom exercises. It is a\ncurious fact about the conventional standards used in times past that they\ncall for descriptions of static qualities and deal very little with evidences of\neffective influence. It can be readily shown that a static quality is no virtue.\nThe three standards suggested up to this point may be classified as stand¬\nards relating to symptoms of vitality. I should require each school on the\napproved list to report on these three standards each year. Reports on these\nstandards will show whether the operations of the school are vigorous and\naggressive. I draw a sharp distinction between these standards and those\nwhich refer to characteristics of the school which have to do with certain\nless variable traits. Lest I should be misunderstood, let me pause to say with\nall emphasis that the distinction which I am trying to draw is not a distinc¬\ntion which deals with comparative importances, but is a distinction which\ndeals with aspects or characteristics that differ in nature. A comparatively\npermanent aspect of a secondary school is its curriculum or the training of\nits staff. A more permanent aspect is its building equipment. The building\nprobably does not need to be made a matter of examination more than once\nin every six or eight years. When the building has been inspected and made\na subject of report, it can be assumed from that time on for a number of\nyears. The only question which needs to be raised is the question of the way\nin which the building is cared for and used. Similarly the staff and the cur¬\nriculum will change slowly. The gradual changes in the curriculum will\nbe reported when they occur as a part of the program of experimentation\ncalled for under the first standard recommended in an earlier section of this\npaper. Reports on new\n\nmembers\n\nof the staff might be required every two\n\n"}
{"page": 505, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n499\n\nyears. I judge that there ought to be a report on the curriculum as a whole\nat least every three years.\nI should like to suggest the form of curriculum standard which may\nbe thought of as standard number four in my proposed list :\nThe principal shall give an account of the kind of population which surrounds\nthe school, the kinds of positions to which graduates of the school go, the available\nresources of the community for the support of schools. On the background of the\nforegoing statements, the principal shall give a description of the curriculum admin¬\nistered by the school, describing the reasons for each course included.\n\nThe suggested standard four seems to me to represent a view regarding\nstandards which is worthy of careful consideration. Each school is here\nthought of as an agency functioning in a community. To be sure, the com¬\nmunity must not be narrowly conceived. The reason why attention is called\nto the positions to which graduates go is that the larger community must\nbe constantly kept in mind. The curriculum is, however, a community serv¬\nice, not a relic of historical pasts brought down from communities which\nlived totally different lives from those lived by the present generation. The\ncurriculum is an evolving service. Its units do not fluctuate from day to day,\nbut they should change in a tempo which comports with the tempo of social\nchange in the community around the school. If civilization brings to the\nsurface new obligations which arise from new complex forms of industrial\nor economic organization, the school must change its curriculum service.\nIt was stated in an earlier paragraph that the order in which standards\nhave been presented is not an indication of their comparative importance.\nWe are now at the point in our discussion where it may be appropriate to\n\nsay that perhaps the curriculum standard should be thought of as the most\nimportant standard in the whole list. It is so important that it should cer¬\ntainly not be allowed to continue to be formulated in the terms in which it\nhas commonly been expressed by the conventional standardizing agencies.\nThe curriculum of secondary schools has not only tended to remain static in\nthe past ; it has been compelled to remain static by the standards enforced by\ncolleges and regional associations. Particular subjects have been specifically\nmentioned and artificially maintained in the curriculum by highly detailed\nstandards. Suppose that a school should arrive at the advanced stage of intel¬\nligence where it decided to let pupils do some of their English as independent\nreading. Should not the curriculum standard permit the school to adopt a\nnew quantification of its English? Suppose that a way can be found of\nteaching the useful concepts of mathematics\n\nwithout\n\nencumbering\n\nthe\n\npupils’ programs with the trash which scholastic tradition has embedded in\nthe conventional courses in algebra and demonstrative geometry. Should a\nschool be outlawed for improving its treatment of this important subject?\nThere should certainly be a curriculum standard, but not a subject-program\nwhich is fixed and universally enforced.\nI feel confident that the old standards have had their day. They did their\nservice nobly at a time when\n\nsecondary schools were\n\nemerging out of the\n\n"}
{"page": 506, "printed_page": null, "text": "500\n\nNational\n\nEducation\n\nAssociation\n\ndarkness. The new standards will have to be different, because the\nwhole\nsocial situation is different. We are today in possession of scientific instru¬\nments of evaluation and we can find on every hand stimulating\nexamples\nof progress. We have a new concept of public education. We are outliving\nformalism and petty regard for trivialities. We have learned to think in\nterms of function rather than in terms of structure.\nWHAT\nBY\n\nCONSTITUTES\nWHAT\n\nTHOMAS\n\nH.\n\nA GOOD\n\nSTANDARDS\nBRIGGS,\n\nCOLLEGE,\n\nPROFESSOR\nCOLUMBIA\n\nSECONDARY\n\nSHOULD\nOF\n\nIT\n\nSECONDARY\n\nUNIVERSITY,\n\nNEW\n\nBE\n\nSCHOOL\n\nAND\n\nEVALUATED?\n\nEDUCATION,\nYORK,\n\nTEACHERS\n\nN. Y.\n\nObjectives of secondary education, soundly based, clearly enunciated,\nand\ndefinitely directive, are precisely what we do not have. We have never had\nthem. It is true that from the beginning in our country we have set\nforth\nin broad general terms objectives for secondary education, but like political\nplatforms they have been neglected and forgotten in administration.\nOur spirit has been that of laissez faire. Some highly professional leaders\nhave realized the need that secondary schools have of guidance, but have felt\nthat in the formative period we had best not standardize too strictly lest\nexperimentation and progress be hindered. This spirit has certainly not hin¬\ndered experimentation, but with equal certainty it has not to any notable\nextent stimulated it. There have been many experiments, it is true, mostly\nin minor and loosely related matters; but we have developed no habit and\nno technics of carefully evaluating novelties; and, unfortunately, we have\nby and large no ardent desire to incorporate into general practise even those\nprocedures that seem successful. We are a conservative people, as the uni¬\nformity of our secondary schools without central compulsion proves, and\nwe change slowly. We even procrastinate shamelessly to incorporate into\nour programs what the most scientific research proves. Far more schools now\nneed guidance into better practises than need freedom to an experimentation\nfor which they have neither the vision nor the competence.\nI have hearty sympathy with the movement to restate our standards, and\nI have no doubt that the commission of the North Central Association will\nformulate a set far better than any that we have had before. But by logic\nI am compelled to the conclusion that before we can propose satisfactory\nstandards, we must far more definitely than we have done before, agree on\nwhat we want secondary schools to produce. In the field of mechanics we\nhave standards definite to the thousandth of an inch. Wiry? Because in de¬\nsigning a radio tube or a carburetor we decide first of all precisely what\nwe wish it to do. Altho even in mechanics such precision as I have mentioned\nis not always used, the principle of objective desired is the beginning of\nplanning and of evaluation. A purchaser wanting a motor truck considers\nwhat work it will have to do, decides on the characteristics that seem desir¬\nable, and then in those terms considers the offerings of the market. The\n\n"}
{"page": 507, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n501\n\nobjectives of secondary education may of necessity at present be somewhat\nless definite; but if we do not at first decide what we want the institution\nto produce, how can we plan its procedure, either in general or in detail, and\nhow can we evaluate its success ?\nIt is futile to retort that we do not want an exact and uniform product.\nCertainly we do not. But what do we want the secondary school to produce?\nIf we say youth better prepared for the service of church and state, we ascer¬\ntain what these institutions demand and then devise means of training youth\nto perform the required services “justly, skilfully, and magnanimously.”\nIf we say youth trained for “the great end and real business of living,” we\nhave first to learn what that ideal requires before we can either plan or\nevaluate. If we say leadership, we must as a basis for everything subsequent\nconsider the kinds of leadership desired and then specify the qualities and\nactivities necessary to insure it. If we say competent to share richly in the\ncultural heritage of civilization, we must first know what that culture is\nand then plan the training that one must have to receive and enjoy it. It\nshould be manifest that our primary need is agreement on objectives that\nare soundly based, clearly enunciated, and definitely directive. Without\nthem we can neither plan wisely nor evaluate sensibly.\nThe demand for new standards is just another evidence of the growing\nsense of need for more fundamental concepts of education — indeed of the\nmeaning of democracy and of life itself. Such concepts must be formulated\nand popularized before the new program for high schools can be made. And\nI have undisturbed faith that we are steadily growing into a state of mind\nthat will be satisfied with nothing less than a basic attack on the whole\nproblem. The Committee on the Orientation of Secondary Education (of\nthe Department of Secondary School Principals) is attempting to do some\nof the spade work necessary before the first stones of the foundation can\nbe laid.\nReform we do need in secondary education ; every one admits that. Civili¬\nzation has again marched ahead while most of the schools are still two, three,\nor more stations behind. Healthy reform takes time, but it is the only kind\nworthwhile. Instead of becoming too impatient and either following quack¬\neries on the one hand, or subsiding into contented and thoughtless robots,\non the other, let us insist on a fundamental rebuilding of secondary educa¬\ntion, participate in it if we can, encourage every honest effort, and after the\nprogram has won our understanding and approval, translate it into the\nmost efficient practise.\n\n"}
{"page": 508, "printed_page": null, "text": "502\n\nWHAT\nBY\n\nNational\n\nCONSTITUTES\nWHAT\n\nFRANCIS\n\nEducation\n\nA GOOD\n\nSTANDARDS\n\nL. BACON,\n\nAssociation\n\nSECONDARY\n\nSHOULD\n\nPRINCIPAL, EVANSTON\nEVANSTON, ILL.\n\nIT\n\nBE\n\nSCHOOL\n\nAND\n\nEVALUATED?\n\nTOWNSHIP\n\nHIGH\n\nSCHOOL,\n\nNo one would like to know the answer to the question, “What constitutes\na good high school?” more than the average high-school principal. The in¬\nsistently immediate and future concern of the high-school principal with\nstandards for buildings and equipment must perforce be related to the most\neconomical use of all physical facilities. Adequate space, by all means, but a\nhitherto unknown flexibility of standards is highly desirable. These stand¬\nards should be determined and applied thru the findings of research in respect\nto architectural suitability, building materials, space provisions, and adapta¬\ntion of apparatus and equipment.\nMuch is said about college admission standards but there is little the\nindividual high school can do in the determination of these standards. The\nhigh school can and probably should concern itself markedly with the in¬\nfluences which the college preparatory standards exert upon the standards\nof instruction and the organization and content of the curriculums. Cer¬\ntainly it may be strongly argued that secondary schools should set up their\nown standards for graduation requirements, for scholastic achievement, and\nfor the suitability of subjectmatter — and all of these quite apart from\ncollege specifications.\nSubject content and methods of presentation need a new set of evaluated\nstandards on the basis of what is truly best for the pupils. An indication that\nprincipals are alert on this point is evidenced by the committee created by\nthe Department of Secondary-School Principals upon the objectives, the\nissues, and the functions of secondary education. The high school especially\nneeds the development of standards which may be translated effectively into\nthe life of the pupils and of the community. Existing and past standards\nhave been too intimately related to the pedagogical world.\nIn the past the high school has often been particularly concerned with its\npercentage of failure, with attempts to keep the general failure rate rea¬\nsonably low, and to balance the various subject fields with favorable com¬\nparisons in failure percentages. It should be recognized that a high school\nis not necessarily doing the best work because its general failure rate is low\nor because the percent of passing is as high in Latin or geometry as in any\nother subjects. Pupils who cannot profit in reasonable proportion to the\ntime expended should probably fail, provided the school has made a sincere\nand intelligent effort to discover and direct pupil abilities, interests, and needs.\nThis latter statement emphasizes the point that the real standard of the\nschool should be related to an adequate and wisely administered guidance\n\nprogram so that failure, in any instance, should either be a reflection upon\nthe school whose functions in direction and diagnosis were at fault or upon\nthe parents who did not support the school standards. A good school must\n\n"}
{"page": 509, "printed_page": null, "text": "Department\n\nof\n\nSecondary\n\nSchool\n\nPrincipals\n\n503\n\nmeet this test satisfactorily from within its own organization and, at the\nsame time, carry understanding to the home and obtain aid from the parents.\nAnother way of measuring school efficiency develops out of the situation\nI have been considering. We need a new interpretation of the standards we\nhave created in respect to marking schemes and devices. Our individual\n\npersonnel and guidance work plus the findings of research should be devel¬\noped sufficiently to measure individual capacity of the pupil over against\nhis actual achievement. Under such a plan the only mark deserving con¬\nsideration would be that which measured the relationship of accomplishment\nto capacity.\nPossibly another standard by which the good high school could be judged\nis in respect to the specific provisions for those pupils who do not respond\nto abstractions, who cannot or will not think; but whose emotions may be\nan ever ready and productive source of response. There are high-school\nprincipals who believe that what a school does for such pupils is a more\nsignificant indication of effective education than what is done for a no larger\nnumber who are winning honors in abstract subjectmatter.\nAnother possibility which may have received less attention than it deserves\nmay be summarized under the name of agencies of pupil expression. We are\nnot, in this instance, thinking primarily of the creative arts. We are thinking\nbeyond the mere test of the classroom to demonstrations of expression in the\nactivities of the school and of the community. Unfortunately the lack of\nstandards in these regards within the community, oftentimes nullifies the\nsuperior standing of the school in its relationship to the specific pedagogical\nstandards, which are supposed to set up the formula by which our main\nquestion of what constitutes a good school is answered.\nWhat are the ideals of the good school? Instantly comes the question, how\nare we to measure them? Suffice it to point out the fact that each school\nby design, or by utter lack of intent, gives ample indication of its idealistic\nor motivating spirit. Perhaps it is expecting too much to hope that a workable\nstandard may be offered amid such intangibles. The fact remains that the\nmorale, the spirit, the manifest idealism of the school may not be wisely\nignored in any attempt to determine what constitutes the good school.\nObviously a direct effort to establish ideals or attitudes within the school\nshould be skilfully tuned to the possibilities for practical realization.\nThe\n\ngood school will have harmonized\n\nthe relationships between\n\nplay\n\nand work, leisure and recreation. Our standards in’ this field have been\nwoefully insufficient or worse. The variance in achievement among second¬\nary schools is well enough known by principals and college admission officers.\nHow many pupils work too hard? How many are affected nervously by too\nmuch mental strain and too little physical activity? How many wear them¬\nselves out with excessive play and recreational activity and allow their\nmental equipment to be slightly, if at all, stimulated by scholarly endeavor?\nWhat checks and balances are there in the program of work and play relative\nto an understanding, appreciation, and maintenance of good health? Do\norganization and methods combine to the fostering of efficient work habits\n\n"}
{"page": 510, "printed_page": null, "text": "504\n\nNational\n\nEducation\n\nAssociation\n\nwith adequate knowledge of working technics and methods of study? How\nwell have the ends of leisure and of work been translated into immediate\nvalues, into conscious application to the life that now is? All of these are\nquestions which cannot remain unanswered in any intelligent appraisal of\nthe factors which constitute a good high school.\nIt is especially important to stress the significance of effective teacher\nunderstanding and responsibility if we are to realize improvements in stand¬\nards. May we emphasize that most of all the making of a good school will\ndepend on superior mental abilities, effective personal attributes, and the\npotentiality for continued growth on the part of the teaching staff.\nObjectives of the secondary school which may be interpreted into prac¬\ntical standards are particularly important, not only as measures of what is\nbeing done but as directional stimuli to better purposes and more equitable\naccomplishment. The school has been and must continue to be the standard\nbearer against a multitude of varying interests and forces which ever con¬\n\nspire to a lowering of the most worthy ideals and the highest achievement.\n\nWHAT\nBY\nWALTER\n\nCONSTITUTES\nWHAT\n\nA GOOD\n\nSTANDARDS\n\nL. BISSELL,\n\nHEAD,\n\nSECONDARY\n\nSHOULD\n\nIT\n\nENGLISH DEPARTMENT,\nCLEVELAND, OHIO\n\nBE\n\nSCHOOL\n\nAND\n\nEVALUATED?\n\nCENTRAL\n\nHIGH\n\nSCHOOL,\n\nFirst, I see in presentday conditions the necessity for the teacher to modify\nhis technic to enable him to do as good a job as he has been doing — better if\npossible — with less time per pupil in which to do it. Everywhere drastic\neconomies have increased the teacher’s load.\nBy what methods may the teacher meet this first challenge? The answer\nwill probably come from the pooling of methods and resources. The good\nsecondary school of today and tomorrow will call upon the pupils them¬\nselves for a far greater cooperation in the work of teaching themselves\nthan they have been asked to give in the past. The teacher in the classroom\nwill guide and counsel and inspire more and talk less. In this newer technic\nthe pupil will more and more be taken into junior partnership in the busi¬\nness of education and he will assume a larger responsibility for the citizen¬\nship of his classroom community.\nFrom here it is but a short step to my second proposal for the secondary\nschool that stands ready to accept the challenge of the times. The school\nof today and tomorrow must settle down seriously to the task of turning\nout young men and women better equipped for social responsibilities. We\nhave by no means exhausted our possibilities. It is difficult to conceive of a\nset-up more ideally contrived for training in citizenship than the secondary\nschool affords, and yet we are turning out from these laboratories thousands\nof young men and women who have never proved by actual test or in practise\nthat they are fitted for the larger community of city, state, and nation.\n\n"}
{"page": 511, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\n505\n\nPrincipals\n\nThe third challenge is to restore to youth his rightful hope for his future\nand his confidence in the precept that honest effort achieves success. Youth\ntoday is looking out upon a world of bread lines and soup kitchens. He feels\nthat the world today doesn’t need him and hasn’t any job for him. Yet the\ngravest danger to him lies not in his realization that he isn’t wanted, but\nrather in his confusion as to what it is all about. He looks upon a world of\nshattered ideals, a world disillusioned by war. Youth is naturally an idealist,\na hero-worshiper. He sees everywhere idols smashed, captains of finance\ndiscredited, the gangster publicized by tabloid sheets and Hollywood films.\nLittle wonder youth doesn’t understand. Who does?\nWe must build for him other and worthier ideals. We\n\nmust not let him\n\ngo forth without aspiration. As never before we must glorify for him the\nconquests of the scientist, the architect, the craftsman, the scholar, the artist,\nthe social worker. There must still be the thrill of the game.\nWHAT\nBY\n\nCONSTITUTES\nWHAT\n\nFREDERICK\n\nHOUK\n\nA GOOD\n\nSTANDARDS\nLAW,\n\nSHOULD\n\nPRESIDENT,\nNEW\n\nSECONDARY\n\nHIGH\n\nYORK,\n\nIT\n\nSCHOOL\n\nBE\n\nSCHOOL\n\nAND\n\nEVALUATED?\n\nTEACHERS\n\nASSOCIATION,\n\nN. Y.\n\nConstant relationship with reality, thru constant illustration from daily\nlife, marks the ideal secondary school. Illustration and application, every\nlesson married to the life of today, make every lesson in every subject a\nprophecy for the future.\nThe opening of the doors of opportunity for individual lives marks the\nwork of the best secondary school. A course of study or a lesson that has\nno value for the pupil is one that is omitted by the true school, for such a\nschool centers all its work around individual needs. For that reason it groups\nits pupils ; it has a variety of courses ; it adapts its work to the personalities\nof the pupils, as well as to the needs of the community.\nWhat constitutes a good secondary school? The ideal secondary school\nis a school that gives to every pupil the greatest incentive to wish to learn,\n\nthe greatest curiosity to find out what, why, and how; the greatest oppor¬\ntunity to gain skill, thru observation, imitation, and practise; the greatest\nwish to work thruout life in such a way as to do most for humanity, for\ncountry, and for self.\nBy what standards should a secondary school be evaluated? Certainly\nnot by the routine of its procedure ; not by the number and the kind of its\ncourses of study; not by the number of its pupils or teachers; not by the\nvalue of its equipment, but wholly and solely by its product in the lives of\nits graduates and former students. No one would think of judging a factory\nby anything except its product, aside from the safety, the comfort, and the\nfair treatment of its workers, and its general harmony with effective methods\nof work. The real test comes with the product, and on that test the reputa¬\ntion is made or lost.\n\n"}
{"page": 512, "printed_page": null, "text": "506\n\nNational\n\nEducation\n\nAssociation\n\nBy what standards should a secondary school be evaluated ? By the ques¬\ntioning attitude of its pupils when in school ; by their lives after graduation ;\nby their work as individuals, as citizens, as world-minded human beings in\na common brotherhood of man; by their affection for their teachers and\ntheir school, both before and after graduation.\nThe huge secondary schools of today, with their thousands of pupils,\ntheir costly and elaborate buildings, and their variety of work, have turned\nin the direction of mass imprintation, of larger and larger units of instruc¬\ntion, and have brought about such an involved machinery that now pupils\nand teachers are scarcely acquainted, and frequently know little or nothing\nabout one another’s inner lives and ambitions. It is not money that will save\nthe schools. It is a return to the old intimacy between teacher and pupil.\nWHAT\nBY\nGEORGE\n\nCONSTITUTES\nWHAT\n\nA GOOD\n\nSTANDARDS\n\nE. CARROTHERS,\n\nSECONDARY\n\nSHOULD\n\nPROFESSOR\nIGAN, ANN\n\nIT\n\nOF EDUCATION,\nARBOR, MICH.\n\nBE\n\nSCHOOL\n\nAND\n\nEVALUATED?\n\nUNIVERSITY\n\nOF MICH¬\n\nThe commissions on secondary schools of the six regional accrediting\nassociations have set themselves the task of finding an answer to the question,\nWhat is a good high school? George F. Zook, United States Commissioner\nof Education, has given his unqualified support to the study and has already\nrendered valuable assistance in getting the study started.\nEach regional association has a set of standards for use in selecting schools\nto be approved. These have been built up piece by piece, standard by stand¬\nard, over a long period of time, and, as some claim, possibly without due\nregard to changing social conditions. It is always the hope that only good\nschools will be selected. It is also hoped that no good school applying for\nmembership will be rejected. Yet the standards, for the most part quantita¬\ntive in nature, may exclude schools doing a good quality of work.\nQuantity is even today of great importance but quality is of still greater\nimportance. It may be that a good quality of production is possible without\nthe necessity of meeting all of the carefully developed, specially prescribed,\nquantitative measures. To find the measure of quality is the first and most\nimportant reason for launching the study.\nA second reason for this undertaking is to try to find a way whereby\nthe regional associations may come to be considered somewhat less as a police\nforce and somewhat more as helpful, stimulating, encouraging friends. At\npresent too large a part of the work is that of checking on member schools\nto see that they do not violate any of the sacred rules and regulations.\nRegional associations ought to be in the most favored positions for helping\ngrowing, dynamic schools.\nThe impact of the six associations, thinking and hammering on the one\nproblem at the same time thruout the nation ought to be immensely better\nthan any association working alone. Also, the present appears to be a very\nsuitable time for the inauguration of such a study. The twenty-eight volumes\n\n"}
{"page": 513, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\n507\n\nPrincipals\n\nof the National Survey of Secondary Education, just being received from\nthe press, contain a large amount of useful information.\nThe Commission on Institutions of Higher Education of the North Cen¬\ntral Association is just now completing a study of standards for use in\naccrediting colleges. Dr. Zook and his committee doubtless will have noted\nsome difficulties along the way which they can help the secondary commis¬\nsions avoid. They have probably developed certain technics which can be\npassed on. They will doubtless have discovered certain guiding principles\nwhich will be useful to a committee organized to study standards for the\naccrediting of secondary schools.\nTo save these commissions on secondary schools for a continuance of\ntheir leadership, it seems wise and timely to plan for an internal survey.\nThose most concerned want to know how best to pilot the organizations\nalong broader paths of usefulness.\nWHAT\nBY\n\nCONSTITUTES\nWHAT\n\nCLYDE\n\nA GOOD\n\nSTANDARDS\n\nM. HILL,\n\nSECONDARY\n\nSHOULD\n\nIT\n\nBE\n\nSCHOOL\n\nEVALUATED?\n\nCHAIRMAN,\n\nDEPARTMENT\n\nOF EDUCATION,\n\nUNIVERSITY,\n\nNEW\n\nCONN.\n\nHAVEN,\n\nAND\n\nYALE\n\nIn the signs of the times he who runs may read at least three trends, por¬\ntentous in themselves and bearing directly on this matter of high-school\neducation. We are at last beginning to realize the fact that social recon¬\nstruction is a continuous and never-ending process, which in a society suffi¬\nciently intelligent need no longer be haphazard or reckless. We are beginning,\nalso, to suspect that technological progress is bound to continue in a world\nwhich has yet to learn to distinguish between idleness and leisure. And we\nare dimly conscious that society as a whole is becoming more liberal-minded,\nslowly overcoming the inhibitions of the century gone by. These things we\nrealize, more or less definitely; their significance for education and particu¬\nlarly for high-school education we have not yet clearly perceived.\nOnce social reconstruction is recognized as continuous, planning is sure to\ntake a more prominent place in the process than has been the case in the past.\nWhile leadership in social planning will come from technically trained indi¬\nviduals, success will be largely dependent upon the extent to which there is\nconsent, understanding, and intelligent cooperation on the part of the masses.\nThis means that all normal adolescents, as well as adults, must participate in\nthe process, not only now but in the future.\nHence, the task of the high school becomes the preparation of adolescents\nto participate in bringing about desirable changes in the social order, and the\ndevelopment\n\nof an ability to adapt themselves successfully to a new\n\nsocial\n\norder, a new code of morality, and a new way of living. The high school\nmust, to some extent at least, anticipate the direction of social change. Thru\nits students it will inevitably exert great influence and can guide change\n\n"}
{"page": 514, "printed_page": null, "text": "508\n\nNational\n\nEducation\n\nAssociation\n\nalong socially desirable lines. The implications of this newly interpreted task\nfor the school itself are momentous. What is taught, how it is taught, and\nthe administration of the entire system will be affected fundamentally.\nTechnological progress means that there will be a new attitude toward\nthe place of work in society, very different from the traditional conception.\nIt has been suggested that we shall have a new code of morals based upon\nan economy of plenty. We have already discovered that, altho many people\ndo not work, they must eat. Certainly, there will be a change in the ratio of\nwork time and leisure time. It is likely that what we now look upon as serious\nunemployment will become a normal situation. There will come a better\ndistribution of the world’s work than exists at the moment, but normally\nwe shall all be confronted not with short blocks of leisure time but with\nlarge blocks of it. Whatever may be the first reaction to the new freedom,\nmen are sure to find in creative self-expression the answer to the problem\nwhich the new leisure presents to the individual and to society as a whole.\nHere the high school will have to lay a new emphasis.\nTEXTBOOKS\n\nAND\n\nLESSON\nHIGH\n\nOUTLINES\n\nIN\n\nTECHNICAL\n\nSCHOOLS\n\nBENJAMIN\n\nF. COMFORT,\n\nPRINCIPAL, CASS TECHNICAL\nDETROIT, MICH.\n\nTechnical\n\nhigh schools in the United\n\nHIGH\n\nSCHOOL,\n\nStates started after Paul Hanus\n\nvisited Germany and reported on what the Germans had accomplished in\ntechnical and trade school education for fifty years previous. That was\n1905-06. The Germans were very secretive about technical knowledge and\nthe teaching of it and the United States had to originate its own technic in\nteaching adolescent students laboratory and shop practise. Consequently,\nthere has been an evolution along these lines little known to the cut and\ndried academic teacher in the past twenty-five years.\nIn 1904 the Germans made the dictum that they had nothing to fear from\nthe United States in world trade competition, after visiting our schools and\n\nexposition in 1904. They said we were neglecting trade and technical educa¬\ntion, and a wave of indignation arose. American pride was hurt. The news¬\npapers took up the hue and cry and belittled our teachers because we had\nnot kept abreast of Germany in technical education.\nSince that time American schoolmen have been busy, and today we have\n\ntechnical high schools, trade schools, and corporation schools second to none\nin the world.\nBut the crux of the problem came in what we should teach these adoles¬\ncents and what not to teach. Germany would not give us any of her experi¬\nence. Their instruction was a state secret like their manufacture of analine\ndyes and serums which they capitalized.\nBut Yankee ingenuity came to the front and we drew on our own\nto develop a technic suited to our own\n\nresources\n\nneeds and to apply it in our own way.\n\n"}
{"page": 515, "printed_page": null, "text": "Department\n\nof Secondary\n\nSchool\n\n509\n\nPrincipals\n\nConsequently, the Cass Technical High School, Detroit, Michigan, has been\na laboratory for the development of secondary technical education for the\npast twenty-seven years. It was established in 1907.\nLaboratory manuals, lesson sheets, unit courses, and textbooks have been\nevolved out of the work under the different department heads who are\n\ngraduate engineers with ripe experience in industry, and who are teachers\nof adolescents of long standing. The courses have been evolved under the\nsystem of calling in the industrial managers and foremen who have pre¬\nscribed the equipment for the shops and laboratories and who have collabo¬\nrated with the teachers on the content of the subjectmatter to be taught.\n\nCass Technical High School used the method to first introduce anything\nnew in its curriculum in the evening school and try it out with the adults.\nIf it succeeds there and proves itself to be what men and women want, then\nit is adapted to the capacity and level of the adolescent mind. Thus have been\ndeveloped courses in shop; mathematics; electrical construction and arma¬\nture winding; machine shop practise ; chemical analysis ; metallurgy, material\ntesting; aeronautics; auto mechanics; home economics; dietetics; occupa¬\ntional therapy; printing; tool designing; and many others.\nThe result of these policies is that the Cass Technical High School has\n4700 day students and sends out 700 senior high-school graduates each year\nwho are gladly received in the varied industries of Detroit. The evening\nschool has 4000 who pursue unit courses mostly, and who are working in\nthe industries, but who desire additional technical knowledge to advance\nthemselves in their particular occupations. It gives the people the kind of\n\neducation that they desire and are eager to acquire.\nTextbooks, laboratory manuals, and lesson sheets have been developed in\nthe leading technical high schools of the United States and Canada, a list\nof which has been compiled by the speaker and is available by writing to\nCass Technical High School.\nDISCUSSION\n\nGROUPS\n\nAND\n\nRESEARCH\n\nSECTION\n\nDue to space limitations, the material from the discussion groups and\nresearch section of the winter meeting is not included in this volume of\nProceedings. This material may be found in full in Bulletin No. 50, Pro¬\nceedings of the Eighteenth Annual Meeting of the Department of SecondarySchool Principals, March, 1934.\nTHE\n\nFUNCTIONS\n\nOF\n\nPEACE\nARTHUR\n\nCHARLES\n\nWATKINS,\nON\n\nTHE\n\nSECONDARY\nOF\n\nTHE\n\nDIRECTOR\n\nPARIS\n\nPACT,\n\nSCHOOLS\n\nIN THE\n\nWORLD\n\nOF THE\n\nNATIONAL\n\nWASHINGTON,\n\nSTUDENT\n\nFORUM\n\nD. C.\n\nPractically all schools of thought in the educational field agree that it\nis one of the chief functions of education to train boys and girls for citizen¬\nship. As 80 percent of the high-school population in the United States never\n\n"}
{"page": 516, "printed_page": null, "text": "510\n\nNational\n\nEducation\n\nAssociation\n\ngoes on to higher school training, it is clear that a large part of the duty of\ncitizenship training falls upon the secondary schools.\nAs the Paris Pact is the supreme law of the land and represents the higher\npeak of our foreign policy, it is the duty of the schools to teach it. This may\nbest be done in correlation with history, civics, problems of democracy, or\nother social science classes. It has been done in this way in 8000 American\nhigh schools in the last five years.\nThe great civic problem today, as always, for all people is that of learning\nhow to live together. The problems that press upon all today, as all you\nteachers well know, are such as these: ways of earning a living; attitudes\ntoward those who differ — tolerance, intolerance, appreciation, and encour¬\nagement; patriotism and the concept of loyalty; standards of ethics, war,\nand peace.\nHistory study should lead to the cultivation in both teachers and students\nof a policy of fair judgment. In the study of wars and of political and social\nconflicts, a class effort should always be made to discover and formulate the\ncase for both sides and then to appraise the case as justly as possible. Always\nthe students should be helped to remember that no nation or party of indi¬\nviduals had all the right or all the wrong on its side. There is much to be\nsaid for the suggestion that history textbooks should be written by a group\nor commission representing disinterested as well as interested points of view.\n\nThe most-to-be-desired outcome of the study of history, civics, problems\nof democracy, international relations, and the one most important in train¬\ning for the higher citizenship is that of patriotism. A really fruitful study of\nhistory, covering the story of how our country has grown out of the past,\nwith all the precious vital offerings that have been made to its present state,\nshould lead every student to a deep and genuine respect and love for the\ncountry in which he was born or for that into whose life he has been adopted.\nGenuine patriotism will contain no boasting of superior qualities or for¬\ntunate circumstances. It will be marked by a consciousness of the high and\nspecial calling of the nation, thru its unique gifts and advantages, to serve the\nworld at large. Patriotism will understand that, whatever skills or advan¬\ntages have come to us as a nation, in the world economy these lay us under\nobligation to utilize them in behalf of all neighbor peoples. Moreover, the\ntrue patriot will desire no present or future advantage for his own country\nat the expense of or to the disadvantage of a neighbor country. In other\nwords, patriotism must never degenerate into what is known as nationalism.\nAmerica is indebted to all the rest of the world for what she is today. She\nhas a deep responsibility to share her advantages with the rest of the world.\nShe may and should offer her benefits but she should never think of herself\nas resting under “the white man’s burden,” as imperialistic thought has\nexpressed it. In humility she should endeavor to become conscious of her\nfaults, and eager to correct them before the eyes of her neighbors. Above all\nelse, she should strive to become the ideal citizen-nation among the nations,\ndecently, actively cooperative, inasmuch as she is dependent upon all and\nthey are all to a great degree dependent upon her.\n\n"}
{"page": 517, "printed_page": null, "text": "Department\n\nPROPOSED\n\nof Secondary\n\nNATIONAL\n\nSTUDY\n\nSchool\n\nOF\n\nPrincipals\n\nSECONDARY-SCHOOL\n\nSTANDARDS\n\nBY\n\nJOSEPH\n\nPROFESSOR OF SECONDARY EDUCATION,\nFOR TEACHERS, NASHVILLE, TENN.\n\nROEMER,\n\nREGIONAL\n\n511\n\nSTANDARDIZING\n\nAGENCIES\n\nPEABODY\n\nCOLLEGE\n\nThe cataclysmic changes that have been felt in commerce and industry\nare equally strong in the educational world. Old objectives are being re¬\nwritten ; long established procedures are being abandoned ; venerable stand¬\nards are being discarded ; and almost every educational philosophy, belief,\ndictum, or practise is being given the acid test.\nFor a number of years there has been a growing restlessness and dissatis¬\nfaction on the part of many educators with the standards and procedures\nof the various regional associations. The criticisms have been that standards\nare mechanical, arbitrary, and unscientific; that they hurt rather than\nhelp the program of secondary education in many instances; do not meas¬\nure accomplishments, products, and qualities; stress the letter rather than\nthe spirit of school work; stress standardizing procedures rather than educa¬\ntional problems; restrict advanced schools from doing the best work by\nforcing too close adherence to arbitrary standards; and measure mechanic\nand static conditions rather than programs, products, outcomes, results, and\nachievements.\nIn the proposed national study an effort will be made to find what the\ncharacteristics of a good secondary school are, by what means and processes\na good school develops into a better school, what means and methods may\nbe employed to evaluate the activities of a school in terms of its objectives,\nand how regional associations may stimulate secondary schools to con¬\ntinuous growth.\n\nStandards must be developed that will deal with such problems as experi¬\nmental modification of school procedures ; personnel work with pupils ; cul¬\ntivation of reading habits outside of school ; a well-balanced inclusive curri¬\nculum;\n\nan organized, functioning extracurriculum activities program; an\nintramural sports program; guidance work; school-community relation¬\nships; professional activities of faculty; an inclusive office set-up; and a\ncomplete health program.\n\nThe proposed standards presume, as a working hypothesis, that regional\nstandardizing agencies exist for the purpose of stimulating secondary schools\nto continuous growth and all procedures and physical facilities of the sec¬\nondary school will be judged in terms of this hypothesis. All the means or\ninstruments of measurement derived will have to do with evaluating the\neffectiveness of a school in terms of its program and its stated objectives.\nThen, on this new basis of standardizations, the characteristics of a good\nsecondary school will be sought in terms of its growth, its development, its\nprogram, its effectiveness, its output or product. Physical facilities will be\nconsidered only as a necessary means — the machinery needed to turn out\nthe product — the real thing to be considered.\n\n"}
{"page": 518, "printed_page": null, "text": "512\n\nNational\n\nEducation\n\nAssociation\n\nEvidently a goodly portion of patience and common sense must be exer¬\ncised in working out this program. Too much is at stake to act hastily\nand without due deliberation. It is going to be necessary to make some\nadjustments in this two- or three^ear transition period. Present standards,\nproperly modified, will have to function until the new ones are ready.\nHOW\n\nTHE\n\nSCHOOLS\nOSCAR\n\nGRANGER,\n\nGUIDANCE\n\nMAY\n\nPROGRAM\n\nFUNCTION\n\nPRINCIPAL,\n\nIN THE\n\nIN\n\nSECONDARY\n\nNEW\n\nDEMOCRACY\n\nHAVERFORD TOWNSHIP\nUPPER DARBY, PA.\n\nSENIOR\n\nHIGH\n\nSCHOOL,\n\nThe function of the secondary schools in the new democracy is to train the\ngrowing citizen in the important business of living in a complex society.\nThe training necessary in the business of making a living will be left to\nthe post high-school period. The business of guidance will not stop at mere\nvocational and educational problems, but will deal daily with the growing\ncitizen, guiding his development,\n\nphysically, intellectually, and socially, so\n\nas to produce a well-rounded citizen for the new democracy. This citizen\nwill be physically able to perpetuate his race. He will be intellectually well\nequipped and he will have developed a social consciousness that will make\nhim act for the good of society rather than for selfish personal gain. A new\nkind of individualism will take the place of the rugged individualism that\nserved in the past. This new individualism will preserve American liberty\nby so schooling the citizen that he will find his satisfaction in self-assertion\nin actions helpful to his society.\n\n"}
{"page": 519, "printed_page": null, "text": "DEPARTMENT\nSocial\n\nOF\n\nStudies\n\n"}
{"page": 520, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof social\n\nstudies\n\nNOTE\n\nwas formerly\n\nthe National\n\nCouncil\n\nfor the Social Studies and zuas created as a Department of the National\nEducation Association by the Board of Directors at the Indianapolis\nmeeting of the Association in 1925.\nThe officers of the Department for the year 1934-25 are: president,\nHoward E. Wilson , Graduate School of Education , Harvard University ,\nCambridge, Mass.; first vicepresident, Edgar B. Wesley, Assistant\nProfessor of Education, University of Minnesota, Minneapolis, Minn.;\nsecond\n\nvicepresident,\n\nDepartment,\n\nRoy\n\nO. Hughes,\n\nAssistant\n\nDirector,\n\nCurriculum\n\nPublic\n\nSchools, Pittsburgh, Pa.; secretary-treasurer,\nBessie L. Pierce, Associate Professor of American History, University\nof Chicago, Chicago, III.; board of directors: Cecelia R. Irvine, Uni¬\nversity High School, West Los Angeles, Calif.; William A. Hamm,\nHead, Social Studies Department, Walton High School, New York\nN. Y.\n\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n19 26:653-663\n19 21:679-695\n\n1928 -.651-654\n1929 : 633 -642\n\n1930 : 5 97 -606\n1931 :62 1-632\n\n1932 :525-532\n19 33: S3 1-5 36\n\n"}
{"page": 521, "printed_page": null, "text": "IMPLICATIONS\n\nOF\n\nON\n\nSOCIAL\n\nTHE\n\nTHE\n\nREPORT\n\nSTUDIES\n\nHISTORICAL\nR. O. HUGHES,\n\nASSISTANT\n\nOF\n\nTHE\n\nTHE\n\nCOMMISSION\n\nAMERICAN\n\nASSOCIATION\n\nDIRECTOR\n\nSCHOOLS,\n\nOF\n\nOF\n\nCURRICULUM\n\nPITTSBURGH,\n\nSTUDY,\n\nPUBLIC\n\nPA.\n\nThe report of this Commission was a disappointment to many who\n\nlooked for a fairly definite statement of policies and program that might\nbe taken up by the schools of the United States. The Commission deliberately\nchose not to be specific about such recommendations, tho it did take positive\nattitudes on matters of a social and economic character and on certain educa¬\ntional methods where such definite pronouncements had not been antici¬\npated. The form and language of the report is not of a character to give it\nwide popular appeal.\nIf the report intends to propose the acceptance and inculcation of the\nidea that a social and economic order built on the principle of collectivism\nis inevitable, it goes farther than many are willing to follow it.\nThe report properly emphasizes the importance of a treatment of the\nsocial studies which will constantly cohere with current life and problems\nand will make such an attitude the governing principle in the arrangement\nof a school curriculum. It also properly stresses the desirability of arranging\na program which will be continuously logical and developmental in char¬\nacter and adjusted to the interests and capacity of pupils, beginning with\nthe kindergarten and continuing all the way thru the school program into\nthe junior college and adult education. Much faithful effort has been de¬\nvoted to the work of the Commission by those who have been actually\nresponsible for the administration of its work. The special monographs\nissued under its auspices may be even more valuable than the formal report\nof the Commission. If thru its activities more intelligent attention will be\ndirected towards the importance of the social studies in school, community,\nand nation, its work will have been worthwhile.\nIMPLICATIONS\n\nOF\n\nON\n\nSOCIAL\n\nTHE\n\nTHE\n\nREPORT\n\nSTUDIES\n\nHISTORICAL\nKENNETH\n\nE. GELL,\n\nEAST\n\nOF\n\nOF\n\nTHE\n\nTHE\n\nCOMMISSION\n\nAMERICAN\n\nASSOCIATION\n\nHIGH\n\nSCHOOL,\n\nROCHESTER,\n\nN. Y.\n\nTeachers and supervisors of the social sciences in the secondary schools\nwho have waited five years for the final report of the Commission on the\nSocial Studies must have received the report with mingled feelings.\nThe Commission’s report has much of value in it in those sections which\nare treated with generality or deal with visions of the future. In such matters\n[515]\n\n"}
{"page": 522, "printed_page": null, "text": "516\n\nNational\n\nEducation\n\nAssociation\n\nit has rendered services to the high-school teacher in the following ways:\nit has emphasized the importance to society of the social sciences and the\nsocial science teacher; it has sponsored a liberalism in the interpretation of\nthe present state of society ; it has reaffirmed education as an art ; it has crys¬\ntallized in its “Frame of Reference” the chief characteristics and conditions\nof our society in a way so clear that he who runs may read. In these regards\nthe report will be a uniting force within the profession for our further efforts\nand will give us a common reference point for future thinking.\nThe Commission’s report would have been more valuable if it had not\nneglected to take account of certain important facts regarding the character\nof American secondary education, such as its mass instruction, the civil\nservice character of the teachers, and the fact that few students progress\nbeyond the high school and many more fail to remain for the full course.\nThis last fact places an importance upon the high-school curriculum\nis not properly stressed in the report.\n\nwhich\n\nThe Commission’s report is disappointing in that it is much too general\nin its terms to be of great practical value in curriculum building. It fails to\ngive due consideration to the fact that education must differ in its content\nand method with the mentality and needs of individual students, and the\nreport thereby fails to assist adequately in the important and concrete task\nof detailed curriculum construction. The report’s chief weakness is its chap¬\nter on “Tests and Testing” which seems to go counter to the literature and\nbest thought on that subject, and in so doing must either bring confusion\nto our present understanding and practises or be repudiated.\nLEARNING\n\nGEORGE\n\nW.\n\nEXERCISES\n\nHODGKINS,\n\nFOR PUPILS\nSTUDIES\n\nTEACHER,\n\nWASHINGTON,\n\nIN\n\nROOSEVELT\n\nTHE\n\nHIGH\n\nSOCIAL\n\nSCHOOL,\n\nD. C.\n\nTradition tells us that read-memorize-recite was once the accepted formula\nof learning activity in such social studies as were then included in the curri¬\nculum. The modern teacher in this field is aware of a much wider range of\nactivities in which the pupil may engage. Yet, in our critical moments, we\nmay well raise the question whether we have here an organized array of\ndeveloping skills in the handling of social science materials, or a mere col¬\nlection of possible activities to be drawn upon as convenient.\nLearning exercises may be viewed as means of “putting over” a particular\nunit of school work, but educational economy suggests that, to a very large\nextent, they should be developing those same skills and interests which the\npupils can and will continue to use in keeping up with and doing their part\nin the world outside of school days. In this light they must be well adapted\nto the abilities and interests and probable future needs of the individuals\nconcerned, and vitally linked with sound and practical objectives of social\nscience instruction. Various practical problems such as instructional mate¬\nrials and check-up on results must also be taken care of.\n\n"}
{"page": 523, "printed_page": null, "text": "Department\n\nof Social\n\n517\n\nStudies\n\nWhile we may point with pride to the success of some of our pupils in their\nsocial studies activities, there are numerous others in our expanding second¬\nary schools who seem to find little that they can do with real effectiveness\nand satisfaction. It may be that some of the activities are simply unsuite\nd\nto them, but skill in the really suitable activities needs to be developed by\nas carefully planned curriculum arrangements as are accorded to the sequence\nof subjectmatter in our social studies courses.\nUSING\n\nMAPS\n\nH. ALFRED\n\nIN THE\n\nTEACHING\nSTUDIES\n\nMARCHANT,\n\nHIGH\n\nSCHOOL,\n\nOF\n\nTHE\n\nCORINTH,\n\nSOCIAL\n\nN. Y.\n\nOur problem in the use of maps in the social studies may be reduced to\nthese two questions : what maps shall we use, and how shall we use them ?\nTo refer you to specific maps now published might be difficult in view of\nthe proposals I wish to make on how to use maps. Instead, I shall merely\noutline the steps which seem logical to me in the using of maps in the various\nlevels of study in the schools and, incidentally, propose certain principles to\nbe used in the choice of maps.\nDefinite recommendations, which deserve more detailed treatment, follow.\nIn the use of maps proceed step by step from facts and ideas and concepts\nto the use of symbols for those in maps, in order to procure the connection\nbetween the symbols and the realities represented. Stay as close as possible\nto reality in your map representations without causing confusion and with the\nmaintenance of clarity and simplicity in the maps used. Retain the reality of\nmeaning in the maps and by constant visualization, verbal and pictorial, of\nthe connection between the realities represented and the symbols used. Use\nevery map aid given for the purpose for which the map is intended to be\n\nused. Avoid “busy work” with maps, deriving instead only meaningful and\npurposeful information from them. And lastly, be sure your pupils know how\nto read maps before blaming them for failing to obtain desired information\nfrom them. Test the ability of your pupils, and then teach them what thev\nlack.\nMore\n\nspecific recommendations\n\n1. Supplement\n\nrealistic symbols\n\nare:\n\nwhich\n\nmay\n\nbe inefficient with more\n\nrealistic ones where possible before supplanting\nbe done with symbols of direction.\n\nefficient less\n\nthem by the latter. This can easily\n\n2. Develop the concept of the spherical shape of the apparently flat earth\nby a\npicture story of an imaginary journey off into space, in which the curvature of the\nhorizon and the shape of the earth are revealed.\n3. In a series of pictures, demonstrate\nsary for converting it into a flat map.\n\nthe distortion of the spherical map\n\nneces¬\n\n4. Develop more accurately an appreciation of the size of areas mapped by using\nsuccessive maps of small areas followed by larger areas differing in scale by a\nratio\nof not more than about one to ten.\n5.. Keep these visualized stories and the comparison of area constantly before\npupils and frequently in use until they know them almost by heart.\n\n"}
{"page": 524, "printed_page": null, "text": "518\n\nNational\n\nSTIMULATING\nHORACE\n\nAND\nKIDGER,\n\nHIGH\n\nEducation\n\nAssociation\n\nGUIDING\n\nCLASSROOM\n\nHEAD,\n\nSTUDIES\n\nSOCIAL\n\nSCHOOL,\n\nNEWTON,\n\nDISCUSSION\n\nDEPARTMENT,\n\nMASS.\n\nThe best recitation is that recitation which is the most natural. The greater\nthe amount of stimulating and guiding of classroom discussion done by the\npupils themselves, the greater will be the efficiency of the recitation. In our\nquest for ^educational efficiency, we overlook frequently the most natural\nprocedure and replace it with some so-called better way which is unnatural\nand which is ineffective to the extent in which it is unnatural.\nOne of the most telling contributions of the teacher in any classroom dis¬\ncussion is to suggest some possible result from premises advanced in discus¬\nsion. This is not an invitation for a teacher to become an analogy monger,\nwherein he sells his own ideas instead of enlarging upon vital situations aris¬\ning from the factual needs of the group. How frequently a group finds itself\nat a loss to understand adequately some propositon because the funda¬\nmentals are not clear! Then comes the opportunity on the part of the teacher\nto suggest cases or situations which have related and clarifying knowledge\nfor a more complete comprehension of the original project.\nThere will be no confusion if there is the unseen guidance of the teacher —\nan emphasis or enlargement of some topic before the public eye ; the stressing\nof utterly divergent views of persons or newspapers ; the skilful statement\nin a seemingly convincing way of a viewpoint which the teacher knows to\nbe absolutely opposite to the sentiments of some of the class ; the demand of\nthe pupil to know whether such a viewpoint is the accepted one by most people ;\nthe suggestion by the teacher that the best way out is to have the pupil settle\nthe proposition himself by seeking facts.\nThe best recitation is the one in which the teacher is present to stimulate\nrather than to dominate the situation. It is the recitation which in reality is\nnot a recitation at all in the accepted use of the term but is a continuation\nof the inherent right of the American citizen to disagree. It is the extension\nof the habit of argument which arises at no definite time or place but which\ngives each person the inalienable right to express his views whether he suc¬\nceeds in carrying conviction or not.\nHISTORICAL\n\nENTERTAINMENTS\nAND MUSEUMS\nSCHOOLS AND COMMUNITIES\n\nO. W.\n\nJR., HISTORY\n\nMOSHER,\n\nDEPARTMENT,\n\nCOLLEGE,\n\nEMPORIA,\n\nKANSAS\n\nSTATE\n\nFOR\n\nTEACHERS\n\nKANS.\n\nEveryone is a collector of relics of some sort — old letters, pictures, stamps,\nand coins may be found in almost any home, and the intelligent study of\nthese objects has undoubted cultural value. While our states, cities, and\nuniversities have museums for the display of such objects, very little has\nbeen done to encourage public schools, smaller communities, and private\ncollectors in the exhibition and study of their historic objects.\n\n"}
{"page": 525, "printed_page": null, "text": "Department\n\nof Social\n\nStudies\n\n519\n\nIn this, European countries are ahead of us, for there are folk and com¬\nmunity museums and academies that meet even in the smaller towns to\ndiscuss historical questions. At the present time in the United States there\nis a movement to make the cultural life of our small towns, farming districts,\nand community centers created in connection with subsistence homesteads\nand Tennessee Valley projects richer by encouraging worthwhile programs.\nIn these difficult times it is peculiarly fitting that our schools should take\nthe lead in encouraging community efforts for the display, conservation, and\ncollection of its rarities, in providing patriotic and intelligent speakers to\ndiscuss the insistent problems of the day and interpret the projects of our\nadministration.\n\nPublic historical entertainments would aid, too, in bringing to light mate¬\nrials of value that otherwise would escape detection. There are in private\nhands enough Lincoln letters with which to write a more significant life\nof the emancipator if they could only be located, but at present this cannot\nbe done as there is no central depository where records of very valuable\ndocuments in private hands are located. It is evident that some system of\ncooperation between schools, and the state and national historical associa¬\ntions should be created in order that such priceless additions to our history\nbe located and conserved.\n\n"}
{"page": 526, "printed_page": null, "text": "fi\n\nm\n\nzh\\\n\nh\n\n> i j 'j?.\\ i\n\n"}
{"page": 527, "printed_page": null, "text": "DEPARTMENT\nSpecial\n\nOF\n\nEducation\n\n"}
{"page": 528, "printed_page": null, "text": "HISTORICAL\n\nApplication\n\nfor the establishment\n\nNOTE\n\nof a Department\n\nof Special Edu¬\n\ncation was made at the Atlanta convention in 1929. A petition hearing\nmore than 250 names was presented at that time. The creation of the\nDepartment was authorized a year later at the convention in Columbus.\nIn Los Angeles the group of teachers and administrators interested in\nspecial education met on July 2 and final plans for the creation of the\nDepartment were made and a constitution was adopted.\nThe officers of the Department for the year 1934-25 are: president,\nLavilla A. Ward, Supervisor of Special Classes, Department of Public\nInstruction, Madison, Wis.; vicepresident, F. B. Smith, 2717 Ninth\nAvenue, Sacramento , Calif.; secretary-treasurer, Mrs. Ruby Coutu,\nGuidance and Speech Correction, Board of Education, Madison, Wis.\nFacts relating to the establishment of this Department and the record\nof meetings are found in earlier volumes of proceedings as follows:\n1931:633-644\n\n1932 :5 33-542\n\n[ 522 ]\n\n1933:537-550\n\n"}
{"page": 529, "printed_page": null, "text": "SMILEY\n\nASSISTANT\n\nBLANTON,\n\nUNIVERSITY\n\nOF\n\nLIFE\n\nEMOTIONAL\n\nTHE\n\nTHE\n\nCHILD\n\nPROFESSOR\n\nOF\n\nPSYCHIATRY,\n\nSCHOOL,\n\nNEW\n\nYORK,\n\nMEDICAL\n\nCORNELL\n\nN. Y.\n\nThe emotional life has been somewhat neglected in the educational\n\nprogram for the child. It is a fact, however, that intellectual life cannot\nfunction unless there is in the child’s mind a feeling of security, serenity,\nand contentment. Many children with superior intelligence fail in their\nschool work because of fear, anxiety, and feelings of frustration which block\noff their thinking capacity. Especially do we find children who have a feeling\nof wrong-doing because of a too strict early training. I hese children feel so\ninferior, so inadequate, that they are unable to do their school work. 1l hey\ncannot learn. We therefore necessarily are forced to consider the emotional\nlife of the child if we wish to give him a well-rounded education.\nThe three fundamental emotions which we shall discuss are fear, anger,\nand love. Every normal person has a certain amount of fear and anxiety.\nIt is only when this anxiety is unusual in amount or misplaced in its direc¬\ntion, that it is abnormal. Anger occurs when the child is blocked or frus¬\ntrated. If the child has too many restrictions he may develop a case of chronic\nanger or irritation. The love-life of the child is of course important as\nregards his educational life. The child loves his parents and feels secure in\ntheir love. Later on he has to love others outside the home. If the child gets\ntoo much love he becomes dependent and full of anxiety. If he is not given\nenough love and affection he develops a sense of inferiority and a fear. The\nunderstanding of the love-life of the child is of great importance in the\nintellectual training of the child.\n\nTHE\n\nPHYSICAL\n\nMRS.\n\nOF\n\nTHE\n\nPUBLIC\n\nCLARA\n\nHANDICAPPED\n\nTHE\n\nCARE\n\nLOITMAN\n\nCHILD\n\nIN\n\nSCHOOLS\n\nSMITH,\n\nPROVIDENCE,\n\nR. I.\n\nThere are large numbers of children in our public schools who need\nspecial help in order to carry on their school life without detriment to their\nphysical well-being. These children may be classed in one or more of the\nfollowing groups:\nhave\n\nbeen\n\nexperi\nby a physici\nmust be made on physical examinat\nconditi\nenced\nan\nion\non\nwho knows the family and personal history of the child.\nchildre\nn,\n\nwith\n\nculosis; those who have\nexposed to tubercul\nosis.\n\nlesion but whose\n\nconditi\n\non\n\na family\n\nhistory of tubercul\no\n\nsis;\n\nhas passed the acute stage.\n\n[ 523 1\n\nthose who\n\n"}
{"page": 530, "printed_page": null, "text": "524\n\nNational\n\nEducation\n\nAssociation\n\n4. The convalescent group includes children returning to school after diseases\nsuch\nas pneumonia, chorea, or surgical operations.\n5. The miscellaneous group includes children with minor nervous\ndisorders, or\nminor orthopedic defects.\n\nAltho\n\nthese children mentioned\n\nabove\n\nall have definite physical defects\nor handicaps, they have no obvious stigmata and are able to attend regular\npublic schools.\nExtra\n\nrest and extra proper nutrition during the school day is of great\nbenefit to these children. We must try to prevent over-fatigue which is so\nprevalent among our school children and which effects so much harm to\ntheir physical and mental well-being. A practical and efficient school pro¬\ngram which was organized by the writer in the Boston public schools permits\nthe selected children to rest and eat in school under proper supervision\nand\nunder suitable conditions. The child’s own interest in himself must be\nsecured and home cooperation is imperative. Remedial physical defects\nshould be corrected insofar as possible. Physical examination of the child\nshould be made by the physician as often as deemed necessary and the child’s\nphysical health and progress should be followed by the school physician and\nschool nurse.\nOur aim must be to keep our children well and happy, for health is so neces¬\nsary for all the pleasures as well as duties of life. In all our work with our\nchildren, we must not be content\naim at what we ought to achieve.\nWHAT\n\nto achieve at what\n\nwe\n\naim, but we\n\nmust\n\nSHOULD\nBE THE AIMS, FUNCTIONS,\nAND\nRANGE\nOF A SATISFACTORY\nPROGRAM\nOF SPECIAL\nEDUCATION\nFOR ATYPICAL\nCHILDREN?\n\nLEONARD\n\nYOUNG,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nDULUTH,\n\nMINN.\n\n4 he Topic Group F of the General Subject Committee II of the Depart¬\nment of Superintendence for the meeting held in Cleveland, February 1934\nwas assigned the topic, “What Should Be the Aims, Functions, and Range\nof a Satisfactory Program of Special Education for Atypical Children?”\nApproximately fifty people attended the meetings of the group and took\nactive part in the discussions. Superintendents of city and county schools,\nsuperintendents or directors of state special schools, supervisors of special\nclasses in city schools, and teachers of special classes for atypical children in\nstate and city schools made up the group. All those participating in the dis¬\ncussions and in the formulation of the report were actually in touch with\nor engaged\n\nin the work of education of atypical children thru administra¬\ntion, supervision, or classroom teaching.\n\nThe report of Topic Group F printed on page 183 of the Official Report\nof the Department of Superintendence for 1934 is as follows:\nConservative\n\nestimates show\n\nthat one out of five children in the United States\nrequires or will be greatly benefited by a differentiated program of special educa¬\ntion adapted to his needs. Such exceptional children are those who, according to\n\n"}
{"page": 531, "printed_page": null, "text": "Department\n\nof Special\n\nEducation\n\n525\n\nthe White House Conference, “deviate from the average child to such an extent\nas to require special treatment or training in order to make the most of their pos¬\nsibilities.” This group includes children with supernormal mentality, subnormal\nmentality, physical handicaps, emotional and social maladjustments, and multiple\ndeviations from the normal.\nThe aim in the education of the exceptional child is exactly the same as that for\n\nall children, namely, so to develop the whole child, that he may more fully and com¬\ncul¬\npletely participate in, contribute to, and live happily in the economic, political,\ntime.\nhis\nof\nworld\nsocial\ntural, and\nThe function of a program of special education is to provide the services, activi¬\nntally\nties, equipment, and other facilities necessary to achieve these aims. Fundame\nthese\nfor\nimportant among these services is not only the adequate training of teachers\nthem to recog¬\nspecial groups, but also such training for all teachers as will enable\nthey may be\nwherever\nchildren\nnal\nexceptio\nnize and to help solve the problems of\nfound.\n.\n...\n.\nion.\napplicat\nits\nin\npossible\nas\nwide\nas\nbe\nshould\nThe range of such a program\nchildren must\nThe difficulties and problems arising in extending it to all exceptional\nauthorities thiu\nbe met and solved by the cooperation of local, state, and national\nproper legislation and adequate financial support.\n\nThis report is very brief in order to conform to the directions given to\nall topic groups in making their reports.\nThe members of the discussion group realized that only a portion of the\nincluded in a\nnumber of atypical children who would be benefited are now\nchildren are\nprogram of special education. This is due to the fact that many\ngroups.\nnot centrally located so that they may be brought together in class\nand means\nUntil the local, state, and national authorities work out ways\nbe included\nfor bringing these isolated pupils together in groups, they must\nwere\nin regular classes. For this reason the members of the discussion group\ninclude\nemphatic in their recommendation that teacher-training institutions\nwill enable\nin their courses in education * such training for all teachers as\nonal children\nthem to recognize and to help solve the problems of excepti\nwherever they may be found.”\ntopic\nWhile it could not be included in the limit set for the report of the\na satisfactoi\\\ngroup, it was the opinion that the responsibility for setting up\nthe depart¬\nprogram of education for atypical children rests primarily with\nshould and\nment\ndepart\nment of education of each state. However, the state\n\nmust have\nauthorities.\n\nthe financial cooperation\n\nTREATMENT\nOSKAR\n\nDIETHELM,\n\nASSOCIATE\n\nOF\n\nOF\n\nand\n\nlocal educational\n\nDISORDERS\n\nSPEECH\n\nPROFESSOR\n\nUNIVERSITY,\n\nof national\n\nPSYCHIATRV,\n\nBALTIMORE,\n\nJOHNS\n\nHOPKINS\n\nMD.\n\nto distinguish\nFor the correct treatment of speech disorders it is essential\nof the biain or\nbetween disorders which are due to an organic distuibance\nfor speech, and\nto malformation of the peripheral organs which are used\nnces. The teim stutter¬\nspeech disturbance which is due to emotional influe\nis no organic basis\ning” should be applied to this latter group only. There\n\n"}
{"page": 532, "printed_page": null, "text": "526\n\nNational\n\nEducation\n\nAssociation\n\nfor stuttering. We therefore have to study the child’s personality make-up\nand try to understand the factors which are disturbing his ease. It is not\ncorrect to use speech training for the correction of stuttering, because a\nstutterer can talk perfectly well when at ease. Speech training is used for\nall the disorders which are on an organic basis. Even in these cases, however,\nthe child s personality has to be taken into consideration and unfavorable\nenvironmental\n\ninfluences adjusted. Speech training in connection with gen¬\neral reeducation is also of considerable importance in cases where faulty\nspeech is due to poor education or to general behavior disorders.\nStuttering is a speech habit which is formed in the plastic years of early\nchildhood. It may therefore become so ingrained that it is no longer modi¬\nfiable. As in every personality disorder, the outcome of treatment depends\non how long the difficulty has existed and the extent to which disturbing\npersonality and environmental factors can be modified.\nPSYCHOLOGICAL\n\nMRS.\n\nGRACE\n\nMOORE\n\nRESEARCH\nIN\nTHE\nDEAF\n\nA\n\nSCHOOL\n\nHEIDER, RESEARCH DEPARTMENT,\nNORTHAMPTON,\nMASS.\n\nCLARKE\n\nFOR\n\nSCHOOL,\n\nI can best tell you what we are doing at Clarke School, and what we\nhope to do, by describing two or three concrete problems on which we have\nbeen working during this last year.\nFirst, there is a study of lip reading. It is more important than any single\nschool subject for the hearing child since it is not only an end in itself but\nto some\n\nextent the means\n\nby which\n\nother subjects will be mastered.\n\nMore\n\nthan that, upon his success in lip reading will often depend his social adjust¬\nment in a world where most people hear.\nWe\n\nbased our study of lip reading on a motion\n\npicture test which\n\nwe\n\nchecked with the teachers’ estimates of lip-reading ability. One of the most\nstriking results that we found was very great individual differences in lip\nreading. On the average we found that the difference between the best and\npoorest lip reader of each age-group was ten times the yearly progress.\nOne would probably not find such a wide range of difference in an ordi¬\nnary school subject. T his means that lip reading involves special problems.\nIt is probably more\n\ndependent\n\non natural ability than on training. In fact,\nafter the initial stages lip reading seems to be relatively independent of\namount of training.\n\nWhat\n\nare these abilities on which\n\nlip reading depends?\n\nFirst, one suggests\n\ngeneral intelligence, i. e., that lip reading is more dependent on intelligence\nor general capacity to learn than upon knowledge resulting from any specific\ndiscipline. This is true to some extent, yet it does not fully explain differences\nin lip-reading achievement. Every teacher knows that there are children\nwho show great ability in other work who are very poor lip readers. One\n\n"}
{"page": 533, "printed_page": null, "text": "Department\n\nof Special\n\nEducation\n\n527\n\nfinds the same discrepancy in performance tests. In some cases the child who\nobtained an unusually high score on a mental test was at the bottom of his\ngroup on lip reading. Achievement tests offer indirect evidence of this same\nfact.\non what\n\nThen,\n\ndoes lip reading depend?\n\nTeachers\n\nof lip reading have\n\nlong stressed the importance of personality. Thus, they speak of alertness of\nmind as making for good lip reading. Again, most teachers agree that the\nperson with a keenly analytical mind often has difficulty in reading the lips.\nThis observation can be understood when we think of the actual task involved\nin lip reading. Many of the elements of speech are made in the back of the\nmouth and are not visible for lip reading. The pattern of lip reading lacks\nmany of the essential elements of the spoken language to which meaning is\nattached. It offers an incomplete picture. Therefore, the understanding of\nlip reading involves an ability to grasp wholes — to supply missing parts —\nand above all, to guess. The person with an exact, scientific mind who wants\nto grasp each detail precisely before he goes on to the next has the greater\ndifficulty. Therefore, the very quality by which a man succeeds in some\ncause him to be a relatively poor reader.\n\nfields may\n\nAll this suggests that a study of personality differences may be important\nfor lip reading. There is considerable literature on this subject in psychology.\nOne of the principal problems on which we are engaged just now is that of\nof personality to\nlip reading. As one approach to it we have studied two groups of children. In\nthe one were children who on the basis of lip-reading tests, achievement tests,\nrelating this work\n\nhas been done in the psychology\n\nwhich\n\nand teachers’ ratings were relatively better in lip reading than in school\nachievement. The children of the two groups were approximately equal in\nage.\n\neducation\nWe\n\nmade\n\na series of experiments\n\nwfith the children of the two groups\n\nto\n\ntry to determine whether they could be distinguished in terms of personality\ndifferences. An experiment which yielded especially interesting results was\none which\n\nshowed\n\nwhether\n\nattention to form or to color.\nindividual differences in this respect.\n\na person pays more\n\nIt has been found that there are marked\n\nThe person who notices color is, on the whole, of the integrated type — the\none who prefers form, the more rigid, analytical type. The group of relatively\ngood lip readers tended\n\nto favor color; that of relatively poor lip readers,\n\nto favor form. This is, of course, exactly what\n\none would\n\nthe basis of the earlier studies of personality. It seems\n\nhave expected on\n\nsignificant in that it\n\nmay point to something which is fundamental for lip reading.\nAnother factor which has not yet been studied in relation to personality\ndifferences as such — but which\n\nmust be closely related to them — is a sense of\n\nrhythm. We found that there was a high correlation between lip-reading\nability and ability to follow a rhythm. Since finding this relationship on our\ntests we have asked adults who were deaf whether this seemed reasonable\nto them.\ndancers\n\nEach\nwere\n\nhas said that among\n\nhis deaf friends those who\n\nusually good lip readers. This would\n\nwere\n\ngood\n\nsuggest that the person\n\n"}
{"page": 534, "printed_page": null, "text": "528\n\nNational\n\nEducation\n\nAssociation\n\n\\\\ ho can give himself to a rhythm and follow it, can also give himself\nup to\nthe task of following lip movements, and it is in agreement with what we\nknow of the demands of the task itself.\nAll this merely outlines the first steps of a much more comprehensive attack\non the problem. We do not give any of our results as final. However,\nthey\nare clear enough to make us feel very strongly that while lip reading\n, like\nevery acquired ability, is to a great extent dependent on general intelligence,\nand while special training plays a great part, especially in the initial stages,\nit is nevertheless much more closely related to fundamental factors of\nper¬\nsonality make-up than are most subjects which the normal school child is\ncalled upon to master.\n\nWhat\n\ndoes this mean\n\nfor the education\n\nof the deaf? First, it calls for a\nthoro study of the factors which make for good lip reading. Then there\nmust be more comprehensive studies of different ways of teachin\ng lip reading.\nThis should especially make possible an analysis of lip-reading proble\nms in\nindividual children and the adaptation of method to meet the special\nneeds\nof the child. Only in this way may we hope to equalize the great individ\nual\ndifferences which one finds in lip-reading achievement.\nIt also means a frank recognition of the fact that at present many childre\nn\nare poorer in lip reading than their level of intelligence would lead one to\nexpect.\nmore\n\nAt the same time our tests and studies show clearly that any\ndeaf child,\ngranted he has fair eyesight, can learn to read the lips to such an extent that\nhe is immeasurably better able to face the world than if he has not made\nthe\neffort to acquire this ability.\nAnother\n\nproblem\n\nwhich\n\nis now\n\nbeing studied concerns\n\nthe use of written\n\nlanguage\n\nby deaf and hearing children. There are two ways of gaining a\nmastery of language. The one is the way in which a hearing child acquire\ns\nhis mother tongue. He does not learn rules. He hears language which\nfol¬\nlows rules, and by piactise and imitation he works from rough approxima¬\ntions of the language of his environment to a real mastery of it. The\nother\nextreme would be to learn all the rules, and from them derive\nthe special\nformulation of language in single cases. The way the deaf child learns\nlan¬\nguage is in between\n\nthese two extremes. We have recently made one attack\non this problem. We prepared a short drama — in motion pictures. It was\nshown to all the children at the Cfiarke School who were old\nenough to\nwrite a desciiption of it, and to all the children of corresponding\ngrades in\na good public school in the city. A comparison of the length of sentences\nin\n\nthe two groups\n\nshows\n\nthat in the school for the deaf the younger\n\nchildren\n\nused rather short, clearly-defined sentences, and that with increas\ning age\ntheir sentences became longer and longer. The youngest hearing\nchildren,\non the other hand, used long, undefined sentences loosely put togethe\nr, and\nas they became older came to use shorter and more exact forms. From this\none study, at least, one may say that the hearing child begins with a wealth\nof material, but material which is chaotic in form, not thoroly under\ncontrol.\n\n"}
{"page": 535, "printed_page": null, "text": "Department\n\nof Special\n\nEducation\n\n529\nThe\n\ndeaf child, who\n\nstarts with more\n\nlimited material, has it under\n\ncontrol from the beginning. But we know\n\nbetter\n\nhe does not usually attain the same\n\ndegree of ease and fluency of expression as does the hearing child, and the\nproblem\n\nis how\n\nto help him to do so.\n\nOne further study which I will only mention concerns the effects of deaf¬\nness on the structure of the personality. One may speak of it as an effort to\ndetermine\n\nthe psychological\n\nis based on studies made\nUniversity, who\n\nsituation of the deaf. The\n\nplan of this work\n\nby students of Professor Kurt Lewin, now\n\nis especially concerned\n\nwith problems\n\npersonality. It is impossible to go into the study which\n\nof Cornell\n\nof the dynamics\nwe\n\nare making\n\nof\n\nin a\n\nshort report. I can only say that we obtain our material by personal interview\nand that the interviews\n\nare made\n\nby persons who\n\nthe deaf. By analyzing and organizing\nup a picture of the ways in which\nof the way in which\n\nit may\n\nmaterial of this sort we hope to build\n\ndeafness affects the individual, or rather\n\naffect different kinds of individuals in different\n\nenvironments,\n\nand so gain more\n\nthe person who\n\nhas deafness to cope with.\n\nTHE\n\nSTATUS\n\nAGATHA\n\nSCALLY,\n\nare in close contact with\n\ninsight into the psychological\n\nOF THE\nHARD-OF-HEARING\nSPECIAL\nEDUCATION\nINSTRUCTOR\n\nIN\n\nLIP\n\nBALTIMORE,\n\nREADING,\n\nsituation of\n\nCHILD\n\nPUBLIC\n\nIN\n\nSCHOOLS,\n\nMD.\n\nThe present status of the hard-of-hearing child in special education is\ndue to the efforts of the American Federation of Organizations for the Hard\nof Hearing\n\nin arousing interest all over the United\n\nthese children. This\n\nwork\n\nhas made\n\nStates in the needs of\n\nrapid progress\n\nsince 1924\n\nwhen\n\nthis\n\nFederation’s newly organized Committee on Hard-of-Hearing Children\nbegan an investigation to determine the extent of deafness among school\nchildren. The\n\nunusual\n\nsuccess of this committee\n\ncan be attributed chiefly to\n\ntwo factors : ( 1 ) The recent widespread interest which the science of medi¬\ncine has taken in the investigation of deafness; and (2) the interest of the\nphysicist in this field. The\n\ncombined\n\nmade\n\nadvance\n\npossible a marked\n\nefforts of the otologist and physicist have\n\nin the technic of testing hearing. A more\n\nsignificant step forward along this line was the development of the 4-A\nAudiometer by the scientists of the Bell Telephone laboratories under the\ndirection of Harvey\nlack of standardization\nwere\n\nFletcher. The\n\nchief problems\n\nin testing had been the\n\nfor most of the tests, especially the tuning forks which\n\nused very widely, and the fact that each test had to be an individual\n\none. The 4-A Audiometer revolutionized the testing of hearing in that it\nwas devised to test a group of 40 children at one time and is claimed to be a\nstandardized test.\nWorking under the direction of the American Federation\ntions for the Hard of Hearing, Dr. Fletcher and Dr. Fowler\nwith the 4-A Audiometer\n\nto determine\n\nthe number\n\nof Organiza¬\nmade a study\n\nof school children with\n\n"}
{"page": 536, "printed_page": null, "text": "530\n\nNational\n\nEducation\n\nAssociation\n\nhearing defects. This investigation showed 14 percent of the school popula¬\ntion to have a hearing impairment. Widely varying figures have been sub¬\nmitted by cities conducting surveys following this report. The first step fol¬\nlowing the discovery of a hearing defect should be an otological examination.\nAltho this seems a most necessary procedure it is not universal.\nIn educational planning for the hard-of-hearing child, selection and place¬\nment are the important factors. Allowance must be made for the subjective\nelements in this as in other phases of the work. Some public schools provide\nthree types of classes for children whose hearing is not normal, namely: deaf\nclasses, hearing conservation classes, and lip-reading classes. Hard-of-hearing\nchildren are considered for placement in hearing conservation classes and\nlip-reading classes. All too frequently they have been misplaced in deaf\nclasses and educated as deaf children.\nHearing conservation classes are designed to provide the means for a\nsatisfactory emotional and educational adjustment for children who are\nunable to make normal progress in the regular grade. Voice training, speech\ncorrection, and lip reading form a major part of the program. The schedule\nof work in the regular curriculum is carried out on a cooperative basis, thus\ngiving an opportunity for the hard-of-hearing child to live in a normal atmos¬\nphere. Children assigned to a lip-reading class require only periodic instruc¬\ntion in lip reading to help them to keep their places in the regular grade.\nFactors other than the degree of deafness must be considered in allocating\nthe children. A study was made, during the past year, at the Johns Hopkins\nUniversity to determine the basis of selection for placement in these classes.\nThe following factors were found to be necessary for consideration : A — Loss\nof hearing; B — Speech ability; C — Prognosis of hearing improvement;\nD — Social adjustment; E — School achievement; F — Retardation.\nCruel as it may seem, it must be admitted that modern developments in\nthis type of education have not kept pace with developments in either the\nfield of mentally handicapped or in other fields of education for the physically\nhandicapped. At first sight one might be tempted to believe that this situation\n\nis due to a prohibitive cost in the education of this particular type of child.\nA comparison of the figures in the city of Baltimore in 1933 shows that\napproximately the following amounts were spent in supervision, supplies, and\ninstruction: for the mentally handicapped, $238,000 for 3193 pupils; for\nthe physically handicapped, $143,000 for 2198 pupils. The per capita cost\nfor the mentally handicapped was approximately $75; for the physically\nhandicapped the per capita cost was approximately $65.\nInvestigating these figures further a comparison may be shown of the\ncosts for educating the various types of physically handicapped in relation to\nthe hard-of-hearing group. The approximate total cost of supervision, sup¬\nplies, and instruction for the hard of hearing was $6500, with a per capita\ncost of approximately $33. Twenty-three thousand dollars was spent on the\ncrippled group with a per capita cost of $82. Thirteen thousand dollars was\nthe amount\n\nrequired for the partially-sighted with a per capita of $96. A\n\n"}
{"page": 537, "printed_page": null, "text": "Department\n\nof Special\n\nEducation\n\n531\n\nered, the\ncloser inspection brings out this point, that of the three types consid\ned ranking\ncost for educating the hard of hearing was lowest, with the crippl\nnext and the partially sighted highest.\nto prevent these\nThe purpose of all this expenditure of public funds is\ny when they\nchildren from becoming a burden economically to the communit\nbecause of\nreach maturity. The hard of hearing succeed economically, not\nof a lack of it.\nany emphasis on this phase of their training, but in spite\nfar in advance\nThe economic returns from those with defective hearing are\n\nin industry is very\nof any other types of handicapped children. 1 heir status\nled, or the\nsound in comparison with the mentally handicapped, the cripp\nself-supporting,\npartially sighted. As a group they become independent,\nless of a burden to\neconomically competent members of society, and are far\nthe community or state.\nin special\nThe extent to which the status of the hard-of-hearing child\nional\neducation is advanced is dependent upon two factors, namely, the educat\nimpressive means\npolicy and the spontaneity of the public. Perhaps the most\nion. Adequate\nof compelling attention is to point out the logic of the situat\nnecessity\nspecial education during the ordinary school period, obviates the\nmovement\nfor a re-education of the hard-of-hearing child later in life. The\nl problems\nmust flow toward the direction of further research in fundamenta\nworkers in the field\npertaining to the hard of hearing by interesting research\nof general education in this phase of special education.\n\nPARTIALLYTHE\nAND\nBLIND\nOF THE\nPLACE\nTHE\nSYSTEM\nSEEING CHILD IN THE PUBLIC SCHOOL\nFRANCES\n\nMRS.\n\nSOCIETY\n\nWOODWARD\n\nFOR\n\nTHE\n\nLITTLE,\n\nPREVENTION\n\nEXECUTIVE\nOF\n\nSECRETARY,\n\nBLINDNESS,\n\nMARYLAND\n\nBALTIMORE,\n\nMD.\n\nas he must take his part\nThe blind child must be kept in the seeing world\nin the work of the world.\n, .\nCost of education — The\n\ncost of the education\n\nof the blind child is about\n\ne times as much\neight times as much in the institution, and thre\nschool, as the education of a seeing child.\n\nin the day\n\nEye\n\non tests of every\nhygiene in public school systems— Visi\n\npre-school\n\nEye\n\nstrain— Eleven\n\ndefects in the formative stage of\nchild ought to be made so as to detect the\ned\npercent of all school children in the Unit\n\nStates\n\noper illumination both natural\nare suffering from eye strain, the result of impr\n, desks, blackboards, and last\nand artificial, bad posture, placement of seats\ny surface.\nbut not least, badly printed books on a shin\nPrevention — Every public school must\n\nteach its children, also the parents,\n\n, and the supposedly harmless\nthat fireworks, B.B. guns, air rifles, toy darts\nplayfellows ; also to cooperate\nsparklers and torpedoes are very dangerous\nprevention of blindness, in their\nwith the safety councils and societies for the\nof these dangerous playfellows.\neffort to prohibit the manufacture and sale\n\n"}
{"page": 538, "printed_page": null, "text": "532\n\nCrossed\n\nchild.\n\nNational\n\nEducation\n\nAssociation\n\neyes — See that every crossed eye is corrected in the very young\n\nSight-saving\n\nclasses — Sight-saving\n\nclasses ought\n\nto be established in all\n\nschool systems. The purpose of these classes is to improve impaired vision.\nIn many instances after a child has spent two or three years in these classes,\nhe is able to return to the regular grades.\n\nEDUCATING\nharry\n\np. latshaw,\n\nGf the many\n\nTHE\n\nCRIPPLED\n\nCHILD\n\ndirector, special education,\nBALTIMORE, MD.\n\npublic\n\nschools,\n\ntypes of physically handicapped children, the one that elicits\n\nthe greatest public interest is the cripple, because his handicap is so dramatic¬\nally evident, even at a casual glance. In educating the cripple, many facilities\nneed to be offered in addition to those of the ordinary school.\nBaltimore offers special facilities to all crippled children whose handicap\nis so severe that they cannot get to school under their own powers of locomo¬\ntion, and whose academic attainment is that appropriate to grades one to\nnine, inclusive; viz., elementary school and junior high. But transportation\nis furnished. Ramps are provided to obviate the difficulty of going up and\ndown stairs. For the same reason the school work for these children is all\non one floor. The school furniture includes wheelchairs and, when needed,\nspecial attachments to the seating equipment.\nPhysiotherapy is the main resource for strengthening the weakened\nmuscles of these children. The work in hydrotherapy includes a systematic\nuse of the shower baths, but more particularly, the under-water massage\nwork of the treatment tank and free swimming in the pool. The under-water\nmassage work is particularly beneficial to children suffering from infantile\nparalysis, as their muscles are extremely weak, flabby, and sensitive. The\nheliotherapy consists of short wave, ultra-violet radiation from a carbon arc\nsolarium, the effect of which is to strengthen weakened musculature and\nbuild up the general health. As increase in strength occurs, the treatmenttank type of massage is dropped, and the child is promoted to the typical\nbakings and muscular manipulations which characterize physiotherapeutic\nmassage. As the child strengthens under this routine, he is promoted to cor¬\nrective gymnastics, where specific muscles are strengthened thru carefully\nplanned and supervised exercises. Simultaneously with working his way\nthru these various stages of muscular strengthening thru physiotherapy, the\nchild participates in out-of-door play during the school recess periods. There\nare three play groups. Group one consists of children whose games are\nsedentary, such as jacks, finger plays, ball rolling, and guessing contests.\nGroup two indulges in exercises by walking thru the out-of-doors ramp, by\nclimbing the varied flights of practise steps whose risers are of graduated\nheights, and by playing relatively inactive types of games. Group\ndulges in practically all the usual schoolyard sports and games.\n\nthree in¬\n\n"}
{"page": 539, "printed_page": null, "text": "Department\n\nof Special\n\n533\n\nEducation\n\nChildren selected by the school physician have scheduled rest periods in\nthe cot room under supervision. The Maryland League for Crippled Chil¬\ndren, acting in cooperation with the various hospital clinics, attends to the\nreadjustment of orthopedic braces, shoes, and plaster casts. The readjust¬\nments, if made at the proper time, helpfully supplement the physiotherapeutic\ntechnics above described ; if neglected, vitiate any gains attained. The school\nlunch, with carefully balanced menu, is furnished free of charge to the crip¬\npled children as a part of the body-building regime of the school.\nVocational guidance for these children is thru try-out courses and counsel¬\ning in the junior high school. Those students whose physical condition and\nachievement justify further training are taken in charge by the State Division\n\nof Rehabilitation for vocational training “on the job” at government expense.\nThe employer, in whose shop the student-apprentice is trained, is under no\nobligation to hire the trainee, but he usually does so. If this does not occur,\nthe State Division of Rehabilitation endeavors to secure the trainee a job\nand to follow him for a reasonable time so as to be sure that satisfactory\nplacement has been made.\nThere are three hospital classes for crippled children, two at Children’s\nHospital, and one at Kernan’s. When the children have sufficiently re¬\ncovered from operative procedures to warrant their studying, either thru\nbedside teaching or thru classroom instruction, they receive instruction from\na teacher supplied by the department of education.\nHome teaching is furnished to convalescent, physically handicapped chil¬\ndren, most of whom are cripples. The teacher visits the home, instructing the\nchild in the minimum essentials of the regular grade work. This is continued\nuntil such time as conditions are right for the return of the child to school in\nthe type of class appropriate to his need.\n\nOF\n\nGIFTED\n\nDANIELSON,\n\nASSISTANT\n\nCHILDREN,\n\nPUBLIC\n\nEDUCATION\nCORA\n\nLEE\n\nCHILDREN— A\nSUPERVISOR,\n\nSCHOOLS,\n\nLOS\n\nSECTION\n\nANGELES,\n\nCHALLENGE\nOF\n\nEXCEPTIONAL\n\nCALIF.\n\nThe United States is wasting its most valuable human asset, its high-grade\nintelligence. It is failing to train the leader who might contribute most to its\nsocial welfare. The attempt to disregard the existence of superior mental\nability or to trust to its conservation thru mass instruction in heterogeneous\ngroups has resulted in the apparent loss to society of valuable leadership.\nOnly 4000 of the 1,500,000 children in America who should be in training\nare now receiving special instruction. Experiment has proved that ability is\n\nconserved at its potential strength under a program of enrichment in subject• matter and methods of instruction. The exercise of desirable attitudes, in¬\nitiative, independence, and leadership develops strength in those traits.\nWe must reinterpret equal opportunity for all children since opportunities\nare not equal unless we provide the chance for each to develop to the maxi¬\nmum extent of his potentiality. “Nothing is more undemocratic than to\nexpect equal results from unequal abilities.”\n\n"}
{"page": 540, "printed_page": null, "text": "534\n\nNational\n\nTHE\nMETA\n\nEDUCATION\nL. ANDERSON,\n\nEducation\n\nOF\n\nTHE\n\nAssociation\n\nMENTALLY\n\nSUPERVISOR, SPECIAL\nST. LOUIS, MO.\n\nCLASSES,\n\nRETARDED\nPUBLIC\n\nSCHOOLS,\n\nJl ho is jnentally retarded? — It is usual to consider that the children whose\n\nintelligence quotients fall between 50 and 70 are mentally retarded and\nproper candidates for special classes. This is a very practical basis for classi¬\nfication and perhaps even selection for special classes, but many questions\narise in regard to the children with intelligence quotients just above 70\nthe 7 2’s, 76’s, or even 78’s. Also, there is much to learn about the children\nwith intelligence quotients of 58 or 68 who actually succeed, after a fashion,\nin the regular grades of the elementary school and even high school. There\nis much more for us to know about the selection of children for special class\nplacement.\nTransition\n\nperiod in the education\n\nof mentally\n\nretarded\n\nchildren — The\n\neducation of mentally retarded children is no longer considered a mysterious\nprocedure suitable only for children who are not normal. Special education\nat its best is simply good education. The principles of the education of\nmentally retarded are not different from the principle underlying education\nof any group of children.\nT- he pioneers in special education for mentally retarded always maintained\nthat the normal children would profit by the same type of education given\nto the slower children, and now that “progressive education” has come to\nthe elementary grades, their wishes have come true.\nThere are many problems raised by the new situation. It is quite natural\nthat some administrations should believe that mentally retarded children\ncan be taught in the elementary grades where the activity programs are\nfollowed. This may be so, but it is now a bit soon to add to the elementarygrade teacher the burden of learning to know special children while they\nare working out these new programs. They have quite enough to do without\nthis at the present time.\nThis is a transition period in the education of the mentally retarded as\nwell as in the education of the normal children. The aim should be to keep\nthe best of what we now have and move forward slowly as we learn how to\ndo better.\nRelationship\n\nof special classes to elementary\n\ngrades — This\n\nrelationship\n\nneeds to be closer between special classes and elementary grades. Teachers\nin each department have much to contribute to the others. Better technics of\nteaching will be found in each group when a closer cooperation is established.\nThe future — It is dangerous\n\nto hazard\n\na guess, even, but this much\n\nseems\n\ncertain, that education for the mentally retarded in the future will be different\nfrom what it is now. It will be better.\n\n"}
{"page": 541, "printed_page": null, "text": "DEPARTMENT\n\n£ UPE\n\nOF\n\nRINTENDENCE\n\n"}
{"page": 542, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof superintendence\n\nNOTE\n\nwas\n\nthe outgrowth\n\nof a meet-\n\nuig of the National Teachers' Association in Harrisburg,\n1865, at which time the state and city superintendents presePennsylvania,\nnt decided to\nform an organisation of their own. Final action zuas taken\nin Washing¬\nton, D. C., in February, 1866. The new organisation was calle\nd the Na¬\ntional Association of School Superintendents.\nIn 1870 , the National Association of School Superint\nendents merged\ninto the National Education Association as a Depa\nrtment. In 1921, the\nDepartment was reorganised and a fulltime secretar\ny employed. It pub¬\nlishes a report of its annual meeting and a yearbook whic\nh are sent onlyJ\nto members.\nThe officers of the Department for the year 1934-35 are: presi\ndent\nE. E. Oberholtser, Superintendent of Schools, Houston,\nTexas; first\n\nvicepresident,\n\nPaul\n\nC. Stetson,\n\nSuperintendent\n\nof Schools,\n\nIndian-\n\napohs, Ind.; second vicepresident, A. J. Stoddard, Super\nintendent of\nSchools, Providence, R. I.; executive secretary, Sherwood\nD. Shankland, 1201 Sixteenth Street, Washington, D. C .; executive\ncommittee:\nBen G. Graham, Superintendent of Schools, Pittsburgh,\nPa.; Carroll R.\nReed, Superintendent of Schools, Minneapolis, Minn.; Charl\nes S. Meek,\nSuperintendent of Schools, Toledo, Ohio; George C. Bush,\nSuperintend¬\nent of Schools, South Pasadena, Calif.\nFacts relating to the establishment of this Department\nand the record\nof meetings are found in earlier volumes of proceedings\nas follows:\n1873:244-271\n1874:297\n1873:291\n1877:253-261\n1879:223\n\n1900 :183-296\n\n1912:\n\n329-497\n\n1888:513-543\n\n1901 :189-348\n\n1913:\n\n99-354\n\n1889:611-613\n1890 : 365-542\n1891 : 37 9 -525\n\n190 2:151-305\n190 3:139-300\n\n1914:\n1915:\n\n133-291\n253-525\n\n1904 : 173-332\n\n1880 : 235-236\n\n895-1099\n\n189 2:559-743\n\n1908:155-270\n\n1916:\n\n1887 :509-538\n\n1881:252\n1894 : 25 2-59 2\n1882 :¥t 11: 1-1 12 1898:213-429\n\n1917: 661-845\n1918:\n\n473-683\n\n189 7:195-316\n1898 : 303-488\n\n190 8:129-312\n1909 : 159-330\n\n1919: 483-673\n1920: 407-536\n1921: 679-849\n\n1910 :143-306\n\n1922:1295-1464\n\n1899:251-379\n\n1911 :161-329\n\n1923:\n\n188 3:131\n\n1896 : 231 -392\n\n1884 : 283-292\n188 8:160-191\n1886 : 333-350\n\n1906: 29-214\n190 7:145-327\n\n[ 536 ]\n\n881-1024\n\n1924:803-961\n19 25:633-862\n1926:665-838\n1927:697-871\n19 28:655-830\n1929 :643 -8 02\n\n1930:607-770\n\n1931:645-800\n19 32:543-677\n19 33:551-680\n\n"}
{"page": 543, "printed_page": null, "text": "FIRST\n\nGENERAL\n\nSESSION, SUNDAY\nFERUARY 25\n\nAFTERNOON,\n\nVesper Service\n\nWELCOME\nCHARLES\n\nH. LAKE,\n\nTO\n\nCLEVELAND\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nCLEVELAND,\n\nOHIO\n\nThis is the fourth time in sixteen years that Cleveland has entertained\n\nthe Department of Superintendence and it is very gratifying to those of\nus who live in Cleveland that you have accepted our invitation again at\nthis most important time when there is so very much to do in education,\n\nand when so much responsibility rests on this Department of Superin¬\ntendence. All Cleveland welcomes you and hopes that your visit here may be\nmost profitable and interesting.\nCleveland is one of the great cities of this great country that has been\nworking assiduously to determine the answers to the many social, eco¬\nnomic, political, and emotional problems that have arisen for our solution;\none of the cities that is working to perfect a system of education that will\nguarantee the maintenance and improvement of the plan of government\nthat was established by our ancestors some one hundred and fifty-eight\nyears ago. Confident hope born of knowledge, intelligent courage, and de¬\ncisive well-poised action will, in my opinion, produce desirable results in\nthe solution of these problems.\nWe have not been standing still in education. We have been thinking in\nthe past few years, and to some purpose. And this meeting should do much\nto clarify thinking on the best practises and procedures for our work. We\nhave emerged from the period during which there has been so much of\ninternal dissension, born of misunderstanding; so much of criticism on the\nlips of so many;\n\nso much\n\nof suspicion of the purposes, the plans, and the in¬\n\ntegrity of all; so much of accusation, resulting from suspicion and igno¬\nrance. We have emerged from the period when fear has been so prevalent\nin the hearts of men ; when initiative has been stultified ; when courage has\nbeen temporarily thwarted ; when industry has been paralyzed ; when re¬\ntreat has been the order of the day ; when we have been fighting the wind¬\nmills of despair ; when doubt has assailed every feature of education ; when\nimaginary dollars were paramount.\nWe have emerged definitely from that period and are on our way for¬\nward to a better day for all worthy endeavor. No group can go forward\nalone. Our schools, our industrial life, our governments must all go\nforward together. The day for competition for scanty dollars between our\ndifferent governmental agencies must be over, the day when private and\nspecial interests may imagine that they can thrive on the money withheld\nfrom those governmental agencies which alone make government worth¬\nwhile, is over. The conflicts between selfishness and the mutual advan[ 537 ]\n\n"}
{"page": 544, "printed_page": null, "text": "538\n\nNational\n\nEducation\n\nAssociation\n\ntages of our social group must cease. All these things will come in the in¬\nterests, and as the result, of a better economic planning, a better conduct\nof business, and a better social planning, and education must lead the way.\nWe cannot desire the return of the system of a few years ago. We\nmust eradicate the absurd hopes for the return of the “terrible days of pros¬\nperity.” We have the ability to meet the challenge of the times, to con¬\nstruct the foundation for a better society thru our educational system.\nWe have the leadership to devise sound plans for financing education and\nto get them into operation. We have the courage to carry on, in the face of\nadverse criticism and discouragements; to accomplish the tasks we have set\nfor ourselves. We must believe that we have all these qualities.\nThis meeting of the Department\n\nof Superintendence\n\nhas the possibility\n\nof being the most important educational meeting of the period. We ap¬\npreciate having you here. We know that you will want to come again.\n\nDEMOCRACY\nWILLIAM\n\nLOWE\n\nBRYAN,\n\nAND\n\nRELIGION\n\nPRESIDENT,\n\nINDIANA\n\nBLOOMINGTON,\n\nUNIVERSITY,\n\nIND.\n\nJohn Dewey, forty years ago or more, said that while democracy was\nunder severe criticism as a theory, it was everywhere progressing as a fact.\nAnd, the first thing I wish to do is to call swift attention to the movement\naway from autocracy toward democracy from the Declaration of Inde¬\npendence in the United States to the end of the World War, and then to\ncall attention to the movement away from democracy toward autocracy\nfrom the end of the World War down to this present day.\nLet us think of a few of the outstanding facts. In 1783 the United\nStates was recognized and the Republic extended to the Mississippi. In\n1848 the Republic extended to the Pacific. From 1789 to 1793 the French\nfought thru revolution and terror to establish a government where there\nshould be liberty, equality, and fraternity. And, thru regressions and pro¬\ngressions since that time, the French people at last established the French\nRepublic in 1871.\nIn 1820, or about that time, the Latin American provinces renewed\ntheir fight for liberty, and by the help of James Monroe and George\nCanning, Prime Minister of England, all Latin American states became,\nin name or reality, republics.\nIn 1848 the German people fought to escape from the autocracy of\nthe Hohenzollerns and other kings, and to achieve a republic. Their\nefforts failed and after 1848 many of the best of them came to America\nand many of the best citizens of America today are the descendants of\nthose who, like Carl Schurz, having failed to achieve a republic, gave\ntheir strength to the Republic of America.\nAnd, since 1848, what wonders, what miracles have happened thruout\nthe world! China has struggled to become a republic. Turkey this year\n\n"}
{"page": 545, "printed_page": null, "text": "Department\n\nof Superintendence\n\n539\n\ncelebrated the tenth year of establishment of a republic of a kind. For a\nmoment Russia tried to become a republic in the midst of the World War,\nand at the end of it, Germany, Austria, and other states.\nI have thought of this whole movement that it might be shown as a\nmoving picture. I would have you look at the screen where there is a\nrevolving globe and the globe turns once around for each year since 1796\nto 1934. And, if you see there all the autocracies in black and the re¬\npublics in white, you see the black world turning white decade after\ndecade until at the close of the World War it was nearly everywhere\nwhite so that Mr. Wilson might well have thought we had fought\nsuccessfully to make the world safe for democracy. But, if you see the\nworld turning after that, year after year, you see it turning black again\nso that whatever they have in Russia is as much a despotism as it was\nunder Peter the Great or Ivan the Terrible. In Italy they have Musso¬\nlini. In Germany they have Hitler. We are told again and again, we are\ntold this morning by Sir Philip Gibbs in one of the Cleveland papers, that\nall Europe is turning Fascist and there are many who think the United\nStates also is about to conclude that democratic government is a failure\nand that we must also revert to a dictatorship.\nIt has been very easy to make this speech so far, for I have simply stated\nfacts that all know, and I cannot think that any question that you are to\ndiscuss here, you schoolmen of America, can be any more important than\nthis one — whether, in face of this unprecedented\nsurrender the liberty for which\ndreds of years.\n\nmen\n\nsituation, we also are to\naspired and men fought thru hun¬\n\nWhat do your young people believe about this? What do you school\npeople believe about this? Has the depression fought you not only out of\nyour prosperity but out of your faith? I asked a student this question the\nother day. He came to interview me. He came to ask me what I thought\nof the youth movements in Europe. I will say in parenthesis that there is\nsomething wonderfully good about those youth movements in those coun¬\ntries. At any rate, there is something those young people are willing to\nfight for. I wanted to know what our young people are willing to fight\nfor and die for. I asked this young man, “What is it you and your com¬\nrades want from the government?”\n“We want to be let alone!”\nThat is the one thing that he cannot have. With three-quarters of the\nworld on fire, the one certain thing is that no person can be let alone! We\ncannot meet this situation with indifference and cannot meet it with be¬\nwilderment.\nI want to speak very briefly of two things. I wish to lift myself out of\nthe atmosphere of fury and bewilderment and try to see, as well as I can,\nfirst, what the absence of liberty has meant in some of the countries where\nthey haven’t had liberty or where they have lost it.\nI think of India which, I suppose, has never had liberty. It has passed\nfrom one autocrat to another and even under the beneficent government\n\n"}
{"page": 546, "printed_page": null, "text": "540\n\nNational\n\nEducation\n\nAssociation\n\nof England, the people of India have had no liberty to create a state\nfor\nthemselves. What has this done for India? The common\npeople, of course,\nha\\ e accepted it like dumb, driven cattle. What have the intelle\nctuals\ndone? We should not forget that there is an aristocracy of intell\nigence and\nspirit in India as there has always been. How have they met\nthis problem?\nThe charactei istic response has been surrender. The characterist\nic response\nhas been that of Buddha. It has been surrender. It has been\nNirvana.\nThey who say that Nirvana is death, do lie. They who say that\nNirvana\nis life, do err. Nirvana is escape. Nirvana is silence — silence from\naction,\nsilence from speech, silence from thought.\nWell, that is an alluring idea, and I will say to you that\nmany times\nI have wished that I might escape from the war that life\nis everywhere\nand could go with my beloved wife to a lodge in some\nfar wilderness,\nescape from the radio and telephone and newspaper, and\nall the con¬\nfusions of the world, and live there in peace and silence. But\nI cannot ac¬\ncept that life. I must not so surrender.\nI think of Greece which once had liberty, and whatever\nthe faults in\nthat Grecian life and Grecian government before Phili\np and Alexander,\nGreece of that time became the light of the world\nand remains a great\npart of the light of the world.\n\nI want\n\nto read three sentences from Zellar, unexcelled histo\nrian of\nphilosophy. After reciting in a series of volumes the\nhistory of Greek\nphilosophy down to Socrates, Aristotle, and Plato, he write\ns the following\nsentences :\nBy the Battle of Chaeionea, 338 B. C., the doom of Greece was sealed\nand never since then (he was writing in 1885) has Greece attain\ned to real\npolitical freedom.” That is the first sentence.\n\nSecond : “Greek philosophy, like Greek art, is the offspring\nof Greek\npolitical independence.”\nI he three great schools of philosophy after that were Stoicism, Epicu¬\nreanism and Philosophic Skepticism, and this is the sentence, “Stoica\npathy,\nEpicurean self-contentment and Skeptic imperturbability were the doctrines\nwhich suited the political helplessness of the age.”\nGreece had liberty in the days of Socrates, Plato and Aristotle, Aeschy¬\nlus, Euripides, Demosthenes, and the rest who make this one of the great\nages in the history of the world. After that, the long twilight and then\nthe\ndarkness. Germany had liberty in the days of Zellar, in the days when\nthe\nGerman university gave forth the light which can come alone from free¬\ndom, freedom which it does not now possess.\nI have read in one Latin author of four hundred years before Christ\nhow, when the Gauls invaded Rome, they put the young men and\nthe best\nof the senators in the citadel so that they might there maintain the Roman\nstate and the Roman name. 4 he other senators sat in their senate\nhouse\nand people outside remained to be slain by the Gauls, happy\nthat their\nsacnfice might maintain the Roman Republic. I have read from anothe\nr\nauthor, four hundred years later, that when the Vandals invade\nd Italy,\n\n"}
{"page": 547, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n541\n\nRome fell because multitudes joined the barbarians against the despotism\nof their own government. Wherever liberty has been lost, we find in fact\nthe truth of the saying of de Musset which he uttered after the revolution,\nand after Napoleon. “They that were after the flesh, gave themselves up\nto the lusts of the flesh, and they that were after the spirit, gave themselves\nup to despair.”\nWLat then can we do ? Where shall we find an ideal that we may believe\nin thru whatever darkness and danger we have to pass? This is no time\nfor me to give the view that I have of that profound movement of life on\nthis planet which I think points us to the goal of society. I believe this to\nbe the trend of evolution and life on this planet : that life, if we may person¬\nalize it for a moment, has sought to create beings that have a maximum of\nfreedom and a maximum of free cooperation. We have the effort of life in\n\nthe plants, in the tree with its varied parts which nevertheless must work\ntogether ; but a tree is not the greatest triumph of life. We have it on another\nlevel in the human body, and one may read in that remarkable book of Pro¬\nfessor Cannon of Harvard University, The Wisdom of the Body, the mar¬\nvelous way the organisms work together so that we may survive. But, the\nhuman body is not the highest triumph of life on earth. We have a wonder¬\nful example, a wonderful achievement in any successful society, even in a\nsavage clan, where you have personalities, each separate from every other,\nyet working together under a dictator. But, the barbaric clan is not the\nhighest achievement of life. We have to look higher for the place where\nthere is more of freedom and more of free cooperation. I give you a real\nactual illustration of what life in one of its highest manifestations has to\nshow in the world’s scholars thruout the world. Every scholar must be\nfree. He must be in large part self-directed. It is impossible that any scholar\nof worth, force, strength, and achievement should work under a dictator.\nThe scholar must be free, and yet the whole body of scholars in all fields\nwork together. The body of free scholars working everywhere together points\nthe way to the goal. It is not the highest possibility but it points the way to\nthe highest — a society of persons, each independent, each free, each in large\npart self-directed, yet working together in harmony toward the highest\ngood.\nThat which is necessary in science is necessary in other things also. Galileo\nwas not free. He must say that the earth stands still. The scholar in the\nUniversity of Berlin today is not free. He must say nothing which is con¬\ntrary to the will of the dictator. Learning must be free and education must\nbe free. We must have the ways and means of bringing up the generation,\ndetermined not by some one superman who tells us all what we must do and\nwhat we must not do but we must have the wealth of the variety, the wealth\n\nof the precious differences in the minds of all the schoolmen and schoolwomen, fathers and mothers. We must have freedom at the same time that\nwe have in reasonable measure cooperation together.\nAnd, religion must be free or it is nothing. Religion cannot live under a\ndictator who tells us what we must believe, and what rites we should have and\n\n"}
{"page": 548, "printed_page": null, "text": "542\n\nNational\n\nEducation\n\nAssociation\n\nwhat ecclesiastical organization we must have. We must have freedom. The\nindividual must be able to go alone to the center of his heart to commune\nthere mystically with his God and then must come from that communion\nto join with others in that free community of souls which is the Kingdom\nof God.\nOnce, in a great crisis, Wordsworth\n\nbegan a sonnet to Milton, the apostle\n\nof Liberty. He says, “Milton, thou shouldst be with us at this hour.” And\nso, my last word to you today is this: “Washington, thou shouldst be with\nus at this hour.” In a world where nearly all the world was governed by\nkings, this Cincinnatus refused a crown and returned to his farm.\nWhat we\npray for is that the spirit of Washington should stand now as he stood then\non the Atlantic Shore, facing the tyrant across the sea at one time and facing\nmob violence on the other. We want the spirit of Washington as he faced\nGeorge III in 1776 and as he faced Robespierre in 1793.\n\nSECOND\n\nGENERAL\n\nSESSION,\nFEBRUARY\n\nEducation\n\nTHE\nJOHN\n\nNEW\n\nLEISURE\n\nH. FINLEY,\n\nTHE\n\nMONDAY\n26\n\nfor the New\n\nAmerica\n\nCHALLENGES\n\nTHE\n\nNEW\n\nNEW\n\nYORK\n\nMORNING,\n\nTIMES,\n\nSCHOOLS\nYORK,\n\nN. Y.\n\nTwenty years ago I made a May Day address at the college in which my\ndaughter was a freshman on the general subject of education for the best\nuse of leisure. In order to give it academic standing I gave my address the\ntitle “ The Wisdoms of Leisure,” and I made the specific suggestion that the\nschool should have in its May Day heart this preparation for a happier life\non this planet thru availing of the freedom of free time. I thought that I was\nthe first to reach this conclusion, but before I got to the end of my search\nfor helpful material I discovered that Aristotle had arrived at the same con¬\nclusion somewhat more than two thousand years ago. He, however, was\nthinking only of the privileged few instead of the mass of men, women, and\nchildren who have now come into a still larger freedom than I dreamed of\neven twenty years ago. He went farther than I quite dared to go, for he said\nthat the right use of leisure was the chief object of education. I had been\ntaught in my catechism that to glorify God was the chief end of man. And\nthe suggestion of this new definition of education was that this was one way,\nperhaps the chief way, in which to glorify Him and enjoy Him forever.\nNow I can quote not only Aristotle but the greatest thinkers of our own\nday in support of what I long ago began to preach. Elihu Root, whom we\nin New York regard as.our first citizen, has said that in his judgment “there\nis no problem before the world today more important than the training for\nthe right use of leisure.” Former\n\nPresident Hoover, when\n\nhe was Secretary\n\n"}
{"page": 549, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n543\n\nof Commerce, said that our stage of civilization is not going to depend upon\nwhat we do when we work so much as upon what we do with our time off.\nI was brought up, out in the valley which\n\nstretches from here to the\n\nRocky Mountains, on a Sunday School song which began, “Work, for the\nnight is coming.” It seems now, by reason of restricted hours of labor and\nthe agonizing extent of unemployment, quite out of date. What we need to\nbuoy our hearts is a song for the hours that can no longer be filled with work\n— the hours of free or compelled leisure — but should none the less be used to\nmake life even more abundant, happy, and useful than it was for those who\nsang a half century ago with ardor the song of work which enjoined us to\n“work thru the morning hours; to work while the dew is sparkling; to work\nmid springing flowers ; to work while the day grows brighter, to work thru\nthe sunny noon ; to fill brightest hours with labor ; to give every flying\nminute something to keep in store ; to work under the sunset skies ; to work\nwhile the last beam fadeth, fadeth to shine no more ; and even to work while\nthe night is darkening, when\n\nman’s work is o’er.”\n\nIt was a joyous song whose only sad line was “when man’s work is o’er.”\nThe sad experience of the last few years is that millions have had no oppor¬\ntunity to “fill brightest hours with labor.”\n\nSubstitute for the word “work” one which suggests the fullest active\nenjoyment of the hours which have been released for one’s free use and you\nhave a song for a new day and for the “New Deal,” as it is called. I should\nuse the word “play” if it still kept its original meaning, which was to “occupy\none’s self busily about a thing or person,” to “cultivate,” to “exercise one’s\nself habitually in an action,” to “rejoice” and “be glad.”\nBut play is not quite comprehensive enough in its usual definition, tho\nheaven knows, we need even play, just play, for thousands of children who\ncan have it only at their peril in city streets. But the word “recreation” is\nbroad enough to include “play” in its every expression and also many ac¬\ntivities that are usually not thought of as play — music, the drama, the crafts,\nevery free activity and especially creative activity for the enrichment of\nlife.\nWhen\n\nI was commissioner\n\nof education I used to call the 2,000,000 chil¬\ndren in the schools of the state my millionaires, in that they had at least\n20,000,000 minutes more to live than I had, assuming that they were to live\nto the age which I have now myself reached. I, was accustomed to say to them\nthat they would have to spend nearly a third of their fortune in sleep and\nsickness and nearly a third in work, but that they would have left another\nthird, most of which they might spend in making the most of their spiritual\nselves, cultivating skills thru which the talents with which they are born\nmight be put to their highest personal and social use.\nI found some years ago in a London Labor paper the tabulated results of\na questionnaire as to the allotment of time, assuming that years reached the\nScriptural number:\n\n"}
{"page": 550, "printed_page": null, "text": "544\n\nNational\n\nYears\nVA\n\nY ear .\n\nSleep\n\nSchool\n23VX\n3\n2 54\n\nWashing\nShaving\nDressing\n\nEducation\n\n.\n\n7\nim\nVt\n\n.\n\nv\nEntertainment\n\nYears\n\nW alking\n\nDay\n15 s\n\n18\n\nWork .\nReading .\n\nPlay\n\nAssociation\n\nWaiting for trains\nIdl\ning .\nSund rips\n\n. .\n\nThe eighteen years of work will now be reduced for milli\nons to twelve\nyears. It is that margin of six years which may now be added\nto the leisure\n\\eais for reading, for play, for walking, for idling, for sundries\n— a fortune\naltogether of thirty-five years out of the seventy after\nsleep and work have\nbeen subtracted.\n\nA new time pattern for life ! A longer compulsory schoo\nl period, to begin\nwith, the leisure to learn the lessons of the race, and\nto remember the\nCreator in the days of youth, with all of youth’s buoy\nancy of spirit and so\nnot only to end child labor but also to prevent the evil\ndays from becoming\ninevitable. Then a shorter work period for the rest\nof a longer expectation\nof life, but coupled with the leisure in which to appro\nach the being one has\nthe heritage to become. For with the great mass of\nmen and women, the\nvocation no longer furnishes the possibility of perfe\ncting themselves thru\nperfecting their works. The most beautiful essay in all\nliterature, so far as\nI know, on labor and leisure, the Thirty-eighth Chapter in\nthe Book of Ecclesiasticus, begins with the statement that “he that hath\nlittle business shall\nbecome wise, and continues in this fashion :\nHow\n\nshall he become wise that holdeth the plow, that\nglorieth in the shaft of\nthe goad, that dnveth oxen, and is occupied in their labou\nrs, and whose discourse\nis of the stock of bulls? He will set his heart upon\nturning his furrows; and his\nwakefulness is to give his heifers their fodder. So\nis every artificer and workmaster that passeth his time by night as by day;\nthat cuts gravings of signets, and\nwhose diligence is to make great variety; he will set\nhis heart to preserve likeness\nin his portraiture, and will be wakeful to finish his\nwork. So is the smith sitting by\nthe anvil, and considering the unwrought iron; the vapou\nr of the fire will waste\nis flesh, and in the heat of the furnace will he wrestle\nwith his work; the noise of\nthe hammer will be ever in his ear, and his eyes are\nupon the pattern of the vessel;\nhe will set his heart upon perfecting his works and he\nwill be wakeful to adorn\nt era perfectly. So is the potter sitting at his work, and\nturning the wheel about\nwith his feet, who is always anxiously set at his work\nand all his handiwork is by\nnumber; he will fashion the clay with his arm, and will\nbend its strength in front\nof his feet; he will apply his heart to finish the glazing,\nand he will be wakeful to\nmake clean the furnace. All these put their trust in their\nhands; and each becometh wise in his own work. Without these shall\nnot a city be inhabited, and\nmen shall not sojourn nor walk up and down therein. . .\n. They will maintain the\nfabric of the world; and in the handiwork of their craft\nis their prayer.\n\nBut this ancient writer goes on to say that they could\nhave no part in\nthe councils of the people, that is, in public affairs (which is\none function of\na citizen in a democracy), or time to apply their souls.\nBut even the satisfaction which the ancient found in his\ncraft, in perfect¬\ning his works, has for the most part been lost. The machine which\nhe attends\n\n"}
{"page": 551, "printed_page": null, "text": "Department\n\nof Superintendence\n\n545\n\nhas taken away tnat joy, but it has given him a leisure in which, under selfdiscipline, he may set his heart upon perfecting some skill of his free choice —\n“applying his soul,” and incidentally perfecting himself and not\ntaking\nhis part in promoting the common happiness of his community only\nbut also in\nmaintaining the common good of the world as well as its fabric.\n\nAnd\n\nit is our high responsibility to help prepare those who are soon to\npossess the earth for this new world of labor and leisure, which is\nprobably\nto have even less labor and even more leisure — the new hope of man’s indi¬\nvidual salvation, even in the midst of regimentation.\nBut, as I have often said, it will be a far more difficult task of civiliz\nation\nto teach men and women to use leisure rightly than to instruc\nt them how\nto laboi efficiently. I am thinking that teachers in their own\npersons and\nattitudes have preeminently this high task, the more difficult of\nthe two.\n\nThey\n\nmust\n\nnot ignore or think superciliously or lightly of the problem of\nvocation (that of making vocational labor itself as directly service\nable to\nhuman happiness as possible and of making all who labor\nas happy and\nefficient in that service as erring human nature and merciless\ninorganic\nnature will let us). They are especially to exemplify and encour\nage in their\nown living and aspiring the best, noblest use of free time.\nIt is not in the narrow cabin six feet square, to quote the\nfamous simile\nof Bishop Blougranis Apology, that we must all cross the ocean\nof this life _\njust for the sake of reaching the other side— a cabin where there\nis room for\nonly the bare sea furniture, the equipment for vocation. Every\none really has\nspace foi what he wants most to take with him ; not always\nfor the physical\npianoforte, the shelf of Balzac, the “little Greek books they\nget up so well\nin Leipzig, the famed Corregio s fleeting glow,” but certainly\nspace for all\nthe satisfactions which these give, if only we availed\nof them.\nIn a book prepared for the second NRA, entitled The New\nLeisure Chal¬\nlenges the Schools by Eugene T. Lies, there is a ninet\neen-point statement\nof principles signed by forty-five hundred leaders in Ameri\ncan life. Most of\nthese have to. do with the recreational needs and duties\nof every man, with\nthe arts of leisure and the roads that lead to them.\nBut the first and second\nhave to do with every child :\n1. Every\n\nchild\n\nneeds\n\nto be\n\nexposed\n\nto the growth-giving\n\nactivities that have\nages — to climbing, chasing, tumbling; to trampi\nng,\nswimming, dancing, skating, ball games ; to singin\ng, playing musical instruments,\nramatizing; to making things with his hands, to workin\ng with sticks and stones\nand sand and water, to building and modeling;\nto caring for pets; to gardening, to\nnature; to trying simple scientific experiments; to\nlearning team-play, group ac¬\ntivity, and adventure, comradeship in doing things with\nothers.\n2. Eveiy child needs to discover which activities give\nhim personal satsfaction.\nIn these activities he should be helped to develop the\nessential skills. Several of\nthese activities should be of such a nature that he can\nkeep them up in adult life.\nbrought\n\nWhen\nof Adam\n\nsatisfaction\n\nthru\n\nthe Creator\n\nthe\n\nbanished man\n\nfrom the Garden\n\nof Eden\n\nin the person\n\nand Eve, He put them under what is called the “curse”\nof eating\ntheir bread in the sweat of their faces. But either\nout of love or out of pity\n\n"}
{"page": 552, "printed_page": null, "text": "546\n\nNational\n\nEducation\n\nAssociation\n\nHe made a code for their descendants, the human\n\nrace, that they should not\n\nwork more than six days in a week. (“Six days shalt thou labor and do all\nthy work.’’) An employer of labor recently asked me if a five-day week\nwould violate this commandment. But this commandment or code is now\nto be interpreted in the light of the Great Commandment, “Love thy neigh¬\nbor as thyself.” Man will find his way back to paradise not only by finding\nhis opportunity to do his share of the world’s work and doing it, but in in¬\ncreasing measure making highest use of his free time. And the children in\ntheir free, happy, unclouded play, will show us the way back or forward\nto that paradise, for of such is the Kingdom of Heaven. The code of the\nleisure into which we would see mankind led is suggested in the Leisure\nCommandment.\nFor ourselves who are in the adult years, and some of us with little timefortune left, so to use our leisure as to emphasize for them the most precious\nthings even if we may\nmandment :\nRemember\nmight\n\nand\n\nthe days of thy leisure to keep them\nskill thy share\n\nthe heavens\n\nabove\n\nfind thine hours\n\nTHE\nHAROLD\n\nnot attain them, I have written this Leisure Com¬\n\nof the work\n\nthe earth. Thou\n\nof unemployment\n\nshalt keep\n\nwhether\n\nas hallowed\n\nshalt do with\n\nall thy\n\non land, at sea, or in\n\nthy time\n\nof leisure and\n\nblest by thy best use of them.\n\nCONTRIBUTION\n\nG. CAMPBELL,\n\nholy. Thou\n\nof the world,\n\nOF\n\nTHE\n\nSUPERINTENDENT\n\nOF\n\nPUBLIC\n\nSCHOOLS\n\nSCHOOLS,\n\nNEW\n\nYORK,\n\nN.\n\nY.\n\nA recent reviewer in the literary supplement of the London Times has\nquoted a passage to the effect that in this age some ironic freak of fortune\nseems to have bestowed upon mankind a talent for setting up admirable\nsocial, economic, and political agencies only to find that they cannot be\noperated effectively except by creatures on a higher intellectual and moral\nplane than the general average of the living generation.\nWhile the writer did not so intend it, his thought may be taken as a\ncriticism of education. What he has said means simply that the things\nwhich society seeks to accomplish for its own betterment are good. The\nmachinery for the accomplishment of these things is at hand, but we lack\nthe men to operate it successfully. We are unable to achieve our own ideals\nor to reach the goal we have set for ourselves because we have not a suf¬\nficient number of men and women with the proper training and the high\ncharacter necessary to bring about the better day. Is this true? If so, has\neducation been at fault? Let us accept the thought as a criticism of our¬\nselves if only for the purpose of inspiring education to greater service.\nWhether education has been at fault or not, it is our task for the present\nand for the future so to train the youth of the land that they will have\nboth the character and the intellectual capacity to work in cooperation\nwith their fellow men for the highest good and for Social justice.\n\n"}
{"page": 553, "printed_page": null, "text": "Department\n\nThe\n\nof\n\nSuperintendence\n\n547\n\nlack heretofore seems to have been one of character and of failure\n\nto adhere to ethical principles, rather than a lack of ability. There has\nlikewise been a failure to comprehend fundamental principles of sociology\nand economics. The lack of character has manifested itself in the all too\nfrequent revelations of unfair dealing in business and finance, and in the\nall too numerous instances of malfeasance in public office. The failure to\nunderstand sociological and economic principles came clearly to view with\nthe crash of 1929. Many of the men we had looked upon as the leaders\nof what James Truslow Adams has called “our business civilization” were\nfound to be nothing more than gentlemen who bought things as cheaply\nas they could and sold them for as much as they could with little regard\nfor the fairness of their dealings.\nThe fact that their selfishness and ineptitude had plunged us into the\ndepths was bad enough, but their complete inability to suggest any way\nof getting us out was worse. They knew neither how it had happened nor\nwhy it had happened. They were not able even to see the extent of the\ncollapse or to grasp its significance. When asked what ought to be done\nthey said simply, “Things will adjust themselves.”\nOur disillusionment was quite thoro. The gods of business and finance\nhad a queer code of ethics and very little knowledge of economic laws or\nsocial problems. They wTere not fair in their dealings even with one another\nand were motivated almost wholly by a desire for personal gain. Left to\nthemselves they were found to be very nearly helpless. There was no\nagreement among them as to what should be done 'and many had not\nthe slightest idea how to extricate their followers from the desperate\nsituation into which they had led them.\nWhat should be of deepest concern to us is the fact that most of these\nmen who failed so miserably were the products of our system of education.\nThey, and those who worshipped them and found them to be false gods,\nwere once in our schools, public or private. Either we failed to teach them\nthe proper way\n\nof life or, having taught them, they deliberately ignored\n\nthe lesson. The likelihood is that we did not give them a real understand¬\ning of social, economic, political, or moral principles.\nWhat some choose to call the national recovery program or the “New\nDeal” is in reality an effort to accomplish by legislation and government\naction the very things that education in the past should have accomplished.\nEvery statute, every law, presumes a failure on the part of education, for\nwhat need would there be to direct men by legislative enactment that they\nmust be fair in their dealings with one another, pay fair wages, and not\nmisrepresent their goods in the market place, if we who were their teachers\nhad really and effectively taught them the lesson?\nEvery governmental regulation in the social or economic field presumes\na lack of character, a lack of social consciousness, and a failure on the\npart of those at whom it is directed to realize that the social good depends\nupon their observance of man’s responsibility to his fellow man. This, too.\nis a lesson that we should have taught, and must teach now.\n\n"}
{"page": 554, "printed_page": null, "text": "548\n\nNational\n\nEducation\n\nAssociation\n\nOur government has enacted a large body of legislation and called for\nthe adoption of corollary codes. The basic aim of them all is to compel\nmen to be ethical — to be as we should have taught them to be without\nreference to statute or code.\n\nThis has been our failure. Out of it we now have a clearer conception\nof our duty. Perhaps there is an excuse for us. Perhaps when life was\nsimpler and when the home and the church played a greater part in the\ntraining of youth than they now play, our function appeared more nar¬\nrowly defined, but whether excusable or not the failure has been recorded\nagainst us.\n\nThere is no excuse for us now. The public school of today takes the\nchild at a much earlier age and has him in its care until he has grown\nto manhood. No longer does he come to us at seven and leave us at twelve\nor fourteen. We have nursery schools and schools for adults. We have\nassumed responsibility not merely for the development of the student’s\nmental, manual, or artistic capability but for the development of his whole\npersonality. Modern life has made necessary the assumption of this respon¬\nsibility and we must discharge it or again be found wanting. We have\ncalled upon the people for vast sums of money to make possible this new\neducational program and if we are to survive as the social agency we now\nconceive ourselves to be we cannot fail in the task that is before us.\nWhat began not long ago as a plan for economic recovery widened\nalmost immediately into a program for the attainment of complete social\njustice and the establishment of a new order — a new America if you will.\nThe problem involved is not new. Rather is it one that has been crying\nout for solution thru all the ages. It is a problem of education. If any\none thing is clear at this time it is that education has a more important\npart to play in realizing the new social order than has the government\nitself because the very essence of the thing is right conduct and right\nconduct must be the result of teaching and not of legislation.\nFrom now until the end of time we may enact laws in an attempt to\nmake men recognize their obligations to society, but the only way in which\nthis recognition may be accomplished actually is by education. We may\ncall sessions of Congress, seek amendments to our Constitution, summon\nworld conferences, or do any one of a number of things hopeful that we\nmay thus hasten the arrival of an improved social order and even tho\nwe might thus attain it, it would fail if education had not prepared men\nproperly to administer it.\nWe are witnessing in this country today a new struggle between the\nstrict constructionists and the liberal interpreters of the federal Constitu¬\ntion. The whole country is awaiting the outcome of the test to which the\nrecovery program laws will be put when they come before the United\nStates Supreme Court. Education may remain aloof from this struggle\nand yet perform its full duty, for no matter which interpretation may\nprevail and no matter what may be our social structure now or in the\nfuture, it will stand or fall not by reason of the fact that it was erected\nin accordance\n\nwith\n\nMr.\n\nRoosevelt’s understanding\n\nof the functions of\n\n"}
{"page": 555, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n549\n\ngovernment, or Mr. Hoover’s, but by reason of the character and honesty\nof the men in whose hands we place the reins of government and the\nconduct of our social and economic affairs.\nAfter all is there really anything new about this “New Deal”? Does\nit not embody the very ideals that are to be found in the legal, political,\nand economic philosophies of those who formulated the American concept\nof government and society? The trouble in the past has been that we did\nnot live up to these ideals. Today we have awakened to the possibilities\nof attaining an improved social order thru the realization of these ideals,\nand we are making a determined, intelligent, and cooperative effort to find\na way out of our difficulties not by turning to some new form of govern¬\nment but within the framework of the old democracy. We hear it said\nthat there has been a political revolution. Has the revolt after all not been\nagainst dishonesty and incompetence; against the failure of our leaders to\npractise what they have preached, or to live up to what have always been\nAmerican ideals? Has the revolt not been one against the abuses of our\nsystem rather than against the system itself — against unfairness, unsocial\nconduct and attitudes in business, industry, and banking? American states¬\nmen have ever promised that all should have equality of opportunity.\nEven in the twenties, which are now supposed to be the years of the old\norder, we find Justice Cardozo remarking quite as a matter of fact in\nhis essay on Liberty and Government that “the perception of this truth\nhas brought about a growing acceptance in our law of the power of the\nlegislature to regulate industrial conditions — to establish some degree of\nequality of opportunity between the affluent and the needy. There was\nsome opposition to the movement based upon an individualistic philosophy\nwhich permeated for a time the decisions of the courts, yet the movement\ngained an impetus that could not be withstood.”\nIndeed the whole philosophy of the new order may be found in the\njudicial opinions of Justices Cardozo, Brandeis, Stone, and Holmes who,\nby translating ancient truths into modern terms and applying them to\nour modern industrial civilization, became the prophets of the New Deal.\nTheir opinions, dealing with constitutional questions of a social and eco¬\nnomic nature, are based not so much upon legal concepts as upon moral\nconcepts, and their quest has been the quest for social justice. It is my\nbelief that every teacher of history and civics and every teacher of economics\nand sociology should familiarize himself with the decisions of the United\nStates Supreme Court and the opinions of the Justices on questions having\nto do with the rights of the individual on the one hand and the interests\nof society as a whole on the other. The story of the new order is contained\nin these opinions, and it will be apparent at once to educators that the\nattainment of the ideals sought depends upon educating our youth to\nthe acceptance of this theory of social justice.\nThis we must do by character training, by greater emphasis upon study\nof the social sciences, and by instilling in our youth a real understanding\nof the American tradition, which is and always has been that the individual\nshall achieve happiness not thru selfishness but thru unselfish service.\n\n"}
{"page": 556, "printed_page": null, "text": "550\n\nNational\n\nEducation\n\nAssociation\n\nA current periodical declares that we educators are groping for the\nstars ; that we cannot create a new social order or generate new social\nideas. The answer is that the ideas of the new order are not new. Rather\nare they ideals which\nand will achieve.\n\neducation, having dedicated itself to the task, can\n\nThe millions of boys and girls in the public schools of this country today\nwill control the destinies of the new America. They are not responsible\nfor the evil heritage which we are bequeathing them. The seriousness of\nthe situation warrants consideration of the simple fundamentals to which\nI have called attention.\nWhat are we to do? How are we to train our youth so that when the\nsocial order has been reconstructed there will be men with the high sense\nof duty and the real devotion to the general welfare necessary for the\nfull realization of the American ideal?\nWe must of course proceed with the individualization of the educative\nprocess, but in dealing with each of our students as an individual we must\nmake clear that he is one of a group and that successful living depends\nupon cooperative effort by the individual in the group. We must imbue\nour youth with a determination to strive for perfection in whatever he\nmay undertake to do and to be mindful that he will be judged by the\nmanner in which he performs the smaller tasks as well as the larger ones.\nTo help him succeed we must convince him that intensive application of\nmind and hand, thoughtfulness, resourcefulness, and unwillingness to say\na thing cannot be done until he has exhausted every legitimate means of\ndoing it, is the only formula. We must widen his interests, make him\ncurious and eager to know more and encourage him to be both an analyst\nand a critic. At the same time we must teach him to be appreciative rather\nthan merely tolerant of the views and opinions of others. We must show\nhim that nothing is more important than that he be absolutely dependable\nand trustworthy and that fair play is the rule of life.\nEducators\n\nin the past have emphasized\n\nthe good life as resulting from\n\nthe influence of the good teacher, the spirit of the well-regulated school\nand the radiative power of literature, geography, history, and civics. These\nare all important but we must do more. The schoolroom must become a\nmoral and social laboratory where the old verities of honesty, probity,\ngoodwill, and tolerance are analyzed and rationalized, and the ways of\nright justified to youth. It is not only the what of the moral life we must\nseek. The why is equally important and until youth is convinced that this\nmoral life rests upon a firm foundation, the structure so elaborately raised\nin school may later be shaken. It may be well, therefore, to bring the\nfundamental problems of morality into the classroom where reason and\nripe experience may analyze them, and to have the pupils apply the gen¬\neral principles evolved to everyday experiences.\nPerhaps all of this is just another way of saying that we must resolve\nto do more thoroly that which we have already undertaken to do.\nPerhaps, after all, it comes down to just this, that we must teach youth\nto do unto others as they would have others do unto them.\n\n"}
{"page": 557, "printed_page": null, "text": "Department\n\nPUBLIC\nGEORGE\n\nEDUCATION\n\nF. ZOOK,\n\nUNITED\n\nof\n\nSuperintendence\n\nSTATES\n\nWELFARE\n\nNATIONAL\n\nAND\n\nCOMMISSIONER\n\nWASHINGTON,\n\n551\n\nOF\n\nEDUCATION,\n\nD. C.\n\nBoth in fundamental law and in common purpose the American nation\nis dedicated to the high purpose of promoting and protecting the general\nwelfare of its citizens. Notwithstanding the disconcerting failures in other\nparts of the world we are still deeply convinced that these blessings may\nbe had in larger measure thru the processes of democratic government\nthan thru any possible substitute.\nAny form of government, however, is a piece of social machinery not\nunlike other tools and devices. It performs successfully only when the\nconditions for its operation are favorable. A dictatorship presupposes a\nhigh degree of public confidence in the central authority and a willingness\nto follow policies which others decide. A democracy, on the other hand,\nassumes that the major policies of a nation will be developed thru the\nformal or informal expression of public opinion.\nNo clearer distinction between the two types of government can be\ndrawn than their respective attitudes toward education. In a dictatorship\neducational opportunities may properly be restricted as has been done in\nsome instances abroad. In a democracy, however, widespread and extended\neducation is a fundamental necessity. My assignment is to discuss with\nyou the relation of education to national welfare.\nNational welfare is a term with many component parts. It has its\nmaterial aspects on the one hand and its cultural possibilities on the other.\nIn other words, it is concerned in part with those processes which supply\nour people with the material necessities and conveniences of life. It would\nbe a poor civilization, however, which was based on material abundance\nalone. Our ultimate goal is to supply to everyone, according to his needs,\nfood for the mind, the heart, and the spirit as well as for the body.\nA study of recent census figures reveals the striking increase in the adult\npopulation as compared to the number of children. Thru the application\nof science men and women have found a way of living fifteen to twenty\nyears longer than they did a few decades ago. Added\n\nto this situation is\n\nthe decreasing birth rate. Altho there was an increase in the total popula¬\ntion of 17,000,000 from 1920 to 1930 there w’as, during the same period,\na decrease of 128,000 in the number of children under five years of age\nin this country. In other words, instead of 782 persons over sixteen years\nof age for every 1,000 children as in 1790, there were in 1930, 2,013\nsuch persons for every 1,000 children. Verily, in spite of the infirmities\nwhich come to a population composed of an increasing proportion of older\npeople, it does seem as if a population composed so much more largely of\nadults than formerly should be able to take care of themselves and their\nsmaller number of children fairly well. If instead of 81,700,000 adults\nto care for 40,600,000 children, as at present, there were but 31,700,000\nadults to care for 40,600,000 children, our carping critics of school ex¬\npenditures might have something about which to complain.\n\n"}
{"page": 558, "printed_page": null, "text": "552\n\nNational\n\nEducation\n\nA part of our increased power\n\nAssociation\n\nof production is also due, as everyone\n\nknows, to the increasing tendency of women to enter the industries, com¬\nmerce, and the professions. Women are working alongside the men today\nin the feverish race to supply every tinselled toy and every hope of the\nlonging heart.\nA third factor in increased production results from our amazing develop¬\nment of applied science. Few people realize to what extent our schools\nand colleges are responsible for this development. If, however, one turns\nback the pages of history seventy-five years, one encounters everywhere\na vague but persistent realization that the colleges must find new ways\nof helping to increase material production and of teaching growing youth\nhow to use the new discoveries to that end.\nOut of this movement came the colleges of agriculture and mechanic\narts. Presently the federal government granted considerable sums of money\nfor the development of agricultural experiment stations in each of the\nforty-eight states. Thru the nearly half century of their existence there\nhas been built up a great body of scientific knowledge which has so mul¬\ntiplied the possibilities of agricultural production as to make us consider\nseriously, in spite of our growing population, the reduction of agricultural\nacreage and the elimination of submarginal land.\nMuch the same process of research into other fields of applied science\nhas gone forward in the laboratories of our universities until we are no\nlonger surprised at some new invention which enables one man to do the\nwork of twenty.\nWith\n\nthe development\n\nof machinery\n\nand new\n\nprocesses the operations\n\nof industry, commerce, and agriculture become more complicated. Unskilled\nhand labor is constantly being supplanted with men who in the operation\nof a machine use their hands less and their heads more. Here is the opportu¬\nnity and the responsibility for the development of vocational education. The\nschools as well as the colleges should realize that the increasing proportion\nof youth who now go in for further education wish to prepare themselves\nfor a great variety of vocations which the new processes of production\nhave called into being.\nWhile I am convinced that much yet remains to be done in integrating\nthe vocational work of the schools and colleges with the requirements of\nindustry, agriculture, and commerce\n\nit is clear that as a result of research\n\nin applied science and of vocational training and professional education we\ncan even now easily produce on the average from five to ten times the\namount of material necessities in the way of food, clothing, shelter, and\nother requirements of physical life than was possible a few decades ago. In\nother words, our entire population can live better and have greater opportunities with one-half the grinding work than was possible for our fathers and\ngrandfathers. Far more than is generally appreciated, these good things in\nlife are the contributions of the university and college laboratories on the\none hand, and of the school classrooms and shops on the other.\n«\n\n"}
{"page": 559, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n553\n\nIf, as seems clear, the abundance of production in this country is due\nlargely to research in applied science laboratories, it might be well at this\ntime for the colleges and universities to turn their energies more largely\nin the direction of studying and working out a better system of distribution\nof goods. There is today the same vague but persistent feeling of need in this\narea that there was relative to increased production two generations ago.\nWhile the problem is somewhat more intangible'and is more complicated by\nthe factor of human selfishness, it is nevertheless susceptible to the same\nprocesses of study and scientific treatment. Increasingly we must look for a\nsolution of the problem of distribution to the researches of college professors\nand to the men and women whom they train.\nTo whatever extent men and women can be relieved from work in pro¬\nducing the necessities of life, to that extent they have increased opportunity\nfor recreation and self-improvement.\nLeisure-time and self-improvement activities which we establish coopera¬\ntively must be paid for thru self-imposed taxes, dues, and fees. *1 hey include,\non the one hand, the church, the lodges, and a great variety of social organi¬\nzations and, on the other, all our public agencies supported thru taxation.\nAmong the latter the schools loom largest in total expenditure. It is to\nthe great credit of the American people that they have been willing to\nemploy a constantly increasing proportion of the adult population not needed\nin the production of material goods, in this public agency of individual and\nsocial improvement.\n\nFor a long time, however, we have all been conscious of a large amount\nof public criticism of the schools. Even now we find more lethargy about\nwhat we believe to be the proper financial support of the schools than we\nlike. There can be no question that our first responsibility is to reawaken\nthe American people to the fundamental significance of education in order\nthat we may get it back on a basis at least as effective as in the pre-depression days.\nconvinced, however, that in spite of economies wisely administered\nand even a degree of personal sacrifice on the part of the teaching profess¬\nion seldom seen among public employees, we may not again be able to cap¬\nture the confidence and hence the support of our fellow citizens unless we\ncan adapt the educational system to the demands of the new society into\nwhich we seem to be entering.\nI am\n\nI believe that it is possible to recapture the confidence of the adult popu¬\nlation of this country so that they can be convinced that the program of the\nschools is adapting itself to the needs of the new era into which we are\nentering more rapidly than we realize. I believe further that the key to\nthis situation is quite consciously to adopt the policy of making the schools\nof the future for men and women as well as for boys and girls.\nLet us see what is involved in this change of policy. In the first place, it\nis not so radical a change as at first it may seem. For a number of years there\nhas been a steady evolution in this direction. For example, today more than\n50 percent of the high-school age group is enrolled in the secondary schools\nas against only 20 percent in 1916.\n\n"}
{"page": 560, "printed_page": null, "text": "554\n\nNational\n\nEducation\n\nAssociation\n\nThe higher institutions including the municipal junior colleges have\ndoubled the percentage of this age group who are enrolled for college\nwork since about 1916. Classes for adults have been developed by a great\nvariety of agencies including the schools from one end of the country to the\nother.\nApparently increasing numbers of adults are taking seriously the advice\nof Professor Thorndike and others that it is as easy for adults to learn as\nit is for children. To\n\nwhatever\n\ndegree this is true the obligation and re¬\n\nsponsibility for continued self-improvement is just as definite for the adult\nas it is for the child. Many a parent would do well to take to himself some\nof the words of advice as to wasted opportunities which he so freely imparts\nto his youthful offspring.\nNevertheless much remains to be done before it may be said that the\nschools are for adults as well as for children. For example, let us take the\nfield of vocational education. The vocations are changing so rapidly these\ndays that many a man finds that the vocation for which he prepared so\nseriously has been pulled out from under him by economic changes. He must\ntherefore prepare himself for a modification of his old vocation or perhaps\nfor an entirely new one. The need for appropriate and adequate facilities\nin the field of vocational education is evident. Henceforth many an adult\nwill have to learn two or more different trades in the course of an ordinary\nlife time.\nThere are certain byproducts of the movement for adult education which,\nas is often true, are extremely important. In the first place such a program\nwill bring an increasing proportion of the adult population into intimate\ncontact with the schools and thus there will be developed an increasing in¬\nterest in the school program. There are very few adults who remain un¬\nsympathetic to the schools as soon as they give themselves an opportunity to\nbecome acquainted with them.\nIn the next place an extensive program\n\nof adult education is bound\n\nto\n\ngive school administrators and teachers an extensive opportunity to become\nbetter acquainted with the interests and problems of actual life. Such re¬\nalities of community life are bound to serve as a constant protest against\nany tendency toward artificiality in the schools.\nIn short, the gap between school life and later life, which often seems\nwider than it really is, will be lessened sufficiently to restore that degree of\npublic confidence toward which any social agency aspires.\n\nI believe that “our national welfare depends upon our ability to produce\nthe necessities and conveniences of life in the most expeditious manner\npossible.”\nThe research laboratories of our colleges and universities have delved into\nthe mvsteries of science and brought forth the necessary technical knowledge\nfor this purpose. Our professional and vocational schools have trained great\nnumbers of our population to use the mechanical processes necessary to\n\n"}
{"page": 561, "printed_page": null, "text": "Department\n\nof\n\n555\n\nSuperintendence\n\nproduce a great abundance of material goods. As yet we have not learned\nhow to distribute the fruits of our toil equitably, but here again our schools\nand higher institutions ought to be extremely helpful.\nMore particularly, however, the educational system needs to survey its\nresponsibilities for helping men and women as well as boys and girls to live\nan abundant life. The task is a comprehensive one, calling for the integra¬\ntion of a number of efforts hitherto segregated into some scheme which will\ngive every individual extended opportunities to explore and develop his in¬\nterests and talents.\nOur ultimate goal is a happy, contented nation of citizens whose personal\nrights are respected, who are conscious that the door of opportunity is always\nopen to them, and who know that they are expected to make a contribu¬\ntion to the common good. To all of these considerations education makes\nnotable contributions. Indeed, education and national welfare are so inter¬\ndependent that one is inconceivable without the other.\nTHE\n\nBEN\n\nON CRITICAL PROBLEMS\n1934 YEARBOOK\nADMINISTRATION\nSCHOOL\n\nIN\n\nPITTSBURGH,\n\nPA.\n\nG. GRAHAM,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nconsiders first the structure of government and its effect\non the administration of the schools. It deals next with the scope of educa¬\ntion and the local administrative unit and then passes to the financial sup¬\nport of public education. In the fourth chapter, the lay control of public\nschools is considered, and this is followed by professional administration in\nschool control. Next it deals with efficiency in school management, followed\nThe\n\nYearbook\n\nby the teaching staff and the formulation and execution of administrative\npolicies. This is naturally followed by economy in school administration,\nand concludes with a most timely and helpful discussion concerning helping\ncitizens to know their schools. It is not necessary to attempt a detailed review\nof the entire report, even if time permitted, for each member of the Depart¬\nment can, and we hope will, read the entire report.\nThe Commission believes that the critical problems which are presented\nto school administration can be solved successfully only thru intelligent\nleadership on the part of men who are charged with the responsibility of\nschool administration. If the public-school system of this country is to be\nprotected from the dangerous forces now moving against it, reorganization\nis essential in respect to administrative units. A public-school system cannot\nsucceed as a part of our social order in a rapidly changing civilization with\n12,070 school administrative units in Illinois, 8,747 in Kansas, or 2,587 in\nPennsvlvania. A determined effort must be made under the leadership of\nschool administration to reduce the number of school administrative units\nto the end that we may achieve better schools at less cost with an equal¬\nization of opportunity for all boys and girls no matter in what part of the\nstate they may reside. We cannot expect or have the right to receive ade¬\nquate support for public education without a proper reorganization of our\nschool systems in several of our states.\n\n"}
{"page": 562, "printed_page": null, "text": "556\n\nNational\n\nEducation\n\nAssociation\n\nSchool administration must also face the problem of lay control. The\npublic must not only be informed concerning its pernicious effects in respect\nto slashing budgets at the expense of American childhood but also as to the\nway in which, thru state legislatures, undesirable and unnecessary subjects\nhave been saddled upon our program of studies.\nIn this period of economic distress one of the most critical problems faced\nby our schools is maintaining the health and physical welfare of our pupils.\nChildren, when undernourished, hungry, or insufficiently clad, cannot\nbe kept in school and cannot profit from instruction. At the present time,\nall of these ills confront us to a degree never before experienced in this\ngeneration. Medical authorities have brought to our attention the rapid\nincrease in undernourishment and are pointing out the evils which will\nfollow in its train. Necessarily, the schools have had to organize special\nmethods of relieving this nationally serious situation as well as cooperating\nwith the established welfare agencies in their regular services.\nThe Yearbook concludes with the chapter “Helping Citizens to Know\nTheir Schools” which was contributed by John K. Norton, chairman of the\nJoint Commission on the Emergency in Education and others associated with\nhim. Dr. Norton was added to the Commission in 1933 for this purpose.\nIn this chapter school administrators will find many helpful suggestions\nin interpreting their schools to the public.\nThe summary and conclusions of this chapter deserve to be quoted :\nThe complexity of modern life and the rapidity of social changes have tended\nto obscure the fundamental place of the school in the social organization. The\npassing of this cloud before the public mind has produced at times an apparent in¬\ndifference to the social contribution of education. Alarmed, many educators have\nsprung to the task of building into citizens a faith in education and a willingness to\nsupport and to improve the school program.\nSome of these educators have mounted the rostrum to scold citizens. While chal¬\nlenging speakers have in many instances produced renewed interest, the results are\nusually temporary. Public opinion tends to be suspicious of special pleading.\nOther educators have borrowed from the methods of political machines and\nbig business. They whip up enthusiasm to “put across” a plan “with a bang.”\nSuch tactics also have produced results — both constructive and destructive. Often\nthe recoil from the campaign puts the educational program further back than\nwhen it started. When the tumult dies, those with greater patience and more un¬\nderstanding of human nature are left the task of reconstrucion.\nThere is a third method which is gaining wider acceptance among school people.\nThis plan is that of continuously interpreting the schools fully, calmly, and\n\nfrankly. Citizens are invited to examine the educational process, to give sugges¬\ntions, and to participate in the satisfactions of child culture. Such a program, of\nnecessity, has certain definite characteristics:\n(1) It is broad and forward-looking in its conception process.\n(2) It is a continuous plan with campaign tactics only one of many procedures.\n(3) It enlists the active participation of laymen of all types as well as teachers,\npupils, and administrators.\n(4) It is a varied plan — utilizing the intangible social contacts as well as the\nmore concrete devices of the newspaper, the circular letter, and the magazine.\n(5) It is a fundamental plan in which education as an essential element of society\nis stressed — and taxation, salaries, and budgets are of second importance.\n(6) It is a long-time plan which builds into the lives of youth an appreciation\nof the educational heritage.\n\n"}
{"page": 563, "printed_page": null, "text": "Department\n\nGovernment\n\nby the people depends\n\nof\n\n557\n\nSuperintendence\n\nupon the ability of the people to govern.\n\nTo\n\nprepare citizens of the new country for the duty of self-government, the nation’s\nfounders established free schools. For more than a century, American statesmen\nhave encouraged the extension of equal educational opportunity, and have called\nupon the people to protect this inherent right whenever it has been threatened by\nselfish greed or financial difficulties. In the present emergency, the friends of\ndemocracy will not weaken the support of the institution upon which popular\ngovernment is built. They will preserve the schools in the same faith and for the\nsame\n\nbasic purposes for which\n\nthey were\n\nestablished by the nation’s founders.\n\nThe 1934 Commission, in concluding this report, desires to express its\nappreciation of the services of William G. Carr, director of research, who\nadvised with the Commission in its deliberations, and particularly to Frank\nW. Hubbard, associate director of research, who served as secretary of the\nCommission, prepared the preliminary drafts of portions of various chapters,\nand edited the Yearbook for publication. The Commission is indebted to\nSherwood D. Shankland, executive secretary of the Department of Super¬\nintendence, for his constant attention to the many business details connected\nwith the Yearbook publication and for his never failing courtesy.\n\nTHIRD\n\nGENERAL\n\nSESSION,\nFEBRUARY\n\nEVENING,\n\nMONDAY\n26\n\nBanquet\n\nGREETINGS\nCHARLES\n\nE. MERRIAM,\n\nTO\n\nCHAIRMAN,\n\nUNIVERSITY\n\nTHE\n\nCONVENTION\n\nDEPARTMENT\n\nOF CHICAGO,\n\nOF\n\nCHICAGO,\n\n1\n\nPOLITICAL\n\nSCIENCE,\n\nILL.\n\nIn the United States, education is a second religion, the finest flower of\nAmerican idealism, the symbol of the hopes of parents for a finer life for\ntheir sons and daughters. The pioneer, the immigrant, the mass of the com¬\nmunity, look to education for the realization of all the dreams that have not\nbeen realized in their own hard lives. That their children might have this\ngolden key to opportunity, millions of men and women have made pathetic\nand incredible sacrifice of comfort and convenience. Defenders of militarism\npoint to the great stimulation of the sacrificial impulse in the moments of\nwar.\nI do not deny what I have seen. But I proclaim the greater sacrifice — less\ndramatic but as real and human — the sacrifice offered in millions of lowly\nhomes, that the children of America might enjoy an American education.\nIt was not great natural resources alone that made America great. The\nIndians roamed over fertile soil, over treasures of silver, gold, copper, iron,\noil. Other countries have undeveloped wealth.\nAmerica became great because its people were intelligent, and struggled\nconstantly toward higher levels of intelligence.\nThe next generation should not be penalized because of the stupidity of\nthe present one. Otherwise posterity will be more stupid than we are. If our\n1 Read by Milton C. Potter, superintendent of schools, Milwaukee, Wis.\n\n"}
{"page": 564, "printed_page": null, "text": "558\n\nNational\n\nEducation\n\nAssociation\n\npoverty drives us backward toward a lower level of life, then we must go.\nBut on the contrary, there is reason to believe that with our present resources\nand our present equipment, we might double our production and corre¬\nspondingly raise the standard of living.\nFor my part, I regard education as one of the prior charges on the national\nincome. Expenditure for education is self-liquidating — an investment upon\nwhich there will be rich returns — the outcome of education is not a dead\nloss, but a living asset.\nThe essence of economy is a sound balancing of needs, not a mere refusal\nto function ; and the needs of education in the national economy of America\nare in grave danger of being unbalanced.\nMy greetings to the superintendents and best wishes for more power to\nthem in the struggle to preserve the American school system as a basis for\nthe coming tasks of the American democracy.\n\nEDUCATING\nRABBI\n\nABBA\n\nHILLEL\n\nCHILDREN\n\nSILVER,\n\nTHE\n\nAll over the world the New\n\nANSEL\n\nFOR\nROAD\n\nTHE\n\nNEW\n\nTEMPLE,\n\nDEAL\n\nCLEVELAND,\n\nOHIO\n\nDeal has begun. In some countries it is far\n\nadvanced. In others — in ours — it has only taken the first feeble, hesitant\nsteps. But its progress is inevitable, and the change which it will bring about\nwill be permanent. The New Deal is not an emergency measure to tide over\na depression. It is a reorganization of society to make future depressions\nunlikely. Its purpose is to refashion the economic system under which we\nhave lived and which has now been found wanting in so many essential\nfeatures. In refashioning our domestic economy, it will, of course, also\nrefashion government. For politics is a byproduct of economics. Inevitably\nit will affect our moral code, our social thought and action, our attitudes,\nand our aspirations. The New Deal will give us a new civilization. It remains\nto be seen whether it will be a better civilization or not. The advent of the\nNew\n\nDeal was not a matter of choice. Life willed it and we must adjust\n\nourselves to it. We must try to control as far as possible its future develop¬\nment in the hope of acquiring under it some of the desirable things which\nthe old deal failed to give us, while at the same time, conserving some of\nthe precious and cherished values of the old dispensation.\nThe New Deal will not give us perfection. It will give us a new chance\nto mold our world a little nearer to our hearts’ desire — to give our children\na larger measure of security than we enjoyed, to raise some' of the valleys and\nlevel off some of the peaks, to wipe out some of the glaring inequalities,\nto resolve the contradiction between abundance of all things and the inability\nof millions to partake of them, and to substitute for uncurbed competitive\nindividualism a measure of social planning and control.\nThese things are coming to be. He who resists them is like King Canute\nfatuously trying to stem the oncoming waves of the ocean. The readiness\nwith which we will face the new situation, the courage and vision with\n\n"}
{"page": 565, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n559\n\nwhich we will set about organizing for the new social order, will determine\nwhether that new social order will be born in agony and in blood, or not.\nOur government is making a valiant effort to lay the foundations of the\nnew social order in peace and security. It is trying thru many new and\nuntried devices to solve the desperate problems of unemployment, to put\nmen back to work and to make their jobs secure, to correlate production\nand distribution, to supervise and, in so far as it is necessary, to control\n\nindustry, to raise the standard of living so that the purchasing power of the\nnation will be equal to its production power — to make banking, credit, and\nfinance serve the ends of society and not the grasping ambitions of anti-social\nprofiteers.\nAll this is the work not of a day or a year but of an age! Our generation\nwill only see the incipient stages of the vast transformation. It cannot suc¬\nceed if the rising generation is not prepared intellectually and spiritually\nfor it, if the ideals underlying it are not woven into the thought-pattern of\nthe children of today — the citizens of tomorrow.\nIt may be difficult for us, who are, after all, children of the old world,\nor at best children of a transition world, in which the old and the new\n\nclash and struggle for mastery, confusing us and undermining our con¬\nfidence, to teach the new ideals to the rising generation with that full\nmeasure of confidence and enthusiasm which the task requires. But the task\ncannot and must not be shirked because it is difficult. It is an additional\nchallenge to the intellectual alertness and spiritual integrity of the truly\ngreat teacher.\nI offer no new theory of education and no new technic of education. I am\nqualified to do neither. I suspect that the catalog of new educational theories\n\nhas been pretty well exhausted. I furthermore suspect that super-refinement\nin educational methodology is only another form of decadence. I merely\nsuggest that greater emphasis should be placed in our education today on\nthe social sciences and that the largest measure of freedom should be allowed\nin the teaching of these sciences.\nIf we are to work for a better social order, our children must be taught\nto know what is wrong with the existing social order. Its deficiencies must\nbe uncovered, its short-comings exposed, fairly, frankly, without passion or\nbias but without under-statement, subterfuge or apologetics. The child must\nbe made aware of the price which society pays for these deficiencies and\nshortcomings in terms of human suffering, deprivations, loss of opportunities,\nand discontent. He should be made to realize that these undesirable condi¬\ntions are not inherent or inevitable. He should be apprised of the plans and\nprograms which have been offered to deal with these difficult problems. He\nshould be encouraged to study them fairly and critically and should be\ndirected into the ways of critical appraisal. He should not be propagandized,\nonly enlightened and guided. Care should be taken not to erect an emo¬\ntional barrier between the child and certain ideas or sets of ideas which the\nteacher may regard as radical or revolutionary. 1 he revolutionary doctrines\nof yesterday are the commonplace doctrines of today. Economics, sociology,\n\n"}
{"page": 566, "printed_page": null, "text": "560\n\nNational\n\nEducation\n\nAssociation\n\ncivics, government, international relations should become\nand the most liberal sciences taught in our schools.\n\nthe most\n\nvital\n\nOn only one thing all teachers may well be dogmatic — on the moral\nsignificance of the cooperative society which is coming to be. This has been\nthe immemorial dream — heretofore the unrealized dream — of humanity\nsince the beginning. All spiritual movements of mankind had this ideal\nat the very core of their inspiration. All great religions taught the nobility of\nthe shared life, of the peaceful, neighborly, and cooperative life. This has\nbeen the goal of all the weary marches of civilization.\nOur children should be trained to think less in terms of their careers and\nthe personal success and material advancement\n\nand more\n\nin terms of a\n\nhelpful and joyous co-worker in the common social task. The model for\nemulation set before the growing child should not be the poor boy who\nby dint of Work and thrift became rich, but the boy who by dint of the\ncultivation of his character and the exercise of his talents became a valuable\nmember of community, a builder of the better social order.\nThe ideal which we hold up for our children in sports (teamwork) should\nbe stressed in all the social sciences which we teach. Sportsmanship is one of\nthe finest qualities of character and is most tragically lacking in our econ¬\nomic and social life. A real game is won on merit only. In a real game,\nancestry, influence, position, and money count for nothing. In a real game\none doesn’t cheat, or bully or play foul. In a real game opponents are, as\nfar as possible, equally matched. When one’s adversary is handicapped by\nweight or size or age, due allowance is made for the fact. Above all, in a\nreal game, there are rules which the players are proud and zealous to observe.\nIn a real game one is a generous winner and a game loser. In a real game\nit is the team that counts, and the individual gladly subordinates himself\nto the group strategy for the sake of the ultimate victory of the team.\nIf men would but carry over into their economic, social, and political\nlife some of these splendid disciplines of sportsmanship, what a cleansing\nof the Augean stables there would ensue; how much more of justice and fair\ndealing and how much less of exploitation and cruelty there would be.\nFor the sake of the children of the rising generations themselves, if for no\nother reason, they should be trained to think of themselves as members of a\ngreat human fraternity — a cooperative commonwealth ; for it will go hard\nunder the New Deal with the lone wolf, the predatory exploiter, the anti¬\nsocial omnivorous human !\nGreater emphasis should be placed particularly upon the science or art\nof democratic government, for two reasons: first, because the sphere of\ngovernment will be immeasurably wider in the future than it has ever been\nin the past. Government will expand and embrace more and more of the\neconomic field under the New Deal. That is the very key to the new\napproach. Our old economic system, largely free from government control,\nhas broken down. Government had to step in, not merely to relieve wide¬\nspread distress caused by this breakdown, but to salvage the very system\nitself. As government\n\nsteps in, it takes more and more control, at first ten-\n\n"}
{"page": 567, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n561\n\ntatively, eventually definitely and permanently. There can be no central\nplanning without a large measure of political control. Hence it becomes\nimperative, now that our economic fortunes, too, are in the hands of govern¬\nment, that government shall come into the hands of the trained, the com¬\npetent, the morally dependable. And this is possible only if the electorate is\nintelligent, informed, and alert. There is national disaster in the offing\nunder the New Deal unless we can produce political leaders whose in¬\ntelligence and moral resources will prove equal to the tremendous demands\nwhich the new politico-economic regime will make upon them. Up to now\nwe have been a people quite indifferent to politics. The very word among us\nhas had an unsavory taste. We could get along — even with bad government.\nWe can no longer ! Bad government will wreck our whole economic life.\nIn the second place our democratic government is now on trial. It has\nbeen challenged. New theories of government have arisen which have en¬\ngulfed great nations in Europe. Dictatorship has now a host of powerful\nchampions in the world. It has been erected into a new philosophy of govern¬\nment. Government by the people has been denounced as a total failure. It\nshould be ruthlessly suppressed. Fascism, Nazism, Bolshevism, regardless\nof their differing objectives, are united in one conviction — that progress is\npossible only thru dictatorship. Three hundred million people already live\nunder dictatorship.\nIf democrary has any future at all, that future lies with the great his¬\ntoric democracies of the world — England, France, and the United States.\nThe one hopeful fact in the onsweeping tide of triumphant Fascism or\nabsolutism in Europe is this: that those governments which have succumbed\nto dictatorship have never had a great democratic tradition. Russia, which\nwas the first to go dictatorial, lived under the most rigorous and oppressive\ntype of dictatorship and had democracy only about six months during the\nKerensky regime, so it was quite natural for the Russian people to pass\nfrom one form of despotic government to another, especially when the\nother promised so much economic improvement to the masses.\nThe political tradition of Italy has not been a democratic tradition; it\nrather comes from the city-states of the Renaissance which were governed\nbv men exactly the type of Mussolini, benevolent or malevolent dictators.\nThe situation in Germany has been similar. The basic political tradition of\nthat country was not democratic. The tradition of Germany for 700 years\nwas that of small states ruled by princes or grafs or dukes who exercised\nabsolutist power so that when a period of emergency arose, the people could\nnot and did not depend upon their rather incipient democratic institutions\nbut scrapped them in their desperation.\nThese three great democracies, however — England, France, and the\nUnited States — have had a long tradition of self-government of popular\nsovereignty. They have passed thru many crises in the past without destroy¬\ning their democratic apparatus, their democratic machinery, so if there is\nany future to democratic government in the world, it seems to me that\nfuture rests solely with these great democracies, if we fail to vitalize our\n\n"}
{"page": 568, "printed_page": null, "text": "562\n\nNational\n\nEducation\n\nAssociation\n\ndemocratic institutions, to improve our political apparatus, so that by\nmeans of them we shall be able to solve our desperate economic problems\nand bring about greater justice and greater security, then democracy will\ngo under, even here.\nUnder the New Deal, men will have more leisure than ever before.\nOut of 168 hours in the week, men will work thirty or thirty-five hours.\nThey will have more time to spend on leisure than on work. How will men\nuse that leisure? Leisure can devastate life or it can become the fruitful field\nfor a growing and expanding life. In his leisure hours man is free from\nthe routine and drive of his job and he can then enjoy those adventures of\nmind and spirit which his routine tasks may deny him. He can recreate him¬\nself and abundantly enrich his life.\n\nFor real living we need more than a job and an income. We need beauty\nand knowledge. We need books and pictures and music. We need song and\ndance and play. We need travel and adventure. We need friends and com¬\npanionship and the interchange of stimulating minds. We need contact with\nall that has been created by the aristocracy of the mind, hand, and soul thru\nall the ages. All this we can enjoy only in our leisure. We must, therefore,\nteach our children how to use their future leisure time profitably and\ncreatively by arousing their interests in those numerous activities of the\nbody and mind which they can pursue as amateurs in later life.\nOur children should be guided into the ways of international thought\nand international cooperation. In its first stages the New Deal seems to be\nleading to an intensification of economic isolationism all over the world, and\nto be intensified nationalism and racialism. The economic struggle has led\nmany nations to attempt to solve their problems thru economic nationalism.\nThis has contributed to aggressive and competitive nationalism all over the\nworld.\n\nI spent the last year in Europe, a sabbatical year’s leave of absence. I\ntravelled from land to land and from country to country. I have been in\nEurope many times before but I have never seen Europe so fractionalized as\nit is today. The universal ideal which captivated the minds of men in the\neighteenth and nineteenth centuries, the ideal of a federation of Europe has\nbeen pushed out of the minds of men. Internationalism has become suspect.\nSome of the noblest ideals of mankind are today being broken on the wheel\nof nationalism. In some countries this nationalism is still further restricted\nto a fantastic race cult, and in its name citizens are being disfranchised, de¬\ngraded, and denied the opportunities of education and even the means of\nlivelihood.\nThis fragmentization of Europe has led to the well-known mood of\nsuspicion and fear which presages war. The youth of Europe is being de¬\nliberately indoctrinated with the idea of the inevitability of the next war.\nEverywhere one finds the youth in uniform, marching and chanting war\nhymns. It is now sixteen years since the last war, and a new generation is\nnow ready for the trenches.\nWe must save our children from the blight of such nationalism and\nmilitarism. In our teaching of history, we must stress the common fate and\n\n"}
{"page": 569, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n563\n\ndestiny of the human race, not only the fate and destiny of our own nation.\nWe must stress the fact of our human interdependence. Above all we\nmust expose the villainy and falsity of national chauvinism, race snobbery,\nand religious fanaticism. We must clearly show that no nation can live\nunto itself alone and can solve its problems by itself alone, and furthermore\nthat no problems are ever solved by war. No human hopes ever blossom\namidst the broken corpses of the battlefields. In peace alone can human life\nunfold and the ideals of mankind thrive.\nHere, then, is our task: to prepare our children for the new day by\nstressing the social sciences, by frank and honest discussions of conditions as\nthey are and of the projected plans by which to reconstruct them, by em¬\nphasizing the supremacy of the cooperative life, by preparing our youth for\nactive participation in political life, by arousing them to those supplementary\ncurriculum activities which in later life will enable them to use leisure\ncreatively, and by widening their mental and spiritual horizons so as to in¬\nclude the whole of humanity, the federated society of tomorrow.\n\nFOURTH\n\nGENERAL\n\nSome\n\nNational\n\nPLANNED\nARTHUR\n\nB.\n\nMOEHLMAN,\n\nSUPERVISION,\n\nSESSION,\nFEBRUARY\nProblems\n\nTEACHER\nPROFESSOR\n\nUNIVERSITY\n\nOF\n\nOF\n\nTUESDAY\n27\n\nMORNING,\n\nin Education\n\nPRODUCTION\nSCHOOL\n\nMICHIGAN,\n\nADMINISTRATION\n\nANN\n\nARBOR,\n\nAND\n\nMICH.\n\nThere were 200,000 legally qualified teachers without positions in De¬\ncember 1933, according to the federal Office of Education. These facts can\nno longer be glossed over by glib statements that “there is no oversupply of\nadequately\n\ntrained\n\nteachers.”\n\nRegardless\n\nof institutional or professional\n\nattitude, the fact that there is this serious oversupply of legally qualified\n\nteachers is at once significant and dangerous, calling for definite consider¬\nation and action.\nUnder conditions of free competition teaching positions will tend to go\nto the marginal teachers or the lower quarter in training, who will compete\nfor them most vigorously on the lower salary levels. Tenure laws in certain\nstates and the tradition of tenure in our cities tend to limit free competition to\nsome extent, but in villages and rural areas, where the thirty-day tradition\nof service prevails, the actual effect may now be observed. Jobs are now\nactually going at smaller rates to the most poorly trained teachers.\nTeacher oversupply has received considerable attention recently by\ncritics outside of the profession, and we must admit the truth that the de¬\npression is not the sole reason for our oversupply of teachers. Even if we\nestablished pre-depression teacher-pupil ratios and brought into our schools\nthe 2,280,000 children between six to fifteen years, 102,000 more teachers,\nor just half of our present oversupply, would be required. An overproduction\n\n"}
{"page": 570, "printed_page": null, "text": "564\n\nNational\n\nEducation\n\nAssociation\n\nof 100,000 must still be credited to lack of intelligent planning on our part.\nThe outside presumption seems to be that we had the intelligence to apply\nrational planning to our needs. Maybe we were given credit for knowing\nmore than we did.\nThe reasons for existing conditions are not hard to find. Teacher pro¬\nduction in this country, particularly upon the teachers college level, has\nbeen heavily influenced by the widely accepted democratic concept that\nanyone who wants to become a teacher should be allowed to do so. In actual\npractise many curbs, including length of training, quality of work, and cer¬\ntification, have modified complete laissez-faire but not enough to cause\ntraining schools to drop considerable numbers of students for intellectual\nor cultural inadequacy. Our training institutions have been consciously\nguilty of passing the buck” to the field administrator and permitting him to\nascertain whether graduates, already equipped with long term or life cer¬\ntificates, were actually qualified to teach. The American worship of the\nnumber cult in higher education has been pathetic. Reaching for numbers\nto become bigger and better” resulted in vigorous inter-institutional\ncompetition within states. Teacher-training centers set up specific spheres\nof influence and control, largely thru institutional prestige and control over\nfield jobs. T. hey have vied vigorously with one another for more territory\nand more students. Such conditions were created bv lack of coordination\nor integration of the higher institutions of learning within a state, each\nbeing allowed to develop at will and regardless of need. Treading the high¬\nways and byways for students, an aftermath of the World War teacher\nshortage, became quickly crystallized as a natural policy. Economic-political\nfactors continued the maintenance long beyond the period of need of short\nterm\n\ntraining schools. The\n\nfarmer’s political interest in rural education\n\nas a “cash crop,” thru possible employment of a slightly trained daughter\n,\nhas never been courageously faced. Our state departm\nents of public instruc¬\ntion, seldom overburdened with accurate and live information concerning\nthe conditions and needs of the schools, offered little leadership. The last ten\nyears may be considered the era of free competition and laissez-faire in our\nhigher institutions of learning. Now we pay the price.\nThere are two naive assumptions held by many in the field of teacher\ntraining. The first is that if we go on producing more and better trained\nteachers they will by some miracle quickly replace the inadequately trained\nnow in service. The second assumption is that we can arbitrarily cut off\nthe lower 25 percent in service and substitute for them the better trained\nnewcomers. In the first situation, the job will tend to go to the cheapest\nteacher, which frequently means the most poorly trained. Secondly, it is\nonly folly to imagine that the lower 25 percent can be eliminated from\nservice merely because their qualifications are now considered inadequate.\nSuch a plan will never work in stable times. The only way in which field\ntraining requirements can be practically raised is thru the gradual upgrading\nof present teachers and the progressive elimination of those incapable of\ntaking further training. The process is bound to be a slow one and will\n\n"}
{"page": 571, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n565\n\nprobably take at least ten years to accomplish. Superintendents could help\neven at present by carefully selecting only the better qualified teachers for\ntheir new positions. In general, little discrimination is being used and uni¬\nversity graduates are actually handicapped because of their inability to com¬\npete on the lower salary levels. There seems to be little comfort or merit\nin either of these assumptions.\nThe emergency problem in personnel is the existing oversupply which is\na threat regardless of depression. There is only one answer. We must stop\nquickly the production of teachers so poorly trained that they can be turned\nout within two years or less after completing the twelfth grade. The imme¬\ndiate problem confronting every state is the rapid elimination of all training\ninstitutions with less than four-year programs, and the consolidation and\nlimitation of the others. Let us not repeat past errors again in the future.\nWhat can be done with the present 200,000 unemployed teachers? The\nproblem lies squarely before each state. The answer depends upon how much\n\neach state desires adequate educational facilities for its children. One hun¬\ndred thousand could be absorbed next month by restoration of an average\nstate teacher-pupil ratio of 30, and by actually bringing into school attend¬\nance the 2,280,000 children legally required to attend under existing com¬\npulsory education laws. Even under existing conditions, with the possible\nexception of twelve states, there is sufficient finance available, without raising\nmore funds, for this purpose. It merely means reallocation of certain expendi¬\ntures.\nPart of the second hundred\nschool systems would\n\nthousand could also be absorbed if our city\n\nprovide rationally for adult education as a distinct\n\nteaching job instead of considering it an overtime activity for day-school\nteachers.\nAdult\n\neducation has never been considered in its true significance, but\n\nlargely as an extra-revenue and overtime activity. The same is true of sum¬\nmer school. Every city school system has goodly numbers of teachers who\ncarry full load during the day and also work evenings and in summer. Over\na period of time under these strains their efficiency is decreased and their\nintellectual growth stunted. Why should not adult education be regarded\nas worthy of full-time service? Intelligent reorganization of this extremely\nimportant development will permit the absorption of part of the surplus.\nThis problem might be solved immediately by the adoption of a code for\nteachers following NRA precedent.\nWhat of the future? What is the general outlook for teaching? Has public\neducation reached a point of stabilization? Will future activities be more\ncircumscribed and limited than before the depression? Let us examine the\ntendencies.\nThe Age of Power will provide for an increasing amount of leisure and\na smaller amount of constant employment in terms of man hours. Child\nlabor will be completely eliminated. By 1940 practically all children under\neighteen years of age must be cared for in our schools. The continuity of\nemployment with respect to type will probably be no more constant than\n\n"}
{"page": 572, "printed_page": null, "text": "566\n\nNational\n\nEducation\n\nAssociation\n\nat present. New inventions and technical changes\nwill maintain the need\nfor progressive economic rehabilitation. Social and\neconomic demands on\nthe public schools will increase greatly within the\nnext few years. There is\nno indication that these demands will be serv\ned in greater proportion by\nnon-public agencies.\n\nOn the other hand, we face the problem\nof a total population that is\nrapidly moving to a point of stabilization. The\ntrue death rate exceeded the\ntrue birth rate for the first time in our hist\nory in 1932.\nTi C\n1940 population ^cording to Dublin will be approxi¬\nmately 131,000,000 or nine million under prev\nious estimates. The relation¬\nship of age-groups within this total will also\nshift considerably. In 1930 38.8\npercent were in age-groups below twenty.\nIn 1940 this division will include\nnot more than 33.8 percent. Expressed\nin numbers of the probable 1940\ntotal there will probably be not more than\n44,278,000 people under twenty\nyears, an actua decrease in totals of 3,358,71\n8 over 1930. Will this decrease\naffect public education by 1940? I think not.\n\nThe implications are now perfectly apparent that\nthere will be an increase\nin registration thru age nineteen or into the later\nsecondary years. The social\nneed for the better enforcement of compulso\nry attendance laws will tend\nto increase attendance by several million.\nThere is also the possibility of\ndevelopment in the preprimary unit or what\nis now classified experimentally\nas nursery and kindergarten. However, it is\ndoubtful whether much growth\nin this division will take place before 1940.\nIn fact, continued emphasis on\nparental education plus greater leisure migh\nt actually have the opposite\neffect. Considering only the age-groups betw\neen five and twenty, I estimate\nconservatively that the 1940 day school enro\nlment in public and non-public\nelementary and secondary schools will be sligh\ntly in excess of 33,000 000 as\nopposed to the 1930 membership of 28,3\n88,346. Applying a teacher-pupil\nratio of thirty for the country as a whol\ne, the total number of teachers\nrequired would be 1 ,100,000 as opposed to\nthe current public and non-public\nschool total of 925,000. The requirements\nfor new jobs between 1934 and\n1940 on this basis should be approximatel\ny 30,000 a year. Estimating re¬\nplacements conservatively at 10 percent\nannually, the total annual require¬\nment for day-school teachers by 1940\nwill probably be 130,000 per year as\nopposed to an estimated demand for 160,\n000 prior to 1930.\nThe tremendous development of adult educ\nation in the past two decades\nmay be classed as one of our educational\nphenomena. Increased leisure, the\nesire to rehabilitate or improve one’s econ\nomic status, the continuation of\nintellectual pursuits on a purely cultural\nbasis have all helped swell this\ntotal. This growth both public and private,\nhas taken place under adverse\nconditions. Fairly high tuition rates, apat\nhetic boards of education, lack of\nrecognition of the importance of adult educ\nation by administrators, and com¬\nplete ignoring of the problem by teachertraining institutions might all be\nconsidered as deterring and restricting\nforces. Despite these handicaps the\nmovement grew rapidly until the depression\nwhen these activities were among\nthe first whose meager allowances were\ncut.\n\n"}
{"page": 573, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n567\n\nIn 1940 there will be 59,212,000 persons between the ages of twenty to\nfifty years. A conservative estimate places the number who will spend fur¬\nther time in school afternoons and evenings for recreation, rehabilitation,\nadvance, and constructive use of the new leisure, at twenty millions. Many\nbelieve the number will be closer to thirty millions. Who is going to teach\nthem? Who will plan and administer the program?\nIt will naturally be impossible for the regular day-school staff to meet\nthese demands. Further, the new adult program will be vastly different\nfrom the rather formalized teaching of children. It will require different\ntraining and different technics. As a matter of social necessity, a specialized\nstaff must be built to meet these needs. The current practise of permitting\nteachers to work from eight in the morning until ten at night cannot\ncontinue.\nThere are several broad lines of activity essential to any program of\nplanned teacher production and basic to any specific plan of procedure.\nSince the need for teachers with respect to quality and quantity depends\non the requirements of the public schools of the state, I believe that the\nfirst fundamental requirement is to establish in each state a general extralegal central planning commission for public education. This commission\nshould include the educational leaders from all branches of work in our\nschools, specialists in sociology, economics, political science, geography,\nbiology, and psychology, representative leaders from industry, commerce,\nagriculture, and transportation. This commission, assisted by technical\nspecialists, should study the needs of the state and make recommendations\nfor the basic structure and methods of financing education for the new\nera. The program or plan developed by the commission and adopted by\nthe state will be the pattern on which future teacher production must\nbe based.\n\nI he second need is to establish in each department of public instruction a\npersonnel division where accurate service records of teachers may be kept\nand experience tables developed for replacement needs. Coordinating this\ndivision with that of child accounting will make it possible to provide spe¬\ncific and complete information of number and quality need by t3^pes of\nschools and districts. No planning program is possible without continuing\naccurate records kept up-to-date and interpreted by trained individuals.\nMany of our current difficulties have arisen thru the overcrowding of\ncertain fields and the lack of differentiation or certificate specialization.\nI he organization of the traditional salary schedule places all emphasis on\nsecondary education. In general much of the current teacher oversupply is\nin secondary education. With that field contracted, they surge on the ele¬\nmentary school. Certification by activity and by general field of preparation\nis one means of solving this difficulty. The life certificate should be\nabolished.\n\nThe power to determine the number and type supply of teachers should\nbe centered in the department of public instruction by placing there com¬\nplete legal control of all power of certification, including also the power\nto revoke licenses.\n\n"}
{"page": 574, "printed_page": null, "text": "568\n\nNational\n\nEducation\n\nAssociation\n\nInstitutions of higher learning within each state should be definitely\ncoordinated thru central control to eliminate senseless competition, ex¬\ntravagant overlapping, and the undignified presentday scramble for stu¬\ndents and for large capital investments. Teachers colleges should be reor¬\nganized on a four-year basis with the first two years modeled upon present\njunior-college tendencies. They could then serve as regional colleges for the\nfirst two years, confining the upper classes to teacher training. With the\nego-urge for numbers satisfied in this way, and the staff differentiation\nmade possible by a fairly stable enrolment, better selection of teachers\nwould be possible.\nQuality and scope of training teachers can no longer be left completely to\nindividual institutions to determine. The planning of the general types of\ntraining is a matter in which the field as well as the state is directly in¬\nterested. It is therefore desirable that a second and more restricted con¬\ntinuing advisory group be created in each state on which teachers, prin¬\ncipals and superintendents are represented, as well as all of the teacher¬\ntraining institutions. Thru general cooperation, teacher-training curriculums might then be developed functionally rather than based on tradition\nand institutional or personal idiosyncracies.\nStandards of personnel selection in like manner cannot be left completely\nto individual institutions and decided as now on the urge for students.\nThe state department of public instruction, assisted by the advisory coun¬\ncil on teaching personnel, could establish general standards for admission on\na much wider base than now considered. Specific standards for vitality,\nmentality, social intelligence, emotional stability, ideals and attitudes, gen¬\neral culture and motivation, might well be set up to secure better balance\nthan is now possible except by luck. General admission tests should be\nadministered by each institution in terms of these operating standards. In\nlike manner standards of achievement and graduation should be developed\nand given at all terminal points. The state may set the standards, permit¬\nting them to be administered by the institution subject to appraisal and\nreview.\nThe great need in this country today is for better teachers. When we\nconsider that 26.2 percent of the elementary teachers now employed and\n8.5 percent of our secondary-school teachers have less than one year of\ntraining beyond the twelfth grade, or in totals, that one-third of our teach¬\ners have the cultural outlook of the high-school graduate, the magnitude of\nthe problem can be visioned. We have need for more than the docile tech¬\nnician that the teachers colleges have been furnishing in such great num¬\nbers and for the university-trained subject specialist whose concept of edu¬\ncation as a social process is still extremely hazy despite the influence of\nschools of education. We need a new teacher, well balanced and fearless,\nwith an understanding of the culture in which he lives and to which he\nmust contribute; a teacher with both equipment and vision and well pre¬\npared with respect to detailed and technical knowledge. The problem of\npreparing this teacher can only be achieved thru the cooperation of all in¬\nstitutions and interests within each state.\n\n"}
{"page": 575, "printed_page": null, "text": "Department\nINTERPRETING\n\nMERLE\n\nTHE\n\n569\n\nof Superintendence\n\nSCPIOOLS\n\nTO\n\nTHE\n\nsidener, president, sidener, van riper, AND\nINDIANAPOLIS, IND.\n\nPUBLIC\n\nKEELING, INC.,\n\nI believe that we should stop and think for a minute of this business\nof education as one of the great basic industries, even aside from\nthe\nservice it renders. Considered from the standpoint of amount of\nmoney\ninvested and the expenditures, it ought to be regarded as a basic industr\ny\nand we ought to look at its opportunities as do those who control and man¬\nage great basic industries.\n^ Business, as an institution, regards goodwill as its most important asset.\nThat was true long before the depression came along. But, those businesses\nthat enjoy the public friendship and goodwill survived this period much\nbetter than those that had not built up that friendly attitude on the part\nof the public. From now on, business is going to devote more of its effort,\nmore of its attention, to creating a friendliness on the part of the public\nby making business worthy of that friendliness.\nThis whole New Deal that we find ourselves in is based purely on the\ndesire to bring social relations between capital and labor, employer and em¬\nployee, into such form that there may be a better cooperation thru a better\nappreciation. All right. We of the schools have suffered more during this\nperiod than perhaps has business as an institution. My friends, we have\nsuffered more because we did not have that public friendliness and under¬\nstanding and goodwill toward our institutions that we were entitled to have.\nWe have been so busy all thru these years in production, we have been\nso busy doing a good job of educating, that we haven’t had the time, we\nhaven t felt the necessity for doing an equally good job of informing\nthe\npublic about what we were doing, and the result has been that during\nthis period w^e found ourselves constantly retrenching and forced back.\nMe who represent the schoolboards have tried to stand up and fight but\nwhen we tried to get even the business men with whom we had business\nrelations and who had confidence in us, to grant us partly enough money\nto operate, we found them pushing us back solel}r because they did not\nhave a proper comprehension of the importance of keeping the educational\ninstitutions going.\n\nNow, that having been the case, it looks as tho we might have learned\na lesson. It seems we might borrow something from business as an insti¬\ntution and think a little more in terms of business in the schools than so\nmuch of professionalism. Don’t misunderstand that statement. We who are\nengaged in business, in marketing, know that unless there is a good product\nproduced by an adequate institution, there is no use in trying to sell it.\nI am not for the minute suggesting there ought to be the slightest let¬\ndown on the production side of schools but rather that we shall, instead of\nreducing any effort on that side, increase the effort on the other side of\nselling the schools to the public.\nNow, I have just got to get around to some terms I understand and\nI am going to ask you if you won’t please try to understand\n\nthem because it\n\n"}
{"page": 576, "printed_page": null, "text": "570\n\nNational\n\nEducation\n\nAssociation\n\nmay give you a bit of different viewpoint on this subject of interpreting the\nschools to the public. We have a good product. We have a good educational\nsystem. I he public-school system of this country fundamentally is sound.\nWhere it is not now operating, it is not adequately financed to do the job.\nI herefore, we who are engaged in the production end of education ought\nto give more thought now to advertising and selling the schools to the\npublic in order that we may have adequate financing.\n\nProduction\n\nin industry has ceased to be the big problem. Selling, market¬\ning, distributing is commanding the greater attention on the part of busi¬\nness management these days. There was a time when the effort was to make\ntwo blades of grass grow where one grew before. Now somebody says the\nproblem is to sell the second blade of grass that we have produced but\nhave not adequately distributed.\nNow,\n\nwe\n\nare producing in the schools and are distributing but there is\nanother factor in business that is commanding a lot of attention these days\nand that is financing the business. Many a business has gone out of busi¬\nness because it was not adequately financed. Many others during this period\nof depression have been forced back and are not adequately doing the job\nand I think that is where we are finding ourselves today. Because of lack\nof finances, we have reduced our expenditures, reduced salaries, cut down\noperation to the point where if it were not for those who feel their job is a\nmission, a tremendous conscientious obligation, the schools today would be\nwholly inadequate. The teachers and you superintendents and principals\nhave felt the obligation. They have gone along and done the best they\ncould under the circumstances. Nevertheless, if we do not come to a better\nappieciation\n\nof the necessity to finance schools adequately, we are not going\nto catch up to the procession again. We have been backed up considerably.\nWe have lost a lot and it will be difficult to catch up. We have been ter¬\nribly restricted not only in housing programs but in increased teacher loads\nand lack of care of buildings. We are handicapped purely from\nthe\nfinancial standpoint.\nBut, that is not my main point. I don’t believe we are going to get back\nwhere we belong in our relationship to the public until we ourselves regard\nit as just as much an obligation to educate the public as it is to educate\nthe children. Until we get to that point where we say, “This thing is of\nequal importance, this thing of selling the schools is of equal importance\nto the production\nbalance.\n\nin the schools,” we\n\nare not going to get on an adequate\n\nNow,\n\nI would like to lay before you the responsibility of realizing the\nimportance of creating and financing a department in your schools that\ncan carry on this work of selling the schools to the public. With a few\nexceptions, so far as I have been able to discover, the public relations\nwork in the schools has been a lefthanded enterprise. In a few instances I\nbelieve they have had adequately financed departments but it is certainly\nthe exception where you find in the budget an item for this department,\nwhatever it may be called. I am not much concerned what it should be\n\n"}
{"page": 577, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n571\ncalled. Everything\n\nthese days that is really useful has a wrong\n\nmeaning.\n\n“Public relations” has been used by public utilities and other types of busi¬\nness until it seems to be in the class of a propaganda. Publicity might be\nused but to speak of publicity in the schools seems to advertise the superin¬\ntendent. I am not very much concerned about what to call it. I am concerned\nthat we should develop a department\ncarrying on the work\nduction is carried on.\nWe\n\nthere is responsibility placed for\n\nof selling the schools while the other work\n\nstarted out in Indianapolis\n\nhead of it. We\n\nwhere\n\nto do the job. We\n\nstarted out with that department\n\nthat kind of a program,\n\nof pro¬\n\nhad a man\n\nat the\n\nsplendidly organized\n\nwith\n\nbut as soon as the taxpayers began to shoot at us,\n\nwe got scared a bit and backed up. We didn’t have the conviction — and\nwhen I say that, I suspect most of you, if you are honest, are in the same\nclass. We didn’t have the conviction that that was an essential part of our\nbusiness and, therefore, dropped it. I am hoping that what is said here\nwill arouse\n\nin your\n\nmind\n\na better consciousness\n\nof the responsibility of\n\ncarrying on that part of your business, that part of the schools.\nThere\n\ncan be no standard\n\nplan for all communities\n\nbecause\n\ncommuni¬\n\nties differ in size and make-up. But there can be a standard purpose and\npolicy, which is that this thing I am talking about is essential. There can be\na standard\n\nin the establishment\n\nno other job than the conduct\nbusiness of having some\nor using the English\narrange\nAnd,\n\nassistant superintendent\none\n\nby a man\n\nnot be done\n\nnow\n\nwho\n\nhas\n\nof the schools. This\n\ndo it when\n\nhe has time,\n\nof the high schools to try to\n\nstories, or trying to get somebody\n\nto put on a radio program\n\nif it can\n\nheaded\n\nof the sales department\n\nprofessor from\n\na few newspaper\n\ndepartment\n\nof a department,\n\nfrom\n\nand then, is worse\n\nin a systematic, organized\n\nthe music\n\nthan nothing!\n\nfashion, I should\n\nsay, “Let it go entirely.” But, if it is possible to create the department,\nthen make a program and place on the head of that department the re¬\nsponsibility for carrying it thru just as the responsibility is on the superin¬\ntendent for the general leadership of the schools. Once that is established\nand once we believe that it ought to be done, it will be carried out and we\nwill have more\n\nconstructive\n\ncenters of this country.\nconstructively.\n\nwork\n\nThat\n\nof the type that is now\n\ndepartment’s\n\nfound\n\njob is to inform\n\nin a few\nthe public\n\nI am not going to go into a lot of details on the plan. There isn’t time\nfor it, and, anyway, I find, from browsing thru your literature, that you\ndiscuss this subject every year at conventions\n\nbut don’t do much\n\nabout it\n\nand I don’t see much use discussing it if you don’t do something about it.\nNow, there has just been published a book entitled, Teacher and Public:\nA\n\nHandbook\n\nof Interpretation\n\nfor Teachers.\n\nIt is the Eighth\n\nYearbook\n\nfor the Department of Classroom Teachers and contains the best collec¬\ntion of all the details and methods to be put into one of these departments\nthat could be found any place. The\n\ndetails are important,\n\nto be sure, but of\n\nwhat use is it to discuss the details if you don’t do anything about it?\nWhat I want to stress is the importance of the creation of a department\nthat will go on and on in spite of depressions, that will have a place in your\n\n"}
{"page": 578, "printed_page": null, "text": "572\n\nNational\n\nEducation\n\nAssociation\n\nbudget. I am a school commissioner. Ask me why I haven't it in my\nbudget.\nAsk me and I will tell you. I am not so sure but that if the superintendent\nhad\npressed the members of the board a little harder, it would be in the budget\n.\nOnce you get to the point where you absolutely believe this must be\ndone, you will get it done because you get everything else done that\nyou\nfeel is essential. You fight for it! You stand for it! You go thru with\nit.\nBut, up to this time, this has been a lefthanded enterprise, not sufficiently\nessential. It is my honest opinion that unless we of the schools take a dif¬\nferent attitude toward our responsibility of informing the public,\nof cre¬\nating goodwill and friendliness on the part of the public, our\nschools\nnever again wdll have the splendid opportunity they have had\nin the past.\nI am Just as much convinced that we will do as good a job on\nthe selling\nside of our business in the next ten years as we have been doing\non the\npioduction side and that we will not again suffer from a depress\nion, no\nmatter when the depression comes, as we have during this period.\nThere\nis not the slightest question that if everybody in my community,\ntaxpayers\nand parents, knew as much as they have a right to know about our schools\n,\nhow we operate, what our policies are, what our purposes are,\nwhat our\naccomplishments and achievements are, no taxing board would\nhave dared\nto cut our tax appropriation because they would have burned\ndown the\nstate house. T he parent-teacher association got up a few resolut\nions but\nthey didn t make enough noise, didn’t represent enough taxpayers,\ndidn’t\ntalk as loud and as long as the men with the money bags who\nwere con¬\ncerned with their money and not the children of the commun\nity.\nWe had one banker who said, “My grandfather and grandmother\nonly\nwent to school four months. I don’t know why the school year of the chil¬\ndren of Indiana can’t be cut down.” That is pure ignorance and you and\nI are at fault. You and I didn’t prepare these people, who pay the taxes,\nwith an appreciation of education from a selfish standpoint. If I could\nhave\nhad enough time with that banker, I could have sold him on the idea\nthat unless there was enough money to keep the schools going, one of these\ndays they would tear his bank down and take his money because there is a\ngreat deal of feeling! There is only one place to stop it and that is in the\nschools. There is only one force that will keep the country stable and\nthat is education.\n\\ ou can’t put a price on that ! Then, aren’t we remiss, aren’t we failing\nin our job when we do not fight for this thing, when we just let it be\nswept aside by the slightest influence that comes along, when we fail to be\nconvinced ourselves yet in our own hearts know that we must have the\ncommunity in closer contact with the schools, that we must take the schools\nto the community and bring the community to the schools, that we shall\nnot overlook a single opportunity, as suggested in Teacher and Public , to\nmake the public understand us and know us and bring us closer together so\nthat we may have that fine mutual understanding, we of the schools and\nthey who pay for the schools? Let me urge you to be militant, to make a\nmilitant defense, to fight , fight , fight to make the United States safe for\neducation.\n\n"}
{"page": 579, "printed_page": null, "text": "Department\n\nFIFTH\n\nGENERAL\n\nSMITH,\n\nSTATE\n\nAT\n\n573\n\nSuperintendence\n\nSESSION, TUESDAY\nFEBRUARY\n27\n\nEDUCATION\nPAYSON\n\nof\n\nTHE\n\nCOMMISSIONER\n\nEVENING,\n\nCROSSROADS\nOF\n\nEDUCATION,\n\nBOSTON,\n\nMASS.\n\nThis convention is meeting during an educational crisis that is without\nprecedent. The material evidences of that crisis are so vividly before us\nthat there is no need to catalog them. Terms shortened, salaries lowered,\nactivities curtailed, opportunities denied ; these are the livid scars that are\nupon the face of American education today.\nThe storm has been no respecter of places. Schools that in the golden\n\n1920’s were still primitive have now ceased to exist even in their meager¬\nness. Schools that were in the van of educational progress have been forced to\nretreat. Indeed, tragic as is the story of closed schools, it may well be\nasked whether the greatest damage that has come to education may not\nprove to have resulted from the retreat from the fronts of progress.\nIn these circumstances this convention should and will give prominent\nconsideration to the adequate financial support of schools.\nFrom this place should and will go out the word that now, and not later,\nschool terms should be restored, that now and not later the wages of teach¬\ners should be lifted at least to the level of the industrial codes, that now\nand not later suitable supplies and decent textbooks be put in the hands\nof children, that now and not later should a check be put on the in¬\ncreasing slaughter of activities essential to the education of our youth,\nand that now and not later there be stopped those practices in the employ¬\nment of teachers which are insidiously undermining the quality of teaching\nservice, practises which put first the place of residence of the candidate\nand second, or last, the interest of the child who is to be taught.\nUrgent and important as it is, however, to restore appropriations for\nschools, to revise our system of taxation, to broaden the base of school sup¬\nport, and to find more just ways of distributing school funds, yet I venture\nto say that these questions are only a part and, perhaps, the lesser part of\nthe present responsibility of educational administration. The record of the\npast and the exigencies of the present point alike to another responsibility\nof commanding position.\nThis is not the first time that the American people have seemed to falter\nin their devotion to education. Twice before in this century education has\nstood at the crossroads. One hundred years ago, almost to the year, after\na sweeping economic depression, the public schools had become so poor\nthat parents would not send their children to them if they could afford to\n\nsend them to private tuition schools. But in the 1 830’s a group of leaders,\nconspicuous among them Horace Mann, went to the people and waged\na vigorous campaign for the rescue both of the ideals and the substance of\npopular education. So effectively did these leaders do their work that there\n\n"}
{"page": 580, "printed_page": null, "text": "574\n\nNational\n\nEducation\n\nAssociation\n\nbegan a movement which swept across the country fixing firmly and finally\nthe principle of free democratic education.\nAgain, in the late 1870’s, following another economic depression, the\npeople appeared for a few years to doubt their ability to support in practise\nthe theory of universal education. In the school reports of that period we\nnote voices of discouragement and fear. For three consecutive years there\nwas an interruption of that progress which the preceding half century had\nrecorded. But in 1879, as in 1835, the people at the parting of the educa¬\ntional way decided to take not the road that led down, but the one that led\non and up.\nBeginning in 1880, and continuing to 1929, was\n\nan era of educational\n\ndevelopment, dramatic, almost spectacular, and altogether without prec¬\nedent in this or in any other country. In that era, enrolment in secondary\nschools and colleges grew at rates far outstripping rates of population in¬\ncrease, piling up totals greater than in all other western civilizations com¬\nbined. In 1880, a small percentage of the teachers were trained accord¬\ning to any acceptable standards. In 1880, higher educational opportunities\nfor women were almost non-existent. In 1880, compulsory education and\nchild labor laws were hardly worthy of the name. In 1880, technical edu¬\ncation was only in its feeble beginnings. In 1880, school courses were nar¬\nrow and adapted to the needs of only a minority of youth. In 1880, there\nwas almost no provision for the special education of handicapped children,\nexcept for the totally deaf or totally blind. In 1880, few chances existed\nanywhere between the seas for a boy to get a trade education in school\nunless he should first be committed to a reformatory. In 1880, school equip¬\nment and school buildings for the most part were meager and often for¬\nlorn. There is no need to take the time to state the contrasting conditions\nof today. They are before your eyes wTerever you may live and they\nare there as the irrefutable evidence of the abiding faith of the American\npeople in education and of their desire generously to support it. As we read\nthe record therefore, are w^e not impressed with the manner in which our\npredecessors trod the new roads that had been chosen? From this distance\nit is not the anxiety of the bleak years that impresses us. It is rather what\nhappened after the period of perplexity and hesitancy had passed. Not\nwhat happened to the support of schools in periods of depression, but what\nhappened to the spirit and substance of education after the depression had\npassed — that is what is significant to us now.\nI repeat, therefore, that far more commanding even than the exigent\nfiscal problems of the moment is the consideration of what is to happen\nto education ; what new vistas are to open before it ; what new plans\nmust be made for it now that, as we hope, the storm has spent its fury.\nIn this century now closing there have been these two eras, that of the\nestablishment of the principle of universal free education, and that of\neducational expansion. How will the historian of the future record the era\nnow beginning? Probably he will characterize it as an era of educational\nevaluation or, perhaps, as one of the better application of education. More-\n\n"}
{"page": 581, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n575\n\nover, it is no part of wisdom to conclude that the present difficulties of the\nschools are solely due to economic conditions. He is half blind who thinks\nhe sees that the public is interested only in what the schools cost. There is\nplenty of evidence that the public is interested even more in what the\nschools are doing, whether the schools are producing results commensurate\nwith the investment of money and time. That is a far more commanding, a\nfar more persistent, and for us just now, a far more interesting question\nthan any other current question about education. It is a question, moreover,\nthat presses for answer not only as it relates to public schools, but as it re¬\nlates to private ones as well ; not only as to lower schools, but as to colleges\nand universities. In no uncertain manner education is to be asked to give\nan account of itself. The\n\ntaxpayer, the citizen, the parent, even the pupil\n\nhimself is asking, “Does education give an adequate, a commensurate re¬\nturn for what it costs in money and in time?”\nThe question is a broad one. It has many bearings. It is not an easy one\nto answer. Indeed, a final and completely satisfactory answer may never\nbe given. There is every reason, however, why the most serious and per¬\nsistent search for an answer should be made. The problem need not and\nshould not be approached in any apologetic or defensive manner. You can\nlay your hands on plenty of things that offer proof that the schools, even\ntho they have not fully succeeded, have at least not utterly failed.\nThat the teachers of this republic have not labored in vain is attested by\nthe fact that the American people have carried on patiently, tolerantly, even\ngood-naturedly thru the most trying experience that has ever befallen them.\nIf our institutions are worth saving, as we believe they are, the American\nschools have repaid all they have cost for a generation in what they have\ndone in the past three years.\nI do not believe that education is about to choose a new and sharply\ndivergent way. “New schools for old” is not my slogan. Then there is\nthat other current phrase, “Education for a changing world.” If education\nfor a changing world means that we must visualize what may seem to be\nthe inevitable form and structure of a new world and so influence and\nmodify youth that it will conform to it, then the expression leaves me a\nlittle cold. Better let us have an education that will change the world.\nThe world needs today not so much institutions that will train youth\nfor Fascism or Hitlerism or Bolshevism or any other “ism,” even Ameri¬\ncanism, as it needs institutions that will develop thinking, reasoning beings\nwith the wisdom and the will to master individually and together their own\nlife situations.\nHowever that may be, what educational leadership should provide forth¬\nwith is the means of searching investigations of the objectives of the\nelaborate and extensive instrumentalities for improvement that exist in\nour schools. These investigations should include not only the larger objec¬\ntives of education. They should attempt to give answers to that host of\nquestions which you and I and everyone are being asked about the specific\nsubjects taught in the schools.\n\n"}
{"page": 582, "printed_page": null, "text": "576\n\nNational\n\nEducation\n\nAssociation\n\nWhatever the mode of approach to an appraisal of education, or what¬\never the means found to make education more effective, may we not hope\nthat one important outcome will be that of making the educational process\ninfinitely more realistic. There is much discussion of the need of teaching\nand training children so that they can meet the problems of adult life, to\nrelate in some direct fashion the tasks of the present to that of the future.\nEducation may deal too much in futures.\nPrepare for it! Prepare for it! That’s the phrase! Shall we ever rid our¬\nselves of the notion that preparation is not the sole or chief aim of educa¬\ntion? 1 he primary aim of education is growth, not preparation. Prepara¬\ntion all down the line to the kindergarten and up the line even to death\nhas too much dominion over life.\nShall we not sometime be wise enough to see that all experiences of\nlife, including those of the schools, are but so many materials to be used\nin the day that now is, to promote mental, moral, and spiritual develop¬\nment? In this new era of evaluation and redirection of education the ap¬\nproach must be increasingly realistic, to the end that actual gain in stature\nmay daily result to him who is being educated.\nTo illustrate the point, let me take three commonplace examples, one\nfrom the traditional subjects, one growing out of a current demand for\npractical service, and one from those larger objectives now often set up\nboth by laymen and by educators.\nFor the first, the modern languages — I believe we should not abandon\nthe teaching of them. But it would be quite as well to do so unless we can\nteach them from some other viewpoint than that of preparation. We spend\nmillions in the teaching of modern languages without getting what would\nseem to be the most elementary, and, therefore, the most important result,\nnamely, the ability to speak or to understand the language. Some day, the\nmodern languages may be so taught that the student will actually grow into\npossession of a new power of expression. When that day comes there will\nbe more general approval of spending time and money on these subjects.\nThis illustration may serve to point to you many others where we teach\nboth traditional and newer subjects with too little consciousness that they\nhave a close and realistic relationship to the current experience of the child.\nAgain, let me take one of those numerous things that have crept into the\nschools as a result of the innocent belief of many citizens that if you can\nget a pupil to study something or to talk about it, you will necessarily work\nsome important change in his habits.\nSchool savings plans have been adopted in hundreds of school systems in\nthe sincere belief that they will promote personal thrift. Candor compels\nthe admission that in thousands of cases they do nothing of the sort, they\nserve only as a weekly draft on fathers’ or mothers’ pocketbooks, costing\nthe pupil not an iota of planning or self-denial. When thrift education in¬\ncludes some plan by which the child can make savings in relation to his\nown allowance or earnings or in relation to his own planning it will take\non some significance as an educational experience, and not until then will it\n\n"}
{"page": 583, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n577\n\ndo so. In other words, much of this program is now highly idealistic and\ngets nowhere. Let it take on the form of realism and it will arrive.\nLet this again serve as an illustration of certain things in the schools\nthat are not to be abolished, but are to be made more effective because made\nmore realistic, more\nexperiences.\n\ndefinitely used day by day in relation to the child’s\n\nFor a third illustration. There\n\nis much\n\nthe duties of citizenship. Of course, we\n\nclamor for training youth for\n\nare all for that. But even here,\n\nthere is a chance to consider what is the most effective approach to so desir¬\nable a goal. I submit it is not fair to youth to try to compel it to face at\none and the same time both its own problems and those of the present\nadult generation. If your schools happen to be so far from a state capitol\nthat your boys cannot get there to listen to debates, or, as the saying is,\nto study government first hand, do not despair; you may still be providing\nsome very good citizens without these aids. You certainly are doing so if\nyou are providing an environment suitable to the age of the pupils and are\nutilizing that environment for the best possible present experiences of youth ;\nif you are permitting pupils to learn the lessons, to play the games, and\nto enjoy the experiences that are suited to their age and development.\nEducation should not be so much interested in producing citizens ac¬\ncording to a pattern or with reference to a now pending civic problem.\nEducation is or should be much more concerned with helping boys and\ngirls to develop so that they will have the intelligence and the will to meet\nadequately the problems of their own time. The entire means of the child’s\ngrowth are to be found in his own world. All the social implications of\neducation are there and not in some far-off situation. It may well be that\nin this opening era of the better application we shall find our greatest\nservice to be that of gearing our schools more nicely, not to our needs, but\nto the needs of those we seek to educate.\nTwo\n\nservices then, await us, first unquestionably\n\nthe settlement as\n\nspeedily as possible of the pressing material problems of the schools; and\nsecond, the fundamental, the farther-reaching service of making these\nschools serve better the interests of the thirty million children whose cause\nwe represent. It must have been great fun to have been a pathfinder in\n1835 or in 1880. Perhaps that joy can be recaptured in 1934.\nFEDERAL\nWILLIAM\n\nF. RUSSELL,\n\nDEAN,\n\nAID— BOON\nTEACHERS\nNEW\n\nYORK,\n\nOR\n\nCOLLEGE,\nN.\n\nBANE?\nCOLUMBIA\n\nUNIVERSITY,\n\nY.\n\nThe public schools are dear to the hearts of the American people. We\nlove them because they belong to us. No national government forces them\nupon us. No minister of education prescribes their operation. We take\neducational orders from no higher power. The public schools are our own.\nWe created them. We, the people, determine wdio shall learn, who shall\nteach, what shall be taught and by what methods, what the school shall\n\n"}
{"page": 584, "printed_page": null, "text": "578\n\nNational\n\nEducation\n\nAssociation\n\nbe like, where it shall be located — and we reach down in our pockets and\npay the bill. American schools are folk-made, and they are folk-controlled\nand folk-directed as well. This system is America’s pride and joy. In it we\nall take great delight.\n\nwe look overseas, we find no envy for the highly centralized school\nsystem of France, where most of the funds are supplied by the nation as a\nwhole and most of the control rests in Paris. Nor do we find much to\nimitate when we look upon Australia, with its huge states each in complete\ncontrol of its schools. There all the money comes from the state as a\nWhen\n\nwhole, the locality makes no contribution. All powers\nThe parents have nothing to say.\n\nreside at the capital.\n\nWe can go from country to country in the wmrld today and note the\nway in which certain of the strongest governments are using their highly\ncentralized school systems to entrench themselves for years to come. Citi¬\nzens in disagreement are being coerced; the recalcitrant are banished;\nrebels are stood before firing squads. But these measures are not neces¬\nsary with the citizens of tomorrow. The young are being enticed, their\nminds are being seduced, helpless in the powerful grasp of propaganda thru\nnationwide compulsory education completely under national control. The\nminds of the oncoming generation are being poured into a mold.\nThus\n\nthe American has only to examine education in Russia, Japan, or\nNazi Germany to come to appreciate the precious treasure that he has in\nthe American public schools. They are locally controlled. They are sensitive\nto the will of our people. By their place in our plan of government, they\nare at the focus of a myriad of conflicting interests. They are almost per¬\nfectly protected from nationwide partisan or transitory desires. There is a\nremote chance that some Hitler in some future time might be elected to\nhigh office in the United States; but he would\nto win control of our schools and colleges.\nThat is, he could not have dominated\nday is at hand. Our government\n\nhave a difficult time, indeed, ,\n\nthe schools in the past ; but a new\n\nis changing. The\n\ndepression is modifying\n\nthe balance of power between the localities, the states and the federal gov¬\nernment; and there is a good possibility that measures now pending, if\nadopted, may alter fundamentally the American method of school adminis¬\ntration, and make our schools more like those in Europe or Asia that I have\ncited.\nIt is unnecessary for me at this time, for this audience, to give in detail\nthe argument which justifies federal participation in the financing of edu¬\ncation. We know that this is no new idea. It was advocated in the days of\nthe Confederation. It was implied in the Ordinance of 1785. It was sug¬\ngested several times in the Constitutional Convention and was in mind when\nthe General Welfare Clause was drawn. It was advocated both by Alex¬\nander Hamilton and Thomas Jefferson. Constitutional amendments to pro¬\nvide it were recommended to Congress by Madison and Monroe. Step by\nstep, in the distribution of the national surplus, in the first Morrill Act and\nin the succession of acts down to the present day, the federal government has\n\n"}
{"page": 585, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n579\n\nplayed an increasing part in supporting education in the states. We also\nunderstand the gradual obsolescence of the taxing system which has tried\nto support education upon the proceeds of a tax upon the property of a\nlimited taxing area. There was once a time when wealth as measured by\nland and buildings, and educational burden, as measured by children in the\ndistrict school, were roughly proportional from area to area and from state\nto state; but the growth of transportation and communication, the develop¬\nment of technology, the flight from country to city, and the concentration of\ncapital — all manifestations of the Machine and Power Ages — have disturbed\nthis balance. Financial resources and educational burdens within the bor¬\nders of the states have been found to vary so widely from community to\ncommunity that state equalization of financial support has been found\nnecessary.\nFollowing a similar line of reasoning, experts in school finance have come\nto believe that federal aid is necessary. From the study of the efforts made\nby the state to assist localities to provide minimum educational programs,\nthey have come to learn what was hidden from the layman — that, just as a\nremote district in many a state is unable to support even a minimum educa¬\ntional offering and in consequence state aid is needed ; so an entire state,\nlike Arkansas or South Carolina or South Dakota, may be similarly dis¬\nqualified from being able to support as a state the kind of educational pro¬\ngram that the American people deem to be the minimum. Even if there had\nbeen no depression, it would have been necessary for the national govern¬\nment to take a share in the financial support of education in order to main¬\ntain a minimum standard thruout the United States. Nineteen twenty-nine\nwas a boom year in the stock market. Nineteen twentv-nine was the cul¬\nmination of an era of great prosperity; 1929 marked a high point in the\ngeneral use of automobiles and radios ; but, even in that golden age, Ameri¬\ncan children in manv states in no small numbers went to hovels for schools,\nremained there for short terms, and were taught hv the kind of ignorant\nteacher that starvation wages would employ. Federal aid would have had\nto come, depression or no depression !\nBut the economic conditions of the last four vears have hastened a\ndevelopment which otherwise might have been long delaved. Decreases\n\nin incomes, shrinking property values, collapse of basic industries, the des¬\nperate state of agriculture and manufacturing, the failure of the banks — all\nth ese factors in whole or in part removed the ability to pav from a sub\nstantial part of the population. Taxes could he levied on real estate, hut they\ncould not be collected. The result is the lamentable situation of the moment.\nSchools are closed. Children are on the street. Teachers are paid in scrip\nor not at all. Essential services have been discontinued and institutions\nabandoned. This distress tugs at our heart strings. This social stupidity\nstirs us to action. One thing comes to mind. Let us strive to reform state\nlaws and institute new modes of taxation : hut the truth is that everv time\nthe federal government devises a new tax or increases an old one, it is all\nthe more difficult for the states to correct their present systems. In fact, some\ntax experts are now advocating that all tax collections be made by Washing-\n\n"}
{"page": 586, "printed_page": null, "text": "580\n\nNational\n\nEducation\n\nAssociation\n\nton because the federal government, by taxing incomes and imports and by\nits large sales taxes on automobiles, alcohol and tobacco, has removed from\nthe states the only taxes which could be collected. Thus the real difficulty\nin the present educational situation has not been caused by the depression.\nIt has merely intensified a difficulty that has been growing for many years.\nI he federal government has absorbed the sources of revenues, and it must\nshare these wdth the states and localities. Many of us, realizing this situation,\nhave devoted our best efforts to this problem for many years; and we have\nworked harder than ever since the time of the last meeting of this Depart¬\nment. Federal aid to education in some form sometime is bound to come.\nNow the question which I would discuss tonight is this: Shall we do\nAmerica a service in bringing the federal government to the support of the\nschools? Are we in danger of destroying the American heritage? At the\nmoment our schools are controlled by us. They are safe from the sinister\ninfluence of the small politician. Shall we sell our control of the mind of the\nAmerican child ?\nIt is said that he who pays the piper, calls the tune. Like many\nadage, this is a half truth.\n\nan old\n\nOf course, it would have been possible for the laird of the castle to have\nmade such an arrangement with the piper. He could have said that he would\nmake no payment unless the piper played the particular tune he desired.\nHe could specifically have retained discretionary authority, and himself\nhave called the tune. But there are other ways of paying pipers. The laird\nmight find one night on his estate a band of pipers, cold, wet, and starving,\nbecause they had been paid in scrip. They might even have been forced to\nsell or pawn their pipes. There is nothing to stop the laird from saying that\nall who might wish to play at his feast would be fed, clothed, sheltered, and\nprovided with new pipes. Or the laird could offer ten shillings to each\npiper who would play, regardless of what tune he chose. Or he could\napply to the pipers’ union and agree to pay the wage scale fixed by the code\nfor 36 hours of piping a week, and then hang out a blue eagle. Or he could\noffer a fixed sum to all musicians, pipers included. It is not necessary that he\nwTho pays the piper calls the tune. Whether he calls it or not depends upon\nthe particular arrangement made between the two contracting parties.\nI suppose that there are no schools in the world, even in the United States,\nso free from domination by central authority as the schools of England,\nScotland, and Wales. There the control rests in education committees, sub¬\ncommittees of governmental bodies elected locally. The schools of a borough\nor an urban district are quite free of domination by the central authorities,\nand even wdthin a particular school system the details of the curriculum, the\nchoice of textbooks, the nature of the instruction, and the spirit of the school\nitself are often within the prerogative of the individual school, even of the\nindividual teacher himself. Central authorities will bring influence to bear\nupon the local committees by hints, by the publication of comparisons and\nstatistics, by research and by advice. One of the most important reorganiza¬\ntions of education in England was stimulated by a small brochure entitled\n\n"}
{"page": 587, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n581\n\n“Some Suggestions for the Consideration of Teachers.” In spite of this\nlocal autonomy, more than half of the bill for public education in Great\nBritain is paid by the central government, by Parliament in Westminster.\nWhy is it that this system did not transfer control? Because the man who\npays the piper does not choose to call the tune. Because the pipers would\nrefuse to play if someone else called the tune. He pays half the salary of the\npiper; he pays half the cost of keeping the audience in health so that it\ncan hear the tune when played. He takes a definite share in certain other\nexpenses. Parliament does not say that it will grant the president of the\nBoard of Education £88,000,000 to use as he sees fit. It does not appropriate\nthe equivalent of $427,000,000 to be used as the Board of Education, the\ncentral authority, may deem wise. The whole program is put down in black\nand white in detail, and administration thenceforth is automatic. This is\nwhat is meant by a government of laws, not a government of men.\nThis is the plan which I hope that we shall follow in the United States\nin the long run. But there are certain powerful influences and certain color¬\nful personalities in education and public life in the United States today\nwho, for reasons which to themselves are adequate, are forcing us away from\nthe English example and pushing us toward a form of federal participation\nin education which is likely to weaken local control, and strengthen dis¬\ncretionary authority at Washington. These influences and personalities fall\ninto three groups.\nThere are those who have been accustomed to rescue the perishing. Most\nof the argument for federal aid is based upon distress, and this has its par¬\nticular appeal to members of welfare organizations, clubs for social service,\nand charity and aid societies, who, individually and corporately, know how\nto extend the helping hand. Definite methods have been developed by years\nof experience in charity organizations ; and it is only natural that those\nwho have learned how best to relieve the distressed, help the indigent, cure\nthe sick, and care for the unemployed, should assume that the same methods\ncan be applied to the relief of a distressed school system. The method is to\ngrant an adequate sum of money to an efficient and kindly individual who\nwill study the individual cases which present themselves to him, dole out aid\nand adjust and readjust his program according to particular needs as they\nemerge. It is onlv natural that the members of this group would prefer to\nmeet the emergency in education by granting a large sum of money to an\nindividual or a board in Washington to hand out according to best judg¬\nment upon evidence of acute distress. We readilv appreciate the public spirit\nand logic of this point of view : but we who are connected with schools, above\nall others, should see the danger that is certain to follow. You can put\nauthoritv over poor people at Washington ; you can grant power to deal\nW'th the unemployed ; vou can give funds to relieve human miserv caused\nbv a flood, an earthquake, or a depression : but, if vou put schools in this\nclass, no matter how great their need for aid may be, discretionary authority\nand power inevitably will grow at Washington.\nThe second group, composed in the main of lawyers and professors of\npolitical science, from its study of local and state government, has become\n\n"}
{"page": 588, "printed_page": null, "text": "582\n\nNational\n\nEducation\n\nAssociation\n\nimpatient of the de]av and inefficiencies of legislatures, boards of aldermen,\nand commissions. They know that there is stupidity and occasional corrup¬\ntion in our state and city governments, and it is only natural for them to\ninfer that this applies equally well to schoolboards. The argument for\ncentralization of power under the New Deal appeals greatly to them. They\nlike its experimental attitude. In all future relations of the federal govern¬\nment to education, they say, let us apply these general principles. Place the\ncontrol of funds in an individual or a board at Washington. Only in that\nwav will the money go where it is needed. Only with authority in Wash¬\nington can misuse and misappropriation of funds be avoided. This plan of\nadministration appears to have worked verv well in the last vear in helping\nto solve the problems of the farmer, in developing the NRA and in con¬\nstructing public works. It would be successful and welcome in the building\nof school buildings, in transporting pupils, and in the purchase of supplies\nand equipment. We do not greatly object to centralized control of cotton\nand wheat, roads and canals, or codes which regulate business: but we\nmust not forget that the American people cannot afford to lose their im¬\nmediate control of the interna — what is taught and how — in their public\nschools. No person, no board should be given the power to force local author¬\nities to conform to any set pattern. The administrative technics of the New\nDeal, excellent tho they may be, must not be applied to our schools.\nIt is a little more difficult to define the third group. Many members of\nour own profession belong to it. It is composed of those who are iust one\nstep behind the procession in the studv of school finance. In the earlv days,\nin devising plans for the state distribution of school funds, it was thought\nsatisfactory to distribute a sum of money in proportion to the number of\nchildren of school age, to the number enrolled, or to the number in average\ndaily attendance. Students of school finance found these plans to be inade¬\nquate, and schemes were devised to distribute funds according to effort and\nneed. It was thought that the distressed districts should receive more aid\nthan would be provided by such a measure as the number of the pupils ; and\nin some states equalization funds were set up for distribution to the poorer\ndistricts according to the judgment of the state superintendent or the state\nboard of education. To stimulate effort grants were made with provisos\nattached. A state would offer a certain sum toward the erection of a certain\ntype of building, the equipping of a laboratory or the provision of a special\nteacher. Sometimes communities were offered aid, provided that they raised\na proportionate sum themselves. The members of this third group have\nreached this stage in their thinking. They want federal aid to be set up on\nsome such basis as this. They hope to see a federal board created which will\nstudy the effort and need of the states and the localities, and in its discretion\nbe empowered to make grants upon as objective a basis as possible. You and\nI readily appreciate that this point of view seems sensible, but we must\nremember one thing. It was the power to distribute state funds which\nbrought discretionary authority to state departments of education. It was the\nfact that localities had to match funds by the states, that there was a\n\n"}
{"page": 589, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n583\n\ncertain quid pro quo, which worked for the appointment of inspectors and\ncentralization of educational control. If similar programs are advocated and\nadopted for the distribution of federal funds to the states, I fear that\ninevitably power and authority will grow in Washington.\nDuring the last six months, a number of us, as representatives of various\neducational, labor, and social organizations, have been meeting together\nin Washington, in the effort to draft a plan for federal aid during the\nemergency upon which we could all agree. We canvassed the field. We\ncalled for advice from all the experts that we could find. We considered the\nproblem not only from the point of view of the schools, but we looked at it\nin the light of the relation of schools to other governmental and social\nagencies. We have come to an agreement upon a program ; one that is printed\nin the Februarv Journal of the National Education Association. But our\nagreement was only the result of a long and bitter struggle. Most of us\nagreed that emergency aid in almost any form was needed for the balance\nof this school year, merely to keep the schools in operation. Whatever way\nthis aid would be given, whether by a separate act of Congress, or by the\ninterpretation of an existing act under the discretionary authority of a\nspecial board or agency, or even of a single official, we agreed that this\nwould be all right for the emergency during the balance of this year. We\nrecommended a grant of $50,000,000 at once, and this has been taken care\nof thru the interpretation of a statute and the administration of Mr. Hop¬\nkins. We also recommended a grant of $100,000,000 for the next school\nyear to be distributed upon as objective a basis as possible by a board in\nWashington.\nBut the big question was what to recommend for the balance of the\nperiod of the emergency. The three groups just mentioned, each advanced\nits point of view. Those who approached it from the point of view of\ncharity suggested discretionary authority to be conferred upon an individual\nin Washington. Those who were suspicious of local government wished\ndiscretionary authority and experimentation at Washington. Those who\nwere one step behind the school finance procession wished a national board\nof education at Washington\n\nwhich\n\nwould\n\ndevise a plan for distribution\n\ndesigned to stimulate effort and compensate for need. The representatives\nof the National Education Association, the Department of Superintendence,\nand the Progressive Education Association stood together. T1 hey recom¬\nmended the appropriation of a large sum of money, possibly $400,000,000,\nto be distributed to the states and localities on an objective basis, to be\nadministered in an automatic way, preferably by some auditor or account¬\nant or bookkeeper. This is in accord with the modern theory of the distri¬\nbution of school funds. In fact the latest idea is somewhat amusing because\nthe experts in school finance, upon the basis of new premises, have come to\nan old conclusion. We know how ancient housewives’ remedies sometimes\nanticipate later scientific studies in medicine. We know that the Chinese did\nnot catch cholera or typhoid because they boiled their water and ate no raw\n\n"}
{"page": 590, "printed_page": null, "text": "584\n\nNational\n\nEducation\n\nAssociation\n\nfood. The boiling of the water and the cooking of the food were not based\nupon modern scientific medicine. I suppose it came as the result of the\nworkings of the law of natural selection. Similarly French and Russian\nhousewives fed their children from the soup pot, and thus provided a diet\nrich in all the requisite vitamins. It is modern research, by its studies, that\nhas revealed the worth of these old customs.\n\nSo it has been in the field of school finance. In the early days it was\ndeemed satisfactory to distribute money in proportion to the number of\nchildren of school age, to the number enrolled, or to the number in average\ndaily attendance. This was later shown to be absurd, and schemes were de¬\nvised to distribute funds in proportion to effort and need. This in turn has\nmore recently been succeeded by another series of formulas designed to\ngive equality among the various localities. The first step was to secure a\nmeasure of the cost of the standard minimum educational program which\nshould be offered to every child. It was then necessary to determine the rate\nof local taxation which would raise this sum in the richest district. Then\neach district in the state would be compelled to tax itself at the same rate\nupon an equalized assessment; and the central authority would automatically\nprovide the balance. Fhis is distribution of school funds according to what\nis termed the principle of equality. According to this plan, one district within\na state gets nothing. All the others get something, much or little according\nas they have heavy or light educational burdens, and in proportion as they\nare poor or rich.\n\nBut there is another principle of aid from central to local authorities\nwhich is finding favor. This is termed the principle of efficiency . The idea\nis that a free people cannot rest content with a bare minimum educational\nprogram. Education must be moving onward and upward. Certainly every\nchild must have a certain minimum offering, but unless there is opportunity\nhere and there for something better, for a new development, for readjust¬\nment or advance, educationallv we should be in the doldrums. There is a\ngood deal to be said for encouraging “that extra something.” Central author¬\nities can well afford to shore up the entire educational structure. One of\nthe greatest fallacies commonly believed in this depression is that distress\nis confined to the schools which have been closed. Our people should realize\nthat there is just as much distress where home economics has been eliminated,\nwhere physical education instructors have been discharged, where equipme\nnt\nhas not been purchased, where supervisors have been eliminated, where the\ncurriculum has gone back to the three R’s. If we are to have an alive and\nalert system, we must go beyond a dead and uniform minimum. It is to\nprovide and encourage development all along the line that the principl\ne of\nefficiencv was advanced. Under this formula something is given\nto every\nlocality, large or small. Aid is given to help the poor and the weak,\nbut it\nis also provided to foster variation everywhere. If you are interest\ned in\nfollowing this argument, I suggest that you read Dr. Mort’s discussion in\nthe recently published New Jersey report.\nNow the amusing thing about this modern theory of school finance is this:\nw hen you grant state aid upon the combination of these two principles,\n\n"}
{"page": 591, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n585\n\nthat of equality and that of efficiency, it comes out very close to the old\nschool population basis. In fact, if the principle of equality and the principle\nof efficiency were to be applied to the nation as a whole, we should be safe\nin recommending to Congress that by far the best way to meet the im¬\nmediate emergency in education would be to grant to each state a sum of\n$11 per pupil in average daily attendance for the school year 1932-33, with\na slight additional amount for the less densely settled states. No board of\nstrategy would be needed. No discretionary authority would be retained.\nMinimum programs would be cared for. Schools could be reopened at once.\nThe whole financial structure would be propped up. Local control would\nbe preserved. It would be the best way to meet the emergency.\nI now find mvself in a somewhat embarrassing position. When our com¬\nmittee finally came to an agreement in Washington on the particular pro¬\ngram which we should advocate, we all said that we would stand firmly\nbehind the six-point program. (1) $50,000,000 for immediate aid for the\nbalance of this year to keep schools open, to be administered on any basis\nbv a board or individual in Washington; (2) $100,000,000 for next year\nfor the same purpose, to be administered by a board in Washington upon\nsome objective basis; (3) a substantial sum (we thought of $300,000,000\nor $400,000,000) upon the principles of equality and efficiency; (4) loans\nto the localities secured by frozen assets in banks and taxes anticipated ;\n• (5) grants for school buildings, and (6) $30,000,000 for college students.\nI want to stand squarely behind this program. I want to urge your co¬\noperation, but I must make plain that this means the whole proqram.\nThe Federal Emergency Relief Administration has looked with favor on\nitems 1 and 6, and has now practically incorporated these suggestions in\nits own program. It probably will look with favor on Ttem 2. Items 4 and 5\nare in line with certain other governmental policies. What we should fear is\nthe passing-over of Item 3. There are many men and women close to the\nAdministration in Washington who cannot see the force or wisdom of a\ngeneral grant to all the states to be administered upon an obiective basis in\nan automatic way. The relief-minded (the first group which I discussed)\nwish to give the monev to the Relief Administration. The political scientists\nof the New Deal distrust state and local government and want to give out\nfederal money according to the dictates of a federal board or official. The\nadvocates of distribution of state funds upon the basis of effort and need\nwant to duplicate at Washington\nstates.\n\nthe older experience of the less advanced\n\nThese are powerful forces to combat. Right now, hearings are being\nheld before Congress in Washington, upon the measures submitted to fid fill\nthis six-point program. There the relief-minded will sav their sav, and if\ntheir point of view prevails, control will grow at Washington. The nolitical\nscientists of the New Deal will advocate all items except the third, and\npower will grow at Washington. The older order of state financial experts\nwill advocate effort and need, and centralization of school administration\nwill develop in the nation just as it did in the states.\n\n"}
{"page": 592, "printed_page": null, "text": "586\n\nNational\n\nEducation\n\nAssociation\n\nI shall agree with anybody upon any plan of national aid to education\nfor the next\n\nsix months.\n\nBut\n\nfor any time beyond\n\nthat, it is my\n\npublic\n\nduty, it is your public duty, it is the duty of the Department of Superin¬\ntendence, to express not only our hopes but our fears. We have a plan for\nfederal aid to education, expressed in the third point of the six-point pro¬\ngram, which gives aid to all the states upon an automatic, objective basis.\nIt has been carefully developed. It has been adequately studied. It has been\ntested. It will bring immediate relief in the emergency. It will leave the\npower in the states and localities where it should remain. It will enable the\nfederal government to help pay the bill. Federal aid in any other form will\ntend to transfer the power away from the people. It will become repugnant\nto us. Mistakes made now mav take years to correct; and federal aid of\nthe wrong kind, and the growth of the beginnings of educational despotism,\nhowever slight, will retard the development of American education for\ngenerations to come.\n\nLet us stand wholeheartedlv behind the whole program. Let us put special\nemphasis upon the third, the advanced, step. Only if this is included, only if\nthis becomes the basis for future action, will federal aid, so desperately\nneeded at the moment, become a boon and not a bane.\n\nSIXTH\n\nGENERAL\n\nSESSION, WEDNESDAY\nFEBRUARY\n28\n\nPublic Education\n\nand National\n\nEDUCATION\n\nIN\n\nEDWARD\n\nA. FILENE,\n\nTHIS\n\nMERCHANT,\n\nMORNING,\n\nWelfare\n\nNEW\n\nAGE\n\nBOSTON,\n\nMASS.\n\nI cannot speak to professional educators upon the theory and technic of\neducation. When business men assume to educate our educators, the results\nare not always satisfactory. They may even educate the educators into an\nunderstanding of what a lot of things there are in life which business men\ndo not know.\n\nBut educators also are not free from unwarranted\n\nassumptions. That has\n\nrecently become obvious. No matter how big a fool a “big business man”\nmay have made of himself before an audience of educators, those educators\nhave usually assumed that he did understand business. And we know now\nthat that is not so.\nGreat financiers wrecked our finances. Power kings turned out to be\nweaklings. Captains of industry fled from the battle at the first smell of\ndanger and, by cutting wages and curtailing the public buying power, led\nthe grand stampede away from industry and toward unemployment.\nIt is time, surely, that we business men should be very humble, and begin\nto question our assumption of a divine prerogative to give advice to every¬\nbody else. Yet I do not see how business could, if it were in a mood to do\n\n"}
{"page": 593, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n587\n\nso, keep its hands off our problems of education. Nor can I see how educators\ncan longer leave the field of business to business men.\nBusiness problems are your problems quite as definitely as they are ours ;\nand uneducated as we may be to cope with it, the problem of education\nis our problem quite as much as it is yours. The time has come when we\nmust think these things thru together.\nFifty years’ study of the problem of business, and of the social and political\nproblems which have arisen from the evolution of business, has compelled\nme to see that there is no basic solution for them except in education.\nOn\n\nthe other hand — and 1 say it with full knowledge that I am un¬\nqualified to tell professional educators what to do — I have been forced to\nconclude that there is no solution merely in more education of the tradi¬\ntional and customary kind.\nNo student of business during the past fifty years could fail to note how\nthe whole world was being brought closer and closer together by the ad¬\nvance of trade. But there was no general education in accordance with this\ngreat world fact, with the result that the world was torn to pieces in war.\nNo student of business evolution in America could fail to note the in¬\nescapable tendency within our economic mechanism toward greater and\ngreater cooperation. But our education was not in cooperation. Our educa¬\ntion was in hotter and hotter competition and in rugged individualism.\nIt was evident everywhere that we were living in a new order, but it\nwas equally evident that we were experiencing a new and increasing dis¬\norder, and we were not being educated to discover what the trouble was.\nWe said, for instance, that parents should bring up their children in the\nway that parents used to bring them up ; not troubling ourselves very much\nto find out why they were not doing so or even if such a thing were no longer\npossible. We said there should be stricter laws and swifter justice, and thou¬\nsands of committees and commissions busied themselves promoting this and\nthat reform. But we were dealing everywhere with effects, not causes. Every¬\nbody was engaged in repair work, not in reconstruction in accordance with\nthe revolutionary changes thru which our world was passing.\nIn the socalled exact sciences, to be sure, amazing progress was being\nmade ; and a new discovery in a chemical laboratory might suddenly result\nin the total scrapping of huge industrial plants, and the inauguration not\nonly of new methods, but also of a new science and a new approach to the\nwhole fundamental problem. In our social, political, and educational ex¬\nperimenting, however, we have had no such luck.\nWe never exchange a going social order for a better one if we can help it.\n\nWe\n\nwait invariably until the old order is completely wrecked, and then\n\nour tendency is to keep as much\nsible.\nWe\n\nof the old pattern in the new design as pos¬\n\nsuffer from corrupt and inefficient government\n\nin our cities ; but if it\n\nis not too utterly corrupt, it is next to impossible to get our citizens to do\nanything about it. And\n\nwhen\n\nthey are aroused to elect a reform administra-\n\n"}
{"page": 594, "printed_page": null, "text": "588\n\nNational\n\nEducation\n\nAssociation\n\ntion, the reforms are usually so ineffective, that there is always immin\nent\ndanger of the majority voting in the forces of evil again.\nIt is true that we have experimental schools; and after years\nand years\nof discouraging effort, some of these exeperiments are gradually\ngiven an\nopportunity to make limited demonstrations here and there; but\nyou edu¬\ncators know how slow the process is.\nNow, why is this process slow ? Is it because we have so much time that\nthere is no need for haste? Is it because we are producing such a satisfac\ntory\nbrand of citizenship now that we can afford to let well enough alone? Or\nis it, perchance, that Americans are naturally so conservative that great\nchanges are not to be expected?\nWe all know that it is none of these. We have little time. Staggering\nproblems are pressing upon us, requiring a degree of understanding that\nwe have not developed. Our citizens are not only unequipped to cope with\nthese new problems, but are pitifully unable, often, to maintain standards\nof ordinary honesty and decency in their municipal and state, and sometimes\neven in their national governments.\nAs for conservatism, the average American is not in the least averse to\nchange. Millions of Americans turn in fine, serviceable, and efficient auto¬\nmobiles annually because each insists upon having a car with a few new\nideas in it. You may criticize that attitude. You may call it flashy. You may\ncall it extravagant. The point is that you cannot call it conservative.\nBut how about the matter of human relations in America, and the\nAmerican’s attitude toward them? Our educators will agree, I think, that\nthere can be no more important problems. All morality, all character, all\nsocalled spiritual development can be measured onlv in terms of human\nrelations and the responsibilities which they entail. But how manv Ameri¬\ncans, up to March 4, 1933, evinced any particular eagerness for new ideas\nin that direction?\n\nHave our American schools so advanced in their understanding of human\nrelations as to be able to sell us a better code of human conduct year after\nyear? Have they kept pace, say, with the motor car industry?\nSome may think these questions unfair. We cannot draw an analogy, they\nwill say, between the development of human character and the development\nof a machine. The schools, they will protest, do teach good citizenship. They\nuphold the moral code. They exalt virtue and warn against vice. And if\nit happens that crime and corruption fill the land, the responsibility\nlies\nwith the criminal and the corrupt, not with an educational system which\nhas consistently held up the opposite ideal.\nIn other words, we should judge our educational system by its intentions\n— not by its results. Well, we will not argue the point. Let us ask, rather,\nwhy do we get such great and such rapid results in the field of chemistry\nand physics, and why are results so slow and so disappointing in the matter\nof human conduct and of human character?\n\nIs it because we understand the laws of chemistry and of physics, and can\ntherefore teach them accurately and exactly, whereas we do not know the\n\n"}
{"page": 595, "printed_page": null, "text": "Department\n\nof\n\n589\n\nSuperintendence\n\nlaws of moral and spiritual development and cannot be certain as to just\nwhat we should teach? No. The exact opposite is the case. We do not\nknow the laws of chemistry and physics. We know we do not — therefore\nwe have to find out what they are, and therefore we do make appreciable\nprogress.\nAs to moral conduct, however, we are sure that we know it all to start\nwith. Therefore, we don’t have to learn anything. Therefore, no matter\nhow human relations may change, we make little change in our teaching —\nat least until conditions get so terrible that no one takes the old teachings\nseriously any longer, and we don’t even believe them ourselves. Therefore,\nwe do not make appreciable progress.\nOne result of this sort of moral education is that many students do not\nsee the point and eventually become bad men, while others readily accept\nit and become good men. And the result upon society, as a rule, is that many\nof the good do more harm than the bad.\nIt has been good men, not bad, who have given us our worst govern¬\nment. It was good men, not bad, who have led us into wars. It was good\nmen who exploited labor most abominably. It was good men, as a rule, who\nrecently wrecked our financial system and brought millions to the verge\nof starvation.\nThese were men of character. If they had been mere self-indulgent weak¬\nlings, they would never have been exalted to such places of power. They\nwere educated, according to our existing concept of education, both intellec¬\ntually and morally. You could trust them absolutely not to pick your\npocket or to hit you over the head with a lead pipe. They were fine husbands\nand fathers. They fairly doted on their families, and they denied themselves\nleisure, often, preferring to toil and scheme early and late to make it possible\nfor those families to live like royalty — that is, like royalty used to live.\nNo, thev were not immoral. Some of them did not even break the law;\n\nbut they broke the country. They were educated but they didn’t know any\nbetter, for they were not educated in human relations as they are and had\nno conception of their responsibilities. They were educated in the code of\nhuman relations as they used to be and their conduct was conduct which\nused to be all right.\nThey\n\nunderstood\n\nthe necessity for sweeping\n\nchanges in industry ; for\n\nproduction had become a matter of fact-finding, and when they found a\nway to produce more goods with less overhead, they did not hesitate to\nscrap their obsolescent machinery. But they saw no necessity for any change\nin man’s attitude toward man. That subject had never been presented in\nterms of fact-finding at all. Those who proposed sweeping changes in this\nfield — that is, changes in keeping with the sweep of events — were looked\nupon as extremists. It seemed normal, and Americans generally were edu¬\ncated to think of it as normal, that in a world where human relations were\nchanging with dazzling rapidity, our attitude toward\nshould change only by imperceptible degrees.\n\nhuman\n\nproblems\n\n"}
{"page": 596, "printed_page": null, "text": "590\n\nNational\n\nEducation\n\nWe called this attitude “conservatism”\nnothing whatever was conserved by it.\n\nAssociation\n\naltho, as we must now\n\nperceive,\n\nWe cannot conserve the values of the past by trying to conserve the\nformulas of the past. A course of conduct which is normal and construc¬\ntive in an agrarian age may become abnormal and destructive in a machine\nage.\n“The letter killeth. Only the spirit giveth life.” Orthodoxy in morals is\nthe end of true morality ; for by over-emphasizing those virtues which were\nonce successfully developed, it neglects to call attention to the virtues which\nmost need to be developed now.\nSimilarly, orthodoxy in teaching is the depth of education. Teaching our\nchildren what to think cannot possibly fit them for life in these changing\ntimes. W e do not know what they should think; for they must deal with\nthings which we know nothing about. We must teach them how to think —\nhow to find out about those things, so that they may apply this new knowl¬\nedge to the new problems with which they will inevitably be faced.\n^That way, I am convinced, lies education. With the old approach, much\nof our education becomes a lie. Naive ignorance is dangerous enough,\nbut\nconfident knowledge of things that have ceased to be true is more dangerous.\nThe toughest task before the business man today is not the learning of busi¬\nness. It is the unlearning of what he was taught was business — what he is\npositively sure is business because it used to be business.\nWe may even learn a lot of new truths ; but if we simply add them to\nour ancient superstitions, we are very likelv to be sunk. That is how business\nwas so recently sunk. American business men generally had come to see\nthat\nhigh wages meant high buying-power ; and in the early days of the depression\nthey made more or less effort to keep wages up. That was a wonderful new\n\nthing, in history, but it didn’t work. It didn’t work because we tried to\ncombine that idea with a lot of fatal knowledge which we had not\nyet un¬\nlearned.\nWe\n\ntried to keep wages at a certain level, for instance, when if we had\nstudied all the facts, we would have seen that that level was still\nnot high\nenough to provide a market for the enormous and constantly increas\ning\noutput of our machine age. We couldn’t sell and we had to slow down\nproduction ; and we laid off men and created unemployment and\nput still\nfurther crimps in the public s buying-power. And when the public\ninevitably\nbought still less, we dropped the high-wage theory as impractical and\nbrought\non conditions of panic and paralysis.\n\nNow, we did that because we didn’t know any better ; and we didn’t\nknow\nany better, not because of any natural stupidity, but because we\nhad not\nbeen properly educated.\n\nOh, I know what educators can say. They can say that we\nbusiness men\nwould not permit the schools to tackle the problem of human relati\nons in\nthe same bold, experimental, fact-finding way in which\nthey tackle the\nproblems of chemistry and physics.\nThat s true. The schools have turned out graduates\nso densely ignor¬\nant of the things which most needed to be known that these\ngraduates would\n\n"}
{"page": 597, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n591\n\nnot permit the schools to turn out a better product. There is no need, then,\nof the pot calling the kettle black. Traditional thinking was our common\nenemy. Neither the best type of business nor the best type of education could,\nin the very nature of things, result from it. And so, in the course of time, we\nhad a nation with more graduates per square foot than had ever been known\nbefore, utterly baffled by the problem of how to keep a people with great\nsurpluses of all of life’s necessities from suffering individually for the\nwant of them.\nI think I can say without even being accused of partisanship, that had it\nnot been for the extraordinary leadership of President Roosevelt, America\nwould very likely have been thrown into some such social convulsion as\nhas occurred in several European countries. And had there been such a con¬\nvulsion, it would not have been the fault of radical tendencies in America,\nbut of a fixed and firm American tradition which would not permit us to\nconsider and to deal with fundamental changes when those fundamental\nchanges were actually taking place. We had to wait for a collapse.\n\nWhat, I wonder, would any of us think of a system of physical education,\nif its graduates uniformly waited for a physical collapse before taking any\nmeasures to guard their health? We know that many individuals are thus\nneglectful, but the course is not advocated and not accepted as normal. It\nis chiefly in the matter of human relations — of the actual structure of\nsociety — that we have learned not to expect results from our educational\nefforts.\nThis structure is basically economic. It changes as our economic mechan¬\nism changes; and if in this period of the greatest and most rapid changes\nin human historv, we do not find out what these changes are, and how they\nrelate us to other human beings, we shall be powerless to deal with the\nhuman problems which arise.\n\nIf these changes were a great mystery and beyond the province of human\ninvestigation, perhaps the only hope for society would be to keep its mem¬\nbers regimented as far as possible, under high-pressure policing, according\nto some code of conduct handed down to us from heaven knows where. But\nour economic structure, complicated as it may be, is no more mysterious than\nthe human body; and the human relations which are determined by it can\nbe and would be understood and dealt with, if it were our educational prac¬\ntise to approach the problem in an objective, fact-finding way.\n\nNow, I do not presume to give you the formula for this new and necessary\nkind of teaching. You have the formula already and are using it constantly.\nIn the scientific courses — that is, the courses which aim, not merely at the\nhanding down of old knowledge but the digging up of knowledge which has\nnever been known before — students are encouraged to experiment and to\nmake a note of everything that happens. When they complete an experiment\nsuccessfully, they are encouraged to apply the principles which they have\nlearned to the perfection of chemical, mechanical, and electrical apparatus\nwhich, if perfected, will still further change human relations.\n\n"}
{"page": 598, "printed_page": null, "text": "592\n\nNational\n\nEducation\n\nAssociation\n\nBut are they encouraged to employ this method in solving the problems\nof these new human relations? You educators know, better than I can tell\nyou.\nIs it suggested that they clean up their cities by this method ? Or are they\nnot exhorted, rather, to stick to the traditional method — the method by\nwhich we periodically throw bad men out of office and elect good men to do\nthe bad things thereafter.\n\nIs it suggested that, having learned the scientific method, they try their\nhands at creating an up-to-date Constitution for America, in place of one\nwhich divides us into now meaningless geographical districts and makes it\nnext to impossible for our socalled representatives to achieve a national\nview?\nIs it suggested that they find out what are the moral principles governing\nhuman conduct in this machine age and that they employ fact-finding for\nthe purpose of constructing a practical moral code? Or are they not urged\nrather, to follow the codes which were practical in societies where human\nrelations were altogether different?\nWe cannot make good citizens of those who cannot see their actual re¬\nlation to society and cannot therefore become conscious of their actual re¬\nsponsibilities. We may make them obedient and law-abiding, and they may\neven be well-intentioned and kind. But good citizenship demands a positive,\nconstructive attitude toward society, and an understanding of the relation¬\nships involved. We cannot develop this by telling children to be good, or\neven by priming them with the formulas of goodness which actually were\neffective and constructive in the days when human society was put together in\nvery different wavs.\nWhat we do get from this attempt to fasten ancient formulas upon\nmodern minds — and calling the process education — is not even the conser¬\nvatism which seems to be our aim. When we try to teach people what to\nthink, instead of how to think, we get such extremes of conduct as to\nthreaten our social stability. I refer to the law of pendulum thinking.\nNow it is possible that you never heard of any law by that particular\nname. I do not care about that. I do not care what you call it, and if you\ncan give it a better name, I shall not be offended. But the law is obvious\nand it works like this.\n\nWhenever\n\na society hangs on to a formula as long as it can, and does\nnot change it when, as, and if the facts disclose that it needs changing, it\neventually lets go of that formula with a violent reaction. It does not go\nback to some moderate, more rational position. It swings definitely to the\nopposite extreme; and when this position becomes no longer tenable, back\nit goes again, away past the point of equilibrium, toward the first or a\nsimilar extreme once more.\nAmerica\n\nhas seemingly been saved in the nick of time from such a\ncatastrophe by the sudden introduction of experiment and fact-finding in\ngovernment and business relations, before the point of desperation has quite\nbeen reached. The\n\nsecret of President Roosevelt’s leadership cannot be\n\n"}
{"page": 599, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n593\n\nfound either in his charming personality or in his exceptional\npolitical\nacumen. Fortunately, he is well equipped with both ; and consid\nering the\nseriousness of the national crisis, we may well rejoice that he is so endowe\nd.\nNevertheless, the essential greatness of the President lies in the fact that\nhe\nhas not appealed to tradition or to prejudice. He has not even appeal\ned to\n“public opinion,” for the crisis was one in which government\nby opinion\nwould not do; He did not say: “This is my platform, and I shall abide\nby\nit,” or “This is my creed and I shall remain loval.”\nWhat he said in effect was : This is the trouble ; and this is one of the\nthings which we are going to try in seeking to effect a cure. If the experiment\nis successful, we shall go on with it. If it fails, we shall abandon it and try\nsomething else.”\nThe nation is not out of danger yet by any means. Already the voice of\nthe Tory is heard in the land, not with any contention that the President\nis ignoring the facts, but that he is violating the sacred traditions of pioneer\ntimes, when everybody of necessity did business according to his individual\nhunches and protected his profits with his individual six-shooter.\nThere is great promise, however, that America will now turn permanently\nto fact-finding in the arrangement of its economic affairs, and this promise\nmust be of peculiar interest to educators. For with fact-finding accepted as\nthe normal approach to the study of human relations, the schools will be\n• freed to educate in a sense in which they have not been able to\neducate\nbefore.\nEducation, I understand, means drawing out — the drawing out of the\nindividual mind into a greater and greater awareness — especially awareness\nof one’s relations to the community and the acceptance of the responsibilities\nwhich they suggest. But heretofore our schools, even if the business interests\nhad permitted it, could scarcely have initiated their students into an under¬\nstanding of America with any certainty that the understanding would\nfor loyalty and devotion.\n\nmake\n\nAmerica, with all its prosperity, was chaotic; and drawing out the mind\nof youth into an awareness of this chaos, while it might lead some to seek\nthe way of law and order, was quite likely to result in the acceptance of\nchaos as a fundamental condition of life. Millions at least were so educated\n\nin and outside the schools. The\n\nresult was cynicism, individualism, irre¬\n\nsponsibility — the negation of any purpose, and plan, and therefore of any\nreal faith, in life.\n\nAt last, however, we have the beginnings of an ordered society in this\nmachine age. By fact-finding, we have discovered that it did have a human\npurpose after all. The function of business, we have discovered, is to get\ngoods to people — not merely to offer goods for sale, but to enable the masses\nto buy. This, of course, will necessitate a plan ; and the plan is being worked\nout, not according to anybody’s utopian dreams but with a direct and sci¬\nentific approach to the social facts.\n\nUnder this plan, whatever its eventual details may prove to be, we know\nthat the masses must have a more adequate share of the wealth that is pro-\n\n"}
{"page": 600, "printed_page": null, "text": "594\n\nNational\n\nEducation\n\nAssociation\n\nduced. We know also that they must have leisure, else they cannot consume\nthe numberless things which, under science, have become available now.\nBut thev must have more than that. Thev must have responsibility — an\nawareness of their relation to the whole plan and consequent interest in its\nsuccess.\nAll this could not be taught before, because it was never true before.\nEarnest critics of our social planlessness could proclaim their theories ; but\nso could self-seeking demagogs, while dreary traditionalists chanted their\noutworn formulas of the past. There might be endless debate, but the econ¬\nomic struggle was so strenuous that few could give attention to the merits\nof the debate. Under the circumstances, we can hardlv wonder that educa¬\ntion failed.\nBut that era, it appears, is over. The day of economic order and of social\nunderstanding has dawned. Our opinions may differ widely still, but now\nit doesn’t matter. We are thru, I hope, with following opinions. We are now\nafter the facts of everybody’s relation to everybody else.\nNor will the intense struggle for individual existence divert us now from\nconsidering these facts. For that struggle has now became collective, and it\nis to everybody’s individual interest to see to it that everybody else’s interest\nis considered.\nThat is the meaning of the New\nthese business codes : and those who\n\nDeal. That is the meaning of all\nare viewing the event in terms of\n\nparticular criticism are missing the point entirely. It may be that this Ad¬\nministration, which I have considered so wise, is doing wrong and foolish\nthings. But if so, in the very nature of this fact-finding program, errors will\nbe corrected as they are proved to be errors. Some plan which will take\neverybody into consideration must eventuate ; and it must provide for con¬\nsumption by the masses of the tremendous volume of wealth which the\nmasses, under science and scientific management, are now able to produce.\nFascism does not provide for that. Hitlerism, based on the archaic\ntheory that might makes right and the end justifies the means, can have no\nenduring social plan. Nor does communism provide for it; altho, to be fair\nto the great Russian experimenters, we must recognize that it is their ul¬\ntimate intention to provide for everybody when in the course of time every¬\nbody shall have been made over into an unquestioning communist.\nIn America, however, regardless of our conflicting theories, we may all\nunite in finding out just what plan will make such ample provision for\neverybody. Our machine has become so productive that capitalism cannot\ncontinue unless adequate consumption is provided for ; and if, as some con¬\ntend, capitalism cannot continue if there is such adequate consumption,\nnone of us need worry. So long as everybody is provided with wealth, leisure,\nsecurity, and culture and, in the nature of this provision, becomes so defi¬\nnitely and understandably related to the whole scheme that social respon¬\nsibility may normally be expected, it will make little difference whether we\ncall it capitalism or something else.\n\n"}
{"page": 601, "printed_page": null, "text": "Department\n\nof\n\n595\n\nSuperintendence\n\nEducation\n\nin this new age will be effective because it will be dealing not\nwith the worn-out axioms of former ages, nor with the other-worldly dreams\nof those who can find no place in their utopias for the facts of human nature.\nIt will be effective because it will be dealing with actualities. And there is\nno reason why it should not be as effective in the development of social and\nspiritual values as it now is in the development of material achievements.\nEDUCATION\nROYAL\n\nAND\n\nS. COPELAND,\n\nTHE\n\nUNITED\n\nPREVENTION\nSTATES\n\nSENATOR\n\nOF\nFROM\n\nCRIME\nNEW\n\nYORK\n\nWe have chosen in America to turn over to the school teachers, not only\nthose duties which are naturally theirs, but also many of the functions\nwhich should be performed in the home. We have come to expect the\nteacher to instruct our children in manners, personal hygiene, social eti¬\nquette, and the household arts. We expect the teacher to give by precept and\nexample that moral and ethical training which in other times was imparted\nby the home and the church.\nAt this moment\n\nI have no desire to challenge the fundamental wisdom\nof this, our almost universal custom. It is mentioned merely to prepare\nthe wav for certain comments which will follow.\nBefore entering upon that discussion let me pay a brief tribute to the\nteacher. I regard that public servant as the most potent factor in the\ntraining of our children in honesty, worthy ambition, self-control, and\nsubstantial preparation for merited success in the battle of life.\nIt happens many times that the influence of an inspiring teacher has\nneutralized evil tendencies which environment has imposed upon unfor¬\ntunate children. No thoughtful person who analyzes his own mind can fail\nto find reason for gratitude to this or that teacher for the rich contribution\nof noble thoughts and desires planted there during school days.\nThe teacher is the most self-sacrificing, hard-working, and poorlv paid\nindividual of all those included in the schedule of public servants. That is\nmy honest conviction and one I have held for many years.\nCertain recent experiences of my own have given me a growing belief\nthat America must lean still more heavily upon the school teacher. As\n\nchairman of a committee appointed by the United States Senate to investi¬\ngate crime, it has been my duty to listen to the testimony of hundreds of\nwitnesses. What we have learned centers upon one point — the necessity\nof preventing juvenile delinquency. To accomplish this, the schools can do\nmore than all other agencies within public control.\nThe importance of what I have to say to vou is emphasized by the sta¬\ntistics of crime. In the United States today the average age of the criminal\nis twenty-three years. The largest age group is found at nineteen and the\nnext largest group at eighteen. The seeds of moral delinquency sown and\ngrown during school age, develop into evil plants, the fruits of which are\npublicly displayed by boys and girls long befgj*e there is maturity of their\nminds and bodies.\n\n"}
{"page": 602, "printed_page": null, "text": "596\n\nNational\n\nEducation\n\nAssociation\n\nIn saying these things to this particular group, I am not unmindful that\nthe members of your association have long been concerned over the problems\nwhich crime presents. I am aware of the serious thought you have given\nthis subject and am acquainted with your Research Bulletin on “Crime\n\nPre¬\n\nvention thru Education,” published in 1932, and your Tenth Yearbook of\nthe Department of Superintendence on Character Education, published in\nthe same year. I am depending on your wide background of knowledge to\nfill in an outline of the facts for which I have but brief space. I must trust\nyour trained imaginations to supply the details, depending upon your proved\npatriotism and loyalty to perfect and carry out some such plan as the one\nI shall propose.\n\nThere\n\nare some interesting statistics found in a report published in the\n\nManufacturers\n\nRecord.\n\nIn this an estimate is made,\n\nfounded\n\nupon\n\nknown\n\nfacts to some extent and upon estimates in others, and the report states\nthat the cost of crime, the annual crime bill in the United States, is thirteen\nbillion dollars. Our national income is now reduced so that it is less than\nfifty billion dollars, perhaps not more than forty billion. Therefore, it is\nsafe to say that one-fourth of the national income is spent to pay the costs\nof crime. This sum, as is pointed out in your bulletin, exceeds by at least\nthree times our total expenditures for education. We can agree, I believe,\nthat the cost of crime in money and in reduced morality of the people, is\ndevastating bevond computation.\n\nYou know better than I how much the situation has been aggravated by\nrecent publicity given the activities within the law of certain metropolitan\nbankers, utility heads, and business executives. Such infractions of the moral\nlaw reported by the press, are dramatic presentations which must have\nundermined the public morale and the morals of many individuals. Your\nminds will quickly jump to acts within your own knowledge, where perhaps\nthere may have been smaller monetary losses but which are equally dis¬\ntressing examples of that lack of the sense of trusteeship and general public\nspirit which should characterize men of affairs. The anti-social conduct of\npersons operating within the law, ruthlessly exploiting the economic re¬\nsources of the public, has inflamed the minds and emotions of criminals and\nof weaklings. Recognized as one of the major causes of our economic con¬\ndition, those acts have added to the general social unrest.\nIn short, the factors that have acted to promote criminality have been\nadded to of late, because of economic conditions and what the average man\nbelieves is the chief cause of our economic distress. No matter how we ap¬\nproach the problem, we surely must agree that the menace of anti-social\nbehavior and actual crime is greater than ever before.\nWhere does crime begin ? The answer to that question will determine\nwhat we should do about it. While there are many causes, no doubt, yet\nthere will be no dispute of the thesis that the perfect home should develop\nthe perfect character. Most of us regard character building as the primary\nresponsibility of the home. But, if I may jump to my conclusion on this\npoint, I am forced to recognize that there is no immediate hope of greatly\n\n"}
{"page": 603, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n597\n\nimproving the home conditions of those who may later follow criminal\ncareers. To accomplish this end is a long range process.\nWe think of the church as having a heavy responsibility in character\n\nbuilding. But if there is any failure there, I can criticize no church except*\nmv own. For any except my own denomination, I have no right\nto comment\nupon the adequacy of its character-building program or to make recommen¬\ndations for the extension of its work. I will say of my own denomination that\n1 believe there is much more it should be doing. But whatever the churches\nmay do in the future, we cannot turn to them for an immediate and major\nattack on the problem of crime. I pause only long enough to express con¬\nfidence that the church will lend support to a well-planned program of\nprevention.\n\nThis brings me to the schools. It is an old custom, familiar to you, to\ncarry to the door-step of the school all the problems that cannot be solved\nin the home or elsewhere in the community. To blame the schools and the\nteachers appears to be one of the diversions of the American people. But it\nis not in this spirit that I approach the subject under discussion.\nI could devote my available time to reviewing the forces which have\ntended to transfer from the home to the school almost the entire responsi¬\nbility for the welfare of children. To you this is a well-known story. But\nwhen I turn my thoughts to what the schools can and should do in the\nmatter before us, I have been wondering how the public would respond to\na\nnew plan. What would happen to a proposal that the public schools assume\nthe responsibility for a basic crime prevention program?\nIn face of the alarming facts about crime and the growing anti-social\nconduct within the law, may not the public be wondering just what has\nhappened and why ? How many are inquiring how such a state of affairs\nhas come to pass in a country that has so liberally supported schools for the\nexpress purpose of insuring good citizenship? Personally, of course, I do\nnot place upon the Ameiican public-school system primary responsibility\nfor this crisis. But what shall we say in reply to those who charge the\npublic\nschools with a share of the blame?\n\nThe\n\nreport and a digest of the hearings of our Senate subcommittee will\nsoon be off the press and they contain pointed discussions of this question.\nI\nwant to refer you to this report for comments on the merits of the publicschool record of past performance. Whatever may be your own conclus\nions,\nI know you are ready to face the issue of your future responsibilities\nin this\nfield and of course it is the future alone that we can do\nanything about,\nwhether in the line of your duty or mine.\nOne of the questions I want to ask you today is this: Does the\nhabit of\nappraising the results of schools in terms of intellectual achievemen\nt and\nmanual skill have anything or everything to do with our trouble?\nTo define\nclearlv what I mean I want to make reference to two recent\npublications:\nFirst, the committee of the American Association of University\nProfessors,\nin its report issued last May, stated that the purpose of\ncollege teaching is\n\nto “induce self-propelled intellectual activity on the part\nof the student.”\n\n"}
{"page": 604, "printed_page": null, "text": "598\n\nNational\n\nEducation\n\nAssociation\n\nThe second reference is to a report of the Commission on the Social\nStudies, entitled: A Charter for the Social Sciences in the Schools , drafted\nby Charles A. Beard. This is intended to emphasize the value of scholarship\nand skill in scientific method as a primary dominating objective. This point\nof view is epitomized on the 99th page of the report, which I quote :\nAll the way thru the schools the process may be followed, ever sharpening the\nmind (the italics are mine) by increasing the complexity o£ the situations about\nwhich questions are asked and of the materials necessary to correct answers, rising\nsteadily in the complexity and abstraction of the subjects considered.\n\nThe\n\nwords\n\n“character,” “conduct,” “behavior,” “attitude,” and “emo¬\n\ntions,” do not appear in Beard’s index. His discussion of character and the\nprocess of character building are limited to a few sentences in the closing\npages of his 117-page Charter. These two reports financed by large founda¬\ntions seem to represent the point of view of orthodox leadership of our\nhigher educational institutions.\nIs it proper for me to ask: Have not educators tended to define the job\nof the schools in terms of developing tool skill, and of mastering content?\nHave they not placed remarkable emphasis upon “sharpening the minds” of\nthose who are to be the lawyers and the executives of the future, as well\nas the minds of the average run of us who pass thru the school system? Has\nnot the habit of appraising the results of schools in terms of intellectual\nachievement and manual skill, tended to produce a citizenry with sharpened\nwits and skilled craftsmanship, rather than a realizing sense of social ob¬\nligation and good citizenship? Has not our attention been too sharply\nfocused on mastery of the scientific method of intellectual achievement?\nLet me turn from this questioning process a moment to sav this: Some¬\ntimes the scientist becomes so engrossed in what he sees in the microscope\nthat he fails to lift his eye from the instrument to gaze upon the wide world\nabout him. Other scientists may become so militant as regards their theories\nthat they engage in wordy battle to worst their opponents. So many of these\ncontests are going on at the same time that those of us who are onlookers\nare worn out in our efforts to see the whole show. Our brains no longer\nfunction as they should and we begin to suffer from a sort of creeping\nparalysis. In consequence, we become\nvalue of the theories proposed.\n\nincapable of accurate estimate of the\n\nI have asked what I intended to be pointed questions regarding problems\nwhich to me as a layman are not being solved by the intelligentsia — and I\nuse that word with perfect respect. But in all candor, I believe they are\nshooting over the target. We must take society as it is. Our program of edu¬\ncation must be suited to the requirements and capabilities of each boy and girl\naccording to individual need.\nPerhaps the examples I have given are sufficient preface to a preliminary\n\nconcrete suggestion dealing with a way in which the public schools can\nhelp in a major attack on the prevention of crime. The suggestion calls for a\nthoro-going application of a particular one of the many generally accepted\n\n"}
{"page": 605, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n599\n\nproposals, with which you are familiar, a proposal which because of the lag\nI have mentioned, has not yet been adopted into universal practise.\nNearly ten years ago Ben D. Wood, of Columbia University, proposed\nthe adoption of a continuous record card for general use in the public-school\nsystem. The plan for a continuous record has been promoted by various\nagencies, including the American Council on Education. Many individuals\nhave urged its adoption. Professor Wood early proposed that the school rec¬\nord should include, not only the classroom grades, but also it should be a\nbehavior record, so designed as to disclose the blossoming character of the\nchild. Such a behavior record has been demonstrated and, as I view it, greatly\nimproved in the practise of the Rochester Athenaeum.\nIf the system is used, as I believe it should be in every community, the pub¬\nlic schools will have placed every child under expert observation. The child\nwho shows anti-social tendencies may then be given special attention and\nsuch treatment as the individual case requires. Under this system, prevention\nof crime can be undertaken in time to produce results. You can readily\nimagine the far-reaching effects if the character-building agencies of the\ncommunity collaborate energetically with the schools in helping suspected\npre-delinquents to achieve normal adjustment.\nOf course, it is not enough merely to start upon another campaign of\n\nrecord making. Attics and basements are filled with “reports” and material\nwhich its fond authors thought to be of such importance that it might some¬\ntime be studied, formulated and made of practical use. Holding the same\nidea, the United States Government is erecting what is called the Archives\nBuilding. It occupies an entire square on Pennsylvania Avenue in Washing¬\nton. This is to be used to store papers, some of them valuable no doubt, but\nmany of them worthless trash.\n\nIf the behavior reports for which I plead were to be filed in cabinets some¬\nwhere, in order that a statistically inclined person might use them sometime, I\nshould not be interested. Such reports are invaluable, however, if their sig¬\nnificance is immediately recognized. If a pupil in the schools has habits of\nthought or tendencies which may become anti-social in their nature, there\nshould be instituted at once an inquiry to determine what is wrong and\nwhat if anything can be done about it.\nTo this end, there must be set up in connection with every school system\na means of immediate treatment of the child who appears to need it. Surely\nin every community there are enough general medical practitioners, dentists,\npsychiatrists, specialists, and surgeons, also trained psychologists and social\nworkers, who will gladly examine the child and give the school authorities\nthe needed help to determine a course of action.\nThe thought I have in mind is that the behavior card will carry a warning\nthat there is danger along the path of progress of this particular pupil. It\nmay be a red light, indicating the necessity to “stop, look, and listen.” If it\nserves to attract attention to the need of treatment and, if as a result of\ncollaboration with these scientific consultants, the child is returned to mental\nand physical health, our first purpose has been accomplished.\n\n"}
{"page": 606, "printed_page": null, "text": "600\n\nNational\n\nEducation\n\nAssociation\n\nBut important as the use of the behavior record will be with the problem\nchild, its use is vastly more important with all the rest of the pupils. My\ngood friend, Eugene A. Colligan, president of Hunter College, has supplied\nme with an excellent manuscript relating to teacher guidance in conducting\ncharacter education in the public-school system of New York. These guides\nsuggest a thoroly sound program of day-to-day instruction.\nIn taking over the guidance of a new pupil, the teacher is at great disad¬\nvantage without a history of the child’s behavior in the earlier grades. As\nI view the problem, behavior records promise to do for the practise of the\nteacher in the field of character building, what records have done for the\ndoctor in his practise. Except in case of emergency, no surgeon would think\nof operating unless he had studied the case records of the patient. The re¬\nports of what the attending physicians have found in the past will help\nthe surgeon to do a good job and perhaps will be the determining factor\nas to what shall be undertaken surgically.\nI hese references to the behavior record system pave the way for another\nquestion : Is it possible to do vastly better in character building than we are\nnow doing? If you answer in the affirmative, there remains the question as to\nhow we shall break thru the restraints that have stood in the way of progress\nin this field. How must we go about our task if we are to make full use of\nthe available knowledge and experience at our command?\nAs a first movement in a major attack let us secure from the public a new\nmandate. Let us have new specifications of the results expected from public\neducation or a restatement of objectives. I believe that in drawing these speci¬\nfications there must be written in large letters certain primary conditions.\nWe expect results in character and in everything that is essential to good cit¬\nizenship, rather than results measured chiefly in terms of facts learned, or in\nterms of pure intellectual activity, or sharpened minds. If you agree with me,\nI am prepared to join with you in an effort to win general acceptance of a pub¬\nlic policy redefined in such terms as I have stated.\nThe national government may assemble facts which will be helpful in the\nformulation of a general policy in education. Let it be borne in mind, how¬\never, that the states never delegated to the federal government any legislative\nor administrative authority in the field of education. Under our states’ rights\ndoctrine, the acceptance of a new policy and of action under such a policy\nmust be left to voluntary cooperation of the states and of the localities in\neach state.\nIn order to have an agency to coordinate such volunteer efforts and to\nassist in the work of our Senate Subcommittee on Crime, we have formed\nan advisory body known as the Education and Law Conference. The plan\nof organization of the conference assumes that its members will all be vol¬\nuntary, non-official, unpaid workers.\nWe are in process of organizing an advisory committee and several techni¬\ncal committees. Thru these we hope to carry on the work of the conference.\nThe members of these technical committees will be selected from experts\nknown to be free to actively participate in the work of the conference. For\n\n"}
{"page": 607, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n601\n\nexample : Ben D. Wood has accepted the chairmanship of our committee\non records, and W. W. Charters, the chairmanship of the committee on\ninstructional materials. Other committees will be organized as the plan\nproceeds.\nIf we agree upon the wisdom of such an organization, we need to con¬\nsider a second step. Sane practical measures must be taken to develop in\npractise a full expression of a new American policy in education. Such\nmeasures should be evolved as will not interfere with presentday essential\neducational practise and without reduction in efficiency in providing the\npupils with the tools of literacy. It is particularly important in these\ndays of economic stress too, not to increase unduly the cost of the schools.\nI want to turn away from my formal remarks at this point. I don’t\ncare how much education costs; I don’t care how many sacrifices must be\nmade in other ways to provide for education ; the taxpayers, federal and\nstate, at this particular time must provide the means to operate the schools\nat topnotch if we are to succeed in the prevention of crime. If I had my\nway, the compulsory school age would be raised. When we find that in\ncrime the largest group is found at nineteen and the next largest group\nat eighteen, there must be some way found to keep our children in school\nlonger, so that the kindly and directing hand of education may be longer\non the shoulder of youth. I- plead with all America\nthe support that they need at this time.\n\nto give to the schools\n\nThe desired results cannot be attained unless the plan I am suggesting\nis so stated as to catch the imagination of every community and command\nits respect and voluntary cooperation. To make a clinical test, to use the\nwords of my profession, and to demonstrate the type of development pro¬\nposed, Dr. Frank W. Ballou, superintendent of the Washington schools,\nis hoping to initiate the proposed plan in the District of Columbia. This\nwill involve evolution in many areas. You can see that he must face prob¬\nlems in administration, records, individual instruction, materials of instruc¬\ntion, training teachers in service, adult classes, and evening classes. In com¬\nmunity contacts there will be a new relationship to the movies, the press,\nthe facilities for recreation, the church, the juvenile courts, children’s or¬\nganizations, and many more.\nIn the furtherance of Dr. Ballou’s hoped-for development, the Ameri¬\ncan Council on Education and the Education and Law Conference have\nset up a joint committee for the coordination of community effort in mak¬\ning this development a success. Under this arrangement the technical com¬\nmittees of the Education and Law Conference serve in an advisory capac¬\nity only. The local joint committee functioning as a Committee of the\nAmerican Council has assumed the responsibility for all operating activities.\nI have given you the details of this set-up because I want you to see\nhow we are proposing to face not only the local conditions but the deeprooted traditions of states’ rights and local autonomy. The most that may\nbe claimed for the federal government in such a matter is that it is the\n\n"}
{"page": 608, "printed_page": null, "text": "602\n\nNational\n\nEducation\n\nAssociation\n\nfunction of the Congress to do what it can for the people under the Gen¬\neral Welfare Clause of our Constitution.\nOur\n\nexperience with prohibition has reminded\n\nus that it is futile to\n\nattempt to modify the practises of our people in major activities thru con¬\nstitutional amendment and federal legislation. Just as the operation of\nbringing about temperance in America rests upon the educational agencies\nof our country, so the building of character and good citizenship is more\ndependent upon voluntary cooperation than upon laws.\n\nIt has seemed necessary for the success of the Washington project to\nseek general public approval of this plan and also the approval and coopera¬\ntion of the colleges and universities in the District, the churches, the socalled character-building agencies, the welfare agencies and all the rest of\nthe agencies which you know from experience affect operations of the\npublic-school system. I hope the procedure proposed for the District of\nColumbia will be followed in each state. A New Deal in education must\ngrow from the seeds of progressive ideas and ideals which have been so\ngenerally planted locally by you and other leaders in the past.\nThe agencies of informal education must have a large place in any con¬\nsideration of this subject. For example, newspapers, motion pictures, and\nradio make a daily impression on the majority of our people. That the com¬\nbined influence of these agencies is growing, more constructive, requires\nonly a comparison of the releases of a decade ago with those of the present.\nHere, as in other areas of education, the path of progress is thru coopera¬\ntive study and action and I hope these agencies will join in using for this\npurpose the Education and Law Conference.\nBecause I place such complete dependence upon voluntary cooperation,\nI have concluded there is needed only one general legislative enactment\nby the Congress. In consequence, I have introduced in the Senate a bill\nwhich is intended to serve two purposes :\nFirst, it is intended\n\nto establish privilege status in the courts for teachers and\ntheir behavior records of the Ben Wood type — records which I hope will eventually\nbe established for every child of school age in this land.\nSecond, I hope this bill will establish, so far as the federal government is con¬\ncerned, the professional status of the teacher as parallel with and comparable in its\ndignity and authority to that of the doctor and clergyman.\n\nIf this proposed act meets with your approval, I trust you will join the\nmovement to see that it is also written into the statutes of the forty-eight\nstates. Support of such legislation assumes that you are ready to support\nmy major thesis, which is that we must redefine the desired objectives of\neducation, placing emphasis upon character and behavior.\nIf you do support this thesis, I repeat: We must secure, from the public,\nsupport for a restatement of what should be the American policy as to the\ndesired results of education in terms of character and citizenship, as well\nas content. We must secure from higher educational institutions an eman¬\ncipation from the requirements for college entrance insofar as they in fact\ninterfere with the legitimate efforts to achieve results in terms of a newly\n\n"}
{"page": 609, "printed_page": null, "text": "Department\n\nof\n\n603\n\nSuperintendence\n\ndefined public policy. If this policy is adopted, the colleges themselves may\nwell go thru a period of soul searching as to the possibility of their own\nneed of readjusting their practises.\nTo these ends I bespeak your voluntary cooperation, both in the general\nsupport of the Education and Law Conference, and in the work of its\nEducation Committees, in fostering joint projects initiated in the spirit of\nthe proposed District of Columbia project. If by this means we can make a\nsuccessful attack upon juvenile delinquency, the next generation will bless\nus for our efforts. If we succeed in deepening the public spirit of our stu¬\ndents and developing that high sense of trusteeship which will stand the\ntest during the competitive actions of later life, we shall have saved the\nnation from a repetition of the alarming disclosures of vicious conduct in\nhigh places. We shall have had a large part too, in giving to America the\nleading place in moral as well as technical education.\nOUR\n\nNATIONAL\n\nE. C. HARTWELL,\n\nDIVIDENDS\n\nFROM\n\nSUPERINTENDENT\n\nOF\n\nPUBLIC\nSCHOOLS,\n\nEDUCATION\n\nBUFFALO,\n\nN.\n\nY.\n\nIn the historic city of Marietta, a modest bronze tablet marks the first\ncapital of the old Northwest Territory. The tablet describes this domain\nas a land where no witch was ever hanged, no heretic was ever burned,\nand no slave was ever born or lived. It was for the government of this\nterritory that the fathers of the republic adopted the famous ordinance of\n1787 — a document which reflected at its best the high idealism of both\nnorthern and southern colonies. It is in this ordinance, older even than the\nConstitution or the Union, that we find the immortal declaration: “Re¬\nligion, Morality, and Knowledge, being necessary to good government\nand the happiness of mankind, schools and the means of education shall\nforever be encouraged.”\nWhat was originally announced\n\nas a policy for a new\n\nand unorganized\n\nterritory has become a guiding principle for the entire republic. A govern¬\nment founded on the fundamental principle that its authority comes only\nfrom the consent of the governed, could scarcely do otherwise. The level\nof intelligence and virtue maintained by the people inevitably conditions\nthe success of a democracy.\nAs one of our schoolmaster presidents, James A. Garfield, said: “Next in\nimportance to freedom and justice is popular education, without which\nneither justice nor freedom can be permanently maintained.”\nThis is the legal justification for taxing the wealth of all the people\nto educate the children of all the people. Compulsory attendance laws,\nmandatory requirements, steadily elevated standards for teachers, laws\nregulating the conditions of labor for children, the construction of adequate\nschool buildings — all have had their inception in the purpose of govern¬\nment to improve the quality of its citizenry.\nIn certain quarters it has recently become fashionable to question the\nwisdom of our efforts to educate all of our children. We are told that we\nalready have too many\n\neducated people, that our efforts are too often mis-\n\n"}
{"page": 610, "printed_page": null, "text": "604\n\nNational\n\nEducation\n\nAssociation\n\napplied, that our product falls far short of what ought reasonably to be\nexpected. The social, political, and economic evils of the day are cited as\nevidence of the failure of the public school to achieve the purposes for\nwhich it is organized and maintained.\nAn adequate reply to such strictures requires something more than an at¬\ntack on the motives of the men who make them. So many people speaking in\nthe name of education have indulged in oracular utterances about the socalled\nfailures of the public school that the wonder of the situation is that the lay\ncitizen continues to have any faith in the institution at all. If a popular\nprofessor from a great graduate school of education tells the public that\nthe high schools of the United States have been so inefficiently conducted\nas to warrant the indictment of school authorities for misuse of public\nmoney, the press naturally rushes the pronouncement to all corners of the\ncountry, and in every community there will be found someone prepared to\nquote him as an authority. If another professor from a great university tells\naudiences all over the country that what the school needs is to burn up its\ntextbooks, throw away its courses of study, and destroy its equipment, is\nthere any wonder that the taxpaying layman, sitting in an audience of ap¬\nplauding school teachers, goes away with the canker of suspicion planted\nin his soul that the school system is in a bad way?\nThis sort of thing has been going on for a long time. Nearly every criti¬\ncism of the school from outside the profession has found its original author\nwithin the profession itself. I think of only one important exception, and\nthat deals with the amount of money appropriated for educational purposes.\nOften the profession has felt that it was less than should be available, and\nusually those who paid the bills have questioned whether it was not already\nmore than it ought to be.\n\nIf some of our citizens, harassed with ever-mounting taxes, threatened\nbankruptcy, and industrial paralysis, recall to mind the dismal utterances\nwhich in more prosperous times poured from the lips of those in high places\nof educational authority, the matter can scarcely be one of surprise. With\na mounting divorce rate, with an apparent breakdown in the ideals of pub¬\nlic service which we are told obtained in some vaguely-defined earlier day,\nwith an epidemic of scandalous financial chicanery in high places, with an\nalleged increase in juvenile delinquency, it is not only natural but entirely\nproper for society to examine all of the agencies upon which it has been\naccustomed to rely for protection.\n\nThe public school need not be apologetic in the face of such an inquiry.\nNeither need it confess failure because its ideals have not been fully attained.\nScience itself is fallible, Democracy is far from perfect, and after two thou¬\nsand years of Christianity, humanity is still weak and sinful. No one will\ndeny that the humblest school in the country endeavors and always has\nendeavored to teach honesty, purity, and fidelity to trust. It is a rare school\nwhich does not constantly strive to inculcate desirable standards of conduct,\nideals, and attitudes of mind. Legions of witnesses could be assembled to\ntestify to the life-long stimulus to worthy living acquired at school. Is it\n\n"}
{"page": 611, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n605\n\nseriously suggested when some millionaire bank-wrecker betrays his trust,\nrobs his depositors, double-crosses his partners, cheats the government on\nhis tax return, or deserts his wife, that his conduct is the result of a defective\nsystem of public education? Wouldn’t it be more worthwhile to inquire\nas to the sources of our national fortitude during the hardships of the last\nfour years, our restraint in the face of financial betrayal, official ineptitude,\nand industrial collapse? Is it open to reasonable doubt that much of this\nspirit is a part of our national dividends from our investment in public\neducation? We have had a marvelous amount of respect for properly con¬\nstituted authority, intelligent cooperation in plans for recovery and in gen¬\nerous service for the needy, much of which unquestionably reflects the lessons\ndaily taught by our standing army of a million public-school teachers.\nWith all of our interest in the problem of juvenile delinquency, it is well\nto remember that the problem is as old as the recorded history of the race.\nOne of the oldest pieces of writing exhumed by the archeologists deals with\nthe concern of an adult writer for the delinquencies of the youth of his day.\nHoly Writ refers to the problem in its very first chapter. We read that\nCain, for no explained reason except jealousy, slew his young brother. As\nI understand the account, Cain was engaged in an activity program at the\ntime. He had plenty of playground and his environment and heredity were\nexactly the same as those of his brother whom he slew.\n\nI come from a city which, like many others represented here, provides\na great diversification of educational opportunity, an excellent system of\nvocational schools of precisely the type recommended by Warden Lawes,\nspecial health services, playgrounds, psychological tests, and a curriculum\nin which character building has a distinct emphasis — all administered and\noperated by devoted teachers thoroly alive to their social responsibilities.\nYet in spite of it all we still have some juvenile delinquency.\nConsider the fixed factors of our problem. Our compulsory attendance\nlaws require children to attend school for not more than eight years, but no\none of these years is really a year. It is a year of thirty-six or thirty-eight or\nforty weeks, and no one of the weeks is a regular week. It is a five-day week,\nand no one of the days is a regular day. It is a five or five-and-one-half-hour\nday. Most of the teachers of the United States facing classes tomorrow\nmorning will find in those classes more pupils than there are minutes in the\nrecitation. At its best the compulsory attendance law attempts to secure for\nthe pupils of the state one minute of the teacher’s time per recitation, five\ndays a week, forty weeks a year, for eight years. This is an appallingly small\namount of time in which to accomplish all of the things which society expects\nto be achieved. In that time we are not only supposed to teach children to\nread intelligently and with discrimination, to compute accurately and\nrapidly, to spell correctly, and to write legibly, but we are also expected to\nteach them something about the laws of health and the prevention of disease,\nsomething about the government and the institutions under which they live,\nand something of world geography, besides fostering a long list of desirable\nhabits, ideals, capacities and attitudes of mind. The school is expected to\n\n"}
{"page": 612, "printed_page": null, "text": "606\n\nNational\n\nEducation\n\nAssociation\n\nteach children to be reverent, honest, patriotic, law-abiding, thrifty, indus¬\ntrious, cooperative, charitable, punctual, obedient, and moral.*\nOf necessity the school carries on much of its work in constant competi¬\ntion with very potent adverse influences outside the control of school author¬\nities. The school is obliged to operate with all of the limitations, traditions,\nand cumbersome machinery apparently inevitable in a public department.\nIt carries on in spite of its inability to correct the social and economic causes\nresponsible for many of its problems. Poverty and the inherited physical\nand mental handicaps to which the race is heir, are conditions with which\nthe school is required to deal but which it can scarcely be charged with\ncreating.\n\nAs to the degree of success with which the public school has met its\nresponsibilities, the limitations of time permit the calling of only one wit¬\nness. I am, therefore, ignoring the army of men and women whose lives\nhave been devoted to the work of educating the nation’s youth. Their testi¬\nmony which ought to be first sought and which certainly is of extraordinarily\nhigh significance, would probably be regarded in certain quarters as preju¬\ndiced and too idealistic. I am willing to rest the case on the testimony of\nthe National Industrial Conference Board, a body representing big busi¬\nness, corporate interests and many millions of dollars in annual taxes. Surely\ntheir opinion on the question of dividends from the investment in public\neducation is one to which lesser taxpaying bodies ought to listen with respect.\nIn September 1929 Magnus Alexander, president of this powerful organ¬\nization, presented a report dealing with this question, and in his preface\nwrote as follows:\nPublic education of the youth of the land is one of the most fundamental func¬\ntions and responsibilities of society, of vital concern to all groups. It is not uncom¬\nmon to hear remarks disparaging or attacking this social function, often carelessly\nuttered but sometimes arising out of deliberate consideration. While specific criti¬\ncism founded on fact and experience may with propriety be made regarding one\nor another aspect of the public-school system, care should be taken not to level\ngeneral criticism against this fundamental social institution, unless it be based on a\nthoro consideration of all the facts and circumstances involved, and be offered\nwith a constructive purpose.\n\nIn summarizing the more obvious accomplishments of public education,\nthe National Industrial Conference Board reports in part as follows:\nFirst: Illiteracy among\n\nthe native born has been reduced\n\nto a negligible quantity,\n\nexcept among the Negroes and socalled “poor whites” in certain portions of the\nSouth. This is perhaps the most striking measurable attainment.\nSecond: The proportion of young persons enrolled in secondary education is\nlarger in the United States than in any other section of the world. Despite criti¬\ncism of the results of such education, the fact that this large proportion of our\nyouth should even be “exposed” to such advanced training represents obviously\nan enormous advance in general opportunities for higher education and culture.\nThird: All public education is definitely permeated with the ideal that the ob¬\njective of education is not only mental training, but also character building. This\naim has found a constantly widening expression in the efforts to build up and\nstrengthen moral\n\ncharacter\n\nand provide general vocational guidance\n\nand effective-\n\n"}
{"page": 613, "printed_page": null, "text": "Department\n\nness by giving youth a broader\nenvironment,\n\n607\nof\n\nSuperintendence\n\nknowledge\n\nof the more\n\nimportant\n\ninfluences in his\n\n. Fourth; As a consequence of the accomplishments so far enumerated,\nthe voca¬\ntional aims of public education have been rather definitely\ndefined and advanced\nbeyond the period of experimentation. Already, preliminary\ntraining for com¬\nmercial pursuits has been put in practise on a broad scale\nand substantial progress\nhas been made in setting up definite courses of training\nin the metal trades the\nbuilding trades, and the textile and printing industries.\nFinally: In a comprehensive but general way our system\nof public education\nmay be granted to have been a potent influence in develo\nping in our country\nhigher standards of literary appreciation; improved tastes\nin music, reading, and\nsport, general knowledge of the laws of health and prevention\nof disease; improved\nstandards of living; assimilation of the foreign born;\nrecognition of ability, and\npieliminary training for the professions and for many vocatio\nns.\nJust as the school cannot claim credit for all that is good\nin our present social\nlife, neither may it properly be held responsible for all that is undesi\nrable. It must\nbe recognized, however, that without the influence of the\nschool constantly being\ndirected to the development of the best qualities in Ameri\ncan youth, the present\nmoral, civic, and social conditions in this country would be\nless desirable than\nthey are at present. Our schools have been more than meltin\ng pots of foreign\ncivilization. They have definitely and powerfully contributed\nto the creating and\nbuilding up of better types of citizens and improved attitudes toward\nlife.\n\nThis testimony does not come from a school man’s brain trust, nor from\nresolutions adopted by an educational association. It comes from a source\ntarely accused of being fulsome in its praise of the public schools — from\nbusiness and industry. Surely in the light of such a judgment the school\nmay\nfrankly acknowledge its defects and shortcomings and still rightly be\nproud\nof its record of accomplishment.\nIn times of depiession it has not passed its dividends, and even if a short¬\nsighted policy or mistaken notions of economy forced the school to close its\ndoors, the nation would continue for a long time to come to reap rich\nreturns from the investment hitherto made in its public-school system.\n\nSEVENTH\nA\n\nGENERAL SESSION, WEDNESDAY\nAFTERNOON, FEBRUARY 28\n\nComprehensive\n\nTHE\nFRANK\n\nG. PICKELL,\n\nProgram\n\nof Public Education\n\nELEMENTARY\nSUPERINTENDENT\n\nOF\n\nSCHOOLS\nSCHOOLS,\n\nMONTCLAIR,\n\nN. J.\n\nWe\n\nare in the midst of social changes and economic crises. Indeed we\nare passing from one crisis to another from day to day in kaleidoscopic\nfashion. Nowhere in our civic life is there a greater uncertainty of procedure\nor more doubt as to desirable outcomes, nor more confusion as to the type\nof program needed to cope with the perplexing problems of the day than in\nthe public school. We are so close to the changes going on that it is wellnigh impossible for us to interpret their meaning, certainly their ultimate\nmeaning.\nThe situation is complicated also by the fact that the economic crisis has\nforced undue and drastic curtailments in school programs in all sections of\n\n"}
{"page": 614, "printed_page": null, "text": "608\n\nNational\n\nEducation\n\nAssociation\n\nthe country. What was considered a justifiable and a comprehensive pro¬\ngram of education only yesterday would today be considered the rankest\nkind of extravagance, and if an attempt were made to maintain yesterday’s\nprogram at yesterday’s cost the people would rebel. As it is, we are charged\nwith having built up a gigantic and unnecessarily costly educational machine.\nThe public is still maintaining that, as drastic as the reductions in educa¬\ntional costs have been, still greater reductions should be forced upon us.\nThe common plea of the spokesmen for the taxpayers is that we should\nreturn to the three R’s.\nAll of these and many other facts as to educational curtailments have\nbeen pointed out by the Joint Commission on the Emergency in Education,\nbut as serious as conditions are, they do not present so great a challenge\nto educators as the challenge to find a way to maintain the efficiency of the\nschools in these distressing times.\n\nI am sorry to say that for the most part the educators of the country\nare spending their time and energy in trying to hold fast to that piogram\nwhich prevailed at the beginning of our national depression rather than\naccepting frankly the challenge of reorganizing the educational program\nand discovering ways and means of continuing to give children their rightful\nopportunity to secure an education under the forced reduction of cost.\nUnless we can find some way under which our schools can continue to\nrender efficient service in these times, then the good effects that should come\nfrom the forced reconsideration of educational curriculums, school organ¬\nization and administration, will have been lost. Rather than spend our\nentire time defending the educational set up as it was in 1929, we need to\nbend our every energy toward an interpretation of the social, economic, and\ncivic changes going on about us in order that the school may become a\nfunctional institution in terms of the new problems in which the boys and\ngirls of America will find themselves enmeshed tomorrow, which new pro¬\ngram must be broadly inclusive, more effective, and for the present at least,\nmuch less expensive than the school of 1929.\nThere is one basic fact to be kept in mind. 1 he public schools are sup¬\nposed to serve the needs of the children. There is just as great variation in\nthose individual needs in days of depression as in days of prosperity. The\nchildren vary just as much in ability, their interests are just as widely\ndivergent, their aptitudes show just as great a spread, their habits and atti¬\ntudes require just as much tutelage and just as careful supervision in bad\ntimes as in prosperous times. From the standpoint of the children, the pro¬\ngram of education must receive social rather than economic consideration.\nOf course, I admit that in some respects the needs of the children are not\nthe same in times of distress as in times of prosperity. Their health may\nneed greater protection. More attention may have to be given to their feed¬\ning and care because the family income is cut off, and recreational needs\nare perhaps greater, but on the whole the scope of the program of education\nmust be considered fairly independently of the financial crisis.\n\n"}
{"page": 615, "printed_page": null, "text": "Department\n\nof\n\n609\n\nSuperintendence\n\nThe dcsiiable outcomes of education present a far different\nmatter for\nconsideration. I think it will readily be granted that we\nare entering upon\nsome sort of new social and civic organization. The old democ\nracy in which\nindividualism and deadly competition ran rampant, in which\nuntrammeled\nopportunity to amass great profits and great fortunes, often at the\nexpense\nof the public good, is, to say the least, undergoing a metamorpho\nsis. We\nare at the present moment witnessing some sort of peaceful, social\nrevolu¬\ntion. No one knows just wffiere it will end nor what the outco\nme will be.\nIf ever there was a challenge to teachers of America to know and\nto under¬\nstand civic and social problems, that challenge exists today\n. In the ele¬\nmentary school, where we have children at their most plasti\nc age, we have\ngot to face the question of whether we are going to prepare\nthem for the\nnew social order by providing them with wise and competent\nteachers or\nwhether we are not. There is just one answer to the question.\nConsequently\ninstead of there being a lowering of professional standards, instea\nd of our\ngoing out into the maiket and purchasing the cheapest teachers\navailable,\nwe ha\\ e got to take the position that we now’ need better trained teache\nrs\nthan ever before— teachers who have the proper social outloo\nk, teachers who\nare intelligent enough to study and attempt to interpret the meani\nng of the\nchanging social order. Greater care must betaken in the selection and train¬\ning of prospective teachers to the end that the market shall not continue\nto\nbe flooded wuth mediocrity.\nThe goals or outcomes of our educational program should be\nexpressed\nin terms of the best interpretation which the best minds of\nthis country\ncan make of the present social, economic and civic trends, not\nonly in this\ncountiy, but in the other nations as well, and we must attempt\nat least to\n1 educe\n\nthe\n\nmeaning\n\nof the\n\ntrends\n\nto a working\n\nprogram —\n\na thing\n\nwhich\n\nis\n\ndifficult to do in normal times, but which the economic crisis makes\ndoubly\ndifficult. Curtailment in education has forced many communitie\ns to increase\nclass sizes to the point where teachers cannot give pupils indivi\ndual atten¬\ntion, nor with these working conditions suddenly forced upon\nthem can\nthey do much more than keep the old school program and\nmethods going.\nThese schools have become static, the teachers have become drill\nmasters\nagain, busy in the process of indoctrinating boys and girls rather than\nin\nde\\ eloping social habits and attitudes which will make for open-minde\ndness.\nFrom the standpoint of the foregoing considerations, I want\nto discuss\nbriefly what I consider to be a minimum, essential program\nof elementary\neducation both as to methods and as to curriculum. The\nelementary school\nshould include a program of kindergarten education for\nthe purpose of\ngiving boys and girls a chance to develop social habits. Whether we\nshould\ndefinitely embark upon a program of nursery-school education I am\nuncer¬\ntain, but I am not in favor of transferring the obligations of\nthe home to\nthe school. The elementary school under no conditions shoul\nd be forced to\nmaintain classes of undue size. Classes should be small\nenough to permit\nthe teacher to teach the children as individuals and not as\na mass. The\nmethod of instruction should be based upon individual needs\nand the pupils\n\n"}
{"page": 616, "printed_page": null, "text": "610\n\nNational\n\nEducation\n\nAssociation\n\nshould not be regimented and passed thru the school as an army is marched\nfrom one point to another on the battle front. I want the elementary pupils\nto have a good grounding in all of the tool subjects, but more important\nthan that I want the school organized to give practise in the art of cooper¬\native endeavor. If I am in a position to interpret the social meanings of the\nN.R.A. and similar, organized, governmental efforts, such as process taxes,\nregulation of industry, and the imposition of extremely high taxes on the\nlarger incomes, the rights of the individual in the future are going to be\nmade subordinate to the general good. Consequently, the school must place\nemphasis upon cooperation. Pupils should be taught to work out projects\nand problems in groups, with emphasis upon a division of the responsibility\nbut with each pupil realizing that success depends upon his cooperating with\nothers. As rapidly as possible, traditional school marks should be eliminated\nand in their stead the school should place emphasis upon improvement and\ngrowth in terms of the pupils’ ability. The traditional gradation of pupils\ninto first grade, second grade, third grade, and so on should be completely\nreplaced by a scheme under which pupils would be placed where they\nnaturally could do their best work and be happiest in doing it. Both pro¬\nmotion and failure as traditionally conceived would, under this scheme,\ncease to have meaning, for they could no longer serve as stimuli to effort.\nPupil placements would be made whenever it was to the advantage of the\npupils to make them. This type of organization would place a premium\nupon cooperation. It would encourage respect and consideration for the\nother fellow, and give meaning to the notion that the public good is para¬\nmount to the unbridled rights of the individual. To those who would main¬\ntain that this means a killing off of individual initiative, let us immediately\nsay that such a school would place the highest possible premium upon initia¬\ntive and ability and that it would immediately capitalize them for the\ncommon good.\n\nA second important goal of the elementary school is tolerance tolerance\nof new ideas, tolerance toward change. The elementary school is peculiarly\nthe place to develop those habits and attitudes conducive to that tolerance.\nInstead of indoctrination, the method and the treatment of subjectmatter\nshould be of such character as to encourage open-mindedness and a high\nregard for truth. In presenting this side of a comprehensive elementary\nschool, I am mindful of the fact that we have a long, long, road to travel\nand a difficult one in securing that tolerance on the part of the parents\nwhich will make it possible for us to discuss controversial questions, and\nto teach the truth.\nIn view of the constancy of the needs of the children, and in view of the\nsocial and civic changes going on about us, I see no possible way of restrict¬\ning our elementary curriculum to the point where the bare skeleton of the\nthree R’s remains. As a matter of fact, in the development of the attitudes\nand habits of the type I have mentioned, there are many subjects in the\nelementary curriculum much more essential than reading, writing, and\narithmetic as important as these are. To deny children such subjects as music\n\n"}
{"page": 617, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n611\n\nrind art or those civic and social studies which, under proper organization\nand teaching, transcend in importance every other subject in the school\ncurriculum is to deprive the elementary school of the very instruments which\nare of most use in developing that type of citizenship needed in any changi\nng\nsocial order. The school needs more instruments of this kind now than it\ndoes when complacency is the chief, characteristic, public attitude toward\nsocial and civic problems.\nThe new elementary school should be simplified. The length of time\ndevoted to elementary education cannot be shortened. The job, as I see\nit, is much too great to be encompassed in a briefer time. The curriculum\nmay well be simplified by coordinating subjects, thereby allowing a greater\namount of time for the functional use of those knowledges, skills, habits,\nand attitudes which we hope to develop. Furthermore, the elementary school\nmust consider it a part of its function to provide a suitable educational pro¬\ngram for every atypical child who has enough mental capacity to profit from\nschool experience.\n\nIt is evident that the movement toward a shortened worki\nng day is going\nto gain momentum. Our people will have more and more time to them¬\nselves, and as the people indulge this leisure time, so will go the\ncountry.\nThis presents a peculiarly important challenge to the elementary school\n.\nIt would be a great mistake to assume that all of the leisure-time activi\nties\nmust be superv lsed and directed. That wmuld be as great a mista\nke as a\npolicy which would totally ignore the challenge of leisure. Rather we must\nbegin in the elementary school to develop those interests, those likes\nand\ndislikes which will serve as adequate guides to the individual\nduring his\nleisure time. To this end the elementary-school program, inste\nad of being\ncurtailed as to socalled fads and frills and extracurriculum activi\nties, must\nbe made more inclusive. I think this need not add one cent to\nthe cost of\nelementary education. It is a sad commentary on our publi\nc leadership\nthat in these times of national distress when recreational needs are\nincreased,\nwe have deliberately set about to curtail playgrounds, recreation\nal centers,\nevening-school activities, and community center activities. We have\nclosed\nour school buildings. We have cut off opportunity for amateur\ndramatics.\nWe have eliminated music, closed down our orchestras and\nother group\nactivities which from the child’s point of view are as essent\nial in preparing\nhim for useful citizenship and social competency as any part\nof the more\nformal educational pabulum.\nWe cannot escape yet another responsibility in the elementary school.\nThe health of the nation depends in large degree upon our\nprotection oft\nthe health of the little children, but more important than that it\ndepends\nupon our teaching these children by precept, example, and practise\nhow to\nprotect their health and how to prevent the spread of contagious\ndiseases.\nI have the feeling that health education is not so much to be taught\nas it\nis to be practised. Habit formation here is the important criterion of success\n.\nConsequently, every elementary school should see to it that a wise, farreaching, and fundamental program of health education is carried out.\n\n"}
{"page": 618, "printed_page": null, "text": "612\n\nNational\n\nEducation\n\nAssociation\n\nIn this discussion I have restricted myself largely to social considerations.\nThe elementary-school program\n\nmust be considered in the light of the needs\n\nof the children which are fairly constant and in the light of the best inter¬\npretation that we can make of the trend of the times. I have tried to empha¬\nsize the point that such an approach to a consideration of a comprehensive\nprogram in the elementary school forces us to the conclusion that teachers\nare now confronted with greater challenges to understand and interpret\nsocial changes than ever before. High standards of professional training\nmust be maintained, and the emphasis in our teacher-training institutions\nshould be focused upon social and civic alertness. If we can secure teachers\nwith this kind of training, and if they can be free to discuss controversial\nquestions, to teach facts and present the truth, then I shall feel that we\nhave made real progress and that we have at last approached the time when\nthe elementary school can be said to be comprehensive.\nAn elementary school organized in terms of social outcomes will differ\n\ngreatly from the traditional elementary school. It will, as an effective instru¬\nment in a changing democracy, be markedly superior to the school of 1929.\nWe do not wish nor can we go back to the school of 1929, any more than\nwe can go back to the school of 1900. We must go forward. To go forward\nmeans to develop a program which will serve present needs. The program\nof the prosperous days when money flowed like honey thru the land will\nnever again be the program we need.\nFinally, this newer type of school will cost no more than the traditional\n\nschool, and perhaps it may cost less. It will produce better results at what¬\never cost level the schools must finally operate and, therefore, I feel that I\nhave pointed out how the elementary-school program can be made both\neconomically and socially comprehensive and sound.\nTHE\nHOWELL\n\nOUTLOOK\nCHENEY,\n\nFOR\n\nSECONDARY\n\nEDUCATION\n\nSECRETARY OF CHENEY BROTHERS,\nTURERS, MANCHESTER, CONN.\n\nSILK\n\nMANUFAC¬\n\nThe teaching staff thruout the country will decrease in the year 1933-34\nabout 7500. The enrolment will increase by about 68,000 pupils (1.9 per\ncent), and the average daily attendance by 39,000 pupils. The charges in\nbudgets for current expenses in the school systems were decreased by about\n20 percent in three years, from 1930-31 to 1933-34. The charges in budgets\nfor capital outlay were, reduced by approximately 80 percent between 1930\nand 1931 and the estimated budgets for 1933 and 1934 inclusive. It is sig¬\nnificant to observe how much greater, in view of the circumstances, were\nthe reductions in capital expenditures than those for current maintenance.\nThe median reduction on teachers’ salaries for all cities reporting was\nslightly less than 14 percent for the three years between September 1930 and\nJune 1933. In spite of continued demands during these three years for\nreductions in school services, it is interesting to note that more than 80\npercent of all cities reporting have maintained\n\ntheir programs\n\nof art, phys-\n\n"}
{"page": 619, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n613\n\nical education, homemaking, and industrial arts; and that 77 percent of\nthe cities have maintained their musical programs as they were during the\nyear 1929-30; and, strange as it may seem, a substantial number of cities\nincreased their programs in these subjects during the past three years. All\ngroups, except the one composed of the largest cities which probably pro¬\ngressed fastest previous to the period under consideration, report increases\nin their programs in these fields.\nThe number of teachers laid off represented an accumulated decrease\nsince 1930-31 of 4.6 percent, or about 18,600 teachers in city schools for\nthe Dnited States as a whole. The percentage varies from one-half of 1\npercent in cities of 100,000 population or more in the North Atlantic states\nto 4.1 percent in cities of from 30,000 to 100,000 population in the South\nAtlantic states; but in order to cover the whole country let us assume that\nthe number of teachers laid off for the country as a whole instead of being\n4.6 percent was 5 percent. The average increase of enrolment for the country\nas a whole was 1.9 percent, which represented a very slight decrease in\nthe elementary schools and a very considerable increase in the secondary\nschools. Again it is encouraging to note that more than 90 percent of all\ncities reporting either maintained their educational services for physically\nhandicapped children and for high-school graduates equal to standards\nobtaining in 1929-30 or increased them beyond those standards; 80 percent\ndid as well with classes for mentally handicapped and kindergarten children\nand with playground and recreation services.\nA good deal of emphasis has been laid upon the fact that with the decreas¬\ning teacher force and with the increasing pupil enrolment the teacher load\nwas definitely increasing. According to the report for all cities, the teacher\nload in the United States as a whole for the year 1930-31 was 30.3 and in\n1933-34 was estimated to be 32.4, or an increase of approximately two\npupils per teacher. Again, approximately three-fourths of the schools have\neither maintained or increased the length of the school year and 25 percent\nhave decreased the length of the school year — the greater majority of the\ndecreases being from one to five days.\nThe above gives a decidedly more cheerful view of the losses which the\nschool systems of the country as a whole have suffered. It is true the returns\nseem to indicate that salaries have been cut an average of 14 percent,\nwhereas employment has fallen off 5 percent, making a total loss in income\nto teachers as a class of something in excess of 15 percent. By including the\nsmall country schools thruout the United States, ranging in towns from\n2500 and above, let us admit that teachers have lost at the outside 20 percent\nof their income. This loss in income was more than offset by the increase\nin purchasing power of the dollar which is estimated to have been in excess\nof 24 percent during this period.\nAgain, I realize that this figure brings no comfort to the teacher or the\n\nlocality in which the wages have been cut by a much greater amount ; but\nlet us for the sake of comparison look at ourselves in relation to the indus¬\ntrial population. It is generally conceded that their total income as a class\n\n"}
{"page": 620, "printed_page": null, "text": "614\n\nNational\n\nEducation\n\nAssociation\n\nhas fallen off to some figure varying between 60 percent and 66% percent\nof what they were receiving in 1929; that is, their income in the year\n1932-33 was between 33% percent and 40 percent of the income they re¬\nceived in 1929. Measured in its purchasing power, this brought their income\nto possibly 50 percent of that of 1929.\nYou are correct in emphasizing the fact that at the very time when your\nmaterial resources were being restricted your burden was being increased\nby the rapidly increasing number of children thrown upon you to be edu¬\ncated. Not only are greater numbers everywhere facing you, but no one\nrealizes more keenly than do the teachers themselves that the average quality\nof intellectual attainment of the pupils is of a lower order because of the\nadded numbers. In the older systems, under which the way was open for\nchildren to go to work when they reached the age of fourteen, the natural\nforces of selection would send the child of superior mental ability into the\nhigh school and the child of inferior ability into industry. No one knows\nbetter than the teachers the burden this has placed upon them and the\ninherent difficulty of the problem of increasing numbers and decreasing\nability. You have endeavored heroically to meet it, and here the public does\nnot give you sufficient credit for the efforts you have made. Inevitably and\nof necessity it has compelled you to lower seriously the standards of accom¬\nplishment.\nIn the field of college preparatory work alone you have perhaps main¬\ntained existing standards. In all other fields the many efforts made to meet\nthe situation are testimony to the pressure under which you were. In some\ninstances you did this thru modifying your marking systems in favor of\nthe dull boy. The result was the acceptance of a degeneration of the stand¬\nard of accomplishment. In other cases you definitely gave to pupils of in¬\nferior ability tasks requiring less mental effort and a less degree of concen¬\ntration than those you required of a higher grade of ability. The result again\nwas a depreciation of the standard of accomplishment. In other cases you\nadopted the individual project, contract, Dalton, or Morrison plan with\nmany variations, under which each pupil more or less regulated his own\ndegree of progress. Here theoretically you abandoned schedules of pro¬\nmotion and the pupil determined his own rate of promotion. Inevitably the\naverage degree of attainment was lower than under the older systems if\nmeasured by the requirements put up to pupils who were preparing for\ncollege. Finally, you had overwhelming numbers coming to you. To demote\nthem or even to fail to advance them meant only multiplying the problems\nfor the next year. They were, therefore, in name only promoted — again,\nhowever, pushed on to standards of lower accomplishment.\nUnquestionably this has had a demoralizing effect upon the whole stand¬\nard of secondary education. In the main you have been forced to accept the\nfact that no fixed standards could be maintained and you were obliged to\ndo the best with the oncoming\npossible.\n\nnumbers\n\nthat the reduced resources made\n\n"}
{"page": 621, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n615\n\nIs there no way open that will cause a strengthening of your standa\nrds\nof accomplishment and a raising rather than a degenerating of the\nhighschool curriculum ?\nIs it not true that you have too vaguely conceived of your objectives\nand\nwhile sti uggling to deal with masses have been unable to get\nyour eyes\nset on the vision of the possible attainment? Too often and too insiste\nntly\nhas the idea been advanced that it was the function of the public school\nin\nitself to be a major factor in making over our social organization.\nSociety\nhad failed; the world had collapsed; and we were everywhere faced\nwith\na social organization that would not properly function. With more herois\nm\nthan reason, public educators advanced the theory that it was\nthe duty of\nthe public-school system to make over our social organization,\nto create a\nnew Point of view towards social aims, and to save society, as has\nso often\nbeen said, from any possibility in the future of a collapse such as we\nare\nnow experiencing.\nDet us hold clearly before us some definite attainable aims for which\nour\npublic secondary education system exists and then see if we cannot\nfind\nwithin those aims the inspiration for an ever-widening influence\nof their\napplicability. You exist for twTo distinct purposes:\n1. To\n\ntrain the minds and bodies of the pupils entrusted\nto you to lead happy\nand useful lives in a condition of a changing social devel\nopment — “effective power\nfor work and service during a healthy and active\nlife.” (Eliot.)\n2. You owe it as an inescapable duty to these same\nboys and girls not only to\nexercise, develop, and train their minds and bodies, but\nto guide and direct them\nto those fields where their peculiar and individual abiliti\nes are likely to find their\nmost happy and effective exercise. Training the mind\nand body, and guidance, give\nyou a held not only large enough in which to work for a high\nideal of accomplish¬\nment, but compelling enough to hold you to useful restraints.\n\nCan there be a training to develop power for effective work and service\nwithout an insistence upon accomplishment or achievement by\nthe indi¬\nvidual? President Eliots definition of the objectives of educat\nion means\nnothing without it, for ‘power for work and service” could\nnot by any\nsttetch of the imagination become effecti\nve without achievement.\nFurther, can there be a conscious sense of accomplishment\nupon pro¬\ngressively higher plans of achievement without\n1. A genuine development of the abilities, interests and aptitude\ns of the in¬\ndividual which make for power until they have matured into\nhabits?\n2. Jiabits which have laid firm foundations of achievement\nin the lower planes\nof accomplishment?\n\n•3. A\n\ndefinite\n\nrelating of both innate abilities and developing powers to\ntheir\nopportunities for expression in the environment of an intense reality which\nis soon\nto face them?\n\nOur second definition of your objectives, which comprise your respon¬\nsibilities for guidance, holds you responsible not as agents apart or as allqualified and independent diagnosticians, but in common with pupils and\ntheir parents for constant and proper guidance into those avenues of both\nacademic theory and practical expression for which you are searching. Inde-\n\n"}
{"page": 622, "printed_page": null, "text": "616\n\nNational\n\nEducation\n\nAssociation\n\npendent and ex-parte guidance, no matter how much reenforced by psy¬\nchology, cannot accomplish your objective. This requires of you first a more\nexact classification and guiding of your pupils than is now possible, and\nsecond, a far more exact and definite connection with the opportunities\nwhich are open in the community than you possess at present, and also a\nfar more exact knowledge of the past life and family history of the individual.\nA\n\nCOMPREHENSIVE\n\nJ. B. EDMONSON,\n\nDEAN,\n\nPLAN\n\nSCHOOL\nANN\n\nFOR\n\nHIGHER\n\nOF EDUCATION,\nARBOR,\n\nEDUCATION\n\nUNIVERSITY\n\nOF MICHIGAN,\n\nMICH.\n\nUntil recently it has been very unusual for a discussion of plans for higher\neducation to be included on the same program with papers on plans for\nelementary and secondary education. The former separation reflected our\ndisposition to treat colleges and universities as institutions that have little\nin common with the public schools. We are now convinced that this view\nhas been most unfortunate and that it has tended to create an unfortunate\nand costly gap between public education and higher education. It has tended\nto encourage the idea that the two were inherently different and were, at\nbest, friendly enemies.\nThe recent unpleasant experiences in securing funds for education on all\nlevels have convinced many leaders that we need a philosophy of American\neducation that is all-embracing. Recent developments have pointed to the\nnecessity of treating education on all levels as part of a unified whole, and\nto the importance of a well-planned program for the promotion of the gen¬\neral welfare of our social order thru education. It is therefore desirable that\npublic-school representatives feel a real obligation to aid our institutions of\nhigher education in finding their place in the general scheme of education\nand in planning for its fulfilment, and that the higher institutions should aid\nthe public schools in a similar undertaking.\nThis paper relates to a comprehensive plan for higher education on a taxsupported basis, altho it is conceded that the privately supported colleges\nand universities have always played a very important part in American edu¬\ncation. To an increasing extent our municipalities and state governments\nare developing institutions of higher learning supported largely from public\nfunds. The importance and the necessity of establishing and maintaining\ntax-supported colleges and universities is becoming more and more gener¬\nally recognized. This attitude does not indicate any unfriendliness toward\nprivate enterprise in the field of higher education ; instead, it is a recognition\nof the fact that the demand for advanced training has far out-run the facili¬\nties that are available thru non-public agencies.\nThe evidence of growing popular interest in higher education is found\nin the hundreds\neducation.\n\nof articles which\n\nhave been written regarding collegiate\n\n"}
{"page": 623, "printed_page": null, "text": "Department\n\nof\n\n617\n\nSuperintendence\n\nNumerous books relating to college problems have also appeared, and cer¬\ntain regional and national organizations have issued many reports relating\nto trends and changes in higher education.\nThe present movements\ncharacteristics :\n\nin higher education tend to show the following\n\n1. The breaking up of the four-year unit of the liberal arts college into a lower\ndivision commonly called the junior college and a higher division known as the\nsenior college.\n2. The\nneeds.\n\ndevelopment\n\nof a few\n\nnew\n\ntypes of higher institutions to meet\n\nspecial\n\n3. An increasing differentiation between general and special education with a\ntendency to emphasize specialization in the upper years.\n4. An effort to provide greater completeness in general education thru orienta¬\ntion courses with increasing emphasis on mastery in specialized fields of learning.\n5. A more intelligent and sympathetic consideration of the individual student\nthru provision for guidance and counseling.\n6. An effort to extend higher education to new groups thru a variety of pro¬\ngrams of adult education.\n\n7. A\n\nmarked\n\nincrease of attention to instructional problems\n\nin higher education.\n\nThis list of characteristics is incomplete, but it serves to suggest the variety\nof changes that higher institutions are facing. It also points to the fact that\nour higher institutions are not as adverse to changes as many critics would\nhave us believe.\nThe first question that I want to raise is, “What has brought about this\ndemand for changes in former policies in higher education?” Each one is\nentitled to his own answer to this question. In my opinion the demand has\nbeen created in part by the changes that have taken place in the field of pub¬\nlic education. It is a recognized fact that the whole educational structure of\npublic education has been in the process of readjustment for the past two\ndecades. The traditional 8-4 system has been modified by the introduction\nof the junior high school, or by some other modification involving a regroup¬\ning of grades. The regrouping has brought a demand for curriculum changes\nand related modifications of school practise. More significant, however,\nthan the regrouping of grades has been the general acceptance of a more\ndemocratic philosophy of education which demands that all adolescents be\ngiven the opportunity for education at the secondary school level. The ac¬\nceptance of this newer philosophy has aroused interest in curriculum prob¬\nlems, as well as interest in methods of instruction that will enable the school\nto provide for significant differences in the abilities, capacities, and interests\nof pupils. These changes in public education have influenced the thinking\nof the public with regard to the objectives, organization, curriculum, and\nmethods of teaching in higher institutions.\nOne of the most powerful influences in the direction of change has been\nthe growing demand of the public that more young people be given an op¬\nportunity for education beyond the secondary school. When collegiate train¬\ning was a privilege of a rather highly selected group, the colleges could be\nas conservative in curriculum and instructional matters as the interests of\na carefully chosen group might warrant. In recent years, however, eco-\n\n"}
{"page": 624, "printed_page": null, "text": "618\n\nNational\n\nEducation\n\nAssociation\n\nnomic changes and a democratic philosophy of education have combined\n\nto\n\nbring to the colleges a group of students who are not, and never will be,\ninterested in the older curriculum of the liberal arts colleges. The private\ncolleges have, of course, been in a position to resist the influence of this\ngroup of students; but the tax-supported colleges have found it necessary\nto make adjustments to meet their needs.\nThe demand for changes has also been supported by the development of\nnewer types of higher institutions created to meet certain new needs. I refer\nto the recent development of the junior colleges, the municipal universities,\nand the teachers colleges. These new units have been free from certain of the\ntraditions of the older colleges and have introduced practises that have tended\nto influence the whole field of higher education.\nJudging from recent reports and articles on higher education, there are\ncertain recommendations relating to a comprehensive plan of higher educa¬\ntion that appear to meet with very general approval of leaders in the field.\nThese recommendations will be presented under several headings: (1) ob¬\njectives and scope of a state system, (2) articulation with other educational\nunits, (3) financial support, and (4) coordination of the work of the dif¬\nferent higher institutions.\nIn the matter of objectives, the pronouncements\n\nin the recent California\n\nSurvey furnish a broad basis for planning. It is proposed that a comprehen¬\nsive plan of state education should recognize the obligation\n. . . to educate the people to greater and greater competency, in performing:\nFirst, the general social obligations of citizenship or membership in American\ncivilization required of all men and women, and\nSecond, the particular or specialized services to society allotted to different oc¬\ncupational groups, membership in any one of which is a matter of individual\nchoice and fitness.\n\nThese\nmodern\n\neducational\n\nfunctions correspond with the two types of requirement\nsocial life lays upon every citizen.1\n\nwhich\n\nIn this California Survey the task of providing general preparation for\nsocial obligation is assigned to the units below the senior college. This is\nstressed in the following paragraph :\nIt is the primary and fundamental function of the common school system ex¬\ntending from the earliest years of schooling, thru kindergarten, elementary school,\njunior and senior high school, and the junior college, to educate the citizen for\neffective participation in all those common understandings and cooperations which\nare necessary to sustain the best in our complex contemporaneous civilization which\nis American.2\n\nIn the California Survey there is also a definition of the function of higher\ninstitutions which emphasizes their responsibility for training specialists.\nI he statement reads as follows :\nIt is the main function of the university system, which includes the upper di¬\nvisions of colleges, the graduate schools, and the professional schools, to educate\n1 Elementary School Journal, November\n2 Ibid, p. 163.\n\n1932, p. 162.\n\n"}
{"page": 625, "printed_page": null, "text": "Department\n\nof Superintendence\n\n619\nspecialists for the strategically important social services which modern civilization\nrequires, and to do this with full regard to the number of such specialists that\nsociety can utilize. Among the specialized callings for which the university system\neducates are research, teaching, the ministry, the law, medicine and surgery,\nengineering,\n\nand\n\nsimilar professions.3\n\nIn view of the foregoing statement of objectives we should plan a com¬\nprehensive state system of higher education so that there would be\n1. A\n\nrecognition of the importance\n\nof providing\n\nsome\n\ntype of education\n\nbeyond\n\nthe senior high-school level for an increasing number of young people\n2. A recognition that the first two years of work above the senior high school\nshould be a period for general training\n3. Adequate safeguards against the admission to professional schools of too large\na number of candidates and of candidates of relatively inferior ability and\npreparation\n4. Cooperative efforts on the part of the various higher institutions to discover\nstudents of unusual ability and to guide them into appropriate courses of training,\nand to provide financial aid for talented persons of limited means\n5. Emphasis on provision for continuing education after graduation from college,\nincluding plans for a program of adult education supported cooperatively by the\ndifferent higher institutions.\n\nIt is believed that careful consideration of these five proposals would de¬\nvelop greater clarity of opinion regarding objectives of higher education and\nwould tend to promote a desirable degree of unity in the whole educational\nprogram of a given state.\nThe problem of effective articulation between units in our educational\nsystem demands critical analysis of some former and present policies and\npractises. As educators we should cease thinking of our educational system\nas composed of public education and higher education and should recognize\nthe fact that we need a unified system with effective articulation of the dif¬\nferent parts. In a comprehensively organized state system we should plan\nso that there would be\n1. Provisions for a degree of articulation between higher institutions and the\nsecondary schools of a kind that would tend to promote the interests of both units\nin the state system of education\n2. Emphasis on unity in the state system of education and an effort made to\navoid the tendency to consider the tax-supported units in higher\nseparate from the elementary and secondary schools\n\neducation\n\nas\n\n3. Provision for acquainting all high-school students and citizens generally with\nthe opportunities for higher education within the state.\n\nIf emphasis were placed on these proposals some of the present costly\ncriticism of higher education might be avoided.\nIt is essential that a plan for a comprehensive state system of higher edu¬\ncation should include provision for financial support. In fact the current\nfinancial stringency has forced American higher education to become greatly\nconcerned about many of its former policies and has created a situation in\nsome states where competing higher institutions were in desperate quarrels\n3 Ibid, p. 165.\n\n"}
{"page": 626, "printed_page": null, "text": "620\n\nNational\n\nEducation\n\nover sources of financial support. Among\nportant problems are the following :\n\nAssociation\n\nthe proposals relating to these im¬\n\n1. There should be devised a type of financial support that would\nable degree of permanency of financial support\n\ngive a reason¬\n\n2. Theie\n\nshould be a recognition of the principle that a community may estab¬\nlish its own junior college to be supported on the same basis as the\nelementary\nand secondary units maintained by the community\n3. There should be a recognition of the principle that the state or the\ncom¬\nmunity will furnish a considerable part of the cost of higher education\nbelow the\nlevel of the professional schools\n4. There should be adequate subsidies for the advancement of researc\nh, as well\nas subsidies for the study of problems of special significance to the state\n5. There should be continued studies of trends in costs in the fields\nof higher\neducation within the state.\n\nThe problem of financial support is so involved that the forego\ning pro¬\nposals offer only a few suggestions concerning some of the significant\nissues\nthat must De reviewed in planning for a comprehensive progra\nm.\nOne of the problems that is now attracting the attention of many student\ns\nof governmental organization is that of the more effective coordination\nof\nthe work and activities of the higher institutions of a state. As\na part of a\ncomprehensive plan it is proposed that\n1. There should be some plan for coordination of work of the various educa¬\ntional boards unless the state has adopted a policy of a single board\n2. There should be a redefinition of functions and policies of higher institutions\nfrom time to time to the end that unnecessary duplication may be avoided\nand\nnew demands satisfied\n\n3. There should be such arrangements for the reviewing of plans for\nthe ex¬\npansion of any one of the higher institutions into new fields as will insure that un¬\nnecessary duplication and competition between the higher institutions is avoided\n4. There should be recognition of the service that is available\nsupported higher institutions within the state ; and\n\nthru privately\n\n5. There should be an effort to divide the responsibility in highly speciali\nzed\nfields with the higher institutions in neighboring states.\n\nThe\n\nsuggestions given under\n\nthe foregoing\n\nmain\n\ntopics give a total of\n\neighteen specific proposals that should be considered in making a compre¬\nhensive plan for a state system of higher education. It is conceded that this\nlist is partial and far from exhaustive. It is, however, sufficiently extensive\nto indicate that it is a gigantic task to plan for a comprehensive state system\nand one involving numerous\nas found in many states.\n\nand far-reaching changes in present programs\n\nIn conclusion, I want to stress the need for greater attention to planning\nfor the program of American education. These are the days when everyone\nis concerned with proposals to restore financial and business health. Concern\nis almost as keen in proposals to prevent the economic system from getting\nout of order in the future as in proposals to cure the present disorder. The\nidea of economic planning is receiving much consideration by responsible\nleaders. While business is concerned with appraising its past and trying to\nread the future, it is not surprising that many persons should demand that\n\n"}
{"page": 627, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n621\n\nthe educators also appraise the past and try to read the future. It is quite\ncertain that the growing demand for economic planning in the world of\nbusiness will increase the demand for economic planning in the field of edu¬\ncation, especially on the secondary and college levels. Our professional or¬\nganization should cooperate actively in this planning for education.\nREPORTS\nI. THE\nEDWARD\n\nOF\n\nGENERAL\n\nADMINISTRATION\n\nD. ROBERTS,\n\nSUBJECT\nOF\n\nSUPERINTENDENT\n\nOF\n\nCOMMITTEES\n\nTEACHER\nSCHOOLS,\n\nTRAINING\nCINCINNATI,\n\nOHIO,\n\nChairman\nThe seven topic groups organized under this general subject devoted the\ntwo afternoons assigned for this purpose to the consideration of the various\ntopics upon which summary report is now being submitted. The meetings\nwere well attended on both days and the participation in the discussion was\ngeneral and stimulating.\nIn accordance with the plan of organization established for the commit¬\ntees, brief summaries of the position reached by the various groups were\nprepared and will be published in the proceedings of this meeting. Addi¬\ntional material of various kinds will also be made available by deposit in\nthe research office of the Department, which will extend the use of the va¬\nrious studies in such manner as may be found possible.\nIn its study, Topic Group A devoted itself to a consideration of “What,\nIf Any, Limitation of the Supply of New Teachers Should Be Established,\nby Whom and How?” The general basis of the consideration is the prac¬\ntical situation, prevalent all over the country, of a large oversupply of teach¬\ners. The reduction which is suggested as a solution of this immediate prob\nlem should be based upon general considerations which attempt to deter\nmine possible controls of prospective candidates for preparation for teach¬\ning, the qualities essential for successful practise in the professional service\nof teaching in the schools of tomorrow, and the finding and qualifying of\nthose who must provide the professional leadership essential to the develop¬\nment of the schools and school programs of the immediate future.\nThere have been developments in several states toward a control of future\nteacher supply by establishing qualifications for entrance into teacher-training\ninstitutions, partly by using standing in the high-school class, a certain part\nonly of which being accepted for admission, partly by the use of various types\nof ability or achievement tests, partly by establishing tuition costs to be\npaid by the students. It must be admitted, however, that these controls are\nnot uniformly applied thruout the country, tho there is evidence of an in¬\ncreasing use of them.\nA positive control may be exercised by certificating agencies. These should\nbe unified in the various states under the responsibility of state departments\nof education, and these departments should set themselves to the establish¬\nment of standards professionally defensible and adequate to the obligation\n\n"}
{"page": 628, "printed_page": null, "text": "622\n\nNational\n\nEducation\n\nAssociation\n\nresting upon certification agencies to fix and to hold to qualification require¬\nments adjusted to presentday conditions, high enough to assure competent\nworkers and flexible enough to make certain that the constantly changing\nconditions of presentday society will be met by constantly changing school\norganizations, school programs, school service rendered by adequately pre¬\npared, professionally competent, intelligent, and successful individual prac¬\ntitioners.\nTopic Group B had as its subject of consideration 4 *What Coordination of\nTeacher-Training Programs Should Be Established in States and in the\nNation ? and attempted to find ways by which the work of the various\nagencies which offer professional courses for the preparation of teachers can\nbe coordinated and strengthened and made to serve best the needs of the\nschools.\n\nT he facts of the wide variation in teacher preparation among the various\nstates and even within states have been made apparent by the National\nSurvey of the Education of Teachers, conducted by the federal Office of\nEducation. The outcome of such variation is found in the schools where\nthese variously trained teachers are at work. It may be asserted that the\ncharacter of the schools and the outcomes of their work reflect positively\nthe\ngood or poor qualification of the teachers at work in them, and are good\nschools or poor schools as the preparation of the teachers was good or poor.\nConsequently, teacher-training programs must be coordinated if there is\nto be a constantly more adequate qualification of professional workers and\na steadily finer outcome of the experience of boys and girls in the schools in\nwhich these teachers serve. In the various states such coordination is the\ndirect responsibility of state departments of education, which should make\nuse of all professional agencies in the state as well as of regional and na¬\ntional professional and accrediting agencies. The United States Office of\nEducation may help in an advisory capacity and by providing such assist¬\nance as is represented in the National Survey of the Education of Teachers\nconducted under the auspices of this office.\nWhat Should Be the Course of Study for Prospective Teachers ?” with\nan attempt to determine apioper balance between professional and academic\nsubjects in the preparation of teachers, was the consideration of Topic Group\nC. The need of broadening the type of education offered in the schools in\nInch the teacheis of today and tomorrow are to work so as to assure the\nPupils the widest possible contact with contemporary problems, and an\nability to become increasingly self-directive in a society that is constantly\nchanging, demand the broadest cultural and academic background for the\nteachers as well as a larger functional background than has been true in the\npast, and a closer relationship between theory and practise. Teachers must\nbe educated for the profession rather than merely trained for a job.\nHowever, there need not be radical changes in curriculum content but\nrather, adequate interpretations of significant values of existing curriculums\nin terms of the present. The practise teaching may well be reinforced by\nan\ninternship of one year before certification and the effectiveness of the prac-\n\n"}
{"page": 629, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n623\n\ntise teaching work should be measured objectively as a valuable factor in\nincreasing the effectiveness of this phase of teacher education.\nTopic Group D considered “What\nTeaching in Public Schools Conducted\n\nShould Be the Controls of Practise\nunder the Responsibility of Teacher-\n\nTraining Institutions?” with a view to determining the basis for a sound\ncooperation in this field between the public schools and the teacher-training\ninstitution. The administration of this program should assure the children of\nthe classes involved, student teachers well selected, and fitted by personality,\nability, training, and promise of success to serve the pupils well. The labora¬\ntory work in the schools should be directed by a responsible supervisor from\nthe training institution. The public-school teachers assigned to assist in the\nsupervision of the student teacher should receive special compensation from\npublic-school funds for this service. It is advisable to secure the approval\nand cooperation of the patrons of the school whose children are involved in\nthe student teaching project. It is a fundamental obligation of all concerned\nto make the practise teaching organization of maximum value to the children\ninvolved.\n\nThe student teachers are entitled to a suitable teaching opportunity which\nshould include participation in a representative variety of teaching activities\nand grade assignments, but only such as will contribute to the growth of the\nstudent teacher. The length of time spent in student teaching should be long\nenough to assure minimum mastery. Such assignment should be based upon\nthe student teacher having the assurance that his personality, knowledge of\ntheory, native ability, and scholastic standing qualify him to anticipate rea¬\nsonable success as a student teacher.\n“What Should Teacher-Training Institutions Do in the Placement and\nFollow-up of Their Graduates?” was the topic of Group E which en¬\ndeavored to determine the mutual share of responsibility of school systems\nand teacher-training institutions in the prevention of failure during the\nfirst year of teaching.\nWhile training institutions should graduate and place only teachers am¬\nbitious and qualified to develop in pupils qualities of citizenship fundamental\nto the safety and progress of the republic, who should therefore be indi¬\nviduals of intelligence, independent thought power, public spirit, disposition\nto service, character, and health, it is essential that quality be the supreme\ncriterion in placement programs. Consequently, the placement office must\nbase its work upon a program of selection which eliminates unqualified appli¬\ncants. This office must regard its work as a professional responsibility and\nnot merely a clerical routine. The work must not be incidental to other\nobligations, but should be handled aggressively and be dominated by a high\nprofessional spirit.\nFurthermore, training institutions permeated with the spirit of educa¬\ntional service will not attempt to dominate school systems, but will feel a\nresponsibility for following-up the beginning teacher during one or two\nyears, especially in areas without adequate supervision. This will involve fre¬\nquent contacts between school system officials and teachers and the staffs\n\n"}
{"page": 630, "printed_page": null, "text": "624\n\nNational\n\nEducation\n\nAssociation\n\nof training institutions. The training institutions cannot afford to stay at\nhome if they are to be a creative force in their contacts with the youth of\nthe land, and if they realize that their work is not finished until their prod¬\nucts are functioning successfully in classrooms.\nIt may be asserted that teachers colleges and normal schools are experi¬\nencing a challenge which will force them to participate in and to prepare\nteachers to participate intelligently in the thought life of this age. If they\nsucceed in meeting this challenge, it will be because they have an ear to the\nground out in the field where the college, with and thru its graduates does a\ncreative task in reorganizing, reestablishing, and preserving the intellectual\nlife of the land on a concrete functioning basis.\n_ In the consideration of topic F, “What Are the Obligations of TeacherTraining Institutions for the Improvement of Teachers in Service ?” it\nwas discovered that only a beginning in this field has been made in the\ncountry, tho the development has reached large proportions in certain areas\nand in particular institutions, but there are possibilities not yet fully real¬\nized. Training institutions must accept responsibility for continued service\nto teachers at work in schools, with a view to developing a constantly better\nand fuller philosophy, possibly pragmatic in character, which will enable the\nteachers to see our changing life steadily and as a whole. This will not only\nbe service of great value to teachers at work, but will constitute a renewed\nmotivation, with the ultimate value of rejuvenation of the institution by\nthe introduction of new problems from the field, and the vitalization of the\ninstitution’s work\nschool classrooms.\n\nby contact with the daily problems and experiences of\n\nThe final topic, G, was “How Shall Prospective Teachers Be Selected\nfor Training and upon What Basis Admitted to Teacher-Training Institu¬\ntions? Thruout the country there are evidences of the desirability of es¬\ntablishing requirements for admission to preparation for teaching, and in¬\ncreasingly eligibility requirements are being established by states and by\ninstitutions. These range from highly developed mathematical formulas to\nselective admission based upon general scholarship, health, character, and\nleadership.\n\nThis development has possibilities of fundamental importance to the fu¬\nture of teaching, in that it suggests an initial control over the entrance into\nthe preparation programs, and assumes a better selection and consequently\nmore competent, more highly qualified, more effective body of school work¬\ners in the classrooms of the country.\nIt doses this summary of the topic group considerations at a point which\njustifies the quotation of a special letter of Roger W. Babson, dated January\n\n22, 1934, and entitled “Future of Education.” Permission to quote this im¬\nportant statement has been granted to the speaker, in writing, by Babson’s\nReports, Incorporated.\n\\\\ ith all the taik there is today about technology and the machine age,\nsome\nclients may wonder what people are to do for a living when the dreams of the\n(echnoci ats come true. (Let me add, moreover, that I believe that some day\nthese\n\n"}
{"page": 631, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n625\n\ndreams\namount\n\nwill be realized.) We have only one stomach and can eat only a limited\nof food. We have only two feet and can wear only a limited number of\nshoes. There is a limit to w'hat an individual can spend sensibly on food, clothing,\nshelter, and even amusement. No one on this planet has more than twenty-four\nhours a day. America is gradually approaching a consumption saturation point.\nOn the other hand, altho we ourselves may have all we need of material things,\nwe must not forget that hundreds of millions of other people are today barely exist¬\ning* Therefore, before thinking about four-hour days, we should continue to raise\ncrops and make goods for those less fortunate than ourselves. As this is a job of gen¬\nerations rather than mere years, we need not now worry about the dangers of the\nmachine age. So long as one human being is in want of food, clothing, or shelter,\nno right-minded and able-bodied person should be content to work only a few\nhours a day.\n\nYet I must grant that theoretically the technocrats are right. We are constantly\napproaching a time when everyone can enjoy a standard of living equivalent to\nan income of $10,000 per year by working four hours per day for four days per\nweek under proper organization. (This will come, however, thru the laboratory\nwork by scientists rather than thru legislative work by radicals.) Therefore, clients\nare justified in asking: What will take up the slack? Or, to state the question in\nanother way: What will we do with our spare time? Is there some line of work\nwhich can be expanded as the demand for agricultural, construction, and industrial\nworkers declines? I believe that there is such a line, and here is my reason.\nAltho people can, to their own advantage, consume only a limited amount of\nfood, clothing, shelter, and amusements, there is no limit to their own develop¬\nment physically, intellectually, and spiritually. Thru breeding, training, and char¬\nacter, the possibilities of every race are beyond the dreams of the most visionary.\nThese possibilities put the most progressive technocrat in the ox-cart class. Instead\nof one Edison, there can easily be a. million; instead of one Einstein, there easily\ncould be another million; and so on ad infinitum. It is merely a question of proper\nbreeding, training, and character.\nThis development to which I have referred will come about thru increasing the\nquality and numbers of the teaching profession. My grandson — now in school in\nWellesley, Massachusetts — is one of a class of forty-three! Gradually, as parents\nand taxpayers have more sense, the size of these classes will be reduced to thirty,\ntwenty, ten, and even smaller. I forecast the time when each scholar will have one\nspecial teacher, and perhaps several specialists as did Helen Keller. Considering\nthe results which her teacher, Miss Sullivan, obtained with this deaf, dumb, and\nblind student, the possibility of universal independent tutoring becomes apparent.\nTherefore, as I visualize the future, I see the number of teachers increase as\nthe number of agriculturists, skilled laborers, and industrial workers decrease.\nFuture generations will realize it will be far better for them to do a full day’s\nwork themselves and employ more people to develop their children physically,\nintellectually, and spiritually. Christian teaching is an industry that can never\nbe overdone, as it is turning out a product of which there can never be a surplus.\nEven today the safest and most profitable investment is in education.\nWhatever social or political systems may be tried in the future, children will\nalways be the greatest assets. Stocks, bonds, bank accounts, insurance policies, and\nreal estate holdings may easily pass out of existence. Our children, however,\nwill\nalways be ours. Whatever happens to bankers, manufacturers, and merchants,\nthe\nefficient teacher will always be in demand. Moreover, as leisure time increases,\nthe demand for those who can train others physically, intellectually,\nand spiritually\nwill rapidly increase. Even today many families are looking for such persons\nto\ncome into their homes and guide their boys and girls.\n\n"}
{"page": 632, "printed_page": null, "text": "626\n\nNational\nII. A\n\nJ.\n\nSTEVENS\n\nEducation\n\nAssociation\n\nCOMPREHENSIVE\nPROGRAM\nEDUCATION\nKADESCH,\n\nSUPERINTENDENT\n\nChairman\n\nOF\n\nOF\n\nPUBLIC\n\nSCHOOLS,\n\nMEDFORD,\n\nMASS.,\n\nAt the outset it is necessary for us to assume that it\nis impossible in the\nbrief time allotted to this report to touch upon all\nthe phases of the dis¬\ncussion as it was developed in the sixteen topic divisions\ninto which the geneial subject was resolved. I herefore, only the most\nsalient points brought\nout by the discussions can be here enumerated. This\ngeneral subject, “A\nComprehensive Program of Public Education,” might\nwell serve at another\ntime as an appropriate convention theme of this departme\nnt when all the\nresources of the Department of Superintendence and its\nallied organizations\nmight be concentrated in determining the scope\nof such a program.\n\nA. — Education\n\nfor a New\n\nOrder\n\nIn the new\n\nsocial order in which rivalry and the profit motive are to be\ndiminished; in which, we hope, friendliness will mitigate the evils of un¬\nbridled nationalism, and in which economic, social, and politic\nal equality will\ncome nearer to being an accomplished fact, the school will have a tremen\n¬\ndous responsibility in interpreting and in perpetuating the advances\nmade\nin this period of readjustment. The new education for the new order\nmust\npioduce citizens who understand and who have the intelligence\nto control\nthe civilization of which they are a part. We may not be in agree\nment as\nto whether a new social order has yet been born, or as to what\nform it is\nto take when it is born. On one thing, however, we can be in\nagreement :\nMankind, intellectually, has struck its tents and is again on the march.\nWe\nare in one of the rare moods when a whole nation is changing\nits outlook.\nFor education which has the responsibility for training individuals\nto par¬\nticipate cooperatively in social control, this change in perspective is\nsignifi¬\ncant, and the outlook for education depends upon the outlook of educat\nion.\n1 he ability and desire to think collectively and to engage in social\nplanning\nis a prerequisite of good citizenship in a democracy.\nThe new education calls emphatically for the development of the program\nof studies and the activities of the school in directions that will yield greater\nreturns in the development of character and of citizenship. The rapidly in¬\ncreasing defiance of law and order demands immediate action. We should\nfearlessly clear the curriculum of much subjectmatter that has no imme¬\ndiate social or economic value and include in our curriculums materials that\nwould bring to boys and girls vital experiences that would give them a con¬\nstructive attitude toward citizenship and life. Let us hope that there will\nbe,\nthru the power of a redirected education, less worship of the golden calf and\nmore desire for attitudes that make for a life rich in things of the spirit.\n\n"}
{"page": 633, "printed_page": null, "text": "Department\n\nB. — Function\n\nof\n\n627\n\nSuperintendence\n\nof State Departments\n\nof Education\n\nThere are two ways in which the state department of education may be\neffective in carrying forward a comprehensive program of public education :\nfirst, thru legal control exercised by the state department, and second, thru\nleadership by the staff of the state department thru a comprehensive pro¬\ngram of supervision, by research and experimentation, and by the organiza¬\ntion of laymen and of the profession in the support of a developing pro¬\ngram of public education. There is need to distinguish sharply between those\nfunctions of the state department which may involve control and those which\nmay be classified under the category of leadership or supervision.\nThere is no good reason why the state should not determine by law cer¬\ntain standards having to do with external matters. Examples of this type\nof control are to be found in the determination of minimum standards for\nschool sites, for buildings and equipment;\n\nin the designation of attendance\n\nand administrative districts ; in the control of procedures in the fields of ac¬\ncounting, budget making, the placing of insurance, borrowing and bonding\npractises, and the like; and in the determination of certain standards which\nshall be met by all those who are to be licensed to teach, supervise, or admin¬\nister the school system.\nIn none of these cases does the state seek to set up maximum requirements.\nIt proposes, however, to safeguard the local communities thru the deter¬\nmination of certain minimum standards. These standards can be and should\nbe administered\n\nthru the state department\n\nof education.\n\nThe internal affairs of the school system, having to do with the organ¬\nization of schools, the curriculums and courses of study, and with methods\nof teaching, should be left to the local administrative and supervisory of¬\nficers. The leadership of the state office in this area should encourage local\ninitiative. The\n\nfunction of the state department,\n\nwhen\n\nadequately carried\n\nout, requires the development of a professional staff of highly expert work¬\ners whose services are made available to local school systems.\nIn the development\n\nof this program\n\nof supervision and leadership, large\n\ndependence should be placed upon research and experimentation. The com¬\nplete cooperation of local authorities is, of course, a necessary condition of\nthese undertakings and should be secured without legal enactment and with\nno thought of control of the local school system by the state.\n\nC. — Cooperation\n\nof Federal Government\n\nA comprehensive program of public education meets social, civic, and\navocational as well as vocational standards, for persons of both sexes and all\nages. Thus far the federal government has merely stimulated ; it has not\ncooperated. It has touched education at isolated points, never comprehen¬\nsively except thru the land grants now of so little significance.\nThe necessity of greatly increased federal cooperation in education is\nevident to all who accept the New Deal. Heretofore every evidence of\n\n"}
{"page": 634, "printed_page": null, "text": "628\n\nNational\n\nEducation\n\nAssociation\n\nfederal control in education was condemned; yet the New Deal speaks\nin\nterms of drastic control of child labor, hours of employment, minim\num\nwage, price control by processing and devaluation, reduction of acreage,\nbanking practise, and what next? The New Deal has now accepted that\nunity of national interest in many directions which school workers long\nhave maintained exists with reference to public education.\nTherefore, to give to idle children the same chance as to idle men and\nwomen, to give to teachers the minimum protection accorded unskilled labor\n(if they deserve no more), to maintain a “minimum program” of public\neducation thruout the nation, to support training for leisure no less than\ntraining for labor, to reeducate adults disabled by changes in industr\ny, as\nwell as by mere machinery, to train teachers along with agriculturists and\nengineers, to extend credit under state authorization to districts in financial\narrears, we call upon the national government for more than educational\nadvice, research, or leadership. The debacle is economic, and financial sup¬\nport alone will sustain the present social agencies and governmental struc¬\nture. Other mild forms of cooperation on the part of the federal government,\nare like water to a choking animal unable to drink and assuage its thirst.\nFederal aid extended to education should be administered by the state\nauthorities to the same degree as is now operative in other forms of federal\naid.\n\nD. — Preschool\n\nand\n\nKindergarten\n\nThe consensus of opinion of this group was that nursery schools and\nkindergartens were indispensable units of the school system and that their\nelimination would be violently protested by the parents who have learned\nto appreciate their usefulness in the proper development of child life.\nA young child s education should begin long before his entrance upon the\nformal training of the first grade. During these early years, his activities\nshould be properly directed, since he learns more in this early period than\nat any other period of his life. The nursery school and kindergarten adapt\nthe child to his environment; inculcate proper health habits, build up de¬\nsirable mental and moral attitudes, eliminate behavior problems, and help\nto socialize the child by teaching him to play and work with other children.\n\nE. — Elementary — The\n\nPreadolescent\n\nGroup\n\nA redefinition of educational objectives in the light of new evidence has\nconvinced this committee that finality and fixity are neither desirable nor\nattainable. The factors that determine a final statement of objectives are\nas variable as is the case of the child to be educated, the peculiarities of the\ncommunity in which he is to be educated, and the social organization for\nwhich he is being educated.\nA satisfactory educational program for elementary-school children cannot\nbe confined to the school alone. The school is an integral part of the com-\n\n"}
{"page": 635, "printed_page": null, "text": "ce\n\nDepartment\n\nof\n\n629\n\nSuperintendence\n\nmunity. It is the one organization within the community where race and\ncreed prejudices can be eliminated in community planning. The school, then,\nis in the most strategic position to lead in planning a twenty-four-hour day\nprogram for children of elementary-school age. This program implies a\ncloser home and school cooperation and a general community understanding\nas to the aims and objectives the community sets up as the educational pro¬\ngram for the children of elementary-school age. Because economic, indus¬\ntrial, social, religious, and cultural factors vary so greatly in different com¬\nmunities, each community should determine its own objectives for a satis¬\nfactory program of education adapted to the needs of that community.\nThe ten objectives considered of major importance for elementary schools\nare listed in descending order as follows:\n1. Cheerful\n\nand effective cooperation with others individually and in groups\n\n2. Mastery\n\nof tool subjects\n\n3. Integrated personality — good\nhabits and attitudes\n\nphysical, mental,\n\nemotional,\n\n4. Health including physical security and maintenance\n5. Creative expression\n6. Development\n\nof an understanding\n\n7. Ability to effectively organize\nintercommunication)\n8. Provision\n\npresent\n\nand\n\nsocial\n\nof physical efficiency\n\nand an appreciation\n\nand\n\nmoral,\n\nof the physical world\n\none’s thoughts\n\nto others (Social\n\nfor differences in needs, in interests, and in abilities of pupils\n\n9. Development\n\nof an understanding\n\nand an appreciation\n\nF. — Atypical\nConservative\n\nof organized\n\nsociety\n\nChildren\n\nestimates show that one out of five children in the United\n\nStates requires, or, will be greatly benefited by a differentiated program\nof special education adapted to his needs. Such exceptional children are\nthose who, according to the White House Conference, “deviate from the\naverage child to such an extent as to require special treatment or training\nin order to make the most of their possibilities.” This group includes chil¬\ndren with supernormal mentality, subnormal mentality, physical handicaps,\nemotional and social maladjustments, and multiple deviations from the\nnormal.\n\naim in the education of the exceptional child is exactly the same as\nthat for all children, namely, so to develop the whole child, that he may\nmore fully and completely participate in, contribute to, and live happily in\nthe economic, political, cultural, and social world of his time.\nThe function of a program of special education is to provide the services,\nactivities, equipment, and other facilities, necessary to achieve these aims.\nFundamentally important among these services is not only the adequate\nThe\n\ntraining of teachers for these special groups, but also such training for all\nteachers as will enable them to recognize and to help solve the problems\nof exceptional children wherever they may be found.\nof\n\ntho\n\nugh\n\nt.\n\n"}
{"page": 636, "printed_page": null, "text": "630\n\nNational\n\nEducation\n\nAssociation\n\nThe range of such a program should be as wide as possible in its appli¬\ncation. The difficulties and problems arising in extending it to all excep¬\ntional children must be met and solved by the cooperation of local, state,\nand national authorities thru proper legislation and adequate financial\nsupport.\nG. — Junior\n\nand\n\nSenior\n\nHigh\n\nSchool — the Adolescent\n\nGroup\n\nThe report of this group is submitted as a tentative statement only. The\nobjectives and the statements covering scope and delimiting principles are\ndesigned to be intermediate between broad generalizations and specific\nitems. They should be supplemented later by detailed materials explaining\nthe procedure necessary to attain them.\nThe desirable objectives as agreed upon are:\n1. Adequate mastery,\nlight of pupil needs\n\n2. Development\n\nappreciation,\n\nof sound methods\n\nand\n\nuse of appropriate\n\nsubjectmatter\n\nin the\n\nof thinking and reasoning\n\n3. Critical appraisal of one’s own experiences and acceptance of responsibility\nfor increasing self-direction of one’s continuous education\n4. Development and preservation of best mental and physical health\n5. Acceptance of responsibility for intelligent and active participation in civic,\npolitical, and social life\n6. The\ntime\n\ndevelopment\n\nof adequate\n\nindividual\n\nresources for the right use of leisure\n\n7. Adequate\n\n8. The\n9. The\n\ntraining and preparation for home life\npractise of high standards of individual and of group integrity and honor\neffective use of language.\n\nScope\n1. An appropriate\nadolescent\n\n2. The\nlevel.\n\ntype of secondary\n\neducation\n\nshould\n\nsocial integration of students should be continued\n\n3. Personnel work should be promoted\nand capacities of each student.\n\nbe provided\n\nfor each\n\non a higher intellectual\n\nto discover the special interests, aptitudes,\n\n4. Guidance work should be promoted to: (a) develop interests in many\nfields\nof knowledge; (b) reveal higher educational endeavors possible to the individual;\n(c) direct the student into the highest vocational activity of which he is capable;\nand (d) educate for a socially desirable use of leisure.\n\nDelimiting\n\nPrinciples\n\n1. Direction of the pupil’s learning should be the foundational purpose of the\nteacher. Direct teaching should be used to motivate and to guide the pupil’s program\nof self-education.\n\n2. Subjectmatter should be differentiated on levels of adequate\nin real life situations and for appreciation by the pupil.\n\nmastery\n\nfor use\n\n3. In the spirit of a progressive democracy, the nation’s program of secondary\neducation should preserve the best ideals and objectives of the present and promote\nworthy ideals and desirable objectives for the future.\n\n4. Group similarities and individual\neffectively and economically a program\n\ndifferences should be employed\nof secondary education.\n\nto promote\n\n"}
{"page": 637, "printed_page": null, "text": "Department\n\nH. — Junior\n\nof\n\nCollege\n\nSuperintendence\n\nand College\n\n631\n\nLevels\n\nPresent trends are forcing large numbers of youth to remain in school\nuntil the age of twenty. Consequently, the junior college rather than the\npresent senior high school will tend to provide the last full-time liberal edu¬\ncation that increasing proportions of youth will ever receive. 1 he public\njunior college should be considered a part of higher education and admin¬\nistered as a definite part of the public-school system. The junior college at\npresent should provide differentiated curriculums for such groups as those\nnot continuing full-time schooling, those proceeding to a senior college, and\nthose wishing later to enter specific professional schools. But the trend is\ndefinitely toward a liberal college offering for more* and more students.\nUnless junior-college facilities are reasonably available to all youth of a\ngiven area it is distinctly unwise to shorten the total time for completing the\nelementary, junior high, and senior high schools in that area.\nThere should be no distinction except in length of time between the junior\ncollege and the liberal arts college. The curriculum of the latter should pro¬\nvide for two phases: personal culture with great latitude for variations in\ndepth, but some\n\nspecialization required ; and civic preparedness\n\nwhich\n\nshould be more uniform and less elective. The ends to be sought for the in¬\ndividual in each of these fields are performance, mastery, and appreciation\nlearnings. The spirit of any liberal college teaching is more important than\ncurriculum labels; therefore all valuable college experiences including stu¬\ndent activities may be considered a part of liberal college offering.\nI. — Center\n\nof Social Service\n\nA comprehensive study of present social and educational needs reveals\nthe fact that schools may extend the use of their facilities and equipment\nand thereby serve a greater public need. Some of the more significant func¬\ntions of the school as a center of social service are as follows :\n1. It will furnish opportunity for a greater cooperation of public agencies for the\npublic good, and extend both social and educational interests.\n2. Such a service should tend to create better attitudes and respect for both school\nand society, and should be planned to stimulate intellectual growth\nmunity, to foster a true spirit of service and economy.\n\nof the com¬\n\n3. Under\n\nresponsible leadership such service will lead to a higher concept of\neducation, of health, recreational, and cultural needs of the community, and foster\nan interest in community welfare.\n4. It will furnish an excellent opportunity\nthe school has to offer for the public good.\n\nto extend to greater public use what\n\n5. It will provide a comprehensive program for the wiser\nfully guided and sponsored — intellectual, recreational, moral.\n\nuse of leisure, care¬\n\nThere must necessarily be some checks placed upon the use of the school\nfacilities, in order to guarantee their proper use.\n\n\\\n\n"}
{"page": 638, "printed_page": null, "text": "632\n\nNational\n\nEducation\n\nJ— Vocational\n\nAssociation\n\nand Cultural\n\nService\n\nThe following is a synthesis of the discussions of this topic group.\nVocational education is that phase of education which has for its major\npurpose the preparation for, entrance upon, and success in a recognized\nprofitable occupation.\nThe committee\n\nreports the consensus as favoring the following principles :\n\n1. Recognition of certain prerequisites for success (in the order of their impor¬\ntance) in a vocational field: (a) occupational intelligence, (b) technical knowledge,\nand (c) “manipulative” skill.\n\n2. Recognition of the need for a more “realistic” type of general education\nwill serve as a foundation for any phase of vocational education.\n\nwhich\n\n3. Recognition of the need for including more “humanizing” elements in voca¬\ntional programs as contrasted with our mechanization for all types of curriculums,\nincluding the vocational, thus enabling the program of American education to help\nthe individual to adapt himself to a rapidly changing social economic order.\n\n4. Recognition\nthe age of 18.\n5. Recognition\n\nof the desirability of deferring\nof the economy\n\nof providing\n\nspecific vocational\n\ncentralized\n\ntraining until\n\nschools for specialized\n\ntypes of vocational training where the product of the schools will meet the require¬\nments of the vocations in the area served.\n\n6. Recognition of the possibility and desirability for public programs of educa¬\ntion on a basis of close cooperation among all social agencies, including vocations,\nwhich will utilize the best and most effective opportunities of each in accomplishing\nthe aim of an improving society.\n\nK. — Child\n\nAccounting\n\nA major responsibility of a school superintendent i,s to develop a system\nof records which takes account of every major condition which affects the\nlife and progress of the child. While the superintendent cannot be held re¬\nsponsible for many of these conditions, he should be cognizant of them and\nsensitive to their influence on the education of the child. We believe that\na knowledge of such conditions and an adequate system of recording the\npertinent facts regarding them as they relate to each individual child is a\nnecessary step toward a complete socialization of our schools.\n\nWithout question there is a lamentable lack of uniformity regarding\nchild accounting records in our schools. The practises run all the way from\nan almost complete absence of records to systems where certain phases of\naccounting are carried to the extreme and where extreme use is made of\nelaborate forms.\n\nIn view of the above and consistent with the findings of our topic group,\nwe recommend that the Department of Superintendence use its good offices\nto secure the approval of superintendents thruout the country of the fol¬\nlowing principles regarding child accounting:\n1. Maintaining\n2. Uniform\ntables\n\na continuous\n\ncensus from\n\nbirth to eighteen years\n\nroutine records and reports on enrolment, attendance, and age-grade\n\n"}
{"page": 639, "printed_page": null, "text": "Department\n\n3. Standardization\n\nof\n\nSuperintendence\n\nof terms, and methods\n\nof computing\n\n633\n\nsuch items as percentage\n\nof attendance, pupil-teacher ratio, cost per pupil, etc.\n4. Standardized cumulative records for all pupils, with additional\nfor problem children\n\nspecial forms\n\n5. A long-term report in cycles of four or five years covering important data on\nteacher load, group pupil progress, school building utilization, etc.\n6. We approve the work of committees which are developing standardization\nblanks but we believe that the uniform acceptance by superintendents of the general\nprinciple is of paramount importance at this time.\n\nL. — Educational\n\nProgram\n\nfor Leisure\n\nTo meet the challenge of the new leisure a comprehensive and practical\nprogram of education is needed, for both children and adults.\nObviously the formulation and development of such a program present\nserious problems. Just as obviously, their solution will pay rich rewards,\nfor in the wise and wholesome use of our increasing leisure lies the pos¬\nsibility of raising our civilization to a level considerably above any reached\nin previous periods of the world’s history.\nOne point in the needed educational program appears to me to be funda¬\nmental. As the machine age progresses, the emphasis in schooling must be\nshifted more and more from vocational to avocational objectives. Children\nmust learn not so much how to earn a living as how to live.\nBut just as fundamental is the fact that children can learn to use their\nleisure wisely and creatively only insofar as their elders understand and\npractise the intelligent use of spare time.\nLeadership, much of it thru example, is probably the requirement for the\nsuccess of this educational program. Teachers must educate themselves in\nthe better use of leisure. The teacher who has no hobbies of a creative sort\ncannot hope to inspire children to cultivate hobbies or other stimulating\nrecreational activities.\nM. — Guidance\n\nin a Time\n\nThe period of unemployment\n\nof Unemployment\n\nthru which we are struggling has brought\n\nnew and difficult problems to all our schools in the educational and voca¬\ntional guidance of young people. This was made evident from reports of\nactivities dealing with unemployment in different parts of the country.\nAccounts were given of the Job Counseling Service in Boston, the Adjust¬\nment Service in New York City, and of such experiments as Craft-Work\nof the Friends among the miners in West Virginia, the Mississippi En¬\nclave, and the Farm Movement in Texas. All attempts to make adjust¬\nments for the unemployed gave evidence of the failure of our schools at all\nlevels to guide students in the understanding of the economic order in\nwhich they have been living; to aid them to a better knowledge of their\nown interests, aptitudes, and abilities; to give them a philosophy of life with\nwhich to meet a troubled world ; and to aid them in the wise selection of\nfields of service in which they might labor with profit both to themselves\nand to society.\n\n"}
{"page": 640, "printed_page": null, "text": "634\n\nNational\n\nIn summing\nthe group :\n\nEducation\n\nAssociation\n\nup the discussion the following resolutions were adopted by\n\n1. T. he school has a distinct responsibility for guidance, initiating in a\nbroad\ngeneral program and then pointing toward more specific guidance as the students\nadvance thru the higher levels of education.\n2. A primary obligation of guidance in the school is to teach that the social fact\nof intei d ependence justifies the uniform regard in which we hold every man who\nrenders a constructive service.\n\n3. This program of guidance should lead young people to see that oftentimes the\nrichest rewards come from service rendered to society.\n\nN. — An\n\nAdequate\n\nProgram\n\nof Guidance\n\n1 his committee in considering the development of a program of guidance\nthat would prove simple and inexpensive formulated a brief outline of\nstatements that emphasized the importance of studying the individual dif¬\nference of pupils; the importance of pupil adjustment thru classification and\nchoice of electives; the importance of cumulative records of growth as a\nbasis for individual counseling; the importance of the relationship between\nthe placement and follow-up of graduates and the curriculum of the school ;\nand the importance of closing the gap between school and employment as the\nmost practical means of keeping the schools in touch with the changing life\nand demands of the community.\nT here should be better understanding of the nature of the guidance proc¬\nesses and the recognition of guidance as a principal function of the school.\nA guidance program may be introduced into a school system with little\nincrease in the school budget, provided guidance research produces more\neconomical classification of pupils and provided guidance is substituted for\nfractional parts of other class activities.\n\nO. — Reorganization\n\nof Educational\n\nOfferings\n\nThis is an age when old solutions are no longer adequate and the facts of\nyesterday are not valid today. It is an age of science with rapid expansion and\naccumulation of knowledge and an age of tremendous change socially and\neconomically. If schools are to be socially effective in our democracy, in¬\nstruction materials must be kept up-to-date in light of the new knowledge\nand the school program must be consciously directed toward the prepara¬\ntion of children for a new order.\nCurriculum content must be carefully appraised and evaluated, or else edu¬\ncation may be diverted into a cheap contemporaneousness. Care must be taken\nthat the emphasis on change does not cause children to lose sight of the\npermanent elements in life and human nature. Perhaps the instruction ma¬\nterials should be weighed more on the side of the general principles and\ntrends of the day and less on the actual solutions in effect at the moment.\n\nP. — Universal\n\nEducation\n\nThe committee agreed that economic and social forces resulting from the\nmachine age make it necessary to continue universal education up to the age\n\n"}
{"page": 641, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\nof eighteen or twenty years of age. The\n\n635\n\ntragic spread of unemployment,\n\nover-production, and increased efficiency of machinery have made it neces¬\nsary to reduce the hours of labor and the number who work. The problems\nof more complex society demand a gradual improvement of the general\nlevel of intelligence. This makes necessary continued universal education for\nyouth up to. the age of eighteen or twenty. The increase of educational op¬\nportunities on the upper level should be accompanied by a more effective edu¬\ncational program for nursery, kindergarten, and elementary-school children.\nThe character of this general education provided between the ages of four\nand twenty should be determined by a special committee appointed by the\nDepartment of Superintendence to consider the reorganization of the entire\nelementary- and secondary-school curriculum on a new and more functional\nbasis. This functional curriculum must include the following types of ac¬\ntivities: practical arts, social studies, fine arts, science, literature, hygiene\n(mental, social, and physical), medical and dental service, and a rich pro¬\ngram of leisure activities including sports, hobbies, dancing, dramatic and\nother creative arts. This functional program should not be narrowly vo¬\ncational, but should rather aim at an all-round type of social development and\nshould involve actual life situations and deal with real life problems.\nConclusion\nAnd finally: “A little leaven leaveneth the whole lump.” This educational\nprocess is, shall we say, the stimulus which is to the development of the pupil\nas the leaven to the loaf. Let us expand the metaphor and complete the\nhomely analogy. First, there is the introduction of the yeast into this mass of\nraw material, the dough-lumpish stuff, heavy, amorphous, inert. The leaven\nbegins to work; the mass rises to notable heights and noble proportions; it\nlooks ready for the proving ground, the oven. But is it? Watch the efficient\nand intelligent housewife, shall we say the teacher, who is not deceived by\nthis specious inflation. She takes the dough and molds it anew, until the yeast\nhas permeated the inmost recesses of the mass. She then sets it aside for a\ntime in an atmosphere of warmth and geniality, where once more it assumes\npromising and imposing proportions and is really ready for the oven — “the\ntrial by fire,” to continue the symbolism, whence the finished product\nemerges, a thing of form and comeliness, of worth and substance.\nIII. FINANCING\nFRANK\n\nW.\n\nBALLOU,\n\nPUBLIC\n\nSUPERINTENDENT\n\nOF\n\nEDUCATION\nSCHOOLS,\n\nWASHINGTON,\n\nD.\n\nC.,\n\nChairman\n\nThe relentless impact of the economic depression continues to deepen the\ncrisis in American education. The critical period in education, thus brought\nabout, steadily and inevitably visits its devastating effect on society. This proc¬\ness, if allowed to continue unabated, threatens the very foundations of our\ndemocracy, so utterly dependent on education.\n\n"}
{"page": 642, "printed_page": null, "text": "National\n\nEducation\n\nAssociation\n\nThe income of the American people decreased from\n$80,000,000,000 in\n1929 to $40,000,000,000 in 1932. 1 his decrease in income has\nmade inevi¬\ntable a reduction in money available for all governme\nnt services, including\neducation. 4 he economic depression resulting from\nreduced income has\nshortened school terms, eliminated many important schoo\nl services, reduced\nsalaries of the persons employed in the teaching profession\n, forced 200,000\nceitified teachers on the rolls of the unemployed, and depri\nved a million chil¬\ndren in the nation of any education whatever during a\npart of this school\nyear. Two thousand six hundred schools were closed\non or before January\n1, 1934, and 20,000 schools will probably be closed by April\n1, 1934. Money\nspent on schools in 1933-34 will be $563,000,000 less than\nin 1929-30.\nBudget reductions in several states range from 25 to 40\npercent. City school\nbudgets averaged 20 percent less for 1933-34 than in 1931.\nSchool building\nconstruction in 1933-34 is 75 percent less than in 1930.\nSome public schools\nha\\ e gone on a tuition basis, thus forcing children out of schoo\nl who cannot\nafford to pay. There are 1,000,000 more pupils in high schoo\nl than in 1930,\nbut there are 40,000 fewer public-school teachers in the natio\nn. Two hun¬\ndred thousand teachers, one in every four, are receiving\nless than $750 an¬\nnually, whereas the amount paid factory hands under the “blanket”\ncode is\n$728 ; 85,000 are receiving less than $450 annually ; 45,000 are\nreceiving less\nthan $300 annually; and 40,000 teachers are owed $40,\n000,000 in back pay.\nThe\n\nResponse\n\nof the Profession\n\nMembers of the educational profession will continue to consi\nder them¬\nselves the selected spokesmen for the children now in our school\ns. Officers\nand teachers will continue to recognize and discharge their\ncivic obligation,\ntheir professional responsibility, and their personal privi\nlege to develop\npublic opinion to a realization of the fact that education is “the debt\neter¬\nnal which this geneiation of adults owes the next generation\nnow in our\nschools. It is our professional and patriotic duty to do\neverything within\nour power to see to it that the children of today shall be provi\nded with an\nadequate education in order that they may meet and solve\neffectively the\nproblems that will face them as citizens of the future. The\nnation, the state,\nand the community count on the educational profession\nto prepare the boys\nand girls for the school of life possessed of that knowledge,\nthat power to\nthink sti aight, and those ideals of citizenship that are essent\nial to the pres¬\nervation of the democracy itself.\nRenewal\n\nof Our\n\nFaith in Education — A\nFundamentals\n\nStatement\n\nof\n\nAny consideration o/ the economic and social conditions that face\nus today\nmust convince us of the necessity of intelligence, understand\ning, and high\npurpose as the basis of securing social justice. Ignorance will\nnever bring\noi dei out of the present chaos; only intelligence and high purpos\ne can.\n\n"}
{"page": 643, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n637\n\nLet us never permit ourselves to forget that what we want the citizens\nof the next generation to know or to be able to do or to be must be provided\nfor in the current educational program. A system of public education\nfounded on the principle of equal educational opportunity for all the chil¬\ndren of all the people represents the spirit of America. It is responsible, in\nno small measure, for the achievements of American life. It will continue\nto be increasingly responsible in the future as the nation moves out of eco¬\nnomic demoralization and forward to new challenges and new victories. To\nreduce the amount and quality of our educational program is to reduce\nthe standard of enlightenment among our people and to break down social\nmorale.\nWe propose a renewal of our faith in public education in the following\nstatement of fundamentals:\nIV e believe that universal\n\neducation\n\nmust\n\nprovide\n\nevery\n\nchild, youth, and adult\n\nwith educational opportunities according to their several individual needs, capaci¬\nties, and probable future careers, ranging from the time systematic education in\nthe schools may reasonably begin in nursery schools and kindergartens until the\ntime when the individual is prepared to enter gainful occupation and render the\nmaximum service to the social order of his day.\nIV e believe that the general principle of universal education must be recognized\nas constituting a first claim on the wealth of the nation and as transcending such\nchance or incidental facts as residence, race, individual capacity, or economic status.\nIV e believe that the financing of public education is an inescapable public concern,\nas necessary to any current program of industrial and economic recovery as it is\nto our social, economic, and political welfare in the future.\n\nImproving\n\nthe Financing\n\n1. Universal\n\nTo meet their economic\n\nof Public\n\nEducation\n\nFree Public Education\n\nand social conditions the American\n\npeople have\n\nestablished a program of universal free public education ranging from kin¬\ndergarten thru the university. From the kindergarten at the beginning a\npupil may pass up an educational ladder thru elementary schools, junior high\nschools, senior high schools, and college and university. For educational and\nsocial reasons in recent years nursery schools have been established to extend\neducation and training to the earlier years of childhood preceding kinder¬\ngarten.\nAt the upper end of the ladder, society today recognizes the importance\nof providing educational opportunity for specialized training in the arts and\nsciences required by those who will be leaders in the development of our\nsocial and economic life. In addition to the regular systematic day school\ninstruction of collegiate grade, various part-time educational provisions have\nbeen made for the education of adults who have already established them¬\nselves in gainful occupations. This movement is another evidence not only\nof the service which the public schools are rendering to society, but also\nevidence of the insatiable desire of the American people for education. For\nyoung people who must leave school early, various types of more specialized\nforms of education have been established. These include continuation and\n\n"}
{"page": 644, "printed_page": null, "text": "638\n\nNational\n\nEducation\n\nAssociation\n\npait time schools, trade and technical schools, and other forms of vocational\neducation.\n\nSummer\n\nschools and evening schools likewise represent an extension of\nthe school organization to perform educational services supplementar\ny to\nthe regular day school program. IVdore and more, summer and evening\nschools approach the form and standards of the day school service which thev\nundertook in the beginning to supplement.\nThe program of instruction in the public school of America has been con¬\ntinuously enriched to the end that it might increasingly incorporate in its\nform and content the social conditions of the world for which the school\nundertakes to prepare the youth of the nation.\n2. Economic\n\nand Social Importance\n\nof Education\n\nEheie is urgent need today that the economic and social importance of\neducation should be more generally and better understood. Only brief state¬\nments can be made on these two important matters.\nEconomic\n\nConditions\n\nThe\n\nbusiness man does not always realize that the public schools are not\nonly providing him with employees, but are also creating in hundreds of\nthousands of young people the desire for better home conditions than their\nparents have enjoyed, and an ambition for securing the opportunity to enjoy\nthose things that make for the more abundant life. The public schools are\ncreating demands for the things that industry is supplying the market. The\nmillions of dollars that are expended in advertising would be largely wasted\nif the reading public could not be counted on as having an interest in the\nprocurement of the things advertised. More than any other agency, the\npublic schools are creating in the hearts and minds of young people of the\nnation a demand for things to be consumed out of the stocks of the merchants.\nEducation in the public schools creates the market for the products of the\nworld.\nThe natural resources of this nation possessed no real value for the savage.\nThe natural resources have become valuable as the educated man has created\na use and hence a demand for them. When the educated man wanted a\nmodern house, the lumber in the trees of the forests took on value. When the\neducated man wanted to build concrete streets in our congested cities, the\nsand and gravel on the shores of our streams became of real worth.\nEducators everywhere recognize the fact that money for the support of\nthe public schools comes largely from commerce and industry. Those in\ncharge of the public schools are likewise concerned to see to it that the gradu¬\nates of the public schools shall be prepared to assist in increasing the wealth of\nthe nation thru every productive activity and also trained to enjoy the\nwealth that they accumulate.\nSocial Conditions\n\nThru increased knowledge, coupled with the courage and determination\nborn of confidence in possibilities of achievement, man has reached the far-\n\n"}
{"page": 645, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n639\n\nthermost points of the earth at the north and south poles. Today\nwe com¬\nmunicate not only by telephone and telegraph, but by wirele\nss, by radio, and\nby television. The automobile has greatly modified transportation\nboth for\ncommerce and for pleasure, and the moving picture conta\nins great pos¬\nsibilities for entertainment and instruction. These and the many\nlabor-sav¬\ning devices now in general use are but evidences of man’s mastery\nover the\nfoices of nature and the application of those results to the\nimprovement of\nthe conditions of human life.\n\nAs an illustration of a social condition which calls for\na dynamic pro¬\ngram of education adequately financed let us consider the\nrecent trend in\nlabor conditions. With the increased productivity per\nworker which modern\ninvention and technology have made possible, shorter\nworking hours now\nprevail, and the working man has at his disposal a significant amount of\nun¬\nemployed time. Furthermore, the labor of young children is being\nsteadily\nreduced and wdll ultimately become outlawed by the developmen\nts of re¬\ncent years. Also the movement for old age security and the\nprovisions for\nearlier retirement are resulting in free time for a considerab\nle number of\nthe older group in the total population.\nThe years of life between the present upper ages of the compul\nsory\nattendance law and the age of employment in the twenties represent\na period\nof years with which society must now become increasingly concerned.\nHighschool enrolment has greatly increased already and the school\ns are bound\nto have increasing demands made on them for many kinds\nof vocational\neducation. Society must take care in some suitable, constr\nuctive way of the\nyouth of America between the ages of sixteen and twenty-one.\nCompetition\nfor employment will continue to be keen as long as the\nsupply of skilled\nlabor exceeds the demand. Vocational training and prepar\nation for produc¬\ntive employment will be an increasing necessity.\nThe shorter hours which are being established by labor in order\nto in¬\ncrease the distribution of employment present to the school\nsystem of\nAmerica a demand for training in worthwhile recreational\nactivities in\nwhich youths and adults may engage after they leave school.\nThe gist of this discussion is embraced in the concept that as social and\neconomic conditions change, the educational program must change\nwith it,\nand also that such education in turn leads on to the production of\nchanged\nand better conditions — in essence, education is the agency for social\nbetter¬\nment. This meaning of education gives new meaning to the financ\ning of\neducation and the methods of raising the money for schools. If this\ndynamic\neducation is to be supported, its meaning and possibilities must be realize\nd\nby the people. One of the real tasks of the profession is to bring to the people\ninformation and guidance to this end. For this work of interpretation there\nis\nthe greatest need of factual investigation to ascertain the nature of the re¬\nsults obtained in schools on varying expenditure levels, in terms of individ\nual\nand social welfare, and in terms that will be understood by the public.\n\n"}
{"page": 646, "printed_page": null, "text": "640\n\nNational\n\nEducation\n\n3. A Sound\n\nSystem\n\nAssociation\n\nof Taxation\n\nIn every civilized country the government establishes and operates public\nservices for the benefit of its citizens. For all these services citizens pay taxes.\nEducation is one of the services which the public undertakes to perform.\nEducation consumes seventeen cents of each dollar of public money ex¬\npended. In general about twelve cents of this is for elementary schools, three\ncents for high schools, and two cents for colleges and universities.\n\nA sound system of taxation is fundamental in the securing of school rev¬\nenue. While it is recognized that details of taxation may differ in different\ncities and in different states, nevertheless there are some features that ought\nto characterize a sound system.\nA sound system of taxation is one which provides the revenues necessary\nto meet the legitimate needs of the government ; which is economical in cost\nof operation ; which provides for the payment in convenient instalments ;\nwhich is sufficiently flexible to be adjustable from time to time as needs and\nconditions change; which is sufficiently diversified as to types of taxes, to\nresult in an equitable distribution of government costs among all citizens;\nand finally which is equitable to all persons and interests concerned.\nThe tax on property accounts for about 50 percent of all federal, state,\nand local taxes collected. About 90 percent of all local taxes are from the\nproperty tax. The property tax covers, in general, taxes on real estate and,\nto a minor degree, on personal property.\nAltho the property tax has been the foundation of American local finance\n\nit has become increasingly unsatisfactory because of the practical impossi¬\nbility of taxing all kinds and classes of property at the same rate.\nImprovement in the property tax should be along the line of recognition of\ndifferent classes of property and the necessity of taxing these various classes\nof property in a manner appropriate to each. For example, mines and\nforests should be taxed on a different basis from that used for city real\nestate and farm lands. Likewise personal property should be reclassified for\ntax purposes.\nImprovements in the property tax may also be brought about in the\ndirection of equalized assessments and better administration of the tax.\nWide differences prevail in assessed value of property, ranging in different\ncommunities from below 50 percent to 100 percent of its true value.\nBetter administration of the property tax is to be found in the direction\nof improved local assessment, in the state supervision of local tax administra¬\ntion, in the establishment of state boards of equalization of assessments, and\nin provision for permanent professional state tax commissions.\nThe need for these improvements is undeniable. But even when they\nshall have been accomplished, the fact remains that the property tax will\ncontinue to be inadequate as a chief source of school support. Other forms of\ntaxation for government services, including the schools, must of necessity be\ndeveloped. A broadened tax base is the compelling demand of the hour. This\ncan be achieved only thru the development of a thoroly differentiated tax\nsystem which will bear equitably upon all people.\n\n"}
{"page": 647, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n641\n\n. Il has long been an established policy to use the credit of\nthe local taxa¬\ntion unit of government as a means of borrowing\nmoney for capital outlay,\nrepresented by the purchase of sites and the constructi\non of school buildings\nin most states this is authorized by referendum\nin a public meeting of the\nqualified voters of the district. Frequently the\nmaximum limitation on the\namount to be raised is fixed by state law.\nThis general policy has been established in order\nthat the cost of publicschool buildings may be distributed in general\nover the generations of people\nwho will benefit from the public service whic\nh the school renders. This\nmethod of financing school building construction\ndoes not impose undue\nurdens on the tax budget of the year or years\nin which the construction\ntakes place. This plan of borrowing usually\ninvolves loans running ten,\nfifteen, or twenty years with provision for thei\nr gradual and complete\namortization within a period of years speci\nfied.\nIn periods of financial distress school districts have\nbeen compelled to\nmake short term loans for operating expenses.\nThis questionable procedure\nbeais eloquent testimony to the failure of the curre\nnt system of taxation to\nprovide the money necessary for the usual government\nservices in times of\nfinancial depression.\n\nIn spite of the fact that school districts have been\ndriven to borrowing\nbecause of such exigencies as tax delinquencies,\nfrozen assets, and the like,\na warning should be sounded against the insidious\ndangers of their being\nforced into heavy borrowing to meet past or curr\nent obligations. A far\netter answer is to be found in aid from larger gove\nrnmental units.\nFinally, in the reorganization of the tax system,\nwe desire to point out\nt e grave consequences that result from constitutional\nand legislative pro¬\nvision imposing tax limitations upon communities.\nSuch impositions unduly\nand unwisely restrict the will of the people in local\ncommunities.\n4. Reorganization\n\nof Local\n\nUnits of Administration\n\nTraditionally the local school unit of one type or another\nhas been at the\nbase of public education. It provides the democratic way\nthru which the\nschools may be kept close to the people and responsive to\ntheir aspirations. As\nsuch it should be cherished and preserved.\nThe particular purposes served by the local unit, rural\nor urban, are to\nprovide for school administration and the financing of\neducation. In the past\nthis local unit has borne the lion s share of financing local\nschools. The other\npart of school support has come from the state. Conditions\nat present neces¬\nsitate an increasing amount of state school support. It\nis necessary, however,\nto provide for a partial financing by the local unit in order\nthat the people\nmay have an opportunity for expressing themselves regarding\nthe educational\nprogram and to support the same from local resources beyon\nd whatever level\nof offering the state may help to finance. Thus, as an integ\nrated system for\nsupporting education approaches the ideal, the prime considerat\nion becomes\nnot so much the desirable local unit for school finance, as\nthe most economical\nand efficient unit to permit the unhampered development\nof a complete ran^e\nof educational offerings.\n\n"}
{"page": 648, "printed_page": null, "text": "642\n\nNational\n\nEducation\n\nAssociation\n\nThe very small unit, such as the common school district, is far from satis¬\nfactory because it is so small as to make it impossible to provide economically\ntherein the educational program that modern social and economic conditions\ndemand. For this purpose, the larger the unit the better. It is doubtful, how¬\never, whether there is any one type of unit which will be equally satisfactory\nin all parts of the country.\nA unit for school finance should be free from arbitrary limitations of any\nthe one hand it should not be limited to the school attendance\npolit¬\narea; on the other, it should not be restricted by rural-urban or other\nical boundaries. A satisfactory unit might include a municipality and ad¬\njacent rural territory, might be less than a county, or might properly include\ntwo or more counties.\nConstitutional and statutory limitations should be sufficiently elastic to\ntype. On\n\nfacilitate the reorganization of local units as the need for such reorganization\nis shown. In order that desirable changes may be promptly made, there\nshould be established competent agencies, such as professionally staffed state\nto\ndepartments of education equipped for supervisory and research services\nstudy needs, develop plans, and recommend modifications.\n5. State Responsibility\n\nand State Support\n\nNo element of the educational finance program which we are presenting\nas the result of our deliberations at this great convention is of such fun¬\ndamental significance as state support for education. Thruout our states\nlocal support, dependent almost exclusively upon the property tax, is today\nthe chief reliance for the financing of schools. The acute difficulty in secur¬\ning funds for schools and the consequent denial or impoverishment of educa¬\ntional opportunity has been demonstrated repeatedly to lie in the failure\nthe\nof property taxation to produce revenue. We talk about the relief of\nreal property tax ; yet where else can we first turn except to the parent state\nto whom is available the broader and more equitable tax base? Whatever\nelse may be done in our varied attack upon the problem, one road upon which\nwe must inevitably travel lies in the development of extended and scientific\nsystems of state support.\nFortunately this is as logical and broadly beneficial as it is imperative.\nThat the state is responsible for education has for generations been evidenced\nby constitutions, by court decisions, by law, and by practise. Responsibility\nitself cannot be delegated ; but our American states have delegated very\nlargely the support of schools to local units. Nevertheless, when, by the\nruthless operation of economic and social forces this delegated support has\nbecome weak and ineffective, the discharge of basic responsibility requires\n\nthat the financing of schools be assured by the state itself in whatever pro¬\nportions may become necessary.\nThis fundamental logic is thoroly supported by conditions in both poverty\nstricken and wealthy districts thruout the nation. Facts of the National\nFinance Survey disclose that in normal times the poorer districts were un¬\nable to support a defensible educational program. In depression times the\ndistricts that are suffering most are likewise the poverty stricken districts.\n\n"}
{"page": 649, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n643\n\nOn\n\nthe other hand in practically every state the able and interested com¬\nmunities have offered superior educational programs, which have, as it\nwere, carried the torch of leadership within the area. In times of economic\ndisaster the leadership and the influence of such communities without the\nequalizing auspices of the state’s financial aid, are jeopardized, if not de¬\nstroyed, by the breakdown of the property tax source. Finally, it is un¬\ndeniable that where state support has been best developed, there conditions\nare generally most favorable today.\nIt must be apparent, therefore, that in the face of unquestionable re¬\nsponsibility and the challenging operation of economic forces, the right of\nyouth and the protection of our democratic society alike demand a swing to\nstate support. The contributions of the experience in some of our states and\nof the excellent researches of the past decade point unmistakably to the con¬\nclusion that any plan of state support must be in keeping with the principle\nof equalization of educational opportunity, best defined by the Educational\nFinance Inquiry. This principle was recently investigated, elaborated, and\nintensively tested by the National Survey of School Finance.\nIn order to carry out this principle of equalization and to rehabilitate\nschool support, it is our firm belief that every state should provide at once\nfor the guarantee of a satisfactory foundation program of education to every\nboy and girl. This is a first essential of state support. The privilege of the\nbenefits of such a foundation program cannot safely be left to the caprice of\nchance factors. Ability to support schools and the number of children to\nbe educated do not exist equally in the different communities within a state.\nIt is the duty of the state to see that wealth wherever it may be available\nmeets its obligation to make this foundation program a reality for boys and\ngirls wherever they may live. This should be accomplished by using state\nfunds from tax sources other than general property, to equalize the burden\nin all communities of supporting the foundation program. It is apparent\nthat the lower the local contribution to the state’s foundation program, the\ngreater will be the relief to the local property tax.\nWhile thus guaranteeing the foundation program by the application of\nstate support to the equalization thereof, it is of vital importance that the\nright of local initiative be protected for the offering in any community of an\neducational opportunity beyond that which the state may aid. This is a\nfundamental of the American school system, a right to be cherished along\nwith our faith in educational opportunity. The expression of this local\ninitiative thru the willingness to pay for a program richer in possibilities than\nthe state can guarantee to all, plays a great part in the growth and develop¬\nment of efficient education.\nThere\n\nis evidence on every side that this important phase of the educa¬\ntional structure is seriously under attack. It is limited in its operation by the\nfact that local initiative is financed by taxpayers already relatively over¬\nburdened. In addition, there are sweeping over us trends for the intro¬\nduction of tax limitations, non-democratic, budgetary, reviewing control\nbodies and various degrees of fiscal dependence which bid fair to hamstring\n\n"}
{"page": 650, "printed_page": null, "text": "644\n\nNational\n\nEducation\n\nAssociation\n\nor entirely eliminate local initiative. Some states have even gone to the\npoint of sacrificing the local right to build a super-program in their attempts\nto shore up their state education programs on the lower levels. Educators\nand citizens must be made aware of these dangerous tendencies in order that\nthe American ideal of local initiative and its expression in the educational\nprogram may be preserved.\n6. Federal\n\nEmergency\n\nAid\n\nJust as the need of local school support demands a positive swing toward\ngreater state financial participation, so both local and state support require\nthe rehabilitating auspices of the federal government. This is the challenge\nof the emergency. Admittedly, school support based on the property tax has\nbroken down. The closing of schools, the poverty of the educational offering,\nand the denial of educational opportunity are factual conditions pointing\ninevitably to the failure of both local and state support in many of our states,\nand pointing inevitably also to the resources of the whole nation. Everyone\nknows that the ability of the forty-eight states to finance an adequate pro¬\ngram of public education is as varied as the ability of school units within a\nstate. Everyone knowTs that no state can be sufficient unto itself in the face\nof the current mobility of adult population. If this be true in normal times\nhow much more significant in these abnormal days! It is just plain common\nsense that some states are, by both natural and social forces, in worse\nfinancial condition than others.\nThe crisis in American education is extensive, serious, spreading daily\ninto new territory, and affecting increasing numbers of children. At a time\nwhen an increased number of children must be taken care of in the schools\nthere are fewer teachers to teach them, and school budgets for the support\nof the schools have been drastically reduced. Sound educational programs\nwhich have been built up thru the years are now stripped of the services most\nessential in equipping youth to meet presentday problems. The wide vari¬\nance within and among the states in educational opportunities and ability to\nsupport education which existed prior to the depression has been intensified\nduring the depression.\nA year ago when the economic crisis was at its worst the federal govern¬\nment, in order to reestablish confidence and to regain the road to recovery,\nentered upon a relief program unparalleled in American history. It declared\na bank moratorium to assist banks to reestablish their credit. It established\nthe N.R.A. to set business and industry on the road to recovery. The\nAgricultural Adjustment Act was passed to assist the farmer. The Federal\nEmergency Relief Administration was established to render federal aid to\nsupplement unemployment relief.\nWe have commended the government for its program of public works and we\nhave shown that, if such federal participation is warranted for roads, dams, and\nwaterworks, it is equally justified for schools. We know that education is mostly\nlabor and public service. We know that it is self-liquidating. ... By the true\ninterpretation of the traditions of the past, by the needs of normal times, by the\nurgency of the depression we conclude that substantial support of our public\n\n"}
{"page": 651, "printed_page": null, "text": "Department\n\nschools . . . should at once become\nRussell.\n\nof\n\nSuperintendence\n\na part of the program\n\n645\n\nfor recovery. — William\n\nF.\n\nIn accordance with these views the Federal Advisory Committee on Emer¬\ngency Aid in Education on January 6, 1934, adopted a six-step program for\nfederal financial assistance for education as an emergency measure. The\nessential facts of the six steps are as follows:\n1. A federal appropriation of $50,000,000 for keeping schools open during 1933-34.\n2. A federal emergency appropriation of $100,000,000 to keep schools open during\n1934-35.\n\n3. A substantial federal appropriation, the bill for which calls for $300,000,000\nfor 1934-35, to replace the shrinkage in funds now derived from local taxes on\nproperty; in other words, to rehabilitate school support.\n4. The release of local school funds for maintenance by refinancing school dis¬\ntrict indebtedness and providing federal funds to school districts for educational\npurposes.\n5. That 10 percent of any new appropriations for public works shall be allocated\nfor building schools, colleges, and other educational enterprises.\n6. A federal appropriation of $30,000,000 to assist students to go to college.\n\nThe\n\nimportance of federal emergency aid to education during the emer¬\ngency is well established by the facts. The above program furnishes a good\nbasis for discussion and action.\nConsidering\n\nthe vast significance of this problem of state and federal\npartic pauon in the financing of education and the importance of charting a\nplanned and scientifically evolved course for the future a]ong this line, we\nmust indicate the necessity of research. Particularly we wish to urge that\nprovision be made for thorogoing study and investigation of this area by\ngovernmental and professional units, well staffed and financed for the pur¬\npose, and we point to the evident necessity of an immediate resumption of\nthe National Survey of School Finance.\n\nPlatform\n\nfor Educators\n\nWe have developed in this report a six-point program for the improve¬\nment of the financing of public education which we offer as a platform for\nthe educational profession.\n1. The creation of an intelligent public opinion on the importance of the complete\ndevelopment and maintenance of universal free public education from the kinder¬\ngarten thru the university.\n2. A vigorous campaign in every community thruout the nation to inform the\npublic of the economic and social importance of education, both in the current\nprogram of industrial and economic recovery and in our social, economic, and\npolitical welfare in the future.\n\n3. Cooperation of educators with other government officials in securing a suitable,\ncomprehensive, and flexible tax system in order to provide adequate financial sup¬\nport for all necessary government services including the schools, and to provide\nalso for a just distribution of taxes on all members of the community.\n4. The enlargement and reorganization of local units of school administration\nso as to make available in an economical manner to the youth of the\ncommunity\ncomplete educational opportunities on elementary and secondary levels.\n\n"}
{"page": 652, "printed_page": null, "text": "National\n\n646\n\n5. A\n\nmore\n\ngeneral\n\nEducation\n\nAssociation\n\nrealization of the principle of state responsibility and\n\nstate\n\nfinancial support for education thru a long-time financial plan for public education,\ncomprehensive in scope, based on experienced judgment and objective data cooper¬\natively developed, continually subject to review and revision, reflecting faithfully\nat all times the broad educational policy of the people, and recognizing the principle\nof local initiative and control.\n6. Securing the adoption of the six-point program of federal aid developed by the\nAdvisory Committee on Emergency Aid for Education and adopted January 6, 1934.\n\nConclusion:\n\nThe\n\nSpirit of America\n\nThe economic depression is now challenging and threatening the estab¬\nlished educational program by means of which this nation has risen, in a\ncomparatively short period of years in the life of a nation, from a few strug¬\ngling colonies on the Atlantic seaboard in 1776 to a place of outstanding\nleadership among the nations of the world at the present time. The basis of\nthis outstanding achievement in American democracy is to be found in the\nunique program of American education and in the spirit of America which\nhas stimulated and guided the American people to higher and higher suc¬\ncess. The present crisis in education will be met in the spirit of America.\nWhat is the spirit of America?\nit when we see it.\n\nIt is difficult to define, but we all know\n\nIt is the spirit of the colonists, of the circuit riders and the missionary\npriests, of the colonial schoolmen, of noble women, of great judges and\njurists, of the builders of our railroads, of the Empire State Building, of our\nsubways, our airways, our steamship lines, and of our telephone and tele¬\ngraph systems. It is the spirit of unselfish service for the common good. It\nis the spirit and glory of America that twenty million people can be unem¬\nployed, and face starvation, and still hope for the arrival of the better day\nthru the instrumentalities of organized government and not thru revolt and\nrevolution. It is the spirit of America that a political revolution can take\nplace at a national election by ballots and not by bullets. It is the spirit of\nPresident Franklin D. Roosevelt who promises to lead us from social and\neconomic chaos into a new social order and who proclaims that “this crisis\ncan be met but not in a day or a year, and education is a vital factor.”\nThe American spirit is ennobled by aspiration, fortified with patience,\nhallowed thru sacrifice, and sustained by a dauntless courage. It has given\nto men, women, and children of every land, opportunities such as they\nnever before enjoyed at any time anywhere. It has held the promise of still\n\ngreater things to be. It still holds that promise.\nThere are possibilities for almost unlimited hope notwithstanding\n\nthe\n\nfog of today’s confusion. How are those possibilities of hope to be realized ?\nPrimarily in putting first things first in our thinking and in our lives. If\nthis be done, schools will not be allowed to close. Rather, the doors of the\nschools will be opened wider and truth and inspiration will be exalted. If\nfirst things are put first, love of home and family, love of country, respect\nand tolerance for all mankind, and unselfishness will take on a new meaning\nand value and permanence, and will again become the compelling ideals in\nthe thoughts and actions of men.\n\n"}
{"page": 653, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n647\n\nThe school, the home, and the church will find their places as the corner¬\nstones of the intellectual, social, and spiritual temple which we must create\nin the minds and hearts of the youth of America. Then shall we exalt the\nspiritual over the material, truth and beauty over profit, and goodness above\ngold.\nIV. EDUCATION\nWILLARD\n\nE. GIVENS,\n\nFOR\n\nTHE\n\nSUPERINTENDENT\nCALIF.,\n\nNEW\nOF\n\nAMERICA\n\nSCHOOLS,\n\nOAKLAND,\n\nChairman\n\nThis report comes directly from the thinking together of more\nthousand members of the Department of Superintendence.\n\nthan one\n\nIn this critical transition period, great issues confront us, especially the\nissue of building an economy of plenty for all. We are convinced that we\nstand today at the verge of a great culture. We are now entering an epoch\nin which man can bring forth a civilization of abundance, of tolerance, and\nof beauty. The facts justify the conclusion that the existing economic\nsystem, if run at its full capacity and efficiency, can wipe out economic in¬\nsecurity for every American. In fact, engineers assure us that the production\nsystem cannot be kept going unless we distribute a very large amount of\npurchasing power to all of the people. A niggardly buying power and a\npolicy of restriction of output will destroy our potentially magnificent\nsystem.\nBut to achieve these things, many drastic changes must be made. A dying\nlaissez-faire must be completely destroyed and all of us, including the “own¬\ners,” must be subjected to a large degree of social control. A large section of\nour discussion group, accepting the conclusions of distinguished students,\nmaintain that in our fragile, interdependent society the credit agencies, the\nbasic industries and utilities cannot be centrally planned and operated under\nprivate ownership. Hence, they will join in creating a swift nationwide\ncampaign of adult education which will support President Roosevelt in\ntaking these over and operating them at full capacity as a unified national\nsystem in the interest of all of the people.\nThe crucial need of a vast campaign to create a new climate of economic,\nsocial understanding among our adult population is shown by the danger\nin the Fascist challenge to democracy. We are convinced that the American\npeople wish to preserve the democratic way of social change. But that as¬\nsumes the consent of the people, and that can be given only when the people\nunderstand. Hence, it is our conviction that the educational workers of\nAmerica must bind themselves together now in a powerful union to create\ntens of thousands of citizens’ groups to study these critical economic and\nsocial problems. Every avenue of information and education should be used\nto realize the one economic issue of the day realistic to our people — namely\na plenty economy vs. a poverty economy.\nMoreover, this kind of adult education is imperative if we are to take\nthe next educational step, namely, the building of a great program of studies\n\n"}
{"page": 654, "printed_page": null, "text": "648\n\nNational\n\nEducation\n\nAssociation\n\nfor the schools of the new America. One central core of that program will\nbe a new social science which will be built directly from the factors and\nproblems of our contemporary society ; from the economic and social trends\nwhich produced the current crisis; from the best projection into the future\nof the optional pathways producing social change. Thus, youth mmt con¬\nfront squarely the controversial issues of our day and by constant study of\nsources and continuous practise in forum discussion comprehend the factors\nand forces that produced our crisis and the alternative roads ahead.\nBut cultural reconstruction is coordinate in importance with economic\nreconstruction. Hence, a second central core of the new program shall be\na great stream of creative and appreciative activities. If the American is to\nlive to his fullest capacity, he must be given an opportunity to develop to the\nutmost his capacity for expression and for appreciation.\nCorresponding changes must be made in the life that the young people will\nlive in school. The whole competitive regime aid its scheme of rank-order\nmarks and promotions will have to be replaced by a program of cooperation\nand self-cultivation.\n\nThe\n\nInternational\n\nViewpoint\n\nThe schools must provide instructional opportunities adapted to presentday needs. We share the contribution, both material and cultural, of other\nnations. We must learn to live as good neighbors since we shall benefit most\nif each nation has a share in the orderly and unified progress of mankind.\nInternationalism implies not a super-government but a more exten 'ed\ncivilization, a better planned organizing of trade and cultural relations\namong all nations. Teachers in all grades and in all subjects must inspire\npupils to acquire not only information about foreign countries but right\nattitudes — the ability to think and feel without baseless prejudice.\nControversial issues must be discussed in the schools. Whether\nor no, many such subjects are known\n\nwe will\n\nto the pupils and discussed by them. For\n\nintelligent discussion teachers must themselves be interested and well in¬\nformed. A broad foundation in the social science field coupled with travel is\ndesirable.\nSchools should make available, materials to which all have ready access.\nThe teacher may state her own opinion, not by an ostentatious display of\ndogmatic opinion, but by a careful presentation of facts and points of view.\nAttitudes are the desirable objectives. On the lower levels internationalism\nmay be presented informally; on the higher levels it may be desirable to\norganize some aspects in a systematic fashion.\n\nThe Relationship\n\nof the Individual\n\nto Society\n\nThru the ages man has struggled to secure for himself liberty and justice.\nSeldom are these two factors found together in the proper relation to each\nother. Usually one or the other predominates. It is the aim of the new\nregime to harmonize these two ideas so that there will be no conflict be¬\ntween individual rights and rights of organized society.\n\n"}
{"page": 655, "printed_page": null, "text": "Department\n\nTo\n\nof\n\n649\n\nSuperintendence\n\nmeet the present crises in our social, economic, and industrial life,\n\nthere must be more education for all the people. Equal educational op¬\nportunity must be extended to all. The program must include both nursery\nschools and classes for the adults. There must be less formal education and\nmore creative work. Thinking must be international in its scope.\nTrue value of citizenship will be stressed. The individual will be made\nto feel his responsibility in maintaining law and order. He will gain a new\nappreciation of ownership of property, the right to make a living, individual\ninitiative, sobriety and temperance, and the worthy use of leisure. There\nmust be a new interpretation of service to one’s country. It must be given\nin peace as well as in war. To do jury duty and to perform other com¬\nmunity service should be considered a privilege as well as a duty.\nThings stressed in the new regime will be honesty, tolerance, fair play,\nand dignity of labor. The employer will be permitted to make a fair profit on\nhis investment. The laborer will be protected in his rights. An equitable\ndistribution of income will be sought. This means cooperation.\nSociety has taken advanced steps. Where shall we find leadership to carry\non the new program? The institution that is prepared and equipped to\ndevelop leadership is the school. Shall it assume the responsibility? Shall the\nteachers and school officials accept the challenge? Have they the courage\nand ability to do it?\n\nThe\n\nMachinery\n\nfor Preparing and Validating\nAmerican Education\n\na Plan for\n\nEducation represents the organized attempt of society to transmit to on¬\ncoming generations those of its mores essential for its protection and ad¬\nvancement. In primitive societies the interest and welfare of the group\nrather than of the individual was paramount. Under such conditions, edu¬\ncation was shaped by the status quo and necessarily lagged behind the social,\neconomic, political, and cultural development of society since its purpose\nwas to transmit and not to create these organizations, ideas, and ideals. Thus\neducation has ever developed out of the framework of the existing dominant\nsocial ideals. In a planned society education must also evaluate present prac¬\ntises and proposed changes in order to determine their place in the educa¬\ntional plans.\nIn a planned economy we may expect improvement of education by reason\nof: (a) Continuous improvement within the social order whereby education\nshall have available better mores to transmit; (b) by the operation of a\nplanning organization, or agency, which may consider a new and better\nsocial framework within which society may operate; and (c) the functioning\nof the school as an agency in the work of planning. Such a planning agency\nmust necessarily consist of individuals made up from groups fully repre¬\nsentative of the society and favorable to modification of the established order\ntoward\n\nmore\n\ndesirable goals. The\n\nnational in set-up and in operation.\n\nmachinery\n\nfor such planning should be\n\n"}
{"page": 656, "printed_page": null, "text": "650\n\nNational\n\nEducation\n\nAssociation\n\nIf the social and economic life of the nation is to be developed in accord¬\nance with an intelligent plan, education must not only be incorporated as an\nimportant element in such planning but the planning must be validated by\neducation upon a national and local basis. The validating machinery should\nnot necessarily be the planning machinery but should lead to further plan¬\nning.\nThe agencies needed are :\n1. Central research staff: either (a) Federal Department of Education; or (b) en¬\nlarged staff in Office of Education; or (c) research staff supported by departments\nof the National Education Association and various foundations with cooperating\ngraduate schools of education.\n2. State research staffs (forty-eight): either (a) completely financed and con¬\ntrolled by the state; or (b) on a cooperative basis, partly supported by federal\ngovernment and partly by state; or (c) partly or entirely supported by state educa¬\ntion association and graduate schools of education.\n3. Federal Council for Educational Research composed of the chief officers of\nthe central research staff and the chief officer of each of the state research staffs.\n4. Continuous contact groups: (a) in which central research staff meets with the\nnational officers of such groups as the National Congress of Parents and Teachers,\norganized labor, private and parochial schools, chambers of commerce, American\nLegion, and other organized minorities for discussion of educational problems;\n(b) in which state research staff meets with state and local officers of the above\ngroups.\n\nAdult\n\nEducation\n\nThe presentday functions of education must include the education of the\nadult as well as the young. Education must be a continuous process thru\nadult life. There are three considerations that are evident.\nThere is need of an effective adult education in order to secure an inter¬\nnational understanding, looking towards permanent peace. Transportation\nand communication growth and improvements compel a more effective and\ncomplete understanding of the relationship and dependency of world powers.\nAdults must be able to do more than merely be able to read in order to\nguarantee world peace. Changing conditions of the life of the people, fewer\nworkers in various fields, fewer hours of work, less labor and more leisure\nrequire adult education on an effective basis.\nThe psychological factor now removes age as any excuse for not learning.\nIt has been definitely determined that learning with speed and effectiveness\ncan take place beyond middle life. Opportunities must be provided for\nleadership, guidance, and stimulation. What agencies shall we enlarge and\nestablish for increasing the effectiveness of adult education? They are:\nlibraries, reading plans, bibliographies, radio services, sound pictures, mu¬\nseums, counseling service, forums, schools for both children and adults,\nsupported by both personal and public funds.\nAdult teaching requires a special technic of a sort the day public-school\nteacher does not have. Experimental research must enter the field to reveal\nmore information with reference to the amount, kinds, and quantity of adult\nneeds, capacities, interests, and values attending the varieties of teaching\nmethods. Acquiring comprehensions and skills involves different technics.\n\n"}
{"page": 657, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n651\n\nMaterials for adult education are lacking. There is a distinct need for\nmaterials suited to the adult leader that involve simplicity of statements and\nvocabulary.\n\nThe support of adult education in all its desirable phases remains an un¬\nsolved problem. The sources of revenue for the education of adults seem\nto lie in the direction of tax revenue, personal tuitions, donations, gifts,\nfederal subsidy, and free service.\nRecreation\n\nand\n\nLeisure-Time\n\nActivities\n\nThe school club has definite values as a leisure-time activity at the junior\nand senior secondary-school levels. A wide range of electives provided thru\nthe organization of club activities should be offered in every school.\nRecreational and leisure-time activities found in movements of the\nscouting type provide adventure and pioneer experiences which were in the\n\nnatural environment of American youth two generations ago. These ac¬\ntivities should be encouraged and supported.\nThe school as a social center has passed the experimental stage. The trend\ntoward an urban society demands certain definite modifications of technics\nemployed in directing the social, political, religious, and economic life of a\nrural society. The social center movement can be a valuable agency in the\ndevelopment and direction of desirable social trends.\nThe community house and playgrounds are units designed to expand and\namplify the program of the school as a social center. Both have definite\nvalues capable of enrichment thru the development and integration of a\n\nprogram\nwhole.\n\nof recreation and leisure-time activities for the community\n\nas a\n\ndemocracy is a continuing process. There is no\nsuch thing as stable equilibrium in mental growth. The menace of the\nprovincial mind is found in the trend toward economic nationalism, political\ndemagoguery, jingoism, dictatorships, militarism, and the subversion of choice\nin action under organized propaganda. The public forum movement is the\none aspect of modern trends in adult education that is seeking to train men\nand women to face facts in the present social order. It should be encouraged\nEducation\n\nin a modern\n\nin every community\naction.\n\nas the one stand for the freedom of speech and political\n\nA substantial contribution from the school in the training of young people\nin the profitable use of leisure time is found in the ability to choose and\nevaluate the worth of leisure-time activities. The motion-picture theater, the\ndance hall, and the pool room are commercial enterprises and will be with\nour social order for generations to come. The ability to exercise wise choice\nin their use is a part of the task assigned to those responsible for the wise and\nprofitable use of leisure time.\nThe development of a program for the direction of recreational and\nleisure-time activities for the new America cannot be accomplished by any\none of the many organizations at work in the field today. A unification of\neffort and plan is imperative. Men and women in education must become\n\n"}
{"page": 658, "printed_page": null, "text": "652\n\nNational\n\nEducation\n\nAssociation\n\nfamiliar with the work of all organizations engaged in\nthe study of recrea¬\ntion and leisure time and seek ways and means for cooperatio\nn.\nAccomplishment in the field of recreation and leisure-time instru\nction for\nthe masses has suffered because of the number of separate\norganizations en¬\ngaged in promotion and management. The need of the hour is found\nin the\ndemand for the definition and unification of objectives and\nthe cooperation\nof forces at work in the field.\nSociety’s\n\nObligation\n\nto Youth\n\nIn view of the rapid and apparently far-reaching social\nand economic\nchanges now appearing in America and other parts of the world\n, it is obvious\nthat the schools must consider the education of children with\nreference to\nprogress and changes in the social-economic order of human\nsociety.\nTeachers are confused and bewildered by the issues invol\nved. Freedom\nto teach the truth in the classroom is not yet established. The\nschool is only\none of many agencies responsible for planning for the future and\nfor training\nthe American child for effective and happy participation\nin the life of the\nfuture, whatever that future may be. The public schools must\nconserve the\nbest of our civilization and train for openmindedness and\nadaptability. The\nbasic ideals of a democratic society in America are still funda\nmentally sound.\nThe chief purpose of the school should be to develop the\nyouth of America\nin the direction of personal enrichment, refinement, expansion\nand expression\nof the life of each individual. Teaching truth, cultivating\nhigh ideals of hu¬\nman value and welfare, training in habits of openmindedness\nand in attitudes\nof willingness to change from the old to the new, holdi\nng up ideals of good,\nlong established by human experience — these are some\nof the guide posts to\nfollow into the future.\n\nThe chief asset of our public-school system is the faith\nof the people in the\npublic schools. This faith, in spite of critics, reverses,\nand burdens, remains\nunbroken. ‘Tull well do they know that to close our\nschools means the disin¬\ntegration of our society and that our American ideal\ns of equality, freedom,\nand opportunity must be kept alive.”\nAmple provision must be made for an adequate prog\nram of vocational\neducation. The funds for some types of this train\ning should be provided by\nlocal sources, for some types, by the states, and some\ntypes should be sup¬\nported by the federal government.\n\nVocational education must include more than narr\now trade-training It\nmust be made flexible, highly adaptable, and const\nantly adjusted to changing\nsocial and industrial conditions. The school must\nseek to increase the possible\nrange of opportunity for the worker. An adequate\nprogram of vocational\neducation must include adult education for\nthe readjustment of adult\nworkers whose old occupations have been elim\ninated by new machinery or\nprocesses.\n\nThe kind of America which will be built in\nthe future will depend upon\nthe kind of personalities we build in our chil\ndren and young people today,\nunder our guidance, example, and leadership.\n\n"}
{"page": 659, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n653\n\nSpiritual Ideals\n\nSome spiritual ideals and values persist from generation to generation.\nThese ideals however, are subject to changing interpretations as the material\nconditions of life change, while still others prove themselves quite inadequate\nin a changed social order.\nWe endorse and wish to emphasize the goals named by the N.E.A.\nCommittee on Social-Economic Goals of America. These are: hereditary\nstrength, physical security, participation in an evolving culture, an active,\nflexible personality, suitable occupation, economic security, mental security,\nequality of opportunity, freedom, and fair play.\nWe believe that the sacredness of personality will be achieved to the degree\nthat individual members of our social order attain these goals or ideals.\nThe schools of America may help to attain needed ideals in the character\nand conduct of American youth as follows:\nMake the subjectmatter of the curriculum roughly proportional in kind and in\namount to major life activities, due allowance being provided for the contributions\nof the home, the church, and other extra-school activities.\nSelect objectives and subjectmatter in support of them that will require experi¬\nence primarily rather than memory to master.\nSelect for service in the schools only those teachers that are schoolroom personifi¬\ncations of desirable ideals of worthy living and good citizenship.\nReinvigorate the work of the training schools where these teachers are prepared\nfor service by:\n\n(a) Selecting for training only those candidates best qualified as determined\nby a rigorous selective process\n(b) Giving a first certificate to teach only after a period of demonstrated success\n(c) Remaking the training curriculum and experience so as to produce teachers\nwho are primarily conscious of the child and his world, rather than skilled\ntechnicians.\nStimulate the teacher’s maximal service by providing:\n(a) Compensation that will attract and hold the highest type of personality and\nfurnish adequate means to nourish a high quality of professional experience\n(b) Security of tenure\n(c) Equipment that measures up to the needs of the professional worker.\nSecure the cooperation of the home, church, and other character-building agencies\nby:\n(a) Informing parents, religious teachers, and leaders of youth of the aims and\nmethods of teaching ideals in the school\n(b) Soliciting their cooperation so as to integrate the teaching ideals in the school,\nwith the teaching in the home, church, and other agencies, thus securing a high\nlevel of continuity of effort and achievement.\n\nThe\n\nPublic-School\n\nCurriculum\n\nThe major problem of education in our times arises out of the fact that\nwe live in a period of fundamental social change. In the new democracy,\neducation must share in the responsibility of giving purpose and direction to\nsocial change. The major function of the school is the social orientation of\nthe individual. It must seek to give him understanding of the society in\nwhich he lives, of its problems, of the transition to a new social order, and\n\n"}
{"page": 660, "printed_page": null, "text": "654\n\nNational\n\nEducation\n\nAssociation\n\nprepare him to participate wisely in making choices as to social\nand economic\narrangements which face the American people.\n\nA second major function is to aid the individual to disco\nver and develop\nhis own interests, abilities, and potentialities to the maxi\nmum, and to direct\nthese in ways to enhance values both for the individual\nand for society.\nEducation must operate according to a well-formulated\nsocial policy. All\neducation, whether primary, secondary, higher, or adult,\nwhether in school\nor outside the school, should be based on the same educa\ntional philosophy, dif¬\nferences in the program at the various levels being of degre\ne rather than of\nkind.\n\nThe new curriculum comprises all the activities of\nthe school that have\nany educative effect. It comprises the entire life of the schoo\nl and its inter¬\nactions with its environment. The core of the curricul\num should be im¬\nproved practise in social living, calling for a study\nof society, its problems,\nand the utilization of such information in communit\ny practise, thus making\nthe school an integral part of community life.\nThe curriculum must provide also for maximu\nm opportunity for the\ndevelopment of individual interests and abilities,\nincluding creative and\nest etic outlets. Subjectmatter will be considered\ninstrumental and not an\nend in itself. The process of learning will be of\nequal importance with the\nmaterials of learning, thus building effective habit\ns for continuing education\nafter the school as an institution ceases to function\nin the life of the learner.\n1 he curriculum will be composed of broad inte\ngrated activities, growing\nout of life experiences, thus ending the narrow,\nacademic, non-functional\nsubject courses. The program of activities of indi\nvidual children will be\nadjusted to make for maximum all-round grow\nth, thus removing the pres¬\nent overemphasis upon academic intellectual ends.\nMuch attention will be\npaid to the development of hobbies and permanen\nt leisure-time interests.\nThe curriculum will be developed as a cooperat\nive enterprise involving\nall members of the teaching profession and the\nlay public. A great respon¬\nsibility will rest upon the classroom teacher, who\nis in closest contact with\nthe learner. Students of American society, scho\nlars in every field, will make\nt eir contributions thru the development of syst\nems of values and accurate\nmeasurements. The present curriculum of professi\nonal educational institu¬\ntions will need to be reconstructed in accordan\nce with the principles laid\ndown in this report. Only by the recognition of\nthese basic principles can the\npublic-school curriculum be organized to educ\nate youth to assume their\nresponsibilities in the new America.\nThe\n\nResponsibilities\n\nof Boards\n\nof Education\n\nIt is necessary that boards of education appreciate\nthe changing social\norder and the added responsibilities of the schools resul\nting therefrom. Thev\nmust recognize that these demands will make educa\ntion cost more than at\npresent.\n\nBoards of education must provide a suitably plan\nned education program\nfor those older children who are forced to remain\nin school because of this\n\n"}
{"page": 661, "printed_page": null, "text": "Department\n\nof\n\n655\n\nSuperintendence\n\nchanging order. Increased leisure of both adults and youth\nbrings new obli¬\ngations to our schools, which necessitate modification and exten\nsion of exist¬\ning school programs. The fundamental principle that board\ns of education\nshould legislate and leave their executives to carry out\ntheir policies is even\nmore imperative under the new social order than it was\nin the past.\nBoards of education must be willing to spend\nenough money to open\nschool buildings as community centers at all available\ntimes when not used\nfor instructional purposes. The additional cost\ninvolved will so greatly\nreduce the crime bill that every community will reco\ngnize the value of the\ninvestment. Boards of education must take the publ\nic into their confidence\nby a carefully studied system of public relations and publ\nic information.\nV. PUBLIC\nLESLIE\n\nA.\n\nBUTLER,\n\nEDUCATION\nSUPERINTENDENT\n\nAND\n\nPUBLIC\n\nOF SCHOOLS,\nChairman\n\nWELFARE\n\nGRAND\n\nRAPIDS,\n\nMICH.,\n\nThe\n\nintimate relationship of public education and public welfa\nre has\nbeen recognized since the incipiency of the American gover\nnment. The pre¬\nambles of our national and many of our state constitutions\nhave embodied\nthe ideal of the fundamental importance of the education\nof the populace\nin order to promote the general welfare. The ordinance of the\nNorthwest\nTerritory in 1787 insisted that schools and the means of education\nshall for¬\never be encouraged. Supreme courts in some of the states carve\nd out of this\nterritory have, when rendering decisions in cases involving educa\ntional meas¬\nures, considered this document as fundamental law.\nIn general, however, this concept has heretofore been interprete\nd by some\ncommunities, and especially certain vested interests, in a\ntoo narrow and\nrestricted fashion, and the ideal of universal free education\nhas been accorded\nonly half-hearted lip service. Perhaps rugged individualism\naccounts in part\nfor the attitude, but technological unemployment, occupation\nal obsolescence,\nand other conditions emanating from the present situat\nion, accompanied by\na fuller appreciation of the sociological implications of\nthe leisure hour, have\nbrought many more thinking people to a realization of the\nsignificance of\nthe importance of an electorate that is, in a general sense,\nbroadly cultured.\nIn harmony with this reawakening of the American peopl\ne three hundred\nsuperintendents met in groups under the competent guidance\nof able chair¬\nmen and secretaries to consider the subject of public\neducation and public\nwelfare. At this juncture I wish to pay tribute to the vigor\nwith which they\nhave attacked their problems and the thoroness with which\nthey have exe¬\ncuted the plans of President Stetson. It is my responsibility\nas general chair¬\nman to report as accurately as time will permit the conclusion\nof the several\ngroups.\nOne question to which the public in recent years has given much\nattention\nis crime and delinquency. Some contend that crime is\non the increase. A\nmagazine w riter recently held that the increase in recent\nyears amounts to\n350 percent. There are charges of a wave of delinquenc\ny among boys and\n\n"}
{"page": 662, "printed_page": null, "text": "656\n\nNational\n\nEducation\n\nAssociation\n\ngirls of high-school and college age. Upon investigation we find that there\nare no nationwide complete and uniform data to verify these assertions.\nThere is genuine danger in a prolonged controversy over this subject in that\nit closes our eyes to certain other problems which lend themselves to educa¬\ntional treatment. Suffice it for our purposes to say that juvenile court records\nshow that crime among youth is not increasing. So far as children are con* cerned there is no crime wave.\nNo small amount of credit, after all, is due the schools for this condition.\nThe very nature of the school program is a constructive factor. As a whole,\nteachers comprise a superior social group. The character and example of the\nteachers present an uplifting force both within and without the schoolroom.\nThe extracurriculum activities of many schools promote character building.\nVocational guidance programs now in operation in many schools under the\nsupervision of deans and counselors are of inestimable value. Organizations\nsuch as Boy Scouts, Campfire Girls, and other youth movements have a\nwholesome effect upon our young people.\nEven tho juvenile delinquency is on the decrease we must admit there is\nmore than a modern progressive society can afford. Considering the human\nand economic aspects, the waste is enormous. The schools should organize\nmore flexible curriculums to meet the varying types of ability and aptitudes ;\nemploy better trained attendance officers with a background for social work;\nemploy an adequate visiting teacher force, definitely trained for social work;\npromote closer cooperation on the part of the home, the school, juvenile\ncourts, and other agencies; develop a more sympathetic understanding and\nappreciation of children and their personal problems on the part of all teach¬\ners; develop a more extensive use of the schools as social centers for both\nchildren and adults; expand the recreational activities for children for which\nthe school assumes the responsibility; develop an appropriate school environ¬\nment in which more attention will be given the student’s adjustment to the\nsocial group.\nThe schools alone cannot expect to eliminate all the conditions underlying\nthe maladjustments in childhood. Inheritance has its part and, likewise, en¬\nvironment has its influence. Studies show that definite relationship exists be¬\ntween juvenile delinquency and the economic status of the family. In Cleve¬\nland, 80 percent of the court cases of delinquency come from the 25 percent\nof its population housed in rental districts of $25 per month or under. These\ndifficult problems of American life must be subjected to the concerted attack\nof government, church, home, school, and other social institutions.\nHaving considered preventive educational measures, let us turn to a more\npositive phase of the modern program, namely, the renewed emphasis on\ncitizenship and character. This Department has demonstrated its interest in\nthis field by devoting no small amount of money to the preparation of the\nTenth Yearbook. In this volume we have defined the objective of character\neducation as the discovery or creation of a way of living which conserves and\nproduces as many\n\nvalues as possible for as many\n\npersons as possible over as\n\n"}
{"page": 663, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n657\n\nlong a time as possible. Character education is the facilitation of this wav\nof life.\n\nThe\n\nmodern\n\nschool is a way\n\nof life. Life is a succession of choices and\nrequires definite opportunities for proper choices. Pupil participatio\nn in\nschool govei nment reveals to the student body the futility of unwise\nchoices\nand the value of character in leadership. Phe direction and manag\nement of\nathletics, the preparation of student publications, the management\nof clubs,\nand many other activities furnish unlimited opportunities for the\nexercise\nof civic responsibilities which is an effective form of character\ntraining. In\naddition to these, . the changes which have developed in the schoolroom\nas\nshown by the socialized recitation, the contact plan, the library-labo\nratoryresearch procedure, all contribute to constructive and cooperative self-di\nrec¬\ntion in the social group. It follows that in these school life experi\nences stu¬\ndents develop three essentials of all group life; first, the establ\nishment and\nacceptance of proper standards of conduct; second, the development\nof hon¬\nesty with one’s self and the avoidance of self-de\n; and third, the conquer¬\ning of the predominatingly self-centered attituceit\nde and the attainment of an\nattitude which accepts realities and recognizes the rights\nand interests of\nothers. These, according to Frank N. Freeman when addres\nsing one of our\ngroups last Tuesday, are the essentials of character education.\nThe natural and desirable outcome of ethical character\nand the wellordered life should be happiness for the individual and his relati\nves and asso¬\nciates. Three inalienable rights of men are life, libert\ny, and the pursuit of\nhappiness. Happiness, or a permeation of pleasurable satisfaction\n, is the result\nof the fulfilment of the self, both by its own activities and\nproducts of others.\nThe modern world has tended to make man a produ\ncer, a cog fitting into\na machine. But C. Hanford Henderson more wisely write\ns, “If man is the\nhighest product of creation, then civilization must be\njudged, not by what\nman produces, but by the manner of man produced. By natur\ne man loves\nbeauty in all its forms. His better, truer self strives\nto grow and to express\nitself.”\nThe cultural aim in education recognizes the importan\nce of the emotional\nlife; that the sweet human value must be cherished.\nAnd so the schools, first\nthru the initiative of great leaders, and now with\nan ever increasing public\ninterest, are bringing art, literature, and music into\nthe lives of the coming\n\nAn occasional child has real talent. The genius is\nbrought to light, encour¬\naged, and the artist developed toward his own happ\niness and the happiness\nof society. A much greater number, tho without geniu\ns, are rich in the capac¬\nity to enjoy and to participate under leadership. The\nschools, by instruction\nin art, literature, and music, bring to them the joy\nof creative expression and\ngive them permanently desirable habits and understa\nndings. Those in whom\nthere may be but little talent have in these fields\nmuch more of help toward\nthe satisfying enjoyments in life than is found\nin the verbal, bookish, and\nformal elements of school.\n\n"}
{"page": 664, "printed_page": null, "text": "658\n\nThe\n\nNational\n\nEducation\n\nAssociation\n\naim of education is to lead the child to become\n\na capable, useful,\n\nand happy member of society. Whether in the self-expression of the individ¬\nual or in the group enjoyments, art, literature, and music, in and thru the\nschools, are giving an uplift toward a complete and well-rounded life.\nIn the attainment and the preservation of happiness and contentment,\ngood health is of supreme importance. The striking improvement in the health\nof the American people in the past half century is evidenced by the increase\nin the life span, the reduction of infant mortality, the decrease in traffic acci¬\ndents among children and in tuberculosis and diphtheria. Evidence exists to\nsupport the claim that school health programs embodied in health service,\nhealth education, and physical education activities have made important\ncontributions to these accomplishments and to the further improvement of\nhealth of school children. In many communities systematic attention is given\nto the correction of health defects, the inculcation of health habits, improve¬\nment of social attitudes and character, and the establishment of recreational\nleisure-time activities and habits. These results represent actual and poten¬\ntial saving to taxpayers of hundreds of millions of dollars annually.\nSchool health programs, thru prevention, involve great economic saving.\n\nL. I. Dublin, statistician of the Metropolitan Life Insurance Company, esti¬\nmated the yearly economic loss due to sickness and postponable deaths at\n$8,250,000,000, which will be decreased by further education of the youth.\nHe also estimated the yearly economic gain due to increased expectation of\nlife as $3,500,000,000. While the schools can claim only part of the credit\nfor the yearly decrease in illness and for the increase in life expectancy, if a\nsmall fraction of the sums saved should be allocated to our schools, a large\nportion of our yearly education bills would be paid.\nSchools help to decrease death rates. In eight years prior to 1922, the\naccidental death rate for children from five to fourteen years old increased\n15 percent, and the adult rate decreased 16 percent. Since 1922, when child\nsafety education was made a part of the curriculum, the death rate for chil¬\ndren decreased 11 percent, while that of adults increased 18 percent. Be¬\ntween 1927 and 1930, when adult fatalities for motor vehicle accidents in¬\ncreased 25 percent, and those of the preschool children increased 10 percent,\nthe deaths of children of school age actually showed a 10 percent decrease.\nGreater coordination of interest and efforts has been brought about among\neducators, physicians, health authorities, and other leaders, so that a coop¬\nerative and economic program has benefited the people. The school and com¬\nmunity have cooperated in serving one another and assuming joint respon¬\nsibilities, so that the school plus the community has become stronger than\neither the school or the community separately. Better health of the people\nhas resulted.\nAn important factor conditioning an individual’s happiness and frequently\nhis mental and physical health is the extent to which he functions satisfac¬\ntorily in his work. All education contributes to vocational efficiency but cer¬\ntain knowledges and skills are required in the commerce and industry of\nevery community.\n\n"}
{"page": 665, "printed_page": null, "text": "Department\n\nIn the new\n\nof\n\nSuperintendence\n\norder our young\n\npeople will probably not be admitted to 6in¬\n59\ndustry until they are two or three years older than formerly. In these very\nmeetings compulsory attendance until the age of twenty has been predicted.\n\"I herefore they will have the opportunity to receive more general education\nas well as more vocational and technical training before entering the\nindus¬\ntrial and business world. These students are as much entitled to this type of\npreparation for their life work as are those other students entitled to train¬\ning in preparation for a professional career. But in our enthusiasm for spe¬\ncific training we should not lose sight of the need for a general educational\nbackground. All our people are first to be citizens. Investigation by one of\nour groups working on this subject revealed that even employers prefer that\nprospective employees possess a general educational background with enough\ntraining in vocational technic to enter their institutions without too lon^ a\nperiod of special instruction. The strictly vocational courses must be liberal¬\nized to include a larger proportion of social and cultural knowledge in order\nto meet the requirements of industry and citizenship for dependability in\ncharacter and general intelligence. The guidance department of the school\nshould maintain a follow-up service that will encourage the graduate to con¬\ntinue his education with a view to increasing his efficiency as a worker and\nhis usefulness as a citizen.\n\nIncreasingly the vocational function of the school is extending into the\nfield of adult education. This is a hopeful sign, and the movement should be\naccelerated as rapidly as the educators of the country can convince their sev¬\neral communities of the vital need of this educational service. Indeed, adult\neducation is an important feature of the New Deal. Many of our citizens\nneed reeducation in order that they may function in the new regime in a\nfashion satisfactory to themselves and to society. Our present concept of edu¬\ncation is that it is as broad as life, that it begins with the cradle and ends with\nthe grave. To meet these requirements is not difficult because of the avail¬\nability of our school plants and equipment at a time not used by our young\npeople and a time most desired by adults.\nThe American standard of living is a composite of the levels upon which\nlife is lived. The schools help to maintain and raise the standard of living\nby contributing to these levels. They serve to make the individual and the\ncommunity more independent economically. They add greatly to the ability\nof individuals and communities to participate in wholesome recreational ac¬\ntivities. They contribute to community health and individual physical well¬\nbeing. 1 hey develop attitudes and personality traits and furnish information\nfor more effective home life. They make possible more intelligent and more\neffective citizenship. They train individuals to more intelligent appreciation\nof beauty in art, literature, and music. They stimulate high moral and spirit¬\nual ideals in thought and conduct. In all of these directions they contribute\nto the living of life on a higher level. Because of its present importance, how¬\never, this report will concern itself with the contribution of the schools to¬\nward maintaining and lifting the economic status of our people.\n\n"}
{"page": 666, "printed_page": null, "text": "660\n\nNational\n\nEducation\n\nAssociation\n\nIndustry is recognizing increasingly the importance of education by requir¬\ning training for administrative and directive positions. In general, incomes\ncorrespond to the amount of training individuals possess and economic suc¬\ncess is determined to a large extent by education. The Department of Com¬\nmerce reports that of 570 commercial bankruptcies over 40 percent of the\nproprietors did not finish the grade schools; approximately 70 percent were\nnot high-school graduates; and less than 10 percent were college graduates.\nBut perhaps the greatest contribution that the schools make toward improv¬\ning the economic status of our people is by increasing thru education the de¬\nmand for goods and services. Business in the past has seemingly been blind to\nthe fact that its only hope of increasing markets for manufactured goods is\nthru the stimulation of ever more extensive educational activities. Many bus¬\niness executives have not even been selfishly interested in education. Few in¬\nvestments can bring greater returns to business than those made by lifting the\ngeneral level of education because education creates compelling desires and\nestablishes needs for the goods that industries produce. It has been because\nof the foundation training done in the schools and the increased emphasis\nupon the intelligent study of the sciences and the methods of modern research\nthat there has been created by the product of our educational institutions\nsteadily improved equipment with which men can satisfy fundamental needs.\nIt is by the process of manufacturing goods to satisfy new wants that indus¬\ntry enlarges its field of work.\n\nThere is much still to be done in the schools. We must have that teaching\nof the fundamentals of social and economic relations among men and classes\nof men, and that teaching of functions of government that will permit an\nintelligent citizenship to elect leaders with the capacity to direct the opera¬\ntion of our economic life. Also, the school must increasingly provide that\nbody of information that will enable its product to make a more intelligent\ninvestment and expenditure of its income.\nIn the present situation, what should the school contribute to the life of\nthe community,\n\nand how?\n\nThe\n\nschool in these days must be a source from\nwhich radiates those subtle influences that mold community life. Health\nhabits of the child have a beneficial effect on the general health of the home.\nArt activity of the school will be evidenced in the change of standards in the\nhome. That school is not functioning as a vital institution where the home\nand the community do not in their ideals and practises begin to show that the\nteachings of the classroom register in the improvement and elevation of\ncommunity life.\nThe\n\ntime is here when\n\nour modern\n\nstudent discussion of conditions and problems of\n\nlife should lead to individual, social, and civic betterment. Only\n\nthru courage, initiative, and leadership of our young people will changes be\neffected. The challenge to them that the world of tomorrow is theirs and\nthey must prepare themselves to make that world and to live in it is the vital\nchallenge that our young\nthese troubled times.\n\npeople are entitled to have brought to them in\n\n"}
{"page": 667, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n661\n\nThe teacher’s work is not concerned wholly with classroom instruction.\nIt is his to see that what he teaches is reinforced in community life and that\nthe forces of the community, both individual and organized, are led into a\nsympathy and a practise that will make school and life a unity. Then shall\nhe begin practically to realize that in the school building only a small part\nof real education is attempted or achieved.\nWith the accomplishment and achievement of all of these objectives\nAmerican education will become increasingly a stabilizing influence in the\nsocial and industrial life of the American commonwealth. The wholesome\nattitude of American people during the depression has been the product of\nlong years of sound education. The American people have gone thru the\ndepression with optimistic courage, in spite of the extreme personal distress\nfrom which many have suffered. They have exhibited confidence in the ade¬\nquacy of a democratic society to function during periods of extreme economic\ndistress. The educational system of this country can properly take credit\nfor a large contribution to the attitude exhibited by the people.\nThe American teacher has sacrificed much in this depression. American\nteachers have faithfully performed their duties in spite of the most difficult\nconditions arising from drastic retrenchments and increased enrolments.\n1 hey have given services indispensable to the public. This they have done\naltho their compensations have been meager and in many cases long post¬\nponed. They have provided relief for children, supplementing from their\nprivate resources the aid given by the government. They have participated in\nsuch movements as adult education and community forums for the cultiva¬\ntion of intelligence and for the maintenance of morals.\nThe American schools are ready to meet and endeavor courageously to\nsolve their problems. The educational system of the United States has shown\nitself ready to meet new social and industrial conditions by undertaking\nexperimental changes in the conten-s and methods of instruction. If the rate\nhas been slow at which innovations are achieved in the schools, the fact re¬\nmains that there has been great progress in enlarging the scope and range of\npublic education even during the years of the depression. New courses in\neconomics, political science, sociology, and in vocational subjects are being\nformulated and taught in schools of various grades. The schools are making\na valiant effort to contribute to the improvement of the social life.\n\nVI. A NATIONAL\nJOHN\n\nK.\n\nNORTON,\n\nOUTLOOK\n\nTE'CHERS\nNEW\nYORK,\n\nON\n\nEDUCATION\n\nCOLLEGE, COLUMBIA\nN. Y., Chairman\n\nUNIVERSITY,\n\nEducation is in a critical condition in many areas. The schools which\nfailed to open last fall, and which made no provision for the education of\ntheir children can be numbered by the hundreds. Districts which have\ndrastically shortened their school terms number tens of thousands. One\nteacher in four this year will receive a wage, even if it is paid in full, lower\nthan would be legal under the N.R.A. Educational programs have been\n\n"}
{"page": 668, "printed_page": null, "text": "662\n\nNational\n\nEducation\n\nAssociation\n\nseriously harmed, not only in poorer sections, but also in many favored com¬\nmunities.\nWhy is it that schools find themselves in a critical condition a year after\nthe crisis of the depression has passed? Why is it that a public service of\nsuch importance has ceased to exist in some communities and has suffered\nserious impairment\n\nin many\n\nothers? Committee\n\nVI, appointed to consider\n\nthe “National Outlook on Education,” believes these questions cannot be\nmet by superficial answers.\nThe current plight of education is not solely the outcome of new factors\nand forces which have originated since 1929. Rather, the educational crisis\nhas its roots in conditions which existed before the onset of the depression.\nThe depression has aggravated these conditions and has increased their\nharmful effect. It has revealed the weak timbers in our educational struc¬\nture as in other areas of life. By locating and strengthening these weak\ntimbers, education may be placed on a firmer foundation.\nThe depression has also revealed the sound timbers of the educational\nstructure. We realize as never before the permanent validity of the idea of\nuniversal education. Experience has again demonstrated that to be free the\npeople of a nation must possess sufficient intelligence to guide their own\ndestinies. They cannot safely trust them to any small group.\nRecent years have also emphasized the soundness of the idea of a common\nschool. Common understanding is essential if America is to keep within\nbounds the divisive influences which grow out of differences in race, creed,\nand economic and social status. The depression has reemphasized the neces¬\nsity of public support for education, if we wish education to be the right\nof all, rather than the privilege of the few. But these and other sound\ntimbers in the structure of public education make no less necessary the re¬\nplacement of the weak timbers.\nMany of the current difficulties of the schools have their roots in the\nfailure to recognize that education today has certain inescapable relation¬\nships to the nation as a whole. It will continue to suffer in the future, until\nthis hard fact finds expression in appropriate changes. Education has suffered\nseverely in this crisis because we have been attempting to deal on a local and\nstate basis, with forces which are nationwide in their origin and power.\nLest there be misunderstanding, let it be emphasized that national in¬\nterest in education need not, and should not, involve weakening the vital\nprinciple that education is a matter for state responsibility and local manage¬\nment. In fact, state control and local management of our schools can be\neffective only if a third participant is brought into the situation — that par¬\nticipant is the nation as a whole. Let us make this principle concrete. At the\npresent time there are a variety of emergency welfare activities on which we\nare expending billions of dollars in the teeth of a major depression. We are\nalso expending hundreds of millions for a military and naval program of\nunprecedented peace-time scope. Why is this possible, when schools are\nclosed, and millions of children are being offered but half an educational\nloaf? Did we consciously decide to provide for the unemployed\n\nat the ex-\n\n"}
{"page": 669, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n663\n\npense of the children of the nation? Do the people really prefer that edu¬\ncation should he starved while record appropriations are made for the ex¬\npansion of the army and navy? If not, then why is it being done? It is being\ndone because the federal government can use taxes, which effectively tap\ntaxpaying ability and credit, and because the federal government is not\nhamstrung in employing these taxes by the limitations of state and local\nboundaries. It therefore finds it possible to aid public enterprises which it\ndeems important.\nis included only to a limited extent. Rather, it is supported\nalmost wholly in many states thru the property tax. Many owners of\nproperty, particularly in a time of depression, have little ability to pay taxes.\nFurthermore, the school district is fiscally limited by the amount of property\nwhich chance factors may have located within its boundaries. Taxpaying\nEducation\n\nability, poorly measured by property ownership, at the best is subject to ex¬\ntreme fluctuation. Fiscal solvency of school districts is frequently depend¬\nent on the prosperity of a single factory or mine, or on the condition of a\nspecialized type of agriculture. Taxpaying ability frequently dodges agilely\nfrom one area to another or escapes to island colonies of tax dodgers.\nOne section of this committee\n\nconsidered the immediate\n\nemergency\n\naspects\n\nof the educational situation which grow out of these conditions. It en¬\ndorsed a program of legislation now before the Congress of the United\nStates and which is the subject of hearings this week before the Committee\non Education of the House of Representatives. This program was developed\nby a number of educational and lay organizations called together by our able\nUnited States Commissioner of Education. It calls for the following types\nof temporary, emergency\n\naid for education:\n\n1. An appropriation of $50,000,000 for immediate relief to open closed schools\nand to keep schools open which are threatened with early closing during the\nremainder of this school year.\n2. One hundred million dollars for relief for next year to be distributed on an\nobjective basis by a board of which the United States Commissioner of Education\nshall be chairman.\n3. Substantial appropriations to be distributed to the states by an objective\nformula, based on need and ability and defined in the Act.\n4. Loans against frozen assets such as delinquent taxes and closed banks.\n5. Allocation of not less than 10 percent of new appropriations for public works\nfor the construction of needed school buildings.\n6. Thirty million dollars to assist worthy college students unable to continue\ntheir education due to family unemployment and other emergency conditions.\n\nThis program is being effectively supported in W ashington by a number\nof organizations including the National Committee for Federal Emergency\nAid for Education of which James H. Richmond, state superintendent of\npublic instruction of Kentucky, is chairman. This committee\n\nhas the hearty\n\nsupport of the Legislative Commission of the National Education Asso¬\nciation and of the Joint Commission on the Emergency in Education. It de¬\nserves vigorous support.\n\n"}
{"page": 670, "printed_page": null, "text": "664\n\nNational\n\nEducation\n\nAssociation\n\nWe\n\nare glad to report that two items in the program of the National\nCommittee foi Federal Emergency Aid for Education have already\nbeen\nsubstantially attained. 1 hey are the emergency assistance to keep\nrural\nschools open during the rest of this year and the aid to assist deserving\nstudents to complete this year of college work.\nThe committee responsible for “A National Outlook on Education,”\nhowever, considered more than the immediate emergency aspects of\nthis\nproblem. Another topic group concludes that the inexorable operation of\nthe fiscal conditions described above, will slowly starve education,\neven in\nnormal times, unless they are realistically faced.\n4 he time has come to proclaim the principle of a national minimum or\nfoundation program of financial support for the* education of every child,\nwhether he happens to live in Maine, Arkansas, or California. This mini¬\nmum educational opportunity should be financed jointly by the nation\nand\nthe states, according to taxpaying ability.\nSuch a development offers no threat to state and local autonomy in the\n\ncontrol and management of education. 7'he opposite is the case. Abolition of\nlocal control of education wh.ch, under the stress of the depression has taken\nplace in some states, is the inevitable outcome of attempts to finance educa¬\ntion in the twentieth century thru taxes, and units of school administration,\ndeveloped in the nineteenth century.\nFederal funds necessary to assist each state in financing a minimum pro¬\ngram of education should be distributed auromatica'ly to the states upon\nthe basis of an objective formula, such fund to be administered by the state\nthru its duly constituted authorities, with no control exercised by the federal\ngovernment, save that no state government should thereby diminish the\namount of its support for education.\nFor some this will be an unwelcome proposal, but what is the alternative?\nIt is slow starvation for education, broken by periods of instability and\ndestruction such as that of the last three yea-s. If education is to receive\nfinancial support, adequate in amount and sufficiently stable to permit con¬\ntinuity of program, we must free ourselves from ideas of the last century and\nrealistically face the conditions of modern economic organization.\nAnother topic group of Committee VI considered Negro education. The\npresent distribution of national . wealth has operated to the educational\ndetriment of the Negro race which constitutes one-tenth of our population.\nThe measurable response of the Negro population to even limited educa¬\ntional opportunity has been most gratifying. It is deplorable that the depres¬\nsion has resulted in lamentable curtailment of educational opportunity for\nthis large portion of our population. Social justice and general economic\nwelfare demand that, in the provision of educational opportunity, the needs\nof Negro pupils and teachers be given equitable consideration along with\nthose of all other groups.\nAnother section of this committee considered federal poliev affecting\neducation outside the forty-eight state school systems. Most of the federal\ndepartments now exercise educational functions in dealing with territorial\n\n"}
{"page": 671, "printed_page": null, "text": "Department\n\nof\n\npossessions, in acting as the wards\n\nof primitive peoples, or in connection\nthe recommendations\n\nof tins com¬\n\nbe secured by the federal departments\n\nin determining\n\nwith military and naval posts. Among\nmittee are the following:\n(1) That\n\nexpert guidance\n\neducational\npolicy and organization\nOffice\nof Education\n\nthru the medium\n\n(2) That qualified experts be made\nof this work\n(3) That\n\nan interdepartmental\n\nthe government’s\n\n665\n\nSuperintendence\n\nof surveys by the United ‘States\n\nresponsible for the supervision\n\nfederal council be organized\n\nfar-flung educational\n\nwork\n\nand control\n\nto coordinate\n\nbetter\n\nin this area.\n\nFundamental educational reconstruction waits upon the strengthening\nof another timber in our educational structure. The time has come for a\nreappraisal, in the light of the lessons of the depression, of the purposes and\ncontent of our courses of study. We do not deprec ate the noble service per¬\nformed by public schools frequently under serious handicaps. Our schools\nhave played no small part in creating what is perhaps the best educated\npopulation, man\n\nfor man, which exists in any important nation. They have\n\nplayed a major role in inculcating an appreciation of our democratic\nof government,\n\nform\n\nwhich has permitted this most difficult type of government\n\nto continue in a far-flung area, differing widely in topography and climate,\nand populated by a people of diverse origins and economic interests.\nNor would we depreciate the vital role of the schools as a conservator of\nthe best of the past. Most of man’s guidance as he gropes his way forward\nmust come from the past. Every generation must build its gains on the lessons\nwhich the race has learned in centuries of bitter but illuminating experience.\nThe wise teacher keeps the past clearly in mind as he seeks to instruct the\nrising generation.\nBut it is equally certain that the teacher who\n\nmerely looks to the past\n\nbecomes a brake on progress. The race has suffered quite as much from un¬\nduly delaying needed changes in its ways of thinking as from changing them\ntoo rapidly.\nCan any clear thinking teacher question that this nation would be a better\nplace to live in, if money-making as the badge of success had received more\ncritical consideration? Is it beyond the power and outside the duty of public\neducation to recognize the need for less selfish individualism and more social\ncooperation in the conduct of our affairs?\nThe decades which lie just ahead, if they are to be traveled without mis¬\nhap, call for a quality of social intelligence superior to that required in the\npioneer epoch. How can we bring sufficient intelligence into the planning\nand regulation of our common\n\naffairs, to guarantee economic\n\nand political\n\nstability, and at the same time preserve certain vital areas of individual initi¬\native and freedom? This question can be successfully answered only by a\nsocially intelligent people. American education has no more important task\nthan to discover better means whereby this requisite social intelligence can\nbe developed.\n\n"}
{"page": 672, "printed_page": null, "text": "666\n\nNational\n\nEducation\n\nAssociation\n\nOne section of Committee VI developed principles whereby contri\nbu¬\ntions of organizations and business enterprises may be appraised and\nincorpoi ated in the educational program. These principles deserve the though\nt¬\nful consideration of those who would protect this program from selfish\nen¬\ncroachments, but who recognize the need of vitalizing instruction\nwith\nmaterials of philanthropic and business organizations.\nThe present educational situation places a heavy responsibility\nupon the\neducatois of the nation. I he section topic group of this commi\nttee which\nstudied professional organizations of educators recommends the revisi\non of\nthe piesent loose and ineffective relationship between the vario\nus state\nassociations and the National Education Association. This reorga\nnization\nwould result in closer coordination, and would bring matters\nof national\nimpoitance moie directly and vitally to the attention of members\nof state\nand local associations and bring about more intelligent and unifie\nd effort.\nEducatois should oiganize to provide leadership needed in order\nthat\nschools appropriate to the demands of our times may be developed. Alread\ny\nthousands of teachers, working thru a variety of organizations, are\ncoming\nto grips with the problems which must be met if education is to accomplish\nits purposes. A preliminary survey just made by the Joint Commission on\nthe Emergency in Education lists one hundred and fifty groups which\nhave\nrecently completed or are now conducting important investigations\nwhich\nare pertinent to educational recovery and reconstruction.\nIf this wholesome activity is to be most effective, the recommendations\nof\nthese deliberative groups must be integrated into a national plan for educa¬\ntion and tianslated into practise by state and local school systems.\nThe\npieliminary investigation by the Joint Commission reveals that this work\nis proceeding under a great variety of uncoordinated agencies. Many im¬\nportant deliberative commissions lack facilities for bringing their\nfindings\nto the attention of educators and encouraging their incorporation\nin practise.\nThese conditions weaken educational recovery.\nThe National Education Association and the Department of Superi\nn¬\ntendence are agencies which should provide for the development\nof an\nAmerican plan for education. Many states have already established counci\nls\nfor such planning on a statewide basis. These councils would doubtless\ncooperate with a parallel national group in getting recommendations before\nthe people, and into action.\nTo give this proposal definiteness, the Joint Commission on the Emer¬\ngency in Education at this meeting presented to the executive committees of\nthe Department of Superintendence and of the National Education Asso¬\nciation, a proposal for a clearinghouse on educational appraisal and plan¬\nning. This proposal provides for the canvassing of the recommendations of\neducational organizations and deliberative committees, which are pertinen\nt\nto educational recovery, and for their coordination in a unified program\nof educational planning.\nA National Outlook on Education suggests approaches to the soluti\non\n\nof the problems of education such as those illustrated in this report. Nothing\n\n"}
{"page": 673, "printed_page": null, "text": "Department\n\nof\n\n667\n\nSuperintendence\n\nless than a broadly conceived program for educational recovery will guar¬\nantee the strengthening of the weak educational timbers which these trying\ndays have made all too evident. Such a program will correct existing in¬\nequalities and provide an educational structure adequate to serve a new\nAmerica.\n\nVII. INTERPRETING\nFRANK\n\nTHE\n\nA. JENSEN,\n\nSCHOOLS\n\nSUPERINTENDENT\n\nrockford,\n\nTO\n\nTHE\n\nOF\n\nSCHOOLS,\n\nPUBLIC\n\nILL., Chairman\n\nThis report is not a recital of any theory or program of public relations\nbetween the schools and the public as one would expect to find in a treatise\non school administration. On the contrary, it is a review of what has been\ngoing on during the past year, in an attempt to interpret the schools to the\npublic, in 704 cities, varying from 2000 to 250,000 in population and dis¬\ntributed over 46 states.\n\nPrinciples\n\nof Public\n\nRelations\n\nA program for interpreting the schools to the public must be based upon\na clear definition of the objectives and goals of public education. The public\nshould think of the schools in terms of what the schools exist for. The pres¬\nent quite general criticism and distrust of the public schools are largely due\nto the public’s misunderstanding of the goals of free public education.\nIn the past, educators have aided the public, or a very small minority of\nthe public, in selling a majority of the public some new function for the\nschool. Some of this selling, however, has been done in spite of the school\npeople.\nThe school today, then, is to a very large extent the product of social\ntrends, and now it becomes the problem of those who work in the schools\nto interpret this program.\nMuch has been done in the way of publicity campaigns for new school\nbuilding programs; and each new activity has been sold to the public, but\nlittle or no effort, until the last decade, has been made in helping the public\nto understand schools. It can also be said that our program has been one\n\nof addition, and not one of eliminating that which has served its purpose.\nOf course, no healthy program of interpreting the schools to the public can\nbe accomplished when it is not guided by a philosophy of education for a\ntax-supported school system.\nThe laws and the supreme court decisions of the various states define the\nlegal status of the schools. It is important that the function of education\nbe defined and interpreted in accordance with the legal status of the schools\n\nlegal theory is that public schools are\nnecessary to preserve and enhance democratic institutions. It is quite im¬\nportant that the purpose of public education be stated clearly, simply, and\ncompletely; and the purpose of a program of interpretation is to get the\npublic on common ground in the matter of the objectives of a free system\n\nfor the existing social order. The\n\n"}
{"page": 674, "printed_page": null, "text": "668\n\nNational\n\nof public education. With\n\nEducation\n\nAssociation\n\nsuch a common\n\nunderstanding\n\nthere will be no\n\nplace for such statements as: “Free education should\nstop with the eighth\ngrade”; “Free education should stop with high-school gradu\nation,” “fads\nand frills of education.”\n\nMoehlman defines public relations as “organized, factu\nal, informational\nservices for the purposes of keeping the public informed\nof its educational\nprogram.. This definition may or may not be satisfactory,\nbut the purpose\nof a public relations program must be established and\nthat purpose is to keep\nthe public informed.\nA plan of interpretation once set up should differentiate\nbetween public\nrelations and publicity, and should distinguish .between\npublic relations and\npropaganda. Effective methods of appraisal of the inter\npretation program\nshould be set up in order to keep the public relations\na functional project\nof the school.\n\nAmerican\n\nEducation\n\nWeek\n\nA school system with the objectives of education stated in\nterms of society\nas it exists today and with a well-defined public relations\nprogram meets\na national program for the interpretation of the schools in Ameri\ncan Educa¬\ntion Week in November each year. This is a national,\nstate, and local pro¬\ngram set up quite definitely each year by the National Education\nAssociation.\nDuiing the last three years the program has been arranged\nin terms of the\nreal problems before education, and more communities\nhave worked out\nlocal programs with the suggestions for American Education\nWeek. The\ncommittee. in charge of the sub-topic, “American Education Week\n,” makes\nthe following comments :\n(1) The\n\nweek\n\nin which\n\nNovember\n\n11 falls seems\n\nto be the best time.\n\n(2) Other agenci\ncooperate activel\nas (a) the American Legion,’ (b) parentteacher associationses\n, (c) newspapers, y,(d)\nservice clubs, (e) women’s clubs, (f)\nv '\nchurches\n.\n(3) The following five devices or agencies most commo\nnly used are parentteacher associations, special pupil programs, newsp\napers, visiting days, and school\nexhibits.\n(4) About 80 percent of cities have an organized observance\nof American Edu¬\ncation Week and all report it a worthwhile project\nwith teachers cooperating and\ninterested in the programs.\n\n(5) Most effective vvork is done when it is organized\nfor the city as a whole\nand not left to each building or unit to carry on its\nown programs. The committee\nmakes the following recommendations: (a) Material\nfrom the National Education\nAssociation should be made available earlier each\nyear, (b) American Education\nWeek should open the year’s program in public\nrelations, (c) State departments\nshould take a more active part in the program,\n(d) Regular school work should\ne emphasized on visiting days,\nissue proclamations for the week.(e) The President, governors, and mayors should\n\nPublic\n\nRelations\n\nAgents\n\nand Agencies\n\nPublic relations agents and agencies are the lines\nand means of com¬\nmunication between the public and its schools. How\nto develop and utilize\n\n"}
{"page": 675, "printed_page": null, "text": "Department\n\nof Superintendence\n\n669\n\nthese lines of communication to best advantage and how they can be made\nmost effective were considered by eleven committees.\nEach agent and agency has its own peculiar contributions to make to\nthe program. Each tends to reinforce the efforts of the others. People not\nmoved by the impact of ideas conveyed to them thru two or three sources\nmay be aroused to vigorous action when the ideas are conveyed to them thru\nseveral sources in slightly different form.\nThe\n\nTeacher\n\nWhen an increasing number of patrons of the school begin to say, “They\ndidn’t do it that way when I went to school,” it is a sign that the patrons\nof that school have not been taught to appreciate the present worth of the\nschool.\nThe most important agent in a public relations program is a well-informed\nand skillful teacher. The teacher thru daily contact with the pupil provides\na constant source of information about the school. As a public relations\nagent the teacher must do a good job in the classroom, make positive contacts\nwith the parents, and make a series of community contacts. The teacher as\nan agent for public relations must work thru all the agencies of the pro¬\ngram set up for the whole school system as opposed to special departments.\nA manual training teacher should be able to interpret more than just his\nown held.\nThe committee reports that teachers visit about 25 percent of the homes\nrepresented in their rooms, and recommends that they should visit 50 per¬\ncent of the homes once each year and 25 percent twice each year. The\ncommittee also ranked the various public relations avenues for teachers, as\nfollows: (1) good teaching; (2) visiting homes; (3) parent-teacher asso¬\nciation work; (4) contacts with parents while visiting school; and (5) the\npress, when a part of a school interpretation program.\nThe Administrative\n\nAgents\n\nThe leadership in interpreting the schools to the public must be centered\nin the administrative agents, and success of the plan depends on a leadership\nthat emphasizes the interpretation of the schools rather than the inter¬\npretation of the leadership. Many public relations programs have been\ninterpreted by the public as a sales project for the superintendent and\n'\nteachers.\nIn interpreting the schools to the public, there are four classes of people\nthat compose the public. They are as follows: (1) school promoters and\nworkers, (2) pupils, (3) patrons, and (4) other citizens.\nIt is the common experience for workers in the school to be familiar with\ntheir own departments only, and often they are not as well versed in that\ncapacity as they should be. With all this in view, the administrative agent\nshould begin interpretation of the schools to the public right among his co¬\nworkers and then extend his promotion thruout all the public. Teachers and\n\n"}
{"page": 676, "printed_page": null, "text": "670\n\nNational\n\nEducation\n\nAssociation\n\nsupervisors of special subjects appearing on\nall the parent-teacher association\nprograms in the city, together with undue\nacti\nclassed as a public relations program by vest vity in the press, may become\ned interests.\n\nNewspapers\nIt seems quite evident from the reports\nand conferences that there has\neen a fiee and frank discussion of topics\nconsidered as is shown by the fol¬\nlowing suggestions made to the Departmen\nt of Superintendence:\nJAThe\nDePartI\"ent Of Superintendence should create at\nonce a full-time bureau\n\\itn a personnel of train\ned newspaper writers.\n(2) On the staff of every superintendent\nof schools there should be a competent\nschool1 p°ubHceiry!PaPer 'ra!ning Wh°\nin Idnrt'p '°°lsnaf J0urnalism\n\nshould\n\nW0Uld\n\ndeVOte\n\nat least 3 part of his\n\nbe asked to include\n\nin their curriculums a course\nn education. Most newspaper writers know\nlittle about school finance, curriculums\nand selection of teaching personnel.\n’\n\n(4) School administrators\n\nshould be required to take a course in publi\nc relations.\n\nCommunity\nThe\n\nAgencies\n\ncommittee\n\non community agencies suggests the enlistin\ng of such\nagencies as (a) business and commercial club\ns, (b) service clubs, and (c)\nprofessional organizations other than educatio\nnal groups.\nApparently superintendents have not fully\nrealized the possibilities of\nthese organizations as public relations agencies.\nThe most outstanding assist¬\nance given to schools by these agencies in the\npast appears to be in the way of\nproviding medical service, clothing, and food\nfor the needy. These agencies\nas a rule have educational committees whic\nh can disseminate information\na out the work of the schools. Parent-teach\ner associations represent probably\nthe most effective community agency supporti\nng the schools. Their programs\nmake it possible for the schools to demonstrate\ntheir activities.\n\nPublications\n\nThe publications developed during the last quar\nter of the century in\nschool systems are divided into two groups : ( 1 )\nPublications prepared under\nt e direction of the board of education, the\nsuperintendent of schools, or\nsome other authorized administrative agent,\nas annual and special reports,\naudits and surveys, letters, handbills, bulletins,\npamphlets, and courses of\nstudy ; and (2) publications prepared under direction\nof the teaching staff by\nstudents such as newspapers, yearbooks, handbook\ns, and magazines.\nStudent publications are quite common thruout the count\nry and have not\nbeen ^curtailed greatly during the depression.\nThe committee reports that student publications are not recog\nnized as a\npublic relations agency by a majority of school people at\npresent, while a\nmmority take the opposite view and say the publications of\nstudents have\npossibilities which have not been used in this line.\nAnnual and special reports come in for severe criticism as being\ntoo volu¬\nminous and not appealing or understandable to the lay reader\n. Favorable\n\n"}
{"page": 677, "printed_page": null, "text": "Department\n\nof\n\nSuperintendence\n\n671\n\ncomment was made on some recent reports which have had the layman in\nmind as the reader of the reports. Few cities publish a school paper, but\nwhere they do, a special opportunity is offered to get information to the\npublic.\n\nThe\n\nSchool\n\nPlant\n\nA modern school plant is in itself an expression of the larger community\neducational program and the objectives of education. Auditoriums, clinics,\ngymnasiums, laboratories, libraries, modern classrooms, playgrounds, and\nshops, together with their equipment, represent the physical embodiment of\neducational ideas and ideals. As such, they are potentially at least an impor¬\ntant public relations agency — a means\ngram to the public.\n\nof interpreting the educational pro¬\n\nRadio\nThe radio can serve ( 1 ) to keep parents in sympathy with the changing\nemphasis in curriculum matters and methods of teaching; (2) to reinterpret\nthe objectives of education to the public; and (3) to increase the support of\nwise school legislation.\n\nThe committee recommends\n\nthe establishing in each city of an outstanding\nlist of speakers for educational programs. This list should include many out¬\nside of the teaching profession. At present, there is a reaction against highpowered salesmanship. The radio address should deal with facts and should\nbe given from an informational standpoint. These talks should definitely\ndifferentiate between true and false economy and should increase support\nfor wise legislation.\n\nSchool\n\nActivities\n\nSchool activities as an agency in a public relations program have to do\nwith activities that can help interpret the schools to the public. Public per¬\nformances by extracurriculum organizations, demonstrations of actual school\nwork, commencement exercises, school exhibits, visitation days, school enter¬\ntainments, and educational and recreational activities for adults provided\nthru night schools and social centers offer many opportunities for strength¬\nening the ties between home and school. The problem is to grasp the oppor¬\ntunities which school activities present for developing wholesome public rela¬\ntions and to utilize them in effective ways without interfering with their\neducational functioning. The conduct of schoolmen is often inexcusably\nstupid. For example, instead of encouraging parents to visit our schools, we\nfrequently allow them to gain the impression that their presence is not\nwanted. It is not at all surprising that the public has no adequate con¬\nception of the function of the various activities which go to make up the pro¬\ngram of a modern school.\n\nOutside\n\nEducational\n\nAgencies\n\nThe following outside educational agencies were considered : state and\nlocal teachers associations, university, college and state departments of edu-\n\n"}
{"page": 678, "printed_page": null, "text": "672\n\nNational\n\nEducation\n\ncation, the National League of Women\n\nAssociation\n\nVoters, the American\n\nAssociation\n\nof University Women, the Joint Commission on the Emergency in Educa¬\ntion, and the National Education Association. The help rendered by these\nagencies has been largely in terms of the superintendent’s attitude ; some\nask for cooperation and get it, while others ignore these agencies. Competent\nspeakers and effective research studies on education are available in the uni¬\nversities and colleges. These outside agencies are at the service of the public\nschools in developing an interpretation program.\n\nPublic\n\nRelations\n\nTechnics\n\nA program of interpreting the schools to the public to be effective should\nbe continuous thruout the year. This program should function thru the\nboard of education, the superintendent of schools, and all school employees,\nprofessional and non-professional. Emphasis should always be placed on fac¬\ntual information about the schools. All this presupposes a public relations\ndepartment in each school system, which sets up an all-year scheme and\nmakes possible special programs as a part of the continuous planning. Such\nan organization will provide the instructions necessary for the teaching per¬\nsonnel to carry on home contacts for effective school interpretation.\n\nCLOSING\n\nCEREMONIES\n\nMr. Cody: A pleasant duty devolves on me at the present time. Mr.\nPresident, will you please stand? You are the last of the saints to occupy\nthis high office. You have done a mighty fine job. You haven’t ever talked\nthru your Stetson hat. Yours has been a program of progress. It is an ancient\ncustom to present to the retiring president of the Department concrete\nevidence of his fine work. This, you will notice, looks like a tombstone.\nHere you will find your name\nthere.\n\nand date — and there is still a little room\n\nBut, anyway, it is a pleasure at this time to place in your hands this\ngift and may you possess it with equal credit to yourself and honor to the\nprofession which you represent.\nPresident Stetson : This is symbolic of the greatest honor and greatest\nprivilege that can come to any schoolman and I shall always cherish it. I\nthink, Dr. Cody, it now means I have been initiated into membership with\nthat most useless and happy group, the Past Presidents.\nA year ago I took up this office with fear and trembling and humbleness ;\nI lay it down with gratitude. It has been the greatest experience of my\nprofessional life.\nI thank you all and wish you Godspeed.\n\n"}
{"page": 679, "printed_page": null, "text": "DEPARTMENT\nSupervisors\n\nand\n\nOF\n\n‘Directors\n\nInstruction\n\nof\n\n"}
{"page": 680, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nsupervisors\n\nand\n\nNOTE\n\ndirectors\n\nof\n\ninstruction\n\nin its\n\ninception was an independent society called the National Conference on\nEducational Method , organised at Atlantic City in February 1921. The\nfirst number of its publication the journal of educational method,.\nzvas published in September of the same year. At the Boston meeting, in\nFebruary 1928, the name of the society was changed to the National Con¬\nference of Supervisors and Directors of Instruction, and the Executive\nCommittee zvas instructed to prepare a petition asking for acceptance as a\ndepartment by the National Education Association. This petition was\nacted upon favorably at the Minneapolis meeting of the N. E. A. in\nJuly 1929 and a regular department zvas thus created. The Department\npublishes a yearbook and a journal, now called educational method.\nMeetings are held tzvice a year, in connection with the conventions of the\nN . E. A. and of the Department of Superintendence .\nThe officers of the Department for the year 1934-35 are: president,\nPaul T. Rankin, Supervising Director, Department of Instruction, Board\nof Education, Detroit, Mich,; first vicepresident, Leonard Pozver, As¬\nsistant Superintendent of Schools , Tulsa, Okla.; second vicepresident,\nHelen J. Piper, Supervisor of School Grades 4, 5, and 6, Lynn, Mass.;\nsecretary-treasurer,\n\nJames\n\ners College, Columbia\n\nUniversity, New\n\nmittee,\n\nF. Hosic,\n\nofficers of the Department,\n\nex\n\nProfessor\n\nof Education , Teach¬\n\nYork, N. Y .; executive\n\nofficio: Mildred\n\nEnglish,\n\ncom¬\n\nAssistant\n\nSuperintendent of Schools, Raleigh, N. C.; Ernest Horn, Professor of\nEducation, State University of Iozva, lozva City, lozva; J . Cayce Morri¬\nson, Assistant Commissioner for Elementary Education, State Depart¬\nment of Education , Albany, N. Y.\nFacts relating to the establishment of this Department and the record\nof its meetings may be found in earlier volumes of proceedings as\nfollozvs:\n1928 :831-S32\n1929 \\803-825\n\n1930:773-800\n1931:801-824\n\n[ 674 ]\n\n193 2:679-693\n1933:681-695\n\n"}
{"page": 681, "printed_page": null, "text": "THE\n\nBESS\n\nSCIENTIFIC METHOD\nAND\nSUPERVISION\n\nGOODYKOONTZ,\n\nASSISTANT\n\nEDUCATION,\n^\"^he\n\ntopic\n\nimplies\n\nthat\n\nUNITED\n\nSTATES\n\nWASHINGTON,\n\nthe scientific\n\nmethod\n\nCREATIVE\n\nCOMMISSIONER\n\nOF\n\nD. C.\n\nand\n\ncreative\n\nsupervision\n\n1L are> or tnay be, complementary ; that the scientific method contributes\nto doing a really creative job. This paper will be addressed to that point of\nview\nIn order to stand oft and get a perspective, suppose we examine just what\nsupervision has to face at the present time to secure maximum results. If we\nmay define creative supervision as the job of establishing conditions in which\neach teacher can do her best work, it may be helpful to examine the situation\non which the creative supervisor is to work. With what stuft is she to create?\nWhat is the job which supervisors, creative and scientific, must face these\ndays to provide good working conditions?\nIn the first place, they are to work with a teaching staff which has had\ninsecurity as its constant companion now for several years. City schools now\nemploy 18,000 fewer teachers than they did in 1930, and according to the\nreports of state superintendents there are approximately 200,000 certificated\nteachers who wish to teach but cannot secure employment. Since 1930 at\nleast one in every seven cities has reduced its art, music, physical education,\nor health staffs. T hese are figures often seen, but when we view them in the\nlight of our present problem wre realize that the situation in which teachers\nare working is at present one of insecurity and instability.\nTeachers are facing severe difficulties in classrooms today thru drastic\nreductions. Lack of ordinary teacher materials is common, and, at present\nmany schools are operating with abnormal lack of equipment. Another diffi¬\nculty, accentuated by this lack of equipment, is the sudden and unlooked for\nincrease in enrolments. Lack of employment opportunities, want, cold, and\nhunger have sent many children to school and have increased enrolments at\na time when provisions for children have dwindled.\nA third element in the general situation which creative supervision is\nsupposed to struggle with is that of inadequacy of training of the teaching\nstaff. I he statement that teachers are inadequately prepared for the re¬\nsponsibilities put upon them has become a truism. We expect and have the\nless well-trained teachers in our one-room rural schools, but the situation\nis none too good even in the city elementary schools. We cannot say that the\ndepression has drawn this discouraging picture of the training situation\nthruout the country; it always has been a bad one. The last few years with\ntheir decreased resources and increased responsibilities have encouraged us\nto examine the situation more critically than we have before.\n[ 675 ]\n\n|\n\nr\n\n"}
{"page": 682, "printed_page": null, "text": "676\n\nNational\n\nEducation\n\nAssociation\n\n1 o add only one other element in this situation subject to change thru\nsupervision, we may consider the status of the curriculum at the present\ntime. Prom 1928 on thru 1930 was a period of intense curriculum revision.\nDuring that period 60 cities issued more than 170 new courses of study.\nSince 1930 the Office of Education has received copies of 59 course of study\npublications issued by state departments. This tremendous activity in making\nand remaking courses of study is both hopeful and discouraging.\nAll this together, however, summarizes a rather disheartening picture of\nthe situation in which the supervisors and directors of instruction now find\nthemselves. If you are of the school which believes that starving artists\ncreate the best pictures, then there is much of hope in the situation for you.\nIf you believe that it is the job of creative supervisors to provide healthful\nconditions, physical, mental, and emotional, in which good teaching may be\ndone, then there is much work indicated in the pictures here drawn and many\nplaces in which the spirit of scientific inquiry may help. First, of course,\nthe supervisors will employ it in locating the problems that are deterrents\nto teachers’ best work. Letting the program of improvement grow out of\nthese problems is a different kind of supervision from that which starts with\na preconceived, full-fledged plan for change. We cannot undertake to\nanalyze these pressing problems, or to follow them thru their stages of\ninvestigation and experimentation. This is for other speakers and the new\nyearbook to do. However, we may examine a few problems which profes¬\nsional literature indicates are fairly common, and see how scientific technics\nare an ally in solving them.\nOne problem which continues to press for experimentation is that of\ndetermining proper teaching loads for individual teachers in elementary\nschools. The debate over generalist versus specialist continues.\nChanges in technics are frequent and rapid ; the terms in our pedagogic\n\nvocabulary show this. Diagnosis, remedial instruction, case study, timed test,\ncontract, unit, job sheet, ability group, activity, aptitude test, individual drill\ncard — these are only a few of the terms selected from the modern teacher’s\nvocabulary showing somewhat the range and degree of specialization neces¬\nsary to keep in step with today’s methods.\nBesides these instructional responsibilities there is an ever-increasing range\nof extra-instructional activities in which schools, and therefore teachers, are\nasked to share. Because of these heavy demands, it seems inevitable that\nelementary schools must make some division of teachers’ responsibilities in\norder to accomplish their purposes. If some careful investigations of teachers’\npreferences, teachers’ aptitudes, pupils’ reactions, and pupil growth could be\nmade, we would have a better basis for making decisions in this matter which\nhas so much to do with instructional efficiency.\nAnother\n\ntypical problem facing elementary supervisors is that presented\nby the group of new teachers coming into the school systems from teachers\ncolleges. Everyone recognizes the splendid progress made by teachers colleges\nin arranging varied, practical teaching experience for each student. But even\n\n"}
{"page": 683, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n677\n\nyet it is difficult to give a prospective teacher adequate pre-training in situa¬\ntions which are like the ones he will meet on the job.\nEvery year into our rural and smaller town schools, and into our city\nelementary schools from their own city training schools, comes a new group\nof recruits. Immediately it becomes the task of supervisors and directors of\ninstruction, of supervising principals, of follow-up supervisors from the\nteachers colleges, to find ways of capitalizing their fine enthusiasm, initiative,\nand energy ; their real intelligence and capacity for hard work ; their ambition\nfor doing well what they have been getting ready for, for several long years.\nThis problem repeats itself every year, and supervisors have done pioneer\nwork on it.\nJust recently accounts are heard of the use of new teachers in a sort of\ninternship in the schools for a year before they are finally appointed. This\nappears to have many good points: it actually places the new teachers and\ndoes not engender bad feeling toward the wffiole system of education by pre¬\nparing people for work which they cannot find when they are ready for it ;\nit also helps greatly in the present seriously overcrowded condition of the\nschools in providing smaller classes, in aiding overworked teachers, and at\nthe same time in giving a practical training on the job.\nFrom another city comes a report of the organization of panel discussion\ngroups of the new teachers so that they may get acquainted, discuss their\ndifficulties, compare notes. In still another city we read of a series of Satur¬\nday demonstrations planned to help all comers (and all comers are volun¬\nteers) in many of the hard situations which the supervisors find in their\ntravels.\nTeaching load, new recruits, curriculum development are only part of\nthe job, as every supervisor knows. But as illustrations they do fairly well\nif they will serve to indicate a few of the problems in which use of the\nscientific method offers to pay most handsomely\ning climate for teachers as well as for pupils.\n\nTHE\n\nUSE\n\nOF\n\nWILLIAM\n\nin establishing a good grow¬\n\nOBJECTIVE\nMEASURES\nINSTRUCTION\nA. BROWNELL,\n\nDUKE\n\nUNIVERSITY,\n\nIN\n\nEVALUATING\n\nDURHAM,\n\nN. C.\n\nThere is a feeling in some quarters that classroom measurements which are\nnot objective are of little worth for the evaluation of instruction. The feel¬\ning is not confined to a few college professors who think of measurement\nin terms of research and thus divorce teaching and testing. On the contrar\ny,\nit is found all too commonly among administrative and supervisory official\ns\nand among teachers themselves. The prevalence of this emphasis on objecti\nve\nmeasurement in the classroom justifies, even demands, critical consideration.\nUpon examination objective measures are found to be objective only\nin\nthe sense that they are agieed-upon values. Elsewhere, that is, everyw\nhere\n\nexcept in the scoring, “objective” measures\n\nare characterized by subjectivity\n\n"}
{"page": 684, "printed_page": null, "text": "678\n\nNational\n\nEducation\n\nAssociation\n\nas are all other measures. Then, too, objectivity is not infrequently purchased\nat the expense of other aspects of measurement which are essential to the\ntrue evaluation and to the improvement of teaching. Thus, in their eagerness\nto secure objective measures teachers and supervisors may oftentimes fail\nto penetrate to the conditions hack of the objective measures and so de¬\nprive themselves of the vital information they need for the directing of\ninstruction. The great emphasis on objectivity in classroom measurement\nhas arisen from a failure to distinguish between measures for the purposes\nof research and measures for use in teaching. It is only rarely that teachers\nand supervisors are called upon to engage in research : when they are, they\nneed of course to concern themselves especially with objectivity in their\nmeasures; otherwise, they should be interested particularly in the compre¬\nhensiveness and the validity of their measures.\nThe over-emphasis on objectivity in classroom measurement has had two\nevil consequences. It has robbed teachers of their confidence in their judg¬\nment — and. judgment still remains the chief agency in evaluating the effec¬\ntiveness of teaching. It has led to narrow measurement of educational out¬\ncomes. When only objective measures are acceptable, only a limited number\nof outcomes can be measured. The new technics for the measurement of\n“intangible” outcomes are still in an experimental stage. If required to\nmeasure objectively, the teacher measures what he can measure objectively\nand neglects other outcomes.\nThe plea is not for the abandonment of objective measures, but for recog¬\nnition of their limitations as well as for their values. Supervision can now\nperhaps best be improved by refining and correcting and bettering judgment\ninstead of continuing to undermine it.\n\nPRESENTATION\nSCIENTIFIC\nPAUL\n\nT. RANKIN,\n\nOF THE SEVENTH\nYEARBOOK:\nMETHOD\nIN SUPERVISION\nSUPERVISING\n\nPUBLIC\n\nThe\n\nSeventh Yearbook,\n\nSCHOOLS,\n\nDIRECTOR\n\nOF\n\nINSTRUCTION,\n\nDETROIT,\n\nMICH.\n\nthe third to deal with the scientific aspect of\n\nsupervision, attempts to answer the question, “How can I as a supervisor\nincorporate the scientific procedure in each of my regular activities, and\nespecially how can I utilize scientific method in organizing my entire\nsupervisory program?”\nThe point of view of the yearbook may be expressed in the form of four\nprinciples upon which there was general, informal agreement within the\ncommittee. The\n\nfirst is that supervision — the promotion\n\nof pupil growth\n\nthru teacher growth — is tremendously important in the educational pro¬\ngram. The second principle is that supervision, since it deals with the educa¬\ntion of the whole child, must reflect all major life emphases. The third\nprinciple is that scientific method, which has proved to be so powerful and\nso helpful an approach to the solution of the problems of technological ad-\n\n"}
{"page": 685, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n679\n\n\\ ance of social and economic life, and of government, can be and\nmust be\napplied increasingly to the solution of the problems of supervision. The\nfourth principle is that the scientific method can be applied to every\nactivity\nin which supervisors engage.\nThe yearbook is organized around the activities carried on by supervisors,\nlather than around the elements or the type applications of the scientif\nic\nmethod in education. It is not a yearbook on scientific method in the abstrac\nt;\nit deals with supei vision, with the problems met by supervisors in the perfoimance of their legular duties, and with the use of the method of science\nm solving these problems. So far as this book is concerned, scientific method\nis a means, a means to the end of improved supervision, and, thru this,\nto\nimproved instruction. Fhe material included may be grouped in three divi¬\nsions. 1 he first two chapters present respectively introductory discussions\nof scientific method and of supervision. The next two chapters treat of the\nbearing of scientific procedure upon tw’o general aspects of supervision i the\norganization of supervision, and the planning of the supervisory progra\nm\nas a whole. The remaining five chapters present ways of utilizing the method\nof science in the conduct of five major activities of supervisors! appraisal,\nthe\npiomotion of teacher growth, curriculum studies, the preparation of courses\nof study, and the selection and preparation of instructional materials.\nI he committee has spent considerable time in the preparation of this year¬\nbook. Because of our acquaintance with the book, we should perhaps point\nout the elements which seem to us especially new and suggestive. Here are\nfive points which are considered significant. The first is the emphasis upon\nthe public relations aspect of the work of supervisors. Second is the emphasis\non the planning of the supervisory program as a whole in the . light of the\nsituation which exists and the objectives which are sought. Third is the\nplea for the use by supervisors of all possible data which bear upon the ques¬\ntions which confront them. Fourth is the series of suggestions offered in the\napplication of scientific method to the development of courses of study, and\nto the selection and preparation of instructional materials. Finally, the com¬\nmittee wishes to stress the attempt made in this yearbook to afford aid to\nsupervisors in applying the principles of science to every major activity of\nsupervisors.\n\nEVALUATION\nCLIFFORD\n\nWOODY,\n\nAND\n\nAPPRAISAL\n\nOF\n\nPROFESSOR OF EDUCATION,\nANN ARBOR, MICH.\n\nTHE\n\nYEARBOOK\n\nUNIVERSITY\n\nOF\n\nMICHIGAN,\n\nOne outstanding feature of the present volume is its close relationship to\nprevious contributions of the series. Quotations from the Third, Fourth,\nand Sixth Yearbooks used in furthering the discussion of the present volume\nnot only attest to the value of the previous books but tend to connect this\none with those that have gone before. The presentation of this report as the\n\n"}
{"page": 686, "printed_page": null, "text": "680\n\nNational\n\nEducation\n\nAssociation\n\njoint product of the committee as a whole also stamps it as a suitable com¬\npanion for the previous volumes.\nThe treatment of the concept “scientific method” is especially simple and\nlucid. The mere sound of these words often appalls the inexperienced and\nthe inadequately trained, but when the concept is explained as “the solution\nof a problem on the basis of the facts” a great deal of the mystery of the\nterm is removed. The characteristics of scientific method as gleaned from\nvarious books dealing with the procedure in sciences like psychology, as¬\ntronomy, and bacteriology, and from those expounding the use of scientific\nprocedure in various fields of learning, are illustrated with great simplicity\nand vividness.\n\nThe committee in charge of the preparation of the Seventh Yearbook may\nhave been a little more courageous than committees in charge of preparing\nother yearbooks in that the present committee has made some efforts to define\nsupervision. The committee members charged with the responsibility of\npreparing the Fourth Yearbook, The Evaluation of Supervision , could reach\nno satisfactory definition of the term supervision so they omitted any effort\nto define it and proceeded to set up the criteria for measuring its effects. The\ncommittee in charge of the preparation of the present yearbook likewise has\nnot exactly defined supervision but seems to have adopted what it terms\nan all-inclusive purpose of supervision, viz., “pupil growth thru teacher\ngrowth.” The committee in adopting such a conception of the function of\nsupervision makes its function coterminous with the function of the school.\nThus supervision, while primarily interested in pupil growth, must function\nvery largely thru indirect means : the teachers, the parents, the community,\nthe curriculum, supervisory meetings, supervisory bulletins, or the like. This\nconception of the function of supervision is very similar to that stressed in\nprevious yearbooks as evidenced by quotations from the Third, Fourth, and\nSixth Yearbooks.\navoided any effort to set up the education\nvalues which should be sought either in education or in supervision. No\ndoubt they had the feeling that they did not wish to consider themselves\nas an infallible educational dictatorial body or an educational supreme court\nThe members\n\nof the committee\n\nand wisely stated that the values to be stressed must depend upon the philos¬\nophy of education prevailing in any given educational unit.\nThe functions of supervision are very well outlined under the following\nheadings: (1) study of the pupil, (2) training of teachers, (3) conduct of\ncurriculum investigations, (4) preparation and installation of courses of\n\nstudy, (5) selection of textbooks and preparation of materials of instruc¬\ntion, and (6) conduct of a public relations program. The discussion under\neach of these headings is very comprehensive and illuminating. The super¬\nvisor is surely given a comprehensive vision of the numerous and sundry\ntasks which fall to his lot. Both theoretical and specific suggestions are of¬\nfered for utilizing scientific method in carrying thru certain types of super¬\nvisory undertakings. The supervisor is given hints as to the use of scientific\n\n"}
{"page": 687, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n681\n\nmethod\n\non every hand. There is one omission, however. He\nis not told\nhow to use scientific method in the evaluation of his\nown efforts. Possibly the\ncause for the omission is the modest efforts of the Fourt\nh Yearbook, under the\nchairmanship of the writer, on The Evaluation of Super\nvision. Possibly the\nomission results from the acceptance of the all-inclus\nive function of super¬\nvision— “pupil growth thru teacher growth”— with\nimplications of wide¬\nspread effects on all the various factors in the school\nenvironment, including\neffects on pupils, teachers, parents, and the communit\ny, the building, the\ncurriculum, courses of study, materials of instruction,\nand the numerous\ndevices for supervisory and administrative activities.\nThe citizens of a\ncommunity may be mystified at the nature of the activities in which\na super¬\nvisor engages but they will not be over-awed by evidence\nor a plan for getting\nevidence for showing the relative achievements in systems\nwith and without\nsupervision. The worth of supervision is implied but not\nestablished. It\nwould seem the addition of a chapter on the use of the scient\nific method in\nmeasuring the effects of supervision would have been advisable.\nOne of the major characteristics of supervision as outlined in\nthe Third\nYearbook and adopted by the committee in charge of the\npresent yearbook\nis that of being cooperative.\ncommittee apparently has accepted the principle of democratic par¬\nticipation and cooperative undertaking in the various supervisory\nactivities.\nIn many chapters the suggestions for utilizing the scientific method involv\ne\nthe principles of democracy and participation.\nWhile there is much evidence of supervision as a democratic and\ncoopera¬\ntive activity, one is often jarred in reading the yearbook by senten\nces and\nsections which seem to suggest that the supervisor, instead\nof being one of\na group trying by means of collective efforts or group thinking to arrive\nat\nthe solution of problems, is a trained leader with a scientifical\nly developed\nprogram, consisting of both long time and short time plann\ning, who is\nexercising all the powers at his command to get his fellow workers\nto accept\nthe program.\n\nWhile there may be a conflict in statements concerning the provis\nion for\ndemocratic participation in certain chapters of the yearbook, there\nis con¬\nstant reference to the needs for working and planning with\nteachers.\nThere are two implications made at various places in this yearb\nook that\nshould prove a challenge to the membership of this Department : The\nfirst\nimplication suggests that the supervisors are not utilizing the\nresults of\nresearch and scientific method in their work as they should\n; the second\nimplication, that supervisors as a group are not engaging in creative\nresearch\nas they should.\nIn general the yearbook is very challenging, as I hope is evident from this\nbrief evaluation. The little summaries at the beginning of each\nchapter are\nvery helpful. The book as a whole, while possessing a few inconsistencie\ns,\nis remarkably consistent in thought and in pattern. Slight variations\nof the\nsteps involved in the scientific solution of a problem appear in almost\nevery\nchapter and efforts are made to illustrate the applications of these\nsteps in\n\n"}
{"page": 688, "printed_page": null, "text": "682\n\nNational\n\nEducation\n\nAssociation\n\ndealing with the problem under consideration. Both the values of making\napplication of scientific method and the limitations and difficulties of using\nsuch methods are pointed out. The definition of scientific method is broad\nenough to include the claims of both scientists and philosophers. The prac¬\ntical suggestions offered in the different chapters should be helpful to super¬\nvisors in each of the various functions constituting the work of supervision.\nThe committee faced a difficult task in the preparation of this yearbook, but\nthe results of their efforts are deserving of highest commendations.\n\nPROSPECTUS\n\nFANNIE\n\nW.\n\nCOLLEGE,\n\nRecognizing\n\nOF\n\nDUNN,\n\nEIGHTH\nYEARBOOK—\nINSTRUCTION\nASSOCIATE\n\nCOLUMBIA\n\nPROFESSOR\n\nUNIVERSITY,\n\nNEW\n\nOF\n\nMATERIALS\n\nEDUCATION,\n\nYORK,\n\nN.\n\nOF\n\nTEACHERS\n\nY., Chairman\n\nthe important part which materials play in any program\n\nof\n\neducation, and the handicaps resulting from inadequate or unbalanced provi¬\nsion, the Department of Supervisors and Directors of Instruction of the\nNational Education Association has selected Materials of Instruction as the\ntheme of its 1935 yearbook. The yearbook is designed to serve the Depart¬\nment and all others concerned with the promotion of modern programs of\neducation.\nIt is planned to include analysis of the services materials play in a modern\neducational program ; criteria, either compiled from prior studies or de¬\nveloped specifically for this yearbook; reports of practise, both trends and\nselected superior cases; critical review of current recommendations; digests\nof prior studies, in cases where need for availability justifies; annotated short\nlists of materials for various purposes, authenticated and supported ; and\nbibliographies.\nThe\n\nscope contemplated\n\nincludes materials for the various aspects of the\n\ncurriculum, both elementary and secondary, and also for child study and\nchild accounting. Especial consideration will be given to the place and\nservice of books in modern education. There will be treatment also of mate¬\nrials of education afforded by the local environment. Both the library and\nthe museum will be specifically discussed.\n\nIn addition to general provisions for all aspects of instruction, there will\nbe consideration of adaptations to meet individual and local needs, such as\ndifferences of schools, children, teachers, and communities; type situations,\nas large and small classes, city and country schools; and different plans of\nschool organization or methods of instruction. Desirable modifications of\nschool buildings and grounds will be treated as material conditions of de¬\nsired adaptations, and the discussion of standard texts will be concerned with\ntheir service and selection for purposes of child study and individualization.\n\nA further section of the yearbook is planned to deal with the administra¬\ntion and management of materials, including the part of administrator, super-\n\n"}
{"page": 689, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof Instruction\n\n683\n\nvisor, teacher, and child therein, with especial consideration of the relation\nof the supervisor to the whole situation.\n\nOther members of the Eighth \\ earhook Committee are Mildred English,\nAssistant Superintendent of Schools, Raleigh, N. C. ; Helen H. Heyl, State\nSupervisor of Rural Schools, Albany, N. Y. ; Ernest Horn, State University\nof Iowa, Iowa City, Iowa; Helen M. Reynolds, Director, KindergartenPrimary Grades, Seattle, Wash.; M rs. Margaret M. Smith, Principal,\nEbert School, Denver, Colo; Maycie Southall, Peabody College for Teach¬\ners, Nashville, Tenn. ; Florence Stratemeyer, Teachers College, Columbia\nUniversity, New York, N. Y. ; and Willis L. Uhl, School of Education,\nUniversity of Washington, Seattle, Wash.\nTHE\n\nTYPE\n\nPRESENT\nE. W.\n\nOF\n\nINSTRUCTION\n\nEDUCATIONAL\n\nBUTTERFfELD,\n\nSTATE\n\nDEMANDED\nAND\n\nSOCIAL\n\nCOMMISSIONER\n\nHARTFORD,\n\nOF\n\nBY\n\nTHE\n\nCRISIS\n\n*\n\nEDUCATION,\n\nCONN.\n\nAs civilization rises luxuries become necessities. The first printed books\nwere well illustrated and magnificently bound. They were badges of scholar¬\nship or they were family heirlooms. They were kept behind glass doors\nwhere they could be seen. Then came quantity production and the rising\nof the masses. I he library and the book became not signs of erudition or\nwealth but guides and companions. By this change in civilization time was\nabolished. Elaborate books are still published but the ones which the people\nread are the ones written in a language which they can understand on\nsubjects in which they are interested and the ones published in a form which\nthey can handle. Books are for use ; not for exhibition.\nThe automobiles of 1900 were not speedy. They were not comfortable.\nThey were unreliable in action. But they were costly and they were rare.\nIt was a distinction to drive one and the owner was a public character. The\npossession of an automobile was a decoration which proved the owner was\nnot as other men are. Then the number increased, the price dropped, and\nthe automobile became not an indication of wealth but an implement of use.\nAt this time distance was abolished. Imperial cars are still produced but\nthose which crowd our highways are those which are dependable and\nunostentatious. Cars are for use; not for show.\nSo with the American high schools. In 1900 our high schools became\ncolleges in miniature. To attend was a distinction ; to graduate required a\npublic exhibition. To send a son or daughter to the high school raised the\nsocial status of the family. A class pin, a class ring, and a cachophonic yell\nwere badges which all respected. It mattered little what studies were pursued\nfor attendance itself was a social decoration.\nNow it is no distinction to attend the high school. All youth is there and\nthe common educational period which in the days of Horace Mann one\nhundred years ago went from ten to fourteen, has now in a generation gone\nfrom fourteen to eighteen. This tide will not recede for never again will\n\n"}
{"page": 690, "printed_page": null, "text": "684\n\nNational\n\nEducation\n\nAssociation\n\nthere be employment for immature youth. Some 5,000,000 American boys\nand girls are attending high schools. They are doing this, not for the honor\nof it; not that they may wear an academic badge; but that they may use\neducation in their daily lives. As with books and automobiles, production\nhas gone up ; prices have come down ; high-school education is not for social\nhonor but for daily use.\nOur schools face this new task. While children are still pupils, the schools\nare to educate all, to lead to social adjustments, to train for a mechanical\nage, and to give, thru club activities, thru music and art and moving picture\nappreciation and homemaking and beauty culture, the interests that will\ncarry happiness thru many dull and sordid years.\nHappy is the boy or girl who can love or be loved, endure or be endured,\nas long as he lives by all classes and conditions of men, and this means wife\nand husband, children, sisters-in-law, traffic officers, mailmen and\nnear neighbors and their evening callers, tax collectors, pastors,\nnouncers, and all who daily share our few earthly roods.\nFortunate is the boy or girl who, till the close of his days,\nblithely thru a world of machinery and mechanical servants, who\n\nmilkmen,\nradio an¬\ncan walk\nloves her\n\nvacuum cleaner, who suffers with his carbon incrusted spark plugs, who is\nat home with his violin, with her tulip garden, who can nurse back to health\nthe invalided typewriter, sink drain, or oil burner, who, as master or mis¬\ntress, can rule happily and with calm confidence the mechanical servants\nof our civilization and direct the genii that science has for us released.\nBlessed is the boy or girl who, for fifty years, will meet in turn pain,\nworry, poverty, loss of friends, hard work, generous in amount and monoto¬\nnous in nature, and all of the woes and ills that flesh is heir to, and yet will\nsearch for no escape thru the door of despair, suicide, or insanity.\nFor all, this is a world of social contacts to be enjoyed, of mechanical\nadjustments to be used, and of a hard, hard life to be endured, and the\nmaintenance\nthese needs.\n\nof adequate education includes the adjustment\n\nSELF-SUPERVISION\n\nWILLIAM\n\nT. MELCHIOR,\n\nINSTRUCTION,\n\nBY TEACHERS,\nWAY\nOUT\n\nPROFESSOR\n\nSYRACUSE\n\nOF\n\nA\n\nEDUCATIONAL\n\nUNIVERSITY,\n\nof schools to\n\nPRACTICAL\n\nSUPERVISION\n\nSYRACUSE,\n\nN.\n\nOF\n\nY.\n\nNot in this generation has there been so great a demand\n\nfor creative genius\nand masterful leadership in supervision as right now. The public is demand¬\ning that supervisors give an account of their stewardship. Boards of educa¬\ntion, taxpayers’ leagues, and mayors’ commissions are attempting to weigh\nthe values of supervision to determine, if possible, whether it shall be con¬\nsidered an indispensible science and art in the learning-teacher process or\nwhether it shall be considered an educational luxury.\n\n"}
{"page": 691, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n685\n\nWhile supervision has been a fertile field for research, there are still many\nunsolved problems. At a time when such an educational science and social\nart as supervision is so critically suspended pending the outcome of laity\nopinion, it is imperative that the profession continue open-mindedly in its\nsearch for truth as to why there should be supervision, what should be done\nin supervision, and how it should be done.\nThis discussion is concerned primarily with one of the “how’s,” namely,\nself-supervision. Supervision will reach its highest levels when it challenges\nteachers to solve their own instructional problems in the light of the best\nscientific information available. Supervision of the immediate present and\nfuture must liberate each teacher in his school, aid each one to become effi¬\ncient in self-analysis, self-criticism, and self-improvement. A practical way\nout of our present condition is to substitute self-supervision for at least cer¬\ntain types of supervision.\nSupervision is preclusion. Supervision must, in the future, avoid the tide¬\nlike social and economic conditions which will be prevalent. It will anticipate\npitfalls, and, by constructive work, build safely over and across these re¬\nlapsing pe'riods, in order that children may gain at all times by the foresight\nand wisdom of supervisory programs.\n\nWith high-strung nerves and despair prevailing among so many adults,\nour boys and girls should find in their schools a place in which there is calm¬\nness and assurance. There they should experience constructive, life-building\nprocesses. Their teachers and their supervisors holding, as they do, the vital\nplaces of leadership, must be free from the shackles of tradition and must\nbe actuated by a spirit of scientific inquiry. They must grow.\nEvery week I linger for a day in schoolrooms where calmness does prevail,\nwhere teachers and pupils are living happily in the assurance of certain\ncreative endeavors. These teachers are rich in philosophy, rich in hopes,\nideals, beliefs, in culture, and understandings;\nmethods and improved management.\n\nthey are rich in improved\n\nBack of this is a self-supervisory program, based on the democratic and\ncreative philosophy of modern education. This emancipating philosophy is\ngradually filtering thru an antagonistic attitude toward supervision, and is\ndestined to change the entire life of teacher and pupil within the classroom.\nThe only final defense for teachers’ and supervisors’ salaries is a proved\nability. When supervisors prove to teachers their ability, and when pupils\nare really interested in school because good teachers are doing good teaching,\nthen will parents become interested and become more loyal in their support.\nWhat doctor, lawyer, or preacher can depend year after year upon support\nunless he makes good ? He rises or falls on the basis of his activity. Modern\nsupervision is interested in just that. How can supervision, curtailed as it\nnow is, help teachers to help themselves make good in the immediate present ?\nThe first direct challenge is that supervisors and teachers study, work, and\nimprove, actuated by the scientific spirit of inquiry and diligent application\nand by the artist’s creative genius and unrequited toil.\n\n"}
{"page": 692, "printed_page": null, "text": "686\n\nWISE\n\nNational\n\nAND\n\nUNWISE\n\nE. E. OBERHOLTZER,\nAND\n\nEducation\n\nECONOMIES\nSUPERVISION\n\nSUPERINTENDENT\n\nPRESIDENT,\n\nAssociation\n\nDEPARTMENT\n\nAny discussion of a program\n\nIN\n\nA\n\nPROGRAM\n\nOF\n\nSCHOOLS,\n\nHOUSTON,\n\nOF\n\nSUPERINTENDENCE\n\nOF\n\nTEXAS;\n\nof supervision will necessarily involve some\n\nanalysis of the functions of the different departments of the school organiza¬\ntion. In this discussion no attempt is made to draw any fine distinctions or\nlines of demarcation between administration and supervision. The concep¬\ntion of supervision which treats it as a creative, scientific, and cooperative\nenterprise more\n\nnearly fits the idea in the mind\n\nadequate program\n\nas to what constitutes an\n\nof supervision. Then, too, a program\n\nconnotes plannipg,\n\norganization, and direction toward well-designated goals. A program of\nsupervision which is adequate and economical must meet fully these provi¬\nsions.\nSupervision is a creative enterprise. Among\n\nits objectives is that of the\n\ndevelopment of a group of professional workers who are trained'to attack\ntheir problem scientifically. A sound supervisory program must be based\nupon an adequate and comprehensive philosophy of education, the meaning\nof which must be mastered by teachers and supervisors.\nGenerally speaking, the functions of supervision may be summarized under\nfour main headings : inspection, research, training, and guidance. While\nrecognizing the necessity of inspection for administrative purposes, there is\na tendency in supervision to minimize inspection and to emphasize training.\nBoth inspection and research become\n\nsubsidiary functions to the training\n\nand guidance of teachers. The training program concerns itself with keep¬\ning the personnel informed and practised in the best educational procedures.\nIt creates a responsive attitude, a mind alert to new ideas and methods, a\ndesire to cooperate, and an inspiration and vision for creative and construc¬\ntive effort.\nSummarizing,\n\nthen, it is unwise economy\n\nin a program\n\nof supervision to\n\nleave teachers with unguided, uninspired leadership to develop by trial and\nerror the many knowledges and practises involved in the complexities of\nteaching and learning.\nThus\n\neconomy\n\nin the program\n\nof supervision provides for fully qualified\n\nsupervisory personnel adequate to organize a cooperative professional pro¬\ngram based on a “mutual recognition of interests” of those becoming a part\nof the group affected. The creative supervisor is scientific-minded, and sym¬\npathetically social-minded. With\n\nunderstanding\n\nhe strives for uniformity of\n\npurpose rather than uniformity of practise ; bases his findings and sugges¬\ntions for improvement upon professional objectives and impersonal stand¬\nards built upon the findings of research and the best educational theory and\npractise and applied with the human element in mind.\n\n"}
{"page": 693, "printed_page": null, "text": "Department\n\nSUPERVISION\nWORTH\n\nMC\n\nof Supervisors\n\nAND\n\nCLURE,\n\nTHE\n\nand\n\nDirectors\n\nDEMOCRATIC\n\nSUPERINTENDENT\n\nOF\n\nof\n\nInstruction\n\nWAY\n\nSCHOOLS,\n\nOF\n\n687\n\nLIVING\n\nSEATTLE,\n\nWASH.\n\n•\n\nIn order to understand American education one must keep in mind its\ndistinctively local and unpopular origin, unplanned by any individual or\ngroup but inevitably responsive to the evolving ideals and aspirations of\nthousands of far-flung local communities.\nlife, American schools eventually reflect.\n\nWhat\n\nthe people value most in\n\nLocal educational programs change in consequence of community discus¬\nsion and agitation ; of organized research by great universities and a national\nOffice of Education, carefully shorn of all administrative functions; of\npropaganda brought to bear locally and nationally by pressure groups.\nSchools advance faster in some districts than in others. Such is the way of\ndemocracy.\nAmerican\n\neducational\n\nparadoxial poles around\n\naims — Analysis\n\nwhich\n\nof trends reveals two\n\napparently\n\nlife and American\n\neducational\n\nAmerican\n\nefforts — however fumbling the approach — have been centered. These may\nbe stated as follows: The sanctity of individual personality; and the general\nwelfare of society.\nThe influence of both of these values has been manifested, not only in the\nschool program itself but in the related areas of religious instruction, organ¬\nized play and recreation, and the promotion of child care and protection.\nOriginally concerned with the general uplift, these programs all take more\nand more the direction of capitalizing individual interests and capacities and\nmeeting individual needs, of building individual personality.\nA nation of socialized individuals — There\n\naspirations. America\n\nis no real paradox\n\nin these two\n\ndesires that every child shall be adequately assisted to\n\nrealize the best that is in him — to develop his talents to the utmost, whether\nhe has one, two, or five. But America also purposes that he shall recognize\nhis responsibility and obligation to devote these talents to the advancement\nof the general welfare, not to the exploitation of his neighbors in the interests\nof selfish acquisition. Every worthwhile goal of American life is compre¬\nhended by these two aims. As education looks ahead it must do so on these\nterms.\nAmerica\n\nmust become a nation of socialized individuals. These individuals\n\nmust be equipped thru training to make\n\nsatisfactory personal adjustments\n\nto rapid change, and to deal intelligently with consequences as yet unre¬\nvealed of economic and social evolution. What does this mean for the educa¬\ntion of children? We\n\nshall concern\n\nourselves with but four of the many\n\npossible implications.\nFirst of all it means a re-interpretation of school life. The life of the school\nis an important sector of the child’s experience. It is essential to revise the\npurposes which control that life. This is not to minimize the essential value\nof efficient organization. Organization\n\nand administration are but the means\n\nby which the educational aims of the school arc sought to be attained — the\n\n"}
{"page": 694, "printed_page": null, "text": "688\n\nNational\n\nEducation\n\nAssociation\n\nmechanical expressions of an educational program. The school head, if he\nhas insight, gives them thoughtful attention in order that they may bulk\nless largely, rather than more largely, in the life of the school. He brings\nthem into the focus of attention at times in order that they may be generally\nrelegated to the fringe. He is quick to regard undue prominence of machinery\nas evidence of probable waste. He dominates organization and administra¬\ntion that they may not dominate him. He evaluates them, not in terms of\nintricacy and mechanical cunning, but in terms of educational values served.\nThe\n\nnew\n\nguidance — A few generations ago when\n\nthe function of educa¬\n\ntion was to provide pupils fortunate enough to be able to continue in school\nwith a working acquaintanceship with the three R’s, and when comparatively\nfew pupils continued their school beyond that point, the guidance of pupils\nwas a simple problem.\n\nAmerican life steadily became more complex, however. America now has\ncome to demand that all the children of all the people go to school and stay\nthere for a definite number of years.\nAmerican education for children falls far short in its sensitiveness to the\nneed for guidance, or, as sometimes designated, for individualization. It is\nstill too much dominated by the tradition of uniformity, still too willing\nto believe that children are not individuals, that recognition of individual\ntendencies may be postponed until adolescence, and to leave “broadening\nand finding” activities to the movement and similar attempts on the part\nof progressive educationalists. American philosophy for the education of\nchildren still has a long way to go in this direction.\nThe times call for increasing emphasis upon character development. There\nis too much tendency in modern life to interpret success in terms of tangibles\nand not enough tendency to view it in terms of those intangible values which\nnevertheless represent in themselves certain indestructible satisfactions at¬\ntainable by those whose lives are useful to their fellowmen. There is nothing\nparticularly new about this idea of character building, of course. Good teach¬\ners and good schools have always been concerned about character growth.\nIt is apparent, however, that efforts in the past have frequently been either\nsomewhat narrow in scope, that is, limited to one type of approach, such as\ndirect ethical instruction or pupil self-government, for example ; or they have\nbeen carried on by teachers as individuals without any attempt at coordinated\neffort. What is indicated for the future is that there shall be first of all a\nbroad understanding of what is meant by character education. Character edu¬\ncation in America is the mastery of a truly democratic way of living.\nThe\n\ncoordination\n\nof community\n\nlife — A corollary of the point of view\n\nthat character education is the development\n\nof a democratic way of living is\n\nthe necessity for coordination of all the sectors of the child’s experience to\nthe end that they shall be individually and socially productive. The family\nis already on the way to closer understanding with the school in the trend\ntoward parental education. Educational leaders must encourage this trend.\nReligious education, public recreational and character building agencies need\n\n"}
{"page": 695, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nDirectors\n\nof\n\nInstruction\n\n689\n\nto be more closely related to the schools* The schools should not hesitate\nto take the initiative in bringing together such a pooling of constructive\nagencies and focusing their attention upon conditions jeopardizing the inter¬\nests of childhood.\nEducation, as every other constructive agency, must project itself into the\nfuture and assist to bring under control the destructive forces which, like\nVictor Hugo’s runaway cannon, now batter relentlessly at the vitals of the\nship of state.\nThe new school of democracy will take form out of the purposes which\nconstitute the “American dream.” Its philosophy will be constructive, not\none of mere suppressive dissent. Its organization will be simple; attuned\ncarefully to its purposes. Its daily life and discipline will be continuously\nadapted to new concepts of democratic aims. In guiding this new school\nnone may share more richly in enlarged vision of service than the teaching\nstaff, who will be led in cooperative endeavor, let us hope, by enlightened\nsupervisors and principals.\n\nEVALUATING\nINGA\n\nOLLA\n\nHELSETH,\nOF\n\nThe\n\nCLASSROOM\n\nDEPARTMENT\n\nWILLIAM\n\nAND\n\nOF\n\nMARY,\n\nWORK\n\nELEMENTARY\n\nEDUCATION,\n\nWILLIAMSBURG,\n\nCOLLEGE\n\nVA.\n\nteacher must have a big vision for education if he is to evaluate in\n\nfundamental terms. He must see education in terms of growth in human¬\nkind and in individuals. He must see our own era as one of basic change.\n(Compare\n\nera of political revolution or era of industrial revolution.) Too\n\nmuch attention tends now to be concentrated on mechanical advances, mate¬\nrial results, and pressing annoyances of the moment. More attention should\nbe given to mankind’s search for understanding of how the individual may\nbecome a finer personality and understanding of how man may act coop¬\neratively for greater joy of all.\nThe teacher needs to consider changes in American life. Lay forefathers\nin a pioneer time had vision for schools that gave literacy while education\ncame in home, kitchen, dairy, store, and church. Children participated in\nvaried adult activities. Changes caused children to lose opportunities for\neducation thru participation and made unsatisfactory the school’s formal\nefforts to aid literacy. The modern classroom teacher is slowly achieving a\nconception for a total education for the learner in the modern type of\ncommunity.\nThis conception of a new day in the classroom affects every part of educa¬\ntion — purposes, teacher-learner relationships, technics of pupil and teacher,\ncourse of study, books, schedules, organization, equipment, building, super¬\nvisory and administrative activities.\nWith\n\nvaried purposes and technics, many\n\npatrons, board members, community\n\nshall be evaluating — parents,\n\nleaders, scholars, administrators, super-\n\n"}
{"page": 696, "printed_page": null, "text": "690\n\nNational\n\nEducation\n\nAssociation\n\nvisors, teachers, and most important of all, learners. The evaluations\nshould\nbe in terms of :\n1. Growth— showing\nat present.\n\npractical detailed steps forward\n\nto highest ideals conceivable\n\n2. Flexibility to permit reflective thinking to modify.\n3. Pi ocesses of growth rather than elements of products.\n4. Modifications of educational processes while learner is in action.\n5. Modifications of educational institutions and agencies while learner\nis in action.\n6. Content involving problems and situations near to the advancing\npoint in man¬\nkind s development in order that there may be hope of transfe\nr by the average\nintelligence to the problems and situations of the next adult generat\nion.\n7. C onception of education as an ongoing process for the whole of\nindividual’s\nlife, not for formal school days nor formal school hours within\nthose days.\n8. Learner with responsibility and freedom, integrating a\npersonality from life\nexperiences.\n9. Active participation in continuous gradual reconstruction of social relation¬\nships, processes, and institutions of the group from birth to death.\n\n10. Chance for learner to be well born into favorable home and\ncommunity sur¬\nroundings and leadership held as important as chance for proper\nschool conditions\nand leadership.\n\nEvaluation in such terms will mean\nevery point of present practise:\n\ngradual constructive modification at\n\n1. Using machinery for lockstep movement such as groupings and\npromotions.\n2. Teaching within subjects such as reading, composition, and\narithmetic.\n3. Checking on individual learner.\n4. Employing teachers.\n5. Acting in classrooms — thinking, planning,\nconditions for work.\n\nusing materials, and\n\nmaintaining\n\n(Consider each of these points by imaginatively visiting in turn\nsix classrooms,\neach successive classroom a step higher on the scale.)\n\nEvaluation\n\nin such teims is practical insofar as education leaders catch\nvision and become devoted, continuous students, and public begins\nto think\nin such terms under guidance.\n\nSECRETARY’S\n\nCleveland,\n\nMINUTES\n\nOhio\n\nThe fourteenth annual meeting of this Department comprised two\ngeneral ses¬\nsions and a Tuesday luncheon, as in other years. The Board of Directo\nrs met at\nbreakfast on Monday and the Membership Committee on Tuesday.\nAt the two gen¬\neral sessions the attendance was in the aggregate considerably larger\nthan at Min¬\nneapolis. So many members dropped in for the Monday breakfast\nthat a general\ninvitation will be extended next year.\n\nFirst Session, Tuesday\n\nMorning,\n\nFebruary\n\n27, 1934\n\n1 he theme of the first general session was the same as that of the current\nSeventh\n\\ earbook, T he Use of Scientific Method in Supervisory Programs,”\nbut only the\nlast two of the five papers read related to the yearbook. Miss Goodyko\nontz, speak¬\ning on “Scientific Method\n\nand\n\nCreative\n\nSupervision,”\n\ntook the position that truly\n\n"}
{"page": 697, "printed_page": null, "text": "Department\n\nscientific work\n\nof Supervisors\n\nis creative, and gave\n\nand\n\nexamples\n\nDirectors\n\nfrom\n\nof Instruction\n\n691\n\nobservation.\n\nMiss\n\nnationwide\n\nHall, in her paper on “Scientific Method and Cooperative Supervision,” gave an\naccount of some twelve achievements in the Minneapolis schools. Professor Brownell\nbrought out forcibly the limitations of “Objective Measures in Evaluating Instruc¬\ntion.” “The more objective the measure,” he declared, “the more superficial and\nunimportant it is.” His analysis of the falsity of conclusions frequently drawn from\nclassroom tests was striking. Professor Rankin explained the purpose and plan\nof the yearbook and summed up each of the nine chapters. Professor\nplied the critical approach to a proper appreciation of the book.\nSecond\n\nSession,\n\nWednesday\n\nMorning,\n\nFebruary\n\nWoody\n\nsup¬\n\n28, 1934\n\nThe theme of the second general session was “The Redirection of the Educational\nProgram To Meet the Needs of the Present Crisis.” Commissioner Butterfield of\nConnecticut dealt with “The Type of Instruction Demanded.’ His paper was humor¬\nous and highly stimulating. He showed by concrete instances how times have\nchanged, and outlined a five-point educational program to meet them. Miss Zirbes\npressed home “The Challenge of the Present Crisis for a New Type of Supervision.”\nProfessor Melchior showed how “Self-Supervision by Teachers” may be made to\nhelp meet the need. He made an interesting reference to certain experiences in\nSouth America. Finally, Superintendent Oberholtzer, president-elect of the Depart¬\nment of Superintendence, distinguished “Wise and Unwise Economies in a Program\nof Supervision.”\nAt the business meeting following the general session on Wednesday, five mem¬\nbers were elected to the Board of Directors for a term of three years, namely, Mary\nBrowning of Louisville, Ky., Elizabeth Hall of Minneapolis, Minn., Elma Neal\nof San Antonio, Texas, Paul T. Rankin of Detroit, Mich., and Franklin M.\nUnderwood, of St. Louis, Mo.\nMeeting\n\nof the Board\n\nof Directors,\n\nMonday,\n\nFebruary\n\n26, 1934\n\nAt the meeting of the Board of Directors the following were present: Directors-atLarge English, Hahn, Hall, Horn, Hosic, Kibbe, and Neal; also Director Power of\nOklahoma and Mary E. O’Connor, of Natick, Massachusetts, proxy for Director\nPiper from that state. The minutes of the Minneapolis meeting as printed in\nEducational\n\nMethod\n\nfor April 1933, were\n\napproved.\n\nThe\n\nfinancial\n\nreport, including\n\na comparative statement for 1932-33, 1933-34, and a forecast for 1934-35, was\naccepted; likewise a report of the Auditing Committee, composed of J. Cayce Mor¬\nrison, chairman, Sim J. Smith, and Lawrence S. Chase. This committee met in\nNew York, November 24, 1933, and examined the financial accounts of the secretarytreasurer, checking them against his financial report for the year July 1, 1932, to\nJune 30, 1933. The committee found this report correct as rendered. It also inquired\ninto the system of auditing in use in relation to the Teachers College Bureau of\nPublications, publishing agent for the Department. Finally, the committee recom¬\nmended the separation of checking account and savings account as items under\n“Cash in Bank,” and also that the budget should show comparisons of each item\nwith the corresponding item for each of the two preceding years.\nThe Board directed the appointment of an auditing committee for the ensuing\nyear and requested that recommendations as to financial policy be included in its\nreport.\nA single half-day session of the Department was ordered for the summer meeting\nin Washington. This will be in charge of Leonard Power, first vicepresident.\nThe work of the Membership Committee, under the leadership of Maybell G.\nBush, was commended. It was agreed that the organization of state affiliates should\nbe encouraged.\n\n"}
{"page": 698, "printed_page": null, "text": "692\n\nNational\n\nEducation\n\nAssociation\n\nThe possibility of issuing certain numbers of Educational Method as double num¬\nbers devoted largely to special subjects was discussed without formal action. This\nmatter will be acted upon by the Executive Committee.\n\nThe report of the nominating committee, Miss Neal, chairman, Miss Hahn,\nand\nMr. Power, proposed the following: for president, Paul T. Rankin of Detroit,\nMich., first vicepresident, Leonard Power of Tulsa, Okla.; second vicepres\nident,\nHelen J. Piper of Lynn, Mass.; Member of Executive Committee to succeed Miss\nHall, Mildred English of Raleigh, N. C.\n\n"}
{"page": 699, "printed_page": null, "text": "DEPARTMENT\nSupervisors\nJTome\n\nand\n\nOF\n\nTeachers\n\nEconomics\n\nof\n\n"}
{"page": 700, "printed_page": null, "text": "HISTORICAL\n\nAt the\n\nAtlanta\n\nNOTE\n\nmeeting of the Association\n\nin 1929 the necessary peti¬\n\ntion for the formulation of a Department of Supervisors and Teachers\nof Home Economics was presented to the Representative Assembly and\nto the Executive Committee. This petition was presented by the National\nConference of Supervisors and Teachers of Home Economics. In 1930\nat the Columbus , Ohio , meeting the Department was created by formal\nvote. The former home economics organization has had a history rich in\naccomplishments. Its good work will continue as a department of the\nAssociation.\n\nThe officers of the Department for the year 1934-35 are: president,\nLeila Buncc, Supervisor of Home Economics , Fulton County High\nSchools , Atlanta , Ga.; vicepresident, Ada Kennedy, Head, Home Eco¬\nnomics Department, John Muir Technical High School, Pasadena, Calif. ;\n\nsecretary,\n\nAlice L. Currier, Supervisor of Home\n\nEconomics,\n\n12 Howard\n\nAvenue, Pawtucket , R. I.; treasurer, Miriam A. Weikert, Home Edu¬\ncation Adviser for York County, 1203 South Queen Street, York, Pa,\nFacts relating to the establishment of this Department and the record\nof its meetings may be found in earlier volumes of proceedings as\nfollows:\n1931 \\825-844\n\n1932:695-712\n\n[ 694 ]\n\n19 33:697-708\n\n"}
{"page": 701, "printed_page": null, "text": "THE\nCAROLINE\nADVISORY\n\nCONSUMER\n\nIN THE\n\nnew\n\nCITIZENSHIP\n\nF. WARE, MEMBER\nOF THE STAFF OF\nBOARD OF THE NATIONAL\nRECOVERY\nWASHINGTON,\n\n^rpuiE\n\nNEW\n\ncitizenship\n\nin 1934\n\nTHE CONSUMERS’\nADMINISTRATION,\n\nD. C.\n\nis economic\n\ncitizenship.\n\nWe\n\nhave\n\ndenied\n\n1 that citizenship to our ten million unemployed. Our problem is to do in\nthe economic field what our ancestors did in the political field, i.e., to bring\na shift from the idea that the state (formerly the political state, now the\neconomic), is for the personal use of those who control it, to the idea that\nit must be operated for the use and benefit of all.\nThe home economists are in a particularly good position to lead in that\nshift. They have focused on the needs of people and have looked at products\nfor their usefulness, not their profitableness.\nThe\n\nthinking of most of our producers has not kept pace with changes\n\nin technic. Short-sightedly, many try to make profit out of scarcity when the\neconomic machine will only operate on the basis of abundance. The con¬\nsumer thus becomes the key to an effectively operating economic system. We\nmust work out methods of rewarding the producer who serves the consumer.\nConsumers traditionally have been apathetic, even making some advertisers\nthink that they like to be fooled. You home economists know better.\nThe consumer interests need to be positively represented — e.g., the balance\nimplied in the NRA advisory boards, for business, labor, and the consumer.\nOn many other matters of public policy the consumer view is important —\ne.g., banking and the question of purchasing power, wages adequate to pro¬\nvide purchasing power, insurance, etc. The consumer view is necessary to\ngive balance. Consumers\ntion.\nIndustry would\n\nshould share in the administrative end of produc¬\n\nbenefit by knowing\n\nthe potential consumer\n\ndemand\n\nand\n\nby producing to meet it. The diets prepared by the Bureau of Home Eco¬\nnomics could be used to figure how much acreage would be needed if all con¬\nsumers ate well. It is more difficult to make estimates for industrial products.\nHere is a challenge for home economists. The latter need to work to deter¬\nmine consumer needs and desires in order to furnish guides to industrjL\nConsumers should know the nature of an industry and its products in\norder to take the profit out of “gypping” and put it into service. More extentive use of quality standards would help here. It is necessary to study whether\nindustry is run efficiently from the viewpoint of service to consumer and to\nbring pressure to have it so run. Again, here is a great opportunity for con¬\nsumer education open to home economists. If home economists will earn\nthe “economist” part of their name in terms of an economy of abundance,\nthey can lead the way toward an economic state in which we can all be\nproud of our citizenship.\n\n[ 695 ]\n\n"}
{"page": 702, "printed_page": null, "text": "696\n\nNational\n\nOCCUPATIONAL\n\nEducation\n\nAssociation\n\nADJUSTMENT\nCITIZENSHIP\n\nIN THE\n\nNEW\n\nt\n\nROBERT\n\nHOPPOCK,\n\nASSISTANT\n\nOCCUPATIONAL\n\nTO\n\nTHE\n\nCONFERENCE,\n\nDIRECTOR,\n\nNEW\n\nYORK,\n\nNATIONAL\nN. Y.\n\nIn approaching this new problem more attention must be given to the\ndistribution of human material in terms of numbers; there should be more\nconscious effort to view the problem scientifically rather than emotionally.\nThe problem confronting us now is to provide enough jobs to go around.\nThe ultimate solution of this problem is still a question. However, a new\nstep has been taken by the government in acknowledging it can do something\nabout an economic depression. A factor in solving this problem is to deter¬\nmine how many should be trained in each occupation. Occupational quotas\nmay be the answer; work has been started to learn possible future occupa¬\ntional openings. In time we may hope for a definite and constructive ap¬\nproach to this problem. Then by persuasion and education it is hoped to\nsteer people into channels where they may later find employment.\nAnother problem is the fitting of the job to the ability of the person. Some\nwork has already been done on this line. The matter of finger dexterity has\nbeen studied. Considerable accuracy in determining finger dexterity can be\nobtained by applying the results of this study. Another problem is helping\npeople to get into occupation that will bring an optimistic amount of satis¬\nfaction, i.e., the emotional reaction of each person to his job.\nComparisons of teachers who like their jobs with teachers who are dis¬\nsatisfied have revealed a number of surprising relationships between job\nsatisfaction and other factors. The satisfied teachers were on the average seven\nand one-half years older, ten pounds heavier, more of them were married.\nMore of the satisfied teachers regarded themselves as religious; but fewer\nof them felt forced to do things which hurt their consciences. Thirty percent\n\nof the dissatisfied group answered\n\n“yes” to the question “Do you have to do\nthings in your job that hurt your conscience?” Forty percent answered “yes”\nto the question “Is there too much politics in your job?” Three-fourths or\nmore of both groups felt that their jobs gave them a fine opportunity to help\nothers. About one-fourth of the dissatisfied teachers said they were not happy\nwhen fourteen to eighteen years old and they had a strong desire to run\naway from home. About the same number were “shy with other children”\nand had parents who were not happily married. Over 90 percent of both\ngroups said that they liked children.\n\nApparently\n\njob satisfaction is affected by many factors which have not\nordinarily been considered by teachers, parents, and employers. It may be\nthat the effect of early home training on a developing personality has more\nto do with subsequent job satisfaction than any other factor. Job satisfaction\nand emotional stability are closely related and anything which can be done\nto help children in stabilizing their emotions is a step toward founding\nhappier homes.\n\n"}
{"page": 703, "printed_page": null, "text": "Department\n\nof Supervisors\n\nEDUCATION\nJOHN\n\nW.\n\nFOR\n\nand Teachers\nTHE\n\nNEW\n\nof Home\n\nEconclmics\n\n697\n\nCITIZENSHIP\n\nWITHERS, DEAN, SCHOOL OF EDUCATION\",\nUNIVERSITY, NEW YORK, N. Y.\n\nNEW\n\nYORK\n\nWe are entering a new era, i.e., either a time of great advancement or a\nprolonged period of uncertainty and suffering. The hope for national safety\nand advance lies in the education of our young people. Their problems are\nmore difficult than any which ever confronted any people.\nThere is need for a change in the major emphasis of education. In the past\nits interest has centered in education devoted to knowledge and skills in\nmachinery, industry, commerce, and the production of wealth. Large sums\nhave been devoted to scientific research along these lines and the results have\nbeen astounding. The question now is “Have we reached the maximum of\nefficiency in these lines?”\nNot the elimination of labor but its redirection is the great need of today.\nWe have learned how to manage our resources, now we must learn how to\n\nmanage ourselves ; wTe need instruction and research in human relations,\nhow to serve more efficiently and how to live richer and more wffiolesome\nlives. The forces of education are too little concerned in understanding life\noutside of the halls of learning.\nA more\n\ncareful selection and higher education for teachers must be re¬\n\nquired if we are to fit pupils for this New7 Deal. This more profound\npreparation should include the study of life as it is now going on ; education\nmust be seen in its relation to the activities of life. Our teaching methods\nmust be modified and our objectives changed. It is not enough to master\nknowledge so that we may solve problems of primary interest to ourselves;\nemphasis must be placed on our responsibility to the rank and file of our\nfellows and to our community. We should foster ideals to create eternal\nvalues rather than spend our strength in making\nthe makers.\nWOMEN\n\nMRS.\n\nthings to be consumed\n\nby\n\nIN THE CITIZENSHIPS\nOF YESTERDAY,\nTODAY, AND TOMORROW\nMARY\n\nR. BEARD,\n\nAUTHOR,\n\nNEW\n\nMILFORD,\n\nCONN.\n\nIn Germany reversion to the war spirit is setting the wThole world flaming\nwith a renewed zeal for battle. Our own nation rushes to enlarge its navy,\nincrease its number of bombing planes, recede from bold talk about dis¬\narmament, and take up the matter of woman power in the next war with\nthe firm intention of using it more abundantly. In these circumstances, home\neconomics, child psychology, equal opportunity as between the sexes, if still\ntimely themes and realities, have a timeliness which reaches to all the shores\nof action and thought. 71 hey become involved in the wide current of events\nwhere a battle to the death is being fought between civilization and barba¬\nrism, once again, as it has been fought many times before, and often to the\ndefeat of civilization. Our very lives are at stake as well as our ideals.\n\n"}
{"page": 704, "printed_page": null, "text": "698\n\nNational\n\nEducation\n\nAssociation\n\nNor is it from Europe alone that the peril to life and the civilization rest¬\ning on reason and understanding rather than on force arises. In our own\nnation the family is losing ground too. It is meeting its rival in undomesti¬\ncated nomads, some of them legionnaires; in landless, homeless, and toolless\nmen and women thrown for sustenance on reduced resources, wandering to\nand fro across the continent looking for food, clothing, and shelter and\nfinding little, if any, of the one or the other. America has witnessed many\nmigrations representing the wanderers of the world, but none like this\nlatest migration. Hitherto men and women moved from the east to the west\nmainly in family groups, except during a gold rush or some other temporary\nexcitement when the chances of gain were extraordinarily promising. They\noften had a little capital in hand. They took with them plows and cattle\nand household goods with which to make new settlements on the land. If\nthey went singly they could count on independence as tillers of the soil, as\nteachers, lawyers, journalists, merchants, or day laborers of some sort.\nBut today even the nomadic families who work in the cranberry bogs,\nin the lettuce patches, at picking peas, or gathering fruits, are meeting their\nWaterloo. The most that a contemporary wanderer can hope for is to\nsecure a post of dependence on someone else. The independence of farming\nfamilies so characteristic of our young republic is becoming an anachronism,\nas the republic ages. Forsaking a factory job in New England to teach on\nthe frontier is no longer a romantic exchange for an American maiden. A\nyoung man hesitates to seek his fortune and affect politics by setting up a\ncountry newspaper in a rising town or hanging out his shingle as a lawyer\nin the unexploited west. Women can count on less success as traveling sales¬\nmen, Emma McChesney style. Individuals can rely no more on being able\nto tuck in somewhere on the lower levels of employment or to discover the\nproverbial room at the top. Not only is the family breaking down in America\nbut with its collapse comes the collapse of the individual.\nI do not have at hand the figures of this wreckage. There are of course\nfigures on family relief which may be procured from its administrators.\n\nThe figures on roving are not so easily procurable, if possible to get at all.\nNor do the statistics of unemployment, marital status, or public relief indi¬\ncate in its fullness and perfection in any case the social drama being played\naround us at this hour. Mothers are quietly looking for paid work tho not\nlisted as unemployed.\n\nThe sex struggle over paid jobs is day by day intensi¬\nfying. Social unrest is reaching the stage of riots. There are calls for revolu¬\ntion. The cry of pacifists is being lost in the war cry. Reason loses its grip\non our brain cells. Thought becomes paralyzed. Fear conquers all.\nIn such a situation what is citizenship today? And what relation does\nhome economics bear to it now? One reads this declaration in the utterances\nof home\n\neconomics leaders: “The\n\nteaching of home economics would soon\nbecome stale and largely unprofitable without research and new knowledge.”\nOur comment may well be that the necessary research and new knowledge\nmust take account of the total situation in which the home functions, if at\n\n"}
{"page": 705, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof\n\nHome\n\nEconomics\n\n699\n\nall — namely of political economy as a whole. While it is well to note and\nencourage the ten major departments of the federal government which per¬\nform services for the home, the role of family income in home life is even\nmore basic than these. The scheme for home economics teaching and culture\nwhich limits its enterprise to the best use of an economy of scarcity, is far\ntoo narrow. Such a scheme becomes too “precious,” too specialized, too blind\nto the risks of a steadily lowering scarcity, too indifferent to the potentialities\nof plenty.\nAnd thus we come to the vital issue of women\n\nand citizenship. The family\n\nculture is preeminently the woman’s culture. And it is the woman’s culture\nwhich is being preeminently undermined.\nBut with respect to what lies ahead women seem less concerned than men.\nAt least they are less articulate with plans for the future. This I attribute\nin large part to the fact that women are a lost sex — a sex lost to itself as\nfar as knowledge of its past goes and a sex left out of modern written history\nwhich passes as authoritative. Thus women in these days have almost no\nhistorical consciousness of women.\n\nBut if the subject that was assigned me —\n\n“Women in the Citizenship of Today, Yesterday, and Tomorrow” — is\ntimely, that timeliness has a time depth which, unrecognized, nevertheless\nappears to me to be a basic fact in the case of woman and citizenship.\nOut of men’s knowledge of men’s past undoubtedly arises a masculine\nfeeling for masculine power which eventuates in such social phenomena- as\ndictatorships, Caesarism, Napoleonism, rebellion, constitution-making, po¬\nlitical party insurgency, and war. Students in our lower schools and in our\ncolleges all study the history of the male. They read it, they discuss it, they\nwrite themes upon it, they ponder upon it. It stamps itself upon their intel¬\nligence. It makes an indelible impression upon their emotions. Great men\nhave been close students of the history of men. Man is great in proportion\nto his astuteness in understanding\n\nthe history of man.\n\ngives him the materials with which to work\nhe sets for himself. That knowledge\n\nThat\n\nknowledge\n\nefficiently for the ends which\n\ntends to give him even a mastery over\n\nwomen — intellectual and emotional mastery.\nWomen know practically nothing of their own past. There is no time\ndepth to their timely interests. In scarcely a classroom of this vast continent\nis a single course given on the history of woman. For scarcely a teacher in\nthis broad land knows that woman has a history of her own. The thesis has\nbecome an idee fixe that woman has been a subject sex thruout the ages —\nsubject to the will and purposes of man. Even energetic American women\nfancy that their sex has hut recently waked\n\nfrom the sleep of the centuries\n\nand is therefore too inexperienced in citizenship to he able to take a clear-cut\nand indomitable stand on social problems. Women have a consciousness of\nkind, but almost no knowledge\n\nof kind. I should like to go into the reasons\n\nfor this anomaly but I must restrict myself instead to a hasty sketching of\nwoman as the citizen of yesterday in order to emphasize the need of filling\nup the gap in her training.\n\n"}
{"page": 706, "printed_page": null, "text": "700\n\nNational\n\nEducation\n\nAssociation\n\nPar from a subject sex were the first women whom we meet in history as\nit now unfolds, that is, the history revealed thru anthropological research.\nThis research awards to primitive woman\n\nthe credit for launching civiliza¬\n\ntion itself. It ascribes to her the first “creative intelligence” by the exercise\nof which human life was given a sharp distinction from animal life. In brief,\nanthropologists say that she invented all the industrial arts, such as cooking,\nbrewing, making stoves, spinning, weaving, butchering, and tanning. They\ndeclare her to be the original doctor and nurse. Some scholars are convinced\nthat woman was the discoverer of agriculture — hence of the hearth and\nhome. Woman was the first owner of land. She may have tamed special ani¬\nmals for her domestic and industrial needs, such as the wildcat to ward off\nvermin from her larder, the ancestor of the donkey to serve as a beast of\nburden, and the milk-giving creatures to aid her in feeding her young. A\npersonality so ingenious, even if but a part of this handsome record is justly\nhers, lifted her mate above the status of a wild biped however brawny were\nhis muscles and savage his temper. We should be gnawing our bones raw\nlike the dogs if it were not for primitive woman. Verbal legends among\npeople still possessing no written literature, to something like a fifty-fifty\npercent, make woman the fire-finder. That we are not all nomads still,\npure and simple, is due to the excitement of the first women over agriculture\nand their persistent and loving farming. The family and creative labor were\nwoman’s contributions to the social order. That was citizenship at the start.\nThen in the time depth which is history we meet the woman citizen\non a higher level where ideas about society at large take form. Altho it is\ncustomary to attribute only to men the building of the systematic thought\nof Greece, the truth is that women had a vital share in that building and that\nmany of its features reflect the feminine nature and point of view. One\nwho examines the ancient writings themselves instead of modern interpreta¬\ntions of those writings learns that women were members of all the Greek\nschools of philosophy and sometimes heads of them. They were articulate\nas well as receptive. Men were not ashamed to be understudies of intellectual\nwomen. For instance Zeno, the founder of the great Stoic sect, had attended\na school of philosophy at Megara over which Eukleides presided. All the\nMegarans were forbidden at that time to visit Athens at will and so she\nwas wont to steal into the city at night, heavily shrouded, to hold talks with\nSocrates, and slip out at dawn stealthily. And wherever one explores into\nGreek social thought — and Greek thought was distinctly social — one comes\nupon the challenging minds of women, their expressions of opinion, their\nmovement over the islands wTere the “idea of the idea” was being developed,'\nand their interest in the “golden mean,” for example, for wdiich the Greeks\nremain so famous. The Greeks were profiting by the primitive inventions\nand moving on to a consideration of what the mind and emotions signify.\n\nMounting\n\nto another level in the time depth which is history we arrive at\nthe citizenship which bears the impress of the Roman woman. While a high\ndegree of classical education was attained in Rome and that by the patronage\n\n"}
{"page": 707, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof\n\nHome\n\nEconomics\n\n701\n\nof ladies to a notable extent, it was the love of power and pomp which stands\nout as the emphatic trait of dominant Roman women and men in the\nimperial age at least. The\n\ntransition from\n\nno means\n\nalone. Many\n\nand\n\nthe work\n\nof men\n\nothers show, were\n\na republic to an empire was by\n\nwomen\n\nof the Caesars, as Ferrero\n\nas avaricious, as blood-thirsty, as imperialistic, as\n\npleasure-craving, and as unscrupulous as the Caesars themselves. And times\nwithout number the history of Rome was made by women directly, power\nfalling to them as heads of the great clans when the male chieftains were\ndead. And the male chieftains rarely died natural deaths. Wars, murders,\norgies, and other catastrophies bore the men to premature graves and fre¬\nquently left women in charge of the clans. Since the story of all Rome is\nthe story of clan rivalry and rule, the story of all Roman\nwarmly colored with feminine ambition and will.\nWomen\n\nhad a direct and masterful\n\npower. They\n\nhelped to make\n\nrole in the drama\n\nRoman\n\ncitizenship is\n\nof Roman\n\ncivilization. They\n\nimperialist\n\nlikewise helped to\n\ndestroy it. They led indeed in the withdrawal from the responsibility of citi¬\nzenship which eventuated in the widespread system of monastic culture.\nWith the wealth of Roman ladies, the Christian Church floated the organi¬\nzation of celibate retreats many of which were early established on rich\nwomen’s existing estates and others on land which they bought for the\npurpose. Women took a lively part in the quarrels over creeds and the de¬\ntermination of the dominant doctrines of Christendom, even to the decisions\nrelative to the meaning\nwarding\n\nof women,\n\nof sex. Thru\n\nthe Dalmation\n\nthe pressure, the watching, and the\nmonk, Jerome, was made to prepare the\n\nLatin version of Christendom’s Bible. On occasion women made and unmade\npopes.\nBut later they acquired a sense of obligation to barbaric Europe. It was\nnot only in the realm of other-worldly\n\nspeculation, not only in pre-occupation\n\nwith the self-perfective agencies of fasting, hymning, and praying, not only\nin the task of building up the huge clerical estate that medieval nuns were\nemployed.\n\nThey\n\nwere\n\nundertaking\n\nnew\n\ntasks of civilization concerned\n\nwith\n\nmortal life even while they attempted to get ready for the life hereafter. In\nW oman under Monasticism, Lina Eckenstein produces innumerable scenes\nin that medieval\n\ndrama\n\nof citizenship which\n\nthe nuns\n\nenacted. They\n\nwere\n\noften great feudal barons with all the rights and. prerogatives of such. They\nwere also great teachers, scientists, doctors, nurses, writers, and counselors\nabout civic affairs. 1 hey aided in paving the way toward the modern age.\nOut of imperialist defeatism they helped to erect a feudalism which flowered\nin national states and in the Renaissance.\nComing up thru the time depth which is history to the era of national\nstates we meet there in the stratum nearer our own time, more women —\npre-machine-age women, women on horseback with a flair for politics. There\nwas for instance Isabella who did so much to unify Spain, compel it to catch\nup with Italian culture (then catching up with classical art and philosophy),\nand launch it on its over-sea career. Neighboring France in rich measure\nowes its rise to effective statehood to three women : Christine de Pisan,\n\n"}
{"page": 708, "printed_page": null, "text": "702\n\nNational\n\nEducation\n\nAssociation\n\nJeanne d’Arc, and Agnes Sorel. Amid feudalism, the first of these ham¬\nmered in the idea of business enterprise and the value of a middle class,\namong\n\nother things. The\n\nunification and\n\nsecond\n\nindependence.\n\ninspired the military energy\n\nThe\n\nthird kept the weak\n\nessential for\n\nking on his feet\n\nafter Jeanne d’Arc lifted him from his knees. So in England, it was Eliza¬\nbeth, now meeting her due in a competent biography by John Neale, who\nmade her will count in the rise of the English State, in its ambitions, and\nin its triumphs.\nof Europe\nand\n\nIn the eighteenth century\n\nfor more\n\nCatherine\n\nwomen\n\nrulers were\n\nthan a quarter of a century. Let us not forget Elizabeth\n\nof Russia, Maria\n\nTheresa\n\nof Austria, the Spanish\n\nSwedish royal careerists, or the girl-queen, Marie\nthink of women and citizenship.\nBut we\n\nrise now\n\nfrom the time depth which\n\n• Antoinette,\n\nuntil we have passed thru strata revealing home\n\nthe houshold\n\nindustry era. There\n\nwe\n\nwhen\n\nand\nwe\n\nis history to these, our times.\n\nNot however\ndrew\n\nthe dictators\n\neconomists\n\nof\n\nhave as our guide Alice Clark, who\n\nsuch a vivid and scholarly picture of English\n\nsociety, The\n\nWorking\n\nLife of Woman in the Seventeenth Century. The kind of women she por¬\ntrays working at household affairs made the American Revolution practical.\nTheir citizenship in a new world was essential to independence. The crafts¬\nmanship of women and the output of their skills furnished to royal governors\nand other observers in America signs of the coming political storm. Mean¬\nwhile women mathematicians, traders, landlords, planters, tillers of the soil,\nteachers, doctors, and thinkers, were, like men, advancing the arts of busi¬\nness and philosophy by means of which a republic could make its debut\namong\n\nmonarchies.\n\nThe republic was captured by captains of industry armed with machines,\nafter agrarians tried to hold it but failed. And this change in political\neconomy\npursue\n\nbrought\n\non the feminist movement\n\nour discussion of home\n\nfeminism\n\na shadow\n\neconomics,\n\nbecause its substance\n\nin the shadow\n\nwoman,\n\nof which\n\nwe\n\nand citizenship. I call\n\nis laissez faire, free and\n\nruthless\n\ncompetition, the ethics of each one for himself and the devil take the hind¬\nmost, the psychology of superiority and inferiority induced by what is\ntermed “success.” Recently however there was discernible no shadow to be\nassociated with feminism. The substance which it actually reflected seemed\na pure white\n\nlight. Now\n\nwe\n\nseem\n\nto be in the dusk, not the dawn,\n\nof\n\nfeministic competition ; in the dusk, not the dawn, of masculine\n\ncompetition\n\nfree and\n\nin 1934\n\nuntrammeled,\n\nat any rate. The\n\nstate of the world\n\nhardly be missed\n\nby any literate person\n\nand\n\ntragedies penetrate\n\nto the heart. Mutual\n\naid is the crying need of a society\n\ndevastated\n\nfor nearly every\n\ncan\n\ncitizen its\n\nby an excess of individualism.\n\nIn this crisis will women\n\nbe the cultural laggards of history? Or will the\n\nimprint\n\nof their personalities on\n\nkeener\n\nreasoning, a genuine\n\nprimitive life and\n\ncitizenship demonstrate\n\ncontribution\n\na new\n\nforce, a\n\nto mankind\n\nin its ascent from\n\nlabor, thru greedy acquisition and\n\nreckless enjoyment,\n\nout of irrationality and mysticism and sheer self-perfection, toward demo¬\ncratic perfection — toward a society properly fed, clothed, and sheltered,\n\n"}
{"page": 709, "printed_page": null, "text": "Department\n\nof Supervisors\n\nand\n\nTeachers\n\nof\n\nHome\n\nEconomics\n\n703\n\nvaluing homemaking as one of its finest arts, yet ethica\nlly advanced\nproviding for the broad social arts?\n\nand\n\nIf American\n\nwomen,\n\nmembers\n\nof the National\n\nEducation\n\nothers, decide to make\n\nAssociation and\n\nefficient living general and the good life for all their\ndream and practical goal, they may conceivably do the most\ncreative thing\nin all social history up to date. I o so create, however,\nwomen must make\nradical moral, ethical, and esthetic decisions. When primit\nive woman started\ncivilization all she had to work with was roots and fibres\n, fire stones and\nwater holes, nuts and fruits, wild beasts and her skeptical\nmate. Today the\nAmerican woman has for her tools a technology of\ninfinite potentiality, the\ni aw material of political organization, an elastic government\nal practise, liter¬\nacy, and a great energy cultivated by physical and mental hygie\nne. What\nuse will she make of her extraordinary opportunities?\nHas she grown\nlethargic intellectually? Or has she, too, the cunosit)^ and\nthe zeal of the\nfirst women who made civilized life possible at all ?\n(< We\n\nhave been told repeatedly by the pious that in the beginning was the\nWord.” But anthropologists now insist that in the beginnin\ng was “joy and\nart for life’s sake.” These were distinctly feminine\ntraits. They seem pri¬\nmordial. In the end they may prove effective in saving\nmankind from its\nself-destructive tendencies which developed partly thru\nexcess devotion to\nthe Word and partly thru the rise of opportunities for greed.\nOut of the\npower which women have shown may flower the power\nfor the lack of\nwhich society perishes. But if so, women must cease to be the lost\nsex _ the\nsex lost even to itself.\n\nSECRETARY’S\n\nMINUTES\n\nWashington,\nBusiness\n\nMeeting,\n\nMonday\n\nD. C.\n\nAfternoon,\n\nJuly 2, 1934\n\nThe business meeting of the Department was held in the Hall\nof Service, D. C.\nChapter, American Red Cross. Carlotta C. Greer called the\nmeeting to order.\nThe minutes of the last business meeting held in Clevel\nand, February 24, 1934,\nwere read and approved.\nMary M. Buckley, chairman of the Membership Committee, present\ned the report\nof her committee which was accepted. Miss Greer explained\nthat a comprehensive\nleport from the Nutrition Committee, Ada Hess, chairman,\nhad been mimeographed\nand copies were ready for distribution to the members of\nthe department. The\nreport of the Economics Committee, Benjamin Andrews,\nchairman, was read and\napproved.\n\nThe\n\nreport of the Bibliogrhphy Committee, Beulah I. Coon,\nchairman, was read\nand approved. Mary M. Buckley, treasurer, gave the\nfinancial report of the\ndepartment. It was accepted.\nA motion presented by Emma S. Jacobs was carried to\nrequest all city supervisors\no home economics to endeavor to raise $5 for use by\nthe department as an emergencvJ\nfund.\nThe following members of a Resolutions Committee were\nnamed\nMary Gale Cawthorn, Mrs. Mabel L. Rees, Katherine\nKearney.\ni\n\nby the chair:\n\n"}
{"page": 710, "printed_page": null, "text": "704\n\nNational\n\nEducation\n\nAssociation\n\nThe report of the Visual Education Committee, Rose Marie Kronmiller, was read\nand approved. Emma S. Jacobs, as representative to the National Council of\nEducation, reported.\nA discussion as to what day or days to hold the February meeting was opened\nand it was suggested it be held on the Saturday previous to the meeting of the\nDepartment of Superintendence of the N. E. A.\nThe report of the Nominating Committee, Lora Lewis, chairman, was presented\nand accepted. (See Historical Note, p. 694.)\n\n"}
{"page": 711, "printed_page": null, "text": "DEPARTMENT\n\nTeachers\n\nOF\n\n(Colleges\n\n"}
{"page": 712, "printed_page": null, "text": "The\n\ndepartment\n\nof\n\nHISTORICAL\n\nNOTE\n\nteachers\n\ntakes\n\ncolleges\n\nthe place of the Depart¬\n\nment of Normal\n\nSchools , zvhich zvas formed at the Cleveland meeting ,\nAugust 19, 1870, by a reorganization of the American Normal School As¬\nsociation zvhich had been organized in 1858. See proceedings, 1870:176;\n1906:524. In 1924 it zvas voted to appoint a committee to discuss the pos¬\nsibility of combining with the American Association of Teachers Colleges.\nSee proceedings, 1924:614. In 1925 the combination zvas effected. It zvas\narranged that the National Education Association take over the publica¬\ntions of the American Association of Teachers Colleges, including its\nyearbook, in 1926.\nThe officers of the Department for the year 1934-35 are: president,\nH. L. Donovan, President, Eastern Kentucky State Teachers College,\nRichmond, Ky.; vicepresident, H. F. Estill, President, Sam Houston\nState Teachers College, Huntsville, Texas; secretary-treasurer,\nCharles W. Hunt, Principal, State Normal School, Oneonta, N. Y .;\nexecutive\n\ncommittee:\n\nC. H.\n\nFisher,\n\nPresident,\n\nState\n\nNormal\n\nSchool,\n\nBellingham, Wash, (term expires 1935); George A. Selke, President,\nState Teachers College, St. Cloud , Minn, (term expires 1936) ; Norman\nW. Cameron, President, State Teachers College, West Chester, Pa.\n(term expires 1937).\nFacts relating to the establishment of this Department and the record\nof meetings are found, in earlier volumes of proceedings as follozvs:\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\n188 2:173-180\n1884 :236-258\n1885 :22 3-247\n1886 :387-420\n1887 :465-508\n1888 :463-512\n1889 :555-609\n1890 :715-755\n1891:709-740\n1892 :407-433\n1894:819-870\n\n1895 :672-717\n1896:642-665\n1897 :709-735\n1898 :728-756\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\n1911 :695-707\n191 2:809-896\n191 3:523-552\n1914 :497-564\n\n[ 706 ]\n\n1915 :763-813\n1916 -.441-460\n1917 :383-416\n'1919\n1918 :221-257\n:209-234\n1920:237-262\n1921:515\n192 2:1063-1084\n1923 :737-743\n1924:613-635\n1925 :863\n1926 :839-947\n1927 :873-950\n1928 :833-948\n1929:827-936\n1930 :801-910\n1931 :845-945\n1932 :713-785\n19 33:709-777\n\n"}
{"page": 713, "printed_page": null, "text": "REALISM,\nDANIEL\n\nPURPOSING,\n\nB. PRESCOTT,\n\nRUTGERS\n\nAND\n\nINTEGRATION\n\nUNIVERSITY,\n\nNEW\n\nBRUNSW'ICK,\n\nN. J.\n\nIf r is i he major thesis of this paper that mental\nhygiene, as taught to\nJL teachers, needs a new point of focus. At present teachers are given\nthe idea\ntha<- integi ation, the single-minded condition of mental health, is\nachieved\nthiu absence of conflict, thru the avoidance of situations that might\ninvolve\nunpleasant emotions. But this is really a negative attitude. I wish to\nstress\nthe point that integration is secured more surely and permanently\nby the de¬\nvelopment of a positive, purposive outlook on life — even if some measu\nre\nof frustration is experienced more or less continuously as the\nindividual\nworks tow aid his goals. Then I have a second thesis. It is the exten\nsion of\nthis first principle to that great social entity, the nation. I feel that a nation\nis mentally healthy only when it has great collective purposes that\nit is\nseeking to accomplish. Even a cursory examination of history or\nof contemporaiy w7oild conditions will show that the greatest vitali\nty and vigor\nof national effort is found in the countries challenged to accom\nplish col¬\nlectively cei tain definite and consciously stated objectives. Final\nly there is\na third proposition. It is that individual citizens can best feel a sense\nof\ntheir own personal worth as they apply themselves realisticall\ny to the task\nof furthering the great rational goals of their nation. In other words\n, I\nhold that people should state their own personal purposes in terms\nof the\nlarger objectives of their nation. *1 o sum up — the thesis of this paper\nis that\nmental hygiene should shift its perspective awTay from the analysis\nof the\nindividual and his needs. Instead w^e should study the collective inter\ndepend¬\nence that exists within our society and that is reality for all of us. When\nthis\nis done it will surely be discovered that individual purposing of a constr\nuc¬\ntive social type must replace the_ anarchistic personal purposing\nbeen fostered traditionally in our time.\nWeigh\n\nthe fairness of the following\n\nanalysis and see whether\n\nthat has\none is not\n\nforced to these conclusions. Under the impetus of a strong belief in\nthe efficacy\nof science and growing out of the observation of the industrial applica\ntions\nof science, our curriculum\n\nmakers\n\nhave analyzed\n\nlife’s various activities to\n\ndiscover vrhat to teach. They have tried to learn what specific knowle\ndges\nand skills are necessary to successful individual functioning in the vocatio\nnal,\navocational, personal, and civic phases of our existence. When they have\ndiscovered the words used most frequently in our language, the eye-movement\nhabits essential to speedy silent reading, the skills necessary to an efficien\nt\ntypist or stenographer, the dates and events that marked the turning points\nin oui histoi v, or the ideals that our forefathers found adapted to their times,\nthey have told us to teach this agglomeration of items to the pupils in our\nschools. They\n\nhave suggested that we ‘‘form the necessary stimulus-response\nbonds, or that wre “condition” our children to these habits or ideals\nby\nclever psychological set-ups, just as one might train animals for a circus\n[ 707 ]\n\n"}
{"page": 714, "printed_page": null, "text": "708\n\nNational\n\nperformance.\n\nThey\n\nEducation\n\nbelieved\n\nAssociation\n\nthat this was\n\n“scientific” education\n\nbut, as\n\nyou see, it was “adjustive” rather than purposive education. They had seen\nthese specific knowledges and skills in use and could prove it ; they had\nProfessor Thorndike’s word for the neural bonds (that is, until Professor\nLashley spoke up) so they turned the schools into assembly lines. Each child\nas he was carried along the slowly progressing line had a number combina¬\ntion nut added here, a loose historical screw tightened there and the motor\nof “desire for success” assembled independently along another line on the\nbirthdays of our eminent statesmen and industrialists. This process of\nforming\n\nstimulus-response\n\nbonds to meet life’s various activity needs was\n\nproduce the “adjusted individual,”\ncrowded traffic of our urban life.\n\nthe smoothly\n\nfunctioning\n\nto\n\ncar in the\n\nPlow has it worked out? We have the highest incidence of nervous break¬\ndowns, insanity, divorce, and crime of any nation on earth. In other words\nthe cars were\n\nturned\n\nover to crazy drivers, half-blind\n\ndrivers, drunken\n\ndrivers, drivers who didn’t know where they were going and had had no\nexperience with driving before. Our scientific educators forgot that every\ncar made\nThey\n\nhas been turned\n\nover to an intelligence to be used purposively.\n\nforgot that driving a car successfully implies constant\n\nit exercised\n\nby a mind\n\ncontinuously\n\nfiguring out the purposes\n\nevaluating\n\ncontrol over\n\nthe changing\n\npanorama,\n\nand intentions of fellow drivers on the highway,\n\nand cooperating with them to help them get where they are going as wTell\nas striving to arrive himself. Our scientific educators forgot all about the\ndriver. No wonder we have had smash-ups. Stated in other terms, we have\nforgotten that knowledge and skill have no value or meaning except in\nterms\n\nof the purposes for which\n\nthey are used. Our\n\nschools have too often\n\nfailed to provide this integrative core of a purpose, about which\nthe knowledge\n\nand skill into a smoothly\n\nfunctioning,\n\nto bind all\n\nself-directing unit.\n\nThe error came thru the stimulus-response fallacy, for we are not machines\ncontrolled by external stimulation but living organisms behaving in response\nto internally originated desires, aspirations, longings. In fact external stimuli\nhave meaning\n\nfor us only in terms\n\nof our internal needs. Education\n\ncannot\n\nafford to neglect purpose longer.\nPerhaps\n\nwe have thought that the home\n\nintegrative elements, should show\nguide them\nthe home\n\nin the formation\n\nor the church\n\nthe meaning\n\nof life to our children and\n\nof their purposes. An\n\nand the church have been even more\n\nshould supply the\n\nanswer\n\nunconscious\n\nto this is that\n\nthan school people\n\nas to what has been happening to our world. The church, ridden by tradi¬\ntion, has not known how to translate its highest ideals into practical, mundane\ngoals for its members.\npurposes\n\nThe\n\nof its children\n\nhome\n\nhas more\n\noften established the desires and\n\nand these goals have\n\naspirations out of harmony\n\nbeen anarchistic, individual\n\nwith present times. The\n\nschools failed to guide the direction in which\n\nresult was\n\nthe knowledge\n\nthey taught should be applied, false goals were\nchaos came into being.\n\nthat, when\n\nand skills that\n\nestablished and our present\n\n"}
{"page": 715, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n700\nPlease do not regard this presentation as made in a spirit of blame or\nfault-finding either of home, school, or teacher-training institutions. I am\nmerely trying to describe cause and effect in order to deduce needed next\nsteps. It was entirely inevitable that what has occurred would occur. We\nmerely have the misfortune — or the good fortune — to live in a time of\nsocial transition and our success in envisaging possible and desirable new\ngoals will determine the roughness and length of the transition passage. I\nsay that the present is an inevitable outgrowth of the past — our forebears\nhad a continent to conquer, exploit, and organize. Conditions then de¬\nmanded lugged individualism’ ; “competition” was truly the stimulating\nhormone of a developing community as it effected improvement after im¬\nprovement; extra-legal combinations were often the most practicable means\nof getting something done. The fruits of these ideals and procedures were\ngood during the nineteenth century, they conquered and developed a great\nland and those weaker individuals lost on the way have been forgotten in\nthe face of a generally higher standard of living and of visual monuments\nof material advancement.\n\nBut the idea of living by “rugged individualism,” by competitio\nlegal combinations of persons strategically placed has persisted n, by extrain our own\nhighly complex and highly interdependent industrial civilization. This\nis\nnatural because the latter has come into being like a mushroom\nwithin the\nlast thirty years and we have not had time to develop the new collec\ntive\nideals. Now with what result do the old mores persist? Daily\nwe get fresh\nnews of crooked politics, of the use of high governmental position to favor\nspecial interests in exploiting the people^ of the betrayal of public trust\nby\nbankers, of the filching of savings by stock manipulators, of the extens\nion\nof labor and commercial rackets. We are also in the midst of the most seri¬\nous breakdown that our economic ‘system has ever faced — and what is the\nstatus of art, music, and recreation generally under commercial domin\nation ?\nOf course people are blaming the schools. They are saying that\neducation\nhas failed. But this is hardly just, for the schools have been used by\ncompeti¬\ntive society to perpetuate itself. But so acute became the compe\ntition for\nmoney, as we have had to buy, instead of make, an ever-increasing propor\n¬\ntion of the articles and services upon which life depends, that adults\nlost\nperspective. They forgot that life has deeper and more persistent meanings\nthan the securing of various goods. Therefore they asked for and received\nfrom the schools a training in terms of effective knowledges and skills and\nfailed to get what they would not have tolerated — a penetrating philosophy\nof life that was continuously reevaluating goals as conditions changed. But\nwe cannot wait longer and remain mentally healthy, either as individuals\nor as a nation. We must begin collectively to formulate our goals, to re¬\nestablish perspective as to the meaning of life, to consider the means by\nwhich we are to effect a reorganization of society. Surely here are enough\nchallenging tasks for everybody — tasks adapted to every level of intelligence!\nThe next question that arises is : Where may teachers turn for the sources\nof their own inspiration? How many teachers know what will constitute\n\n"}
{"page": 716, "printed_page": null, "text": "National\n\n710\n\nEducation\n\nAssociation\n\ngenuine value in the emerging collectivist society? Who can envisage spe¬\ncific goals with their pupils, when the future is so nebulous? Shall they give\near to some one of the fanatical “isms” that are being presented? Or shall\nthey await a dictator and then indoctrinate for him ? These are indeed\nvital and pressing questions.\nAn interesting implication for the answer comes from a recent report of\nthe International Missionary Council. This report is a reexamination of\nthe whole missionary enterprise in the light of considerations raised by the\nLayman\n\ns Foreign\n\nMission\n\nInquiry\n\npublished\n\nlast year. The\n\nnew\n\nreport\n\ncontains the following sentences: “Across the world today are powerful\nforces at play, which are dissolving the modern mood like strong acid\ndissolves cheap amalgam. Two such faiths are foremost: nationalism and\ncommunism. They do not invite participation ; they command allegiance.\nThey declare finalities. They silence criticism. They demand sacrifice. They\ndo not pamper men; they conscript their very souls. They do not magnify\nthe individual, they require his all in the service of the whole.” Is it some¬\nthing of this sort that we need here in America? I do not think so, and yet\nwe must recognize that the high idealism of Christianity is making no\nprogress whatever in the face of the compelling loyalties described above.\nWhere nationalism or communism takes hold on a people personal religion\nis at once eclipsed. The report continues: “Man’s mind, lulled by com¬\nforting self-inflation, is ill-tempered for the challenge of their confident\ndogmatism. H is life, made flabby by lush-worldliness, is ill-prepared for\nthe rigors of their discipline. We begin to see ourselves truly at last and\nthe mirror returns to us a disquietingly stupid and weak and bewildered\ncountenance. Ours is the paralysis of humiliating self-discovery.” Can this\nbe the real reason why you and I have “been waiting before declaring our¬\nselves partisan to some vital reform? Have we lacked the guts to face the\nmusic? I think not. I believe rather that we have been confused. That we\nhave not known\n\nwhere\n\nto place our loyalty, where\n\nto lead our teachers.\n\nWill either nationalism or communism eventually overtake us and dictate\nour loyalties? I think not. I believe that it is very significant that neither of\nthese movements has been able to make any considerable progress either in\nthe United States or in the British Commonwealth of Nations and it is\nin these that democracy\n\nhas its deepest roots. Of course our society must be\n\nreorganized, of course it will be essentially collective — we shall be coerced\ninto that by our specialized methods of production, by our interdependence.\nBut our methods of arriving there can still be democratic. Possibly the die\nis cast already and the New Deal is a faltering first step in the right direction.\nBut it is not my intention to describe the new loyalties, the new national\npurposes that are to give meaning to the lives of our pupils as they struggle\nto achieve them. Rather I am concerned with the methods by which teachers\nand pupils alike may discover this broad social motivation for themselves.\nIf we are not to be swept by the tides of fascist nationalism or militant com¬\nmunism where can we look? Well, perhaps not toward any utopia at all.\n\n"}
{"page": 717, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n711\n\nI he very catastrophes that have come, the very difficulties with which we\nnow struggle can show the way.\nW e psychologists and mental hygienists, and also the psychiatrists, have\nbeen very fond of explaining mental and emotional maladjustment in terms\nof failing to face reality. We have invented terms — rationalization, com¬\npensation, emotional complex, flight from reality — to describe the person\nwho is not seeing life as it really is. But we ourselves have showTn these very\ntendencies in our social thinking and we have encouraged teachers to\nencourage their pupils to do likewise. All of us together have permitted our\npurposes to become personal and individualistic while the world about us\nwas becoming social, collective, interdependent. We have not kept our minds\nclear as to what the realities of contemporary life are. Especially we have\nignored the real problems of our time, we have not even tried to understand\nthem. Instead we have closed our eyes and said that they didn’t exist. The\nprescription for us and for teachers, then, is the prescription given by all\npsychiatrists to maladjusted persons — ^Reexamine life, find out what is\nreality, reshape your desires and purposes in terms of that reality.”\nBriefly, I will translate this prescription into school practise in order\nthat you may understand the task of the teacher as I envisage it. If we are\nto reveal the world to children as it really is, the school subjects that make\nup the curriculum as we have it now should be abolished. In their places\nthe children should join with their teachers in studying such questions as\nthe following:\n1. How does man control the forces of nature so that he may feed, clothe, house,\nand transport himself effectively?\n2. How does man use the resources of nature steadily to improve his own con¬\ndition ?\n3. How have men organized\nconditions essential, to life?\n\nto accomplish\n\nmore\n\nefficiently the maintaining\n\nof the\n\n4. What is knowledge? How has man transmitted his accumulated knowledge of\nlife from generation to generation? How can we decide what to value in the heritage\nof the past?\n5. What have men discovered to he worth striving for? Are there basic human\nneeds and aspirations beyond the satisfaction of physical needs?\n6. What is beauty? Goodness? Truth? Justice? Liberty? Why has man always\ntalked about and what has he felt about these and other ideal abstractions? Has the\nmeaning of each changed from period to period?\n\nFor each of these questions the discussion should grow out of experiences\nwhich the children themselves have had. The study should lead back thru\nthe experience of mankind and should persist until the children can give\nclear statements of the values involved. Then the problems of the present\nshould be reexamined in the light of these values in order to envisage the\ndirection of progress from here and now.\nI am not thinking in terms of a semester course here, but in terms of the\ntotal school experience of our children. I would reorganize in some such\nfashion the work of all institutions from kindergarten thru the university.\nIf this were done I submit that there would emerge many collective pur¬\nposes and much\n\nself-evaluation in terms of one’s own\n\nplace in this grand\n\n"}
{"page": 718, "printed_page": null, "text": "712\n\nNational\n\nscheme of things. Then\n\nEducation\n\nAssociation\n\na final step should be taken. Teacher\n\nand pupils\nshould undertake immediately some socially-useful activities in the com¬\nmunity. These would translate purpose into action and unfold new chal¬\nlenges.\nIn my opinion, then, we face the choice either of being coerced by events\ninto an unreasoned and conscripted loyalty to nationalism or to communism,\nor of undertaking speedily the reorganization of our educational machinery\nin such a way as to develop an equally compelling loyalty to the democratic\nway of collectivizing our society. If the schools will reveal the world as it\nis, if they will undertake to study the values in life as revealed by the\nexperience of mankind, then I believe that our young people will understand\nwhat their opportunities and obligations are and will be eager to have a\npart in the building of a society friendly to the good life for all its citizens.\nIf the schools are not willing to reorganize, or if our society will not permit\nthem to reorganize, then we must take what comes.\n\nCan the teachers colleges prepare teachers to do the job of studying with\nchildren as I have analyzed it? I believe that they can, but certainly their\npsychology and mental hygiene courses must be strikingly reoriented. In¬\nstead of teaching in stimulus-response terms and talking of the establish¬\nment of bonds they must show how the accumulating experiences of child¬\nhood generate ideals, hopes, and values for which the individual strives.\nBut the individual apart from the society that makes him and in which he\nfunctions is no fact. So the psychologist must concern himself with more\nthan the processes of “social conditioning,” he himself must know where his\nsociety is going, what it is trying to accomplish. Then he must lead em¬\nbryonic teachers with him in a critical evaluation of these social goals and\nhelp them develop skill in crystallizing the meaning of experience in the\nminds of children. It is not that our teachers must be practised indoctrinators. It is that mental health takes place only when there is a core of mean¬\ning to life, that they must realize that the core of meaning in contemporary\nlife must be social rather than individualistic. Then the mental hygienists,\ntoo, have a task that is more than the amelioration of maladjustments. They\nmust see their jobs in the more positive aspect of helping the individual to\ndevelop a sense of personal worth based upon efficient action that harmonizes\nwith the actions of others striving with him for a collective goal.\nTo summarize: Integration is not achieved thru striving for absence of\nemotional conflict. It comes rather from the presence of commanding loyal¬\nties that cement the total knowledge and experience of the individual into\na consistent whole. Contemporary life is highly interdependent, hence the\nloyalties must be to constructive social purposes consonant with the develop¬\nment of a closely-knit collective society. Social organization must extend as\nwidely as interdependence exists, namely, thruout the world. Our social pur¬\nposes, then, must eventually be conceived in these terms.\n\n"}
{"page": 719, "printed_page": null, "text": "Department\n\nTRAINING\nCARLETON\n\nTEACHERS\n\nwashburne,\n\nof\n\nTeachers\n\nTO\n\nUSE\n\nsuperintendent\n\n713\n\nColleges\n\nMENTAL\nof\n\nschools,\n\nHYGIENE\nwinnetka,\n\nill.\n\nI he present responsibilities of education necessitate the wise use of mental\nhygiene by the classroom teacher. By mental hygiene I mean an approach to\nproblems of personality and behavior that goes behind the scenes and deals\nunderstandingly with the often unconscious emotional origins of these\nproblems. A teacher well trained in this mental hygiene approach handles\nall children (including “normal” ones) in such a way as to avoid the ag¬\ngravating of incipient problems and to give every child the best possible\nchance to integrate his own conflicting desires, to adjust himself to the\ngroup, and to have satisfying and socially desirable outlets for his energies.\nUp to the present, few, if any, teacher-training institutions make adequate\npreparation for the mental hygiene aspect of teaching. Should they do so?\nIs mental hygiene a legitimate school function? Isn’t it perhaps a field for\nspecialists? Hasn’t the school a big enough job teaching school subjects —\nreading, arithmetic, spelling, writing, history, civics, geography, physiology,\nand such? Isn’t mental hygiene a frill, better let alone by schools already\nhard pressed financially? Isn’t it too new and inadequately explored a field\nfor the schools — particularly the public schools — to enter?\nThe answer to these questions depends on one’s concept of education.\nTraditionally, education consists of passing on to children some of the most\nimportant parts of their social heritage. The race has learned a great deal\nas civilization has advanced. In order to preserve this learning and to equip\nchildren to participate in the highly organized society of today, formal in¬\nstruction seems to be indispensable. If the schools will do a thoro job of this\ninstruction, most people will say they have done their whole duty.\nBut there is another concept of education. It is that each child shall be\n\ndeveloped into as fine a human being as possible — developed personally and\nsocially. Such development necessarily includes giving him his social heri¬\ntage — this second, more\n\ncomprehensive\n\nconcept embraces the narrower\n\ntra¬\n\nditional one — but it also includes the child’s physical well-being; it includes\nnot only the intellectual content of his mind, but the way he uses his in¬\nformation and skills. It includes helping him to choose and prepare for his\nvocation; it includes training him in the wholesome use of leisure; and it\nincludes the development of his personality and character.\nBut can the schools do this job? Aren’t teachers and school administra¬\ntors as a whole a timid, undertrained, often old maidish (male or female),\nmediocre lot? Aren’t schoolboards often ridden by politics and usually com¬\nposed of second- or third-rate individuals, who have only such limited con¬\ncepts of education as their own traditional education gave them? Can a\nstream rise higher than its source? Can education lift itself by its own\nbootstraps ?\nIt is a large order, so large that it will take a long time to fill it effectively\nand wisely. But the children are here and are growing up. We must do\n\n"}
{"page": 720, "printed_page": null, "text": "714\n\nNational\n\nsomething with them. We\n\nEducation\n\nAssociation\n\nsee all around us the results of the failure of the\n\ntraditional concept of education — people literate but often using their skill\nin the three R’s foolishly or harmfully ; people trained to believe in a\ndemocracy but unable to operate it without mediocrity and corruption ;\npeople mechanically efficient to the point of throwing themselves out of work\nand socially so inefficient that they make the wealth of the nation a cause\nfor the poverty and despair of its citizens; people addicted to sensationalism\nin newspaper, magazine, movie, and radio, and emotionally so unstable that\nas many persons are in institutions for the insane as are in institutions of\nlearning.\nIt is the schools alone that have all the children — tomorrow’s entire\ncitizenry — in their hands. With some sort of training, organization, and\ndirection, somehow the schools must do the job.\nFortunately the metaphors of streams rising above their source and lifting\noneself by one’s bootstraps are false. We are dealing with living, growing\nthings, not bootstraps or water. Trees rise far above their seeds. They lift\nthemselves up and up and up in their striving toward the light. There are\nin the teaching profession ample powers of growth. Those powers\nto the stimulus of light, and the light is increasing.\n\nrespond\n\nIt is this view of education that justifies mental hygiene in the schools.\nWe have some light on mental hygiene. It is only a dawning light, to be\nsure, and many areas are still shrouded in darkness. But he is blind indeed,\nwho cannot see that the causes underlying maladjustment and undesirable\nbehavior are being gradually illuminated. How, then, are we to train our\nteachers to use such light as we have and to contribute to an increase of\nthat light?\n\nTraining\n\nfor the use of mental\n\nhygiene requires first of all that the\n\nteacher be a reasonably well-adjusted person. Provision must be made, there¬\nfore, to help teachers achieve such adjustment. It is said that when in one\nof our large universities a mental hygiene clinic was established for the\nstudents, it was so much needed and used by the faculty that the students\nwere neglected until the clinic staff could be enlarged. Anna Freud, who\nis following in her illustrious father’s footsteps, said to me in Vienna,\n“Every teacher-training school should have on its staff a psychiatrist who\nwould psychoanalyze every person who is to become a teacher.” Thus stated\nthe proposal is extreme and probably both unnecessary and undesirable.\nBut that every teacher-training school and every school system should have\naccess to some form of mental hygiene service to help teachers overcome\ntheir own more flagrant maladjustments is fairly obvious. It is a step which\nis already being taken in some places, and is one of crucial importance.\nIn the second place, teachers should understand something of the theory\nand practise of mental hygiene. They need courses in the subject. Such\ncourses would naturally include fairly extensive reading in the field, lectures\nand discussions, but particularly would include case studies of actual prob¬\nlems. The training should be clinical as well as theoretical.\n\n"}
{"page": 721, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n715\n\nSide by side with this training in finding the hidden causes back of un¬\ndesirable behavior, there should be constructive training in giving children\nwholesome outlets for their energies, opportunities for normal and socially\ndesirable satisfactions. Some of the more modern\n\nteacher-training institutions\n\ntoday are taking care of this phase of the work thru their “activities pro¬\ngram” and other types of group and creative work.\nFollowing such preparation there should be in-service training. The school\nsystem in which the teacher is functioning should of course have access to\nsome sort of psychiatric service. To some schools today this may seem like\nan impractical or utopian proposition — much as music and art and shop wrork\nand phvsical education seemed to the teachers a couple of generations ago.\nBut as the mental hygiene work is even more fundamental than some of these\nother desirable additions to the curriculum, it can and will take its place\nin school organization. Such a department not only can help the teacher\nby handling the most difficult of her problem children, but can continuously\nadvise with her as to how she can most effectively work with those children\nwhose problems are less severe. If the department’s relationship to the school\nis sufficiently intimate so that it helps to guide school policies and so that\nthe teacher is constantly imbued with this point of view, it becomes an\ninvaluable part of in-service training.\nPerhaps the point of view herein expressed can be made more concrete by\nreciting an actual example. Such an example might be chosen from Mont¬\nclair, New Jersey, or from Toronto, or from any of several other centers.\nI am, however, choosing an example from Winnetka, because I am more\nintimately acquainted, naturally, with what Winnetka is doing.\nTeachers do not usually come to Winnetka trained in mental hygiene.\nWe therefore require that all newly appointed teachers before beginning\ntheir work take a course in mental hygiene in one of our two teacher¬\ntraining institutions. One of these, the Winnetka Summer School for\nTeachers, is an extension of the Northern Illinois State Teachers College,\nand is operated for six weeks each summer.\n\nIts course in “Child Adjustment”\n\nis conducted by one of the members of Winnetka’s Department of Educa¬\ntional Counsel — our child guidance clinic. She is a person who, before going\ninto the mental hygiene field, had been a regular classroom teacher and\nwho had then taken the two years of graduate work required for psychiatric\nsocial workers.\nWe\n\nlay considerable stress on the importance\n\nof having our\n\nmental\n\nhygienists be people who know first hand the classroom teacher’s problems.\nIn the attempt at concentration upon the problems of an individual, a teacher\nmay forget that this must be balanced with common-sense classroom manage¬\nment. I have known good teachers to lose their grip on the class because of\ntoo much concentration on the personality problems of individuals. There\nis a place, even in the most progressive schools, for teacher authority and\neven for temporarily repressive measures, just as there is a place for tooth¬\nache gum or other palliatives in medicine. When our “educational coun¬\nselor” gives a course in mental hygiene, she knows from her own experience\n\n"}
{"page": 722, "printed_page": null, "text": "716\n\nNational\n\nEducation\n\nAssociation\n\nas a teacher that class morale must be maintained and that temporary ex¬\npedients have their place even when one recognizes that undesirable behavior\nis symptomatic of causes that may lie deep beneath the surface. She is able\nto show the harm of refusing to use some of the common-sense methods of\nhandling a class, at the same time that she shows the still greater danger\nof exclusive reliance upon such measures.\nHer course includes the assignment of reading, the discussion of basic\nprinciples, and particularly the analysis of real cases that she has been han¬\ndling during the preceding year or two. The theory is all tied in with\nactual practise. Usually there is at least one child who is being studied by\nthe Department of Educational Counsel and who is attending the summer\nschool. During the latter part of the course the students may be given oppor¬\ntunities to observe this child quietly, and to find out just what sort of\ntreatment has been recommended.\nOur other teacher-training institution is the Graduate Teachers College\nof Winnetka. This takes only a small number of carefully selected graduate\nstudents, and gives them year-round training for from one to three years.\nOne course which all students must take is that in mental hygiene. It is given\nby the school psychiatrist with the assistance of one or both of the educational\ncounselors. It is not unlike the summer course, except that it goes deeper and\nthat the students are allowed to participate in some of the staff conferences,\nwhen all members of the Department are concentrating upon the study of\na particular case. They also have much more opportunity to observe these\ncases, and sometimes even to be of assistance to the counselors.\nIn both cases the people who are giving the course are people who are\ndealing with the actual classroom problems that arise — people to whom\nthese problems are referred when they are unusually difficult, and people\nwho are giving advice to teachers on the less difficult problems. In each\ncourse the theory is fully integrated with the practical work of the schools.\nReal children, real experiences, real problems, are the basis for all the\ndiscussions.\nI have said that in-service training requires access to some sort of a mental\nhygiene department. A word as to how our Department of Educational\nCounsel came into being and how it functions in the training of the teachers\nafter they are on the job may be suggestive to other schools.\nW e could not afford a psychiatrist. We were fortunately near enough to\nChicago to be able to borrow one for a day each week from the Institute\nfor Juvenile Research, which is a state child guidance clinic. We could not\nafford a psychologist; so we passed the hat among interested parents and\nraised the necessary fund. Now he has become an established institution,\nnot even dropped during the retrenchments of the depression. We had no\nmoney for educational counselors — so several years ago we disbanded our\n“special room” for subnormals, and replaced the teacher with a counselor\nwho, among her other duties, supervised the work of the subnormals in\nclassrooms of children of approximately their own age. This work with\nsubnormals has since been taken over to a considerable extent by the\n\n"}
{"page": 723, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n717\n\nColleges\n\npsychologist and certain others. The point is that we got our counselor with¬\nout increasing our budget, and then afterward worked out a solution for\nthe subnormals.\n\nThis counselor proved so valuable that the next year the\n\nfaculty voted to increase class size slightly — it only meant one more child\non the average per class — so that we could do with one less teacher and\nhave an additional counselor.1 Our pediatricians (fortunately there were\ntwo fine ones in Winnetka) were sufficiently interested to donate their\nservices. Thus\n\nthe Department\n\nof Educational\n\nCounsel — a psychiatrist, a\n\npsychologist, counselors, and pediatricians — came into being.\nThis Department has had from the beginning three functions : case work\nwith the more\n\ndifficult problem\n\nchildren, training parents, and training\nteachers. Its existence as an integral part of the school system is of the\nutmost importance in training teachers in service.\n\nThis training is of several kinds. First, there are actual classes from time\nto time similar to the summer school classes, organized after school hours\nduring the year. T hese were particularly necessary when many of our\nteachers had not had the summer school or graduate teachers college\ntraining. Second, the Department helps individual teachers with their\nown\n\npersonal adjustment. Third, a teacher sits in on a staff conference\n\nwhen\n\none of her own\n\nas a whole.\n\nproblem children is being studied by the Department\nThis staff conference is always attended by both counselors,\n\npsychologist, psychiatrist, pediatricians, the child’s teacher, the child’s prin¬\ncipal, and the superintendent of schools. Light can thus be shed on the prob¬\nlem from every angle, and whatever administrative changes have to be made\nto fit the child’s case can be put into immediate effect, since everyone con¬\ncerned is present. The participation in these staff conferences is invaluable\ntraining for the teacher who\n\nlearns to contribute her share toward\n\nthe\n\nsolution of the problem. In the fourth place, the educational counselors are\nmembers\n\nof the school faculties. They\n\nstantly as consultants. Teachers\n\nare in and about the schools con¬\n\nsolve many\n\nof their problems themselves\n\nwith the help of the counselor’s advice and without the formality of a staff\nconference. Finally, and perhaps most important, is the atmosphere of the\nwhole school system — the fact that the principals, supervisors, teachers, and\nan increasing number of parents are looking at children more understandingly, with deeper insight. This influence is subtle, but it is an exceedingly\nvaluable part of the training of teachers in service.\nMental\n\nhygiene used wisely by well-trained teachers permeates\n\nevery\n\npart of the life of the school. It contributes its share to curriculum build¬\ning, to educational methods, and to all school activities. It is an essential\npart of any attempt to educate the whole child.\n1 There was a period when we got a grant from the Rosenwald Fund and had four counselors and\na secretary. We are hack to two now, because we have no Rosenwald grant and taxes are badly in\narrears.\n\n"}
{"page": 724, "printed_page": null, "text": "718\n\nNational\n\nEducation\n\nAssociation\n\nWHAT\nCONTRIBUTION\nHAS MENTAL\nHYGIENE\nMAKE\nTO THE TRAINING\nOF A TEACHER?\nMAUD\n\nE. WATSON, DIRECTOR, CHILD GUIDANCE\nFUND OF MICHIGAN, DETROIT,\n\nDIVISION,\nMICH.\n\nTO\n\nCHILDREN’S\n\nProbably\n\nthe greatest contribution mental hygiene will\nmake to the\nteacher-training program of the future will be\nassistance in the selection\no the teacher herself. As we have looked over\nsuch programs in the past\nwe have been impressed with the emphasis placed on\ntextbook knowledge and\nmethods acquired by the student teacher as well\nas her academic marks,\nwith too little attention to how well adjusted emot\nionally this same student\nis; what have been her life experiences; how well\nshe has met the reality\nof her own life situations ; and what are her real\nreasons for wishing to\nbecome a teacher. Is it because this is the profession\nselected by her parents\nas a result of their educational drive or is it because the\ngirl’s mother has\nselected this profession because she herself would have liked\nto have become\na teacher and never had the opportunity and here is a\nchance to live this\nexperience thru her daughter? Each year one sees in the\nclinic, parents with\ntheir daughters who have come for advice about a future\nvocation. It is\ninteresting to note that many times it is the parent who takes\nthe initiative,\nasks and answ\nall the questions, and finally sums up the situation by’\nsaying, Well,ers\nI think Mary shoul\nd be a social worker or teacher.”\nSome time ago we saw a girl who came with her father to\ninquire about\npossibilities for a future position in social work. She was\na junior in college.\nHer father opened the interview by saying that he did not\nwish his daughter\nto teach as he thought teachers were apt to be “narrow” and\nhad fewer\nopportunities to meet men of the “right sort.” At that point\none wondered\nwhat unsatisfying experience he had had in the past with\nschool teachers.\nHe launched into all the opportunities as he saw them of\nsocial work. Altho\nthe interview had lasted almost an hour, we had not\nyet heard what Mary\nthought. The father was called from the office and as we\nleaned forward and\nsaid quietly, “Mary, what do you really want to do?” her\nface lighted up\nand she said, “I would love to be a kindergarten teacher.\nI love children. I\nhate social work. I don’t like ‘dirty families.’ But fathe\nr thinks teaching\nkindergarten is silly.” Perhaps her very conception of\nsocial work was in¬\nterpretive of the resistance she would have later if\nshe followed this\nprofession. Later in the interview it came out that\nMary had voluntarily\ngiven her services every vacation since she was a senior in high\nschool assist¬\ning in a summer kindergarten and during the winter consulted\neveryone who\ncould contribute new material for her kindergarten work.\nWith such a\ndominating father, however, it is needless to point out\nthat Mary will\nprobably eventually become a social worker.\nIs it not true, too, that out of the student’s own insecurity\nand her\ninability to face competitive situations she often seeks a profes\nsion which\noffers less competition and more security in tenure of office?\n\n"}
{"page": 725, "printed_page": null, "text": "Department\n\nof Teachers\n\n7 19\nColleges\n\nAnother question might well be asked : Plow intelligent is this girl\nwho\nhas presented herself for teacher training ? She may memorize textbook as¬\nsignments readily, giving back to her instructors what she thinks they\nwish to hear, but what about intelligent initiative, interest in community\nand\nworld problems, and ability to relate them to classroom assignments. There\nis a growing emphasis in current educational literature on the necessity of\nrelating school experiences more and more to later adult life experiences.\nThe teacher of the future must not only be versed in textbook knowledge\nbut must have an interest in the growing, developing personality of the child\nwith whom she comes in contact and, in addition, an understanding of her\nown mechanisms and emotional needs. Is this student-teacher with emotional\nproblems, which will possibly interfere with her relationships w’ith parents\nand pupils, one who can be made aware of these during her training period,\naccept them, and constructively work them out under guidance? This is an\nimportant question wrhen one views what maladjusted teachers can do to\npupils in a classroom.\nFrequently one sees a teacher overburdened with her own insecurity,\ndefensive, exacting, and authoritative; nagging the pupils; demanding that\nanswers tally exactly with textbook information, allowing little initiative\nin replies. Later it is often found that her insecurity and feelings of inferi¬\nority have been a part of her personality since childhood. Perhaps she has\nbeen dominated at home by parents who out of their own ego needs left\nno opportunity for decisions on her part. At school she may have been sub¬\njected to much the same pattern. Finally in a position of her own, insecure\nin the handling of herself as well as the children, she resorts to methods\nwhich are readily observed as interpretive of her own inability to understand\nherself adequately and her relationships with her pupils. Interestingly enough\nthe teacher, overburdened by her own emotional conflicts, has little energy\nleft to teach or ability to help the boys and girls objectively to understand\nthemselves and the behavior of other children about them. Life situations\nin an unprotected environment will later demand this of every pupil and\neducation should prepare him adequately for an interpretation of the everincreasing complexity in human relationships.\nNor is it an uncommon situation to see the effect of a principal and his\npersonality difficulties reflected thru the teachers to the pupils. For example,\na pi incipal, who out of his own insecurity must be the dominating force in\nthe school, usually selects teachers who have little or no initiative and who\nfollow out his many rules and regulations to the “letter of the law.” The\npressure brought to bear upon pupils in such a school can be seen in the lines\nin the hall and general apathy in the classroom where questions are answered\n\nwith “clock-like” regularity. There are few spontaneous contributions be¬\ncause even the few offered are discouraged with a warning to repeat what is\nsaid in the “lesson.” Under such a regime the pupils who are highly intelli¬\ngent but sensitive and in-going, gradually withdraw in silence and perhaps\nretreat in day-dreaming. The more out-going attempt to make themselves\nheard by causing trouble in the classroom or frequently truant out of the\n\n"}
{"page": 726, "printed_page": null, "text": "720\n\nNational\n\nEducation\n\nAssociation\n\nsituation as often as possible. When one views such a school, one is struck\nby the futility of emphasizing mental hygiene with these teachers unless one\ncan first give the principal some understanding of his own need for authority\nand the effect as one sees it in the selection of his teachers and the general\natmosphere of the school.\nMental hygiene gives the teacher a better understanding of the behavior\nof children. I eachers with this training soon come to accept the fact that\nbehavior is purposive and symptomatic of the child’s needs, satisfactions, and\ndissatisfactions in relation to his environment and that lying, stealing, and\nfailure to work cannot be met on a superficial level by punishment, e. g.,\ndetention after school. 1 he cause must be discovered. Sometimes the cause\nmay be found out of the school in parental handling ; sometimes in rivalry\nand jealousy situations with his own brothers and sisters; and sometimes\nwithin the handling of the teacher herself.\n\nJack, a sensitive lad thirteen years of age, sent to the Child Guidance\nClinic by a special room teacher of a very dull group of children because he\n“bullied’ the other children, quarreled, and would not work, was regarded\nby his teacher as being feebleminded. The first noticeable thing about the\nboy was his conflict evidenced in his stuttering. He was found at the clinic\nto have very good average intelligence but very defective vision. This was\nlater corrected by glasses. His major complaint was “that he hated school\nbecause no one ever listened to him and the other kids teased him because he\ncouldn’t talk plain.” Even his parents had little patience with him because\nhe was much slower than their other children. His major interest was in\nradio repairing and when he was given a chance to select a school where he\nperhaps would be more satisfied, he chose a trade school where he has done\nexcellent work and where he has found a “good friend” in the boys’ coun¬\nselor who, like the worker at the clinic, has had time to listen to him. His\nstuttering has entirely disappeared and he is well liked by the other boys\nin his group because he “knows his work.” Had his first teacher recognized\nthat he was more intelligent than the group, that he was having difficulty\nwith his vision aside from the fact that the other boys were “making fun”\nof his speech, much of his trouble could have been eliminated without his\never being referred to a clinic.\nPunishment in the schoolroom is of the greatest interest. If the child is\nin-going, he keeps within himself his own dissatisfaction, bewilderment, and\nunhappiness and retreats into day-dreaming (to escape a reality situation\nwhich he can no longer face), crying for no apparent cause, physical com¬\nplaints with no organic basis, e. g., nausea, headaches, and fainting attacks.\nHe is sensitive and unable to get along with other children. If he is out-going,\nhe is perhaps more annoying to the teacher, for he projects upon his environ¬\nment his dissatisfaction, “talks back,” truants, lies, and steals.\nIn other wmrds, the outward behavior manifestations that we see in chil¬\ndren as well as in adults are but symptomatic of the deeper needs and\nstrivings of the individual. The\n\nteacher may nag, scold, and keep the child\n\nafter school, even report him to the probation officer for truancy, for ex-\n\n"}
{"page": 727, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n721\n\nample, but unless the cause is understood, punishment is of no avail\nexcept\nto make the child unhappier and more in conflict. Truancy, as we\nall know,\nsometimes means too difficult a situation in school for the dull\nchild, so h@\nruns away. On the other hand, the school situation may give too little stimu¬\nlation for the superior child so, “bored” and unhappy, he fails\nto face a\ndisagreeable reality and leaves it for something more interesting.\n-The teacher, like the parent, needs to recognize early the fact that her\npattern of authority has grown out of her own parental handling. If she has\nhad stem, dominating parents, too often she either throws over all regard\nfor authority or becomes even stricter and demands instant obedience on\nthe\npait of the child. Children quickly identify their teacher with their parents\nin methods of punishment. A ten-year-old recently said of his teacher, “She\nis just like my stepmother, ‘crabs’ all the time.” A teacher’s own inadequacy\nto meet a situation is often indicated by her sarcasm, calling a child\nup before\nthe class, and the child punishes the teacher later out of his own hurt feelings\nby whispering or causing the children to laugh or create a disturbance. The\neffectiveness of punishment is seen only when it is intelligently worked\nout\nw ith the child and he sees the relationship to the offense which\nhe has\ncommitted.\nIt is of interest as one reviews records of some juvenile courts to see how\noften the judge, the probation officer, the teacher, and the parents all re¬\niterate, for example in regard to stealing, “You know you should not stealwhy do you keep on doing it?” The child says, “But I won’t any more.”\nThen one sees a child rejected on every side at home and at school ; with no\nplace in his group ; unhappy, dissatisfied, conflicted. One wonders why, with\nsuch a clear interpretation of the boy’s problem, something is not done to\nchange attitudes about him, to help the boy understand his tendency to\nsteal, because after all no amount of advice can prevent his continuance until\nhe understands and can do something himself about stealing.\nAssistance, too, may be given to teachers thru mental hygiene in regard to\npromotions and marks. So often they are insisted upon by parents who have\na tremendous educational drive and who can accept nothing less than “Johnny\nbeing on the honor roll. There is, of course, often no understanding that\nJohnny cannot attain these standards and with increased pressure at home and\nat school he shows more and more indifference, failure in school, sometimes\na certain amount of bravado and cheating, or again a more regressive\ntype\nof pattern such as illness without an organic basis which again secures for\nhim the sympathy and attention of his parents and teachers.\nWe have watched with interest the past three years how skilfully some\nteachers with an understanding of mental hygiene handle these interviews,\nallowing the parents to state first their own hopes and ambitions without\nthe teacher immediately projecting her advice in the matter and little by little\ngetting the parents to accept the fact that Johnny has ability to attain certain\nstandards and no higher and that he should be allowed to work without in¬\ncreasing conflict until he is able to make use of the ability he has. Of course,\nthe teacher herself must just as readily understand that the highly intelligent\n\n"}
{"page": 728, "printed_page": null, "text": "722\n\nNational\n\nEducation\n\nAssociation\n\nchild torn by conflicts cannot be told, “You have good intelligence, you can\nwork if you will.” Until he can be given some awareness of these problems\nand what is causing them, no amount of pressure on her part or the parents’\nwill help.\nPerhaps facing failure as a reality situation in school may later have a\ntherapeutic value, particularly if the child understands his own part in the\nfailure. Certainly there have been many instances in the adult world during\nthe depression of failure faced inadequately and many striking examples of\npeople who were never properly fitted for their positions, which severe\ncompetition has brought to light.\nThe most challenging contribution still to be made by the mental hygiene\nfield is only dimly outlined and not clearly seen : a contribution to the meth¬\nods of teaching and interpretation of material coming from children them¬\nselves in what they verbalize, what they write in stories and what they draw\ninto their pictures. If we all accept the objectives of education something like\nthis, perhaps we can better discuss methods of teaching:\n1. To help the child face competitive reality daily, so that he may face it later\nas an adult with less conflict and need to avoid it by various methods which are\nso well known to all of us as adults — rationalization,\nan organic basis, etc.\n2. To help the child to evaluate\nmeets them.\n3. To\n\nencourage\n\nobjectively\n\ncritical, analytical,\n\nalcoholism,\n\nsituations\n\nintelligent\n\nthinking\n\nand\n\nillness without\n\npersonalities\n\nin intelligent\n\nso that later they may make a contribution in adult life and\nin the hands of those less fitted for intelligent leadership.\n\nnot leave\n\nas he\n\nchildren\n\nleadership\n\nWith such a definition, we can readily see how the teacher becomes much\nmore passive in attitude and allows the children initiative in expressing\nthemselves; not answering their questions but rather casting them back upon\nthe pupil with “What do you think?” What a contrast to the method of\n“pouring in” upon students information which they either accept or reject.\nThe degree of acceptance or rejection is probably never really known until\nexamination time and the evidence is seen there in the few facts remembered.\nForgetting perhaps has a new interpretation. It is selective and purposive,\nthe outgrowth frequently of emotional resistance to the subject taught or\nto the teacher presenting the material, or due to conflicts that the child may\nhave growing out of emotional problems at home and at school. How dif¬\nferently, too, we now look at papers handed in late and tardiness at school —\nexamples of the child’s inability to face reality. How essential it is, then,\nthat the teacher and child have an understanding of why he needs to escape\nthis particular situation and how he can be helped to meet it in the future.\nNew classroom material presented then becomes particularly interesting\nfrom a mental hygiene point of view. Merely projecting new material on a\nclass is so easy and can be done with so little effort on the part of the teacher\nin these days of too many pupils and overburdened programs, but what of\nthe pupil? Teachers, like lecturers, are often astounded at what they are\nreported to have said, but it is universally accepted that each individual hears\nonly what he wishes to hear, and that frequently is colored by his own\n\nemo-\n\n"}
{"page": 729, "printed_page": null, "text": "Department\n\nof\n\nTeaceiers\n\nColleges\n\n723\n\ntional needs. 1 here must be an emotional acceptance of the new material, a\nreadiness on the part of the pupil to accept it. This can be done by giving him\nthe responsibility for helping to think the new problem thru and by ver¬\nbalizing his own thoughts as he goes along — an opportunity to reject at the\nmoment and not later rationalize by blaming the teacher or by “blocking”\noff facts he cannot accept and hence does not “remember.”\nRecently in a classroom of 6-B I was struck by the unusual interest of the\npupils in their work which did not lag during the entire hour. They were\nworking on projects and were organized in a commission form of govern¬\nment. When one of the pupils was asked how the various members of the\ncommission were elected, she went into an intelligent description of the fact\nthat the pupils selected were those who had acquired the greatest number of\npoints for work completed and who seemed to understand their particular\nsubject thoroly, e. g., geography. A little boy sitting nearby said, “Sometimes\nit doesn’t always work that way, we vote for our friends whether they un¬\nderstand their work or not and then we get into trouble.” When it was\nsuggested that sometimes “grown ups” in the community did the same thing,\nhe replied, “That’s what daddy says and they get into trouble the same way\nin city government.” The teacher, a quiet, understanding young chap, con¬\ntinued an interested but passive attitude during the entire period, even when\nthe new material for the next day was presented. He stated the subject for\ndiscussion briefly and then asked for questions and comments. Enthusiastically\nthe pupils entered in, relating the new material to old, suggested methods for\nacquiring further material, and except for a slight insecurity on the part of\nthe young teacher the questions were thrown back upon the individuals ask¬\ning, or upon other members of the group. Here one saw intelligent thinking,\ninterest, and enthusiasm in the work.\nThere is no doubt that mental hygiene has a contribution to make to the\nteacher-training field, but it must be made by the best equipped emotionally\nmature people in this field as the finest contributions in the educational\nworld are made by the best trained, mature, experienced educators. The two\nfields are mutually dependent upon each other and have as a common objec¬\ntive to fit the child for the reality of adult life with all of its changing\neconomic and social standards and ever increasing complexities of human\nrelationships. The best of each field then must be offered to the teachers who\nhave the carrying out of this objective.\nSOME\nNED\n\nH.\n\nFORGOTTEN\n\nDEARBORN,\n\nDIRECTOR,\n\nQUALITIES\nINSTITUTE\n\nUNIVERSITY,\n\nNEW\n\nOF\n\nYORK,\n\nOF\n\nTEACHERS\n\nEDUCATION,\n\nNEW\n\nYORK\n\nN. Y.\n\n“If I had not a system to defend, how easily I might tell you the truth.”\nThis is quoted from an account of one of America’s great teachers, written\nby President Emeritus Charles Thwing of Western Reserve University.\nAt times, states the biographer, Josiah Royce seemed to reflect that trenchant\nsentiment. I have no system to defend. A conflict of ideals, according to\n\n"}
{"page": 730, "printed_page": null, "text": "724\n\nNational\n\nEducation\n\nAssociation\n\nHegel, is the essence of tragedy. It would surprise me if in this group there\nis any conflict of ideals regarding the essential qualities of teachers. I, there¬\nfore, anticipate no tragedy in this afternoon’s program\ntruth.\n\nand I hope for some\n\nWe do have conflicts in methods of realizing our ideals and we may easily\nmisunderstand one another in our search for truth. The latter danger may be\nattributed to the imperfection of the human mind. “Most of us,” says Wil¬\nliam Roscoe Thayer (and I am applying this to professional educators),\n“are so conscious of being a composite of good and bad that we are properly\nskeptical when we read of persons too pure and luminous to cast a shadow.\nWe\n\ntolerate the pious fibs carved in an epitaph on a tombstone — the lapidary,\n\nas Doctor Johnson remarked, is not under oath . . . .” One might add,\nneither are educators when appraising themselves. With these more or less\nimplied admissions I am now ready to announce my text. I will do so with\ndue respect to religionists, in the form of a beatitude : Blessed is the educator\nof teachers who perceives the present impotence of science to deal adequately\nwith their personal and social qualities.\nHuman beings, including school teachers, are strange creatures. They\nmust have a banner to follow, a label to display, a cause to defend, or an issue\nto debate. Not so long since, we educators enlisted under the banner of\nscholarship ; then we made\n\nfor ourselves a badge that proudly displayed the\n\nmagic word “Science”; that led us to the cause of methods in teaching and\nwe became technicians; and today we strive mightily to make an issue of\npersonality adjustment. Strange, isn’t it? Strange, too, that we unconsciously\ndo that which we so often condemn in others. We deplore biased and fiery\nspeeches of anarchists, communists, fascists, and socialists; we frown upon\nthe unyielding dogmatism of religious sects ; and we shudder at many\nsocial cults that spring up here and there, day in and day out.\n\nof the\n\nI have a profound respect for scholarship and yet I believe that scholarship\nadvocated as a primary and dominant purpose in education is an inheritance\nof the intellectual aristocracy of the Middle Ages and, more recently, of the\ncultural aristocracy of a new nation bent on defending herself against the\ncharges of cultural inferiority. Scholarship so conceived has no place of such\nimportance in a universal and free system of education in a democratic\nsociety.\n\nI have a profound respect for science, both pure and applied, and yet I\nbelieve that we in education adopted that label much earlier than natural\nevolution warrants. Certainly others do not recognize us as scientists. The\nofficial organ of the American Association for the Advancement of Science in\nannouncing the election of its new president, Professor E. L. Thorndike,\nstated that “he is noted for his educational theories.” You and I proclaim\nhim as one of our best apostles of science in education. True, our science is\nin its early stages of development and like any infant it may often stumble\nand fall in its efforts to walk upright. That does not justify naming it Cun¬\nningham, Brothron, or Venzke.\n\n"}
{"page": 731, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n725\n\nOn the other hand, I wax enthusiastic when I remember that only yester¬\nyear the science of education was an infant in arms and that today it is an\nactive, if not a precocious, child rapidly growing to the full powers of ma¬\nturity. Tomorrow we can rejoice in its adulthood. The trouble with those of\nmy generation is that we saw the infant first when it began to creep. Father,\nmother, and all the other members of our family concentrated upon it such\ncomplete and exclusive attention that we acquired a distorted appreciation\nof its place (at the age of infancy) in the list of social institutions. It is still\nthe favorite member of our family.\n\nI have a profound respect for the technical education of teachers and yet\nI believe that the artist without the materials of his art is anachronistic. The\neducational gains of the twentieth century are almost wholly in the methods,\nmaterials, and measurement of instruction, to use Professor Bagley’s ter¬\nminology. Very gratifying are those gains, but for them we paid a price. We\nneglected even the kinds of scholarships suited to a democratic society; we\nneglected the ideals of individual and group behavior ; and we grossly dis¬\nregarded the processes of rational thought that lie at the bottom of social\nprogress and that mark man from beast, l hese are a part of the price we\npaid for educational statistics, tests, lesson plans, drill materials, grading\nsystems, courses of study, child-centered schools, and the technics of class¬\nroom management to say nothing of school building standards, accounting\nsystems, and methods of authorizing bond issues. The pity of it all is that\nwe didn’t need to pay any such price. We\nblinded us temporarily to other virtues.\n\nsimply enrolled in a cause that\n\nI have a profound respect for personality adjustment and yet our present\nknowledge of personal and social qualities and the seeming intangibility of\npersonality make adjustment work something less than a science. We face\nuncharted seas, if you will permit me to change my figure of speech. We have\na few bold explorers but the navigators of the crews are not equipped with\nprecise, scientific instruments. Neither was Columbus but he reached a new\nland full of promise. So I would not discourage voyages of scientific explora¬\ntion on the uncharted seas of personality. Mental hygiene, in my judgment,\nconstitutes our best hope in this kind of exploration. Professor Harvey W.\nZorbaugh writes in the February 1932 issue of The Journal of Educational\nSociology :\nTwo conflicting philosophies dominate education today; the philosophy of educa¬\ntion as discipline, and the philosophy of education as self-improvement. . . . There\nis a third philosophy slowly working its way into educational practise, the philosophy\nof education as adjustment. This philosophy is neither curriculum centered nor\nchild centered, but life centered. It views education as a process of learning to live\nand getting along with others. So far as discipline, knowledge, and skill contribute\nto this process, they are good. So far as freedom and creation contribute to this\nprocess they are good. But education so conceived is more concerned with the child’s\npersonality than with his mind or his talents, more interested in his emotional atti¬\ntudes than in his abilities. It sees education as a process of socialization, and the\nsenool s function as one of continual guidance. It would measure its success solely\nin terms of the effectiveness of the personalities of the children who have grown up\n\n"}
{"page": 732, "printed_page": null, "text": "726\n\nNational\n\nin its schools. Education\n\nEducation\n\nconceived\n\nAssociation\n\nas adjustment,\n\ncombining\n\nthe virtues\n\nof old and\n\nnew schools with values of its own, promises a working philosophy that will make\nit possible for our schools to accept the responsibility that is undoubtedly theirs.\n\nThis seems to be the educational theory underlying mental hygiene.\nWhether we believe it is the last word or not, we can find in it reason for\nhope that personal and social qualities of teachers may emerge as pleasant\nwaters inviting constant and profitable use, and relatively free from present\ndangers.\nA\n\nrecent bibliography\n\nin the field of guidance,\n\nof which\n\nadjustment\n\nis\n\nrapidly becoming an increasingly important part, appears in the February\n1934 issue of 7 he Journal of Educational Sociology . The names Hartshorne,\nMays, Morris, Townsend, Boardman, Wickman, Grove, Isaacs, Anderson,\nKennedy, and Zorbaugh are only a few of those identified with this area of\nschool service. The\n\nlist creates confidence\n\nin the future of personality ad¬\n\njustment work. They see the problem not as identifying and classifying per¬\nsonal and social traits for purposes of individual diagnosis, prescription, or\nsurgery, but as analysis of such traits in terms of the individual’s social back¬\nground, his environmental influences, and sometimes his physical condition.\nThis seems to be the direction of presentday science in dealing with the elusive\ntraits of personality.\n\nNew\n\nYork\n\nstate has a program\n\nfor the admission\n\nof students to her state\n\nteachers colleges and state normal\n\nschools. I happen to have reports from the\nAlbany State College for Teachers and the State Teachers College at Buf¬\nfalo. Doctor Morris is a pioneer in this field. President Brubacher in an\nexcellent address last October at the convocation of the University of the\nState of New York refers to their program “to select dynamic personalities.”\nHe thoughtfully and properly recognizes the present limits of the program.\nDoctor\n\nOscar E. Hertzberg\n\nreported in January\n\n1934 on the state program\n\nand particularly on Buffalo’s work on selective admissions. One aspect of\nthe program is related to “non-intellectual and non-academic qualities.”\nHere as at Albany the tests used and the treatment of test results reveal the\nmost\nmakes\n\nadvanced\n\nknowledge available. In a letter to me, Doctor Hertzberg\nthe following statement that supports my views expressed above:\n\n“I think we want to be careful not to rely too much upon tests for the\ndiagnosing of personality. We certainly do not want our teachers all cut\nto a pattern. As far as gross physical defects are concerned\nmaladjustments\n\nto the extent that the candidate\n\ncare, the admissions program\n\ncurriculum\n\nneed of psychiatric\n\nshould eliminate. But for the great majority of\n\nstudents, highly qualified from\nconsider the development\n\nshows\n\nand personality\n\nthe academic\n\nangle, I feel that we\n\nshould\n\nof a desirable personality as part of the college\n\nrather than as a prerequisite for it. I think we\n\nneed to be care¬\n\nful lest the ‘measurement of personality’ become ridiculous.”\nPresident M. Ernest Townsend, of the New Jersey State Normal\n\nSchool\n\nat Newark, in the October 1933 issue of Mental Hygiene, urges “that only\nthose shall be graduated and presented for certification who are competent — -\n\n"}
{"page": 733, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n727\n\nColleges\n\nns persons — to undertake the highly personal service of teaching.” He has\ndeveloped an outstanding personnel program. It is a plan of social education\nso lacking generally in our agencies of teacher education\nDoctor\n\nTownsend’s\n\nstud)7, “The\n\nAdministration\n\nthruout the country.\n\nof Student\n\nPersonnel\n\nServ¬\n\nices in Teacher-Training Institutions in the United States,” is in many\nrespects a heavy indictment of our institutions. \\ his is indeed a serious mat¬\nter and deserves our careful study.\nNow\n\nthat I have paid my\n\nscience of education\n\nto its proper\n\nhope) a passing acquaintance\nality adjustment,\n\nrespects to educators\n\nin general, deflated the\n\nplace in the 1934\n\nsun, demonstrated\n\nwith the field of mental\n\nhygiene and person¬\n\nand expressed my faith in the workers\n\nsonal and social qualities of teachers, I repair to my\n\n(I\n\ndealing with per¬\n\nalmost\n\nforgotten sub¬\n\nject, “Some Forgotten Qualities of Teachers.”\nI have chosen a few of the outstanding teachers of all time, nearly all\nof them schoolmasters. I have read about them to detect some of their per¬\nsonal qualities. What makes a great person great? What makes a great\nteacher great? Dare\n\nwe hope for great teachers in our public schools? Just\n\na few, maybe?\n\nwe hope even for superior and good teachers? Or\n\nDare\n\nmust\n\nwe resign ourselves to the mediocre and the inferior? Townsend says there\nis evidence that the chances are almost seven to one that in the course of\ntwelve years of public school education\n\na child will encounter\n\nat least two\n\nteachers of emotionally unstable, neurotic, and even psychopathic personali¬\nties. Not a pleasant contemplation. Many contend we can never have great\nteachers due to regimentation\n\nin supervision and administration\n\nthe philosophy of our society. That\nwe\n\nmay\n\nis something\n\nenjoy a peep into pedagogical\n\nAbelard,\n\nand due to\n\nto ponder. In the meantime,\n\nparadise.\n\nthe great dialectician, was\n\nin his day a heretic. He\n\nreason precedes faith, that it must lead men\n\nto faith, and make\n\nheld that\n\nfaith accept¬\n\nable to men. He stood for the abandonment of the mystic for the rational¬\nistic. Imagine the enthusiasm with which the religionists of the twelfth\ncentury\n\nreceived that doctrine! He\n\nfor learning;\n\nsacrificed a comfortable\n\nhe suffered the persecutions\n\nhome\n\nto search\n\nthat usually beset leaders\n\nof\n\nthought who are “ahead of their time” ; and he came involuntarily and vio¬\nlently to an untimely end. While generally recognized as a great teacher\nof teachers, Abelard\nLuther.\n\nPossessed\n\nlacked\n\nthe stuff of martyrs,\n\nof a penetrating\n\nmind\n\nand\n\nthe political ability of\n\npreeminent\n\nin humanistic\n\nidealism, he was at the same time “pathetically irresolute.” It is said of him\nthat the fates had made him the hero of a great drama but ironically denied\nhim a hero’s strength.\nIn the Age of Pericles every Athenian\nto do. It was\n\nan age when\n\ncitizen was\n\nthinking was encouraged.\n\nfree to choose what\n\nSocrates concluded\n\nthat\n\nmoney-making was not worthwhile and devoted his time to thinking about\ntruth. Pythagorean philosophers were concerned with the art of healing,\nastronomy,\n\nmusic, and mathematics.\n\nearth, the expanse\n\nOthers\n\ndiscussed fire, air, water,\n\nthe\n\nof the sky, and the doctrine of atoms. Socrates examined\n\n"}
{"page": 734, "printed_page": null, "text": "728\n\nNational\n\nEducation\n\nAssociation\n\nall these theories and concluded that rational thought always tries to obtain\nsome practical good. He enjoyed talking with men, trying to clarify his\nnotions regarding beauty, justice, and reality. Thru these associations, he\nbecame a great teacher stimulating thought by his method of questioning. In\nthis he led men, as the first step in rational thought, to define their thoughts\nand to agree about the essential nature of the meaning of the terms used to\nexpress their thoughts. Socrates possessed the rare virtue of true humility.\nHe was greatly perplexed by a statement of the Oracle of Delphi that he\nwas the wisest of men, because he keenly felt his own ignorance. It is said\nhis mind really encompassed the whole of knowledge extant at that time.\nSocrates surrendered all claims to interest in material things, even sacri¬\nficing domestic tranquillity. He burned with a desire to pursue truth and\nsuffered the rewards of heresy. He drank the hemlock, true to his ideals to\nthe very end.\nDuring\n\nthe Italian Rennaissance, the ruling princes of the city-states\n'supported court schools for boys. They were rivals of the universities which\nPetrarch styled “nests of gloomy ignorance.” In such a school Vittorino de\nFeltre worked. It was established by the Lord of Mantua and numbered\nabout sixty boys. He was a humanist. He led the boys to love the fineness\nand loveliness of the Italian countryside where the school was located. Like\nPlato he would have youth dwell “amid fair sights and sounds, where beauty\nmay visit the eye and ear like a healthful breeze, and insensibly draw the\nsoul even in childhood into harmony with the beauty of reason.” Vittorino\nde Feltre was a man of extraordinary beauty of character, gentle and un¬\nselfish. His earnest vision impressed all ’who met him. “I remember,” wrote\none of his old scholars, “that Vittorino, now well advanced in years, would,\nof a winter’s morning, come early, candle in one hand and book in the other,\nand rouse a pupil in whose progress he was especially interested ; he would\nleave him time to dress, waiting patiently until he was ready, then he would\nhand him the book and encourage him with grave and earnest words to\nhigher endeavor.” Vittorino’s was a life of consecration and sacrifice to\nand for an ideal. His method was Roman history thru Livy; Greek history\nthru Thucydides, Xenophon, or Plutarch ; geography thru Strabo, Ptolemy,\nor Dionysius ; and science thru Aristotle and Pliny. The art of expression, the\nsystematic pursuit of rational thought in mathematics, logic and philosophy,\nthe study of music and drawing, and the grace of abundant physical health\nwere a part of the humanist education of the fifteenth century of which\nVittorino was the leading teacher of his day.\nFrank\n\nPierrepont Graves writes of Pestalozzi that he was of thick, in¬\ndistinct speech and of bad writing. He was ignorant of drawing and scorn¬\nful of grammatical usage. We all think of him as a failure in any practical\nsense, his work at Stantz and Yverdon being conspicuous examples of his\nineptitude in organization and administration. Yet Pestalozzi was a great\nteacher. Children loved him. He lived with them, inspired them, and left\nindelibly upon them the stamp of his serious and gentle nature. Fie under-\n\n"}
{"page": 735, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n729\n\nstood them and because he was a student of child development, he formulated\nprinciples that are proclaimed by modern and progressive educational associa¬\ntions today as the new philosophy.\nA. O. Norton says of Huxley, . . a passionate seeker of truth, fearless\nin its defense against all odds, and at any cost to himself — a man ruggedly\nhonest and straightforward, big of mind, broad of vision, the soul of sim¬\nplicity, sincerity, and honor.” Huxley’s name is included in almost every list\nof great teachers.\nOne of the greatest of American schoolmasters was Josiah Royce. He was\nthe glory of three universities — California, Johns Hopkins, and Harvard.\nDespite his renown, no less a personage than William James said that he\npossessed an “indecent exposure of forehead.” His voice was “merciless and\nharsh” and he usually took a circuitous route to make his point, frequently\nstarting with a story.\nMark Hopkins, unlike Royce, is reputed as going at once to the substance\nof his topic. He was formidable in the classroom but not dogmatic. Blessed\nwith an acute mind, he was at the same time able to awaken the minds of\nhis students. His chief interest was in the student, not in a system of ethics\nor metaphysics. He is one of the immortals.\nAnother great American teacher was William Rainey Harper. He was\nfilled with an enthusiasm, writes Thwing, to invigorate the ambitions of\nyoung men, to draw out their strong qualities, and to surround his subject\nwith living interest. It is said he taught Hebrew as tho it were a series of\nexciting adventures. He organized his material in a “lucid and rational”\nway. Harper was an inspiration in his classroom and his classroom in turn\ninspired him. He was cordial, companionable,\n\nand democratic. He was un¬\n\ndoubtedly a great teacher and he “always wore his glasses at night.”\nIn speaking of William G. Sumner, Nicholas Murray Butler once said\nin effect that great teachers are born, not made ; that only once in a million\ntimes would you find a Sumner. He exhibited great intellectual power and\nrugged character. He looked the part and acted it superbly, withal naturally.\nLife was his textbook and teaching his chief business. Sumner was in close\ntouch with commercial and industrial leaders of his day. He had convictions\n\nand expressed them convincingly and fearlessly ; he was master of lucid ex¬\nposition and terse epigrams ; and he was openly and emphatically for a new\nday. Honest, learned, vigorous — Sumner rates as a great teacher, beloved\nby all Yale students and others who knew him.\nSome would add to this short list the names of Jesus, Confucius, Quin¬\ntilian, Comenius, Froebel, Herbart, Fellenberg, Edward Austin Sheldon,\nCharles W. Eliot, William James, William T. Harris, Garman, Palmer,\nCook, Parker, Maxwell, Wentworth, Comstock, Taylor, and doubtless\nmany others. There are scores of great teachers, not forgotten, but unknown.\nTo all of them we pay tribute; it is an honor to do them homage. My pur¬\npose is served in this paper by the few references made and to their brief\ntreatment. These men possessed some qualities in common. They differed\nin many respects. They were all great teachers.\n\n"}
{"page": 736, "printed_page": null, "text": "730\n\nNational\n\nEducation\n\nAssociation\n\nR. B. Perry wrote, “A book does not become a man’s ‘bible’ unless it has\nbeen the principal quickening influence in his spiritual life and the source\nof his illumination. ...” 1 his might be paraphrased as follows: A teacher\ndoes not become great unless he has quickened the spiritual and intellectual\nlife of his students.\n\nMy concluding thought is that we may learn a great deal from a perusal\nof the personal qualities of great teachers. The subjective and general\nanalyses may not merit the enthusiastic approbation of the science-bent but\nthey make a good balance for all of us in our thinking about the personal\nand social qualities of teachers. I submit that many of them are forgotten\nby you and me today and by the students in the schools and colleges we\nrepresent. AVe may not comprehend all the qualities of great teachers; we\nmay not be able to synthesize any favorable combination of these qualities\nin ourselves ; and we may not find the elements of greatness in too many of\nour teachers of today and tomorrow. But we can ponder these imponderables\nperhaps to our everlasting benefit.\nOn this last point, and finally, let me quote from Henry Fielding’s Hearts\nof Men:\n\n“I would\n\nhave you go and kneel beside the Mohammedan\n\nas he\n\nprays at the sunset hour, and put your heart to his and wait for the echo\nthat will surely come.”\n\nPERSONALITY\nCAROLINE\n\nADJUSTMENT\n\nOF\n\nB. ZACHRY,\n\nDIRECTOR,\n\nMENTAL\n\nTEACHERS\n\nCOLLEGE,\n\nUPPER\n\nTHE\n\nSCHOOL\n\nHYGIENE\nMONTCLAIR,\n\nTEACHER\n\nINSTITUTE,\nN.\n\nSTATE\n\nJ.\n\nWe use the term personality” so freely, so gliblv. Whenever we speak\nof the requisites of a good teacher one of the first things that we think of\nis that the teacher should be a person of fine personality. What do we mean\nby that? When that definite question is asked, the answer usually becomes\nvague and involves such items as attractiveness in personal appearance, ability\nto use English correctly, pleasant voice, poise, good manners, and good\ntaste in dress. True, these are some of the symptoms of personality, but for\nthe most part they are deceiving because to a large extent they can be\nachieved on the surface and leave much to be desired when it comes to the\ndeep significances of personality adjustment. Why is it important that a\nteacher s personality adjustment should be good? If she knows her subjectmatter, is relatively attractive in appearance, can speak the English language\nand has good manners, why should we go more deeply into her personality?\nWhat, after all, do wTe know about personality? AV e have said a great deal\nabout it and know very little. AVe have conducted schools for generations\nwith little awareness of the personality needs of the children committed to\nour care. We have talked vaguely about the whole question and have as¬\nsumed that personality was somehow a heredita^ factor over which we, as\n\n"}
{"page": 737, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n731\n\nteachers, have no control. Subjectmatter, method, administration, the hygiene\nof the classroom, standardized tests have been our major concern. Char¬\nacter education has received some attention recently, but that attention has\nbeen based on the training of character traits to too great an extent, losing\nsight of the fact that character traits are symptoms of a more fundamental\nadjustment.\nFor the most part our educational psychologists have concerned them¬\nselves with how intellectual learning takes place and with the measurement\nof the intelligence. To an astounding degree their studies have been carried\non with little reference to the emotional life of the child. Until very re¬\ncently, education has been afraid of the so-called new psychology. By the\nnew psychology I mean those analytical schools of psychology as repre¬\nsented by Freud, Jung, and Adler. It has been felt by educators that these\npsychologists were treading on dangerous ground. They were further accused\nof lacking in objectivity in their approach to psychological study since they\nhave never yet reduced their findings to statistical treatment. They, there¬\nfore, according to many educators, cannot be good psychologists. However,\nthis group of psychologists has pointed out to us some very startling facts\nabout personality, and if we follow them closely their findings carry con¬\nviction. They have shown us that personality is learned and that its learning\ntakes place in the effort that the individual makes to adjust his biological\ninheritance, i.e., his physical make-up and his intelligence, to the environ¬\nment in which he finds himself. They further point out that the individual\nhas fundamental emotional drives that must be satisfied, and that his be¬\nhavior patterns are the result of the effort that he makes to satisfy these\ndrives. They have shown us in the words of William A. White that “the\nchild picks up the emotional flavor of the environment as effectively as a\nglass of milk in the ice-chest acquires the flavor of the onions that might\nbe lying nearby.” The child guidance group have gone deeply into this new\npsychology and while they admit that the child takes over most of his\nemotional habit patterns from his parents and that the early years of his\ntraining are by far the most important, they also point out to us that the\nchild uses the other adults in his environment as parent-substitutes, and that\nhis emotional reactions are also determined by his teachers and those other\nadults who come close to him during the educational process. They point\nout to us, too, that to develop successfully on the emotional side the child\ndefinitely needs close contacts with adults other than his parents. He needs\nto be weaned away from taking his habit patterns from his parents to basing\nhis habit patterns on the behavior of other adults around him. During the\npre-adolescent and adolescent periods the child takes over one or more of\nthe adults in his environment as a super-ego, namely, as the type of person\nhe would like to become and from that point on, consciously or uncon¬\nsciously, tries to become like the adult he has chosen. All of the more recent\npsychologists, even John B. Watson\n\nand other behaviorists who\n\nare not in\n\naccord with the analytic group, point out to us that fear and timidity are\n\n"}
{"page": 738, "printed_page": null, "text": "732\n\nNational\n\nEducation\n\nAssociation\n\nlearned traits. 1 he child becomes fearful and anxious because of the fear\nand anxiety exhibited around him. In short the child takes over the emotional\npatterns or the personality symptoms of the adults who surround him.\nProbably most of you would agree that the goal of emotional education\nis the development of the mature adult. John Dewey has emphasized the\nfact that maturity is not a fixed point. It is never static. From birth to\nsenility there is always the opportunity to become more mature. No descrip¬\ntion of the mature adult can be entirely acceptable, but for the sake\nof\nthis discussion we will attempt one. The mature adult is that individual\nwho can face life squarely, who sees its issues and is willing to attack them.\nHe does not find it necessary to flee from reality by making excuses, becoming\nill, or imagining that life is the way he would like to have it. The mature\nindividual is able to evaluate his assets and liabilities. He feels reasonably\nsure of himself. He knows that he can put himself across in achievement.\nPie knows that he can do things reasonably well and that there are a few\nthings in which he is an outstanding success. The mature adult has adjusted\nto his fellow men. He is intelligently and sympathetically interested in those\naround him. He is not afraid of his own feelings, affections, and interest\nin other people. At least psychologically he has made a heterosexual adjust¬\nment. By that we mean he accepts as desirable a normal relation between\nthe sexes, family life, children. He forms good friendships with his own sex.\nHe is able to w^ork and take his recreation both with his own sex and with\nthe opposite sex. He is tolerant and sympathetic in his dealings with people\nand is free from prejudice. None of these characteristics of maturity can\nbe arrived at by attacking them directly, or by teaching traits. They are\nsymptoms of that deeper adjustment that has been taking place from birth.\nThey cannot be super-imposed in the sense that superficial politeness, ability\nto dress well, intonation of the voice, and the proper use of English can be\nattained. Personality adjustment develops gradually thruout childhood and\ncan only be attained thru daily living in an environment in which the funda¬\nmental emotional needs are being met. Normal personality adjustment of\nchildhood is contingent on the stability and maturity of adults who determine\nthe environment in which the child grows up. Now we have our answer\nas to why the personality adjustment of the teacher is important.\nIf we are right in our assumption that personality adjustment is a slow\npiocess built up from infancy it is obvious that the first step of the teacher¬\ntraining institution in this regard should be that of adequate selection of\nstudents to be trained. This is a difficult matter and one with which many\nattempts but little progress has been made. 1 he problem lies in the fact\nthat there are no adequate ways of measuring personality adjustment.\nT1 here are a few measures such as the Bernreuter Personality Inventory and\nThurstone’s test on emotional make-up that are excellent aids but are not in\nthemselves an adequate basis of selection. Why not face the fact that we\naie dealing with a pioblem that at least at present wTe do not know how to\nmeasure? Whv not also face the fact that there are psychiatrists, psychiatric\n\n"}
{"page": 739, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n733\n\nsocial workers, psychoanalysts and psychologists who have studied problems\nof personality, and who thru their interview technic have a definite contri¬\nbution to make to the selection of mature individuals.\nThere are a few more facts to face. We cannot get the product we need\nthru mass production. With our present tools of selection we have to work\nslowly. With our oversupply, isn’t this the time to cut down on mass pro¬\nduction? We need to go back to high schools and junior colleges to pick\nour material for teacher training. True, we should use all the test material\navailable in making our selection but we also need to use the case study and\ninterview technic, and both of these are slow and painstaking. There is also\nthe further problem that these technics are safe only in the hands of trained\nworkers and those trained in the field are few and far between. I here wish\nto make a definite plea for more training for those who are going to select\nthe people who are to deal daily and intimately with the children of our\ncountry.\nEven after the most careful selection the teacher needs help with her own\npersonality problems, and in this connection the worn out phrase, “Fools\nrush in where angels fear to tread,” is most applicable. Anybody dubbed\nby the name “personnel worker” seems to feel qualified, regardless of past\ntraining, to handle these delicate situations. I am convinced that the findings\nof the Bernreuter Personality Inventory are sound. In my own work I find\nthat its findings coincide very closely with those of the trained interviewer.\nBut how many members of the teachers college faculty can understand the\nsignificance of that data when it is revealed? More important still, how\nmany of them would know how to help a student to deal with his problems\nas revealed by the test? Yet it is not an uncommon practise to assign these\ntasks to faculty advisers who have had no previous training or experience\nin dealing with them. I am not here belittling those people who have a\nfine, intuitive, sympathetic understanding of individuals, and who, as mem¬\nbers of a faculty, contribute something of immeasurable value to the indi¬\nvidual student. But I am condemning the practise of assigning work with\npersonal problems of students to faculty members regardless of their emo¬\ntional fitness for the work or previous training in it.\nI should like to take a moment to tell you how our own department in\nMontclair has attempted to deal with the problems of student teachers after\nthese students have been admitted to our college for training. Our first\napproach is made to the students in the freshman year thru the hygiene\ncourse. This course is taught by a member of the Mental Hygiene De¬\npartment and is based on the questions handed in by freshmen. The ques¬\ntions involve problems of personal hygiene as well as questions of social\nadjustment, and thru their objective discussion in the class the individual\nstudent makes contacts with the instructor and turns to the Department\nfor personal help. In the sophomore year the work is approached thru the\nclasses in educational psychology and mental hygiene. All the work in\npsychology is based on actual classroom situations and the real problems\n\n"}
{"page": 740, "printed_page": null, "text": "734\n\nNational\n\nEducation\n\nAssociation\n\nof the children referred to our child guidance clinic. No amount of training\nin mental hygiene can offset maladjustment on the part of the studentteacher. 4 herefore, any training along this line should seek to increase the\nstudent-teacher’s awareness of his responsibility for well rounded develop¬\nment on his own part.\nThru the discussions of the problems of the children who are later to\ncome under their care, we are able to develop in student-teachers an objec¬\ntive attitude toward personality problems. We are able to show them the\nenormous importance of pupil-teacher relationships and, growing out of\nthis, the responsibility on the part of the teacher for the adjustment of his\nown personality. If the discussion has been carried on in an objective way,\nand if the rapport between instructor and students has been good, we find\nthat student-teachers turn to us with their personality problems, asking\nfor\nhelp and specific guidance.\n\nWe hold before the student-teacher the concept that it is the whole child\nwho goes to school. He can easily see the next step; it is the whole teacher\nwho is guiding him. I oward what is he guiding the pupil? Toward ma¬\nturity. What is maturity? Am I mature? The answer can only be found by\nexamining his habitual reactions to situations, and seeing in what ways he\ncan face them more squarely. After all the student-teacher is an adolescent\nand, therefore, often needs a guide in the process of consciously seeking\nmaturity.\nOne of the problems confronting him is the age-old problem of every\nadolescent the difficulty of freeing himself from over-dependence on his\nfamily. Parents tend to keep adolescents young, when it suits their needs to\nhave them young. The student-teacher is no exception. At a period when he\nfeels that he should be learning to stand alone and to assume the responsi¬\nbilities of an adult, he finds dependence on home very tempting. At other\ntimes, he finds it very irksome and feels rebellious. If he is to take his proper\nplace in the classroom and in the community, he must grow up and attain\nrelative independence. 4 he conflicts of adolescence must be explained\nto\nhim oy some one who will provide him with a sense of security, and stand\nb\\ yy isely thru this growing-up\n\nperiod. In the concrete\n\nsituation of college,\n\nthe Young person is trying to practise maturity. Do we set up an environment\nin which satisfaction attends growing up? Or do Yve attempt to keep\nhim\ndependent by making too many of his decisions for him?\n\nIn contrast to the problem just stated, one finds students shouldering\ntremendous family responsibilities, often far too great to be carried if the\nstudent is to do justice to a college course. It is often possible for us to\ngive advice to students so that these situations may be changed ; in other\ninstances, more objective insight into the family burden makes it easier to\nbear.\nAmong our teachers college groups we find all too many students who\nhave not succeeded in making a social adjustment. Education has no place\nfor the individual who is maladjusted socially, for the social adjustment of\n\n"}
{"page": 741, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n735\n\nthe child should be an accepted part of the task of the teacher. Careful studies\nshould be made of the underlying causes of this lack of social adjustment,\nand the most intelligent individual help should be given to students so\nhandicapped. Their problems are often tied up with social striving, because\ncollege and the teaching profession are a step up in the social scale for many\nprospective teachers. In many instances, the teachers college has to provide\nthe background that the home cannot give. And again, it often has to help\nthe student to gain a clearer sense of social values.\nThe student-teacher has reached the stage of heterosexual social adjust¬\nment. In the well-balanced student it has been reached successfully, and\nwe make a serious mistake if we fail to provide an opportunity for boyand-girl relationships at this time. The faculty should place proper value\non friendship with the opposite sex, and should assist young people who\nhave not attained this adjustment. The young men and women who are\nto become our future teachers should be able to look forward to marriage\nwith the same assurance which young people planning other careers feel.\nThis is a very real problem. The man student-teacher has to face the problem\nof marriage on an inadequate salary, the girl has to face the prejudice against\nmarried teachers. The situation tends to make the man look upon classroom\nteaching, not as a career, but as a stepping stone to administration, or even\nto another profession. Educators have long been aware of the fact that\ngirls often look upon teaching as a temporary phase of life, not as a life\npurpose. Under such conditions, teaching becomes a disintegrating factor\nin personality development rather than an integrating one.\nSuccess in education depends on the integration of the personality of the\nteacher. What opportunities does the college provide for the student to\nwork out his own purposes, to set all his capabilities working toward a\ndefinite end ? Is the teachers college making the same mistake that the ele¬\nmentary and secondary schools have made — the mistake of building a cur¬\nriculum of a number of isolated facts and activities, or is it building its\ncurriculum on a concept of life as a whole, with science, language, mathe¬\nmatics, social studies, art, and music making their relative contributions?\nDoes the social studies student with ability in art or music see where all\nhis interests may be utilized toward a definite end, or does he feel that his\nart or music are things apart from his life as a teacher of social studies?\nDoes he think of his adjustment to his home, his school, and his community\nas an integral part of his equipment as a teacher? In other words, is he a\nunified or a divided self? The answer rests to a large degree on the breadth\nof vision of those who are planning the curriculum.\nThen let us consider what happens when our student-teacher graduates\nand takes his place in the school. Are the schools really looking for mature\nintegrated people ready to assume responsibility and show initiative or are\nthey looking for a dependent person who can be managed by rule of thumb ?\nA great deal depends on the answer to this question. It is all very well for\nsuperintendents and principals to criticize the product we send them, but\n\n"}
{"page": 742, "printed_page": null, "text": "736\n\nNational\n\nmany\n\nEducation\n\nof them need to examine\n\ntheir own\n\nnot they are ready to accept the more\nmaking plans and showing initiative.\n\nAssociation\n\nattitudes and decide whether\n\nmature individual who\n\nor\n\nis capable of\n\nI think that the millennium in education will come when the atmosphere\nof the classroom is free from that unreasonable nagging and criticism of\nchildren that comes as a result of the maladjusted teacher; when the class¬\nroom is free from fear, anxiety, pressure, and undue competition, all of them\nthe result of the fearful, anxious, ego-driven school teacher; when it is free\nfrom prejudice and pettiness; when there is no longer the unhealthy favorit¬\nism resulting from the teacher who is starved for affection and for healthy\nsocial outlets. In this millennium we will see a classroom in which the atmos¬\nphere is conducive to wholesome adjustment, where the teacher is able\nobjectively to recognize personality problems and deal with them intelli¬\ngently rather than by a trial and error method ; a classroom in which the\nteacher recognizes the more serious mental health problems and is able to\ncooperate intelligently with those experts who have been trained to deal\nwith such problems.\nIn closing I wish to emphasize two things. First, among educators much\nhas been said and little is really known about emotional adjustment which\nis the foundation of personality. We need to go to rock bottom on this ques¬\ntion even if it involves scrapping all that we have done in the past. Second,\nI wish to make a plea for greater humbleness on the part of educators and\na greater willingness to examine carefully the findings of other fields, willing¬\nness to consider without prejudice what social psychiatry and analysis have\nto contribute to this very important problem.\n\nTRAINING\nIN\nTRAITS\nGEORGE\n\nA. SELKE,\n\nDESIRABLE\nPERSONAL\nAND SOCIAL\nTEACHERS\nIN PROSPECTIVE\n\nPRESIDENT,\n\nSTATE\n\nTEACHERS\n\nCOLLEGE,\n\nST. CLOUD,\n\nMINN.\n\nIn the opening sentence of that excellent book, Supervised Student Teach¬\ning , A. R. Mead\n\nstates that “the making\n\nof a teacher is a costly process in\n\nmoney, in mistakes, and in human energy.” The following quotations are\nexcerpts from the first page or two of the same volume: “We labor un¬\nceasingly to prepare teachers so that they may not injure but help the chil¬\ndren committed to them. . . . While the cost of making a teacher is great,\nthe need for a well-prepared profession is greater. . . . We must have\nteachers who are scholarly, scientific, humane, energetic, industrious, and\nable in the science and arts of education, and who are, in some measure,\ncapable of leading others.” Then very wisely, Dr. Mead adds: “Such work¬\ners cannot be recruited and trained in a few months. The task requires years\nof patient study, toil, preparation, criticism, readaptation, and cooperation\nwith others.”\n\n"}
{"page": 743, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n737\n\nMany sincere efforts have resulted in attempts to make this “costly proc¬\ness” less wasteful of human and material resources and more effective in its\nresults. Our literature includes descriptions of many plans whereby only\n“promising” students are selected for admission to teacher-training institu¬\ntions. Adherence to high standards of achievement and an insistence upon\nproper attitude and conduct have aided in the elimination of the profes¬\nsionally unacceptable and undesirable young men and women who hurdled\nthe obstacles of selective admission and later were found wanting. It is far\nmore economical to let such students suffer the loss of the time spent in\ntraining than to risk the social cost of incompetent and ineffective teaching.\nFrom the group of students who complete their training for the important\nservice of teaching, further selection is made as recommendations for specific\npositions are submitted to employing agencies. Despite the fact that teacher\ntraining can rightly be designated as a “costly process,” it can also be said\nwith increasing accuracy, as stated in the Eighth Yearbook of the Department\nof Classroom Teachers, that “the teaching ranks are being filled with men\nand women of the highest type, selected because of outstanding ability, trained\nin special professional schools, licensed by state authority, and appointed on\nthe basis of merit according to definite local standards.”\nBut the bitter cost in teacher training is not in the unwise expenditure of\nmoney, in the disappointments of those who are not permitted to begin\nor complete their training, and not in the wasted energy of a conscientious,\nskilful, and self-sacrificing faculty. It comes from those graduates of our\nteachers colleges and colleges of education who are admitted to the field\nof teaching and who fail in their efforts to instruct, direct, and influence,\nproperly and sufficiently, the children who are assigned to their charge. The\nfailing teacher who wishes to succeed and who honestly tries, is entitled to\nour sympathy only less than the children who are his victims.\nSmall wonder that so many studies have been made to determine the\ncauses of failure and to determine the factors that make teaching activity\nsuccessful.\nBarr, in his effort to determine the characteristic differences of good and\npoor teachers, found that there were four major categories of weakness\namong poor teachers: “(1) lack of mastery of subjectmatter ; (2) inferior\ntechnic or procedure ; (3) personal characteristics ; (4) inability to discipline.\nThe chief sources of weaknesses were defective characteristics of personality,\nor personal qualities.”\nClapp and Rish concluded from their studies that “aside from the mastery\nof subjectmatter and the methods of teaching, there are many factors that\ndetermine the quality of the teacher’s work. These factors may be classified\nunder three heads, as follows: (1) personal characteristics; (2) social and\nprofessional characteristics; (3) school management.\n\nThese\n\nthree groups\n\nare not entirely distinct. Rather they overlap and the possession of the fac¬\ntors in one group depends in part upon the possession of those in another.”\nC. O. Davis in an article published in the July 1931 number of Nation s\nSchools , asks how\n\nthe administrator\n\nshould\n\nchoose his teachers. He\n\nholds\n\n"}
{"page": 744, "printed_page": null, "text": "738\n\nNational\n\nEducation\n\nAssociation\n\nthat personal qualities demanded for teaching may be classified under four\nheadings: physical, mental, moral, and social.\n\nUnder physical qualities he lists a sound body, good posture and carriage,\ncleanliness, a pleasing and vibrant voice, abundant energy, health-giving\nhabits, and modishness in dress. In the division for mental qualities are\nincluded mental alertness and responsiveness, broad outlooks upon numerous\nfields of knowledge and life, a mastery of subjectmatter to be taught, an\nintellectual curiosity, tolerance, and the habit of analyzing and evaluating\ndata before forming permanent judgments. The moral qualities submitted\nare such traits as self-confidence, self-control, self-respect, force, initiative,\nintegrity, balanced temperament, and ability to carry responsibilities. The\ngroup of social qualities given are sympathy and friendliness to pupils, co¬\noperation with associates, loyalty to superiors, interest in community problems\nand activities, gracious manners and courteous consideration for all persons.\nCharters and Waples in the Commonwealth study present a master list\nof teacher traits common to teachers thruout the public-school system. These\ntraits, alphabetically arranged, are adaptability, attractiveness, breadth of\ninterest, carefulness, considerateness, cooperation, dependability, enthusiasm,\nfluency, forcefulness, good judgment, health, honesty, industry, leadership,\nmagnetism, neatness, open-mindedness, originality, progressiveness, prompt¬\nness, refinement, scholarship, self-control, and thrift.\nPermit just one more reference to the importance of personal qualities.\nIn the June 1918 number of Pedagogical Seminary is a significant statement\n\nbased on a study made in 1903 by Hall and Gulich: “Positive dispositional\ntraits, especially of the social kind, are an even greater factor in the growth\nof the teacher than professional interests and activities outside the classroom.”\nIs there need for further evidence about the importance of favorable per¬\nsonal traits in successful teaching? It is granted without argument that there\nis no substitute for scholarship and that professional training which provides\nfor technic and procedure based upon scientific knowledge and approved\npractise, is vital to successful teaching. The fact must be pointed out, how¬\never, that at one teachers college, and very likely at many, the chief single\ncause for failure, among its graduates, is, according to the employing agencies,\nthe inability of the young teacher to make the social adjustments to his new\nenvironment. With Mead we exclaim, “The successful teacher must be a\ncomposite of many of the numerous traits of human beings plus many traits\nacquired specifically to be used in his career. The successful teacher has\ntraits that are complex, variable, constant, and interdependent.” To what\nextent these traits are specific or general, inherent or acquired, is beside the\npoint. The important fact is that they exist. It is our responsibility to identify\nand to improve them in the young people who prepare for teaching. Even\nif desirable personal traits come as a byproduct of doing other things, and\nare, to use a Bagley expression, “bootlegged” to the individual, we can try\nto create situations for the doing of those “other things” which produce the\nbyproduct we desire.\n\n"}
{"page": 745, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\n739\n\nColleges\n\nMost certainly we cannot abdicate and deny our responsibility. To turn\na youth loose without guidance and the opportunity to participate in situa¬\ntions that develop or exercise desirable personal traits, is to surrender that\nyouth to his own random situations and responses, out of which he will\ndevelop random personal traits and a random character.\nThe Repoit of the School and College Relations Committee of the Edu¬\ncational Records Bureau, makes this significant and comprehensive statem\nent\n(quoted from page 91, January 1934 Educational Record) : “Information\nregaiding the personality development of pupils is of the greatest importance\nto schools and colleges because\n1. Assuming adequate intellectual capacity, habits and attitudes outweig\nh any\nother factors in determining success or failure in schooling as well as in life.\n2. As complete knowledge of personal characteristics as can be obtained is es¬\nsential in any plan of guidance.\n3. Failure\njects and\n\nto emphasize\n\nacademic\n\nhabits and\nsuccess.”\n\nattitudes, results in unwise\n\noverstress\n\non sub¬\n\nThe\n\nteachers colleges are equally alert to the need for greater considera¬\ntion of the personal characteristics of their students. In the January 1931\nIndiana State Teachers College Journal , Bogardus reports interestingly on\nthe Terre\n\nHaute\n\nprocedure. In response to the question, “How are you\ngoing to get at this problem?,” a personality rating sheet, listing the seven\nqualities of personal appearance, enthusiasm, trustworthiness, judgment, re¬\nsourcefulness, speech and social adaptability, was prepared. The plan\nis\nbased on the judgment of the instructor because he is considered to be in a\nstrategic position. The plan makes it possible to get the individual and the\ncombined judgment of many instructors on any student and enables the\ndean to trace the progress of any student thruout his college training.\nBogardus believes they will find that a number of these persons are lacking\nin desirable qualities to such a degree or possess undesirable qualities to\nsuch a degree that the situation seems to be beyond remedy. If those students\nare beyond the possibility of raising themselves to the desired level, the duty\nof the college is perfectly clear.\n\nThe more infoimation about an individual that can be accumulated,\nthe\nmore the individual can be helped. Dr. Morrison of Chicago Univer\nsity\nis quoted as saying “that teachers of the future would spend half time study¬\ning the pupils and the other half doing the things the study showed to\nbe\nnecessary.”\nMai k May in the January 1934 Scientific Monthly names some of the\nusable methods of measuring different aspects of personality. In\nanswer to\nthe series of queiies, How may we discover what sort of a person\nJohn\nDoe really is? Is he strong, magnetic, reliable, talented, courageous,\nhonest,\nand kind? Or is he weak, repulsive, cruel, cowardly, dull, and deceitful?”—\nhe suggests six ways of finding out something about John Doe.\nFirst of all, study his record.\n\n"}
{"page": 746, "printed_page": null, "text": "740\n\nNational\n\nEducation\n\nAssociation\n\nJohn, like every one of us, has left behind him footprints on the sands of time.\nThese are his letters and other writings, his school grades, written applications for\na gas meter or automobile license, registration for voting, and so on. His photograph\nwill also tell you something about him, but just what it tells has not been scientifically\ndetermined. It is quite possible, and in fact easy, to find out a great deal about\nJohn Doe without ever seeing him or consulting others about him.\n\nSecond, ask those who know\n\nhim.\n\nMembers\n\nof his family, his teachers, his employer or his employees, his creditors,\nhis pastor or his lawyer (if he has one), his neighbors and friends, all have very\ndefinite impressions concerning what kind of a fellow he is. Furthermore, most of\nthem are willing to talk about him. If you approach them right, they will go so\nfar as to rate him high, low, or average on many character and personality traits.\nThe rating method is one of the most common devices for the scientific study of\npersonality. Thousands of rating scales and technics have been devised and there\nare now on record ratings of hundreds of thousands of individuals. But ratings are\nnot true measures,\n\nthey are at best only carefully and systematically recorded\n\nim¬\n\npressions and opinions. What they really measure, if anything, is John Doe’s reputa¬\ntion, which is only one part of his personality.\n\nThird, observe him.\nThree kinds of observations will be useful. First note his physical appearance,\nsecond, his expressive movements, and third, his actual conduct.\n\nThe\n\nfourth way of studying John Doe’s personality is to interview him.\n\nIf you can establish friendly relations with him, he will submit to direct question¬\ning and will tell you a great many things about himself. Your task is to select\nthe questions that will bring out the aspects of his personality in which you are\nfor the moment interested.\n\nThe fifth method\n\nis psychological tests.\n\nA test is essentially a measuring device. There are a great many different kinds\nof tests, each intended to measure a different phase or aspect of personality. The\nbest are known as intelligence tests. There are also tests of special abilities, talents,\nand aptitudes. There are tests of instincts and emotions, of social adjustments, of\neducational achievement, of moral knowledge and conduct, including such types\nof conduct as honesty, cooperation, generosity, courage, will-power, self-control, and\nthe like. There are also tests of appreciation of art, music and literature, tests of\nlikes and dislikes; tests of social attitudes, opinions and beliefs; tests of interests\nin occupations, games, and sports. There is in addition a special kind of a test\nknown as a general personality test. This test, which exists in various forms, is\nreally a questionnaire which inquires into symptoms of personal adjustment or\nmaladjustment. It is a sampler of symptoms.\n\nThe sixth and final method\n\nof studying personality is by experiment.\n\nSince the laboratory is the workshop of the scientist, personality must eventually\ncome under instruments of precise measurement. Laboratories are now equipped\nwith instruments for measuring not only the physical characteristics of human sub¬\njects but also their mental and physical functions as well. Many of these functions,\nif not all, are definitely related to personality. For example, the fluids of the body,\nincluding the blood, the saliva, the urine, the spinal fluids, and others, are so chemi¬\ncally constituted that changes in their compositions are frequently accompanied by\nchanges in behavior. In fact, some scientists hold that in the electrical and chemical\n\n"}
{"page": 747, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\nphenomena of the body lies the solution of the problem\ntrol of conduct.\n\nof the prediction and\n\n741\ncon¬\n\nIn connection with observation as a method for obtaining information,\npermit me to suggest that a brief record of the situation or activity be made\nrather than the employment of a descriptive word. For example, Studen\nt\nA was responsible for a certain activity that involved the handling of\na\ncertain amount of money. The day after the activity he submitted a com¬\nplete report. Student B had a similar responsibility. It was necessary for\nthe accountant to request the statement several times. Two weeks after\nthe activity, he submitted his statement.\nA record as brief as that submitted for Student “A” gives far more\ndefinite and accurate information than the designation “prompt or responsi¬\nble.” It eliminates the need of definition.\nThe illustration also points the way for the remedial work that should\nsucceed the analysis. I am positive that a fairly accurate diagnosis is pos¬\nsible for all of our prospective teachers and that sound remedial practises\nwhich will test the operation of personal and social traits can be provided.\nRequired participation in extracurriculum activities in the recreational, the\nsocial, the cultural programs found in so many of our colleges, which practise\nreally curricularizes, is a step in the right direction.\nLet me quote again from the Eighth Yearbook of the Department of\nClassroom Teachers:\nNo less important than the fields of training mentioned above is training in health,\nrecreation, and the social graces. Not only should the student in training keep\nphysically and mentally fit by a program of physical education, but he should\nestablish, also, correct habits of eating, sleeping, and exercising that are as customary\nas personal cleanliness.\nClosely allied with health training is that in recreation, for the things that refresh\nand invigorate make for mental health and frequently for physical well-being too.\nGenerally speaking, recreation is chosen because of the relaxation and entertainment\nit affords rather than for any intrinsic value. Fortunately, however, the form of\nrecreation that provides the fullest measure of relaxation and entertainment is\nusually the type that results in greatest benefit to the individual. Consequently, both\nobjectives are frequently achieved, especially by those who have trained themselves\nto participate in the sports and social diversions of the community.\nA great many teachers neglect recreation because they lack training in the social\ngraces, a small thing in itself perhaps, but one that often looms large in the lives\nof individuals. Formerly it was assumed all too frequently that intelligent students\nwould develop satisfactory social habits while acquiring academic skill. As a mat¬\nter of fact, they did not, for social proficiency is attained only thru practise the same\nas any other skill. College and university authorities have recognized this fact for\nsome time, and now a majority of the teachers colleges make definite provision for\nat least a limited amount of training in correct social conduct. However, still greater\nemphasis would be warranted in many institutions. Moreover, special consideration\nshould be given to men students. Many of them will become administrators, where\nthe ability to meet strangers pleasantly and to do and say the right thing on every\noccasion will be not only' an immense satisfaction but a determining factor in their\nsuccess.\n\n"}
{"page": 748, "printed_page": null, "text": "742\n\nNational\n\nEducation\n\nAssociation\n\nIn the future we shall be much more concerned than at present with the\nlife the student lives while attending the teachers college. We shall consider\na check of his leisure time as important as a test of his scholastic ability.\nWe shall be interested in the student as a person and shall provide oppor¬\ntunities for the development of personal and social traits as we do now for\nthe acquisition of knowledge and of classroom skill. We shall be concerned\nin him as an integrated being who is capable of adjustment to his associates,\nto his pupils, and to his community.\n\nDISCUSSION\nROBERT\n\nD. BALDWIN,\n\nWEST\n\nVIRGINIA\n\nUNIVERSITY,\n\nMORGANTOWN,\n\nW.\n\nVA.\n\nThere remains now the pleasant task of attempting to synthesize the care¬\nful analyses of our topic, whereby the preceding speakers have stimulated our\nthinking, into a tentative working philosophy of the teacher’s challenge in\nthese stirring days and into a tentative working program of preparation\nwith which we may hope to meet that challenge.\nThe philosophy implied in the deathless words of Jesus, “Ye shall find the\ntruth, and the truth shall make you free,” and of Abraham Lincoln, “gov¬\nernment of the people, by the people, and for the people” constitutes the\nchallenge to the teacher, of a dynamic society which contains within itself\nthe desire and the means for its progressive liberation and control. The most\nconscious and conspicuous expression to date of society’s desire and means\ntoward this end is the American public school. And the teacher is the pilot,\nsearcher for, and interpreter of the truth ; himself a product of the people,\ncommissioned by the people, for dynamic service for the people in their hope¬\nful climb to successively higher levels of freedom. In the presence of such\nresponsibility, where coalesce so completely personal and social qualities,\nwhat traits are needful in a successful teacher?\n1. Maturity — intellectual, social, emotional — by which\n\nis meant,\n\nnot\n\ncrystallization, or even stability, certainly not “normalcy” ; but rather the\nsteady mobility and purposive flexibility of a growing, integrating per¬\nsonality, understanding and tentatively at home with itself, its fellows, and\nthe institutions of society. Such maturity depends upon\n2. Social intelligence, that priceless composite of practical psychology and\ncommon sense and love for just folks which results in the ability to associate\nwith and handle people to the ultimate benefit of all concerned and with a\nminimum\n\nof friction, so well exemplified in that delightful down-east char¬\n\nacter, Jen, in Gladys Carroll’s As The Earth Turns.\n3. Faith in folks, and that, given the chance to find and ponder truth, and\nsympathetic suggestion as to its application, they will use it to promote per¬\nsonal and social freedom thru self-control.\n4. Courage to face facts realistically, and to build the school integrally\ninto life. Courage to keep the school dynamic, even in the face of the brake\n\n"}
{"page": 749, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n743\n\nof tiadition and the heavy hand of athe god-of-things-as-they-are,” facing *\nresolutely the problems of the present and their implications for the future.\nHow most of us lacked such courage in those smug, complacent years from\n1917 to 1929, when the economic facts of glutting profits for the few and\nmounting debts for the many so clearly pointed to the condition in which\nnow we strive to right the tottering structure of civilization. Courage to\nunite faith, as fact projected; reason, as fact prophesied; and science, as fact\nproved, into purposive realities, steadily expanding life by enabling us to\nglimpse new truths about its processes. Courage to stand firm by these\nrealities, with the calm confidence one naturally feels in the ultimate triumph\nof truth over falsehood, even when the latter is blazoned forth by all the\narts of modern propaganda.\n5. Tolerance, or human sympathy, to balance courage. Tolerance active,\nnot passive; positive, not negative; patient, disarming, broad enough to in¬\nspire reciprocal impulses in others, frank, dauntless, irresistible. Tolerance\nthat can take it on the chin” and retaliate confidently with a blow delivered\nto the head from a heart full of genuine human sympathy.\nGive me these qualities, if you please, in my candidate for teacher prepara¬\ntion. I have not mentioned scholarship or mentality. Normal intelligence is\nassumed. If it be granted, scholarship will strike its stride in view of the\nother qualities specified, and in line with the training program, which I\nherewith briefly outline.\nFirst, an administrative set-up essentially in the spirit and of the quali¬\nties as specified for the teachers in preparation.\nSecond, a staff possessed of the self-same aforesaid traits, with thoro and\ncomprehensive liberal and professional preparation, and with a background\nof experience in the teaching of children.\n\nThird, a state requirement of five years of preparation after entering the\nteachers college, the last year to be an internship in a teachers collegecontrolled laboratory public school.\nFourth, a budget sufficient to carry the program,\nsuperior staff.\n\nto attract and hold a\n\nFifth, a plant adapted to house comfortably and functionally the program\ncontemplated.\nSixth, the curriculum, in broad outline, about as follows: The first three\nyears are given over to learning how to study, to studying society, the\neconomic order, public health, the subjectmatter of the various academic\nfields which may be determined of worth to society in general to know\nabout, such material to be covered in a way to bring into clear relief its\nhuman bearings and significance, and especially its meaning to and for chil¬\ndren. During the third year the student’s major special interests should\nbegin to receive special attention. The fourth and fifth years would embrace\nwhat I should like to call the integrated professional experience of the\nstudent. I should pick my master teachers, those having the traits, already\ncovered in some detail, in marked degree, for special pilot-counselors. To each\n\n"}
{"page": 750, "printed_page": null, "text": "744\n\nNational\n\nEducation\n\nAssociation\n\n* of these not more than twelve students of each of these last two years\nwould be assigned. The fourth-year students would spend one-half day in\nthe laboratory school, observing, helping both students and teacher, assum¬\ning gradually routine and teaching responsibility, under the cooperative\nguidance of the counselor and the room teacher. The other half day would\nbe spent in studying out the problems which arose in the classroom observa¬\ntion and participation, and in group and individual conferences with the\ncounselor. The child psychology, methods, educational sociology, manage¬\nment, and administration of the standard professional curriculum of the\npresent time would thus be covered in functioning, practical sequence. I\nshould expect the student to get the parental contacts and educational\nsociology first hand at this time, also, under the direction of the counselor.\nThe fifth year would be a carefully supervised and sympathetically directed\ninternship, full responsibility for a class for one-half day being the load\ncarried under the counselor’s guidance. This pilot is the coordinator of\nexperiences of a professional sort by means of which the student builds an\nintegrated professional consciousness, sensitiveness, confidence and, of course,\nskill.\nI hear objections, and sympathize with them. I shall voice them, and try\nto answer them briefly, and in order: 1. Such an administration and such a\nstaff are pretty scarce. Are you quite sure of that? That kind of administra¬\ntion can find and build such a staff. Leadership of that sort, with financial\nbacking, can draw out of the profession many just such teachers. How about\nit? 2. It costs too much to inaugurate and maintain. Yes, it does cost plenty,\nbut wouldn’t it be better to pay for it and have its benefits than to have to\npay for it and not have anything to show for it? That’s just wffiat we as\nstates and as a nation are doing now. We are paying for the fact that we\nhave in the past failed to support a dynamic school and prepare dynamic\nteachers. A dynamic school pays its way every time. 3. I doubt whether young\npeople of such traits could be attracted to teaching in sufficient numbers.\nMaybe not to teaching as a means of maintaining status quo. But make it\nan adventure in human reconstruction and advancement, and see what\nhappens. Youth today isn’t afraid of the challenge to constructive endeavor.\nWhy not give it a trial ?\nEDUCATION\nJOHN\n\nDEWEY,\n\nFOR\n\nPROFESSOR\n\nA CHANGING\nEMERITUS\n\nUNIVERSITY,\n\nNEW\n\nOF\n\nSOCIAL\n\nPHILOSOPHY,\n\nYORK,\n\nORDER\nCOLUMBIA\n\nN. Y.\n\nEducation for a changing social order means fundamentally education\nthat introduces students into the realities of the present order — or disorder,\norder being a courtesy name for the present chaos. As Andy replied when\nAmos asked him the meaning of statu quo, “It’s a name for the mess we are\nin.” Nobody knows what the future is going to be. The only sure thing is\n\n"}
{"page": 751, "printed_page": null, "text": "Department\n\n745\nof\n\nTeachers\n\nColleges\n\nthat it will change as the present is changing ; changing so rapidly that\nwe\ncould almost say it is change. Probably there were a few people ten years\nago or so who thought they knew what the future was going to be. Ten\nyears is a short time and yet the wisest did not know what the intervening\nyears were going to bring forth. Certainly no one knew what the year of\ngrace 1934 was going to be politically, economically, and internationally.\nIf we cannot see ten years ahead, the prospects are surely poor for our\npredicting what social affairs are going to be like a generation from now,\nor eyen by the time the younger pupils in the school will be going out into\nactive life.\nPeople dissatisfied with the present are only too apt to flee, according to\ntheir respective temperaments, either to the past or to the future. It is\neasier to look backward and pleasanter to imagine what may be ahead than\nit is to face the present. Yet it is out of the present with all its cross cur¬\nrents that the future will be born. We can and should project our hopes and\naspirations. But it is the way we treat present social forces that will deter¬\nmine how far our hopes are realized in the future. And we cannot administer\nthese forces unless we first of all know what they are and how they are\nworking.\nIn other words, there are three choices that education can take. It can\ngo on dwelling in the past ; it can set up ideal pictures for the future and\nstrive to educate on the basis of that picture; or we can strive thru our\nschools to make pupils vividly and deeply aware of the kind of social world\nin which\n\nthey are living. For these reasons I am\n\nglad that the assigned\n\nsubject is “education for a changing social order” rather than education\nfor a new social order — not that we do not need a new social order, but\nthat the fundamental condition of attaining it is to begin where we are, with\nthe present, and having found out something about that, learn where edu¬\ncation is to throw its weight ; learn what existing forces are to be weakened\nand replaced, and what are to be supported and reinforced.\nIn the first place, let me say that it would be almost an educational revolu¬\ntion if we were to recognize that we live in a changing social order and\nproceed to act upon that recognition in our schools. For, speaking in the\nbroad way which time alone permits, our educational system has been an\neducation for a static, a relatively fixed, social order. One evidence of that\nfact is the emphasis put upon getting what are called the right answers to\nproblems that are laid down by text and teacher, instead of putting the\nemphasis upon finding out what the problems are, finding out by having the\nboys and girls themselves take an active part in studying the conditions that\nset the problem.\n\nThe\n\nidolizing of correct knowledge and correct views is not confined of\ncourse to social matters. It is bad there, as I shall try to show in a few\nminutes. But the mental set is given in almost all subjects. Whether or not\nthere is transfer of the external effects of learning, there is no doubt that\nan attitude that is formed persists and waits ready to be applied to all subjects.\n\n"}
{"page": 752, "printed_page": null, "text": "746\n\nNational\n\nEducation\n\nAssociation\n\nUnconsciously students form the habit of supposing that things in general,\naside from a few details, are all settled ; that some one has the right solution\nand that it only remains for the student to learn it.\nThe result is that many young people leave school with the attitude of\nwanting and expecting to be told , rather than with the attitude of realizing\nthat they must look into things, must inquire and examine. There is com¬\nplaint, and rightly, that the population is too amenable, on the whole, to\nthe influence of propaganda. But why is it? Why are so many people so\nready to swallow what is persistently told them, told them with an air of\nauthority? Why is there so much gullibility? I do not believe that it is\nmainly from lack of native intelligence. It is because they have acquired\nthe habit of listening and of accepting, instead of that of inquiry, and, if\nyou please, of intelligent scepticism. There are other causes for this mental\npassivity. Men and women working mechanically all day, tending machines,\nare not likely to be especially alert. But I think the schools have to accept\nsome responsibility for the prevalence of this habit of mind.\nWhile methods of teaching in arithmetic, history, geography, in fact, in\nalmost all the school subjects, aid in establishing the mental habit of passive\nacceptance, while docility at the expense of an inquiring disposition is too\ngenerally cultivated, the evil culminates in the attitudes that are formed\nin political, social, and economic matters. I give one particular illustration,\nnot perhaps important in itself, but as typical. I saw the other day a little\npamphlet designed for high-school teachers and students. The idea behind\nit was an excellent one. It was devoted to the National Recovery Act and\nthe activities carried on under its administration. Here surely is a topic\nrelated to the world in which we are living. Acquaintance on the part of\nstudents with this present line of governmental activity is valuable in itself\nas a preparation of students for the duties of citizenship. More important is\nthe fact that this study could easily be made a doorway thru which students\ncould be led to a study of almost any phase of present industrial and business\nlife, including the position of the consumer and the wage earner.\nSo far, so good. But the central theme of the pamphlet was whether the\nN.R.A. should be continued indefinitely, and not only that but the pamphlet\ntook a definite position on the matter. It was calculated to lead students to\na certain view as the correct one. Now I do not suppose there was anything\nwrong\n\nabout this desire in the intention of the writer. But I do think it was\n\neducationally wrong. I think the fact is an illustration of the prevailing ten¬\ndency to have everything settled, to have students arrive at correct views on\nevery topic that comes up lest their minds be left hanging in uncertainty.\nSince, however, events themselves are hanging in the air, since the world\nitself is in a state of uncertainty as to what is impending, the point that is\nmost important educationally was omitted. The»tendency to develop closed\nminds was strengthened. Can anyone believe that the educational result\nwould not have been much better if the facts had been presented, even the\narguments\n\npro and con, so that the nature of the problem stood out clearly,\n\n"}
{"page": 753, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n747\n\nand then the matter left there for the students’ own continuous inquiry?\nWas it better to have the matter settled as far as the minds of the boys and\ngirls were concerned or to arouse curiosity and an abiding interest in the\nquestion for the future?\nI have taken this particular illustration not because it is especially bad.\nOn the contrary, it is an example of something much better than what has\noften gone on in the schools. It is an attempt to bring instruction into rela¬\ntion with the changing social scene. Upon the whole I do not think it is\ntoo much to say that when the schools have touched upon political and eco¬\nnomic affairs they have been at arm’s length in comparison to the hand-tohand grapple in the instance just cited.\nSchool contacts have been too large, remote, and highly general. But they\nhave often been so much in the way of laudation of what was done in the\npast as to give students a highly unreal idea of actual conditions. It is recog¬\nnized that our forefathers a century and a half ago had real problems to\ndeal with both in revolutionary days and the years that followed till the\nConstitution was adopted. It is recognized that Civil War days were times\nof real stress and strain. But comparatively little has been done to make\nstudents aware that we live in the midst of new problems that are as urgent\nand in many ways even more complex.\n\nIt has even been regarded as unpatriotic to say or teach anything that\nwould give pupils the idea that our Constitution and the system under which\nwe live are not so perfect that any serious problems remain. Those who call\nattention to the fact that a system adopted in the era of the stage-coach and\ncandle-light are not perfectly adapted to the era of the railway, electricity,\nand airplane have been stigmatized as disturbers and wilful agitators, if not\nactual revolutionaries bent on overthrowing our system. Patriotism has been\nidentified with complacency.\nI might say, speaking broadly, that not only have we paid more attention\nto the past than to the present, but that we have educated on the basis of a\nfixed or static social order instead of one that is dynamic, changing more\nrapidly than at any time in the entire past. Well-educated people have been\nwont to think with pity of the efforts of states like Tennessee and Arkansas\nto forbid the teaching of biological evolution in the public schools. But the\nfact is that when it comes to economic and political matters we have all of\nus lived in an atmosphere of fundamentalism, and that the atmosphere has\npenetrated the schools. After all, the evolution of institutions is of much\ngreater concern to the average person than is the evolution of plant and\nanimal life. But those who feel enlightened because they are willing to admit\nthat the latter has been a constant scene of change have felt that it was\nnecessary to hold firmly to fixity of economic and political institutions,\nbeliefs and loyalties. Or if they have accepted the idea of evolution in social\naffairs they have regarded it as a very slow gradual process that takes place\nautomatically without the intervention of purpose and directed action on the\npart of human\n\nbeings.\n\n"}
{"page": 754, "printed_page": null, "text": "748\n\nNational\n\nEducation\n\nAssociation\n\nSo I come back to my main theme. Education for a changing social order\nmust be based on an understanding of the facts of the changes that are\ngoing on, and especially on insight into the causes that are producing these\nchanges — the forces that are at work. Take, for example, the eclipse of\ndemocratic government in so many European countries. Many countries are\nliving under dictatorships that have abolished all forms of representative\ngovernment and that mention democracy only as a term of contempt. There\nare many influential persons in this country who uniformly speak with scorn\nof Congress and tell us how the business world breathes freely only when it\nis not in session. I do not suppose that all of them want a dictatorship, per¬\nhaps only a few do. But their attitude involves, whether they are aware of\nit or not, profound disrespect for representative government and democratic\ninstitutions.\nThere is no need here to go into the causes that have brought about the\nEuropean situation. Let us stay close to home affairs. The country was\nfounded upon faith in democracy with its ideals of liberty. Not many stu¬\ndents in our high schools and only a comparatively few in the colleges are\nmade aware of the fact that the Constitution was adopted in a time of dis¬\ntrust of the people and that many measures designed to curb the political\npower of the masses were embedded in it— a fact that was the cause of the\nadoption of all the earlier amendments at a time when popular sentiment\nwas less under the influence of the reactionaries. But nevertheless Thomas\nJefferson and Abraham\n\nLincoln, the sturdiest defenders of democratic ideas,\n\nhave always been the great national heroes. Why has the faith grown dim¬\nmer? And why is there so little interest in politics that hardly more than\nhalf of those entitled to vote go to the polls in a hotly contested election\nwhere parties have immense campaign funds at their disposal ?\nThe question of course is a complicated one. But there is one fact so\noutstanding and so plain that it must be reckoned with. Economic condi¬\ntions now are entangled at every point with politics, and economic forces\ndecide political activity. Nevertheless, the determining economic conditions\noperate in ways that are not open and clear to the mass of the citizens. In\ntheory, and to a large degree, practically, in the mind of the average citizen,\npolitics and economics are kept apart. In spite of the fact that every important\npolitical issue arises out of industry, business, and finance, we are constantly\nled to suppose that political and legal institutions work on independent and\nseparate lines, lines that were laid down\ndemocratic.\n\nlong ago and that are thoroly\n\nThe simple fact is that power rules and that the real government is car¬\nried on not in Washington and our state capitals but wherever power re¬\nsides. We live in a time when money not talks but acts. There is an accu¬\nmulation and concentration of wealth. Our industrial and commercial\nsystem is carried only by means of capital that is amassed and organized. I\ndo not complain of this fact. I only say that it is an outstanding fact.\nWhen\n\nour country was in process of creation, the men\n\ngoods carried them with horses and wagons\n\nwho\n\ntransported\n\nwhich they owned\n\nthemselves.\n\n"}
{"page": 755, "printed_page": null, "text": "749\nDepartment\n\nof\n\nTeachers\n\nColleges\n\nThe men who made the goods made them in their own neighborhoods \"with\ntools which they worked with their own hands, and even when they did not\nown the raw materials upon which they used their tools, they at least mostly\nowned the tools and they worked with a few neighbors whom they knew per¬\nsonally and who had a common stake in their local community. This was the\ntime when rugged individualism had a meaning and it was the time\nwhen\ndemocratic institutions were born.\n\nYou cannot imagine the railway system by which the great mass\nof raw\nmateiials and manufactured goods are transported today being\nowned and\nmanaged in that personal way. It takes a large amount of capital to build\nand run a i ail way system. Corporations, with issuance of bonds and stocks\nthat biing about the accumulation of large capital drawn from a great\nvariety of individuals, were necessities if we were to use steam and electricity\ninstead of depending upon horses and wagons.\nCompare the old forge and blacksmith shop in which ironwares were\nproduced with the mills and factories of the United States Steel or Bethle¬\nhem Corporations of today and you have at least a symbol of the correspond¬\ning change that has taken place in productive industry. Or, compare the\nold-fashioned wagon-works with the big automobile factories in Detroit and\nyou see why it is that the capital has been gathered together and organized\non a vast scale. We could not have our present type of civilization without\nthe change from personally managed production and transportation depen¬\ndent, comparatively speaking, upon personal means, without the aggregation\nof impersonal capital.\nFor this reason I said I was not complaining of the mere fact. The real\npoint concerns the question of how the aggregated capital is controlled and\nhow it is used — what is the social effect of the way it is used. And since I am\nnot making a political speech I am not mentioning even this fact to complain\nof it at this time. 4 he point is the bearing upon education for citizenship in\nour present order. I he point is that our youth cannot possibly understand\nthe problems and forces of political life unless they understand its back¬\nground in industry, trade, and finance.\nIf we contrast the actual situation with instruction in civics as that is\ngiven in most of our schools, we see how pathetically meager the latter is.\nI he latter is almost shoved into a corner. But the nature of the usual\ninstruction given is still more serious. While there has been great improve¬\nment in recent years, and while there is not so much merely formal study\nof the legal anatomy of government as there once was, it is still true that\nan understanding of the situation cannot be had by a single course set\napart from others. What is required is something fundamental in the way\nof a pretty complete overhauling of the curriculum from the fifth grade\nonwards thru the high school. The whole course of study should be oriented\ntoward the world of the present, not toward the past, and its great aim\nshould be to make those who go out from the school conscious of the forces\nthat are changing the conditions of life for everybody.\n\n"}
{"page": 756, "printed_page": null, "text": "750\n\nNational\n\nEducation\n\nAssociation\n\nOf course such a reorganization is not easy and cannot be performed\nover night. There must be preparation. There are none in such a strategic\nposition to make the preparation as the training schools for teachers, and\nin this group the colleges and schools for teachers connected with the uni¬\nversities of the country hold a central place. For this reason, in what I\nhave said so far I have spoken of the education that is needed in the schools.\nFor the kind of instruction they are to receive and the methods that are to\nbe used should decide what is to be done in the training of teachers. The\nconstant temptation of such training schools is either to prepare in a cut\nand dried way for the details of the schoolroom, or else to develop under\nthe name of science and philosophy ideas that are too far away from school\nlife and action.\nI do not think that I am overbold in saying that at the present time\nthe institutions that train teachers have a unique opportunity. It is a few\nof the larger features of this opportunity that I should like to outline. If\nteachers are to be trained to educate the young for a changing social order,\nthe institutions that train them cannot, in the first place, accept the present\ncurriculum as setting the standard for their work. Those who give instruc¬\ntion in them must inquire critically and cooperatively into the relationship\nof this curriculum to a changing order. They must start on the development\nof plans of study for the schools generally that are organized about the\nidea of social life as indeed a life, a moving, changing thing.\nI do not think, in the next place, that the method\n\nof approach can be too\n\nbold or too challenging. The execution of the plans in actual practise will\nbe a much slower thing, and there will be plenty of obstacles to slow down\nits execution. But the method of approach is an intellectual matter, and,\nwhile conservatism\n\nwill affect practise, the intellectual approach\n\ncannot\n\nbe too radical — radical in the sense of trying to get at the root of the matter.\nWe have never had in this country centralized governmental departments of\neducation such as exist in the cabinets of European countries. Progress has\nbeen by voluntary efforts and by a process of permeation and osmosis. In\nthe long run I believe this method is better than dictation from above. But\nthe method imposes a peculiar responsibility on teacher-training institutions.\nIn the absence of official leadership it is for them to be leaders. There is\na strong tendency for them to be followers. I do not mean by this statement\nthat they are consciously servile in their attitude. I mean rather that a\ngreat many forces converge to make the readiest and simplest course for\nthem the acceptance of the existing system, to prepare students for taking\nan efficient part in it, improving it of course, but improving it within the\nlimits set by its existing framework. Teachers must find positions and their\nfitness is likely to be judged by their preparation as it enables them to fit in.\nThe eyes of those who direct these institutions are unconsciously kept upon\nexisting practises, and their ideal is to carry on the investigations and instil\nthe ideals that will improve those practises without attempting to change\nthe general framework.\n\n"}
{"page": 757, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n751\nUnder ordinary conditions such policies are all that can be expected, and\nthere is no doubt of the good work that has been done in these directions.\nBut we are now living in a time to which the mildest word that can be\napplied is emergency, that most of us do not hesitate to call a crisis, and\nwhich may well prove to be one of the turning points in history that occur\nevery century or two. Everybody knows that ideas and proposals that would\nhave been hooted at a few years ago are now promulgated and listened to.\nIt is only in emergencies that far-reaching changes can be initiated. The\nopportunity for serious educational changes, that I referred to a few moments\nago, is determined in a large measure by the state of the public mind at the\npresent time. No one knows how long this particular situation will con¬\ntinue; if and when it disappears educational changes that could be accom¬\nplished with comparative ease during the crisis will be almost impossible\nto accomplish.\n\nBut now\n\nthe idea of a New\n\nDeal is not only on everybody’s lips but in\neverybody’s mind. There are critics of course, but unless I misjudge the\nstate of public opinion the mass of the people are hoping that it will go much\nfurther; they are waiting for an onward movement to take place. If educa¬\ntors hold back, the public will be indifferent to the schools, more indifferent\nthan in the past. If the public sees that educators are awake to the situa¬\ntion and are trying to do their part to meet the new situation, there will\nbe hearty support for changes that would\npossible to overcome a few years ago.\n\nhave aroused an opposition im¬\n\nThe opportunity is such as comes not once in a generation but once in a\ncentury. It was indeed in the thirties of the nineteenth century that there\nwas a great ferment in education and that the foundations of free public\neducation were laid, and that the movement for special education of teachers\nwas set on foot. It was in the thirties, a century ago, that Horace Mann\nand Henry Barnard began the publication of their educational journals.\nIt would be interesting to know whether it is a mere coincidence that the\nthirties of a century ago were also a period of extreme depression. At all\nevents, there was an opportunity and it was taken advantage of by educa¬\ntors. How far can we rise to the present opportunity?\nIt would\n\nbe absurd for me\n\nto attempt to lay down even in outline a\nprogram for an education for teachers that would put them in a position\nwhere they would in turn enable students to do their part in directing the\nchanges that are going on, so that we would move to a more just, more\nhumane, and more secure social order. But it is pertinent to point out cer¬\ntain facts. In the first place, the material for developing such a program is\nat hand in more abundant measure than at any previous time. There is\nmuch material conservatively presented in reports of the Commission on\nSocial Trends. The National Education Association has a Committee on\nSocial and Economic Goals of America. An American Committee on Eco¬\nnomic Policy has been formed as a clearing-house and distributing center\nof information. While aimed more directly at adult education, the material\nwill be significant for any educational reorganization. A committee\n\nfor the\n\n"}
{"page": 758, "printed_page": null, "text": "752\n\nNational\n\nEducation\n\nAssociation\n\nreorganization of secondary education has been formed\n\nand is at work.\n\nThe Commission on Social Studies will soon make a report and it is under¬\nstood that it will contain an analysis of present social conditions and forces.\nThese are a few of the high spots with reference to available material.\nIn the second place, there is no cause for fear of fixed inculcation — which\naccording to the dictionary originally signified a mere stamping in. We have\na great deal of that in the interest of striving to maintain the order of the\npast that has so completely broken down. What we need to substitute for\nthis fixed indoctrination, which has exercised an oppressive and coercive\ninfluence in the past, is an intelligent understanding of actual conditions\nthat will stimulate individual inquiry and enable the minds of students and\nteachers alike to think in a straightforward\ntheir own conclusions.\n\nand competent\n\nway\n\nand reach\n\nIn the third place, the entire curriculum should be organized about a\nsocial center and oriented toward social ends. At present, the curriculums\nof the schools are so centrifugal, so dispersed and overloaded, so lacking in\nintellectual organization and unity of purpose, that unification is needed on\nevery ground. For the sake of educational coherence as well as for educating\na generation that can deal intelligently with our social troubles, a center of\nunity is imperatively needed. We have gone for a long time on the policy\nof piecemeal additions of courses and studies. What we need is a thorogoing\nreorganization about a center which will include within its circumference\nwhatever is relevant to present needs. Will our educators rise to the\nopportunity?\n\nTHE\n\nEDUCATION\n\nGEORGE\n\nF. ZOOK,\n\nOF TEACHERS\nFOR\nSOCIAL ORDER\n\nUNITED\n\nSTATES\n\nCOMMISSIONER\n\nWASHINGTON,\n\nA\n\nCHANGING\n\nOF\n\nEDUCATION,\n\nD. C.\n\nWe live in a period when people talk quite freely about social planning.\nEvery effort of this nature by the states or the federal government has\ncalled forth generous applause from everybody, including the educators.\nWe join with others in generous appreciation of ail evidences of statesman¬\nlike vision on the part of those who are attempting to lead us out of the\ndifficulties which descended on us a few years ago.\nWhatever responsibility for social planning rests on federal or state\nofficials, members of Congress or state legislatures and local administrators,\nrests with equal if not greater weight on the shoulders of school and college\nexecutives and teachers. Especially is this true relative to the development\nof policy and organization in the field of education itself. We cannot cast\noff responsibility for undesirable conditions in education onto our fellow\npublic officials. If any group of citizens is in a position to influence elected\n\n"}
{"page": 759, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n753\n\nand appointed officials it ought to be those of us who are engaged in educa¬\ntion. I plead, therefore, for a full acceptance of our responsibilities and\nfor that vision and courage which are necessary to a successful solution of\nour problems in education, including the training of teachers.\nIn fact, I am definitely conscious of what amounts to a challenge which\nis being thrown down by those in authority today to those of us who are\nengaged in educational administration, to supply the country with a vision\nof what the schools ought to be in the new era, together with practical and\neconomical means of attaining our objectives. We are told in effect that if\nwe will but study our problem and agree upon an intelligent, comprehensive\nand courageous program that the public will be glad to follow our leader¬\nship, just as it is always not only willing but anxious so to do.\nAt the risk, therefore, of seeming to be presumptuous, I propose to dis¬\ncuss with you a few familiar matters in the field of teacher training which,\nif they could be accomplished, would appeal strongly, I am convinced, to\nthe common sense of the great American public. For it should be remem¬\nbered that a social policy must not only be fundamentally sound but it must\nbe put in such a way as to catch the imagination of our fellow citizens who\nsupport the schools.\n1. We should know how many teachers should be trained. As one looks\nback over the history of teacher training in this country it is amazing how\nlittle attention has been given to this elemental consideration. From the\nvery beginning teacher training has been recognized more definitely as a\nfunction of the state’s educational institutions than any other aspect of higher\neducation. Yet studies of teacher demand and supply are a development\nlargely of the last ten years. Even now we are told that comprehensive\nstudies of this kind have been made in only about eight states, California,\nColorado, Louisiana, New York, North Carolina, North Dakota, Ohio,\nand Vermont, while similar but less extensive surveys have been made in\nonly nine other states, Arkansas, Iowa, Kentucky, Michigan, New Jersey,\nOregon, South Dakota, Tennessee, and West Virginia. As a result of this\nhaphazard policy Professor Earl W. Anderson tells us that “at present\nthe number of new teachers demanded annually is probably less than half\nthe number graduated from teacher-training courses each year.”\nTo whatever extent this statement is true, it is a very sad comment\n\nupon\n\nthe social planning of our teacher-training institutions. If we would protect\nthe good name and fame of our profession we must take measures in each\nstate in the Union\n\nto ascertain the trend of demand\n\nand supply of teachers\n\nthru careful, comprehensive studies of census figures, enrolment in schools,\nteacher turnover and every other factor which affects the situation. An\nounce of consideration along this line is far better than a pound of some\nmore violent readjustment later on. In fact, I feel confident that in the\nfuture the public will expect us to be intelligent about the number\nneeded in our profession.\n\nof persons\n\n2. Each state should establish or arrange for only those facilities in\nteacher training which will provide the necessary supply of teachers. Here\n\n"}
{"page": 760, "printed_page": null, "text": "754\n\nNational\n\nEducation\n\nAssociation\n\nat once we come to a question about which there is wide difference of opin¬\nion. The whole question of adopting a quota seems to be involved. Many\npeople feel that such a policy outrages our democratic traditions in education\nand places an unjust limitation on the ambitions of aspiring young people.\nI am convinced that in the present somewhat undeveloped status of our\npersonnel work there is something to be said for this opinion. Nevertheless\nI am confident that if we would only practise all that we know about select¬\ning people for training in the various walks of life there would be a great\nmany less disappointments in life than is true at present.\nburthermore, it is to be remembered that we are constantly drifting\ntoward the adoption of the quota idea in other professions. No one would\nnow think of increasing much if any the expensive facilities for the educa¬\ntion of doctors or dentists. There is a general recognition of the fact that\nthere are too many lawyers and, altho the attempts to restrict the number\nadmitted to the bar have so far not proved very effective, nevertheless the\ntrend in legal education is all in that direction. Both public and private\nagencies are wise enough not to go on establishing unnecessary facilities in\nmining engineering or forestry. Indeed, even if we hold to the necessity of\nincreasing the facilities in general education on the higher levels, there is\nevery reason to restrict the amount of professional education along any line\nincluding teacher training to the number reasonably necessary to meet the\nneeds of society.\n\n3* Thru cooperative action we should set a national quality standard for\nthe preparation of teachers. By this statement I mean that the teacher¬\ntraining institutions of this country should pool their wisdom in formulat¬\ning and announcing what they believe to be desirable and necessary in the\nway of subjectmatter content, methods, practise school facilities and the\nlike as a preparation for a first-class teacher in the elementary and secondary\nschools respectively. If this means four years of preparation for teaching\nin the elementary schools and at least five in the secondary schools, with ap¬\npropriate facilities in plant and equipment and especially with reference\nto the quality of students admitted and graduated, let us say so frankly\nand label those persons who complete such courses and meet such standards\naccordingly.\nAgain, if we compare the situation in teacher training with that for the\neducation of persons to enter other professions we should be able to learn\na valuable lesson. We are past the time when a medical school will put any\nkind of a stamp of approval on an individual who has spent less than four\nyears in training. People are no longer allowed to take examinations to\npractise dentistry unless they have spent three years in a medical school.\nEven the lowly pharmacist must have at least two years of training.\nIn teacher training we have state by state made notable progress from\ntime to time. But I fear that we have submitted all too easily to the pressure\nbrought to bear on us to offer any kind of a compromise in the way of short\ncourses which meet legal and popular requirements. I realize that we cannot\nleave off the habits of several decades suddenly but I do think that we can\n\n"}
{"page": 761, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n755\n\nemphasize more our conception of what is an adequately prepared teacher\nby coming to some agreement on the subject and by rewarding those per¬\nsons who attain this standard in some more definite and appropriate way.\nHere is a type of social planning which can only be made effective with\nthe consent of the people whom we serve. Our plans must be wise enough\nto be convincing.\n\n4. We should locate teacher-training institutions so as to be easily\naccessible to students. Our history on this point has been most reprehensible.\nAll types of higher institutions including the teachers colleges and normal\nschools have been bartered in exchange for prisons or asylums. Whether\nthey were located in areas with adequate student constituency has been as\nmuch a matter of accident as forethought. Indeed if one examines the\nsituation across the country it would seem as if the medieval conception\nof avoiding centers of population had been carefully followed. Illinois has\na number of state teacher-training institutions but Chicago with all of its\npopulation was not fortunate enough to be remembered. The same situation\nobtains in Missouri, Ohio, Pennsylvania, Maryland, Michigan, Nebraska,\nand a number of other states. Verily it would seem as if great care had\nbeen exercised to see that these institutions were placed where the people\nare not rather than where they are. Society will pay the expense of these\nmistakes for generations in the way of increased travel expense, necessity\nof incurring the expense of living away from home, selection of students\nprimarily from rural sections, and inaccessibility to adequate practise school\nfacilities.\n\nWe cannot lay the blame for mistakes of this kind altogether onto the\npoliticians. The location of teacher-training institutions is a form of social\nplanning which concerns our field of interest and responsibility. We must\nbe wise enough not only to advise well on a matter of this kind but to exert\nsufficient influence to obtain the right kind of action. Wise procedures in\nthis realm are favorable comments on our social leadership.\n5. There should be an organized plan of teacher training in each state.\nThis plan should comprehend institutions of all types both public and\nprivate.\nT he present situation in many of our states is most regrettable. The\nrelation of the state board of education to the state university and the\nprivately controlled institutions and often even to the state teachers colleges\nis a tenuous one. Frequently there is no coordination of teacher training\nbetween the state university and the land grant colleges and the teachers\ncolleges. Occasionally even the teachers colleges within a single state have\nindividual governing boards. One can be quite certain that in the present\nstate of the public mind this kind of chaos and lack of planning in carrying\non a social enterprise does not meet with popular favor. The public has a\nvague realization that it is expensive and that it reduces the standard of\naccomplishment\n\nwhen\n\neach institution tends, as is often the case, to include\nthe whole range and all the levels of teacher training in its program.\n\n"}
{"page": 762, "printed_page": null, "text": "756\n\nNational\n\nEducation\n\nAssociation\n\n1 believe that the history of the centralizing movement which has been\ndeveloping rapidly in the administration of higher education in this country\nduring the last two decades shows clearly that we cannot leave this matter\nwholly to the good intentions of state legislatures. I remember very well\nsome years ago a law combining the administration of all the higher insti¬\ntutions with the prisons and asylums in one of our great middlewestern\nstates. The law was replete with references to wardens, guards, janitors,\nnurses, attendants, and patients, but there was never a word about presidents,\ndeans, or professors in the whole document.\n\nI here must be an organization in each state responsible for drawing up\nand putting into effect a comprehensive plan of teacher training with appro¬\npriate responsibilities for each institution. We ought to be wise enough to\nrecommend and secure the adoption of such a plan before some well-meaning\nbut unintelligent legislature hands us one that is not at all suitable.\n6. The teacher-training institutions should begin to prepare teachers for\nadult classes as well as for teaching children. I believe that one of the most\nsignificant developments in education during the next decade will be in the\nfield of adult education. This is not the time and the occasion for enlarging\nupon this topic but it seems clear with the rapid changes in the character\nof vocations that men and women will find it necessary within the space\nof a single lifetime to learn two or more vocations or at least important\nmodifications of existing ones. It seems clear enough also that if we are to\nkeep abreast with the problems arising out of these social and economic\nchanges there must be some method by which adults can be given an oppor¬\ntunity to study these problems and perhaps enter actively into the work\nof discussion groups. Otherwise we need not suppose that democracy as a\nform of government will be any more successful in the United States than\nit has been abroad.\nAll of these considerations and many more have entered into the enthusi¬\nastic reception accorded to the emergency educational program now being\ncarried on thru the use of federal relief funds. Approximately 30,000\nteachers have been employed in various types of adult classes and it is esti¬\nmated that attendance has now reached the striking figure of 840,000 per¬\nsons, the majority of whom are unemployed adults who are attempting to\nimprove themselves during their enforced leisure.\nBut we have very few teachers who know much about the special prob¬\nlem of teaching adults. It was necessary to select the teachers for this\nemergency program from the unemployed, many of whom had never had a\nday’s teaching experience of any kind. It is remarkable that the program\nhas gone as well as it has. We are now faced, however, with a serious prob¬\nlem of offering facilities for the training of people for this work, particu¬\nlarly of the in-service type. The teacher-training institutions in each state\nshould do everything they can to help solve this troublesome problem in\nthe speediest manner possible. In doing so I am convinced that you will be\ncontributing to a phase of social planning that may have exceedingly impor¬\ntant national results.\n\n"}
{"page": 763, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n757\n\n7. I am tempted to say one further thing on a very hackneyed subject.\nWe must all put our shoulders to the wheel on the matter of improving\nthe type of teachers that we place in the service of the public schools. After\nall, the public judges the schools and education largely by the types of\nindividuals who are actually engaged in classroom service. While I believe\nthat we have made remarkable progress in this area we still have much to\ndo. The present seems to be our golden opportunity to improve the quality\nof those whom we prepare for the greatest of all professions. Let us therefore\nrealize our responsibilities to society as well as to individuals by selecting\nmore carefully those to whom we will offer teacher-training facilities.\nLet us improve as rapidly as we can their study of the nature of children\nand the best methods of reaching them. But above all I believe that we\nshould now resolve to offer our prospective teachers that broad cultural\ntraining which will enable them to take their rightful places as leaders\nof thought and action in the several communities which they serve. Teachers,\nlike any other citizens, not only have useful and important duties to per¬\nform in their regular tasks but they should be persons with sufficient per¬\nsonality, education, leadership, and practical experience to command the\nrespect and confidence of other citizens in the solution of common prob¬\nlems. Unless we can produce this kind of an individual the influence of the\nschools in molding public opinion and in serving the needs of a new society\nwill be far less than it should be for the welfare of the country.\nIt is very evident that I have been able to touch on only a few things on\nthe general theme of the education of teachers for a new social order. W ith\nsome of the suggestions you may disagree. There are certainly many other\nsuggestions equally if not more appropriate. I am not really concerned that\nwe should all agree as to the steps that we should take for the improvement\nof our profession. I am, however, mightily concerned that we should cease\nto blame members of state legislatures and others for unsatisfactory condi¬\ntions in teacher training either now or in the future. What ought to be\ndone in the field of teacher training is always primarily our responsibility.\nIf there is a new social order it is up to us to catch a vision as to the part\nwhich education should play in it and more particularly how to plan the\ntraining of teachers to participate in it most effectively. We may be sure\nthat we shall be judged, and we should be judged, not only by the degree\nof our wisdom but by our energy and courage in presenting our cause to the\npublic. We hold all the cards for the New Deal but we must learn to play\nthem.\n\n"}
{"page": 764, "printed_page": null, "text": "758\n\nTHE\n\nNational\n\nEducation\n\nAssociation\n\nEDUCATION\nOF TEACHERS\nIN TEACHERS\nCOLLEGES\nAND IN UNIVERSITIES\nAND LIBERAL ARTS\nCOLLEGES: A COMPARATIVE\nSTUDY\nW.\n\nE. PEIK,\n\nUNIVERSITY\n\nOF\n\nMINNESOTA,\n\nMINNEAPOLIS,\n\nMINN.\n\nIt becomes apparent to anyone who has contacted the faculties of liberal\narts colleges and of teachers colleges that each is more or less critical of the\nother. In the Survey of the Education of Teachers it became apparent as the\nstudy progressed, however, that really outstanding differences were difficult\nto locate, particularly in four-year curriculums, and that variations of stand¬\nards and practises within each group of institutions were greater than the\ndifferences between groups. We shall, however, indicate the most charac¬\nteristic dissimilarities.\nScope of teacher education in these institutions — The last report of the\nOffice of Education listed 154 teachers colleges and 90 normal schools, a\ntotal of 244 institutions; there were 105 colleges or schools of education,\nlargely in universities, and 485 departments of education, largely in liberal\narts colleges — a total of 590 such institutions. Not including the junior col¬\nleges, about three-fourths of which participate in the education of teachers,\nthe two groups are to each other in number as 12:5.\nTeachers colleges in 1931-32 supplied 49 percent of all public-school\nteachers; colleges and universities supplied 40 percent. Studies show that\nabout 45 percent of the graduates of liberal arts colleges have met state re¬\nquirements for teaching. Studies would likewise show an increasing number\nof graduates from teachers colleges who are not planning to teach but who\nhave pursued liberal education programs for the degree in teachers colleges\nwhich are in some cases becoming state colleges as well. In aims and practises\nthese institutions are moving toward one another. The prime factors in this\napproachment\n\nare local pressure, competition for students, the necessity for\n\nself-maintenance, the desire for larger numbers to offer differentiation in\ncurriculums, the effect of regional accreditation associations, and the fact that\nthe graduate training of the faculties has been obtained in the same insti¬\ntutions.\nBoth groups, but particularly the university school of education and the\nteachers college, are setting about, increasingly, to prepare teachers of all\ntypes. It is still true that a majority of teachers colleges graduate more ele¬\nmentary teachers with two years of preparation than any other type, that\nliberal arts colleges are graduating preponderantly secondary teachers of the\nacademic type. Many universities with schools of education like the teachers\ncolleges are more and more covering the entire field of teacher training. They\nhave as yet virtually a monopoly on graduate work. The preparation of sec¬\nondary teachers in teachers colleges is growing rapidly in volume, in the face\nof tremendous overproduction. Graduate work will no doubt be the next\nobjective. Universities are adding four-year curriculums for the preparation\n\n"}
{"page": 765, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n759\n\nof elementary teachers. Liberal arts colleges are supplying a surprisingly large\nnumber of elementary teachers.\nAt present there are no controls, and little coordination of state programs,\nto regulate these developments. In the end the teachers colleges will evolve as\nschools of education and some, perhaps many of them, as state colleges also ;\nthe university school of education, formerly a department, is a teachers\ncollege in the community of colleges called a university. Many of each group\nwith a graduate faculty will come to resemble those of the other group,\nwhile the liberal arts college may in part yield to the necessity of supplying\nreal professional education for teachers as an institution which was the first\nto educate teachers in our land but which has held rather tenaciously to the\npurpose of doing so with as little of a vocational differential in the curricu¬\nlum as possible. The liberal arts college is the institution which, from the\ngrowing public junior college, the increasing prestige of large universities,\nthe developing state colleges and four-year teachers colleges, is to experience\na keener competition than any other and in the end may resolve into several\ntypes of institutions including one type which will recognize the education of\nteachers with better programs.\nThese it seems to me, are movements now going on with reference to the\neducation of teachers. They may eventuate in more similarities among all\nthese institutions than in differences. They will go on unless state coordina¬\ntion of higher education gains in momentum and effectiveness. Of this I am\nnot certain.\n\nWhatever\n\nthe issue of these developments, the present wholesale over¬\nproduction and certification, good and poor, of teachers should stop, what¬\never the effect on institutions of any type, for the child and the profession\nsuffer the harmful consequences.\n\nThere are now too many institutions educating teachers to make possible\nan effective program in every such institution without excessive cost to\nsociety. It would help to have teachers colleges shift to a three- and four-year\nprogram for elementary teachers and for all institutions to provide five-year\ncurriculums for secondary teachers or to articulate with institutions which\ncan. For this there is much\n\napproval in colleges, universities, and teachers\n\ncolleges. Where adequate programs cannot be maintained, accreditation to\ndo teacher training should be withheld.\n\nLet us continue with some further comparisons.\nFormal degrees held — On the total percentage of doctor’s and master’s\ndegrees that are held, the two groups of faculties are much alike in the dis¬\ntributions, particularly at the upper end. However,\n\nin the percentages of\n\ndoctor’s degrees alone, teachers colleges have not nearly caught up with the\nothers, altho individual institutions stand on a par with colleges and univer¬\nsities, and some colleges have very low percentages. In a recent, as yet unpub¬\nlished, study made by Grannis of Duluth State Teachers College on the\ndistribution of degrees held by institutions represented in the National\n\n"}
{"page": 766, "printed_page": null, "text": "National\n\n760\n\nSurvey of the Education\nfollows :\n\nEducation\n\nAssociation\n\nof Teachers, the percentages were found to be as\nMaster’s\nRange\n%\n28\n16-43\n9-67\n33\n50\n13-76\n\nUniversities ....\nColleges .\nTeachers Colleges\n\nBoth\nRange\n45Doctor’s\n6-83\n%\n%\n22-78\n65\n73\n15\n71\n0-34\n38\n\nRange\n54-94\n52-86\n17-88\n\nA move of teachers colleges should be a drive for younger members of the\nfaculties to attain the doctorate, and to fill the new vacancies with doctors\nwithout sacrificing the present advantage of educational experience of the\nfaculty in public-school work. Advance findings of the North Central Survey\nindicate the percentage of doctors on a faculty to have five times as much\nweight in correlations between the criterion of institutional excellency and\nvarious factors than did the percentage of master’s degrees. In striving for\nmore doctors, other advantages must not and need not be sacrificed, but\nother things being equal, a doctoral faculty will add to effectiveness and\ncertainly to prestige of this relatively young group of higher education.\nPublic-school\n\nexperience on the faculties — If the assumption\n\nis valid that\n\nelementary- or secondary-school experience is an asset to instructors, or if in\nthe future the professional treatment of subjectmatter courses becomes more\nuniversal than it is now, then the better teachers colleges have already\n-4228%\nattained a substantial advantage. The percentages were\n47% as follows :\n22%\n\nItem\nColleges and universities .\nTeachers colleges .\nDifference in favor of teachers\ncolleges .\n\n58%\n\nNumber of\nHaving public-school experience\ninstructors\nSecondary\nincluded Elementary\nEither\nNone\n809\n86\n58\n40\n793\n14\n\nl experience; the advan¬\nThe majority of both groups have had +public-schoo\n18\n11\nof such8 experience ;\ntage of the teachers college was one of 28 percent + more\n+ 2\n42 percent\nwhile\nexperience\nsuch\nno\nhad\ninstructors\nits\nfor only 14 percent of\nof the colleges and universities group had none. Insights gained thru publicschool teaching experience are, however, not lacking for 58 percent of college\nand university instructors. Wdth the exception of secondary education in\nteachers colleges, only a minority have had teaching experience at the levels\nof teaching for which the institution prepares students. This is true for\nelementary teaching even in teachers colleges and for secondary teaching even\nin colleges and universities. Furthermore, about one-third of teachers-college\ninstructors have not had from one to eight of the leading courses in education.\nWhether or not all, a majority, or only a minority of the faculty needs to\nhave teaching experience below the college level or preparation in formal\neducation courses are open questions. In such positions where experience and\nformal training in education are proved assets it should be insisted upon.\nWhether this should apply to all or part of the positions, it seems to me, is\nyet a matter of point of view and not of evidence. If subjectmatter is to be\ngenerally professionalized I am certain that teaching experience and formal\neducation in education are essential for all instructors.\n\n"}
{"page": 767, "printed_page": null, "text": "Department\n\nCurriculum\n\nproposals — The\n\nof\n\nTeachers\n\nColleges\n\nsurvey staff formulated\n\n761\n\nsixty-three proposals\n\non issues relating to the curriculum. These were submitted to instructors of\nrepresentative courses in various departments. Replies were received from\nabout 800 teachers-college and 700 college and university instructors, not\nquite all voting on every issue. They reacted to each proposal in one of five\nways — “yes,” “yes with reservations,” “no with reservations,” and “no,”\nor no answer. The surprising finding was the remarkably close similarity of\nreactions in all groups, indicating similarity of points of view on matters of\nthe curriculum. The majority of both groups were either positive or negative\ntogether on 59 of the 63 issues, and where they were divided one group was\nmerely slightly more opposed when the other was slightly more favorable\nexcept on one issue where lines were drawn. The results are found in two\ntabulations which are in your hands. I shall here call attention to those\neleven issues on which both groups were farthest apart altho majority trends\nwere in the same direction in all but two of these. The differences were in\ndegree of approval or disapproval but not on majority trends. The numbers\nresponding, however, were large enough so that the returns possess high\nreliability.\nThe proposal rating the most decided differences of opinion was\npractically all subjectmatter courses should be professionalized.\n\nthat\n\nThe outstanding clashes, in addition to certain items of the professionaliza¬\ntion of subjectmatter courses, occurred on prescription, to which colleges and\nuniversities were more opposed than were the teachers colleges, and on cer¬\ntain items relating to the professional work in education. In general, on the\nmatter of standards, content values, criteria of curriculum making, differ¬\nentiation of curriculums, the pattern of general and specialized education,\nand on additional issues related to educational courses and to the professional\ntreatment of subjectmatter, there was remarkable parallel thinking. As\nnoted on 59 of 63 proposals the majority trend of both groups was either\npositive or negative. In 49 of these 59 cases the teachers colleges were more\ndecided in the direction that both favored and in ten cases the college and\nuniversity group was the more decided in the direction that both favored.\nIt is my opinion that all institutions are gradually approaching one another\non four-year curriculums and I am not certain which is changing most. The\nfact that the instructors of teachers colleges have received their last degrees\nin universities and colleges may account for the teachers college trend toward\nthe college, while state prescriptions and the increasing tho not entire re¬\nspectability of education in universities and colleges are factors which are\ncausing colleges to supply professional training that is following the lines\nset by teachers colleges and schools of education.\nThe\n\npattern\n\nof four-year curriculums — By “pattern”\n\nis meant\n\nthe rela¬\n\ntive amount of the various constituents which enter into the curriculum,\nsuch as: (1) general educational contacts, (2) major and minor sequences,\n(3) work in education, and (4) electives. If unlabeled figures representing\ntypical patterns of work completed by students were presented to you, it\nwould probably make little difference which one you assigned to either group,\n\n"}
{"page": 768, "printed_page": null, "text": "762\n\nNational\n\nEducation\n\nAssociation\n\nthey would look so nearly alike. Some of the outstanding differences as well\nas the similarities may be studied with the help of Table VII. The entries\nshow that the college and university students had 6 percent more of the pro¬\ngram in languages, 2.3 percent more in psychology, 2.1 percent more in\nEnglish, 2 percent more in science, and a fraction of a percent more of the\nprogram in social studies and mathematics, respectively. The teachers college\ngraduates had taken 4 percent more of the program in education, 2 percent\nmore in fine arts, 2.1 percent more in such special subjects as agriculture,\ncommercial education, home economics, and industrial arts. In the teachers\ncolleges the extra amount of education was mostly devoted to more observa¬\ntion and practise teaching, which was 7.8 percent of the curriculum in the\nteachers colleges and 5.4 percent in universities and colleges. In this partic¬\nular tabulation special methods in a subject were counted as part of the\nmajors for teachers colleges but as education in colleges and universities.\nIn both groups of institutions there were too many students without highschool or college contacts in music, art, sociology, political science, economics,\nand biology, which are deficiencies, to think about in relation to the crucial\nproblems of today. Differences of practises, however, need further explana¬\ntions. In colleges and universities general psychology is a separate course and\na prerequisite to educational psychology. It is not usually called education.\nIn teachers colleges general psychology is often integrated with educational\npsychology as one course and is often classified as education. Now if we\ninclude general psychology as education in both groups, the total percentages\ndevoted to education become 20.9 and 19.3 respectively, a difference of only\n1.6 percent more of education in the teachers college. Another shift, how¬\never, should be made to make comparisons valid. In teachers colleges a\nspecial methods course is most often included in the major field to which it\nis related ; in the college and university it is usually classed as education and\nnot included in the major. Now if we include special methods consistently\nin the education series, the teachers-college percentage is increased to 23.6\npercent. This represents about five more semester credits out of 125 in teach¬\ners colleges than in colleges and universities. These differences are surpris¬\ningly small and not what the usual liberal arts college instructor holds to be\ncharacteristic of teachers-college curriculums for secondary teachers, i.e., an\nunduly larger assignment to education, particularly to methods.\nTeaching\n\nfields — A course by course\n\nanalysis of the work\n\ncompleted\n\nby\n\nover 3000 representative students in different subject fields revealed that\nafter the special methods courses are eliminated from majors in teachers\ncolleges, the number of semester credits of content for all fields averaged 5.1\ncredits less, and in the eleven parallel fields 4.1 semester credits less in\nteachers colleges than it did in colleges and universities. The\nber of credits were :\nTeachers\n\nAll fields .\nEleven common fields\n\ncolleges\n\naverage num¬\nColleges and\nuniversities\n\n26.4\n\n31.5\n\n26.6\n\n' 30.8\n\n"}
{"page": 769, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n763\n\nIn all institutions the amount of work completed in the major fields varied\naccording to subject. These amounts were not appreciably larger than the\nactual prescriptions which for seventeen parallel fields were 31.5 and 25.9\nrespectively, a difference of 5.6 more semester credits of specialization in\ncolleges and universities than in teachers colleges.\nN u 7?i ber of teaching fields prescribed — Possible need for a second field of\n\nconcentration for secondary teachers is indicated by the finding that of\n1 17,000 junior and senior high-school teachers, about two-thirds were teach¬\ning in two of fifteen broad secondary teaching fields. The teachers college is\nrecognizing this situation much more universally by prescribing a second or\nthird field of concentration. Of academic majors, first or second minors\nwere prescribed in only 50 percent of the colleges and universities but in from\n80 to 90 percent of the teachers colleges. In special subjects the practise was\nless common in all institutions associated with a tendency toward larger\nmajors. The analysis of students’ transcripts showed that actually 80 per¬\ncent of the college and university students had fifteen or more semester hours\nin a second, third, or more fields ; but this was a result of election and chance\nand not of prescription.\n\nWhether or not more or less specialization is better and whether training\nin each teaching field to be taught is essential can be debated. Average scholaiship and scholarly methods of study in whatever amount is taken may be\nmore essential than merely taking more courses; integration of knowledge\nmay be more important than high specialization. On the other hand, some¬\nthing very vital may be gained in general education even for elementary teach¬\ners and for teaching scholarship in secondary education by deeper penetration\nof at least one area to appreciate the extent of all knowledge by exploring it\nclose to its limits in that one area. Personally I do believe that we are too\ncomplacent and uninformed about the scholarship defects of our secondary\nteachers, but I do not know whether more college specialization or better\nselection of ability, or the development of study habits, and of accuracy\nstandards, or all of these are keys to the situation.\nAd77iission and selection of students — There\n\nis a tendency for a less select\n\nsocial and ability group to enter teaching than enter some other professions.\nA study of testing programs reveals this. There was normally (i.e., in 1930)\na considerable and rising overproduction of teachers and now there is a\nthreefold overproduction which is abnormal. It behooves institutions to cease\nenrolment expansions and to settle down in the next decade on a stable basis\nof a four- or five-year production with more careful recruiting of the best\nselective freshmen or junior admission, and elimination of the weak pros¬\npects from the teaching profession. The evidence shows that, on the whole,\nliberal arts colleges get more selected students, that in liberal arts colleges\nand universities a poorer sort try to enter teaching than other professions,\nand that teachers colleges get the least selected but an improving group.\nHowever, these are matters determined by individual institutional policy,\n\n"}
{"page": 770, "printed_page": null, "text": "764\n\nNational\n\nEducation\n\nAssociation\n\nwhatever the type of institution, as can be proved. It is time to up-grade this\nsituation. We must take the initiative and have the courage to do so. Could\none-half or more of the institutions be eliminated and the strong ones built\nup on a program of selective admission and elimination the problem would\nbe easier of solution. This is what the medical profession did to save its\nstandards and status.\nStudent\n\nteaching — Apparently\n\nnot\n\nall prospective\n\nteachers\n\nare getting\n\npre-service practise teaching. In liberal arts colleges and universities 38 per¬\ncent of the academic majors and 21 percent of the special subject majors\nhad had none of it; in teachers colleges 18 percent of the academic and 7\npercent of the special subject majors had had none. How many of these\nwere excused because of previous teaching experience we did not determine,\nbut the number is large. However, so long as many states do not yet require\nstudent teaching, there will be institutions and students evading it for one\nreason or another.\n\nThe amount of student teaching required in teachers colleges is 33 per¬\ncent larger than the amount required in colleges and universities.\nInstructors in all types of institutions believed strongly in the value of\nstudent teaching. The median judgment, even of the college academic in¬\nstructors, was considerably larger than that which practise actually pro¬\nvided. The evidence, I think, shows that student teaching practises are more\nsatisfactory in teachers colleges and in the schools or colleges of education\nthan in the liberal arts college in the provision of facilities and in the quality\nof administration.\n\nStudent teaching is a phase of teacher education that can be strengthened\nmuch in institutions of all types. Liberal arts colleges are at present tending\nstrongly to make some provisions which are typically the utilization of off\ncampus, local or remote, centers. The supervision is too often very indirect\nand inadequate. Correlation with courses is lacking. Teachers colleges typi¬\ncally provide a campus training school with direct supervision. Correlation\nis also but less often lacking. Some excellent provisions are found in leading\nstate universities. The teachers college has attained the position of advantage\nbut not yet of optimum practises. The improvements needed in weak situa¬\ntions of all types are (1) ample provisions to supply enough practise for all\nin the application of principles and insights to actual teaching situations in\norder to develop an initial ability for attacking the first job safely; (2) more\ndirect supervision; (3) more competent supervisory teachers; (4) closer\narticulation with other courses in education; (5) earlier observation; (6)\ndistributed practise; (7) closer tie-up of the training school with the entire\ncurriculum and its wider and earlier use ; and (8) the use of student teaching\nfor the final definite easing out of poor and weak teaching prospects.\nThe professional treatment\n\nof subjectmatter — By this is meant\n\nthe simul¬\n\ntaneous development of subjectmatter and its application to teaching thru\nall, most all, or part of the courses of the curriculum for teachers, with or\nwithout the final use of separate special methods courses in teaching fields.\n\n"}
{"page": 771, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n765\n\nAn alternate plan is the professional treatment of a teaching field in separate\ncourses only. The separate course, incorrectly named special methods since\nit should include much more than methods, predominates in colleges and\nuniversities, where 64 percent of academic majors and 87 percent of special\nsubject majors had taken it according to transcript analysis. In teachers\ncolleges 61 percent of academic majors and 53 percent of special subject\nmajors had completed such a course. It was more prominent in the liberal\narts colleges and universities than it is in teachers colleges. On the basis of\nreturns to questions, it is apparent that the partial or complete professionali¬\nzation of subjectmatter courses is practised only by a minority, but that the\ncentral tendency of judgment at present favors a partial professionalization\nof subjectmatter fields in all types of institutions. The teachers-college group\napproved 36 percent of the curriculum for professionalization as its central\ntendency while the liberal arts college and university group approved 29\npercent as its central tendency. They were not so far apart. In practise,\nhowever, they were farther apart, for an average of only 4 percent of college\nand university instructors used eleven ways of professionalization while 23\npercent of teachers-college groups said they did so. An uncertain element on\nthis return was that only 43 percent of the teachers-college group answered\nthe question while most of the college and university group did. Just what\nthe unanswered return meant is not clear. Perhaps one group knew too\nmuch or the other too little about it. If there is something vital to this matter\nof the professionalization of subjectmatter, it is the peculiar opportunity of\nthe teachers college unless the teachers colleges branch into giving other\nthan teachers college work. It would be a much more difficult and imprac¬\ntical matter in the liberal arts college. Thus far the teachers college has not\ncapitalized on the decided advantage it could have. It is the best talking\npoint that the teachers college has, and steps should be taken to prove its\nvalue, if any, over the alternate plan of professional treatment of a field in\nseparate courses.\nAims\n\nof instruction — In a study of thirty-four aims of higher education,\n\nthe instructors of nearly 3500 courses supplied reactions. In general the\nteachers-college instructors and the junior-college instructors stressed a\nbroader average range of aims per course than did the university or college.\nThis may be due to less course specialization and differentiation. The average\npercent of courses stressing each of the thirty-four aims were: Teachers\ncolleges, 39 percent; junior colleges, 37 percent; colleges, 31 percent; and\nuniversities, 30 percent. This did not refer to institutional aims but rather\nto aims conscious to the instructors in those courses only which were most\nused for the education of teachers. The ranking aims for all the instructors\nwere the acquisition of facts and principles of a subject. Functional aims\nsuch as breadth of view, home life, social leadership, preparation for leisure,\nmoral education, civic social obligations were least stressed. They are either\nrelatively more forgotten or assigned and ascribed to fewer and more spe¬\ncialized courses or departments. It is my opinion after our study that content\n\n"}
{"page": 772, "printed_page": null, "text": "766\n\nNational\n\nEducation\n\nAssociation\n\nin all fields must be studied in great detail for relative value and functional\ncontribution to the education of teachers and that it would benefit higher\neducation if instructors were made more conscious of objectives in higher\neducation.\nInstructional\n\npractises — WEat\n\nand administrative\n\ndifferences of instructional practises between\ntions?\nTerm\n\nplan — The\n\nevidence was\n\nthere of\n\nthese two groups of institu¬\n\nsemester plan (typically eighteen weeks)\n\nwas followed\n\nin 82 percent of the universities and colleges and in 51 percent of the teachers\ncolleges. The quarter session was, therefore, used by a minority of all insti¬\ntutions since less than one-half of the teachers colleges, 28 percent of the\nuniversities, and only 16 percent of the colleges used it.\nsession — The\n\nSummer\n\nmodal\n\nlength of summer\n\nsession was\n\nthe six-week\n\nplan used by 47 percent of the teachers colleges, 41 percent of the univer¬\nsities and 37 percent of the liberal arts colleges, less than one-half in each\ncase. The rest ranged from four to fifteen weeks with a secondary mode at\ntwelve weeks.\nwork — The\n\nExtension\n\nreturns showed\n\na hesitation to credit much\n\nexten¬\n\nand group class types. Sixty-one percent\nof the junior colleges, 47 percent of the colleges, 31 percent of the univer¬\nsities and onfy 18 percent of the teachers colleges allowed no extension work\ncredit. The median amount accepted toward graduation was one year in the\n\nsion work\n\nof the correspondence\n\nteachers colleges and twenty-two\nsities.\nScholarship — Scholarship\n\nsemester credits in colleges and univer¬\n\nstandards\n\naccording\n\nto average\n\ngrade require¬\n\nments were about parallel. Among colleges and universities, 25 percent re¬\nquired a higher average in the major teaching field; in teachers colleges, it\nis 16 percent.\nOff-level registration — In general the teachers colleges restricted course\n\nregistrations to the year level or to junior- or senior-college level, about as\nmuch as did the colleges and universities. The universities were by far the\nmost liberal and the colleges the most restrictive.\nGraduate\n\nwork — Only\n\none-tenth\n\nof the teachers colleges offered gradu¬\n\nate work, mostly of the master’s degree level. Ninety-eight percent of the\nuniversities and one-third of the colleges actually conferred master’s\ndegrees. Forty-four percent of the universities and 14 percent of the colleges\nactually conferred doctor’s degrees. It is assumed that graduate work is\nconditioned by the scholarly attainments of faculty groups. Consequently,\nthe scholarly quality of graduate work for teaching must be guarded by the\nprofession thru accrediting associations or other means. Legal sanction to\ndo graduate work may be easily obtained politically by state institutions\nfrom legislatures. However, the percentage of the faculty which has at¬\ntained formal doctor’s degrees, and the productive effort of faculty memDers\nshould be criteria that are given consideration professionally in evaluating\nand accrediting institutions for graduate work.\n\n"}
{"page": 773, "printed_page": null, "text": "Department\n\nInstructional\n\ninnovations\n\nof\n\nTeachers\n\nof recent\n\n767\n\nColleges\n\ntype — The\n\nsurvey\n\nor\n\norientation\n\ncourse was found in practically one-half of all types of institutions, the uni¬\nversity using and probably needing it most. The comprehensive examination\nwas reported as used more or less in 66 percent of the universities, in 30\npercent of the liberal arts colleges, in 1 1 percent of the junior colleges, and\nin 1 1 percent of the teachers colleges. The honors course was checked as\nused by 28 percent of the universities, by 10 percent of the teachers colleges,\nand by 7 percent of the liberal arts colleges; the tutorial plan by 21 percent\nof the liberal arts colleges, 17 percent of the universities, and 16 percent of\nthe teachers colleges. In ability grouping the university, as a typically larger\ninstitution, was leading off rather decidedly, the percentages of claimed\npractise being university, 64 percent ; liberal arts college, 52 percent ; and\nteachers college, 39 percent. In these efforts to integrate knowledge, to\nbroaden general education, to check scholarship, to emphasize student ini¬\ntiative in achieving rather than in receiving an education, the university in\nparticular and the college were apparently more active as a group in trying •\nout new plans than was the teachers college. The same was true of the\nseparation into upper and lower divisions, that is, junior colleges and senior\ncolleges respectively, with emphasis upon general education in the junior\ncolleges and upon advanced, specialized, and professional education in the\nsenior college. With the spread of junior colleges, now numbering nearly\n500, the teachers college and the four-year liberal arts college will no doubt\nhave to make adjustments of curriculum organization or fall out of step\nwith a movement which means the continued democratization of education,\na new emphasis on general education, and the upgrading of standards in\nthe senior college and graduate schools.\nOther perhaps less outstanding comparisons might be made but within\nthe limits of one paper I have presented enough. Let me reiterate that each\ntype of institution has present advantages and that each has weaknesses and\ndisadvantages to overcome. Out of the several types there may emerge a\ncommon single type of a larger teacher-educating institution, some inde¬\npendent and some within the university and many more with graduate\nschools, ultimately. The present is a period of flux and adjustment as well\nas of financial difficulty.\nJust what we should do in the face of overproduction and of too many in¬\nstitutions which educate teachers is a real problem which I cannot attack\nhere. My\n\npurpose was to show present differences between\n\nthe two major\n\ntypes of situations, i. e., the exclusive teacher-training institution and the\ninstitution where teacher training has to be differentiated from other pur¬\nposes. This I have tried to do.\n\nSummary\n\nfor the Teachers\n\nCollege\n\nTeachers colleges, altho fewer in number, supply nine percent more teach¬\ners than do the colleges and universities. They still graduate many two-year\nteachers of the elementary level but are extending their activities to pre-\n\n"}
{"page": 774, "printed_page": null, "text": "768\n\nNational\n\nEducation\n\nAssociation\n\nparing four-year secondary and four-year elementary teachers. Graduate\nwork also is begun in one-tenth of them. The larger teachers colleges plan —\nand ultimately many others will — to prepare for practically all types of\neducational positions including those which require graduate work. In the\npercentages of doctor’s and master’s degrees held by the faculty it is ap¬\nproaching, in its better institutions, the status of the better colleges and\nuniversities. In the percentages of doctor’s degrees alone, however, it is quite\nfar behind. In public-school teaching experience as well as in formal educa¬\ntion courses, the professional background of its faculty is superior to that\nof the liberal arts college and the university.\nOn\n\nmatters of the curriculum\n\nall institutions think much\n\nalike. The\n\ngreatest differences of attitude on the part of the teachers colleges are: more\ngeneral belief in greater prescription, somewhat more professional treatment\nof subjectmatter, and somewhat more work in education. The four-year\ncurriculum patterns do not differ much from those of the university and\ncolleges, the principal differences being: less specialization in a principal\nteaching sequence and five more credits in psychology, education, and special\nmethods, the two about balancing each other. More universally a second or\neven a third field of concentration for teaching is prescribed. The teachers\ncollege gets and allows to be admitted a less select group as a whole but its\nselection is improving. It has developed more student teaching and more\ndirect supervision of it. It uses campus training schools for this purpose\nmore universally. It has not capitalized on its opportunity to professionalize\nits subjectmatter altho it does that more than the college or university,\nwhich uses more\n\nthe alternate plan of professionalizing teaching fields in\n\nseparate courses. It appears that the functional aims of education are some¬\nwhat more conscious to instructors. They are more educationally and, I\nbelieve, less scholastically minded. The teachers college is doing less with\ninnovations such as the orientation course, the comprehensive examination,\nhonors courses, tutorial plans, ability grouping and junior-college organiza¬\ntion, than the university, in particular, but also than the liberal arts college\nThere is, no doubt, a trend for some, more or less unadvertised, to go\ninto being state liberal arts colleges as well. This movement has advantages\nfor self-preservation and differentiation but also dangers for teacher educa¬\ntion. It needs to be studied and brought out into the open. It will make of\nteachers colleges less and less a distinct type of professional school.\n\nThe greatest need of the teachers college is a combination\n\nof institutions\n\nwithin states to produce proved, stronger institutions, unless it can with¬\nout proved danger to teacher training assume also the state college function.\nThe truth is we need fewer but better teachers and because of the number\nof institutions most teachers colleges need more\n\nenrolments.\n\nProgress can be made by increasing the percentage of doctors on the\nfaculty without sacrifice of other advantages. The recruiting and selection\nof better students for admission and final recommendation for certification\n\n"}
{"page": 775, "printed_page": null, "text": "Department\n\nof Teachers\n\nColleges\n\n769\n\nshould be much more carefully done, both as to scholastic ability and, par¬\nticularly, to teaching personality. Teaching is an intellectual and a social\nact. Both types of intelligence are needed. The teachers college needs to\nsettle the question of the value of the professional treatment of subjectmatter and if proved superior, capitalize to its advantage on this opportunity.\nThe\n\nLiberal Arts College and the University\n\nThe liberal arts colleges and the universities with their schools of educa¬\ntion and departments of education out-number teachers colleges more than\ntwo to one. Some have exceptionally good programs, others are weak ; as a\ngroup, teacher education is improving. They produce 40 percent of the\nteachers and 9 percent less than do the teachers colleges. They graduate\npreponderantly academic teachers of the secondary level particularly in the\nliberal arts colleges. The university, especially the state university, is be¬\nginning to cover the entire field including an extension into elementary\nteaching and has a practical monopoly as yet in graduate work. A majority\nof their faculty have had public-school teaching experience or formal courses\nin education but in this respect they lag behind teachers-college status. In\nthe percentage of doctors on the faculty they possess an advantage, probably\naffecting favorably their contribution to productive scholarship and to\nprestige. On matters of curriculum attitudes majorities agree with those\nprevalent in teachers colleges except that agreement is not usually as uni¬\nversal. They do not accept as much the professionalization of subjectmatter,\nor quite as much high prescription and amount of work in education. They\nwould increase, however, above present practise the amount of student\nteaching. Off-campus student-teaching facilities are becoming common pro¬\nvisions. Except in state universities, campus training schools are much less\nused than in the teachers college. The use of local schools predominates.\nThe greatest weakness probably lies in failure to develop the amount of\nstudent teaching, in the directness and quality of its supervision, and in\nthe lack of coordination of the training school and certain courses. In this\nrespect they are improving and some institutions, particularly some state\nuniversities, are outstanding. As a group they have a long row to hoe as yet.\nOne half of them do not prescribe preparation in more than one teaching\nfield and higher departmentalization makes this subject specialization rather\nthan teaching field specialization. Actually most students have second and\nthird concentrations. The instructors, per average course aims, seem less\nwidely conscious of as many educational aims than the teachers-college\nfaculties, but may have stronger scholastic aims. I say this in retrospect of\nmany contacts with professors of both types of institution before and during\nthe survey. They are now more active in experimentations with new organi¬\nzations such as the junior college within the college and with innovations\nand devices to raise the scholarship level, to promote integration of learning,\nand to further student self-education and initiative. In the selection of its\nuniversity and college students, many institutions in this group are attaining\n\n"}
{"page": 776, "printed_page": null, "text": "770\n\nNational\n\nEducation\n\nAssociation\n\nadvantage in personalities. They probably cannot attain the ideal of some\nto give professional treatment to most subjectmatter courses, but will have\nto use the alternate plan of professionalizing teaching fields in part and to\nrely mostly on separate courses. The greatest need of liberal arts colleges\nis the development of student teaching along the lines mentioned, improve¬\nment of the separate professional courses in each teaching field, the broaden¬\ning of fields of major concentration and the silencing of a remnant group\nof “die hards” who prejudice students against teaching in their propaganda\nagainst specialized professional training. Their numbers are decreasing.\nMany of the weak institutions need to be removed from accredited lists.\nHigher standards of teacher education and teacher-education facilities should\napply to all institutions preparing teachers.\n\n"}
{"page": 777, "printed_page": null, "text": "Department\n\nof\n\nTeachers\n\nColleges\n\n771\nLIST\n\nOF\n\nACCREDITED\n\nINSTITUTIONS— 1934-35\n\nLongest curriculum indicated in number\ncates graduate work offered.\nThe\n\nRoman\n\nnumerals\n\nof years before each institution. G indi¬\n\nrefer to Standards\n\nnot fully met by the institution.\n\nInstitution\n\nPresident\n\nLocation\nAlabama\nFlorence .\n\n-//State\n4/State\n4/State\n4/ State\n\nJacksonville .\nLivingston .\nTroy .\n\nTeachers College .\nTeachers College .\nTeachers College, IV .\nTeachers College .\n\nH. J. Willingham\nC. W. Daugette\nG. W. Brock\nE. M. Shackelford\n\nArizona\nFlagstaff .\nTempe .\n\n-//Arizona State Teachers College, V\n4/Arizona State Teachers College, IV,\nV .\n\nT. J. Tormey\n\n-//Henderson State Teachers College. .\n“//Arkansas State Teachers College. . .\n\nJ. P. Womack\nH. L. McAlister\n\n4/State Teachers\n4/ State Teachers\n4/State Teachers\n\nFrank W. Thomas\nEdward L. Hardy\nA. C. Roberts\n\nGrady\n\nGammage\n\nArkansas\nArkadelphia .\nConway .\nCalifornia\nFresno .\nSan Diego .\nSan Francisco...\n\nCollege .\nCollege .\nCollege, IV .\n\nColorado\nGreeley .\nGunnison .\nDistrict\n\nG/C olorado State Teachers College. . .\nG/Western State College of Colorado. .\n\nGeorge W. Frasier\nC. C. Casey\n\nof Columbia\n\nWashington .\nWashington .\n\nE. A. Clark\nE. C. Higbie\n\n-//Miner Teachers College .\n4/Wilson Teachers College .\n\nGeorgia\nMilledgeville ....\nStatesboro .\n\n-//Georgia State College for Women,\nIV .\n■//South Georgia\n\nTeachers\n\nCollege, IX\n\nJ. L. Beeson\nGuy H. Wells\n\nIllinois\nCarbondale .\nCharleston .\nChicago .\nDeKalb .\nMacomb .\nNormal .\n\n4/Southern Illinois State Normal Universify .\n4/Eastern Illinois State Teachers College, IV .\n.?/Chicago Normal College, IV, VI...\n-//Northern Illinois State Teachers\nCollege .\n\nH. W.\n\nShryock\n\nR. G. Buzzard\nButler Laughlin\nKarl\n\n4/Western Illinois State Teachers College .\n. .\n4/Illinois State Normal University, IV\n\nW.\n\nG/College of Education, Butler\nversify, IV .\n\nW.\n\nL. Adams\nP. Morgan\n\nR. W.\n\nFairchild\n\nIndiana\nIndianapolis ....\n\nMuncie .\nTerre Haute ....\n\nUni-\n\nG/ Ball State Teachers College .\nG/Indiana State Teachers College. . . .\n\nL. Richardson,\n\nDean\nL. A. Pittenger\nRalph N. Tirey\n\n"}
{"page": 778, "printed_page": null, "text": "National\n\n772\nLocation\n\nEducation\n\nAssociation\n\nPresident\n\nInstitution\n\nIowa\nCedar\n\nFalls .\n\n^/Iowa\n\nState Teachers\n\nCollege .\n\nO. R. Latham\n\nKansas\nEmporia .\nHays .\nPittsburg .\nWichita .\n\nG/Kansas State Teachers College .\nG/Fort Hays Kansas State College...\nG/Kansas State Teachers College....\nG/College of Education, University of\nWichita .\n\nThomas W. Butcher\nC. E. Rarick, Acting\nW. A. Brandenburg\nLeslie B. Sipple, Dean\n\nKentucky\nBowling\n\nGreen.\n\nBowling\n\nGreen..\n\nMorehead .\n\n^/Bowling Green College of Com¬\nmerce, XI .\nG/Western Kentucky State Teachers\nCollege .\n^/Morehead State Teachers College,\nIX .\n\nMurray .\n\n^/Murray State Teachers\nV .\n\nRichmond .\n\n^/Eastern Kentucky State Teachers\nCollege .\n\nJ. L. Harman\nH. H. Cherry\nJ. Howard\n\nPayne\n\nCollege, IV,\nJ. W.\n\nCarr\n\nH. L. Donovan\n\nLouisiana\nLafayette .\n\nNatchitoches .\n\n^/College of Education, Southwestern\nLouisiana Institute .\n\nW.\n\n^/Louisiana\n\nState Normal\n\nCollege....\n\nDean\nW. W. Tison\n\nJ/Maryland\n\nState Normal\n\nSchool, IV. .\n\nS. Dearmont,\n\nMaryland\nTowson .\n\nLida Lee Tall,\nPrincipal\n\nMichigan\nDetroit .\nG/Teachers College, Wayne University\nKalamazoo .\n^/Western State Teachers College. . . .\nMarquette .\n^/Northern State Teachers College...\nMt. Pleasant. . . . ^/Central State Teachers College .\nYpsilanti .\n\n•//Michigan\n\nState Normal\n\nCollege....\n\nW. E. Lessenger, Dean\nD. B. Waldo\nW. H. Pearce\nE. C. Warriner\nJ. M. Munson\n\nMinnesota\nBemidji .\nDuluth .\nMankato .\nMoorhead .\nSt. Cloud .\nWinona .\n\n//State\n//State\n//State\n//State\n//State\n// State\n\nTeachers College, IX .\nTeachers College .\nTeachers College, IV, IX .\nTeachers College, IV .\nTeachers College .\nTeachers College, IV .\n\nM. W.\n\nDeputy\n\nE. W. Bohannon\nFrank D. McElroy\nR. B. MacLean\nGeo. A. Selke\nG. E. Maxwell\n\nMississippi\nCleveland .\nHattiesburg .\n\n41 Delta State Teachers College .\n4/ State Teachers College .\n\nW.\n\nM. Kethley\n\nJ. B. George\n\n"}
{"page": 779, "printed_page": null, "text": "Department\n\nLocation\n\nof\n\nTeachers\n\n773\n\nColleges\n\nPresident\n\nInstitution\n\nMissouri\n\nCape\n\nGirardeau\n\n//Southeast Missouri State Teachers\nCollege, IV, V .\n\nKansas City....\nKirksville .\n\n//Teachers College of Kansas City..\n//Northeast Missouri State Teachers\n\nMaryville .\n\nCollege\n//Northwest\n\nSt. Louis .\n\nCollege .\n//Harris Teachers College .\n\nSt. Louis .\n\n// Stowe\n\nSpringfield .\n\n//Southwest\n\n.\nMissouri State Teachers\n\nTeachers\n\nCollege, IV .\n\nW. W. Parker\nG. W. Diemer\nEugene\n\nFair\n\nUel W. Lamkin\nC. G. Vannest,\nChairman\nW. H. Huffman,\nActing\n\nWarrensburg.\n\n. . .\n\nMissouri\n\nPrincipal\n\nState Teachers\n\nCollege .\n//Central Missouri State\nCollege .\n\nTeachers\n\nRoy Ellis\nE. L. Hendricks\n\nMontana\n\nDillon .\n\n//State Normal\n\nCollege .\n\nSheldon\n\nE. Davis\n\nNebraska\n\n//Nebraska State Normal College....\n//Nebraska State Teachers College, V\n//Nebraska State Teachers College...\n//Nebraska State Teachers College, IV\n\nRobert I. Elliott\n\n•//State Normal\n•//State Normal\n\nSchool, IV .\nSchool, IV .\n\nWallace E. Mason\nErnest L. Silver\n\nJersey City .\n\nJ/State Normal\n\nSchool, IV, V .\n*\n\nRoy L. Shaffer,\nPrincipal\n\nNewark .\n\n//State Normal\n\nSchool, IV .\n\nM. Ernest Townsend\nPrincipal\n\nTrenton .\n\n//State Teachers College, IV .\nG/State Teachers College .\n\nRoscoe\n\n//New\n//New\n\nH. C. Gossard\n\nChadron .\nKearney .\nPeru .\nWayne .\nNew\n\nPlymouth .\nJersey\n\nUpper\nNew\n\nMontclair\n\nL. West\n\nH. A. Sprague\n\nMexico\n\n*Las Vegas .\n^Silver City .\nNew\n\nU. S. Conn\n\nHampshire\n\nKeene .\n\nNew\n\nGeorge E. Martin\nW. R. Pate\n\nMexico Normal University...\nMexico State Teachers College\n\nFloyt C. Graham\n\nYork\n\nAlbany .\nBuffalo .\nFredonia .\n\nG/State College for Teachers .\n//State Teachers College, IV .\n//State Normal School, IV .\n\nGeneseo .\n\nJ/State Normal\n\nSchool, IV .\n\nNew\n\nJ/State Normal\n\nSchool, IV, V .\n\nPaltz .\n\n* Suspended\n\nfor one year.\n\nA. R. Brubacher\nHarry\nW. gor\nRockwell\nL.\nR. Gre\ny,\nPrincipal\nW. A. Holcomb,\nPrincipal\n\nL. H. van den Berg,\nPrincipal\n\n"}
{"page": 780, "printed_page": null, "text": "774\n\nNational\n\nLocation\nNew\n\nYork\n\nOswego . . .\n\nNorth\n\nAssociation\n\nPresident\n\nInstitution\nG/School\n\nof Education,\n\nCollege of the\n\nCity of New York, VI .\n2/State Normal and Training School,\nIV,\n\nPotsdam\n\nEducation\n\nDean\n\nR. W. Swetman,\nPrincipal\n\nVI .\n\n//State Normal and Training\nIV .\n\nSchool,\nR. T. Congdon,\nPrincipal\n\nCarolina\n\nTeachers\n\nAsheville .\n\n//Asheville Normal and\nCollege .\n\nCullowhee .\n\n//Western Carolina Teachers Col¬\nlege, V, IX .\nG/ East Carolina Teachers College...\n\nGreenville .\n\nNorth\n\nPaul Klapper,\n\nJohn E. Calfee\nH. T. Hunter\nRobert H. Wright\n\nDakota\n\nDickinson. . .\nEllendale. . . .\nMayville\nMinot .\n\nValley City .\n\n// State Teachers College, VIII .\n“//State Normal and Industrial School,\nIX .\n//State Teachers College, IV .\n//State Teachers College, IV, IX....\n4-! State Teachers\n\nC. L. Kjerstad\nR. M. Black\nC. C. Swain\nGeorge A. McFarland\nC. E. Allen\n\nCollege\n\nOklahoma\n\nAthens. .\n\nBowling Green. .\nCleveland .\nKent .\nOxford .\nWilberforce .\n\nG/College of Education, Ohio Univer¬\nsity .\n■//Bowling Green State College .\n■//School of Education, Western Re¬\nserve University, IV .\n//Kent State College, V .\nG/School of Education, Miami Uni¬\nversity .\n, .\n//Combined Normal and Industrial\nDepartment, Wilberforce\nsity, IV, IX .\n\nUniver¬\n\nT. C. McCracken\nDean\nH. B. Williams\nH. N. Irwin, Dean\nJ. O. Engleman\nE. J. Ashbaugh,\nHoward\n\nDean\n\nD. Gregg,\n\nSuperintendent\nOhio\n\nAda .\nAlva .\nDurant .\nEdmond .\nT ahlequah .\nWeatherford\n\n//East Central State Teachers\n\nCollege\n//Northwestern State Teachers Col¬\nlege, IV, VI .\n//Southeastern State Teachers College\n//Central State Teachers College .\n//Northeastern State Teachers College\n//Southwestern State Teachers College\n\nA. Linscheid\nO. E. Hatcher\nW. H. Shumate\nM. A. Beeson\nM. P. Hammond\nC. W. Richards\n\nOregon\n\nMonmouth\n\n2/Oregon\n\nNormal\n\nSchool, IV .\n\nJ. A. Churchill\n\n\\\n\n"}
{"page": 781, "printed_page": null, "text": "775\nDepartment\n\nLocation\n\nof\n\nTeachers\n\nColleges\n\nPresident\n\nInstitution\n\nPennsylvania\n\nBloomsburg .\nCalifornia .\nClarion .\nEast Stroudsburg\nEdinboro .\nIndiana .\nKutztown .\nLock Haven .\nMansfield .\nMillersville .\nShippensburg. . . .\nSlippery Rock . . .\nWest Chester . . .\nSouth\n\n//State\n// State\n4/ State\n4/ State\n4/ State\n4/ State\n4/ State\n\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\nTeachers\n4/ State Teachers\n//State Teachers\n//State Teachers\n4/ State Teachers\n4/ State Teachers\n4/ State Teachers\n\nFrancis B. Haas\n\nCollege .\nCollege .\nCollege, IV...\nCollege, IX...\nCollege, IX...\nCollege, IV...\nCollege, V, IX\nCollege .\nCollege, IV, V.\nCollege .\nCollege .\nCollege .\nCollege, IV...\n\nRobert M. Steele\nG. C. L. Riemer\nT. T. Allen\nC. C. Crawford\nC. R. Foster\nA. C. Rothermel\nDallas W. Armstrong\nW. R. Straughn\nLandis Tanger\nA. L. Rowland\nJ. L. Eisenberg\nNorman W. Cameron\n\nDakota\n\nAberdeen .\nMadison .\nSpearfish .\nSpringfield .\n\n//Northern Normal and\nSchool .\n\nIndustrial\nC. A.\nG. Lowry\nLawrence\n'V.\n\n2/Eastern State Normal School, IV...\n2/State Normal School, IV .\n2/Southern State Normal School, IV..\n\nE. C. Woodburn\nT. A. Harmon\n\nTennessee\n\nJohnson City. . . .\nMemphis .\nMurfreesboro. . . .\nNashville .\n\n■//State Teachers\n//State Teachers\n//State Teachers\n\nCollege .\nCollege .\nCollege .\n//Tennessee Agricultural & Industrial\nState College., .\n\nC. C. Sherrod\nJ.\nBrister\nP. W.\nA. Lyon\n\nW.\n\nJ. Hale\n\nTexas\n\nAlpine .\nCanyon .\nCommerce .\nDenton .\nHuntsville .\nNacogdoches. . . .\nSan\n\nMarcos .\n\n//Sul Ross State Teachers\nV .\n\nCollege, IV,\nH. W.\n\n//West Texas State Teachers College.\n//East Texas State Teachers College,\nVI .\n//North Texas State Teachers\nlege, V .\n//Sam Houston State Teachers\n\nMorelock\n\nJ. A. Hill\nS. H. Whitley\n\nCol¬\nR. L. Marquis\nCol¬\nH. F. Estill\n\nlege, IV .\n//Stephen F. Austin State Teachers\nCollege .\n//Southwest Texas State Teachers\nCollege .\n\nA. W.\n\nG/School of Education, University\nUtah, IV .\n\nMilton\n\nBirdwell\n\nC. E. Evans\n\nUtah\n\nSalt Lake\n\nCity. .\n\nof\n\nBennion, Dean\n\nVirginia\n\nEast Radford . . .\nFarmville .\nFredericksburg. .\n\nHarrisonburg. . . .\n\n//State\n//State\n//State\n//State\n\nTeachers\nTeachers\nTeachers\nTeachers\n\n/\n\nCollege\nCollege\nCollege\nCollege\n\nJ. P. McConnell\nJ.\nM. L.L.Jarman\nCombs\nS. P. Duke\n\n"}
{"page": 782, "printed_page": null, "text": "776\n\nNational\n\nLocation\n\nEducation\n\nAssociation\n\nPresident\n\nInstitution\n\nWashington\n\nBellingham .\nCheney .\nEllensburg .\nWest\n\n7/ State Normal\n7/State Normal\n7/State Normal\n\nSchool, IV .\nSchool, IV .\nSchool, IV .\n\nC. H. Fisher\nR. T. Hargreaves\nR. E. McConnell\n\nVirginia\n\nAthens .\nFairmont .\nHuntington .\n\n7/Concord State Teachers College. . . .\n7/Fairmont State Teachers College. . .\n7/Marshall College, IV .\n\nShepherdstown . .\n\n7/Shepherd\n\nState Teachers\n\nCollege..\n\nJ. F. Marsh\nM. P. Shawkey\nJoseph\nRosier\nW.\n\nH. S. White\n\nWisconsin\n\nEau Claire .\nLa Crosse .\nMenomonie .\nMilwaukee .\nOshkosh .\nPlatteville .\nRiver Falls .\nStevens Point . . . .\nSuperior .\nWhitewater .\n\n7/State Teachers College, IV .\n7/State Teachers College .\n7/The Stout Institute, IV .\n7/State Teachers\n\nCollege, IV .\n7/State Teachers College, IV, VIII...\n7/State Teachers College, IV .\n7/State Teachers College, IV .\n7/Central State Teachers College, IV.\n7/State Teachers College, IV .\n7/State Teachers College, IV .\n\nH. A. Schofield\nG. M. Snodgrass\nB. E. Nelson\nFrank E. Baker\nForrest R. Polk\nA. M. Royce\nF. H.\nS. Ames\nHyer\nJ.\nJ.\nC. D.\nM. Hill\nYoder\n\n"}
{"page": 783, "printed_page": null, "text": "DEPARTMENT\nVisual\n\nOF\n\nInstruction\n\n"}
{"page": 784, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof visual\n\ninstruction\n\nNOTE\n\nwas\n\norganised\n\nat the Oakland-\n\nSan Francisco meeting in July, 1923. The officers of the Department for\nthe year 1934-35 are: president, Wither Emmert, Director of Visual\nEducation, State Teachers College, Indiana, Pa.; first vicepresident,\nMrs. Grace Fisher Ramsey, American Museum of Natural History, 77th\nStreet and Central Park West , New Y ork , N. Y .; second vicepresident,\nRupert Peters, Director of Visual Instruction, Public Schools, Kansas\nCity, Mo.; secretary-treasurer, Ellsworth C. Dent, 1201 Sixteenth\nStreet, Washington D. C.; executive committee: Daniel C. Knowlton,\nAssociate Professor of Education, New York University, New York,\nN . Y . (term expires 1935) ; John A. Hollinger, Director of Nature Study\nand Visualization, Public Schools, Pittsburgh, Pa. (term expires 1936) ;\nWilliam H. Dudley, 736 South Wabash Avenue, Chicago, III. (term ex¬\npires 1937 ) ; Mrs. Grace Fisher Ramsey, American Museum of Natural\nHistory, 77th Street and Central Park West, New York, N. Y. (term\nexpires 1938) ; Robert Collier, Jr., Director of Visual Instruction, South\nHigh School, Denver, Colo. (term expires 1939) ; Cline M. Koon, Senior\nSpecialist in Education by Radio, U. S. Office of Education, Department\nof Interior, Washington, D. C. (term expires 1940.)\nThis Department meets once each year, in July. Facts relating to the\nestablishment of this Department and the record of meetings are found\nin earlier volumes of proceedings as follows:\n192 3:85 -A\n\n1927 '.951-970\n\n1926 :9 49-963\n\n1930 :9 11-930\n\n1924:963-983\n1923:864-871\n\n1928:949-970\n1929:937-944\n\n[ 778 ]\n\n1931:947-963\n\n1932:787-800\n1933:779-795\n\n"}
{"page": 785, "printed_page": null, "text": "CLASS\nGRACE\n\nDEMONSTRATION—\n\nA. COURTNEY,\n\nPRINCIPAL,\n\nFIFTH-YEAR\n\nHALLS\n\nGROVE\n\nGEOGRAPHY\n\nSCHOOL,\n\nPITTSBURGH,\n\nPA.\n\nVisual aids should become integral parts of lesson procedures and\nshould\n\nbe used where\n\nthey will effectively challenge\n\nattention\n\nand\n\nvitalize instruction. A current subject, “A Vacation Trip,” is made attractive\nand real by supplementing the text with visual materials — prints, stereo¬\ngraphs, maps, lantern slides, and motion pictures.\n\nThe\n\ntheme\n\nis introduced\n\nby discussion and lantern slides to give a mental\nset and to stimulate interest. The aims — to plan a vacation trip, to know\nand appreciate the beauty and wonders of Yellowstone National Park are\nfurthered\n\nby the presentation\n\nof content\n\nmaterial\n\nand the motion\n\npicture,\n\n“Yellowstone National Park.” The children are held responsible for read¬\ning and interpreting the picture by discussion and a test presented on slides.\nThe outcomes may be summed up as :\n\nvisiting Yellowstone\n\nNational\n\nIn using visual materials\nobserved :\n\nPark.\n\nthe following\n\nguiding\n\nprinciples have\n\nbeen\n\nit\n\nment\n\nreceptivi\n\nty\n\nDEMONSTRATION\nLANTERN\n\nOF TECHNICS\nFOR\nSLIDES IN COLOR\n\nMAKING\n\n.\nA de\nsire W. T. R. PRICE, SCARBOROUGH SCHOOL, SCARBOROUGH-ON-HUDSON, N. Y.\nto vi\nsit Y\nello\nwstoof the lasting impression made on the speaker by the quaint\nAn analysis\nne N\nat\nnal magic lantern show, seems to indicate that color\nGerman pictures in aiotoy\nPark\n2\nwas\nthe\ninstrumental in making that impression. The psychology of\n.\nAn apprecfeature\niation of\nthe leasur\ne influence\nin which emust not be overlooked in visual\ncolor is far-reaching pand\nits\nach of us\ny take parton the mind\ninstruction where everything depends on making an maimpression\nwhile\n3 thru the eye. Apart from the psychological consideration, color is also\n.\nAn apprecia\ntion of the\n4\nopportuncorrect\ndefinitely essential\nwhere\ndescription of an object depends on show¬\nities that\nour national\n.\nAn intere\nparks affo\nand actual\ning itstinin its\ncolors,\nand\nwhere\nit is necessary\ntord emphasize\nto the peoplecertain\nan apprec\niation of\nthe natura\ndivisions in maps or charts.\nl beauty\nof our co\nuntry.\n[ 779 ]\n\n.\naids\n\nshoul\n. d suppl\n\nemen\n\nt\n\n"}
{"page": 786, "printed_page": null, "text": "780\n\nNational\n\nEducation\n\nAssociation\n\nThe use of handmade lantern slides for this type of work has been hand¬\nicapped by lack of suitable materials. Comparatively recent experiments\nin this field, however, have resulted in the discovery and production of vari¬\nous colors and other materials which place the technic of handmade slides\nwithin easy reach of pupils and teachers in the elementary school, while highschool students and artists are provided with a new medium of expression\nhas already resulted in the production of several hundred handmade\nlantern slides and other transparencies which may well be classed as works\nof art. Examples of this work exhibited at the convention illustrate various\n\nwhich\n\ntechnics from simple pencil drawings on etched glass to elaborate reproduc¬\ntions of brilliant butterflies and stained glass windows in full color.\n\nNoteworthy among the various materials mentioned in connection with\nthe exhibit is a new liquid color specially prepared for coloring handmade\nlantern slides. These brilliant transparent colors are easily applied to glass,\ncellophane, or practically any surface and are practical for use by children\nin fifth grade or older. Other new materials specifically mentioned include\nan improved colored crayon specially made for work on etched glass, and a\ncellulose acetate material which, tho not new in itself, is newly applied as a\nbasic material on which to make lantern slides.\nit is suggested that the cause of visual instruction could be\ngreatly furthered if all new discoveries of materials and technics were written\nup and made available to all who are interested in this work.\nIn conclusion\n\nSTANDARDS\n\nWILBER\n\nEMMERT,\n\nAND\n\nFOR\nTECHNICS\nAND\nBOOKLETS\n\nDIRECTOR\n\nOF\n\nCOLLEGE,\n\nVISUAL\n\nMAKING\n\nEDUCATION,\n\nINDIANA,\n\nSTATE\n\nPOSTERS\n\nTEACHERS\n\nPA.\n\nIn considering the problem of technics and standards for making posters\nand booklets, the discussion will be divided into three main parts. There will\nbe given first, some principles underlying the use of these two visual aids and\nsome outcomes to be achieved by their use ; second, some detailed directions\nfor the construction of posters; third, some standards for the construction\nand evaluation of booklets. Specimens will be presented to show what has\nbeen done in one school along these lines.\n\nschool is an organization devised by society to fulfil its obligations to\nthe child and to present the environment of persons and things to the child\nin such form that he can learn to adapt himself to it. National groups have\nThe\n\nset up broad, general objectives of education, and specific outcomes to be\nattained by the school in dealing with the children entrusted to its care and\nguidance. Those methods and materials which will lead to the acquisition of\nknowledge; develop desirable habits, abilities, and skills; effect an economy\nof time ; develop correct initial concepts ; and lead to wholesome interest,\nshould be used. Active participation under wise supervision is necessary for\nthe accomplishment\n\nof the objectives of education.\n\n"}
{"page": 787, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\nInstruction\n\n781\n1 he school is a unit in its effect upon\n\nthe child. Creative educational\n\nlead¬\n\ners are insisting that children be taught to solve problems ; and that these\nproblems be large, meaningful, worthwhile, major problems of daily com¬\nmunity and civic life. T here must be a reorganization of the school from\nthat stressing the various school subjects as such, to one in which problem\nsolving is the keynote. In this new type school visual and other sensory aids\nwill have a major place, because of their significant influence upon the child.\nTurning now to the consideration of the poster and the booklet. Both the\nposter and the booklet can be made effective teaching tools provided the\nteacher is skilled in sensing the appropriate place and time to use them to\nachieve specific problem-solving results. In addition, the teacher must know\nthe technics of construction and the standards by which the results will be\njudged. There is the possibility of the use of the poster or the booklet in\nevery school subject, and in nearly every project undertaken. However, some\nunits lend themselves more readily to one teaching aid than to the other.\n\nThere\n\nare a number\n\nof specific outcomes\n\nto be derived from\n\nthe making\n\nof the poster, and by booklet construction. Both provide splendid opportuni¬\nties for correlating the work in one subject with that of another. In con¬\nstructing a poster or a booklet on health, or science, or geography, those art\nprinciples, and English fundamentals learned elsewhere must be stressed and\npractised. Each\n\nfinished product\n\nmust\n\ndemonstrate\n\nof the project under consideration, plus the mastery\nprinciples, habits, abilities, and skills.\n\na thoro understanding\nof certain fundamental\n\nIn the poster the major idea is epitomized and vividly portrayed. The idea\nmust be so arranged that it will be sold at one glance. This calls for creative\nwork on the part of the child. Hence, fundamental principles must be\nmastered, and then expressed in a terse, forceful manner.\ncleverness, and mastery\n\nstand permanently\n\nuct — the poster. High standards\nwhich each pupil should strive.\n\nThe\n\nportrayed\n\nof excellence\n\nAccuracy,\n\nneatness,\n\nin the finished prod¬\n\nshould\n\nbe the goal toward\n\nbooklet can be used to bring out principles, develop habits, attitudes,\n\nand skills. The booklet can be a source of satisfaction, pride, and joy. Beauti¬\nful booklets can be made by children in all grades of school work. One\nbooklet can tell the teacher many things about the pupil, e.g., does he really\nunderstand his problem? Can he select from the mass of materials those\nsignificant items which\n\ntell the story effectively? Can\n\nhe organize materials\n\nwell? Is he neat in his work? Can he use his art, his English, his mathematics\nto advantage? Can he follow directions? Is he creative in his work? Does\nhe pride himself in the work done? Does he strive for accuracy, beauty, and\nhigh standards of excellence? Are these attitudes, habits, and skills reflected\nin other phases of school work?\n\nThese\n\nand\n\nmany\n\nother questions might\n\narise in the minds\n\nof persons\n\nthe questions would\n\nbe found by a study of the booklet itself.\n\nviewing\n\nthe finished booklet. The\n\nanswers\n\nto\n\nThe outline which follows, entitled “Poster Making” contains a list of\ndirections for making posters, together with some suggestions concerning\nthe use of posters. If teachers and pupils have these standards\n\nclearly in\n\n"}
{"page": 788, "printed_page": null, "text": "782\n\nNational\n\nmind\n\nbefore the construction\n\nmore\n\nsatisfactory and more\n\nEducation\n\nwork\n\nAssociation\n\nis started the finished product\n\nwill be\n\neffective.\nPoster\n\nMaking\n•\n\nPosters are used to sell an idea or a thing. A poster differs from an illustration\nor a cartoon in that whereas they are meant to be looked at, at close range in a book,\npaper, or magazine the poster must be seen in its entirety, from a distance and at\none glance. It is evident that if a poster is to sell its idea or commodity it first must\nbe read.\nHence we say a good poster must\n1. First attract attention\n2. Attract attention suddenly\n3. Have its reading matter concentrated\n\nand understandable.\n\nPosters can attract attention\n1. By a snappy slogan, or caption, — e.g., “Stop, Look, Listen!” If when the poster\nis finished the questions how, when, where, or by whom arise, it is not com¬\nplete and will not sell the idea. E.g., “Drink Milk!” The questions why, when,\nhow, and by whom can be asked. It is not a good slogan.\n2. By color to attract attention\na. Use strong contrasts\nBlack and white are not colors, but they form the strongest contrasts\nobtainable\nYellow\n\nand purple\n\nOrange and blue\nRed and green.\nb. Strong contrasts are gained by using one dull and one bright color\nExamples :\nBlack, gray, or white may be used with any color or colors to intensify\nthem.\nc. Colors should be applied flat.\n3. By readable lettering\na. Use large, simple, easy to read at a glance lettering\nb. It is not advisable to print the words diagonally, or up and down.\nThe\n\npictures used should fill the space\n\n1. Arrangement of printing should lead the eye to the picture, or from the\npicture to the printing\n2. Margins should always be used. Bottom margins should always be the largest\n3. Framing the picture is often very effective.\nIn selling the idea or thing, it is necessary to keep in mind the following:\n1. Have a definite plan\n2. Why do you wish to use the poster? Advantages, limitations\n3. Who should see the poster? Selecting, classifying the audience\n4. What will you do with your poster? Use in hall, classroom, train, store\n5. What do you wish to say in poster form?\n6. What poster form will best express your facts and ideas?\n7. How will you get the posters made? How much may you spend on poster\nwork ?\n8. How\n\nThe\nproblem\n\nwill you follow up the results of your poster work?\n\nconstruction\n\nof the booklet involves a clear understanding\n\nof the\n\nto be solved, the objectives to be attained, collecting materials,\n\nselecting representative specimens, organizing\n\nthe materials, displaying and\n\n"}
{"page": 789, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\n783\n\nInstruction\n\npresenting them, binding the materials into the finished volume.\n\nThe\n\nfollow¬\n\ning outline, entitled “Standards for Making Booklets,” has proved to be a\nvery helpful guide to both students and teachers. The specimens presented\nherewith demonstrate what has been done when the standards and directions\nwere before both the students and the teacher.\nStandards\n\nA. Standards\n\nfor\n\nMaking\n\nBooklets\n\nfor selection of materials for booklets\n\n1. Create\n\nan atmosphere\n\n2. Bring out principles\n3. Excite interest\nMa\n\nte\n\nri\n\nV\n\nal\n\n4. Bring before the pupil definite facts.\nII. Pictures must\nsmu\n\nst\n\n1. Show clearly the point desired\n2. Be simple (Complicated pictures confuse the reader)\n3. Have one object rather than many\n4. Show actual conditions\n\n5. Be selected to tell a connected story\n6. (Colored pictures are preferred in the lower grades.)\nB. Standards for organizing the materials in booklets\n1. Materials should be arranged in unit sets\n2. There should be a title page descriptive of the unit\n3. Subjectmatter should not be on the same page as the pictures and other\nillustrative materials\n\n4. Pictures and illustrative materials\npaper only\n\nshould be mounted\n\non one side of the\n\n5. Fly-leaves, table of contents, and a preface should be included.\nC. Making the cover\n1. Title should be simple\n2. Lettering used should be large and plain\n3. Cover should contain\na. Title only, or\nb. Title and design, or\nc. Title and picture, or\nd. (a), (b), or (c), plus maker’s\nD. Arrangement of illustrative materials\n\nname.\n\n1. A page should contain only a few, well-selected pictures or objects\n2. Use simple descriptive titles only. Place titles under picture or materials,\nor at bottom of the page\n\n3. Illustrative materials should be placed in logical sequence\n4. Materials should be mounted parallel with the sides of the page\nwhich they are mounted. (Never diagonally)\nE. Types of illustrative materials suitable for booklets\n\n1. Pictorial materials (Photographs, prints, ads, pictures, diagrams,\ncartoons, maps, blue prints, photostats, cut-outs)\n2. Specimens (Must be thin and flat)\n3. Newspaper and magazine clippings.\nF. Sources of illustrative materials\n\nupon\n\ngraphs,\n\nDaily newspapers, rotogravure sections of Sunday papers, trade maga¬\nzines, popular monthly magazines, picture dealers, steamship companies,\nrailroad companies, chambers of commerce, industrial institutions, travel\nbureaus, catalogs, photographs, textile samples.\n\n"}
{"page": 790, "printed_page": null, "text": "784\n\nNational\n\nTHE\n\nROBERT\n\nEducation\n\nRELATION\nOF\nSTANDARDS\n\nP. WRAY,\n\nPENNSYLVANIA\n\nAssociation\n\nMOTION\nPICTURES\nOF MORALITY\nSTATE\n\nCOLLEGE,\n\nSTATE\n\nTO\n\nCOLLEGE,\n\nPA.\n\nSociety’s moral code is simply its system of mores — those patterns of con¬\nduct to which practise for some time by groups of people attaches certain\nwelfare elements and ethical values. Morality is conformity to the mores.\nWhat are the standards of morality possessed by various groups of people ?\nDo motion pictures conflict with these standards? An investigation at Penn\nState under the sponsorship of the Motion Picture Research Council and\nthe subsidization of the Payne Fund sought answers to the above queries.\nThe investigation was confined to four phases of the moral code: aggres¬\nsiveness of a girl in love-making; kissing and caressing; democratic attitudes\nand practises; and treatment of children by parents. Descriptive scenes were\nwritten covering a wide range of conduct on each of the four phases. Mem¬\nbers of eighteen social groups helped in an evaluation of the scenes by\nplacing each of them in one of three categories according to whether he\nadmired it, disapproved it, or just felt neutral toward it. From the per¬\ncentages of people placing any individual scene in these categories a resultant\n“badness” value was derived for the item. “Approval indexes” were de¬\ntermined for each of the social groups.\nUsing the hypothesis that specific patterns of conduct tend to be accepted\nas “the thing to do,” the problem was to ascertain in which direction from\npresent standards (approval indexes) do these patterns (motion picture\nscenes) lie? In general it was found that the movies are in marked conflict\nwith society’s moral code in respect to aggressiveness of a girl in love-mak¬\ning, that they are almost parallel with it in respect to kissing, above in regard\nto democracy, and distinctly above in the treatment of children by parents.\nTHE\nJOHN\n\nA. HOLLINGER,\n\nOLD\n\nORDER\n\nDIRECTOR,\n\nPUBLIC\n\nCHANGETH\n\nDEPARTMENT\n\nSCHOOLS,\n\nOF\n\nPITTSBURGH,\n\nSCIENCE\n\nINSTRUCTION,\n\nPA.\n\nEducation, especially on the lower levels, deals more and more with real\nlife situations. Realia of various sorts are being used extensively in addition\nto the printed page.\nBoth the community museum and the local school museum are playing a\nvery effective part in educational procedures. Expeditions in the field of\nnatural history with resulting specimens are now a part of the procedure of\nthe progressive school. The community museum has its staff of experts to\ncontribute to education in general. Upon this, as a type, is built the local\nschool museum.\nPictorial and graphic presentation and representation are increasingly\nprominent. Had the camera been invented before the printing press, would\nthe record of our civilization have been more or less impressive? Individual\n\n"}
{"page": 791, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\n785\n\nInstruction\n\nteachers handicraft and collections are enriching the school program. Mate¬\nrials from commercial concerns are improving. For further improvement,\nsuggestions from the school people are in order. There will be better motion\npictures when the schools give courses in this field dealing with standards of\nselection rather than censorship. Short subjects for use in the schools will\nbecome more numerous. Sound motion picture projection and radio receiving\nwill find a place in every school auditorium and in other general assembly\nrooms.\nResearch in the use of the museum and pictorial presentation are fostered\nby school people and by producers and distributors.\nTeacher training must include the use of primary sources as well as the\nprinted word.\n\nTHE\n\nCLINE\n\nM.\n\nRELATION\nOF FILMS AND THE RADIO\nCLASSROOM\nINSTRUCTION\nKOON,\n\nU.\n\nSENIOR\n\nS. OFFICE\n\nSPECIALIST\n\nOF\n\nIN RADIO\n\nEDUCATION,\n\nAND\n\nVISUAL\n\nWASHINGTON,\n\nTO\n\nEDUCATION,\n\nD. C.\n\n•\n\nFor years visual instructionists conducted experiments and wrote articles\nto prove the advantages of sight over sound as a means of instruction. Just\nabout the time they felt their case was won and went home, they discovered\nthat the most promising member of their visual family — the motion pic¬\nture — had learned how to talk. Even unto this day some visual instructionists\nargue that the film should be seen and not heard, but the majority have\ncome to realize that by combining sight and sound the talking picture com¬\nmands a concentrated attention difficult to achieve by any other media. It\ncan bring selected slices of life from the four corners of the world and pre¬\nsent them in such a way that the pupil can recreate the experiences almost\nas vividly as if he had actually lived them. The film can preserve the model\nlesson of the master teacher treating subjectmatter of permanent value and\nmake it generally available for future generations.\nThe radio also has some distinct advantages. It is a timely medium. The\noutside world can be brought into the classroom and pupils made actual par¬\nticipants in important public occasions and last-minute happenings. Its\ngeneral availability enables it to overcome time and isolation and it thereby\nbecomes a powerful cementing force in national life. At present, of course,\nradio can only be heard, not seen; but, with the perfection of television, it\nwill become visual-auditory just as the talking picture has.\nThis is the principal reason I want you to consider radio and motion pic¬\ntures jointly. Like the arms of a capital Y each has its distinct functions and\nlike the body of the Y they have many functions in common. As entertainers\nthey are vital forces having a lasting effect upon the attitudes of our young\npeople. The teacher should recognize this and teach radio and motion\npicture appreciation, utilizing their offerings in his own teaching. As class¬\nroom teaching devices they are tools in the hands of the teacher, Their\n\n"}
{"page": 792, "printed_page": null, "text": "786\n\nNational\n\nEducation\n\nAssociation\n\nvalue depends upon their content, its organization, and the way in which\nit is integrated in the teaching-learning situation. In these days of reduced\nbudgets and increased responsibilities, the teacher should consider the pos¬\nsibility of using motion pictures and the radio as aids in instruction. If their\nuse actually improves the efficiency of learning to a greater degree than is\npossible by other means without increasing the cost, they should be admitted\nto the classroom.\nIt is not a part of a real teacher’s business to provide his pupils with the\ncommon, ordinary stuff that they could pick up anywhere. The teacher’s\nduty, as a real teacher, is to give his pupils the best, and only the best ; and\nif that is impossible, he must still aim at it with what means he has and\nwith what light God has given him, as best he may. In this connection I\npredict that the use of radio and the motion picture will cause a revitalization\nof learning comparable to the revival of learning which followed the intro¬\nduction of printing.\nLet me close with the suggestion that you who are supervisors of visual\ninstruction consider the advisability of becoming supervisors of radio and\nvisual instruction, and you who teach visual instruction consider the inclu¬\nsion of radio in your courses.\n\nSCHOOL\nRITA\n\nFILMS,\n\nHOCHHEIMER,\n\nTHEIR\n\nASSISTANT\nSCHOOLS,\n\nSOURCES\nDIRECTOR\nNEW\n\nAND\n\nVISUAL\n\nYORK,\n\nN.\n\nEVALUATION\nINSTRUCTION,\n\nPUBLIC\n\nY.\n\nThere are four main types of sources of teaching films: theatrical films\nrevised and edited ; films produced by motion picture concerns solely to be\nsold to schools ; propaganda films ; and industrial films.\nThe schools need them all and should encourage their production. No\npresentation in bad taste and no excessive exploitation should be allowed in\nschool films. It is our business to prevent this. But at present this is not\na serious menace in the school field. We need more and more good teaching\nfilms in order to cover fully the school curriculum and to integrate the\nschool as a social agency in our changing world.\nFilms should be selected by visual instruction supervisors solely on their\nvalue to the children and to school work. The source from which they may\nbe secured is not significant. The production of valuable school films must\nbe continuously stimulated by school people and their intelligent cooperation.\nUtilizing their expert knowledge with the expert knowledge and experience\nof the motion picture producers will secure for us an ever increasing volume\nof satisfactory film material.\n\n"}
{"page": 793, "printed_page": null, "text": "Department\n\nof\n\nVisual\n\nInstruction\n\n787\n\nA COMPARATIVE\nSTUDY OF SOUND\nMOTION\nPICTURES\nAND ORAL CLASSROOM\nINSTRUCTION\nHILDA\n\nMARIE\n\nDILLER,\n\nSTAFF\n\nMEMBER,\n\nRESEARCH,\n\nPUBLIC\n\nSCHOOLS,\n\nDEPARTMENT\n\nOF\n\nWASHINGTON,\n\nEDUCATIONAL\nD. C.\n\nThis is the report of an investigation of the effectiveness of sound motion\npictures as a means of teaching, as compared to oral classroom instruction,\nillustrated with stereopticon slides and classroom wall maps and supple¬\nmented by as much student participation, in the form of informal discussion,\nas the large size of the group would allow.\nIn July 1931 nationwide interest was aroused in an experiment which the\nFox Film Corporation was conducting in Washington, D. C. The purpose\nof this experiment was to demonstrate the effectiveness of sound motion\npictures as a means of teaching and at the same time to call public attention\nto their educational films. The experiment consisted in measuring the amount\nlearned by a group of children thru seeing educational sound motion pic¬\ntures. In order that the interest aroused might be nationwide the Fox Film\nCorporation brought boys and girls from all over the United States to par¬\nticipate in this experiment.\nFive educational films were selected to be used. Tests were given the chil¬\ndren on each of the five subjects treated in the films. The films were then\nshown, and the same tests given again. An intelligence test was also given\nto all of the children.\nThe amount learned by seeing the pictures was shown by the difference in\nthe scores made on the same tests before and after seeing the pictures. This\ndifference, of course, was in score points. It could be reduced to a percentage\nbasis but even so, its meaning was very limited since no similar data on\nother methods of teaching these same facts were available for comparison.\nThe Research Department of the Washington, D. C., public schools\nundertook to obtain such data in the fall of the same year. The method of\nteaching adopted for their purpose may be described as oral classroom instruc¬\ntion, illustrated with stereopticon slides and classroom wall maps and supple¬\nmented by as much student participation, in the form of informal discussion,\nas the large size of the group would allow.\nHereafter, in this report, the children who participated in the Fox Film\nexperiment will be referred to as the summer group, while those children\nwho participated in the Research Department experiment will be referred to\nas the fall group. In order that any difference in the gains made by the sum¬\nmer group and by the fall group might be fairly attributed to the difference\nin the method of teaching used, it was necessary to hold all other factors as\nnearly constant as was feasible.\nIn selecting the children for the fall group the principal factors in which\ncomparability was sought were grade level, sex, and intelligence. This group\nwas made slightly larger than the summer group. The order and the time\nallowed for testing and teaching was the same as that followed in the summer.\n\n"}
{"page": 794, "printed_page": null, "text": "788\n\nNational\n\nEducation\n\nAssociation\n\nConsiderable thought was given to the selection of a statistical method for\ncomparing the results of the summer and fall experiments. It was finally\ndecided that “Students’ Method” 1 was suitable. This method is applicable\nin comparing results when the groups involved possess a high degree of com¬\nparability in intelligence and initial knowledge.\nIn order to obtain the requisite degree of comparability a case for case\nmatching of the summer and fall groups was made. It was possible to match,\nwithin the limits set, in only 63 cases, 30 boys and 33 girls from each group,\nor 126 children in all.\nAfter having matched each individual in one group with a corresponding\nindividual in the other, having practically identical intelligence and initial\nknowledge, it was possible to compare the results obtained in the summer,\nwith those obtained in the fall, by “Students’ Method.”\nThis method is based on the assumption that any difference in the retest\nscores (that is, the scores made on tests given after the teaching methods\nhave been applied) for two matched individuals indicates a difference in the\namount learned by those individuals. An average of all such differences for\nthe sixty-three matched cases, then, would indicate the difference in amount\nlearned by the two groups.\nWhen this average was taken it was found to be so small as to be negligible,\nthus indicating that there was no difference in the effectiveness of the two\nteaching methods.\nWhile no superiority in the effectiveness of sound motion pictures was\nfound, yet it is interesting to remember that such advantages as the large\nnumber of persons to whom sound motion pictures can be shown at one\ntime, the accuracy of factual detail that can reasonably be expected in such\nfilms, etc., indicate an important future for sound motion pictures in the\nfield of education.\nThe same conclusion (that neither method of teaching was more effective\nthan the other) was reached when a comparison was made between the retest\nscores for girls only, and for boys only.\n1 Ezekiel, Mordecai. “Students’ Method for Measuring the Significance of a Difference between\nMatched Groups.” Journal of Educational Psychology 23: 446-50; September 1932.\n\n"}
{"page": 795, "printed_page": null, "text": "DEPARTMENT\nVocational\n\nOF\n\nEducation\n\n"}
{"page": 796, "printed_page": null, "text": "HISTORICAL\n\nThe\n\ndepartment\n\nof\n\nvocational\n\nNOTE\n\neducation\n\nwas\n\norganized\n\nas the in¬\n\ndustrial section at Minneapolis , Minnesota , 1875. See proceedings,\n1875:100. The name was changed in 1890 to the Department of Indus¬\ntrial and Manual Training. See proceedings 1890:758. In 1899 the name\nwas changed to the Department of Manual Training. See proceedings,\n1899:556. In 1914 the name was changed to the Department of Voca¬\ntional Training and Practical Arts. Since 1919 it has been known as the\nDepartment of Vocational Education. This Department cooperates with\nthe National Vocational Guidance Association and with the National\nSociety for Vocational Education.\nThe officers of the Department for the year 1934-35 are: president,\nHoward L. Briggs, Supervisor , Trades Training, Tennessee Valley\nAuthority, Norris, Tenn.; secretary, Charles W. Sylvester , Director,\nVocational Education, Public Schools, Baltimore, Md.\nFacts relating to the establishment of this Department and the record\nof meetings are to be found in earlier volumes of proceedings as\n\nfollows:\n1914 \\565-624\n\n1928 ’.971-1003\n\n1916 ‘.461-516\n\n1921: 851-858\n1922:1465-1483\n192 3:1025-1043\n\n1930 :931-954\n\n1911:431-473\n\n1924: 987-1015\n\n1931:965-994\n\n1918 :249-269\n\n1925: 872-912\n1926: 964-996\n1927: 971-1006\n\n1932 :801-815\n\n1915:815-846\n\n1919:271-279\n1920:269-270\n\n[ 790 ]\n\n1929:945-972\n\n1933:797-806\n\n"}
{"page": 797, "printed_page": null, "text": "MODERN\nHOWARD\n\nTRENDS\n\nL. BRIGGS,\n\nIN\n\nVOCATIONAL\n\nEDUCATION\n\nSUPERVISOR TRADES TRAINING,\nAUTHORITY, NORRIS, TENN.\n\nTENNESSEE\n\nVALLEY\n\nThru modern technological developments in industry there is an\n\never-increasing ratio of unemployment. The federal relief adminis¬\ntrator, in a recent speech, predicted 5,000,000 unemployed under a complete\nreturn to normal conditions. This is a 66 percent increase over 1929.\nIs the answer an ever-increasing charity roll at the expense of the tax¬\npayer or a decentralization of industry resulting in unemployed workers\naugmenting their savings during unemployment periods, by raising some of\ntheir own food products and living in comfortable homes in rural areas\nrather than in crowded city tenements?\nCertainly the maximum utilization of available water power in this coun¬\ntry will encourage industrial decentralization and result in a new era of\ncomfortable living all of which involves a new scheme of vocational educa¬\ntion thru which workers are prepared for a program of work involving both\ntrade and agricultural skills.\n\nA PROGRAM\nOF INDUSTRIAL\nEDUCATION\nNEEDS OF THE DIFFERENT\nGROUPS\nCHARLES\n\nF. BAUDER,\n\nDIRECTOR\n\nEDUCATION,\n\nOF\n\nTO\nOF\n\nINDUSTRIAL\n\nARTS,\n\nPHILADELPHIA,\n\nPA.\n\nMEET THE\nPUPILS\n\nBOARD\n\nOF\n\nPUBLIC\n\nA wide range of abilities and interests is represented in secondary schools.\nThe tremendous growth of enrolment is due to social demand for secondary\neducation and to current national developments that require young people\nto stay in school. The schools are not prepared to care adequately for their\nclients, either in housing accommodations or variety of offerings.\nThis paper discusses some criteria by which to approach the problem of\nan adequate program of secondary education. It pertains particularly to\nindustrial preparatory education for boys. It considers four major groups of\npupils, classified by abilities, and suggests types of secondary schools and\ncurriculums to meet their needs:\n\nsuperin\nmanage\ntendent\nrs;\ns\n,\ns\nassista\nnt uperintenden\nts.\n\nunder\n\nclose superv\ni\n\nMust\n\nwork\n\nunder\n\nmost effecti\nv\n\nrepeti\n\nproces\n\nses.\n\nns\n\nely\n\nWill work\ntive\n\n(b) as technic\nia\n\nsion.\n\ndirecti\n\non.\n\n[791]\n\nor minor\n\nexecuti\n\nves\n\n— foreme\n\nn\n\nor\n\n"}
{"page": 798, "printed_page": null, "text": "792\n\nNational\n\nEducation\n\nAssociation\n\nGroup\n\n1 best served in senior high schools of comprehensive type, for\ndemocratic mingling of pupils of all occupational aspirations. Mechanic arts\ncurriculum for the engineering or technical aspirant, with college entrance\nsubjects together with variety of shop experiences. Industrial curriculum for\nthe boys who plan to go to work rather than to college. Program of studies\ndifferent from Smith-Hughes unit-trade set-up, conforming to standards of\nhigh-school organization; 60 to 70 percent of time devoted to technical\nstudies, including shop group, related drawing, applied mathematics and\nscience ; 30 to 40 percent in non-technical, broadening courses, motivated by\nthe occupational interest.\n\n2, the boys of high normal ability, may be absorbed in either the\nindustrial department of a comprehensive high school or a two-year voca¬\ntional school, depending upon whether home circumstances permit the longer\ncourses or require quick preparation for employment. The vocational school\nGroup\n\nis a two-year institution organized according to Smith-Hughes unit-trade\nrequirements. It offers more intensive shop practise, with less emphasis upon\ntrade technology and less attention to breadth of occupational instruction\nthan in the industrial curriculum of the senior high schools.\nGroup 3, middle normal or average boys of mechanical bent, find the\nvocational school best adapted to their interests. They learn to be steady,\nreliable, routine workers. Industry needs more of this type of mechanic\nthan any other in its complex division of labor processes.\nGroup 4, the low normal boys, have not been properly cared for. They\nhave hitherto left the elementary school or early grades of the junior high\nschool, to go to work as soon as state laws have permitted. They made up\nthe bulk of the former continuation group of fourteen- to sixteen-year-olds.\nThey must now be cared for in full-time courses. New facilities to meet their\nindifferent abilities must be organized. A new curriculum in junior high\nschool should be set up for them, prior to actual occupational training. A\nlarge number will enter mediocre grades of employment after three years\nin the junior high school. A considerable number should go on into voca¬\ntional schools, where special provision, now lacking, should be made for\nthem as to types of industrial courses. They respond best to repetitive proc¬\nesses in shop construction. Academic and related subjects should be modi¬\nfied greatly in content and methods of instruction to be adapted to low\nreading ability and limited range of attention. Interesting experiments with\nthis type of pupil have recently been organized in Massachusetts and New\nJersey.\nTo carry out the suggestions of this paper, more schools, more teachers,\nmore curriculums, more money, will be required. But increased facilities\nmust be provided to meet the increased social and economic demands upon\nsecondary schools. Vocational education has the opportunity to provide lead¬\nership toward the solution of the problem of adapting the schools to the\nneeds of pupils.\n\n"}
{"page": 799, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\nEducation\n\n793\n\nPROBLEMS\nOF THE\nAMERICAN\nVOCATIONAL\nASSOCIATION\nIN MEETING\nTHE\nPRESENT\nEMERGENCY\nIN VOCATIONAL\nEDUCATION\nRAY\n\nFIFE, STATE SUPERVISOR\nOHIO; AND PRESIDENT,\n\nOF VOCATIONAL\nAGRICULTURE,\nCOLUMBUS,\nAMERICAN\nVOCATIONAL\nASSOCIATION\n\nThe discussion and promotion of leisure-time training is the educational\nhobby of the hour. No educational leader considers that he is abreast of the\ntimes unless he places special and, often, total emphasis on leisure-time train¬\ning. Care will be needed to integrate the vocational and leisure-time training\nprograms of the nation.\nA temporary overproduction of the nation’s agricultural and industrial\ngoods has not eliminated the need for productive efficiency in our economic\nlife and the consequent training for it.\n\nWhat we need is not a philosophy which will array training for making a\nliving against training for living a life, or training for work against training\nfor leisure, but rather a philosophy which deals with a complete life. Educa¬\ntion must see life in its entirety with making a living and living, work and\nleisure, as necessary but varying complements in each individual.\nEducation for a complete life must meet at least three fundamental re¬\nquirements: First, there must be a continuance, on a redirected basis, of the\nnation’s program of vocational education in order that the economic effi¬\nciency of a highly civilized people may be maintained. Second, there must\nbe a new appraisal of work itself and such appraisal must be incorporated\nin our systems of education. To the mechanical skill of our present age there\nmust be added that mechanical vision and understanding which will give\na\nnew meaning to industrial occupations. The enrichment of occupational life,\nthru which productive work may be made more meaningful and therefore\nmore enjoyable, should banish much of the monotony of the machine age.\nThe third educational requirement for a complete life must deal directly\nwith adequate training for our new margin of leisure. Leaders in vocational\neducation must assume their share of responsibility in integrating the pro¬\ngram of training for leisure with the program of training for work.\nAs the nation enters on a new year, one hundred twenty million people\ncomprising its population are inspired by the hope of a new day. That hope\nis based on faith. It is the responsibility and the opportunity of education to\nadd to that faith a basis of understanding. Vocational education need not\napologize for its prospective part in this wonderful opportunity which is\noffered to the schools of America.\nVocational education is a fundamental requirement in the training or re¬\ntraining of millions of adults if they are to assume their rightful places as\nself-supporting, self-respecting members of society. There are other millions\nof young people in the nation who must be trained to earn a living thru\nvocational education or they will be trained to get a living thru gangster\neducation and the school of the street.\n\n"}
{"page": 800, "printed_page": null, "text": "794\nTHE\n\nEDWIN\n\nNational\n\nEducation\n\nAssociation\n\nAND THE FUTURE\nIN EDUCATION\nEMERGENCY\nAND PRACTICAL ARTS\nOF VOCATIONAL\nEDUCATION\nA. LEE,\n\nSUPERINTENDENT\n\nOF\n\nSCHOOLS,\n\nSAN\n\nFRANCISCO,\n\nCALIF.\n\nFrom the viewpoint of a city school superintendent I desire to discuss this\ntopic with three questions in mind: (1) What is the emergency? (2) How\nshall the emergency be met? (3) What should be our expectation if it is\nmet adequately?\nWhat is the emergency f— The first fact that faces us in answer to the\nquestion is the inescapable and tragic one of widespread unemployment. No\none knows exactly its proportions, but no city of which I have any knowl¬\nedge is without it, and no city superintendent I know but has had to face\nthe question which grows out of it— “With so many out of work, why\ntrain more workers to swell the army? Wouldn’t it be better to eliminate\nall vocational courses until there is again need for them?” It seems quite\na logical way to save some money and at the same time attack unemploy¬\nment. Why not?\nThe first and irrefutable answer is that every youth has an inalienable\nright to that self-respect which comes from the knowledge that he is trained\nin something that needs to be done so well as to be worthy of hire. It makes\nno difference at which end you swell the army of the unemployed if you, in\nthe final analysis, swell it, and that is exactly what you do if you allow\nyouth to leave the purview of the public school unequipped to earn a\nliving at some decent level of employment. The interesting fact still holds\ntrue that in the ranks of the highly skilled, all-round craftsman there is no\nunemployment and that in the newer vocations there is always a scarcity of\nwell-trained workers.\nWhat is the emergency? In the second place it is all tied up with the\nphenomena of modern technology. We have invented machines and devised\nmethods so fast that apparently it has been impossible to absorb into our\nhomes and offices and factories all that modern technology can easily pro¬\nvide. And so the city superintendent is asked — “Why train more workers\nwhen we are already surfeited with goods ? Let demand catch up with supply,\nthen we will take up again vocational education in our schools.” The answer\ngiven above applies here, too, but a far more significant answer should be\ngiven. What is it to be surfeited with goods ? In my city there are children\nwho come to school inadequately clothed, insufficiently fed, culturally so\nundernourished as to be emaciated. There are unimaginable numbers of\nfamilies in this land of the free for whom bare existence is a struggle. And\nwe prate of overproduction! Modern technology is not a monster which\nwould destroy, it is a saviour which would deliver us from want and eco¬\nnomic bondage. All that stands between us and such fulfilment is the intel¬\nligence and the unselfishness to attack the problem and fight it clear thru.\nThe third question which the emergency causes men to ask is implicit in\nthe rapidly changing picture of modern industrial and commercial life. I\n\n"}
{"page": 801, "printed_page": null, "text": "Department\n\nof\n\nVocational\n\nEducation\n\n795\n\nhave heard it raised by men high in educational and political circles. “Occu¬\npations, they say, ‘ change so rapidly that a boy trained in a vocation\nwill\nfind that vocation completely different when he is ready to\nenter it. Why\ntrain for specific vocations when they may shortly be non-existent?”\nA good\nquestion and one not so easily answered without careful examination.\nSuch\nexamination discloses quickly that the premise of the questi\non is only in\npart coirect. It is true that occupations do change and are changi\nng rapidly,\nbut not so rapidly as the question would imply. W^hat is more important\nis\nthat such changes can be and are anticipated by students of trends.\nOur\ntrouble in vocational education and practical arts education has been\nthat\nwe have been too careless as to the future.\n\nAnother phase of the problem which is not truly an emergency but\nwhich\nI choose to include at this point has to do with the age both of enteri\nng and\nretiring from active work life. It is only a few )^ears since fourteen was\nthe\nlegal school-leaving age. We have seen that age advance to sixteen and\nin\nsome places to seventeen. In actual practise it may soon reach twenty. Such\na\ntrend cannot be left out of any discussion or thinking of a superintendent con¬\ncerning his vocational problem. On the other end of life I see clearly the\ntrend toward a shortei total work life with men ceasing to carry\non their\noccupations at increasingly earlier ages. Old age pensions and unemploy¬\nment insurance just around the corner, whether you like it or not, will\naccentuate this trend rather than retard it. We cannot leave these phenomena\nor their implications from our thinking.\nOf course, the whole attack upon education finds one of its most violent\ncenters in the vocational program. “Why,” say the critics, “should\nthe\npublic pay the cost of training a man for his own economic welfare?” for¬\ngetting that increasingly the economic welfare of the whole body politic\nis dependent upon individual welfare. “Why,” say they, “should the\n(in this case) cause of education be stained with the materialistic aimholy\nof\nself-support? Education is for the spirit,” forgetting that the ancients placed\nman s soul in his abdomen and that only the rare spirit soars when the\nmortal body aches with hunger or shivers with cold. Yet in the name of\neconomy and purity some would purge modern education of all vestige of\ntraining for occupational proficiency. They are just as blind as those who\nwould eliminate everything but that which is practical. Possibly our real\nemergency lies in reconciling these two points of view in reality not divergent\nbut supplementary each to the other.\nHow\n\nshall the emergency\n\nhe met f— The\n\nanswer\n\nto the second question\n\nresides first of all in scientific inquiry. I, in San Francisco, must face facts.\nFollowing such leads as even a superficial study already gives me, I can\nsee\nin my city the need first of all for a comprehensive program of vocational\nguidance, a program that will give to each boy and girl the information con¬\ncerning his community and himself by which he may make an intelligent\nchoice of the work to which he will devote his life.\nIn this program the piactical arts assume a major role, for therein exists\nthe opportunity for almost unlimited experiences in the work representative\n\n"}
{"page": 802, "printed_page": null, "text": "796\n\nNational\n\nEducation\n\nAssociation\n\nof my city. Somewhere in my system there should be provision for trying\nout every major occupational activity in San Francisco.\nThen, too, the practical arts face most exciting possibilities for them¬\nselves alone. Nowhere else in the school program exist such opportunities\nfor making technology real instead of bookish. Nowhere else can a boy or a\ngirl gain that exquisite concomitant of real education which we call skill, or\n\ncraftsmanship. Nowhere else does he learn the universal language of mechani¬\ncal drawing. And in no other department are there richer possibilities for\ninterpreting this engineering civilization thru which we are wending our\nbewildered but fascinated way. Yes, I shall expect to meet the emergency by\nadvancing on all fronts in industrial arts education.\nSimilarily I shall want to meet the emergency by a well-thought-out, care¬\nfully-devised program of vocational education in terms of the facts I have\ndiscovered and the trends they indicate. If it is clear that blacksmithing is a\nnon-existent occupation, then regretfully I shall have to discontinue my\nblacksmith shop, at least as a vocational program. If it is clear that other\nvocations are emerging, then for them I shall need to make provision. With\nall I shall expect to have as teachers highly-skilled, broadly educated crafts¬\nmen — men interested in their trades and possessed with an uncontrollable\ndesire to grow on their job both as craftsmen and teachers. And I shall\nexpect to measure the effectiveness of my program in terms of placements\nin actual positions for wages or salary of those whom we have trained.\nAll that has just been said must be interpreted in terms of adults as well\n\nas youth, for if there is anything the emergency is showing us it is that\nvocational and practical arts education must be keyed to all ages and all\nlevels.\nWhat\n\nments :\n\nshould\n\nbe the expectation? — Let me\n\nanswer\n\nin five simple state¬\n\n1. We should have a right to expect very soon a generation of youth facing adult\nlife with understanding of current civilization and equipped to carry their own\neconomic weight in that civilization.\n2. We should have an adult population more completely aware of the implications\nof current life as they relate to economic, political, and sociological trends and\nproblems.\n3. We should have a school system, at least in part, dealing with the era in which\nit exists. We should be facing forward not backward.\n4. As a consequence we should witness a lifting of the school to a place of high\ninfluence in society and government.\n5. There would be the development of a feeling on the part of teachers that their\nwork is second to none — in a word, morale.\n\nIn the final analysis our greatest need in an emergency is morale. Voca¬\ntional and practical arts education can permeate the whole teaching staff\nwith new spirit if they will follow the vision. As a city superintendent I\nhope they do it.\n\n"}
{"page": 803, "printed_page": null, "text": "Department\n\nVOCATIONAL\nFRANKLIN\n\nJ. KELLER,\n\nof\n\nVocational\n\nEDUCATION\n\nDIRECTOR,\nNEW\n\nEducation\n\nFOR\n\n797\n\nLEISURE\n\nNATIONAL\nOCCUPATIONAL\nYORK, N. Y.\n\nCONFERENCE,\n\nThe job of vocational education is to educate for vocations and\nthru no\nhocus pocus of the depression can it become a finishing school\nfor the polite\namenities or a preparation for leisurely time-killing. In other\nwords, it is\nnot training for leisure.\n\nFor the boy and girl who wish to become self-sustaining\nadults, every\nsituation presents a crisis, for they must go on and on.\nSociety may get so\nsick that it will fundamentally change its nature, even\ndie, but as long\nas it lives, it must go on, and men and women must work\nfor the goods\nthat they want and must have. They must have paying jobs.\nThey must be\nadapted to the fundamental tasks of the world and they must\nbe trained\nfor therm Each individual, as his life goes on, must make\na better and\nbetter adjustment to occupational life, and the vocational\neducator must\nhelp him to make it.\n#W^at is it that gets the worker his job? His personality, his culture, or\nhis skill ? What is meant by the employer when he says, “Give\nthe boy a\ngood fundamental education and I will take care of the rest”? What\nis\nmeant by the schoolman when he says, “Give the boy a good sound\ncultural\neducation and he will be able to do anything” ? The employer and the\nschool¬\nman mean precisely nothing or else they mean, “Give him good vocational\neducation.”\nAll this does not mean to say that every person must be trained in school\nfor every job that exists. It does mean to say that there are no born actors, in\nthe sense of “doers,” and that this training must come somehow. In this\nday and age, not of the depression but of general technical development, it\nmust come thru socially planned, pedagogically devised, and industrially,\ncommercially, and agriculturally authenticated vocational education.\nWhat on earth is the use of time on your hands if all you can do with\nit is to kill it? Millions of unemployed are finding no leisure, only time in\nwhich to bemoan their failure to find jobs and their inability to enjoy life.\nLeisure is something you have to buy, it does not just come, nor can it be\ntrained for apart from training for the rest of life. A remunerative occupa¬\ntion enables one to buy the means of leisure and to maintain the peaceful\nstate of mind requisite for its enjoyment.\nMoreover, what have the schools been doing these past hundred years\nif they have not been training for leisure? Beyond mere reading, writing,\nand figuring for elementary communication purposes, haven’t all the school\nsubjects been designed to give “culture,” that something which enables one\nto appreciate the finer things in life, literature, history, travel, art, music,\ngood clean sport? The vast majority of them, up thru the college, have\nprofessedly and boastfully not been vocational. Then what could they have\nbeen doing but teaching the good, the beautiful, and the true? And can it\n\n"}
{"page": 804, "printed_page": null, "text": "798\n\nNational\n\nEducation\n\nAssociation\n\nbe that the adults of today, in their leisure moments, do not know what to\ndo with the good, the beautiful, and the true? I believe that the small\nminority who, by intelligence and temperament, were capable of absorbing\nthis kind of schooling, do know what to do with it. The others do not, and\nnever will. The school must — and we have heard much and seen little of\nthis — build its curriculum out of the realities of life, both vocational and\navocational. But when the schoolmasters talk about beginning now to train\nfor leisure, they must confess that they have made a miserable failure of\nwhat they have been doing in the past, or that they do not know what they\nare talking about. Neither alternative can make them very happy.\nWhen the school, or the employer, or the community, talks about the\nessential nature of training for character, he, or they, are on solid ground,\nbut when they talk about getting the school to do the training, they are\njust whistling down the wind. What the school can do is to discover, select,\nand classify those personalities the essential ingredients of which have been\ninherited and have been trained for at least six years before the school gets\n\nhold of them (this is a weak attempt to satisfy both the nature and nurture\npeople) and to adapt the school work to the ways of the world. In so-called\nabnormal cases, it will try to modify the personality. In other words, the\nschool will begin to concentrate upon the individual in terms of an operating\nsocial mechanism. It will think of boys and girls in terms of occupational\nlife. It will be a guidance institution. It will do all of this without in any\nway abdicating its right to work for a better society, one in which there\nwill be no unemployed, where all the work will be done by all the people.\nIt seems probable that vocational efficiency involves a combination of some\nthings that are called personality, some that are called knowledge, and some\nthat are called skills. It calls for a nice balance of mentality, emotionality,\n\nand physique. It is the task of the school to help the individual to discover\nthe extent of his native endowment in each of these respects and to help\nhim to make the most of it in relation to the demands of the world. In\nacquainting him with himself and with the world it is not too much to hope\nthat the school will arouse in him such thought and stimulate him to such\naction as will in the end bring about a better world. In any case, a better\nmethod is still to be revealed. And all this must go on in spite of as well\nas because of the depression, and with the assurance that the least of the\nworries of him who leads the good life, will be the use of his leisure time.\n\n"}
{"page": 805, "printed_page": null, "text": "World\n\nFederation\n\nof Education\n\nt Associations\n\n"}
{"page": 806, "printed_page": null, "text": "HISTORICAL\n\nThe\n\nworld\n\nfederation\n\nof education\n\nNOTE\n\nassociations\n\nwas the outgrowth\n\nof a World Conference on Education which was called by the Committee\non Foreign Relations of the National Education Association to meet at\nSan Francisco in July 1923. The first biennial meeting of the World\nFederation of Education Associations was held in Edinburgh , Scotland,\nin July 1925. The Second Biennial Conference was held in Toronto,\nCanada, in August 1927. The third conference was held in Geneva,\nSwitzerland, August 1929 ; the fourth conference took place in August\n1931 at Denver, Colorado ; and the fifth conference took place in August\n1933, in Dublin, Ireland. The officers for the years 1933-35 are: presi¬\ndent, Fred Mander,\n\nLondon,\n\nEngland;\n\nvicepresidents:\n\nPaul Monroe,\n\nIstanbul, Turkey; Thomas Henderson, Edinburgh, Scotland; Hidejiro\nNagata, Tokio, Japan; secretary-generae, Augustus O. Thomas;\nWashington, D. C., U. S. A.; secretary, Charles H. Williams; treas¬\nurer, E. A. Hardy,\n\nOntario, Canada.\n\nFacts relating to the establishment of the World Federation of Edu¬\ncation Associations and the record of meetings are found in earlier\nvolumes of proceedings as follows:\n1921 :176-182\n1922:312-317\n1923:106, 402-424\n1924 :272-274\n\n1925: 913- 927\n1926: 996-1003\n1921:1007-1016\n1928:1005-1012\n\n[ 800 ]\n\n1929:975-988\n1931:985-994\n1933:807-814\n\n"}
{"page": 807, "printed_page": null, "text": "^Associational\n\nRecords\n\nand\nInformation\n\n"}
{"page": 808, "printed_page": null, "text": ".\n\n.\n\n'\n\n"}
{"page": 809, "printed_page": null, "text": "Associational\n\nRecords\n\nand Information\n\n1857—1870\nThe\n\nNational\n\nTeachers\n\nAssociation\n\nOrganized\n\nAugust 26, 1857, at Philadelphia, Pennsylvania.\n\nPurpose —\n\n1 o elevate the character\n\nsion of teaching and\nUnited States.\n\nThe name\n\nto promote\n\nand\n\nadvance\n\nthe interests of the profes¬\n\nthe cause of popular\n\neducation\n\nin the\n\nof the Association was changed at Cleveland, Ohio, on August\n\n15, 1870, to the “National\n\nEducational\n\nAssociation.”\n\n1870—1907\nNational\n\nEducational\n\nAssociation\n\nIncorporated under the laws of the District of Columbia, February 24,\n1886, under the name, National Education Association,” which was\nchanged to National\nNovember 6, 1886.\n\nEducational\n\nAssociation,” by certificate filed\n\n1907National\n\nEducation\n\nAssociation\n\nof\n\nthe\n\nUnited\n\nStates\n\nIncorporated under a special act of Congress, approved June 30,\n1906,\nto succeed the “National Educational Association.” The charter was\naccepted and bylaws were adopted at the Fiftieth Anniversary Conven¬\ntion held July 10, 1907, at Los Angeles, California.\nACT\nAN\n\nACT\n\n10\n\nOF\n\nINCORPORATION\n\nINCORPORATE\nTHE NATIONAL\nEDUCATION\nOF THE UNITED STATES\n\nBe it enacted, by the Senate and House\nAmerica in Congress assembled:\nSection\n\n1. That\n\nthe following-named\n\nASSOCIATION\n\nof Representatives\n\nof the United\n\npersons,\n\nnow\n\nwho\n\nare\n\nStates of\n\nofficers and\n\ndirec¬\n\ntors and trustees of the National Educational Association, a corporation organized\nin the year eighteen hundred and eighty-six, under the Act of General Incorpora¬\ntion of the Revised Statutes of the District of Columbia, viz:\nNathan C. Schaeffer, Eliphalet Oram Lyte, John W. Lansinger, of\nList 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\nConnecticut; George W. Twitmyer, of Delaware; J. Ormond Wilson, William T.\nHarris, Alexander T. Stuart, of the District of Columbia; Clem Hampton, of\nFlorida; William M. Slaton, of Georgia; Frances Mann, of Idaho; J. Stanley\nBrown, Albert G. Lane, Charles I. Parker, John W. Cook, Joshua Pike, Albert R.\nTaylor, Joseph A. Mercer, of Illinois; Nebraska Cropsey, Thomas A. Mott, of\nIndiana; John D. Benedict, of Indian Territory; John F. Riggs, Ashley V. Storm,\nof Iowa; John W. Spindler, Jasper N. Wilkinson, A. V. Jewett, Luther D. Whittemore, of Kansas; William Henry Bartholomew, of Kentucky; Warren Easton, of\n[ 803 ]\n\n"}
{"page": 810, "printed_page": null, "text": "804\n\nNational\n\nEducation\n\nAssociation\n\nLouisiana; John S. Locke, of Maine; M. Bates Stephens, of Maryland; Charles W.\nEliot, Mary H. Hunt, Henry T. Bailey, of Massachusetts; Hugh A. Graham,\nCharles G. White, William H. Elson, of Michigan; William F. Phelps, Irwin\nShepard, John A. Cranston, of Minnesota; Robert B. Fulton, of Mississippi; F.\nLouis Soldan, James M. Greenwood, William J. Hawkins, of Missouri; Oscar\nJ. Craig, of Montana; George L. Towne, of Nebraska; Joseph E. Stubbs, of Ne¬\nvada; James E. Klock, of New Hampshire; James M. Green, John Enright, of New\nJersey; Charles M. Light, of New Mexico; James H. Canfield, Nicholas Murray\nButler, William H. Maxwell, Charles R. Skinner, Albert P. Marble, James C.\nByrnes, of New York; James Y. Joyner, Julius Isaac Foust, of North Carolina;\nPitt Gordon Knowlton, of North Dakota; Oscar T. Corson, Jacob A. Shawan,\nWells L. Griswold, of Ohio; Edgar S. Vaught, Andrew R. Hickham, of Oklahoma;\nCharles Carroll Stratton, Edwin D. Ressler, of Oregon; Thomas W. Bicknell,\nWalter Ballou Jacobs, of Rhode Island; David B. Johnson, Robert P. Pell, of\nSouth] Carolina; Moritz Adelbert Langer, of South Dakota; Eugene F. Turner, of\nTennessee;\nWheeler,\n\nLloyd E. Wolf,\n\nIsaac Thomas,\n\nof Texas;\n\nof Vermont;\n\nDavid\n\nH. Christensen,\n\nJoseph L. Jarman,\n\nof Utah;\n\nHenry\n\nO.\n\nof Virginia; Edward\n\nT.\n\nMathes, of Washington; T. Marcellus Marshall, Lucy Robinson, of West Virginia;\nLorenzo D. Harvey, of Wisconsin; Thomas T. Tynan, of Wyoming; Cassia Patton,\nof Alaska; Frank H. Ball, of Porto Rico; Arthur F. Griffiths, of Hawaii; C. H.\nMaxson, of the Philippine Islands; and such other persons as now are or may\nhereafter be associated with them as officers or members of said Association, are\nhereby\n\nincorporated\n\nand\n\ndeclared\n\nto be a body\n\ncorporate\n\nof the District of Co¬\n\nlumbia by the name of the “National Education Association of the United States,”\nand by that name shall be known and have a perpetual succession with the powers,\nlimitations, and restrictions herein contained.\nSec. 2. That\n\nthe purpose\n\nand\n\nobjects of the said corporation\n\nshall be to elevate\n\nthe character and advance the interests of the profession of teaching and to pro¬\nmote the cause of education in the United States. This corporation shall include\nthe National\n\nPurpose and\nDepartments\n\nCouncil\n\nof Education\n\nand\n\nthe following\n\ndepart-\n\nments, and such others as may hereafter be created by organization or consolidation, to wit: The Departments, first, of Su¬\n\nperintendence; second, of Normal Schools; third, of Elemen¬\ntary Education; fourth, of Higher Education; fifth, of Manual Training; sixth, of\nArt Education; seventh, of Kindergarten Education; eighth, of Music Education;\nninth, of Secondary Education; tenth, of Business Education; eleventh, of Child\nStudy; twelfth, of Physical Education; thirteenth, of Natural Science Instruction;\nfourteenth, of,. School Administration; fifteenth, the Library Department; sixteenth,\nof Special Education; seventeenth, of Indian Education; the powers and duties\nand the numbers and names of these departments and of the National Council\nof Education may be changed\nprovided in its bylaws.\nSec. 3. That\n\nor abolished\n\nthe said corporation\n\nat the pleasure of the corporation, as\n\nshall further\n\nhave\n\npower\n\nto have\n\nand\n\nto use\n\na common\n\nseal, and to alter and change the same at its pleasure; to sue or to be\nsued in any court of the United States, or other court of competent jurisdiction;\nto make bylaws not inconsistent with the provisions of this act\n\nPowers of\nCorporation\n\nor of the Constitution of the United States; to take or receive,\nwhether by gift, grant, devise, bequest, or purchase, any real\n\nor personal estate, and to hold, grant, convey, hire or lease\nthe same for the purpose of its incorporation; and to accept and administer\nany trust of real or personal estate for any educational purpose within the objects\nof the corporation.\n\n"}
{"page": 811, "printed_page": null, "text": "Association al\n\nSec. 4. That\n\nall real property\n\nRecords\n\nand\n\nof the corporation\n\nInformation\n\nwithin\n\n805\n\nthe District of Columbia\n\nwhich shall be used by the corporation for the educational or other purposes of the\ncorporation as aforesaid other than the purposes of producing income, and all per¬\nsonal property and funds of the corporation held, used, or\ninvested for educational purposes aforesaid, or to produce Property to be\nincome to be used for such purposes, shall be exempt from\nTax-Exempt\ntaxation; provided, however, that this exemption shall not\napply to any property of the corporation which shall not be used for, or the\nincome of 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\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. 5. That the membership of the said corporation shall\nconsist of three classes of members — viz, active, associate, and\ncorresponding — whose qualifications, terms of membership,\nrights, and obligations shall be prescribed by the bylaws of the\nSec. 6. That the officers of the said corporation shall be a\nPresident, twelve Vicepresidents, a Secretary, a Treasurer,\na Board of Directors, an Executive Committee, and a Board\nof Trustees.\n\nMembers\ncorporation.\n\nOfficers\n\nThe Board 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,\nand of all Life Directors of the National Educational Association.\nBoard of\nThe United States Commissioner of Education, and all former\nPresidents of the said Association now living, and all future\n\nDirectors\n\nPresidents of the Association hereby incorporated, at the close of their respec¬\ntive terms of 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\nconferred upon them by the bylaws of the corporation.\nThe\n\nExecutive\n\nCommittee\n\nshall consist of five members,\n\nas follows: the President\n\nof the Association, the First Vicepresident, the Treasurer, the Chairman of the\nBoard of Trustees, and a member of the Association, to be\nchosen annually by the Board of Directors, to serve one year.\nExecutive\nThe said committee shall have authority to represent and to\nCommittee\nact for the Board of Directors in the intervals between the\nmeetings of that body, to the extent of carrying out the legislation adopted by the\nBoard of Directors under general directions as may be given by said board.\nThe Board of Trustees shall consist of four members elected by the Board of\n.Directors for the term of four years, and the President of the Association, who\nshall be a member ex officio during his term of office. At the first meeting of\nthe Board of Directors, held during the annual meeting of the\nBoard of\nAssociation at which they were elected, they shall elect one\ntrustee for the term of four years. All vacancies occurring in\nTrustees\nsaid Board of Trustees, whether by resignation or otherwise,\nshall be filled by the Board of Directors for the unexpired term; and the absence\nof a trustee from two successive annual meetings of the board shall forfeit his\nmembership.\n\n"}
{"page": 812, "printed_page": null, "text": "806\n\nSec.\n\nNational\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 transferred to the corporation hereby\ncreated, shall be held by such corporation as a Permanent Fund and shall be in\ncharge of the Board of Trustees, who shall provide for the\n\nPermanent\nFund\n\nsafekeeping and investment of such fund, and of all other\nfunds which the corporation may receive by donation, bequest,\n\nor devise. No part of the principal of such Permanent Fund\nor its accretions shall be expended, except by a two thirds vote of the active\nmembers of the Association present at any annual meeting, upon the recommenda¬\ntion of the Board of Trustees, after such recommendation has been approved by\nvote of the Board of Directors, and after printed notice of the proposed expendi¬\nture has been mailed to all active members of the Association. The income of the\nPermanent Fund shall be used only to meet the cost of maintaining the organi¬\nzation of the Association and of publishing its annual volume of Proceedings,\nunless the terms of the donation, bequest, or devise shall otherwise specify, or the\nBoard of Directors shall otherwise order. It shall also be the duty of the Board\nof Trustees to issue orders on the Treasurer for the payment\n\nDuties of\nTrustees\n\nof all bills approved by the Board of Directors, or by the\nPresident and Secretary of the Association acting under the\n\nauthority of the Board of Directors. When practicable, the\nBoard of Trustees shall invest, as part of the Permanent Fund, all surplus funds\nexceeding $500 that shall remain in the hands of the Treasurer after paying the\nexpenses of the Association for the previous year, and providing for the fixed\nexpenses and for all appropriations made by the Board of Directors for the\nensuing year.\nThe Board of Trustees shall elect the Secretary of the Asso¬\nciation, who shall be Secretary of the Executive Committee,\nand shall fix the compensation and the term of his office for a\nperiod not to exceed four years.\n\nElection of\nSecretary\n\nSec. 8. That\n\nthe principal\n\noffice of the said corporation\n\nshall be in the city of\n\nWashington,\n\nD. C. ; provided, That the meeting of the corporaMembership\ntion, its officers, committees, and departments, may be held, and\nObligations\nthat its business may be transacted, and an office or offices may\nbe maintained, elsewhere, within the United States, as may\nbe determined by the Board of Directors, or otherwise in accordance with the\nbylaws.\nSec. 9. That\n\nthe charter,\n\nconstitution,\n\nand\n\nbylaws\n\nof the National\n\nEducational\n\nAssociation shall continue in full force and effect until the charter granted by\nthis act shall be accepted by such Association at the next annual meeting of the\nAssociation, and until new bylaws shall be adopted; and\n\nAcceptance of\nThis Charter\n\nthat the present officers, directors, and trustees of said Association shall continue to hold office and perform their respective\n\nduties as such until the expiration of terms for which they\nwere severally elected or appointed, and until their successors are elected. That at\nsuch annual meeting the active members of the National Educational Association,\nthen present, may organize and proceed to accept the charter granted by this act\nand adopt bylaws, to elect officers to succeed those whose terms have expired or\nare about to expire, and generally to organize the “National Education Associa¬\ntion of the United States”; and that the Board of Trustees of the corporation\nhereby incorporated shall thereupon, if the charter granted by this act be accepted,\nreceive, take over, and enter into possession, custody, and management of all\nproperty, real and personal, of the corporation heretofore known as the National\nEducational Association incorporated as aforesaid, under the Revised Statutes of\nthe District of Columbia, and all its rights, contracts, claims, and property of every\nkind and nature whatsoever, and the several officers, directors, and trustees of such\n\n"}
{"page": 813, "printed_page": null, "text": "Association al\n\n807\nRecords\n\nand\n\nInformation\n\nUst-namcd Association, or any other person havin\ng charge of any of the securities\nfunds, books or property thereof, real or personal, shall\non demand deliver the same\nZ°‘j j P™per officers, directors, or trustees of the corporation hereby creat\ned. Pro¬\nvided, That a verified certificate executed by the\npresiding officer and secretary of\nsuch annual meeting, showing the acceptance of\nthe charter granted bv this act by\nthe National Educational Association, shall be\nlegal evidence of the fact, when filed\nwith the Recorder of Deeds of the District\nof Columbia; and, provided further ,\nhat in the event of the failure of the Associatio\nn to accept the charter granted by\nthis act at said annual meeting then the charter of\nthe National Educational Asso¬\nciation and its incorporate existence shall be and\nare hereby extended until the\nthirty-first day of July, nineteen hundred and eight\n, and at any time before said\ndate its charter may be extended in the manner\nand\nform provided by the general\ncorporation of the District of Columbia.\nlC' m\nn?h'S °f creditors of\nsaid existing corporation, known\nas the National Educational Association, shall\nnot in any manner be impaired by\nthe passage of this act or the transfer of the prope\nrty heretofore mentioned, nor\nshall any liability or obligation, or payment of any\nsum due or\nto become due, or any claim or demand, in any manne\nr, or for\nRights of\nany cause existing against the said existing corpo\nration, be\nCreditors\nreleased or impaired; and the corporation hereby\nincorporated\nis declared to succeed to the obligations and liabilities,\nand to be held liable to\npay and discharge all of its debts, liabilities and contracts\nof the said corporation\nso existing, to the same effect as if such new corporatio\nn had itself incurred the\nobligation or liability to pay such debts or damages, and\nno action or proceeding\nbefore any court or tribunal shall be deemed to have abated\nor been discontinued\nby reason of this act.\nSec. 11. That\n\nCongress\n\nmay\n\nfrom\n\ntime\n\nto time\n\nalter, repeal,\n\nor modify this act of incorporation, but no contract or individual Amendments\nright made or acquired shall thereby be divested or impaired.\nCharter\nSec.\n\n12. That\n\nsaid corporation\n\nmay\n\nprovide,\n\nby amendment\n\nthe powers of the active members exercised at the annual meet¬\ning in the election of officers and the transaction of busine\nss\nshall be vested in and exercised by a representative\nassembly\ncomposed of delegates apportioned, elected, and gover\nned in\naccordance with the provisions of the bylaws adopt\ned by said\ncorporation.\n\nto its bylaws, that\n\nCreation of\nRepresentative\nAssembly\n\nSections 1-11 were passed by Congress and approved by the President, June 30,\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.\nSection 12 was passed by Congress and approved by the President of the United\nStates, May 13, 1920, as an amendment to the original act of incorporation. It was\naccepted and adopted as an amendment to the constitution of the National Education\nAssociation of the United States by the active members thereof in annual session at\nSalt Lake City, Utah, July 9, 1920.\n\n"}
{"page": 814, "printed_page": null, "text": "808\n\nNational\n\nEducation\n\nAssociation\n\nBUSINESS MEET¬\nAT THE ANNUAL\nBYLAWS AS AMENDED\nASSEMBLY,\nING OF THE REPRESENTATIVE\nD. C., July 5, 1934\nWASHINGTON,\nARTICLE\n\nI— MEMBERSHIP\n\nWherever the word “State” appears in the proposed amendments to these by¬\nStates\nlaws it will be understood that State, Territory, or District of the United\nis meant.\n\nciation of the United States shall consist of three classes: Active,\nAssociate, and Corresponding, whose qualifications, rights, and\nobligations shall be as hereinafter prescribed.\n\nMembership\nDefined\n\nSec. 2. Active\n\nof the Association\n\nmembers\n\nshall be\n\nthe profession of teaching or other educational\nSec. 3. The\n\nof the National Education Asso¬\n\nmembership\n\nSection 1. The\n\nannual\n\nof an\n\ndues\n\nactive\n\nthose\n\nactively\n\nin\n\nengaged\n\nwork.\n\nmember\n\nshall be $2, which\n\nshall entitle\n\n’ Departments ; to\nhim to attend all meetings of the Association and its several\npublications of the As¬\nreceive The Journal free and on application, to secure all\nsociation at a price fixed by the Executive Committee, which\nObligations\nshall be the approximate cost. By the payment of annual dues\nand\nof $5 an active member shall receive in addition to The Jour¬\nPrivileges\nPro¬\nnal, without application or other condition, the volume of\ntion,\nAssocia\nthe\nof\nceedings and all other regular publications\nincluding reports of Committees and all special bulletins and announcements\nwhen issued.\n\nLife Members\nand\nLife Directors\nSec. 5. Associate\n\nAssociate\nMembers\n\nSec.\n\n4. All\n\nlife members\n\nand\n\nlife directors\n\nshall\n\nhave\n\nall\n\nthe rights and privileges of active members without the pay¬\nment of annual dues, and shall receive free without applica¬\ntion or condition the publications of the Association.\nmembers\n\nof the Association\n\nengaged\n\nshall be persons\n\nin the profession\n\nof teaching\n\nwho\n\nare\n\nnot\n\nac¬\n\nor other educa-\n\ntively\ntional work, but who are otherwise interested in the promotion\nof education. The annual dues of an associate member shall\n\nas the dues of an active member and he shall have\nserve as a delegate\nthe same rights and privileges, except the right to vote, to\nin the Representative Assembly, and to hold office.\nbe the same\n\nSec. 6. Eminent\n\neducators\n\nnot residing in America\n\nmay\n\nbe\n\nelected by the Board of Directors as corresponding members.\nThe number of corresponding members shall not at any time\nexceed fifty. They shall pay no dues and may receive free\nthe publications of the Association.\nCorresponding\nMembers\n\nMembership\nYear\n\nSec. 7. The\n\nof\n\nyear\n\nshall be from\n\nSeptember\n\n1\n\nto August 31. All membership dues paid during the mem¬\nse\nbership year shall be credited to that year unless otherwi\nrequested.\n\nSec. 8. The\n\nPayment\nDues\n\nmembership\n\nannual\n\ndues\n\nof members\n\nshall be sent to the\n\nfail¬\nSecretary on or before November 1. An active member\nthe privi¬\ning to pay his dues as herein provided shall forfeit\nhalf year\none\nleges of membership and after being in arrears\nbe dropped from the list of members.\n\n"}
{"page": 815, "printed_page": null, "text": "Associational\n\nSec. 9. The\n\nSecretary\n\nRecords\n\nof the Association\n\nand\n\n809\n\nInformation\n\nshall furnish\n\neach\n\nmember of the Association a Membership Card, declaring him\nMembership\nto be a member of the National Education Association for th\ne\nCard\nyear for which his dues are paid, and as such entitled\nto all\nthe rights and privileges granted\nSec.\n\nsembly\n\n10. The\n\nby the charter\n\nright to vote, to serve\n\nas\n\nand\n\na delegate\n\nand\n\nbylaws\n\nof the Association.\n\nin the Representative\n\nto hold office in the Association or in any depart¬\nment thereof, shall be limited to active members whose dues\nare paid. The right to vote and to hold office in the Council\nshall be limited to members of the Council whose dues\nare paid.\nSec. 11. The\n\nVicepresidents,\nEducation\n\nRepresentative\n\nAssembly\n\nshall be composed\n\n-p.\nKlght\n\nAs¬\n\nt0 V°te\n\nof the President, Twelve\n\nthe Secretary, and Treasurer of the National\nAssociation, the United States Commissioner of Edu-\n\nRepresentative\ncation, and the delegates elected from the various affilia\nted state\nAssembly\nand local associations as provided in the bylaws.\nARTICLE\n\nII— ELECTION OF OFFICERS, REPRESENTATI\nVE\nASSEMBLY, AND AFFILIATED ASSOCIATIONS\n\nSection\n\n1. The\n\nelection of officers and\n\ntransaction\n\nof business\n\nat the annual business meeting shall be by a Representative Election of\nAssembly composed of delegates apportioned, elected, and govOfficers\nerned as hereinafter provided.\nSec.\n\n2. At\n\nthe\n\nfirst business\n\nmeeting\n\nof the\n\nRepresentative\n\nAssembly\n\non\n\nthe\n\nsecond day of the annual meeting of the Association nominations\nfor the follow¬\ning offices shall be made: President, Vicepresident, and Treasurer. Candid\nates\nfor said offices shall be nominated from the floor upon roll call of the\nstates. On\nthe first day of the annual meeting of the Association the delegates of each\nstate,\nterritory, and district of the United States shall nominate one person for\nmember\nof the Board of Directors and the name of such person shall be report\ned to the\nRepresentative Assembly at the first business meeting upon roll call of the\nstates.\nOn the fourth day of the annual meeting officers shall be elected from the candi¬\ndates by the delegates to the Representative Assembly by ballot. Said ballots\nshall be printed and shall contain the names of all nominees as provided above.\nPolls for voting shall be open from 8 a. m. to 6 p. m., at such place or places\nas the President of the Association shall designate. The candidates for Preside\nnt,\nTreasurer, member of Board of Directors from each state, territory, or\ndistrict,\nrespectively, and the eleven candidates for the office of Vicepresident receiving\nthe highest number of votes shall be declared elected. The President of the\nAssociation shall appoint tellers and complete all arrangements for carrying out\nthe election. The results of the election herein provided shall be announced at\nthe final business session of the Representative Assembly. The officers thus chosen\nshall continue in office until the close of the annual meeting subsequent to their\nelection, and until their successors are chosen, except as herein provided. The\nSecretary and the Treasurer shall enter upon their duties at a date which shall\nbe determined by the Board of Trustees and which shall not be later than the\nfirst of October and shall continue in office during the term for which they are\nseparately chosen and until their successors are duly elected.\nSec. 3. The\n\nState Teachers\n\nAssociation\n\nor Educational\n\nAssociation\n\nof a state,\n\nterritory, or district, may become affiliated with the National Education Associa\n¬\ntion and shall be designated an Affiliated State Association. Each Affiliat\ned State\nAssociation shall be a state unit in the organization of the\nNational Education Association and as such shall be entitled Affiliated State\nto representation in the Representative Assembly as hereinAssociations\nafter provided. The annual dues of an Affiliated State Asso-\n\n"}
{"page": 816, "printed_page": null, "text": "810\n\nNational\n\nEducation\n\nAssociation\n\nciation shall be $10 for each delegate to which said state shall be entitled, with a\nmaximum of $100. Said Association shall receive without application, or other\ncondition, all regular publications of the National Education Association, includ¬\ning the volume of Proceedings, reports of committees, and all special bulletins and\nannouncements when issued.\nSec. 4. A Local Educational Association or Teachers Organization within a state,\nterritory, or district, may affiliate with the National Education Association and\nshall be designated an Affiliated Local Association. Each Affiliated Local Asso¬\nciation shall be a local unit in the organization of the National\n\nAssociation and as such shall be entitled to representation in the Representative Assembly as hereinafter pro¬\n\nEducation\n\nAffiliated Local\nAssociations\n\nvided. The annual dues of an Affiliated Local Association\nshall be $5, which shall entitle said Association to receive without application, or\nother condition, all regular publications of the National Education Association, in¬\ncluding the volume of Proceedings, reports of committees, and all bulletins and\nannouncements when issued.\n\nSec. 5. Each\n\nAffiliated Association,\n\nboth\n\nstate and\n\nlocal, shall be\n\nfurnished\n\nce and sup¬\na certificate of membership and shall be entitled to the active assistan\nof such\nport of the National Education Association in promoting the interest\ninterest\nsuch\nas\ninsofar\nmembers\nits\nand\nion\nAffiliated Associat\n\nEducaRelationship: comes within the purpose and object of the National\nry of\nSecreta\nThe\nr.\ncharte\nNational, State, tion Association as set forth in its\nthe National Education Association shall, with the advice and\nand Local\napproval of the Executive Committee, make such arrangements\nand the\nfor mutual cooperation between the National Education Association\nall and\nState and Local Affiliated Associations as will promote the welfare of\nadvance the interests of the teaching profession.\n\nSec. 6. Each Affiliated State Association shall be entitled to elect one delegate\nof its\nand one alternate to the Representative Assembly for each one hundred\nof the National Edu¬\nmembers, or major fraction thereof, who are active members\nactive members, and\nsuch\nhundred\nfive\nto\nup\nion,\ncation Associat\n\nState Delegates\n\nthereafter one delegate and one alternate for each five hundred\n\nof its members, or major fraction thereof, who are active mem¬\nbers of the National Education Association. Such delegates shall be designated\nState Delegates.\n\nSec. 7. Each\n\nLocal\nDelegates\nSec. 8. Only\n\nAffiliated Local Association shall be entitled to elect one dele¬\ngate and one alternate to the Representative Assembly for\n\neach one hundred of its members, or major fraction thereof,\nwho are active members of the National Education Association.\n\nSuch delegates shall be designated Local Delegates.\nactive members of the National Education Association\n\nshall be\n\nvote in the elec¬\neligible to be delegates to the Representative Assembly, and to\nactive member\nAn\ntion of delegates in a State or Local Affiliated Association.\nshall be permitted to vote for the election of delegates in but\nSelection of\none affiliated Local Association. For determining the appor¬\nDelegates\ntionment of delegates, an active member may be counted in two\nAffiliated Associations, and no more; and that one of these shall\nbe the State Association.\n\nary, and Treasurer\nSec. 9. The President, the Twelve Vicepresidents, the Secret\nCommissioner of\nof the National Education Association and the United States\nve\nEducation, shall be ex-officio delegates to the Representati\nEx Officio\nat\ne\npresid\nAssembly. The President of the Association shall\nDelegates\nthe annual meeting of the Representative Assembly, and the\nf. In\nSecretary of the Association shall keep the records thereo\nvote.\ncase of a tie the President shall cast the deciding\n\n"}
{"page": 817, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n811\n\nInformation\n\n. ^c.\ndelegates shall file their credentials with the Secretary of the Asso¬\nciation on blanks furnished by him for that purpose not\nlater than ten days be¬\nfore the beginning of the annual meeting. The Secretary\nshall turn over such\ncredentials to the Credential Committee, when appointe\nd, with\nDelegates;\nsuch information thereon as may be obtained from the\nrecords\nVoting; ;\nCredentials\nof the Association. The Representative Assembly shall\nbe the\nfinal judge of the qualifications of delegates. The delegates\nshall have equal rights and each shall have one vote. Meet¬\nFreedom of\nings of the Representative Assembly shall be open to the active\nFloor\nmembers of the Association who shall be privileged to address\nthe Assembly on subjects pertaining to the Association. The Representative\nAs¬\nsembly shall adopt rules of procedure which shall not conflict with the charter\nand bylaws of the Association. It shall recommend an\nequitable plan for pay¬\ning the expenses of delegates to the annual business meeting\nof the Association.\nSec. 11. The\n\nness purposes\n\nofficers shall be permitted\n\nand expenses\n\n1. The\n\nPresident\n\nmeetings\n\nother\n\ntherefor shall be provided.\n\nARTICLE\nSection\n\nto hold\n\nIII— DUTIES\n\nshall preside\n\nOF\n\nthan\n\nfor busi¬\n\nOFFICERS\n\nat all meetings\n\nof the Association\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\nVicepresident, who is present, shall preside and in the absence Duties of the\nof the President and all Vicepresidents a Chairman pro tempore\nPresident\nshall be elected under the direction of the Secretary of the\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 shall be a member ex officio of the Board of Trustees and\nChairman of the Board of Directors and of the Executive Committee. He shall\nsign all bills approved for payment by the Board of Directors and all bills ap¬\nproved or authorized by the Executive Committee acting for and under the in¬\nstruction of the Board of Directors. On the expiration of his term of office as\nPresident, he shall become first Vicepresident for the ensuing year.\nSec. 2. The\n\nSecretary\n\nshall keep\n\na full and\n\naccurate\n\nrecord\n\nof the proceedings\n\nof the general meetings of the Association and all meetings of the Board of\nDirectors and of the Executive Committee, shall conduct the business of the As¬\nsociation as provided in the Act of Incorporation and these\nBylaws and, in all matters not definitely prescribed therein, Duties of the\nshall be under the direction of the Board of Directors or of the\nSecretary\nExecutive Committee acting for the Board of Directors, and,\nin the absence of instructions from the Board of Directors or the Executive Com¬\nmittee, shall be under the direction of the President. He shall receive or collect\nall moneys due the Association and pay the same each month to the Treasurer.\nHe shall countersign all bills approved for payment by the Board of Directors, or\nby the Executive Committee acting under the authority of the Board of Directors\nor by the President acting under authority of the Board of Directors or of the\nExecutive Committee. The Secretary shall have his records present at all meet¬\nings of the Association, of the Board of Directors, and of the Executive Commit¬\ntee. He shall keep a list of members and shall revise said list annually. He\nshall be Secretary of the Board of Directors. He shall be the custodian of all\nthe property of the Association not in charge of the Treasurer and the Board\nof Trustees. He shall give such bond for the faithful performance of his duties\n\n"}
{"page": 818, "printed_page": null, "text": "812\n\nNational\n\nEducation\n\nAssociation\n\nreport\nas may be required by the Board of Trustees. He shall submit his annual\nmeeting\nco the Executive Committee not later than fifteen days before the annual\ns\nof the Association, which report shall be transmitted to the Board of Director\nat its annual meeting. At the expiration of his term of office, he shall transfer\ng\nto his successor all money, books, and other property in his possession belongin\nto the Association. The Secretary shall not print, publish or distribute any official\nor of the\nreport or other document without the approval of the Board of Directors\nof DiiecExecutive Committee acting under the general instruction of the Board\ntors.\nSec.\n\n3. The\n\nTreasurer\n\nshall perform\n\nthe duties\n\nprescribed\n\nby the Act\n\nof In¬\n\ncorporation and these Bylaws. He shall receive from the Secretary and, under\nthe direction of the Board of Trustees, shall hold in safe-keeping all moneys paid\nto the Association; shall pay the same only upon the order of\n\nDuties of the\nTreasurer\n\nthe Board of Trustees, shall notify the President of the Association and the Chairman of the Board of T rustees whenever\n\nthe surplus funds in his possession exceed $500; shall keep\nan exact account of his receipts and expenditures with vouchers for the latter;\nand said accounts, ending on the thirty-first day of May each year, he shall\nrender to the Executive Committee not later than ten days before the annual\nmeeting of the Association, and when approved by said Committee, these ac¬\ncounts shall be transmitted by this Committee to the Board of Directors at its\nmeeting held in connection with the annual meeting of the Association and a copy\nof the report shall be transmitted to the Representative Assembly for its informa¬\ntion. The Treasurer shall give such bond for the faithful performance of his\nduties as may be required by the Board of Trustees. At the expiration of his\nterm of office, he shall transfer to his successor all moneys, books, and other\nproperty in his possession belonging to the Association.\nSec. 4. The\n\nBoard\n\nof Directors\n\nshall have\n\nsuch powers\n\nand perform\n\nsuch\n\nduties\n\nas are prescribed by the Act of Incorporation and by these Bylaws, shall elect\ncorresponding members as prescribed in Section 6 of Article I of these Bylaws;\nshall elect members of the National Council of Education as\nprovided in Section 3 of Article IV of these Bylaws; shall\nDuties of the\n\nBoard of\nDirectors\n\nfill all vacancies in its own body and in the Board of Trustees.\nThe Board of Directors shall approve all bills incurred by itself\n\nor by the Executive Committee, or the President or the Secretary\nacting under the authority of the Board of Directors; shall appropriate from the\ncurrent funds of the year the amounts of money ordered by the Representative\nAssembly at the annual business meeting of the same for the work of all special\ncommittees of research and investigation authorized and provided for at the\nannual business meeting, and for all other needs of the Association; shall make\na full report of the financial condition of the Association including the reports of\nthe Secretary, the Treasurer and the Board of Trustees to the Representative\nAssembly at its annual business meeting, and shall do all in its power to make the\nAssociation a useful and honorable institution.\nThe Board of Directors shall appoint at its annual meeting a budget committee\nfor the ensuing year, whose duty it shall be to prepare and present a budget to\nthe Board of Directors at its next meeting. The budget committee shall have\nauthority to secure the support of the auditing committee in preparing this budget.\nThe Board of Directors shall meet in connection with the annual meeting of\n\nthe Representative Assembly, and may meet in connection with the annual meet¬\ning of the Department of Superintendence and at such other times and places as\nmay be determined by the President or requested in writing by a majority of the\nelective members of the Board of Directors.\n\n"}
{"page": 819, "printed_page": null, "text": "Associational\n\nSec.\n\n5. The\n\nExecutive\n\nRecords\n\nCommittee\n\nmay\n\nand\n\n813\n\nInformation\n\nrecommend\n\nto the\n\nRepresentative\n\nAs¬\n\nsembly at the annual business meeting the appointment of special committees for\ninvestigation or research, the subjects for which may have been suggested by the\nNational Council or by the active members of the National\nDuties of\nEducation Association or by any of its Departments; it shall\nrecommend the amount of money to be appropriated for such\nExecutive\ninvestigations. When such special committees are provided\nCommittee\nfor and duly authorized by the Representative Assembly and\nappropriations for them have been authorized by the Board of Directors, the\nExecutive Committee shall, under the instructions of the Board of Directors, have\ngeneral supervision of them. The Executive Committee shall receive and con¬\nsider all reports made by the special committees and shall print these reports and\npresent them, together with the reports of the Secretary, the Treasurer, and the\nBoard of Trustees, and the recommendations of the Executive Committee thereon,\nto the Board of Directors, which shall transmit the same with recommendations\nto the Representative Assembly at its annual business meeting. All such special\ncommittees shall be appointed by the President of the Association.\nThe Executive Committee shall fill all vacancies occurring in the body of officers\nof the Association, except as otherwise provided for in the Act of Incorporation\nor in these Bylaws.\nSec. 6. The\n\nBoard\n\nof Trustees\n\nshall have\n\nsuch powers\n\nand\n\nperform\n\nsuch\n\nduties\n\nas are prescribed by the Act of Incorporation, shall require of the Secretary and\nTreasurer bonds in such amounts as may be determined by said Board for the\nfaithful performance of their duties; shall make a full report\nof the finances of the Association to the Executive Committee Further Duties\nnot later than ten days prior to the annual meeting of the\nof Trustees\nAssociation, which report shall be transmitted by the Executive\nCommittee to the Board of Directors at the first regular meeting of the Board\nheld in connection with the annual meeting of the Association. It shall annually\nchoose its own chairman and secretary.\n\nARTICLE\nSection\n\n1. The\n\nIV— THE\nNational\n\nNATIONAL\nCouncil\n\nCOUNCIL\n\nof Education\n\nOF\n\nEDUCATION\n\nshall discuss\n\neducational\n\ntions of public and professional interest; propose to the Executive\nfrom time to time, suitable subjects for investigation and re¬\nsearch;\n\nhave\n\na report made\n\nat its annual\n\nmeeting\n\nNational\n\nCouncil\n\nof Education\n\nshall consist of one\n\nCommittee,\n\nFunction\n\non “Edu-\n\ncational Progress during the Past Year”; and in other ways\nuse its best efforts to further the objects of the Association and\nto promote the cause of education in general.\nSec. 2. The\n\nques¬\n\nof\n\nNational\nCouncil\n\nhundred\n\ntwenty\n\nregular members, selected from the active membership of the National Education\nAssociation. Any active member of the Association is eligible to membership\nin the Council and each member shall be elected for six years\nand until his successor is elected. In addition to the 120 memMembership\nbers thus selected from the active membership the National\nin Council\nCouncil may in its bylaws provide for the admission to mem¬\nbership of representatives from the several departments of the Association\nbasis of equal representation from each department.\nSec.\n\n3. The\n\nannual\n\nelection\n\nof members\n\nof the\n\nCouncil\n\nshall be\n\nheld\n\non the\nat the\n\ntime of the annual meeting of the Association. The Board of Directors of the\nAssociation shall annually elect ten members and the Council ten members,\nand each body shall fill all vacancies in its quota of members.\nNo state, territory or district in the United States shall have\nat one time more than seven regular members in the\nCouncil.\n\nElection of\nCommittee\n\nMembers\n\n"}
{"page": 820, "printed_page": null, "text": "814\n\nNational\n\nTime of\nMeeting\nSec. 5. The\n\nEducation\n\nAssociation\n\nSec. 4. The annual meeting of the Council shall be held during the week of the annual meeting of the Association.\n\nabsence\n\nof a regular\n\nmember\n\nfrom\n\nsuccessive\n\nmeetings\n\nshall be considered\n\nPersons\n\nregular membership in the Council has expired shall be denomi¬\nnated honorary members of the Council during the time of\n\nLoss of\n\ntheir active membership\n\nto his resignation\n\nannual\n\nof the Council\nwhose\n\nequivalent\n\ntwo\n\nof membership.\n\nin the Association with the privilege\n\nMembership\n\nof attending the regular sessions of the Council and partici¬\npating in its discussions. A member who discontinues or for¬\nfeits his active membership in the Association forfeits his membership in the\nCouncil.\nSec. 6. The\n\nofficers of the Council\n\nshall consist of a President,\n\na Secretary, and such standing committees\n\nas may\n\na Vicepresident,\n\nbe prescribed by its bylaws, all\n\nof whom shall be regular members of the Council. The Secre¬\ntary of the Council shall, in addition to performing the duties\npertaining to his office, furnish the Secretary of the Association\na copy of the proceedings of the Council for publication.\n\nCouncil\nOfficers\nSec. 7. The\n\nNational Council of Education is hereby authorized to adopt by¬\nlaws for its government not inconsistent with the act of incor¬\nporation or the bylaws of the Association; provided, That such\nbylaws be submitted to, and approved by, the Board of Directors\nof the Association before they shall become operative.\n\nBylaws and\nPowers of\nCouncil\nSec. 8. The\n\npowers and duties of the Council may be changed or the Council\nabolished upon a two thirds vote of the Representative Assembly taken at the\nannual meeting of the Association; provided, That notice of the proposed action\nhas been given at the preceding annual business meeting of the Association.\nARTICLE\nSection\n\n1. The\n\nDepartments,\n\nfollowing\n\nV— DEPARTMENTS\n\nDepartments\n\nfirst, of Superintendence;\n\nare now\n\n(1934)\n\nin existence, to wit: The\n\nsecond, of Vocational\n\nEducation;\n\nthird, of\n\nKindergarten-Primary Education; fourth, of Music Education; fifth of Secondary\nEducation; sixth, of Business Education; seventh, of School Health and Physical Edu¬\ncation; eighth, of Science Instruction; ninth, of Rural Education; tenth, of Classroom\nTeachers; eleventh, of Deans of Women; twelfth, of Adult Education; thirteenth, of\nElementary School Principals; fourteenth, of Visual Instruction; fifteenth, of Social\nStudies; sixteenth, of Teachers Colleges; seventeenth, of Lip Reading; eighteenth, of\nSecondary School Principals; nineteenth, of Supervisors and Directors of Instruc¬\ntion; twentieth, of Educational Research; twenty-first, of Special Education; twentysecond, of Supervisors and Teachers of Home Economics; twenty-third, of Admin¬\nistrative Women in Education; twenty-fourth, of Art Education. There is also the\nNational Council of Education.\nSec.\n\n2. Each\n\nmembers\n\nMembers\n\nDepartment\n\nfor the purpose\n\nof\n\nDepartments\nSec. 3. Each\n\nDepartment\nMeetings\n\nshall\n\nhave\n\nthe\n\nright to fix the qualifications\n\nof electing officers and\n\ntransacting\n\nof its\n\nthe other business\n\nof the Department; provided, active members of the Associa¬\ntion, and no others, shall be eligible to such Department mem¬\nbership, and provided also that all active members of the\nAssociation shall be permitted to attend the professional\ngrams and discussions of any Department.\n\npro¬\n\nDepartment shall hold an annual meeting at the time and place\nof the meeting of the Association except as otherwise provided\nin these bylaws or as directed by the Board of Directors, or\nby the Executive Committee acting under\ntions of the Board of Directors.\n\nthe general\n\ninstruc¬\n\n"}
{"page": 821, "printed_page": null, "text": "ASSOC\n\nSec. 4. The\n\nI AT JON AL\n\nRECORDS\n\nobject of the meetings\n\nAND\n\n815\n\nINFORMATION\n\nof the Departments\n\nshall be the discussion\n\nof questions pertaining to their respective fields of educational work.\n\nThe pro¬\n\ngrams of these meetings shall be prepared by the respective\npresidents in conference with, and under the general direction\n\nof, the President of the Association. Each Department\n\nObject of\n\nshall be\n\nlimited to two sessions, with formal programs, unless otherwise\nDepartment\nordered by the President of the Association, except that a third\nMeetings\nsession of business or informal round-table conference may be\nheld at the discretion of the Department officers.\nSec.\n\n5. The\n\nofficers of each\n\nDepartment\n\nshall consist\n\nof a President,\n\na Vice-\n\npresident, a Secretary, and such other officers as may be deemed necessary by the\nDepartment, who shall be elected at the last formal session of the Department\nto serve one year and until their successors are duly elected;\nOfficers of\nand who shall, at the time of their election, be active members of the Association. Each Department shall provide for\nDepartments\nthe creation of an Executive Committee, and assign to it any\nduties consistent with the purposes of the Department and the Act of Incorpora¬\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. 6. 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 a\ncopy of the proceedings of the meetings of the Department for\npublication. No Department shall establish an office outside of\nDepartment\nthe general headquarters of the Association without the conHeadquarters\nsent of the Board of Directors.\nSec. 7. All\n\nDepartments\n\nshall have\n\nequal\n\nrights\n\nand\n\nprivileges,\n\nception stated in Section 3 of this article. They shall be named\nthis article in the order of their establishment and shall be\n\nwith\n\nthe\n\nex¬\n\nin Section 1 of\n\nRights of\ndropped from the list when discontinued. Each Department\nmay be governed by its own regulations in so far as they are\nDepartments\nnot inconsistent with the act of incorporation or these bylaws.\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\nbeen made at the regular meeting of the Assembly next preHow\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\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.\nA Department already established may be discontinued upon a two-thirds vote\nof the Representative Assembly at any business meeting provided that announce¬\nment of the purpose to discontinue has been made at the preceding annual busi¬\nness meeting. The Board of Directors may recommend to the Representative As¬\nsembly the discontinuance of any Department. Upon the recommendation of the\nBoard of Directors a Department which has failed to hold a regular meeting for\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": 822, "printed_page": null, "text": "National\n\n816\n\nEducation\n\nAssociation\n\nSec. 9. Any Department, by a two-thirds vote of those voting at any regular\nbusiness meeting, may levy a membership fee to supplement its allowance from\nthe Association. Such membership fees shall be paid to the Secretary of the De¬\npartment who shall transmit them monthly to the Secretary of\n\nFees for\nDepartment\nMembers\n\nthe Association. Such funds shall be added to the Department’s\nallowance from the Association and shall be used for the work\nof said Department only, and shall be disbursed upon the rec¬\nommendation of the executive officers of the Department in the\nsame manner as other funds of the Association are disbursed.\n\nARTICLE\nSection\n\n1. Not\n\nVI— COMMITTEES\n\nlater than five months\n\nthe end of the fiscal year, the Presi¬\n\nbefore\n\ndent shall appoint an Auditing Committee, consisting of three active members of\nthe Association, no one of whom shall be either a Trustee or a Director; to this\nCommittee shall be referred the report and audit of the expert\n\nAuditing\nCommittee\n\naccountant or accountants, together with the communication of\nthe President transmitting the same as provided in Section 5 of\nshall report its findings to the\n\nthis Article; and the Committee\nBoard\n\nof Directors.\n\nSec. 2. On\n\nof the annual\n\nthe first day\n\nmeeting\n\nof the Association,\n\nat such\n\ntime\n\nand place as shall be designated on the annual program by the President of the\nAssociation, the accredited delegates to the Representative Assembly from each\nstate shall elect one member and one alternate who are active\n\nDelegates\n\nMeet\n\nby States\n\nof the Association\n\nmembers\n\nfor each of the following\n\ntees, to serve for the ensuing year: Credentials, Resolutions, and\n\nNecrology. The Committee\nofficial list of delegates from the Secretary and\ntive Assembly.\nSec. 3. The\n\ncommit-\n\nCommittee\n\non Resolutions\n\non\n\nCredentials\n\nreport thereon\n\nshall report\n\nshall receive the\nto the Representa¬\n\nat the annual\n\nbusiness\n\nmeeting\n\nof the Representative Assembly, and except by unanimous consent, all resolutions shall\nbe referred to said committee without discussion. This committee shall receive and\nconsider all resolutions proposed by active members, or referred\n\nResolutions\n\nt0 it by the President; some time during the second day of the\nannual\n\nmeeting\n\nof the Association\n\nthe committee\n\nshall hold a\n\nmeeting, at a place and time to be announced in the printed program, for the pur¬\npose of receiving proposed resolutions and hearing those who may wish to advo¬\ncate them.\nSec.\n\nNecrology\n\n4. The\n\nCommittee\n\non\n\nNecrology\n\npublished Proceedings brief memorial\nhave died during the year.\n\nmay\n\nprepare\n\nfor the\n\ntributes to members\n\nwho\n\nof the\nSec. 5. Within thirty (30) days prior to the time of the annual meeting\nion,\nAssociation, the President shall appoint a competent person, firm or corporat\nsq\nants\naccount\nlicensed to do business as expert accountants; the accountant or\n\nExamination\nOf Accounts\n\nappointed\n\nshall examine\n\nthe accounts, papers,\n\nand vouchers\n\nof\n\nthe Secretary, the Treasurer, and the Board of Trustees and\ncompare the same, shall also examine the securities of the\n\npermanent fund held by the Board of Trustees. The repoit\nnot less than\nof said accountant or accountants shall be filed with the President\nAssociation, and\nten days before the opening day of the annual meeting of the\nsuch comments as he\nshall be by him submitted to the Auditing Committee with\nmay think proper.\n\n"}
{"page": 823, "printed_page": null, "text": "Associational\n\nRecords\n\nARTICLE\nSection\n\n1. Stated\n\nmeeting\n\nof the\n\nand\n\n817\n\nInformation\n\nVII— MEETINGS\nAssociation,\n\nof the\n\nNational\n\nMeetings\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\nto be\nHeld\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\nannual\n\nbusiness\n\nmeeting\n\nof the Representative\n\nAssembly\n\nshall\n\nbegin\n\nat 9 oclock a. m., on the second day of the annual meeting of the Association.\nA regular meeting of the Board of Directors shall be held in connection with the\nannual meeting of the Association. The time and place of\nsuch meeting shall be designated in the program. The Secre¬\ntary shall notify the members of the Board of Directors of the\ntime and place of meeting, not less than thirty (30) days before\nthe meeting.\nThe\n\nfirst regular meeting\n\nof the new\n\nBoard\n\nAssembly,\nMeetings\nof\nDirectors,\n\nand\n\nTrustees\n\nof Directors shall\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 in the printed program.\nThe Board of Trustees shall hold its annual meeting at some convenient time\nand immediately following the meeting of the new Board of Directors. Special\nmeetings of the Trustees may be called by the Chairman and shall be called\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 thereof.\nARTICLE\nSection\n\n1. The\n\nproceedings\n\nVIII— PROCEEDINGS\n\nof the\n\nAssociation,\n\nof the\n\nCouncil,\n\nments, and of all commissions and committees, shall be published\nat the discretion of and under the direction of the Executive\n\nof the\n\nPublication\n\nCommittee provided that such publication has been approved\nand the money therefor appropriated by the Board of Directors.\nSec.\n\n2. No\n\npaper,\n\nof the Departments\n\nlecture\n\nor\n\naddress\n\nin the absence\n\nshall\n\nbe\n\nread\n\nbefore\n\nof the author, without\n\nwithout the approval\nARTICLE\n\nSection\n\n1. Elected\n\nstitute a quorum\n\ndirectors\n\nof the Board\n\nfrom\n\nthe approval\n\n1. These\n\nbylaws\n\nmay\n\nany\n\nof the\n\nAbsence of\nAuthor\n\nof the Execu¬\n\ntwenty-five\n\nstates\n\nshall\n\nFormation\n\ncon¬\n\nof\n\nA majority of 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\nthe Association\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\nmeeting\n\nof the\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\n\nvote of the Rep¬\n\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\nto Bylaws\n\nAmendments\n\n"}
{"page": 824, "printed_page": null, "text": "818\n\nNational\n\nNATIONAL\n\nEducation\n\nEDUCATIONAL\nNOW\n\nNATIONAL\n\nAssociation\n\nKNOWN\n\nEDUCATION\nUNITED\n\nASSOCIATION\n\nAS THE\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 Irwin\nShepard, the Secretary of the meeting of the National Educational Association\nheld at Los Angeles, California, on the 10th day of July, 1907, said meeting being\nthe annual meeting of the Association held next after the passage of an act of\nCongress entitled “An\nthe United States,”\n\nAct To\n\nIncorporate\n\nthe National\n\nEducation\n\nAssociation\n\nof\n\nDo hereby certify, that at said meeting held pursuant to due notice, a quorum\nbeing present, the said Association adopted resolutions of which true copies are\nhereto attached, and accepted the charter of the National Education Association\nof the United States, granted by said act of Congress, and adopted bylaws as\nprovided in said act and selected officers; and the undersigned pursuant to said\nresolutions,\nDo\n\nhereby certify 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 adopted by¬\nlaws, and is the lawful successor to the National Educational Association.\nIn witness whereof, we have\n1907.\n\nhereunto\n\nsigned our names\nNathan\n\nC.\n\nIrwin\n\nShepard,\n\nthis 20th day of August,\n\nSchaeffer,\n\nPresiding\n\nOfficer\n\nSecretary\n\nVERIFICATION\nRESOLUTIONS\n\n1. Resolved, That\n\nADOPTED\n\nBY\n\nthe National\n\nTHE\n\nACTIVE\n\nEducational\n\nMEMBERS,\n\nJULY\n\nAssociation\n\n10, 1907\n\nhereby accepts the char¬\n\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 granted\n\nby said act.\n\n2. Resolved, That the proposed bylaws of which notice was given at the annual\nmeeting of the Association held on July 6, 1905, which are printed in full in the\nJournal of said meeting, be and the same are hereby adopted to take effect im¬\nmediately.\n\n3. Resolved, That\nthe title “National\n“1857-1907.”\n\nthe Association\nEducation\n\nadopt as its corporate\n\nAssociation\n\nof the United\n\nseal a circle containing\nStates,” and\n\nthe dates\n\n4. Resolved, That the Association do now proceed to elect officers, and\nganize under the charter granted by the act of Congress.\nFiled in the office of the Recorder\nber 4, 1907.\n\nof Deeds\n\nof the District of Columbia,\n\nto or¬\n\nSeptem¬\n\n"}
{"page": 825, "printed_page": null, "text": "—\n\nAssociational\n\nRecords\n\nand\n\n819\n\nInformation\n\n1\n8\n\nCALENDAR\n\n6\n\n1\n\n5\nNATIONAL\n\nOF\n\nTEACHERS\n\nMEETINGS\n\nASSOCIATION,\n\n1857-1870\n\nJohn\n\nHancock,\n\nT\n\nP\n\nE\n\nTreasurer.\n\nK\n\n,K\nA\n\nRA\n\nNS\n\nTO\n\nGA\n\nL\nI,L\nGO\nCA\n\nTreasurer.\n\nRI\n\nW. F. Phelps, President.\nW. D. HenklE, Secretary.\nA. P. Marble, Treasurer.\n\n.\n.\nNN\n.\nNN\nTE,\nE\n,T\nMI\nOON\nLL\nL,\nNT\nVI PAU\nRO\n.\nTO\nST\n\nSH\n\nSC\n\nPresident.\n\nNG\n\nS\nAlbert\nP. Marble, President.\n,\n. Canfield, Secretary.\nJ. NH.\nY\nE. C. .Hewett, Treasurer.\n\nW. R. Garrett, President.\nE. H. Cook, Secretary.\nJ. M. Greenwood, Treasurer.\n\nCI\n\nHancock,\n\nPresident.\n\nJ. H. Canfield, President.\nW. R. Garrett, Secretary.\nE. C. Hewett, Treasurer.\n\nS\nM. A. Newall, President. AN\nFR\nW. D. HenklE, Secretary.\nJ. Ormond Wilson, Treasurer. AN\nJohn\n\nGovE,\n\nJ. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\nSP\n\n.\n\nW. T. Harris, President.\nM. R. Abbott, Secretary.\nA. P. Marble, Treasurer.\n\nAaron\n\n.\n\nNA\n\n—\n—\n\nY.\n\nHancock,\n\nA\n\nSA\n\nI\nCH\n\nJohn\n\nW. E. Sheldon, President.\nL. H. Canfield, Secretary.\nE. C. Hewett, Treasurer.\n\nO\n\nS. H. White, President.\nA. P. Marble, Secretary.\n\nUR\n\nN.\n\n—\n—\n—\n—\n\nB. G. Northrup, President.\n—\nS. H. White, Secretary.\n\nSB\n\nG,\n\n—\n\n7\n\n4\n\n3\n1\n0\n—\n9\n5\n6\n—\n\n9\n9\n9\n8\n9\n\n8\n\n8\n\n—\n8\n8\nJames L. Enos, Chairman.\nS. S. Greene, President.\n6\n8\nW. E. Sheedon, Secretary.\nW. E. Sheldon, Secretary.\n6\nZ. Richards, Treasurer.\nHAR\n6\n6\n8\nZ. Richards, President.\nRIS\n8\nBUR\n—\nJ. W. Buckeey,\nSecretary.\nG,\nJ. P. Wickersham,\nPresident.\nPA. Secretary.\nA. 8\nJ. Rickoff, Treasurer.\nS. H. White,\n9\nS. P. Bates, Treasurer.\n7 A. J. Rickoff, President.\n—\nJ. W. Buckeey,\nSecretary.\n8\n186 INDI\nC.\nS.\nPennEEE,\nTreasurer.\n—\nANA\n857\n7\nJ. P\nM.\nGregory, President.\n—\nPH0\nOLI\nILADELP\nNo\nHIA, P President.\nSBokkelen,\nL.\nVan\nSecretary.\nJ. W. Buckley,\n,\ns\nA. (Org\ness\nIND\nanized)\nZ. Richards, Secretary.\n8\nJames\nCruickshank,\nTreasurer.\nion\n.\n.\n—\nO. C. Wight, Treasurer. .\nCIN 6\nCIN 1862— No —\n1861,\nsession.\nL. Van Bokkelen, President.\nNA\nNAT\nSH\nI,\nW. E. Crosby, Secretary.\nVI\nJohn OHD.\nIO Philbrick, President.\nLA.\nLE L. Barber, Treasurer.\nJames Cruickshank,\nSecretary.\n,\nTE\nO. C. Wight, Treasurer.\nTR\nNBN. Ha\n9\nPr\nDa\n.\nEN\nes\nga Secretary.\n—\nA.niP.\nMarble,\n—\nid\nr\nT\nel\nW. H. Wells, President.\nen\n,\nWA\nON\nt.\nS\n8\nW.\nE.\nCrosby,\nTreasurer.\nHI\n,\nDavid N. Camp, Secretary.\nNG\nN\n.\nTO Z. Richards, Treasurer.\nJ.\nN,\nD.\nBU\nC.\nFF 5\nNATIONAL\nEDUCATIONALCL ASSOCIATION, 1871-1907\nAL\nEV\nO,\nEL\nN.\nAN F. Louis Soldan, President.\nJ. L. Pickard, President.\nY.\nD,\nW. E. Sheldon, Secretary.\nW. E. Crosby, Secretary.\nOH A. Calkins, Treasurer.\n—\nN.\nJohn\nHancock, Treasurer.\nIO\n8\nGO\nN. A. Calkins, President.\nE. E. White, President.\n,I\nW. E. Sheldon, Secretary.\nS. H. White, Secretary.\nLL\n.\nE. C. Hewett, Treasurer.\nJohn Hancock, Treasurer.\n\nO,\nCA\n\nLI\n\nW. D. HenklE, Secretary.\nJ. Ormond Wilson, Treasurer.\n\nF.\n\nE. H. Cook, President.\nR. W. Stevenson, Secretary.\nJ. M. Greenwood, Treasurer.\n\nJ. Ormond Wilson, President.\nW. D. HenklE, Secretary.\nE. T. Tappan, Treasurer.\n\n(International Congress\nEducation.)\n\nJames\n\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\n\nH.\n\nSmart,\n\nPresident.\n\nGreenwood,\n\nTreasurer.\n\nL,.\nILO\nAG\n\nIC\nAlbert G. Lane, President.\nIrwin Shepard, Secretary.\n\nJ. M.\n\nGreenwood,\n\nTreasurer.\n\nA\n\nS\n\nG. J. Orr, President.\nW. E. Sheldon, Secretary.\nH. S. TarbEll, Treasurer.\n\nJ. M.\n\nCH\n\nW. D. HenklE, Secretary.\nE. T. Tappan, Treasurer.\n\nof\n\nThomas^\n\nW.\n\n.\nLO\nOY.,\nYO.,\nECR\nANL.\nNV,N.\nJ. F\nDE GS\nN,. UF\nN\nRK B\nRI RPYA\nSAP BU\nG\nO AS\n\nT\n\nA\n\nR\n\nE. T. Tappan, President.\nW. E. Sheldon, Secretary.\nN. A. Calkins, Treasurer.\nBicknell,\n\nPresident.\n\nH. S. TarbELL, Secretary.\nN. A. Calkins, Treasurer.\n\nNicholas Murray Butler,\nIrwin Shepard, Secretary.\n\nI. C. McNeill,\n\nPres.\n\nTreasurer.\n\nNewton C. Dougherty, President.\nIrwin Shepard, Secretary.\n\nI. C. McNeill,\n\nTreasurer.\n\n"}
{"page": 826, "printed_page": null, "text": "—\nNational Education\n820\n1\n1\n1 9\n9\n0\n9 0 2\n—\n3\nCharles\nR.\nSkinner,\nPresident.\n0\nIrwin\nShepard,\nSecretary.\n—\nI. 4\nC. McNeile, Treasurer.\n89\n7—\n9\n—\nMIL J. M. Greenwood, President.\nW\nA\nIrwin\nUKE Shepard, Secretary.\nE,\nI. C. McNeill,\nWIS. Treasurer.\n9\n\n2\n\nE.\n\n9\n\nOram\n\nLyte,\n\nAssociation\n\nWilliam\n\nM. Beardshear,\nPresident.\nSecretary.\nShepard,\nIrwin\nCharles\nMIN\nH. Keyes, Treasurer.\nN\n\nEAPO\n\nLIS,\n\nMI\n\nNN.\nCharles\nW. Eliot,\nPresident.\nIrwin\nShepard,\nSecretary.\n\nBOS W. M.\nTON\n,\n\nDavidson,\n\nTreasurer.\n\nM\n\nJohn\nW.ASS\nCook,\nPresident.\n.\nIrwin\nShepard,\nSecretary.\nMcHenry\nRhodes,\nTreasurer.\n\nPresident.\n\nSecretary.\nST.\n1905—\nASBU\n80\nRYVE,\nPARK\nN. J.and OCEAN\nLO GRO\nI.\nC.\nMcNeill,\nTreasurer.\n—\nUI\nS,\nWA2\nWilliamMO H. Maxwell,\nPresident.\nSHI\n.\n7\nIrwin\nShepard,\nN\nOscar\nSecretary.\nGTO T. Corson, President.\nJAM*s\nIrwin N,\nShepard,\nSecretary.\nWCrabtree,\nTreasurer.\nD.\nC.\nCarroll\nG.\nPearse,\nTreasurer.\n2\n—\n—\n19\n9\nNathan\n06\nC. Schaefeer,\nJames\nM. Green,\nPresident.\nPresident.\n9\n2\nIrwin\nShepard,\nN\nSecretary.\nIrwin\nShepard,\nSecretary.\no\n2\n—\nse J. N. Wilkinson, Treasurer.\nL. C. Greenlee, Treasurer.\nss\nLOS\nio\nn.\nA\n4\nNGE\n2\nNAT\nION\nAL EDUCATION ASSOCIATION OF THE\n0\nLES\n,\nUNITED STATES, 1908 —\nCAL\n—\nIF.\n5\nLO\nCLEVELAND,\nOHIO\nS\n6\n08\nAN Charl Ormond Williams, Pres.\n3\n19\nEdwin\nG. Cooley, President.\nCH\nGE\nAR\n—\nLEW. Crabtree, Secretary.\nJ.\nIrwin\nShepard,\nSecretary.\nLE\nS,lia S.\nCorne\nST\nAdair, Treasurer\nArthur\nH.\nChamberlain,\nTreas.\nCA\nON\nDE\nLI\nDENVER,\nCOLO.\n,\nF.\nTR\n1909- —\n—\nS.\nWilliam\nBO\nB. Owen,\nLorenzo\nD. Harvey, President\nPresident.\nOI\nC.\nS\nJ. W. Crabtree, Secretary.\nT,\nIrwin\nShepard,\nSecretary.\nTO\n—\nCornelia\nMI\nArthur\nS. Adair, Treasurer\nN,\nH.\nChamberlain,\nTreas.\nCH\nM\nBOSTON,\nMASS.\nA\n.\n—\nS\n1910\nIrwin\n\nShepard,\n\n9\n\n2\n\n2\n\n—\n\n—\n\n—\n\n1911 —\n\n—\n\nSAN\n\nFRANCISCO,\n\nM.\n\nJ. W.\n\nJones,\n\nPresident.\n\nCrabtree,\n\nSecretary.\n\nCornelia\n\nS.\n\nJesse\n\nH.\n\nJ. W.\n\nNewlon,\n\nCrabtree,\n\nAdair,\n\nTreasurer\n\nCALIF.\n\nElla\nFlagg\nYoung,\nPresident.\nIrwin\nShepard,\nSecretary.\nDurand\nW.\nSpringer, Treasurer. O\n\nCornelia\n\nS.\n\nPresident.\n\nSecretary.\n\nAdair,\n\nTreasurer\n\nWA\nAK\nSL\nAN\nCarroll\nC. Pearse, President.\nMary\nMcSkimmon,\nHI\nPresident.\nD\nIrwin\nShepard,\nSecretary.\nNG -S\nJ.\nW.\nCrabt\nree,\nSecret\nary.\nKatherine\nD. Blake,\nTreasurer.\nTO AN Henr\ny\nLester\nSmith\nF\n,\nTreasurer.\nN,\nCITY, UTAH.\nSALT LAKE\nRA\nIN\n1913 —\nD\nN\nEdward\nT. Fairchild,\n.\nPresident. D\nCI\nCFranc\nis\nIA\n.\nSC G. Blair, President.\nDurand\nW.\nSpringer,\nSecretary.\n\n1912 —\n\nCHICAGO,\n\nGrace\n\nST.\n\nILL.\n\nM.\n\nShepherd,\n\nP\n\nSE\n\nCALIF.\n\nJordan,\n\nPresident.\n\nDurand\nW.\nSpringer,\nGrace\nM.\nShepherd,\n\nY.\n\nA\nPA,\n.\n\nLU\n\nW.\n\nUel\n\nS.\n\nAdair,\n\nCrabtree,\n\nPresident.\n\nSecretary.\n\nLester\n\nW.\n\nTreasurer\n\nSmith,\n\nTreasurer.\n\nLamkin,\n\nPresident.\n\nJ. W.\n\nCrabtree,\n\nSecretary.\n\nHenry\n\nLester\n\nE. Ruth\n\nSmith,\n\nPyrtlE,\n\nTreasurer.\n\nPresident.\n\nJ. W. Crabtree, Secretary.\nHenry\nWillis\n\nLester\nA.\n\nSmith,\n\nSutton,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nTreasurer.\n\nPresident.\n\nSecretary.\nSmith,\n\nTreasurer.\n\nMB\nO.\nH,I\nUOS\n\nStrayer,\n\nCornelia\n\nSecretary.\n\nSmith,\n\nFlorence\n\nHale,\n\nPresident.\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nSmith,\n\nJoseph\n\nRosier,\n\nPresident.\n\nJ. W.\n\nCrabtree,\n\nG\n\nD.\n\nI\n\n.\n\nPresident.\n\nLester\n\nHenry\n\nH\n\n.\n\nPA.\n\nBradford,\n\nJ. W. Crabtree, Secretary.\nA. J. Matthews, Treasurer.\nMILWAUKEE,\nWIS.\nGeorge\n\nP\n\nA\n\nC.\n\nCO\n\nC.\n\nL\n\n. N\nGAA, I,N\nNT IMS\nLA OL\nP\n\nE\n\nJ. Aley, President.\nW.\nSpringer,\nSecretary.\nE. FinEGan,\nTreasurer.\n\nPITTSBURGH,\nMary\n\nN\n\nN\n\nRobert\nDurand\nThomas\n\nO ree,\nCrabt\n\nHenry\n\nN\n\n191 9 —\n\nORE.\n\nPORTLAND,\n\nJ. W.\n\n. J.\n\nAT\n\nDavid\nB. Johnson,\nPresident.\nDurand\nW.\nSpringer,\nSecretary.\nGrace\nM.\nShepherd,\nTreasurer.\n\nSI,\nND\n\nH\nAS\nEW,\n\nN.\n\nYORK,\n\nSecretary.\nTreasurer.\n\nI\n\n191 8 —\n\nLI\n\nTL\n\nStarr\n\nAT\n\nDavid\n\n6 — NEW\n\n1917 —\n\nPO\n\nH\nJoseph\nSwain,\nPresident.\nI\nL\nDurand\nW.\nSpringer,\nSecretary.\nA\nD\nGrace\nM.\nShepherd,\nTreasurer.\nE\n\n1915—1 OAKLAND,\n\n191\n\nNA\n\nTreasurer.\n\nMINN.\n\nPAUL,\n\nM\n\n—\n\n1914-\n\n—\n\n3\n\n9\n\n7\n\n2\n\n0\n\n8\n\n3\n\n2\n\n3\n\nS.\nOlive\n\nJames\nY. Joyner,\nPresident.\nIrwin\nShepard,\nSecretary.\nArthur\nH. Chamberlain,\nTreas.\n\nHenry\n\nLester\n\nPresident.\n\nSecretary.\nTreasurer.\n\n31\n\n19\n\nJ. W. Crabtree, Secretary.\nA. J. Matthews, Treasurer.\nSALT LAKE\nCITY, UTAH.\nCorliss\n\nPreston,\n\nPres.\n\nA\n\nHunter,\nS.\n\nAdair,\n\nTreasurer.\n\nC\nI\n\nCornelia\n\nPresident.\n\nSecretary.\n\nNT\n\nCrabtree,\n\n.\n,\nLOL\nAIG.\nF\nIC I\nAL\n.J\nCHSC,\nY,N\nE\nL\nICT\n\nM.\n\nLA\n\nFred\n\nJ. W.\n\nE\n\nJ. W. Crabtree, Secretary.\nA. J. Matthews, Treasurer.\nDES MOINES, IOWA.\n\nAT\n\n1921 —\n\nJosephine\n\nS\nLO\n\n1920-\n\n1934—\n\nSecretary.\nSmith,\n\nWASHINGTON,\n\nD.\n\nJessie\n\nGray,\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nTreasurer.\n\nC.\n\nPresident.\n\nSecretary.\n\nSmith,\n\nTreasurer.\n\n"}
{"page": 827, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n821\nNATIONAL\n\nEDUCATION\n\nASSOCIATION\n\nOFFICERS— 1933-34\nJessie\n\nGray .\n\nJ.\n\nCrabtree\n\nW.\n\nHenry\n\nLester\n\nPresident .\n\n1210\n\nFillmore\n\n.\n\n.\n\nSecretary .\n\n1201\n\nSixteenth\n\nSmith\n\n.\n\nTreasurer .\n\nDean,\n\nSchool\n\ntrict of Columbia\n\nBloomington,\n\nIndiana\n\nStreet,\nStreet,\nof\n\nPhiladelphia,\nN.\n\nW.,\n\nEducation,\n\nPennsylvania\n\nWashington,\n\nIndiana\n\nDis¬\n\nUniversity,\n\nHonorary\nJohn\n\nDewey\n\n.\n\nHonorary\n\nPresident,\n\nand\n\nSocial Economic\nNew York\nSusan\n\nM.\n\nDorsey\n\n.\n\nHonorary\n\nPresident,\n\nResolutions,\n\nJessie Gray .\nJoseph Rosier .\n\nand\n\n1506\n\nExecutive\n\nH.\n\nSaunders\n\nEester\n\nThomas\n\nW.\n\n.\n\nSmith\n\nGosling\n\nChairman,\n\nII. Saunders\n\n.\n\nv\n\n.\n\nSchools,\n\nTreasurer .\nMember\n\nby\n\n.\n\non\n\nYork,\n\nCommittee\n\non\n\nCalifornia\n\n.\n\nNews,\n\nSecretary .\nSecretary\n\nNewport\n\nSuperintendent,\n\nNews,\n\nSchool\n\nof\n\nNewport\n\nVirginia\n\nEducation,\n\nIndiana\n\nNews\n\nUniversity,\n\nSuperintendent,\n\nAkron\n\nPublic\n\nSchools,\n\nSuperintendent,\n\nVirginia\n\nNews\n\nPublic\n\nSchools,\n\nNewport\n\n1210 Fillmore Street, Philadelphia, Pennsylvania\nSan\nFrancisco\nPublic Schools, San\nFrancisco,\n\nCalifornia\n\n.\n\nVirginia.\n\nof Trustees\n\nKate\n\nV. WoEEord .\n\nWest\n\nOhio\n\nPresident .\nSuperintendent,\n\nDoudna\n\nof\n\nStreet, Eos Angeles,\n\nTrustees,\n\nElection .\n\nAkron,\n\nChairman\n\nof\n\nDean,\n\nJessie Gray .\nJ. M. Gwinn .\n\nG.\n\nChairman\n\nNew\n\nIndiana\n\nBloomington,\n\nNewport\n\nEdgar\n\nCommittee\n\nCommittee\n\nBoard\n\nBoard\nJoseph\n\nAssociate\n\nof\n\nUniversity,\n\nPresident .\n...1210 Fillmore Street, Philadelphia, Pennsylvania\n...First Vicepresident .\nPresident, Fairmont\nState Teachers\n\nPublic\n\nHenry\n\nChairman\n\nColumbia\n\nArapahoe\n\nCollege, Fairmont,\nJoseph\n\nAssociate\n\nGoals,\n\n509 West\n\nBoard\n\nof\n\nNormal\n\n121st Street, New\nSchool\n\nRegents,\n\nYork, New\n\nMadison,\n\nYork\n\nWisconsin\n\nVicepresidents\nFrederick\nF. Martin .\nNoah\nM. Mason .\nOrville\nC. Pratt .\nErnest\nW.\nButterfield.\n...\n\nA.\n\nF. Harman .\n\nSuperintendent of Schools, Redondo\nBeach, California\nSuperintendent of Schools, Oglesby, Illinois\nSuperintendent of Schools, Spokane, Washington\nCommissioner\nof Education, Hartford, Connecticut\n\nState Superintendent\n\nof Education,\n\nMontgomery,\n\nAlabama\n\nHenry\nJ. Gerling .\nMattie\nS. Doremus .\nSamuel\nM. Stouffer .\nHenry\nW. Stilwell .\nCaroline\nS. Woodruff .\n\nSuperintendent of Schools, St. Louis, Missouri\n614 East 29th Street, Paterson, New\nJersey\nSuperintendent of Schools, Wilmington, Delaware\nSuperintendent of Schools, Texarkana,\nTexas\nPrincipal, Castleton State Normal\nSchool, Castleton,\n\nVermont\n\nSelden\n\nSupervising\n\nWashington,\n\nM.\n\nEly .\n\nPrincipal,\n\nDistrict of Columbia\n\nBoard\nJessie Gray .\nJoseph\nRosier .\nLester\n\nJoseph\n\nII. Saunders\n\nJ. W.\n\nSmith\n\n.\n\n.\n\nCrabtree .\n\nDistrict,\n\nPublic\n\nSchools,\n\nof Directors\n\nPresident .\n1210 Fillmore Street, Philadelphia, Pennsylvania\nVicepresident .\nPresident, Fairmont\nState Teachers College,\n\nFairmont,\n\nHenry\n\nFifth\n\nTreasurer\n\n.\n\nChairman\n\n.\n\nWest\n\nBloomington.\n\nVirginia\n\nDean,\n\nIndiana\n\nBoard\n\nof\n\nSchool\n\nof\n\nTrustees,\n\nEducation,\n\nIndiana\n\nSuperintendent\n\nUniversity,\n\nNewport\n\nPublic Schools, Newport News, Virginia\nSecretary .\n1201 Sixteenth Street, N. W.,\nDistrict of Columbia\n\nNews\n\nWashington,\n\nLife Directors\nCornelia\nRobert\nr ran cis\n\nS. Adair. 2121 Park Avenue .\nAi.ey, Butler College, .\n.\nG. Blair, State Superintendent of Public Instruction .\n\nJ\n\nRichmond,\nVirginia\nIndianapolis. Indiana\nSpringfield, Illinois\n\n"}
{"page": 828, "printed_page": null, "text": "822\n\nNational\n\nEducation\n\nAssociation\n\nBoard of Kdu cation .\n■•••• ••••••• .\nNashville, Tennessee\nMrs. Mary C. C. Bradford, 1420 Josephine Street .\nDenver, Colorado\nUlmer 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\nStreet. • • • * .\n.\n.\n.\nRaleigh, Ndrth Carolina\nW\nLamkin, President, Northwest Missouri State Teachers College _ Maryville, Missouri\nMary McSkimmon, 205 lappan Street .\nBrookline, Massachusetts\nJesse H. Newlon, Uincoln School, Teachers College, Columbia University .. New York, New York\nCarroll G. PearsE, 1721 Uudington Avenue, Wauwatosa Branch .\nMilwaukee, Wisconsin\nMrs. Josephine Corliss Preston, Burton, Vashon Island .\nKing County, Washington\nE. Ruth PyrtlE, Principal, Bancroft School .\nLincoln, Nebraska\nJoseph Rosier, President, Fairmont State Teachers College .\nFairmont, West Virginia\nGeorge D. Strayer, Teachers College, Columbia University .\nNew York, New York\nYy illis A. Sutton, Superintendent, Atlanta Public Schools .\nAtlanta, Georgia\nTeachers Institute. .\n.\n.\nPhiladelphia, Pennsylvania\nJohn J. TigerT, President, University of Florida .\nGainesville. Florida\nChari, O. Williams, Director, Division of Field Service, National Education Association,\n„\n1201 Sixteenth Street, N. W. .... ... .\n.\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 .\n\nGeorgia\n\n.\n\nHawaii\n\n.\n\nIdaho\n\n.\n\nIndiana\n\n.\n\nIowa\n\n.\n\nKansas\n\n.\n\nKentucky\n\n.\n\nLouisiana\n\n.\n\nMinnesota\nMississippi\nMissouri\nMontana\n\n.\n\nNebraska .\nNevada .\nNew Hampshire\nNew Jersev . . . .\nNew Mexico . .\nNew\n\nYork\n\n.\n\n. . . .\n\n.\n.\n\n.\n\nW.\n\nCroad,\n\nPrincipal,\n\nSierra\n\nSchool\n\n.\n\nSacramento\n\nB. Mooney, Secretary, Colorado Education Association,\n530 Commonwealth Building .\n\nHelen\n\nT.\n\nCollins,\n\nII. V. Holloway,\nEdith\nJames\n\n41\n\nFifth\n\nStreet .\n\nState Supt. of Public\n\nNew\n\nInstruction .\n\nLouise Grosvenor, .73 The Iowa .\nS. Rickards, Executive Secretary, Florida\n\nAssociation\n\nMaine .\nMaryland .\nMassachusetts\nMichigan .\n\nJ. Russell\n\nGeorge\n\n.\n\nIllinois\n\nJ. D. Williams, Principal, Avondale School .\nBirmingham\nE. J. Beck, Superintendent, Nome Public Schools .\nNome\nW. T. Machan, Principal, Creighton School .\nPhoenix\nC. M. Hirst, State Commissioner of Education .\nLittle Rock\n\nW.\n\n.\n\nWannamaker,\n\n.\nSuperintendent,\n\nDenver\nHaven\n\nDover\n\nWashington\nEducation\n\n..\nGriffin\n\nTallahassee\nPublic\n\nSchools .\nGriffin\n. OrEn E. Long, Deputy Superintendent of Public Instructi°n .\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. .\n.\nCedar Falls\n. F. L. SchlaglE, Superintendent, Kansas City Public\nSchools .\n. .\nKansas City\n. R. E. Williams, Executive Secretary, Kentucky Education\nAssociation, 1317-18 ITeyburn Building .\nLouisville\n. P. H. Griffith, Director of General Extension, Louisiana\n„r £taie University .\nBaton Rouge\n■ W. B. Jack, Superintendent. Portland Public Schools .... Portland\n.William Burdick, State Director of Physical Education,\n7 East Mulberry Street .\nBaltimore\n.Annie C. Woodward, 100 Highland Avenue .\nSomerville\n, E. T. Cameron, Executive Secretary, Michigan Education\nAssociation, Michigan Education Building .\nLansing\n.Harry L. Wahi.STrand, 824 Third. Street East .\nWillmar\n. H. V. Cooper, Superintendent. Vicksburg Public\nSchools .\nVicksburg\n.Thomas J. 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\nRaymond B. Gurley, Principal, Barringer High School ... Newark\nVernon O. TollE, Executive Secretary, New\nMexico\nEducational Association, Suite 18, Sena Plaza .\nSanta Fe\nFrederick Houk Law, 130 West Forty-second Street... New York\n\n"}
{"page": 829, "printed_page": null, "text": "Associational\n\nNorth\n\nCarolina\n\n.\n\nT. W.^ Andrews,\n\nOhiroh Dakota .\nOklahoma\no a .\n.\n\n.\n\nRico\n\nPuerto\n\nOta\n\n£\n\n'.*.\n\nb- B- Nissen,\n\n*.*.*.*.\n\n‘\n\n*£^8*’\n\n:\n\nvy\n\n.\n\n.\n\nEditor,\n\nSouth\n\nPTd\n\n^\n\nM.\nW.\n\ns*\n\nMemphii\n\nuu<Austi\"\n\nRecords\n\nand\n\nNATIONAL\n\n^*°gS^P,,riert01*\n\nSTAFF\nWashington,\n\nJoy\n\nElmer\n\nEva\n\nG.\n\nMorgan,\n\nPinkston,\n\nElementary\n\nD. C.\n\nPublications\n\nExecutive\n\nSchool\n\nSecretary,\n\nPrincipals\n\nCharl\nOrmond\nWilliams,\nField\nMary\nJ. Winfree,\nAccounts\nAgnes\nWinn,\nClassroom\nService\n\nMembership\n\n„\n.\nService and\n\nSt- Thomas\nTacoma\n\n.\n* ’ ,*.\nSchool\n\nof Divisions\n\nBusiness\nResearch\n\na j • • , ,•\nAdministrative\n\n'iS\"1*\n\"\nNorfolk\n\nCrabtree, Secretary\n\nChase, Secretary’s Office\nJones, Secretary, Deans\nof\n\nMartin,\n\ni.v.,aass\n\n'Prtoc'ipdV George WaVh'iAgion\nSchools, Berkley .\n\nStreet, Northwest,\n\nDirectors\nHarold\nA. Allan,\nWilliam\nG. Carr,\n\nJua\"\n\nAssociation\n\n'S’C*h°°i ' —\n\n. . . .W .W .’.'!! \" BcancHK\n.\nh.\n\nJ. W.\n\nD.\n\nPublic\n\nEducation\n\nT°r 9f\nEmery\nHigh\n^SBURY» _Oault Junior\nuu Asbur*?\nw\n\n1201 Sixteenth\n\nT.\n\nPoint\n\npS,\n\nHEADQUARTERS\n\nWomen\n\nDakota\n\nln/'^iT'TK\n\n^\n\nGatewood\n\nren»«u\n\n.\n-\n\nn\nWashingto\nVirginia\nWest\n\nHarriett\nGwladys\n\nHigh\n\nCA,sffi,I®' ^OOF,R<^'FF' Principal*,* CaVtie'ton* State ^Normal16 C“y\n\nVirSin!a .\nVirgin Islands\n\nWisconsin\n\nSuperintendent,\n\n823\n\n• vi^sr\n\n.\n\nTexas SSfG . '.\n\nVerm0nt\n\nInformation\n\n.\n\nisa %ssr .\nu,ah\n\nand\n\n^ White, Superintendent', MiAot Public Schools\nHlR.h\nr', ^ff®nhauER,\nSuperintendent, Tima Public Schools\n_ Minot\nLima\nCi.ay W. Kerr, Assistant Superintendent of\nPublic\nr> Rdine\nJ\n‘ V: • • . . .\nOklahoma City\nMerrill President, Portland Grade Teache\nrs\nAssociation, 331 Commerce Building\nPnrtlanH\nJ. Herbert Kelley, Executive Secretary, Pennsylvania\n' State\n~\n^ducation Association, 400 North Third Street. ... Harrisburg\nCamilo Osias Resident Commissioner from the\nPhiiippfne ®\nF Rodr^guez^o^z0 nCe Bfuildi^v VS\"'--- ‘ • Washington, D. C.\n\nOregon\n.\np\ni\n•\nennsylvama .\nPhilinnine\nhihppme Islands .\n\nRh°d' ^\n\nRecords\n\nS. D. Shankland\nSecretary of the Department\n\nCOUNCIL\n\nOF\n\nService\n\nof Superintendence\n\nEDUCATION\n\nT7. =iiy,. r\\ew\nYork, N\nJN. YWTV\nY. (lermProfes.sor\nexpires of\n1934).\nFruity*'\nNewILYoArk\nEducation, Teachers College, Columbia\nVicepresident Lida Lee Tall, Principal, State\nNormal School, Towson, Md. (Term\n\nUniver-\n\nexpires\nS. Baylor, Chief. Home Economics Education Servic\ne U\nS Office of\nUthce of\nservice, u.\nD. C. (Term expires 1935).\nWashin\ngton,\nEducat\nion,\nExecuhve Committee— M 1 n n ie J Nielson Valley\nCity, N. D. (Term expires 1934) David\n^\nSuperintendent of Schools, Chester. Pa. (Term\nexpires 1935); Anna Laura\nSeer eta ry—A\n\nForce,\n\ndelaide\n\nPrincipal,\n\nLake\n\nJunior\n\nHigh\n\nOFFICERS\n\nDepartment\n\nSchool,\n\nOF\n\nDenver,\n\nColo.\n\n(Term\n\nexpires\n\n1936).\n\nDEPARTMENTS\n\nof Administrative\n\nWomen\n\nin Education\n\nPresident— Annie C. Woodward, ioo Highland Ave.,\nSomerville, Mass.\ny icepresiderit— -A n na Laura Force, Principal, Lake Junior\nHigh School, Denver Colo\nSecretary — Mrs. Margaret Mendenhall Smith, 1522 Lafayet\nte St.. Denver. Colo\nTreasurer\nWells Robertson, Supervisor of Art, Public Schools, 1628 Washing\nton\nAuditor Evelyn Butler, Butler University, Indianapolis,\nInd.\nDirectors— -Agnes Samuelson, State Superintendent of Public\nInstruction, Des Moines IowaSue\n\nI owers.\n\nSuperintendent,\n\nShelby\n\nCounty\n\nSchools,\n\nMemphis,\n\nTenn.\n\n; Mary\n\nE\n\nO’Connor’\n\nSupervisor Elementary Schools, Natick, Mass.; Eva G. Pinkston,\nExecutive Secretary’\nDepartment of Elementary School Principals, 1201 16th St.,\nN. W., Washington I) C •\nRose\n\nPesta,\n\n460\n\nSouth\n\nState\n\nSt.,\n\nChicago,\n\nIll.\n\n’\n\nvvainin*ton»\n\nu-\n\n"}
{"page": 830, "printed_page": null, "text": "824\n\nSupervisor\n\nL. Guyton,\n\nTreasurer — Agnes\nciation,\n\n1201\n\nSt., Washington,\n\n217, State House,\n\nEducation,\n\nState\n\nEducation\n\nService,\n\nNational\n\nD.\n\nof Adult\n\nof Classroom\nC.\n\nT11\n\nDepartment\n\nof the\n\nN.\n\nE.\n\nState\n\nService,\n\nField\n\nof\n\nDivision\n\nColleges\n\nof Teachers\n\nAssociation\n(A\n\nAsso¬\n\nEducation\n\n,\n\nSupervisor,\n\nWashington, D. C. ; Robert C. Deming,\nBoard of Education, Hartford, Conn.\n\nAmerican\n\n.\n\nDepart¬\n\nAssistant Superintendent of Schools, Chicago, 111.\nChief, Service Division, U. S. Office of Education,\n\nJ. Lunak,\nAlderman,\n\nDirector — Charles\nCommittee — L. R.\n\nExecutive\nExecutive\n\nRoom\n\nDivision\n\nDirector,\n\nWinn,\n\n1 6th\n\nof Adult Alien Education,\n\nSupervisor\n\n’CarolineN. A.\nSecretary\nY. Whipple,\nment,— Albany,\n\nEducation\n\nof Adult\n\nDepartment\nPresident — Mary\n\nAssociation\n\nEducation\n\nNational\n\nA.)\n\nPresident — H. L. Donovan, President, Eastern Kentucky State Teachers College, Richmond, Ky.\n— H. F. Estill, President, Sam Houston State Teachers College, Huntsville,\nVicepresident\nTT exa s\nSecretary-Treasurer — Charles W. Hunt, Principal, State Normal School, Oneonta, N. Y.\nExecutive Committee — C. H. Fisher, President, State Normal School, Bellingham, Wash. (Term\nCloud, Minn.\nexpires 1935); George A. Selke, President, State Teachers College St.\nWest\nCollege,\nTeachers\nState\nPresident,\nCameron,\n\\V.\n(Term expires 1936); Norman\nChester, Pa. (Term expires 1937).\n\nChicago,\n\nof Art\n\nEducation\n\nRobertson,\n\nSupervisor\n\nof Art, Public\n\nSchools,\n\n1628\n\n_\n\nTr\n\n,\n\nWells\n\nPresident — Elizabeth\nBlvd.,\n\nDepartment\nIll.\n\n.\n\nWashington\n.....\n\nSecretary — Edna E. Hood, Supervisor of Art, Administration Building, Kenosha, Wis.\nTreasurer — Marcella Jackson, Director of Art, State Teachers College, Castleton, Vt.\n\n(A\n\nDepartment\n\nAssociation\n\nResearch\n\nEducational\n\nAmerican\n\nof the\n\nN.\n\nE.\n\nA.)\n\nPresident — T. C. Holy, Professor of Education, Ohio State University, Columbus, Ohio.\nVicepresident — Philip A. Boyer, Director, Division of Educational Research, Board of Edu¬\nPa.\n\nPhiladelphia,\n\ncation,\n\nD.\n\nC.\n\n__\n\n.\n\n,.\n\n, „ ,\n\nAs¬\n\nEducation\n\nNational\n\nDivision,\n\n.\n\n..\n\n„\n\n.\n\n,\n\nColumbus,\n\nUniversity,\n\nOhio’ State\n\nof Education,\n\nProfessor\n\nCommittee — T. C. Holy,\n\nExecutive\n\n.\n\n•\n\n. .\n\n_.\n\nResearch\n\nDirector,\n\nCarr,\n\nG.\n\neasurer — William\nSecretary-Tr\nsociation, Washington,\n\nBoard of Educa¬\nOhio; Philip A. Boyer, Director, Division of Educational Research,\nG. Carr, Director, Research Division, National Educa¬\ntion ’Philadelphia, Pa.; William\nPaul T. Rankin, Board of Educatmn, 1354 Broad¬\nC.;\nD.\n,\nWashington\ntion’ Association,\nS. Gray, School of Education, University of Chicago,\nway, Detroit, Mich.; William\nChicago, Ill.\n\nR.\n\nPresident — Benjamin\n\nCalifornia,\n\nLos\n\nVicepresident — M.\n\nFirst\n\nTeachers\n\nSecond\n\nDes\n\nCalif.\n\nAngeles,\nE.\n\nCollege, Muncie,\n\nVicepresident — Clay\n\nMoines,\n\nInd.\n\nIowa.\nC.\n\nSecretary- Treasu rer — Raymond\n\nEducation,\n\nNewark,\n\nEditor — Herbert\n\nEast, New\n\nExecutive\n\nYork,\n\nA.\n\nYork,\n\nN.\n\nJ.\n\nEducation,\n\nNew\n\nS.\n\nLomax,\n\nProfessor\n\nof\n\n(Term\n\nexpires\n\n1034);\n\nAnnie\n\nSchool\n\n„\n\n,. c.\nState\n\nBall\n\nTraining,\n\n, ..\n\nc ,\n\n. ,\nCommercial\n\n__\n\n,\n\nYork\n\nEducation,\n\n,.\n\nr\not\n\n...\n\nUniversity,\n\nWashington\n\n.\n\n.\n\nNew\n\nEducation,\n\nC. Woodward,\n\n1\n.Board\n\nTT .\n.\n\nYork\n\n100 Highland\n\n,\n\nSchools,\n\nPublic\n\nEducation,\n\nof\n\nY.\n\nCommittee — Paul\n\nN. Y.\n\nDirector\n\nof\n\nTonne,\n\nN.\n\nCommercial\n\n.\n\nGoodfellow,\n\n„\n\n. ,\n\nof\n\nDirector\n\nSlinker,\n\nD.\n\n.\n\nTeacher\n\nof Commercial\n\nDirector\n\nStudebaker,\n\n. , _\n\nSouthern\n\nof\n\nUniversity\n\nEducation,\n\nBusiness\n\nof\n\nProfessor\n\nHaynes,\n\nEducation\n\nof Business\n\nDepartment\n\ne\nSquare\n\n.\n\n...\nNew\n\nUniversity,\n\nSomerville,\n\nAve.,\n\nMass’ (Term expires 1934); Seth B. Carkin, Principal, Packard School, 253 Lexington\nAve., New York, N. Y. (Term expires 1934); Dorothy L. Travis, High School, Pierre,\nGreens¬\nS D (Term expires 1934); B. Frank Kyker, North Carolina College for Women,\nEduca¬\nCommercial\nof\nboro, N. C. (Term expires 1935); Ernest A. Zelliot, Professor\nUniversity of Denver, Denver, Colo. (Term expires 1935); E. G. Blackstone, Head\ntion,’\nof Commercial Teacher Training, University of Iowa, Iowa City, Iowa (Term expires\nof\n1936); G. F. Cadisch, Director, School of Business Administration, State College\n1936).\nexpires\n(Term\nWashington, Pullman, Wash.\n\nDepartment\n\nof Classroom\n\nTeachers\n\nPresident — Faye Read, Elementary Teacher, 131 Vernon Place, Pueblo, Colo.\nVicepresident — Mrs. Myrtle Hooper Dahl, Elementary Teacher, Apt. 101,\nAve.,\n\nMinneapolis,\n\nMinn.\n\n_\n\n_\n\n.\n\n_\n\nj\n\n3527\n\nt-i-\n\nPillsbury\n\ni_\n\nt\n\nSecretary — Mrs. Mary D. Barnes, Elementary Teacher, 223 Summit Road, Elizabeth, N. J.\nDirector Ex-officio — Mrs. F. Blanche Preble, Elementary Teacher, 10855 Vernon Ave., CI11Lord,\n\nHigh\n\nSchool\n\nTeacher,\n\n1027 West\n\nMain\n\nSt.,\n\nSection, Daisy\nC. Ralls, Elementary\nWaterbury, Conn. (Term expires 1934); Middle Section, Mary\nWestern Section,\n1935);\nexpires\n(Term\nMo.\nCity,\nKansas\nSt.,\nTeacher, 6529 Jefferson\n\nRegionai' Directors — Eastern\nAlbert\n\nexpires\n\nM.\n\nShaw,\n\n1936).\n\nHigh\n\nSchool\n\nTeacher,\n\n2833\n\nEstara\n\nAve.,\n\nLos\n\nAngeles,\n\nCalif.\n\n( 1 erm\n\n"}
{"page": 831, "printed_page": null, "text": "Associational\n\nPresident— -Agnes\n\nEllen\n\nRecords\n\nand\n\nInformation\n\nDepartment\n\nof Deans\n\nHarris,\n\nDean\n\nof Women,\n\nUniversity\n\nM. Allyn,\n\nAcademic\n\nDean,\n\nFirst-Jf^e president-\n\nHarriett\n\nSecretary\n\nW.\n\nof Women\n\nMt.\n\nDAssstant PrincipaI and\n\n7\n\nEvelyn\n\nChicagofLIllE\n\nHeadquarters\n\nM'\n\nJones,\n\nDean\n\nSmiTHIES’\n\nAssistant\n\nSecretaty — Gwladys\n\nDepartment\nPresident— Aaron\n\nKline,\n\nof Women\n\nW.\n\nPullman\n\nA. Stratton,\n\nVicepresident— Ernest\n\nL.\n\nof Alabama,\nHolyoke\n\nDean\n\nUniversity\n\nUniversity\n\nAla.\n\nCollege, South\n\nHadley’\n\n°f Girls-\n\nT“h-\n\nof Arizona,\n\n16th St., N.\n\nof\n\nTucson\nChicago,\n\nW.,\n\nAriz\n’ High\n\nWashington,\n\nSchool\n\nPrincipals\n\n185 N.\n\nWabash\n\nSchool,\n\nFlrstw^cepresldent~EhIZABErH McCormick,\n\nFourth\n\n1201\n\nof Elementary\n\nPrincipal,\n\nSecond. Vicepresident— Mason\n\nUniversity\n\nPrincipal,\n\nJones,\n\n825\n\nAve\n\nSchool,\n\nD. C.\n\nChicago\n\nIll\n\nPrincipal, Timothy O. Howe’ School\" Superior,\nPrincipal,\n\nMarkeley,\n\nBrighton Avenue School, Atlantic City,\nMiles Sch°°ls’ \"°8 The Commodore,\n\nPrincipal,\n\nRitchie\n\nPlatoon\n\nSchool, Wheeling,\nFifth Vicepresident Margaret C. Mackintosh, Principal,\nPublic School 140, Brooklyn N Y\nExecutive Secretary — Eva G. Pinkston, 1201 16th St., N. W„ Washington, D. C.\n' '\nExecutive Committee— A . B. Heacock, Principal, Los Feliz\nSchool, 4737 Hollywood Blvd.\nrW^ngeTlf’\nChicago, Ill\n\n?Tlf’\nexPires\n,i934);\n(Term (Term\nexpires\n1935);\n\nMich,\n?rTknaVT^ebn\n(lerm expires\n^erm 1937).\nexPires\n\nDepartment\nPresident—\n\nMrs . Livia\n\nI icepresident Norma\nSecretary Edith A.\n\n1936);\n\nSchool,’\n\nEarl\n\nDetroit’\n\nR.\n\nLaing,\n\nPrincipal,\n\nof Kindergarten-Primary\n\nYoungquist\n\nPeterson,\n\n328\n\nN.\n\nKen field, Teacher\n\nBurt\n\nSchool,\n\nSchool\n\nEducation\n\nDempster\n\nSt., Evanston,\n\nSmith, State Supervisor, Elementary Education,\nRosa, 401 Fullerton Parkway, Chicago, Ill.\n\nDepartment\nPresident— Coralie\n\nHerbert\nC. Hansen,\nPrincipal, Talcott\nCassie\nF. Roys,\nPrincipal, Walnut Hill\n\nIll.\n\nMontgomery\n\nAla\n\nof Lip Reading\nof Lip Reading,\n\n617\n\nShreve\n\nBldg., San\n\nFrancisco,\n\nVicepresident- Estelle Samuelson, Supervisor, Education and Employm\nEeague for the Hard of Hearing, Inc., 480 Lexington Ave., New ent Work, New\nYork, N. Y\nSecretary-Treasurer— Jane Cronholm, 1213 Seventh Ave., Rock\nIsland, Ill.\n\nDepartment\n\nof Rural\n\nYork\n\nEducation\n\nPreStFranki< ort Ky ^AGGERS’ director of Rural Education, State Department of Education,\nVicegresid&nt Anna Swenson, Director of Rural Education, State Departme\nnt of Education,\n\nSecretary— Mrs Katherine M. Cook,\nEducation, Washington, D. C.\n\nChief,\n\nDivision\n\nof Special\n\nExecutive Committee Helen Hay Heyl, Assistant in Rural\npaitment, Albany, N. Y. (Term expires 1935); O. H.\nwaCTyGrS\n\nAssociation,\n\n716\n\nInsurance\n\nBldg.,\n\nMadison,\n\nProblems,\n\nU.\n\nS. Office of\n\nEducation, State Education DePlenzke, Secretary, Wisconsin\n\nWis.\n\n(Term\n\nexpires\n\n1936);\n\nFannie\n\nS?' ,\n,^^essor of Rural Education, Teachers College, Columbia University, New\nYork N. Y. (Term expires 1937); Sue Powers, Superintendent of Shelby County\nSchools,\nilempms, Tenn. (Term expires 1938); Fred C. Fischer, Deputy Commissioner, 2615\nBarlum rower, Wayne County Schools, Detroit, Mich. (Term expires 1939).\n\nDepartment\n\nof School\n\nHealth\n\nand Physical\n\nEducation\n\nPresident— A. W. Thompson, State Teachers College, WTest\nChester, Pa.\n/ icepresident— Edna W. Bailey, Associate Professor of Educatio\nn, University of California, ’\nBerkeley, Calif.\nSecretary-Treasurer— James E. Rogers, Director, National Physical\nEducation Service,’ 315\n6 3\nFourth Ave., New York, N. Y.\nExecutive Committee— A. G. Ireland, State Director of Health and\nPhysical Education, 1208\nTrenton Trust Bldg., Trenton, N J. (Term expires 1934); William\nE. Burdick, State\nDirector of Physical Education, 7 East Mulberry St., Baltimore, Md.\n(Term\nexpires 1935):\nEthel Perrin, American\nChild\n\nHealth\n\nAssociation,\n\n450\n\nSeventh\n\nAve.,\n\n(term expires 1936); F. W. Maroney, Columbia University, New\nexpires 1937).\n\nDepartment\nPresident—\n1000\n\nEllen\n\nEddy\n\nWashington\n\nShaw,\n\nAve.,\n\nCurator\n\nBrooklyn,\n\nN.\n\nof Science\n\nInstruction\n\nof Elementary\n\nInstruction,\n\nY.\n\nNew\n\nYork,\n\nBrooklyn\n\nI icepresident— Ira C. Davis, University High School, Madison\n, Wis.\nSecretary Mildred Fahy, Principal, Schneider School, Chicago, Ill.\ntreasurer Ralph C. Bedell, Northeast Missouri State Teachers College,\n\nYork\n\nN\n\ny’\n\nN\n\nY\n\nv(Term\n\nBotanic\n\nGarden,\n\nKirksville,\n\nMo.\n\n"}
{"page": 832, "printed_page": null, "text": "National\n\n826\n\nEducation\n\nDepartment\n\nAssociation\n\nof Secondary\n\nEducation\n\nPresident — Ernest D. Lewis, Room 1901, 130 West 42nd St., New York, N. Y.\nVicepresident — Frank E. Barr, Balboa High School, San Francisco, Calif.\nSecretary — Ann\nE. Ryder, Dickinson High School, Jersey City, N. J.\nTreasurer — George M. Strong, East High School, Columbus, Ohio\nRegional Directors — Grace M. Davis, Modesto High School, Modesto, Calif.; Asa\n\nDepartment\n\nof Secondary\n\nPresident — Charles F. Allen, Principal,\nFirst Vicepresidcnt — Harrison C. Lyseth,\n\nWest\nState\n\nMaine\n\nFoster,\n\nSchool\n\nY.\n\nN.\n\nBrooklyn,\n\nSchool,\n\nHigh\n\nJunior\n\nPershing\n\nLudwig,\n\nAugustus\n\nE.\n\nOhio; Robert W. House, Salem High School,\nS. Morey Junior High School, Denver Colo.;\n\nStarling Junior High School, Columbus,\nSalem, Va.; Grace Kenehan, Chester\n\nPrincipals\n\nSide Junior High School, Little Rock, Ark.\nSupervisor of Secondary Education, Augusta,\n\nSecond Vicepresidcnt — Willard\nN. Van\nSlyck, Principal, High School, Topeka, Kans.\nSecretary-Treasurer — H. V. Church,\n5835 Kimbark Ave., Chicago, Ill.\nExecutive Committee — Robert B. Clem, Principal, Shawnee High School, Louisville, Ky.;\nMerton\n\nW.\n\nC.\n\nHill,\n\nL. Newton,\n\nDirector\n\nof\n\nHeadmaster,\n\nAdmissions,\n\nRome\n\nFree\n\nDepartment\n\nB.\n\nVicepresident — -Roy\n\nO.\n\nHughes,\n\nSecretary-Treasurer — Bessie\n\nL.\n\nPierce,\n\nSecond\n\nof Chicago,\n\nA.\n\nWilliam\n\nN.\n\nY.\n\nDirector,\n\nUniversity\n\nCurriculum\n\nDepartment,\n\nDepartment\n\nPublic\n\n....\nHistory,\n\nAngeles,\n\nCalif.;\n\nNew\n\nYork,\n\nSchool,\n\nHigh\n\nWalton\n\nUniversity\n\n.\nLos\n\nWest\n\nSchool,\n\nHigh\n\nMin¬\n\nof\n\nUniversity\n\nof American\n\nDepartment,\n\nStudies\n\nSocial\n\nHead,\n\nHamm,\n\nCalif;\n\nCambridge,\n\nof Education,\n\n_\n\nProfessor\n\nAssociate\n\nIrvine,\n\nR.\n\nBerkeley,\n\nUniversity,\n\nIll.\n\nChicago,\n\nof Directors — Cecelia\n\nBoard\n\nAssistant\n\nPa.\n\nPittsburgh,\n\nSchools,\n\nProfessor\n\nMinn.\n\nnesota, Minneapolis,\n\nCalifornia,\n\nN. Y.\n\nHarvard\n\nof Education,\n\nAssistant\n\nWesley,\n\nVicepresidcnt — Edgar\n\nFirst\n\nof\n\nRome,\n\nof Social Studies\nSchool\n\nGraduate\n\nE. Wilson,\n\nPresident\n3, SS — Howard\n\nUniversity\n\nAcademy,\n\nof Special Education\n\nPresident — Lavilla Ward, Supervisor, State Department of Education, Madison,\nVicepresidcnt — Florence N. Beaman, Montefiore School, Chicago, Ill.\nSecretary-Treasurer — Vesta Thompson, Haven School, Portsmouth, N. H.\n\nDepartment\n\nWis.\n\nof Superintendence\n\nPresident — E. E. Oberholtzer, Superintendent of Schools, Houston, Texas\nFirst Vicepresidcnt — Paul C. Stetson, Superintendent of Schools, Indianapolis, Ind.\nSecond Vicepresidcnt — A. J. Stoddard, Superintendent of Schools, Providence, R. I.\n1201 16th St., N. W., Washington, D. C.\nD. Shankland,\nExecutive Secretary — Sherwood\nExecutive Committee — Members by election: Ben G. Graham, Superintendent of Schools, Pitts¬\nMeek,\n\nSchools,\n\nof\n\nSuperintendent\n\nSouth\n\nPasadena,\n\nEducation,\n\nof Schools, Minneapolis,\n\nMinn. ; Charles\n\nS\n\nBush,\n\nSuperintendent\n\nof\n\nGeorge\n\nOhio;\n\nC.\n\nCalif.\n\nMich.\n\nof Instruction\n\nand Directors\nDirector,\n\nSupervising\n\nRankin,\n\nT.\n\nDetroit,\n\nToledo,\n\nSchools,\n\nof Supervisors\n\nDepartment\nPresident — Paul\n\nSuperintendent\n\nR. Reed,\n\nPa.; Carroll\n\nburgh,\n\nBoard\n\nInstruction,\n\nof\n\nDepartment\n\nof\n\nFirst Vicepresidcnt — Leonard\nSecond Vicepresident — Helen\n\nSecretary-Treasurer — James\n\nYork,\n\nversity, New\n\nExecutive\n\nN.\n\nPower, Assistant Superintendent of Schools, Tulsa, Okla.\nJ. Piper, Supervisor of School Grades 4, 5, and 6, Lynn, Mass.\nF. Hosic, Professor of Education, Teachers College, Columbia Uni¬\n\nY.\n\nDepartment,\n\nof the\n\nCommittee — Officers\n\nex-officio;\n\nSu¬\n\nAssistant\n\nEnglish,\n\nMildred\n\nperintendent of Schools, Raleigh, N. C.; Ernest Horn, Professor of Education, State\nUniversity of Iowa, Iowa City, Iowa; J. Cayce Morrison, Assistant Commissioner for\nElementary Education, State Department of Education, Albany, N. Y.\n\nC.\n\nPresident — Carlotta\n\nCleveland,\n\nGreer,\n\nHead,\n\nOhio\n\nHome\n\nHome\n\nVicepresidcnt — Ada\n\nKennedy,\n\nHead,\n\nSecretary — Alice\n\nCurrier,\n\nSupervisor\n\nTreasurer — Mary\n\nM.\n\nSchool,\n\nPasadena,\n\ntucket, R.\n\nson, N. J.\n\nof Natural\nFirst\n\nI.\n\nBuckley,\n\nGrace\n\nHistory,\n\nVicepresidcnt-—\n\nEducation,\n\nSecond\n\nC.\n\nFisher\n\n_\n\n^\n\nEconomics\n\nDepartment,\n\nof\n\n.\n\nSupervisor\n\nRamsey,\n\nHome\n\nof\n\nF.\n\nHarrisburg,\n\nHoban,\n\nHome\n\nActing\n\nDirector,\n\nVisual\n\nDirector\n\nJohn\n\nEconomics,\n\nHay\n\nSchool,\n\nHigh\n\n,\nMuir\n\nTechnical\n\nBoard\n\nof\n\nEducation,\n\nBoard\n\nof\n\nEducation,\n\nJohn\n\nHigh\n\n,\n\n.\n\n.\n\n_\n\ni aw-\n\nEater-\n\nInstruction\n\nCurator\n\nPark\n\nPa.\nPeters,\n\nEconomics,\n\nof Visual\n\n77th Street and Central\n\nVicepresidcnt — Rupert\n\nCity, Mo.\n\nDepartment,\n\nEconomics\n\nEconomics\n\nof Home\n\nCalif.\n\nDepartment\nPresident — Mrs.\n\nand Teachers\n\nof Supervisors\n\nDepartment\n\nof Education,\n\nWest,\n\nNew\n\nEducation\n\nof Visual\n\nThe\n\nAmerican\n\nDivision,\n\nState\n\n.\n\nInstruction,\n\nMuseum\n\nN. Y.\n\nYork,\n\nPublic\n\nDepartment\n\n,\n\n,\n\nSchools,\n\not\n\n—\nKansas\n\n"}
{"page": 833, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\n827\n\nInformation\n\nSecretary-Treasurer— Elwworth C. Dent, Naturalist Division\n, National Park Service,’ U. S.\nDept, of the Interior, Washington, D. C.\nExecutive Committee— Abraham Krasker Director, Visual\nInstruction, Public Schools, Quincy,\nvAlf'TT,T;erm\n\n-fXP1MS\n\nX^4)i;\n\nWilliam\n\nDudley,\n\n736\n\nJ2TAIVEL\n\nKnowlton,\n\nAssociate\n\nProfessor\n\nof\n\nEducation,\n\nNew\n\n.University, New York, N. Y (Term expires i93S); John A. Hollinger, Director\nof\nNature Study and Visualization, Public Schools, Pittsburgh, Pa.\n(Term expires iqi6)H.\n\nSouth\n\nWabash\n\nAve.,\n\nChicago,\n\nIll. (Term\n\nexpires\n\nigiy)\n\n- Mrs\n\nHittCnErvFl^thR^AMSHYr\nAlso^e\n°f Education The American Museum of Natural\nHistory,\n77th St. and Central\nPark,C“Eator\nWest, New \\ork, N. Y. (Term expires 1938); Robert\nCollier, Jr., Director of Visual Instruction, South\nHigh School, Denver, Colo. (Term\npn cs i 939 / •\nex-\n\nDepartment\n\nof Vocational\n\nEducation\n\nPresident — R. W. Selvidge, University of Missouri, Columbi\na, Mo.\nS ccretary Howard L. Briggs, Director of Vocational Educati\non,\n\nNATIONAL\n\nEDUCATION\n\nPublic\n\nSchools,\n\nCleveland,\n\nASSOCIATION\n\nOFFICERS— 1934-35\nHenry\n\nHester\n\nSmith\n\nJ. W.\n\nCrabtree\n\n.\n\nR. E. Offenhauer\n\n.President.. .\nBloomington,\nSecretary .\ntreasurer .\n\n. . .\n\nDean,\nInd.\n\nSchool\n\nof Education,\n\nIndiana\n\nUniversity,\n\n1201 Sixteenth St., N. W., Washington, D. C.\nSuperintendent, Eima Public Schools, Eima, Ohio\n\nHonorary\nJohn\n\nDewey\n\nSusan\n\nM.\n\n.\n\nHonorary President and Associate Chairman of Commit\ntee\nSocial Economic Goals, Columbia University, New York\nN\nHonorary President and Associate Chairman of Committee'\nResolutions, 1506 Arapahoe St., Eos Angeles, Calif.\n\nDorsey\n\nExecutive\nHenry\n\nEaster\n\nJessie\n\nGray .\n\nJoseph\nR. E.\nAgnes\n\nH.\n\nSmith\n\non\n\nCommittee\n\nPresident...... .\nDean, School of Education, Indiana Univer¬\nsity, Bloomington, Ind.\nFirst Vicepresident... .\n1210 Fillmore St., Philadelphia, Pa.\nChairman, Loard of Trustees, Superintendent, Newport News Pub¬\nlic Schools, Newport News, Va.\nTreasurer .\nSuperintendent, Eima Public Schools, Eima,\nOhio\n\nSaunders.\n\nOffenhauer.\n\non\nY\n\n. .\n\nSamuelson...\n\nMember by Election... .\nState Superintendent\nstruction, Des Moines, Iowa\n\nof Public\n\nIn¬\n\nBoard of Trustees\nJoseph\n\nH.\n\nSaunders.\n\nEdgar\n\nG.\n\nDoudna....\n\nJ. M.\n\nGwinn\n\nA.\n\nWhittenberg.\n\nE.\n\nHenry\n\n..Chairman .\nSuperintendent, Newport News Public\nSchools, Newport News, Va.\n..Secretary .\n. . Secretary, Board of Normal School Re¬\ngents, Madison, Wis.\n..144 Paloma Avenue, San Francisco, Calif.\n. .Secretary, Illinois State Examining Board for Teachers’ Certificates, Room 403, Centennial Bldg., Springfield, Ill.\n. . Pi esident. . . .\nDean, School of Education, Indiana\nUniversity, Bloomington, Ind.\n\n.\n\n.\n\nEester\n\nSmith\n\nVicepresidents\nE.\n\nFrazer\n\nBanks\n\n.\n\nAssistant Superintendent\nBirmingham, Ala.\n\nof Schools, Board\n\nof Education,\n\nBox\n\n114\n\nErnest\nW.\nButterfield\nCharles\nCarroll .\n\n• • • • :.\n..Director,\n\nMattie\nS. Doremus....\nHattie\nH. Gordon .\nRae Kemp .\n\n.\n614 East Twfenty-ninth St., Paterson, N. J.\n- - ......... - 5616 Wyandotte St., Kansas City, Mo.\n- Kiverview School, Seventh and Pacific Ave., Kansas City, Kans.\n.\n. .\n51 Main St., Tucapau, S. C.\n.\nSuperintendent of Schools, Oklahoma City, Okla.\n.\n1656 South East Twenty-fifth St., Portland, Ore.\n.\nPrincipal, Castleton State Normal School, Castleton, Vt.\n\n122\n\nW. D. Nixon .\nC. K. Reiff .\nC.\n\nA. Rice .\nCaroline\nS. Woodruff.\n\n.\n\n.\nCommissioner of Education, Hartford, Conn.\nRhode Island State Board for Vocational Education\n\nState\n\nHouse,\n\nProvidence,\n\nR.\n\nI.\n\n"}
{"page": 834, "printed_page": null, "text": "828\n\nBoard\n\nGray,\n\nJessie\n\nR.\n\nK.\n\nSmith,\n\nLester\n\nHenry\n\nH.\n\nJoseph\n\nPresident — Dean,\n\nSaunders,\n\nof Directors\nSchool\n\nTreasurer — Superintendent,\nChairman,\n\nBoard\n\nCrabtree,\n\nSecretary .\n\nIndiana\n\nEducation,\n1210\n\n,.\n\nLima\n\n. .\n\nPublic\n\nUniversity,\n\nFillmore\n\nBloomington,\n\nSt.,\n\nSchools .\n\nPhiladelphia,\n\nLima,\n\nInd.\nPa.\n\nOhio\n\nof Trustees\n\nSuperintendent,\nJ. W.\n\nof\n\n. .\n\nVicepresident .\n\nOffenhauer,\n\nAssociation\n\nEducation\n\nNational\n\nNewport\n1201\n\nNews\n\nPublic\n\nSixteenth\n\nSchools, Newport News, Va.\nW., Washington, D. C.\n\nSt., N.\n\nLife Directors\nRichmond, Va\nCornelia S. Adair, 3208 Hawthorne .\nNew York, N. i .\n. .\n. .\nRobert J. AlEY, 423 East Eighty-sixth St .\nSpringfield, III.\n.\nInstruction\nPublic\nof\nnt\nFrancis G. Blair, State Superintende\nNashville, Tenn.\nBoard oe Education .\nDenver, Colo.\nMrs. Mary C. C. Bradford, 917 East Eleventh Ave .\nYork, N. Y.\nNew\nElmer Ellsworth Brown, Gramerey Park Hotel, 52 Gramercy Park .\nN. Y.\nYork,\nNew\n.\nUniversity\nColumbia\nPresident,\nButler,\nMurray\nNicholas\nTenn.\nClarksville,\n.\nSchool\nNormal\nPeay\nAustin\nPresident,\nP. P. Claxton,\nChevy Chase, Md.\nWilliam John Cooper, 6504 Maple Ave .\nMount Pleasant, Mich.\nA. Graham, South Main St .\nHugh\nPhiladelphia, Pa.\n.\nJessie Gray, 1210 Fillmore St\nNew York, N. Y.\nFlorence HalE, Editor, The Grade Teacher, 425 Fourth Avenue .\nDenver, Colo.\nFrederick M. Hunter, Chancellor, University of Denver .\nCarlinville, Ill.\nIllinois State Teachers’ Association, Robert C. Moore, Secretary .\nNew York, N. Y\nOlive M. Jones, Director, Calvary House, 61 Gramercy Park, N .\nLa Grange, N. C.\nJames Y. Joyner .\nMaryville, Mo.\nUel W. Lamkin, President, Northwest Missouri State Teachers’ College .\nBrookline, Mass.\n.•••■. .\n. .\n205 Tappan St .\nMary McSkimmon,\nJesse H. Newlon, Lincoln School, Teachers College, Columbia University ... .New York, N. Y.\n: .. Milwaukee, Wis.\nCarroll G. Pearse, 1721 Ludington Ave., Wauwatosa Branch .\nCounty, Wash.\nKing\n.\nIsland\nVashon\nMrs. Josephine Corliss Preston, Burton,\nNebr.\n.Lincoln,\n.\nSchool\nBancroft\nPrincipal,\nPyrtlE,\nE. Ruth\nFairmont, W. Va.\nJoseph Rosier, President, Fairmont State Teachers College .\nNew. York, N. Y.\nGeorge D. Strayer, Teachers College, Columbia University .\nD. C.\nWashington,\n.\nEducation\nof\nJ. D. StudEbaker, United States Commissioner\nCra.\n..Atlanta,\n.\nSchools\nPublic\nAtlanta\nSuperintendent,\nWillis A. Sutton,\nPhiladelphia, Pa.\nTeachers’ Institute .\n.....Gainesville, Ha.\nJohn J. TiGERT, President, University of Florida .\nCharl O. Williams, Director, Division of Field Service, National Education\nWashington, D. C.\nAssociation, 1201 Sixteenth St., N. W .\nGeorge F. Zook, Director, American Council on Education, 744 Jackson\nWashington, D. C.\nPlace, N. W .\n\nState Directors\nAlabama .\nAlaska .\nArizona .\nArkansas .\nCalifornia .\nColorado .\nConnecticut .\nDelaware .\nDistrict\nFlorida\n\nof Columbia\n.\n\nGeorgia\n\n.\n\nHawaii\n\n.\n\nIdaho\n\n.\n\nIllinois\n\n.\n\nIndiana\n\n.\n\nIowa\nKansas\n\n.\n.\n\nBirmingham\n. . . .J. D. Williams, Principal, Avondale School .\n. ...C. H. Bowman, Superintendent, Douglas City Schools .... Douglas\n. . . .J. W. Clarson, Jr., Dean, College of Education, University\n.• -Tucson\n_.\n.\n.\nof Arizona .\nLittle Rock\n. ...W. E. Phipps, State Commissioner of Education .\nSacramento\n. . . .J. R. Croad, Principal, Sierra School .\n. . . . W. B. Mooney, Executive Secretary, Colorado Education\n....Denver\nAssociation, 530 Commonwealth Bldg./ .\n... Helen T. Collins, Principal, Ezekill Cheever School.. New Haven\nV. Holloway, State Superintendent of Public Instruc¬\n. .Dover\ntion .\n....Edith Louise GrosvEnor, 73 The Iowa Apartment . .Washington\n....James S. Rickards, Executive Secretary, Florida Educa¬\n..Tallahassee\ntion Association, 33 Centennial Bldg .\n. . . . M. D. Collins, Superintendent of Schools and State Director\nAtlanta\n..\nof Vocational Education, State Capitol .\n. ...OrEn E. Long, Superintendent of Public Instruction, Box\nHonolulu\n2360\nH. Snyder, President, Albion State Normal\n....Raymond\n....... Aibion\nSchool .\nHigh\nTownship\nWaukegan\nPrincipal,\nThalman,\n....John W.\n\n. ...H.\n\nWaukegan\n; .\nSchool .\n....Charles O. Williams, Secretary, Indiana State Teachers\nIndianapolis\nAssociation, 205 Hotel Lincoln .\n. . . .Fred D. Cram, Professor of Education, Iowa State Teachers\nCedar Falls\nCollege .\nCity Public\n....F. L. Schlagle, Superintendent, Kansas\nKansas City\nSchools .\n\n"}
{"page": 835, "printed_page": null, "text": "Kentucky\n\n.\n\nLouisiana\n\n.\n\nMaine\n\nAssociational\n\nRecords\n\nand\n\n. . W illiam\n\nS. Taylor,\n\nDean,\n\n.\n\nMassachusetts . .\nMichigan .\n\nMinnesota .\nMissisippi .\n\nMissouri\nMontana\n\n.\n.\n\nNebraska .\nNevada .\nNew\nNew\nNew\n\nHampshire\nJersey .\nMexico .\n\nNew\n\nYork .\n\nNorth\n\nCarolina\n\n..George\nF. Knipprath\n, Omaha\nSchool. .’. .Omaha\n. Maude Frazier,\nSuperinten\ndent, Technical\nLas VegasHigh\nPublic\nSchools .\n.\n. .\n. .\nLas Vegas\n• Lyle vVilsO'N Ewing, Bible Hill .\nClaremont\n.Raymond B Gurley, Principal, Barringer High School. . .Newark\n.Vernon O. Tolle, Executive Secretary, New Mexico Edu¬\ncational Association, 18 Sena Plaza .\nSanta Fe\n. H. Claude Hardy, Superintendent, White Plains Public\nSchools .\nWhite Plains\n• T. Wingate Andrews, Superintendent, High Point Public\nr A.\naSW?°1s\n. . .\nHigh Point\n•L.\nWhite, **ASuperinte\nndent, Minot Public Schools .\nMinot\nuIlrIAu A” H vans; Rothenberg Junior High School .... Cincinnati\n• M. E. Hurst, President, Tulsa Education Association,\n209 East Thirteenth Place .\nTulsa\n.Birdine Merrill, Shattuck School .\nPortland\n.J. Herbert Kelley, Executive Secretary, Pennsylvania\nState Education Association, 400 North Third St.. .Harrisburg\n. Camilo Osias, Resident Commissioner from P. I., House\nOffice Bldg. .\nWashington, D. C.\nRodriguez Lopez, Department of Education .\nSan Juan\n. Charles Carroll, Director, State Board for Vocational\nEducation, 122 State House .\nProvidence\n•A. c. Flora, Superintendent, Columbia Public Schools _ Columbia\n• S.\nNissen, Editor, South Dakota Education Association\nJournal, Perry Bldg .\nSioux Falls\n. b. L. Ragsdale, Principal, L. C. Humes High School. .. .Memphis\n.Rush M. Caldwell, 2527 Ross Ave .\nDallas\n.James T. Worlton, Assistant Superintendent, Salt Lake\nCity Public Schools .\nSalt Lake City\n. Caroline S. Woodruff, Principal, Castleton State Normal\nSchool .\n.\nCastleton\n.Mrs. Edith B. Joynfs, Principal, George Washington and\nRobert Gatewood Schools, Berkley .\nNorfolk\n.George H. Ivins, Director of Education .\nSt. Thomas\n• S. E. Fleming, Assistant Superintendent, Seattle Public\nSchools .\nSeattle\n• W. W. Trent, State Superintendent of Free Schools. ... Charleston\n.Blanche M. McCarthy, 716 Insurance Bldg .\nMadison\nMoyijr, Principal, High School .\nRawlins\n\n.\n\n. .\n\nNorth Dakota....\nOhio .\nOklahoma .\n\nOregon .\nPennsylvania ....\nPhilippine\n\nIslands\n\nPuerto Pico .\nRhode Island ....\nSouth\nSouth\n\nCarolina . . .\nDakota ....\n\nTennessee .\nTexas .\nUtah .\n\nVermont\n\n.\n\nVirginia\n\n.\n\n829\n\nCollege of Education, University\nTJ of Kentucky .. .\nLexington\n..f. H. Griffith, Director of Extension, Louisiana State University .\n.\nBaton Rouge\n..William B. Jack, Superintendent, Portland Public\n.\nSchools .\nPortland\n. . William Burdick, State Supervisor of Physical Education,\n7 East Mulberry Street .\nBaltimore\n..Annie C. Woodward, 100 School Street .\nSomerville\n• -E. T Cameron, Executive Secretary, Michigan Education\nAssociation, Michigan Education Building, North\nWashington Ave .\nLansing\n..Harry Wahlstrand, 824 Third St., East .\nWillmar\n. . H. V. Cooper, Superintendent, Vicksburg Public\nSchools . .\n. .\nVicksburg\n. . 1 homas J. Walker, Editor, School and Community .\nColumbia\n■•Martin P. Moe, Executive Secretary, Montana Education\nAssociation, 7 Kohrs Block .\nHelena\n\n.\n\nMaryland\n\nInformation\n\nVirgin Islands.\nWashington .\n\nWest Virginia .\nWisconsin .\nWyoming .\n\nNATIONAL\nWilliam\n\nC.^BaglEy,\n\nCOUNCIL\n\nProfessor\n\nOF\n\nof Education,\n\nEDUCATION\nTeachers\n\nCollege,\n\nColumbia\n\nUniversity,\n\nVicepresident Lida Lee Tall, Principal, State Normal\nSchool, Towson, Md. Cl 936)\nSecretary Adelaide S. Baylor Chief, Home Economics\nEducation Service, U. S. Office of\nEducation, 1800 H Street, N. W., Washington,\nD. C. (1935)\nL luL\np7nDAVIf j’ Ward,. Superintendent of Schools, Chester, Pa. (1935); Anna\nct?° cf’\n.Clp,a‘ l» Late Jumor ILgh School, Denver, Colo. (1936); Agnes Samuel-\n\nson,\n\nState\n\nSuperintendent\n\nof\n\nPublic\n\nInstruction,\n\nDes\n\nMoines,\n\nIowa\n\n(1937).\n\n"}
{"page": 836, "printed_page": null, "text": "830\n\nNational\n\nEducation\n\nOFFICERS\nDepartment\n\nOF\n\nAssociation\n\nDEPARTMENTS\n\nof Administrative\n\nWomen\n\nin Education\n\nPresident — Annie C. Woodward,\n100 School St., Somerville, Mass.\nVicepresident — Anna Laura Force, Principal, Lake Junior High School, Denver, Colo.\nSecretary — Mrs. Margaret Mendenhael\nSmith, 1522 Lafayette Street, Denver, Colo.\nTreasurer — Elizabeth Wells Robertson, Supervisor of Art, Public Schools, 228 N. LaSalle\n\nSt., Chicago,\n\nIll.\n\nDirectors — Agnes\nSue\n\nSamuelson,\n\nPowers,\n\nState\n\nSuperintendent,\n\nSuperintendent\n\nShelby\n\nCounty\n\nof\n\nPublic\n\nSchools,\n\n. Instruction,\n\nMemphis,\n\nDes\n\nMoines,\n\nTenn. ; Mary\n\nIowa;\n\nE. O’Connor,\n\nSupervisor, Elementary Schools, Natick, Mass.; Eva G. Pinkston, Executive Secretary,\nDepartment of Elementary School Principals, 1201 16th St., Washington, D. C. ; Rose Pesta,\nPrincipal, Kelvyn Park High School, Chicago, Ill.\n\nDepartment\n\nof Adult\n\nPresident — Marguerite\n\nBurnett,\n\nState\n\nVicepresident ■ — -Maude\n\nE.\n\nAdministrative\n\nSecretary — Robert\n\nC.\n\nDeming,\n\nTreasurer — Agnes\n\nWinn,\n\nWilmington,\nN.\n\nW.,\n\nDel.\n\nWashington,\n\ntion, Hartford,\nington, D. C.\n\nExecutive\n\nAiTon,\n\nD.\n\nC.\n\nSupervisor,\n\nConn.\n\nCommittee — L.\n\nDirector,\nR.\n\nAlderman,\n\nAmerican\n\nL.\n\nVicepresident — H.\n\nTexas.\n\nChief,\n\nPrincipal,\nof\n\nService\n\nWebster\n\nField\n\nClassroom\n\nlltli and\nSchool,\n\nService,\n\nService,\n\nDivision\n\n1201\n\nof the U.\n\nS. Office\n\nof Educa¬\n\nCollege,\n\nRichmond,\n\nCollege,\n\nHuntsville,\n\nof the N. E. A.)\nTeachers\nTeachers\n\nState\n\nEducation,\n\nAlien\n\n(A Department\n\nHouston\n\nSts.,\n\nSt., Wash¬\n\nColleges\n\nSam\n\nH\n\nSixteenth\n\nof Teachers\n\nState\n\nand\n\nof Educa¬\n\nAssociation\n\nKentucky\n\n10th\n\nSt.,\n\nBoard\n\nof Adult\n\nEastern\n\nWashington\n\nState\n\nState Supervisor\n\nPresident,\n\nEstill,\n\nF.\n\nof\n\nEducation,\n\nL. Guyton,\n\nPresident,\n\nDonovan,\n\nof Adult\n\nDivision\n\nDivision\n\ntion, Washington, D. C. ; Mary\nState House, Boston, Mass.\n\nPresident — H.\n\nDirector\n\nEducation\n\n217\n\nSecretary-Treasurer — Charles W. Hunt, Principal, State Normal School, Oneonta, N. Y.\nExecutive Committee — C. H. Fisher, President, State Normal School, Bellingham, Wash. (1935);\nSelkE,\n\nA.\n\nGeorge\n\nW.\n\nCameron,\n\nState Teachers\n\nDepartment\nWells\n\nPresident— Elizabeth\n\ntion, Chicago,\n\nSecretary — Edna\nTreasurer — Mrs.\n\nRobertson,\n\nCollege, West\n\nPresident — T. C. Holy,\n\nSupervisor\n\nPublic\n\nof Art,\n\nSchools,\n\nBoard\n\nof Educa¬\n\n...\n\nResearch\n\nEducational\n\nProfessor\n\nDepartment\n\nOhio\n\nof Education,\n\nSecretary-Treasurer — -William G. Carr,\nciation, Wahington, D. C.\n\nCommittee — T. C. Holy,\nA.\n\nBoyer,\n\nDirector,\n\nProfessor\n\nDirector,\n\nAssociation\n\nof the N. E. A.)\n\nA. Boyer, Director, Division\nVicepresident— Philip a,\nPa.\ncation, Philadelphi\n\nPhieip\n\nNorman\n\n(1937).\n\nE. Hood, Supervisor of Art, School Administration Building, Kenosha, Wis.\nEugenie Saugstad, Art Teacher, McKinley High School, Washington, D. C.\n\n(A\n\nOhio;\n\n^(1936);\n\nChester, Pa.\n\nof Art Education\n\nIll.\n\nAmerican\n\nExecutive\n\nMinn.\n\nSt. Cloud,\n\nCollege,\n\nTeachers\n\nState\n\nPresident,\n\nPresident,\n\nState Uniyersity,\nof\n\nResearch Division, National\n_ ,\n.\n_\nTT .\n\nof Education,\n\nDivision\n\nColumbus,\n\nEducational Research,\n.\n. .\n\nOhio\n\nof Educational\n\nOhio.\n\nEdu¬\n.\nEducation Asso¬\n.\n_ ,\n.\nBoard\n\nState University,\n\nResearch,\n\nBoard\n\nof\n.\n\nColumbus,\n\nof Education,\n\nG. Carr, Director, Research Division, National Education As¬\nPhiladelphia, Pa.; William\nsociation, Washington, D. C. ; Paul T. Rankin, Board of Education, 1354 Broadway,\nDetroit, Mich.; William S. Gray, School of Education, University of Chicago, Chicago, Ill.\n\nDepartment\nPresident — M.\n\nE.\n\nStudebakER,\n\nCollege, Muncie,\n\nDirector\n\nEducation\n\nof Business\nof\n\nCommercial\n\nTeacher\n\nTraining,\n\nBall\n\nCali .\nFirst Vice preside fit — Jessie Graham, State Teachers College, San Jose,\nEducation,\nCommercial\nof\nProfessor\nZelliot,\nA.\nErnest\n—\nt\nVicepresiden\nSecond\n\nDenver,\n\nDenver,\n\nColo.\nS ecretary-'Y recisurcy — Raymond C. GoodEKEEOW, Director\nEducation Bldg., Newark, N. J.\n\nEditor — Herbert\n\nEast, New\n\nA.\n\nYork;\n\nState\n\nTeachers\n\nInd.\n\nTonne,\n\nN. Y.\n\nSchool\n\nof Education,\n\nNew\n\nUniversity\n\nof\n\n. , _ .\n.\n. ,\no\nljoaid\nof Commeicial Iviucation,\n, TT ,\n.\nc\n\nYork\n\nUniversity,\n\nWashington\n\nSquare\n\n"}
{"page": 837, "printed_page": null, "text": "Associational\n\nExecutive\n\nCommittee — Annie\n\nRecords\n\nC. Woodward,\n\n100\n\nand\n\nInformation\n\nSchool\n\nSt., Somerville,\n\nFrank Kyker, North Carolina College for Women, Greensboro, N.\nZelliot, Professor of Commercial Education, University of Denver,\n\n831\nMass.\n\n(1935);\n\nB.\n\nC. (1935); Ernest A.\nDenver, Colo. (1935);\n\nE. G. Blackstone, Head of Commercial Teacher Training, University of Iowa, Iowa City,\nIowa (1936); G. F. Cadisch, Director, School of Business Administration, State College\nof Washington, Pullman, Wash. (1936); Mary Stuart, Roxbury Memorial High School\nfor Girls, Roxbury, Mass. (1937); Joseph L. Kochka, Eastern High School, Washington,\nD. C. (1937); Benjamin R. Haynes, Professor of Business Education, University of South¬\nern California, Eos Angeles, Calif. (1937).\n\nDepartment\n\nof Classroom\n\nTeachers\n\nPresident — Daisy Lord, 1027 West Main St., Waterbury, Conn. (High-School Teacher).\nVicepresident — Mrs. Myrtle Hooper Dahe, Hiawatha School, 42nd Avenue South and 42nd\nSt., Minneapolis, Minn. (Elementary Teacher).\nSecretary — Mrs. Mary D. Barnes, 223 Summit Road, Elizabeth, N. J. (Elementary Teacher).\nDirector Ex Officio — Faye Read, 131 Vernon Place, Pueblo, Colo. (Elementary Teacher).\nRegional Directors — Middle Section, Mary C. Ralls, Elementary Teacher, 6529 Jefferson St.,\nKansas City, Mo. (1935); Western Section, Albert M. Shaw, High-School Teacher, 2833\nEstara Ave., Los Angeles, Calif. (1936); Eastern Section, Emily A. Tarbell, High-School\nTeacher, 235 Glenwood Ave., Syracuse, N. Y. (1937).\n\nDepartment\n\nof Deans\n\nof Women\n\nPresident — Agnes Ellen Harris, Dean of Women, University of Alabama, University, Ala.\nFirst Vicepresident — Harriett M. Allyn, Academic Dean, Mt. Holyoke College, South Had¬\nley, Mass.\nSecond. Vicepresident — Jessie CoopE, Assistant\nHigh School, Washington, D. C.\n\nPrincipal, and\n\nDean\n\nof Girls, McKinley\n\nTechnical\n\nSecretary — Evelyn W. Jones, Dean of Women, University of Arizona, Tucson, Ariz.\nTreasurer — Elsie M. Smithies, Assistant Principal, University of Chicago High School, Chi¬\ncago, Ill.\nHeadquarters Secretary — Gwladys W. Jones, 1201 Sixteenth St., Washington, D. C.\n\nDepartment\n\nof Elementary\n\nSchool\n\nPrincipals\n\nPresident — M. Emma\nBrookes, Principal, Miles-Cranwood Schools, Cleveland, Ohio.\nFirst Vicepresident — Aaron Kline, Principal, Pullman-Poe Schools, Chicago, Ill.\nSecond Vicepresident — Edythe J. Brown, Principal, Kaley and Marquette Schools,\nBend, Ind.\nThird^ Vice president — Ira\n\nM.\n\nKline,\n\nPrincipal,\n\nGreenburgh\n\nNumber\n\n8 Schools,\n\nWhite\n\nSouth\nPlains,\n\nFourth V icepresident- — Sarah L. Young, Principal, Parker School, Oakland, Calif.\nFifth Vicepresident — Mrs. Edith B. Joynes, Principal, George Washington and Robert\nExecutive\nExecutive\n\nGate-\n\nVa.\n\nNorfolk,\n\nSchools,\n\nwood\n\nSecretary — Eva G. Pinkston, 1201 Sixteenth\nCommittee— Herbert C. Hansen, Principal,\n\nSt., Washington, D. C.\nTalcott School, Chicago,\n\nIll. (1935);\n\nCassiE F, Roys, Principal, Walnut Hill School, Omaha, Nebr. (1936); Earl R. Laing,\nPrincipal, Burt School, Detroit, Mich. (1937); Mason A. Stratton, Principal, Brighton\nAvenue School, Atlantic City, N. J. (1938).\n\nDepartment\nPresident — Mrs.\n\nAngeles,\n\nEugenia\n\n. Colo.\n\nSecretary — Mrs.\n\nMarino,\n\nExecutive\n\nWest\n\nCalif.\n\nVicepresident — Mrs.\n\nCalif.\n\nof Kindergarten-Primary\n\nDaisy\n\nJones\n\nCarnall\n\nFlorence\n\nCommittee — Norma\n\n(Kindergarten\n\n(Teacher,\n\nPrimary\n\nHampton\n\n(Kindergarten\n\nSmith,\n\nDepartment\n\nState\n\nEducation\n\nTeacher),\n\n318\n\nGrades),\n\nColumbian\n\nTeacher),\n\nS.\n\n1210\n\nof Education,\n\nBenton\n\nWay,\n\nSchool,\n\nGranada\n\nMontgomery,\n\nDenver,\n\nAve.,\nAla.\n\nLos\n\nSan\n\n(1935);\n\nGeraldine McEnerny, 137 N. Mason Ave., Chicago, Ill. (1936); Dodie HooE, Board of\nof Education, Dallas, Texas (1937), Helen Johnson, Central State Teachers College, Mt.\nPleasant, Mich. (1938).\n\nDepartment\nPresident — Estelle\n\nLeague\n\nfor Hard\n\nVicepresident — Eliza\n\n25\n\nWashburn\n\nE.\n\nSamuelson,\n\nof Hearing,\nC.\n\nAve.,\n\nSecretary-Treasurer\n— Jane\nIll.\n\nSupervisor,\n\n480 Lexington\n\nHannegan\n\nPortland,\n\n(Teacher\n\nMaine.\n\nCronholm\n\nEducational\n\nAve., New\n\nof\n\n(Teacher,\n\nDepartment\nOfficers to be appointed.\n\nof Lip Reading\n\nSpeech\nPublic\n\nof Music\n\nand\n\nYork,\n\nVocational\n\nReading),\n\nSchools),\n\nWork,\n\nN. Y.\n\nPortland\n\n1213\n\nEducation\n\n7th\n\nNew\n\nEvening\n\nAve.,\n\nRock\n\nYork\nSchool,\nIsland,\n\n"}
{"page": 838, "printed_page": null, "text": "832\n\nNational\n\nEducation\n\nDepartment\nPresident\nR. E. J aggers,\nfort, —Ky.\n\nDirector\n\nVicepresident — Anna Swenson,\ntion, St. Paul, Minn.\n\nof Rural Education\n\nof Rural\n\nDirector\n\nSecretary— Mrs. Katherine M. Cook,\nEducation, Washington, D. C.\n\nAssociation\n\nEducation,\n\nof\n\nChief,\n\nRural\n\nState Department\n\nEducation,\n\nDivision\n\nState\n\nof Special\n\nof Education,\n\nDepartment\n\nProblems,\n\nU.\n\nFrank¬\n\nof\n\nEduca¬\n\nS. Office of\n\nExecutive Committee — HekEn Hay Heye, Assistant in Rural Education, State Education De¬\npartment, Albany, N. Y. (1935); O. H. Plenzke, Secretary, Wisconsin Teachers Associa¬\ntion, 716 Insurance Bldg., Madison, Wis. (1936); Fannie W. Dunn, Professor of Rural\nEducation, Teachers College, Columbia University, New York, N. Y. (1937); Sue Powers,\nSuperintendent of Shelby County Schools, Memphis, Tenn. (1938); Fred C. Fischer,\nDeputy Commissioner, Wayne County Schools, 2615 Barium Tower, Detroit, Mich. (1939).\n\nDepartment\n\nof School\n\nHealth\n\nand Physical Education\n\nPresiding — A. W. Thompson, State Teachers College, West Chester, Pa.\ni icepresident Edna W. Baieey, Associate Professor of Education, University\nBerkeley, Calif.\n\nof California,\n\nSecretary-Treasurer— James E. Rogers, Director, National Physical Education Service, 315\nFourth Ave., New York, N. Y.\nExecutive Committee — William E- Burdick, State Director of Physical Education, 7 East\nMulberry St., Baltimore, Md. (1935); Ethel Perrin, American Child Health Association,\n450 Seventh Ave., New York, N. Y. (1936); F. W. Maroney, Columbia University, New\n\\ ork, N Y. (1937); A. G. Ireland, State Director of Health and Physical Education 1208\n1 renton Trust Bldg., Trenton, N. J. (1938).\n\nDepartment\n\nof Science\n\nInstruction\n\nPresident — Ira C. Davis, Instructor, University High School, Madison. Wis\nViceprestdent— Mildred Faiiy, Principal, Schneider School, 2957 N. Hoyne Ave., Chicago,\nSecretary — Esther Scott, School Administration, Annex No. 1, Washington D C\nTreasurer— Ralph C. Bedell, Instructor, Teachers College, Kirksville, Mo.\n\nDepartment\n\nof Secondary\n\nIll.\n\nEducation\n\nPresident — Ernest D. Lewis, Room 1901, 130 West 42nd St., New York, N. Y.\nVicepresident — George R. Rankin, Boys Technical High School, Milwaukee, Wis.\nSecretary — Ann E. Ryder, Dickinson High School, Jersey City, N. J.\nTreasurer — George M. Strong, East High School, Columbus, Ohio.\nRegional Directors— Robert W. House, Director for Southern Region, Salem High School,\nSalem, _ Va. ; S. O. Severson, Director for Midwestern Region, South High School, Min¬\nneapolis, Minn. ; Grace KenEhan, Director for Intermountain Region, Chester S. Morey\nJujdoT High School, Denver, Colo.; Grace M. Davis, Director for Pacific Region, Modesto\nHigh School, Modesto, Calif.; Augustus Ludwig, Director for Eastern Region, Pershing\nJunior High School, Brooklyn, N. Y.\n\nDepartment\n\nof Secondary\n\nSchool\n\nPresident — Charles F. Ai.lEn, Principal, West Side Junior\nFirst Vicepresident — Harrison C. Lyseth, State Supervisor\nMaine.\n\nPrincipals\nHigh School, Little Rock, Ark.\nof Secondary Education, Augusta,\n\nSecond Vicepresident — Willard N. Van Slyck, Principal, High School, Topeka, Kans.\nSecretary-Treasurer — H. V. Church, 5835 Kimbark Ave., Chicago, Ill.\nExecutive Committee — -Robert B. Clem, Principal, Shawnee High School, Louisville, Ky.;\nMerton C. Hill, Director of Admissions, University of California, Berkeley, Calif.; W. LNewton,\n\nHeadmaster,\n\nRome\n\nFree\n\nAcademy,\n\nDepartment\nPresident — Howard\nbridge, Mass.\n\nE.\n\nWilson,\n\nSecond Vicepresident — Roy O.\nSchools, Pittsburgh, Pa.\n\nSecretary-Treasurer — Bessie L. Pierce,\nof Chicago, Chicago, Ill.\nBoard\n\nof Directors — Cecelia\n\nWilliam\n\nA.\n\nHamm,\n\nSocial\n\nof\n\nY.\n\nProfessor\nHigh\n\nDepartment,\n\nHarvard\n\nof Education,\n\nDirector,\n\nUniversity\n\nStudies\n\nEducation,\n\nProfessor\n\nAssistant\nAssociate\n\nR. Trvine,\n\nHead,\n\nSchool\n\nAssistant\n\n‘Hughes,\n\nN.\n\nof Social Studies\n\nGraduate\n\nFirst Vicepi'esident — Edgar B. Wesley,\nnesota, Minneapolis, Minn.\n\nRome,\n\nCurriculum\nof American\n\nSchool,\nWalton\n\nWest\nHigh\n\nUniversity,\n\nCam¬\n\nUniversity\n\nof Min¬\n\nDepartment,\n\nPublic\n\nHistory,\nLos\n\nUniversity\n\nAngeles,\n\nSchool,\n\nNew\n\nCalif.;\nYork,\n\n"}
{"page": 839, "printed_page": null, "text": "Association al\n\nRecords\n\nand\n\nInformation\n\n833\nDepartment\nPresident — Lavii.LA\nMadison, Wis.\n\nA. Ward,\n\nof Special Education\n\nSupervisor\n\nof Special Classes, Department\n\nVicepresident — F. B. Smith, 2717 9th Ave., Sacramento, Calif.\nSecretary-Treasurer — Mrs. Ruby Coutu, Guidance and Speech\ntion, Madison, Wis.\n\nDepartment\n\nof Public\n\nCorrection,\n\nInstruction,\n\nBoard\n\nof Educa¬\n\nof Superintendence\n\nPresident — E. E. ObErholtzer. Superintendent of Schools, Houston, Texas.\nFirst Vicepresident — Paul C. Stetson, Superintendent of Schools, Indianapolis, Ind.\nSecond Vicepresident — A. J. Stoddard, Superintendent of Schools, Providence, R. I.\nExecutive Secretary — Sherwood D. Shankland, 1201 Sixteenth St., Washington, D. C.\nExecutive Committee — Members by election: Ben G. Graham, Superintendent of Schools, Pitts¬\nburgh, Pa.; Carroll R. Reed, Superintenent of Schools, Minneapolis, Minn.; Charles S.\nMeek,\n\nSouth\n\nSuperintendent\n\nPasadena,\n\nof Schools,\n\nToledo,\n\nOhio;\n\nof Supervisors\n\nand\n\nCalif.\n\nDepartment\n\nPresident — Paul T. Rankin,\ncation, Detroit, Mich.\n\nSupervising\n\nGeorge\n\nDirector,\n\nC. Bush,\n\nDirectors\nDepartment\n\nSuperintendent\n\nof Schools,\n\nof Instruction\nof Instruction,\n\nBoard\n\nof Edu¬\n\nFirst Vicepresident — Eeonard Power, Assistant Superintendent of Schools, Tulsa, Okla.\nSecond V ice president— Helen J. Piper, Supervisor of School Grades 4, 5, and 6, Eynn, Mass.\nSecretary-Treasurer — James F. Hosic, Professor of Education, Teachers College, Columbia\nUniversity, New York, N. Y.\nExecutive Committee — Officers of the Department, ex-officio: Mildred English, Assistant\nSuperintendent of Schools, Raleigh, N. C. ; Ernest Horn, Professor of Education, State\nUniversity of Iowa, Iowa City, Iowa; J. Cayce Morrison, Assistant Commissioner for\nElementary Education, State Department of Education, Albany, N. Y.\n\nDepartment\nPresident — Leila\nGa.\n\nof Supervisors\n\nBunce,\n\nSupervisor\n\nand Teachers\n\nof Home\n\nEconomics,\n\nof Home\n\nFulton\n\nCounty\n\nEconomics\nHigh\n\nSchools, Atlanta,\n\nViceprcsident — Ada Kennedy, Head, Home Economics Department, John Muir Technical High\nSchool, Pasadena, Calif.\nSecretary — Alice L. Currier, Supervisor of Home Economics, 12 Howard Ave., Pawtucket,\nR. I.\nTreasurer— Miriam\nSt.,. York, Pa.\n\nA. Weikert,\n\nHome\n\nDepartment\n\nEducation\n\nAdviser\n\nof Visual\n\nfor York\n\nCounty,\n\n1203\n\nSouth\n\nQueen\n\nInstruction\n\nPresident — Wilber Emmert, Director of Visual Education, State Teachers College, Indiana, Pa.\nSecretary-Treasurer — Ellsworth C. Dent, 1201 Sixteenth St., N. W., Washington, D. C.\nFirst Vicepresident — Mrs. Grace Fisher Ramsey, American Museum of Natural History, 77th\nSt. and Central Park West, New York, N. Y.\nSecond Vicepresident — Rupert Peters, Director of Visual Instruction, Public Schools, Kansas\nCity, Mo.\nExecutive Committee- — Daniel C. Knowlton, Associate Professor of Education, New York\nUniversity, New York, N. Y. (1935); John A. Hollinger, Director of Nature Study and\nVisualization, Public Schools, Pittsburgh, Pa. (1936); William H. Dudley, 736 South\nWabash Ave., Chicago, Ill. (1937); Mrs. Grace Fisher Ramsey, American Museum of\nNatural History, 77th St. and Central Park West, New York, N. Y. (1938); Robert Col¬\nlier,\n\nJr., Director\n\nof Visual\n\nInstruction,\n\nM. Koon, Senior Specialist in Education\nof Interior, Washington, D. C. (1940).\n\nDepartment\n\nSouth\n\nHigh\n\nby Radio,\n\nSchool,\n\nDenver,\n\nColo.\n\n(1939);\n\nU. S. Office of Education,\n\nof Vocational\n\nCline\n\nDepartment\n\nEducation\n\nPresident — Howard L. Briggs, Supervisor, Trades Training, Tennessee Valley Authority, Nor¬\nris, Tenn.\nSecretary — Charles W. Sylvester, Director, Vocational Education, Public Schools, Balti¬\nmore, Md.\n\n"}
{"page": 840, "printed_page": null, "text": "834\n\nNational\n\nCOMMITTEES\n\nCOMMITTEE\n\nEducation\n\nOF\n\nTHE NATIONAL\nASSOCIATION 1933-34\n\nEDUCATION\n\nON\n\nTEACHERS\n\nCIVIL\n\n(Authorized\n\nExecutive\n\nby\n\nCommittee\n\nS., 2121\n\nPark\n\nAve.,\n\nSERVICE\n\nRepresentative\n\nDuShane, Donald, Chairman; Superintend¬\nent, Columbus Public Schools, Columbus,\nInd.\nAdair, Cornelia\nmond, Va.\n\nAssociation\n\nRich¬\n\nCody, Frank, Superintendent, Detroit Pub¬\nlic Schools, Detroit, Mich.\nWilson, Josephine, President, Dallas Grade\nTeachers’ Council, 1220 Kirby Bldg., Dal¬\nlas, Texas\n\nApplegate, Mrs. Stella S., 304 Stacy Trent\nHotel, Trenton, N. J.\nArcher, C, H., Registrar, Concord State\nTeachers College, Athens, W. Va.\nBailey, Francis L., Commissioner of Educa¬\ntion, Montpelier, Vt.\nBaldwin, Hariette, Medford, Ore.\nBalliette, R. E., Superintendent, Antigo Pub¬\nlic Schools, Antigo, Wis.\nBanting, G. O., Superintendent, Waukesha\nPublic Schools, Waukesha, Wis.\nBooth, C. L., Superintendent, Pasco Public\nSchools, Pasco, Wash.\nBowden, A. L., President, New Mexico State\nTeachers’ College, Silver City, N. M.\nBowman, C. O., Superintendent, Jackson\nCounty Schools, Medford, Ore.\nCameron, Ernest T., Executive Secretary,\nMichigan Education Association, 935\nNorth Washington Ave., Lansing, Mich.\nCarmichael, H. F., Principal, Roosevelt\nJunior High School, Decatur, Ill.\nCarr, A. T., Principal, Nathan Hale Junior\nHigh School, Cleveland, Ohio\nCouch, Edward B., Chairman, State Tenure\nCommittee of California, 1133 North\nEverett St., Los Angeles, Calif.\nDahl, Mrs. Myrtle Hooper, 3527 Pillsbury\nAve., Minneapolis, Minn.\nDann, George J., Superintendent, Oneonta\nPublic Schools, Oneonta, N. Y.\nDavison, George Millard, Principal, The\nAbraham Lincoln Junior High School, 530\nRidgewood Ave., Brooklyn, N. Y.\nDeCamp, John A., Superintendent, Utica\nPublic Schools, Utica, N. Y.\nDick, L. C., Superintendent, Madison County\nSchools, London, Ohio\nDickinson, Florence M., Assistant Principal,\nBonsall School, Haddonfield, N. J.\nDrake, Flora E., 2230 Brookside Ave., In¬\ndianapolis, Ind.\nEarly, John J., Superintendent, Sheridan\nPublic Schools, Sheridan, Wyo.\nEvans, C. Ray, Principal, North Summit\nHigh School, Coalville, Utah\nEvenden, E. S., Teachers College, Colum¬\nbia University, New York, N. Y.\nEverett, Ralph W., Sacramento Junior Col¬\nlege, Sacramento, Calif.\nGates, C. Ray, Superintendent, Grand Island\nPublic Schools, Grand Island, Nebr.\nGayman, H. E., 400 North Third St., Harris¬\nburg, Pa.\nGibbs, Stanley, Newark, Del.\n\nFOR\nAssembly)\n\nGilligan, James R., Superintendent, Dunmore Public Schools, Dunmore, Pa.\nHale, Mrs. Gertrude, 58 Lewis St., Athol.\nMass.\nHart, Harry T., Principal, Stevens School,\nStamford, Conn.\nHinman, Harriett L., Supervisor of Research\nand Instruction, The Board of Education,\nToledo, 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.\nKittrell, Charles A., Superintendent, West\nWaterloo Public Schools, West Waterloo,\nIowa\nLain, Nell E., 4518 Montgall St., Kansas\nCity, Mo.\nLloyd, S. M., Principal, Robert E. Lee\nSchool, Dallas, Texas\nLord, Mary A., North Junior High School,\nSioux City, Iowa\nLoughran, Loretto, 1642 Fairfax St., Den¬\nver, Colo.\nMacLaren, Roland T., Principal, George\nWashington School, Williamsport, Pa.\nMcConnell, John Preston, President, State\nTeachers College, East Radford, Va.\nMuller, Edgar, 3909 Linwood Ave., Oakland,\nCalif.\nNicely, O. W., Room 54 Y. M. C. A., Indian¬\napolis, Ind.\nNissen, S. B., Editor, South Dakota Educa¬\ntion Association Journal, Perry Building,\nSioux Falls, S. D.\nNorton, Mrs. Alice R., Principal, San Miguel\nSchool, San Francisco, Calif.\nO’Connor, Mary Elizabeth, Supervisor of\nElementary Schools, Natick, Mass.\nPhelps, Shelton J., Dean, George Peabody\nCollege for Teachers, Nashville, Tenn.\nPitts, Gertrude, 915 Cumberland St., Little\nRock, Ark.\nRoe, Warren A., Principal,\nSchool, Newark, N. J.\n\nAlexander\n\nSchantz, C. W. W.. Superintendent,\nSpecial School District, Smvrna,\n\nStreet\nSmyrna\nDel.\n\nShawkey, M. P^, President, Marshall Col¬\nlege, Huntington, W. Va.\nSheehan, Mary A., Asst. Prin.. Washington\nJunior High School, 725 Clifford Ave.,\nRochester, N. Y.\nShepherd, Grace M., 803 North Mulberry\nSt. Maryville. Mo.\nSmall, Irving W., Superintendent, Bangor\nPublic Schools, Bangor, Maine\nSmith, C. O., 312 North Hersey St., Beloit,\nKans.\nStaley, A. H., Superintendent, Hastings Pub¬\nlic Schools, Hastings, Nebr.\nStevenson, Fred G., 737 Seventh St., La\nSalle, Ill.\nStiles, Chester D., Superintendent, Westfield Public Schools, Westfield, Mass.\nThompson, Oliver Scott, Superintendent,\nCompton\nUnion\nDistrict Secondary\nSchools, Compton, Calif.\n\n"}
{"page": 841, "printed_page": null, "text": "Associational\n\nRecords\n\nTigert, John J., President, University of\nFlorida, Gainesville, Fla.\nWeeks, Zoraida, 506 Main St., Oneida, N. Y.\n\nCOMMITTEE\n\nON\n\nand\n\n835\n\nInformation\n\nWhitacre, Martha, Richmond, Ind.\nWolaver, Florence E., 1734 Orrington\nEvanston, Ill.\n\nAve.,\n\nCREDENTIALS\n\nSpencer, Robert R., Chairman; Principal,\nRoosevelt High School, Honolulu, Hawaii.\nAlexander, Fred M., Principal, High School,\nNewport News, Va.\nAndrist, D. A., La Salle Apartments, Fargo,\nN. D.\n\nKelly, Florence, 305 New Jersey St., Tacoma,\nWash.\nKing, W. P., Executive Secretary, Kentucky\nEducation Association, Louisville, Ky.\nLayton, C. M., Superintendent of Schools,\nWooster, Ohio.\n\nBell, Josephine, Principal, Senior High\nSchool, Blackwell, Okla.\nBenezet, L. P., Superintendent of Schools,\nManchester, N. H.\nBoyle, Harry A., Principal, Thomas Street\nSchool, 48 Burncoat Ter., Worcester,\nMass.\n\nLopez, Roderiguez, Director, General Ele¬\nmentary Urban Schools, Department of\nEducation, San Juan, Puerto Rico.\nLujan, Manuel, Superintendent, Santa Fe\nCounty Schools, Santa Fe, N. M.\nMaehling, Hilda, Junior High School, 1357\nThird Ave., Terre Haute, Ind.\nMarsh, J. Frank, President, Concord State\nTeachers College, Athens, W. Va.\nMitchell, Helen A., Principal, Freeman\nSchool, Phillipsburg, N. J.\nMorse, F. L. S., Superintendent of Schools,\nRockland, Maine.\n\nBracken, John, Superintendent of Schools,\nClayton, Mo.\nBrainerd, Fred A., 2044 S. E. Ellis St., Port¬\nland, Ore.\nBrown, Raymond\nN., Superintendent of\nSchools, Thomaston, Conn.\nCaufield, Emma\nM., Superintendent, Cum¬\nberland Public Schools, Valley Falls, R. I.\nChristensen, W.\nW., Superintendent of\nSchools, Idaho Falls, Idaho.\nConnor, Lila, 129 Pinckney St., Chester,\nS. C.\nConyers, Mrs. Katie Belle, L. C. Humes\nHigh School, Memphis, Tenn.\nDonecker, Frances, 2265 Monumental St.,\nSan Antonio, Texas.\nDoyle, Mary, Central High School, 2165\nFairmount Ave., St. Paul, Minn.\nF.llsworth, Aletha, Fordson High School,\nDearborn, Mich.\nErickson, Everette R., Douglas School,\nDouglas, Alaska.\nFitzGerald, James E., Principal, Hopkins\nSchool, Sioux City, Iowa.\nFoulk, Margaret, Bayard Jr. High School,\n2301 Washington St., Wilmington, Del.\nFowler, B. A., Executive Secretary, Utah\nEducation Association, 316 Vermont Bldg.,\nSalt Lake City, Utah.\nHalberg, Anna, Professor of Education, Wil¬\nson Teachers College. Washington, D. C.\nHayes, Frieda S., 156 Tremper Ave., King¬\nston, N. Y.\nHinson, M. R., State Department of Educa¬\ntion, Tallahassee, Fla.\nHouston, Gabriel, Principal, Oakhurst\nSchool, Clarksdale, Miss.\nJackson, C. W., 4301 East 14th St., Long\nBeach, Calif.\n\nO’Neill, Mary, High School,\nPerry,\n2025 Peniston\nleans, Ruby,\nLa.\n\nEly, Nev.\nSt., New\n\nOr¬\n\nPeterson, A. T., Superintendent of Schools,\nBillings, Mont.\nPipkin, John G., Business Manager, Public\nSchools, Little Rock, Ark.\nRathbun, T. E., Superintendent, Garrett\nCounty Schools, Oakland, Md.\nReschke, Alfred, 2809 N. 45th St., Milwau¬\nkee, Wis.\nRowe, J., Secretary, Board of Education,\nWestern Springs, Ill.\nShafer, Morris\ntown, Pa.\n\nL., 2018\n\nStarn, Bertha,\nNebr.\n\n1023\n\nHighland\n\nLincoln\n\nSt.. Allen¬\n\nSt., Beatrice,\n\nStevenson, H. E., Superintendent of Schools.\nGlobe, Ariz.\nVan Slyck, Willard N., 832 Anderson Court,\nTopeka, Kans.\nVaughan, Joseph T., Principal, Bush School,\nBirmingham, Ala.\nWannamaker, George W., Superintendent of\nSchools, Griffin, Ga.\nWarren, Jule B., P. O. Drawer 274, Raleigh,\nN. C.\nWhite, Roscoe H., Superintendent of Schools,\nCheraw, Colo.\nWeiting, C. Maurice, Principal, High School,\nLennox. S. D.\nWiggin, Joseph H., Principal, Brattleboro\nHigh School, Brattleboro, Vt.\n\nCOMMITTEE\nTO COOPERATE\nWITH\nTHE NATIONAL\nASSOCIATION\nOF TEACHERS\nIN\nCOLORED\nSCHOOLS\n(Authorized\n\nby Representative\n\nNewbold, N. C., Chairman; State Director\nof Negro Education, State Department of\nEducation, Raleigh, N. C.\nArcher, Frederick, Superintendent, Louis¬\nville Public Schools, Louisville, Ky.\nAtkins, S. G., President, The WinstonSalem\nN.\nC.\n\nTeachers’\n\nCollege,\n\nWinston-Salem,\n\nAssembly)\n\nBond, W. F., State Superintendent of Edu¬\ncation, Jackson, Miss.\nCarney, Mabel, Teachers College, Columbia\nUniversity, New York, N. Y.\nDavis, Jackson, Associate Director of Edu¬\ncation, General Education Board, 804\nGrace-American Building, Richmond, Va.\n\n"}
{"page": 842, "printed_page": null, "text": "836\n\nNational\n\nEducation\n\nDuckrey, Tanner G., Principal, Paul Laur¬\nence Dunbar Public School, Twelfth St.\nabove Columbia Ave., Philadelphia, Pa.\nDuke, E. A., Rural School Supervisor, State\nDepartment of Public Instruction, Okla¬\nhoma City, Okla.\nFavrot, Leo M., General Field Agent, Gen¬\neral Education Board, 916 Louisiana Na¬\ntional Bank Bldg., Baton Rouge, La.\nEdwards, Margaret M., Director, Depart¬\nment of Home Economics, The Woman’s\nCollege of The University of North Caro¬\nlina, Greensboro, N. C.\nGrossley, R. S., President, State College for\nColored Students, Dover, Del.\nHale, W. J., President, Tennessee Agricul¬\ntural and Industrial State College, Nash¬\nville, Tenn.\nHall, Sidney B., State Superintendent of\nPublic Instruction, Richmond, Va.\nHope, James H., State Superintendent of\nEducation, Columbia, S. C.\nHuffington, J. Walter, Supervisor of Negro\nSchools, State Department of Education,\nBaltimore, Md.\nJohnson, Charles S., Director, Department\nof Social Science, Fisk University, Nash¬\nville, Tenn.\nKlein, Arthur J., Department of Education,\nOhio State University, Columbus, Ohio.\nLee, J. R. E., President, The Florida Agri¬\ncultural and Mechanical College, Talla¬\nhassee, Fla.\n\nCOMMITTEE\n\nON\n\nHORACE\n\nLucas, M. Grant, 1738 15th St., N. W.,\nWashington, D. C.\nMcAlister, H. L., President, The Arkansas\nState Teachers’\nConway, Ark.\n\nSmith, Payson, Chairman; Commissioner\nEducation, Boston, Mass.\n\nON\n\nTHE\n\nWilkinson,\nintendent\nD. C.\n\nBuckingham,\nton Place,\n\nB. R., Chairman;\nBoston, Mass.\n\nby\n\nBarnard, Florence,\nline, Mass.\n\nJOINT\n\n1658\n\nBeacon\n\nCOMMITTEE\n\nCENTENNIAL\n\n(Authorized\n\nHall, Elizabeth, Assistant Superintendent,\nMinneapolis Public Schools, Minneapolis,\nMinn.\nMorgan, Arthur, Chairman, Board of Di¬\nrectors, Tennessee Valley Authority, Tem¬\nporary Building F, Washington, D. C.\nSkidmore, Charles H., State Superintendent\nof Public Instruction, Salt Lake City,\nUtah\n\nSTATUS\n\nOF\n\nTHE\n\nTEACHER\n\nAssembly)\n\nCoxe, W. W., Director, Educational Re¬\nsearch Division, The University of the\nState of New York, Albany, N. Y.\nMcGaughy, J. R., Professor of Education,\nTeachers College, Columbia University,\nNew York, N. Y.\n\nHEALTH\nby\n\nCELEBRATION\n\nCommittee)\n\n15 Ashbur¬\n\nON\n\nAve.,\n\nWright, Arthur D., President, The John D.\nSlater Fund, 726 Jackson Place, N. W.,\nWashington, D. C.\n\nRepresentative\n\nSt., Brook¬\n\nLouisiana\n\nWilliams, W. T. B., Dean, Tuskegee Nor¬\nmal and Industrial Institute, Tuskegee\nInstitute, Ala.\n\nof\n\nBallou, Frank W., Superintendent, District\nof Columbia Public Schools, Franklin\nSchool Building, Washington, D. C.\n\nStation,\n\nGarnet, First Assistant Super¬\nof Public Schools, Washington,\n\nWilliams, Fannie C., 1922\nNew Orleans, La.\n\nECONOMIC\n\n(Authorized\n\nNormal\n\nRead, Florence M., President, Spelman Col¬\nlege, Atlanta, Ga.\nSmith, S. L., Director for Southern Office,\nJulius Rosenwald Fund, Cotton States\nBuilding, Nashville, Tenn.\nSanders, W. W., State Supervisor of Negro\nSchools, State Department of Education,\nCharleston, W. Va.\nStilwell, H. W., President, Texas State\nTeachers Association, 410 East Weath¬\nerford St., Fort Worth, Texas.\n\nColtrane, Eugene J., President, Brevard Col¬\nlege, Brevard, N. C.\nDorsey, Mrs. Susan M., 1506 Arapahoe St.,\nLos Angeles, Calif.\nEldred, Arvie, Secretary, New York State\nTeachers Association, 240 State St., Al¬\nbany, N. Y.\n\nCOMMITTEE\n\nCollege,\n\nPayne, A. C._, Head, Dept, of Education,\nIndiana State Teachers College, Terre\nHaute, Ind.\n\nMANN\n\n(Special\n\nAssociation\n\nPROBLEMS\n\nRepresentative\n\nIN\n\nEDUCATION\n\nAssembly)\n\nWood, Thomas\nD., Chairman; Teachers\nCollege, Columbia University, New York,\nN. Y.\n\nBurdick, William D., Director, Playground\nAthletic League, Inc., 7 East Mulberry\nSt., Baltimore, Md.\n\nBrownell, Clifford L., Associate Chairman;\nProfessor of Physical Education, Teach¬\ners College, Columbia University, New\nYork, N. Y.\n\nBurnham, William H., The Bancroft Hotel,\n(Clark University), Worcester, Mass.\nBurns, H. B., Director of Hygiene, Pitts¬\nburgh Public Schools, Administration\nBuilding, Pittsburgh, Pa.\n\nBlack, George H., Delta Kappa Epsilon\nClub (New York University), 5 East\nFifty-first St., New York, N. Y.\nBradford, Mrs. Hugh, President, Child Wel¬\nfare Magazine, 1215 Thirty-ninth St.,\nSacramento, Calif.\n\nChayer, Ella, Department of Nursing Ed¬\nucation, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nCody, Frank, Superintendent, Detroit Public\nSchools, Detroit, Mich.\n\n"}
{"page": 843, "printed_page": null, "text": "Associational\n\nRecords\n\nCornell, Walter S., Director, Medical In¬\nspection, Philadelphia Public Schools,\nParkway at 21st St., Philadelphia, Pa.\nGraves, Frank Pierrepont, State Commis¬\nsioner of Education, Albany, N. Y.\nHale, Florence, Editor, The Grade Teacher ,\n425 Fourth Ave., New York, N. Y.\nHarris, Cara L., Associate Professor of\nHealth Education, University of Tennes¬\nsee, Knoxville, Tenn.\nHemstreet, A. Earle, Principal, Parkside\nSchool, 2234 Main St., Buffalo, N. Y.\nMcWilliams, Mrs. Marion Lerrigo, Staff As¬\nsociate, Division of Health Education,\nAmerican Child Health Association, 450\nSeventh Ave., New York, N. Y.\nMurphy, Mary E., Director, Elizabeth Mc¬\nCormick Memorial Fund, 848 North Dear¬\nborn St., Chicago, Ill.\nPatey, Henry C., National Committee for\nMental Hygiene, 450 Seventh Ave., New\nYork, N. Y.\n\nCOMMITTEE\n\nON\n\nON\n\n(Authorized\nWoodward,\nHighland\n\n100\n\nBennion, Milton, Dean, School of Educa¬\ntion, University of Utah, Salt Lake City,\nUtah\nBerman, Samuel, Principal, James R. Lud¬\nlow School, Philadelphia, Pa\nBlack, E. H., Superintendent, Bristow Pub¬\nlic Schools, Bristow, Okla.\nBlair, Francis G., State Superintendent of\nPublic Instruction, Springfield, Ill.\nBlake, Katherine Devereux, 101 West 85th\nSt„ New York. N. Y.\nBoehm, Charles H., Assistant Superinten¬\ndent, Bucks County Schools, Morrisville,\nPa.\n60th\n\nSt., Ke¬\n\nREVENUE\n\nKelley, J. Herbert, Executive Secretary,\nPennsylvania State Education Association,\n400 North Third St., Harrisburg, Pa.\nMerrill, Birdine, Shattuck School, Portland,\nOre.\nWoodruff,\nNormal\n\nRepresentative\n\nAdair, Cornelia S., 2121 Park Ave., Rich¬\nmond, Va.\nAiken, Georgia Whelan, Hotel Alms, Wal¬\nnut Hills, Cincinnati, Ohio.\nAlexander, Thomas, Teachers College, Co¬\nlumbia University. New York, N. Y.\nAllen, J. Edward, Superintendent. Warren\nCounty Schools, Warrenton, N. C.\nAndrews, Mrs. Fannie Fern, 295 Common¬\nwealth Ave., Boston, Mass.\nBarnum, Mrs. Mary G., Director, Seventh\nRegion, National League of Women\nVot¬\ners, 535 Ladera St., Pasadena, Calif.\nBell, Helen L., 2104 North Eighth St.,\nSpringfield, Ill.\nBell, Maude R., 4107 Starr St., Lincoln,\nNebr.\n\nD., 306\n\nOF\n\nCaroline S., Principal,\nSchool, Castleton, Vt.\n\nINTERNATIONAL\nby\n\nChild Health As¬\nAve., New York,\n\nWilson, Charles C., Director, Department\nof Health and Physical Education, Evans¬\nville Public Schools, Evansville, Ind.\n\nCommittee)\n\nAbercrombie, John W., Assistant State Su¬\nperintendent of Education, Montgomery,\nAla.\n\nMary\n\nWhitney, Anne, American\nsociation,\n450 Seventh\nN.\nY.\n\n(Special\n\nAnnie Carleton, Chairman;\nAve., Somerville, Mass.\n\nBradford, Mrs.\nnosha, Wis.\n\nReeve, Mrs. A. H., Vicepresident, Inter¬\nnational Federation of Home and School,\n1520 Spruce St., Philadelphia, Pa.\nStoddard, A. J., Superintendent, Providence\nPublic Schools, Providence, R. I.\nSutton, Willis A., Superintendent, Atlanta\nPublic Schools, Atlanta, Ga.\nSymonds, Percival M., Teachers College,\nColumbia University, New York, N. Y.\nTall, Lida Lee, Principal, Maryland State\nNormal School, Towson, Md.\n\nINCREASE\n\nAdair, Cornelia S., 3208 Hawthorne, Rich¬\nmond. Va.\nJack, William B., Superintendent of Schools,\nPortland, Maine.\n\n837\n\nInformation\n\nTHE\n\nPearse, Carroll G., Chairman; 1721 Ludington Ave., Wauwatosa Branch, Milwaukee,\nWis.\n\nCOMMITTEE\n\nand\n\nCastletcn\n\nRELATIONS\n\nAssembly)\n\nBradley, Helen, 2349 Ashland Ave., Cin¬\ncinnati, Ohio\nBradshaw, Roy, 1628 South Victor St.,\nTulsa, Okla.\nBrooks, L. W., Principal, Wichita High\nSchool .North, Wichita, Kans.\nBrown, Eugenie, The Doanbrooke Hotel,\nCleveland, Ohio\nBrown, Virginia, Principal, South Side\nSchool, Meridian, Miss.\nBurdick, William D., Director, Playground\nAthletic League, Inc., 7 East Mulberry\nSt., Baltimore, Md.\nBurkholder, E. Paul, Supervisor of Schools,\nSussex County Court House, Georgetown,\nDel.\nCasey, William V., Superintendent, Boulder\nPublic Schools, Boulder, Colo.\nChamberlain, Arthur H., Publisher, Over¬\nland Monthly and Outwest Magazine, 623\nH. W. Heilman Bldg., Los Angeles. Calif.\nClark, Mrs. Frances E., Manager, Educa¬\ntional Activities, RCA-Victor Company,\nInc., Camden, N. J.\nClark, Harry, Superintendent, Knoxville\nPublic Schools, Knoxville, Tenn.\nClaxton, P. P., President, Austin Peay Nor¬\nmal School, Clarksville, Tenn.\nClemons, Clarice, Head, Normal Training\nDepartment, Campbell\nCounty High\nSchool, Gillette, Wyo.\nCogilj Annie M. T., Principal, Hayward\nSchool, Lincoln. Nebr.\nCoombs, Daniel. 1412 Kennedy St., N. W.,\nWashington, D. C.\nCoyne, Marie, South 210 Adams St., Spo¬\nkane, Wash.\nCrawford, Mary\nMajor, Nebraska State\nTeachers College, Kearney, Nebr.\n\n"}
{"page": 844, "printed_page": null, "text": "838\n\nNational\n\nEducation\n\nDaniel, Roland B., Superintendent, Colum¬\nbus Public Schools, Columbus, Ga.\nDavis,\nMass. Jesse B., Boston University, Boston,\nDever, Mary, The Women’s Club, 3535 Eu¬\nclid Ave., Cleveland, Ohio\nDonovan, H. L., President, Eastern Ken¬\ntucky State Teachers College, Richmond,\nKy.\nDorsey, Martha W., Head, Department of\nEnglish, George Washington High School,\nIndianapolis, Ind.\nDowling, Evaline, Chairman, World Friend¬\nship Committee of the Los Angeles Pub¬\nlic Schools, Jefferson High School, 1319\nEast 38th St., Los Angeles, Calif.\nDuke, Florence E., 2224 West Grace St.,\nRichmond, Va.\nEarle, I. Newton, Principal, Roosevelt Jun¬\nior High School, New Brunswick, N. J.\nEisner Miriam D., 3098 California St., San\nFrancisco, Calif.\nEldred, Arvie, Secretary, New York State\nTeachers’ Association, 240 State St.,\nAlbany, N. Y.\nEllis, Mabel R., 805 Shrader St., San Fran¬\ncisco, Calif.\nFahey, Sara, 122 West Seventy-fifth St.,\nNew York, N. Y.\nFair, Jessie Frances, Supervisor, Upper\nElementary Department, Dayton Public\nSchools. Dayton, Ohio\nFarrin,. Leon M., Superintendent, Athol\nPublic Schools, Athol, Mass.\nFicke, Alice, Roosevelt High School, Hono¬\nlulu, Hawaii\nFinley, John H., The New York Times, New\nYork, N. Y.\nFull, George D., President, Dudley Lock\nCorporation, 26 North Franklin St., Chi¬\ncago, Ill.\nGardner. Ethel M., Dakota Street School,\n2911 South Thirty-second St., Milwaukee,\nWis.\n\nGleason, Mrs. Martha F., Principal, Ele¬\nmentary School, Carson City, Nev.\nGlenn, . C. B., Superintendent, Birmingham\nPublic Schools, Birmingham, Ala.\nGoodrich, Bessie Bacon, Director, Curriculum Revision, Des Moines Public Schools,\nGarfield Bldg., Des Moines, Iowa\nGosling, Thomas W., Director, American\nJunior Red Cross, Washington, D. C.\nGrassmuck, Erna, Head, Geography Department,\nState Teachers College, Indiana,\nPa.\nGray, Clifton D., President,\nLewiston, Me.\n\nBates\n\nCollege,\n\nGuhin, M. M., Professor of Rural Educa¬\ntion, The Northern Normal and Indus¬\ntrial School, Aberdeen, S. D.\nGyger, John T., Superintendent, Falmouth\nPublic Schools, Falmouth, Me.\nHall; Elizabeth, Assistant Superintendent,\nMinneapolis Public Schools, Minneapolis\nMinn.\n\nHall, Royal G., Professor of History, Al¬\nbion College, Albion, Mich.\nHammond, Vida, 331 Chamber of Commerce\nBuilding, Portland, Ore.\nHeatwole, Cornelius J., Secretary, Virginia\nEducation Association, 401 North Ninth\nSt., Richmond, Va.\nHendrie, William E., Principal, Public\nSchool No. 109, Queens Village, N. Y.\nHobson, Louise B., 166 Arnold Ave., Edgewood Station, Providence, R. I.\nHood, Edna E., Supervisor, Household and\nFine Arts, Kenosha Public Schools, Ad¬\nministration Bldg., Kenosha, Wis.\n\nAssociation\n\nHood, Elizabeth, Supervisor, Department\nof Household Arts, Racine Public Schools,\nRacine, Wis.\nHoward, Daniel, Superintendent, W’indsor\nPublic Schools, Windsor, Conn.\nHoward, Margarette E., Principal, Lincoln\nSchool. Summit, N. J.\n\nHunter, Frederick Maurice, Chancellor, Uni¬\nversity of Denver, Denver, Colo.\nJacobsen, Christine A., 1320 West Fortyfirst Place, Los Angeles, Calif.\nJames, William Alonzo, Principal, Hall\nHigh School, Galveston. Texas\nJamison, Jeannette, Senior High School,\nReading, Pa.\nJean, Sally Lucas, Supervisor of Health\nEducation, Office of Indian Affairs, Post\nOffice Building, Washington, D. C.\nJohnson, M. Irene, Director, Student Teach¬\ning, Manchester College, North Manches¬\nter, 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., 679 12th Ave., San Fran¬\ncisco, Calif.\nKinsey, Juanita, Junior College, Wichita\nFalls, Texas\nLaing, Earl R., Principal, Burt School,\nDetroit, Mich.\nLake, Charles, Superintendent, Cleveland\nPublic Schools, Cleveland, Ohio\nLamkin, Uel W., President, Northwest Mis¬\nsouri\nState Teachers College, Maryville,\nMo.\nLane, C. H., Chief, Agricultural Education\nService, Federal Board for Vocational\nEducation, 1800 H St., N. W., Washing¬\nton, D. C.\nLewis, Mrs. Inez Johnson, State Superin¬\ntendent of Public Instruction, Denver,\nColo.\nLobben, Clara H., 902 Eighth St., North,\nFargo, N. D.,\nLommen,\nGeorgina, Director, Training\nSchool, State Teachers College, Moorhead,\nMinn.\nLongshore, W. T., Principal, Greenwood\nSchool, Kansas City, Mo.\nLord, Daisy, Wilby High School, Waterbury, Conn.\nMacCracken, John H., American Council\non Education, 744 Jackson Place, N. W.,\nWashington, D. C.\nMacKay, Donald W., President, Eastern\nNewM. Mexico Junior College, Portales,\nN.\nMcCollum, R. E., Washington Public\nSchool. Second and Rockford, Tulsa, Okla.\nMcCormick, Elizabeth, Principal, Timothy\nO. Howe School, Superior, Wis.\nMansfield, Mrs. Katharine M., Principal,\nCedar School, Canton, Ohio\nMarsh, Daniel L., President, Boston Uni¬\nversity, 688 Bolston St., Boston, Mass.\nMatthews, A. J., President Emeritus, Ari¬\nzona State Teachers College, Tempe, Ariz.\nMonroe, Paul, Director, International In¬\nstitute, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nMull, Cora E., 5543 Kimbark Ave., Chi¬\ncago, Ill.\nNeer, Robert, Selina, Ohio\nNielson, Minnie J., 901 Fifth Ave., Valley\nCity. N. D.\nNisbett, Mary Leila, 804 West Eighth St.,\nDallas. Texas\nNorton, H. B., Principal,\nBirmingham, Ala.\n\nRobinson\n\nSchool,\n\n"}
{"page": 845, "printed_page": null, "text": "Associational\n\nRecords\n\nO’Connor, Mary\nElizabeth, Supervisor\nElementary Sch\ns, Natick School Del\npartment, Natickool\n, Mass.\nPeterson Mrs. Francis,\n3034 Manoa Road\n1\n.Honolulu, Hawaii\nPltman J. Asbury, Principa\nTeachers College, Salem, l. Salem State\nMass.\n\nLilfcofn, Nef;.PrinCipaI'\n\nEa\"Croft\n\nSch°o1’\n\n“\"al' \"tayr7Mo!Vert’ 6329 Jeffers°\" S‘- Ka\"‘\n\nReed, Carroll R., Superintendent,\napolis Public Schools, Minneapolis, Minne¬\nMinn.\n\nst\n\nCMcfgo\n\nn?\n\nScoville' 2017 Giddin*s\n\nMAatlaLA GaPrinCiPa1’ Whitef°°rd\ncGeorge w- Brackenridge\nr»-?JFh ^ch°o1- San Antonio, Texas\nM^6’ Anna’ 2 Summit Place> St- Joseph,\nRS°hooi\n\nRoack'\nJ^argaret>\nipal. Roach\nSchool, 439 West Wood Princ\nSt., Decatur, Ill.\nRoberts, _ Edward D., Superintende\ncinnati Public Schools, Cincinna nt, Cin¬\nti, Ohio\nRvln ’w\nBoxt 869. Miles City, Mont.\nRyan,\nW. 3ryS’\nCarson,\nJr., Director of Educa*‘on’ Gffice of Indian Affairs,\nUnited\nStates Department of the Interior,\nWash¬\nington, D. C.\n\nSa^on\nAgnes, State Superintendent of\nPublic Instruction, Des Moines\n, Iowa\nSaunders, Joseph H., Superintendent,\nNew¬\nport\nNews Public Schools, Newport News,\nV a .\n\nSexton J. W., Superintendent, Lansing\nPub¬\nlic Schools, Lansing, Mich.\nShepherd, Grace M„ 803 North Mulb\nerry\nSt., Maryville, Mo.\nShibles, Marietta, 5 North Ninth Ave.,\nMount\nVernon, N. Y.\nShinn, Alida Visscher, Mills College,\nMills\nCollege, Calif.\nShcwalter, N. D., State Superintendent\nof\nPublic Instruction, Olympia, Wash.\nSigler, Mrs. Lou I., Assistant Principal,\nOttowa Hills High School, Grand Rapids\n,\nMich.\nSimpson, Janet C., State Teachers College\nFlorence, Ala.\nSmith, Henry Lester, Dean, School of Educa¬\ntion, Indiana University, Bloomington Ind.\nSmith, Jessica, Head, Social Studies Department, Wichita High School North,\nWichita, Kans.\nSmith, Mrs. Margaret Mendenhall, Princi¬\npal, Ebert School, Twenty-third and\nGlenarm Place, Denver, Colo.\nSpaulding, Frederick H., Principal, Hills¬\nborough High School, 5000 Central Ave.,\nTampa, Fla.\nSteele, N. E., Secretary, South Dakota Edu¬\ncation Association, Room 3, Perry Bldg..\nSioux Falls, S. D.\n\nJOINT\nOF\n\n839\nand\n\nInformation\n\nephens,\nmeal\n\nStewart,\n\nE\nL., President, Southwestern\n?na\nI!lstl\nof Liberal and TechLearning, tute\nLafayette,\nLa.\n\nMrs.\n\nCora\n\nWilson,\n\nDirector, Naton Bldg., Washington, D.\nC. Washing¬\n^nnaiiJlllteTX7Cyu-Crusade’ Inc.,\nStratton, Mason, Principal,\nBrighton Ave\nSchool, Atlantic City,\nN. J.\nSt-g.sVera.\n\nBoard\n\nof Education,\n\nHouston,\nSykes, Mrs. Dorothy Eidson,\nG la County Schools, Globe, Superintendent\nAriz.\nTaylor, William S„ Dean, Coll\nege of Eduten KyUniVefSlty °f Kentucky> LexingTwm^’\nus of\nWoidd _A“gust.\n°- Educatio\nSecretar\nFederation\nl,\nn y-Genera\nAssocia¬\n\nThom\nW., Washpson\nSt\"\n,,D Mo.\nAnn\na M.,thCarl\ncSlxteen\nsas\ntion\ntonN- Hote\nCity\nl, Kan¬\n\nTone, car°line E., 1814\nWashington, D. C.\n\nIngleside\n\nTerrace,\n\nHeights,\nTr£nt:’\nCherrydal\ni^del^ude\nR;» e,\n519Va.\nLarsom Lane, Lee\nTuttle, Chester C., Kennebunk,\nMe.\nVaughan, J. P., Superintendent, Inde\npendent\nScho\niviinnol\nDistrict Number Forty, Chisholm\n.\n,\n\n^?gek,\nburgh,pBa\nPa.\n\nvon\n\nKleinSmid,\n\n7 Oakland\n\nRufus\n\nSquare,\n\nB., President,\n\nPitts¬\n\nUni-\n\nWalker, ThomS°U,h\nas ern\nA\"- Lornia\nJ., Edito\nCalifr,\nol and\nScho\nCahf\nS,'unit\ny, Colum\nComm\nbia, Mo\nWalton\nGeorge A., Principal, George\nSchool, George School, Pa.\nPublic Schools, Chester, Pa.\nWDruV D|V[d\nA’ Superintendent, Chester\nWebber George Harris, Head,\nDepartment\nof Education and Psychology,\nGeorgia\nState College for Women, Mill\nedgeville,\n\nWellemeyer J. Fletcher, Dean, Juni\nor College, Ninth and Minnesota Ave., Kans\nas\nCity, Kans.\nWellner, Philip, Chancellor, University\nof\nGeorgia, Athens, Ga.\nWest,\n202Q Pacific> s kane\nV/ ash.Ruth, West\nWilson, Mrs. Alice, Director, World Leagu\nof International Education Associationse\nRoom 521, Phelan Bldg., San Francisco,\nCalif.\nWirt, Lulu E., Nebraska State Teachers Col¬\nlege, Kearney, Nebr.\nWithers, JohnW., Dean, School of Education,\nNew York University, New York, N. Y.\nWoodruff, Caroline S., Principal, State Nor¬\nmal School, Castleton, Vt.\n\nCOMMISSION\nON THE EMERGENCY\nIN EDUCATION\nTHE NATIONAL\nEDUCATION\nASSOCIATION\nAND\nTHE DEPARTMENT\nOF SUPERINTENDENCE\n\n(Special Committee)\nNorton, John K„ Chairman; Professor of\nPreble, Mrs. F. Blanche, 10855 Vernon Ave.\nEducation, Teachers College, Columbia\nChicago, Ill.\nUniversity, New York, N. Y.\nStoddard, A. J., Superintendent, Providence,\nPublic Schools, Providence, R. I.\nCoffman, Lotus. President. University of\nMinnesota, Minneapolis, Minn.\nThrelkeld, A. L., Superintendent, Denver\nEdmonson, J. B., Dean of Education, Uni¬\nPublic Schools, Denver, Colo.\nversity of Michigan, Ann Arbor, Mich.\nWeet, Herbert S., Education Building,\nHall, Sidney B., State Superintendent of\nRochester, N. Y.\nPublic Instruction, Richmond, Va.\nWeglein. David E., Superintendent, Balti¬\nMcCarthy, Blanche, 116 North Charter St.,\nmore Public Schools, Baltimore, Md.\nMadison, Wis.\n\n"}
{"page": 846, "printed_page": null, "text": "840\n\nEducation\n\nNational\n\nTOINT\n\nAssociation\n\nEDUCATION\nOF THE NATIONAL\nCOMMITTEE\nAND THE AMERICAN\nASSOCIATION\nASSOCIATION\nLIBRARY\n\n(Special\nLiveright, Ada F., Chairman; Librarian,\nPedagogical Library, Board of Educa¬\ntion, Philadelphia, Pa.\nBristow, W. H., Education Bureau, De¬\npartment of Public Instruction, Harris¬\nburg, Pa.\nHollis, E. V., Head, Education Depart¬,\nment, .Morehead State Teachers College\nMorehead, Ky.\n\nKennedy, Anna Clarke, Supervisor of School\nLibraries, Education Department, The Uni¬\nversity of the State of New York, Albany,\nN. Y.\n\nLathrop, Edith A., Assistant Specialist in\nSchool Libraries, United States Office of\nEducation, Washington, D. C.\nRoberts, Bertha E., Deputy Superintendent\nfor Elementary School, San Francisco,\nCalif.\nScripture, Elizabeth, Supervisor of School\nLibraries, State Department of Educa¬\ntion, Denver, Colo.\nVought, Sabra W., Chief, Library Division,\nUnited States Office of Education, Wash¬\nington, D. C.\nWitmer, Eleanor M., Librarian, Teachers\nColumbia University, New York,\nCollege,\nN. Y.\n\nEDUCATION\nOF THE NATIONAL\nTOINT COMMITTEE\nCONGRESS\nAND THE NATIONAL\nASSOCIATION\nERS\nTEACH\nAND\nTS\nOF PAREN\n(Authorized\n\nby\n\nBradford, Mrs. Hugh, Chairman; President,\nChild Welfare Magazine , 1215 Thirtyninth St., Sacramento, Calif.\nArlitt, Ada Hart, University\nCincinnati, Ohio\n\nof Cincinnati,\n\nBaylor, Adelaide S., Chief, Home Economics\nEducation Service, United States Office of\nEducation, Washington, D. C.\nBowler, Alida C., National Chairman, Com¬\nmittee o,n Juvenile Protection. National\nCongress of Parents and Teachers; Chil¬\ndren’s Bureau, United States Department\nof Labor, Washington, D. C.\nEd son, Newell W., National Chairman, Com¬\nmittee on Social Hygiene of the National\nCongress of Parents and Teachers, 450\nSeventh Ave., New York, N. Y.\nEnglish, Mildred, Assistant Superintendent,\nRaleigh Public Schools, Raleigh, N. C.\nHammond,\nL. Daisy, Principal, John H.\nPatterson School, Dayton, Ohio\nHosmer, Mrs. Frederick,\nburn, N. Y.\n\nHunter\n\nAve.,\n\nAu¬\n\nLEGISLATIVE\n(Authorized\n\nExecutive\n\nby\n\nAssembly)\n\nRepresentative\n\nLangworthy, Mrs. Mary L., President, Na¬\ntional Congress of Parents and Teachers,\n832 Bryant Ave., Winnetka, Ill.\nLay, Isobel, Editor, Journal of Education, 6\nBeacon St., Boston, Mass.\nLombard, Ellen C., Associate Specialist in\nParent Education, United States Office of\nEducation, Washington, D. C.\nMichaels, Veronica, Pennypacker School,\nLane & Thouron Sts.., Philadelphia, Pa.\nO’Hare, Elizabeth, Principal, Takoma Park\nSchool, Washington, D. C.\nPueblo,\nRead,\nColo. Faye, 131 Vernon Place,\nRobinson, William McKinley, Director, De¬\npartment of Rural Education, Western\nState Teachers College, Kalamazoo, Mich.\nRoys, Cassie F., Principal, Walnut Hill\nSchool, Omaha, Nebr.\nStudebaker, J. W., Superintendent, Des\nMoines Public Schools, Des Moines, Iowa\n\nWhite, Zada A., 107 West\nMinneapolis, Minn.\n\nHall-, Sidney B., Chairman; State Superin¬\ntendent of Public Instruction, Richmond,\nVa.\nGraham, Ben G., Superintendent, Pittsburgh\nPublic Schools, Pittsburgh, Pa.\nGray, Jessie, President, National Education\nAssociation, 1210 Fillmore St., Philadel¬\nphia, Pa,\nJoynes, Mrs, Edith B., Principal, George\nWashington and Robert Gatewood Schools,\nBerkley, Norfolk, Va.\nKirkpatrick, Lee, Superintendent, Paris\nPublic Schools, Paris, Ky.\nMann, C. R., American Council on Educa¬\ntion, 744 Jackson Place, N. W., Washing¬\nton, D. C.\nNorton, John K., Professor of Education,\nTeachers College, Columbia University,\nNew York, N. Y.\n\nSt.,\n\nGeorge F., United States Commis¬\nZook,\nsioner of Education, United States Office\nof Education, Washington, D. C.\n\nCOMMISSION\n\nRepresentative\n\nCommittee\n\nFifty-second\n\nAssembly)\n\nRichmond, James H., State Superintendent\nof Public Instruction, Frankf&rt, Ky.\nWeglein, David, Superintendent, Baltimore\nPublic Schools, Baltimore, Md.\nAiken,\n\nGeorgia\n\nWhelan,\n\nPresident,\n\nNational\n\nLeague of Teachers’ Associations, Alms\nHotel, Walnut Hills, Cincinnati, Ohio\nAllen, A. T., State Superintendent of Pub¬\nlic Instruction, Raleigh, N. C.\nAllman, H. B., School of Education, In¬\ndiana University, Bloomington, Ind.\nArmbruster, Mrs. Bertha S., 214 Gale Ave.,\nRiver Forest, Ill.\nBennison, Olive, Field Director, Washing¬\nton Education Association, 707 Lowman\nBldg., Seattle, Wash.\nBogan, William J.. Superintendent, Chicago\nPublic Schools, Chicago, Ill.\nBond, W. F., State Superintendent\ncation, Jackson, Miss.\n\nof Edu¬\n\n"}
{"page": 847, "printed_page": null, "text": "Associational\n\nRecords\n\nBowers, Charles A., Secretary, Nebraska\nState Teachers’ Association, 605 South\nFourteenth St.. Lincoln, Nebr.\nBoyce, Thomas W., Principal, Cass Street\nRotary School, Milwaukee, Wis.\n\nBradford, Mrs.\n\nMary\n\nC. C., 917 East\n\nEleventh Ave., Denver, Colo.\nBrister, J. W., President, West Tennessee\nState Teachers College, Memphis, Tenn.\nBryan, J. E., Superintendent, Bessemer Pub¬\nlic Schools, Bessemer, Ala.\nBurleson, D. S.. Dean, East Tennessee State\nTeachers College, Johnson City, Tenn.\nButterfield, Ernest W., Commissioner of\nEducation, Hartford, Conn.\nByrnes, Mary R., 922 West Thirty-eighth\nSt., Minneapolis, Minn.\nCallahan, John, State Superintendent of\nPublic Instruction, Madison, Wis.\nCapen, S. P. Chancellor, University of Buf¬\nfalo, Buffalo, N. Y.\nCarroll, Charles, Director, Rhode Island\nState Board for Vocational Education,\n122 State House, Providence, R. I.\nCocking, Walter D., Commissioner of Ed¬\nucation, Nashville, Tenn.\nCollins, M. D., State Superintendent of\nSchools, Atlanta, Ga.\nConnor, William L., Chief, Bureau of E^\nucational Research, Board of Education,\nCleveland, Ohio\nDavis. Charles S., Superintendent, Steelton\nPublic Schools, Steelton, Pa.\nDeneen, Florence, 457 West\nSixty-first\nPlace, Chicago, Ill.\nDyke, Charles Bartlett, Superintendent,\nShort Hills Public Schools, Short Hills,\nN. J.\nEckles, Isabel Lancaster, Superintendent,\nSanta Fe Public Schools, Santa Fe, N. M.\nEly, Selden M., Supervising Principal. Fifth\nDivision Public Schools, Emery School\nWashington, D. C.\nFife, Ray, Supervisor. Agricultural Educa¬\ntion Service, State Department of Educa¬\ntion, Columbus, Ohio\nFisher, Charles M., Superintendent, Da.de\nCounty Schools, Miami, Fla.\nFraser, Anna Graeme, Principal, Woodrow\nWilson Junior High School, Oakland,\nCalif.\nFulp. J. D., President, Bailey Military In¬\nstitute, Box 532, Greenwood, S. C.\nGalpin (Miss), Lloy, 2354 Addison Way,\nLos Angeles, Calif.\nGibson, Joseph E., Superintendent, McComb\nPublic Schools, McComb, Miss.\nGordon, Adelbert W., Secretary, Maine\nTeachers’ Association, 185 State St., Au¬\ngusta, Me.\nGriffey, Annie G., 2110 Battery, Little Rock,\nArk.\n\nGrove. Frank L.. Secretary, Alabama Edu¬\ncation Association, 21 Adams Ave., Mont¬\ngomery, Ala.\nHammond, Vida, 331 Chamber of Commerce\nBldg., Portland, Ore.\nHarman, A. F., State Superintendent of Ed¬\nucation, Montgomery, Ala.\nHowell. C. M.. Secretary, Oklahoma Edu¬\ncation Association, 326 Key Bldg., Okla¬\nhoma City, Okla.\nJa£°b' .Walter, Jr., Principal, Emerson\nSchool, Plainfield, N. J.\nJahnke, Clara. L., 1930 Eighth Ave., Spo¬\n! •\nkane, Wash.\nJames. William Alonzo. Principal, Ball High\nSchool. Galveston. Texas\nJudd, Charles H,, Dean. School of Educa¬\ntion, University of Chicago, Chicago, Ill.\n\nand\n\nInformation\n\n841\n\nKeating, J. F., Superintendent, Pueblo Pub¬\nlic Schools, District Number\nTwenty,\nPueblo, Colo.\nKersey, Vierling, State Superintendent of\nPublic Instruction, Sacramento, Calif.\nKeyworth, M. R., Superintendent, Haratramck Public Schools, Hamtramck,. Mich.\nLamkin, Uel W., President, Northwest Mis¬\nMo.\nsouri\nState Teachers College, Maryville,\n\nLasher, William R., Principal, James Mad¬\nison School, Brooklyn, N. Y.\nLee, Charles A., State Superintendent of\nPublic Schools, Jefferson City, Mo.\nLefler, Millard C., Superintendent, Lincoln\nPublic Schools, Lincoln, Nebr.\nLewis, Charles E., Principal, Alameda\nSchool, Portland, Ore.\nLewis, Mrs. Inez Johnson, State Superin¬\ntendent of Public Instruction, Denver,\nColo.\n\nLibbee, Freda,\nattle, Wash.\n\n1117\n\nTwenty-sixth\n\nAve.,\n\nSe¬\n\nLibby, Herschel S., Superintendent, South¬\nington\nPublic Schools, Southington,\nConn.\n\nLindsey, John C., Superintendent, Mitchell\nPublic Schools, Mitchell, S. D.\nLongshore, W. T., Principal, Greenwood\nSchool, Kansas City, Mo.\nLoper, . John D., Superintendent, Phoenix\nPublic Schools, Phoenix, Ariz.\nLord, Charles E., Superintendent, School\nUnion Number Sixty-nine, Camden, Me.\nMacDonald, A. A., Superintendent, Sioux\nFalls Public Schools, Sioux Falls, S. D.\nMacGregor, Effie, Principal, John Burroughs\nSchool, 2003 Aldrich Ave. South, Minne¬\napolis, Minn.\nMcClure, Worth, Superintendent, Seattle\nPublic Schools, Seattle, Wash.\nMcIntosh, B. H., Commissioner of Educa¬\ntion, Cheyenne, Wyo.\nMallory, Gertrude, President, High School\nTeachers’ Association, 305 Trinity\ntorium Bldg., 847 South Grand Ave.,Audi¬\nLos\nAngeles, Calif.\nMilne. _ John^ Superintendent, Albuquerque\nPublic Schools, Albuquerque, N. M.\nNeiison, Minnie J., 901 Fifth Ave., Valley\n\nPeixotto, Mrs. B. C., 55 John St., New York *\n‘\nCUy, N. D.\nY.\nN.\nPesta, Rose, Principal, Kelvyn Park High\nSchool, Chicago, Ill.\nPfaff, Caroline S., District Superintendent,\nNew\nOrleans Public Schools, Public\nSchool Administration Building, 703 Carondelet Sf., New Orleans, La.\nPinet, F. L., Secretary, Kansas State Teach¬\ners Association, 315 West Tenth St.,\nTopeka, Kans.\nPotts, D. Walter, Superintendent, East St.\nLouis Public Schools, East St. Louis, Ill.\nPowers, Sue M., Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nPriest, Charles H., Superintendent, Carson\nCity Public Schools, Carson City. Nev.\nPrunty. Merle, Superintendent, Tulsa Pub¬\nlic Schools, Tulsa. Okla.\nPye, Charles F., Secretary, Iowa State\nTeachers Association, 415 Shops Bldg.,\nDes Moines, Iowa\nRule, James N., State Superintendent of\nPublic Instruction, Harrisburg, Pa.\nRussell. Charlotte, 448 West Sixty-second\nSt., Chicago, Ill.\nSaunders., Joseph H., Superintendent, New¬\nVa.\nport News Public Schools, Newport News\nScully, John F., Superintendent,\nPublic Schools, Brockton, Mass.\n\nBrockton\n\n"}
{"page": 848, "printed_page": null, "text": "National\n\n842\n\nEducation\n\nShowalter, N. D., State Superintendent of\nPublic instruction, Olympia, Wash.\nSmith, Harry P., Professor of Education,\nTeachers College, Syracuse University,\nSyracuse, N. Y.\nSmith, W. B., Superintendent, Twin Falls\nPublic Schools, Twin Falls, Idaho\nSnodgrass, G. M., President, State Teachers\nCollege, La Crosse, Wis.\nStahl, H. E., Superintendent, Claymont Pub¬\nlic Schools, Claymont, Del.\nStanton, B. F., Superintendent, Alliance\nPublic Schools, Alliance, Ohio\nStetson, Paul, Superintendent, Indianapolis\nPublic Schools, Indianapolis, Ind.\nStilwell, H. W., President, Texas State\nTeachers Association, 410 East Weather¬\nford St.. Fort Worth, Texas\nStrayer, George D., Director, Institute of\nEducational Research, Division of Field\nStudies, Teachers College, Columbia Uni¬\nversity, New York, N. Y.\nStudebaker, J. W., Superintendent, Des\nMoines Public Schools, Des Moines, Iowa\nSutton, Willis A., Superintendent, Atlanta\nPublic Schools, Atlanta, Ga.\nTaylor, Annie Kate, 4807 Gaston Ave., Dal¬\nlas, Texas\nTrent, W. W., State Superintendent of\nFree Schools, Charleston, W. Va.\nTurnbull, L. W., Superintendent, North\nBend Public Schools, North Bend, Ore.\nUpham, Mrs. Margaret S., 211 Washington\nSt., Cumberland, Md.\n\nNATIONAL\n\nAssociation\n\nVincent, Wilbur D., Commissioner of Edu¬\ncation, Boise, Idaho\nVoelker, Paul F., State Superintendent of\nPublic Instruction, Lansing, Mich.\nWahlstrand, Harry L., 823 Third St., East,\nWillmar, Minn.\nWaldo, D. B., President, Western State\nTeachers College, Kalamazoo, Mich.\nWatson, Bruce M., Managing Director, The\nPublic Education and Child Labor Asso¬\nciation of Pennsylvania, 1505 Race St.,\nPhiladelphia, Pa.\nWhite, L. A., Superintendent, Minot Public\nSchools, Minot, N. D.\nWilliams, Chari Ormond, Director, Division\nof Field Service, National Education As¬\nsociation, 1201 Sixteenth St., N. W.,\nWashington, D. C.\nWilson, S. C., Director, Division of TeacherTraining in Vocational Agriculture, Sam\nHouston State Teachers College, Hunts¬\nville, Texas.\nWist, Benjamin O., President, Normal and\nTraining School, Honolulu, Hawaii\nWofford, Kate V., Buffalo State Teachers\nCollege, Buffalo, N. Y.\nWoodward, Annie Carleton, 100 Highland\nAve., Somerville, Mass.\nWright, Robert H., President, East Caro¬\nlina Teachers College, Greenville, N. C.\nYork, Ada, Superintendent, San Diego\nCounty Schools, Room 2, Court House,\nSan Diego, Calif.\n\nCOMMISSION\nON THE\nADULT\nLIFE\n(Special\n\nMoyer, James A., President, State Director\nof University Extension, State House,\nBoston. Mass.\nReeve, Mrs. A. H., First Vicepresident,\nPresident, International Federation of\nHome and School, 1520 Spruce St., Phila¬\ndelphia, Pa.\nRussell, James E., Second Vicepresident,\nR. F. D., No. 4, Trenton, N. J.\nDorsey, Mrs. Susan M., Third Vicepresi¬\ndent, 1506 Arapahoe St., Los Angeles,\nCalif.\nRogers, James E., Secretary,\nAve., New York, N. Y.\n\n315\n\nFourth\n\nAbbott, Grace, Chief, Children’s Bureau\nUnited States Department of Labor,\nWashington, D. C.\nAddams, Jane, Hull House, 800 South Halsted St., Chicago, Ill.\nAlderman, L. R., Chief, Service Division,\nUnited States Office of Education, Wash¬\nington, D. C.\nBestor, Arthur E., Principal, Chautauqua\nInstitution, 1819 Broadway, New York,\nN. Y.\n\nS., Extension Division,\nBittner, W.\ndiana University, Bloomington, Ind.\n\nIn¬\nChi¬\n\nBogan, William J., Superintendent,\ncago Public Schools, Chicago, Ill.\nBradford. Mrs. Hugh, President, Child Wel¬\nfare Magazine, 1215 Thirty-ninth St.,\nSacramento, Calif.\nBroome, Edwin C., Superintendent, Phila¬\nPublic Schools, Philadelphia,\ndelphia\nPa.\n\nBumpus, H. C., Brown University, Provi¬\ndence, R. I.\nBurnett, Marguerite H., Director of Adult\nEducation, State Department of Public\nInstruction, Eleventh and Washington\nSts., Wilmington, Del,\n\nENRICHMENT\n\nOF\n\nCommittee)\nCapper, Honorable Arthur, Senate Office\nBuilding, Washington, D. C.\nCartwright, Morse A., Director, American\nAssociation for Adult Education, 60 East\nForty-second St., New York, N. Y.\nCastle, A. W., Director, Extension Educa¬\ntion Division, State Department of Pub¬\nlic Instruction, Harrisburg, Pa.\nClark, E. Everett, State Supervisor of Adult\nEducation, State Department of Educa¬\ntion, 217 State House, Boston, Mass.\nCody, Frank, Superintendent, Detroit Public\nSchools, Detroit, Mich.\nColeman, Laurence Vail, Director, The\nAmerican Association of Museums, Smith¬\nsonian Institution, Washington, D. C.\nCutten, Geoige Barton, President, Colgate\nUniversity. Hamilton, N. Y.\nDeming, Robert C., State Supervisor of\nAdult Education, State Department of\nEducation, Hartford, Conn.\nFinley, John H., The New\nYork Times,\nNew York, N. Y.\nFolsom, Ernest C., President, Teachers Cas¬\nualty Underwriters, 1407 O St., Lincoln,\nNebr.\nFosdick, Harry E., Riverside Church, River¬\nside Drive at 122nd St., New York, N. Y.\nFrysinger, Grace E., Senior Home Econo¬\nmist, Central States, Extension Service,\nUnited States Department of Agriculture,\nWashington, D. C.\nGrace, Alonzo G., Assistant Professor of\nEducation, University of Rochester, Roch¬\nester, N. Y.\nGroves, Ernest R., Institute for Research in\nSocial Science, The University of North\nCarolina, Chapel Hill, N. C.\nGrumman, R. M., Director, University Ex¬\ntension Division, University of North\nCarolina, Chapel Hill, N. C.\n\n"}
{"page": 849, "printed_page": null, "text": "843\n\nAssociat ional\n\nGwinn, J. M.,\ncisco, Calif.\n\n144 Paloma\n\nAve.,\n\nRecords\n\nSan\n\nUniversity\n\nof\n\nLinco\nebr.\nln,\nRobe\nrtso\nn, N\nElizabet\nAve., Ravinia, Ill.h Wells, 1250\nSmith, W. C\n, State\nBureau, AlbanChief\ny, N. Y.\n\nAdult\n\nJudson\n\nEducation\n\nStearns, William F., Director\n,\nUnion Educational Exchange, 678Prospect\nMassa¬\nchusetts Ave., Cambridge, Mass\n.\nStoddard, A J Superintendent,\nProvidence\nPubhc Schools, Providence,\nR. I.\nTaft Lorado, The Midway\nIngleside Ave., Chicago, Ill. Studios, 6016\nWardlaw J. C., Director of Adul\nt Educa¬\ntion, University System of Georgia,\nDiviAdult\nEducation,\nAtlanta, Department\nATufrSeneral Extension,\nof\nGa.\nWeisiger, Kendall, Assistant to\nthe Presi-\n\nBuffalo,\n\nMengel. Levi W., Director, Visual Educa\n¬\ntion and Museum, Reading Museum,\nRead¬\ning. Pa.\nMilam, Carl H., Secretary, American\nLi¬\nbrary Association, 520 North Michi\ngan\nAve., Chicago. Ill.\nMiller, N. C., Director, University Exten\n¬\nsion Division, Rutgers University\n, New\nBrunswick, N. J.\nMorse, Sidney, Vicepresident and Gener\nal\nManager, The Grade Teacher, 425 Fourt\nh\nAve., New York, N. Y.\nOdum, Howard W., Chief of Social\nSci¬\nence Division A Century of Progress\nIntDrMaJt-10nal Exposition, Administration\nBuilding. Burnham Park, Chicago,\nIll.\nPackard, Bertram E., State Commission\ner\nof Education, Augusta, Me.\n\nCOMMITTEE\n\nInformation\n\nPatterson, Mrs. Edith McClure, Home\nEco¬\nnomics Division of the General Feder\na¬\ntion of Women’s Clubs, 1019 North\nMain\nSt., Dayton, Ohio\nPoole Mrs. Grace Morrison, Pres\nident, Generai Federation of Women’s Club\ns, 1734\nN St., N. W., Washington, D.\nC.\nPyrtJe, E. Ruth, Principal, Bancroft\nSchool\n\nFran¬\n\nHAoec\n£IorcTceA’ Editor> Th* Grade Teacher,\n425 Fourth\nAve., New York, N Y\nHurreH Arthur S., Director, Teacher\nTraining Extension, The Pennsylvania\nState\nCollege, State College, Pa.\nJones R\nG., Superintendent,\nPublic Schools, Cleveland, Ohio Cleveland\nKohler Katherine, Director of Exten\nsion\nand Summer Schools, Board of Educa\nt*1.?0’\nCity Hall, Minneapolis, Minn.\nMaHery, Otto T., 1427 Spruce St., Phila¬\ndelphia, Pa.\n\nMors£’\n, C1aTrence.\nBuffalo,\nN. Y.\n\nand\n\nBldg-> Atlanta, Ga.\n?74n’ Southern Bel!\n7'elephone Company,\nWoll, Matthew, Third Vicepres\nident, Amer¬\nican Federation of Labor, 901\nMassachu¬\nsetts Ave., N. W.. Washingt\non, D? C\nZook, George F., United Stat\nes Ccmmissioner of Education. United\nStates Office\nof Education, Washington,\nD. C.\n\nON\n\n(Authorized\n\nNECROLOGY\n\nby Bylaws)\n\nJames, William Alonzo, Chairman; Prin¬\ncipal, Ball High School, Galveston, Texas\n\nHougham, ^ Robert B., Secretar\ny, State\nTeachers Retirement Fund,\nIndianapolis,\n\nBarnett,\n\nHoward VioU Pearl, Principa\nard School, Birmingham, Ala.l, The How¬\nHuckins, Leroy S., Superintendent.\nWinthrop Public Schools, Winthrop,\nMe.\n\nJane,\n\nPresident,\n\nOregon\n\nState\n\n^teachers\n\nAssociation, Jennings Lodge,\nBates. H L., Superintendent, Jackson Pub¬\nlic Schools, Jackson, Ohio\nBell, Annie T., Louisiana State University,\nUniversity Branch, Baton Rouge, La.\nBentz, M.\nS.f Superintendent, Cambria\nCounty Schools, Ebensburg, Pa.\nBohnenberg, Rebecca, Hilo Union School,\nHilo, Hawaii\nBrooks, Paul E., Crane\nTopeka, Kans.\nCampbell, Cleo, Grade\nAlaska\n\nJunior\n\nHigh\n\nTeacher,\n\nSchool,\n\nKetchikan,\n\nCarlton, Mrs. Ada Nash, 411 North Boule¬\nvard, Apt. No. 8, Richmond, Va.\nCaufield, Emma\nM., Superintendent, Cum¬\nberland Public Schools, Cumberland, R. I.\nColyer, Ruth, Public School. Beaufort, S. C.\nDaigle, Edward J., 344 West Brundage,\nSheridan, Wyo.\nDeBerry, Nena, Principal, Frank B. John\nSchool, Salisbury, N. C.\nDempsey, T. J., Jr., State High School\nSupervisor, State Department of Educa¬\ntion, Atlanta, Ga.\nEwing, Lyle W., Public School, Claremont,\nN. H.\n\nFinnegan, Rose, Dean of Women,\nJohn\nRogers High School, Spokane, Wash.\nFowler, Lotta B., Boyd Street School, Milwaukee, Wis.\nGibbs, Edna, Superintendent, Adair County\nSchools, Greenfield, Iowa\nGibson, A. J., Supervisor of High Schools,\nCharleston, W. Va.\nGoldsmith, Anna, Superintendent, Hyde\nCounty Schools, Highmore, S. D.\nHarper, J. R., Superintendent, Wilmette\nPublic Schools, Wilmette, Ill.\n\nPublic °’p\nSchools,\n,T‘ S’’Lajoya,\nSuPerintendent,\nLajoya\nN. M.\nKeephart, Arline, Morris County\neacher, , Court House, Morristown,helping\nN. T\nIean Armour, 121 Highland Ave.,\nHighland Park, Mich.\nMcClurken, Mrs. Eva G. T., Principal,\nEle¬\nmentary School, Cato, Ark.\nMcCormick, Mrs. Pearl Logan, Elemen¬\ntary School, Missoula, Mont.\nMcCurdy, M. E., Secretary, North Dakota\nEducation Association, 11 Magill Block\nFargo, N. D.\nMcNicoll, Mrs. Frances E., 1449 Madison\nSt., Hollywood, Fla.\nMcSkimmon, Mary, 205 Tappan St., Brook\n¬\nline, Mass.\n\nMendal,\n\nAugusta,\n\n2408\n\nPark Ave., Bridge¬\nport, Conn.\nNorth, _ Francis D., 3401 North Carlin St.,\nBaltimore, Md.\n\nOtt, Eva, 61 Agnes Ave., Oakland, Calif.\nRice, Elizabeth G., Head Assistant, Central\nHigh School, St. Louis, Mo.\nRussell, Martha C., Leamington Hotel,\nMinneapolis, Minn.\nShepherd, Rulon T., Principal, Public\nSchool, Overton, Nev.\nSmith, Harriet, High School, New\nPly¬\nmouth, Idaho\nSnider, E. Q., Superintendent, Yuma Pub¬\nlic Schools, Yuma, Ariz.\nSrygley,\nPublic\n\nH. F., Superintendent, Nashville\nSchools, Nashville, Tenn.\n\n’\n\n"}
{"page": 850, "printed_page": null, "text": "844\n\nNational\n\nEducation\n\nntendent, Claymont\nStahl H. E., Superi\nnt, Del.\nymo\nCla\ns,\nool\nPublic Sch\nJum°r\nM^e\nJr., Soc*al\n. nCe\nMiss\nes. W. H.\nStok\nHigh School, Greenwood,\nnwood Ave., SyraTarbell, Emily, 235 Gle\n\nAlfriend,\ncation\n\nColorado\n\nCol-\n\na\nretary, South CaroBn\nCoates, J. P., Sec\nat.,\nate\nsen\n8\n121\non,\nTeachers Associati\n\n,\nn;^?ilittbl L SivtC* High School Supervisor\nD,StSe Department of Education, OlymColumbus\nDonald, Superintendent\nDuSha^\nPublic Schools, Columbus, lnd. . .\nPrincipal,\nSelden M., Supervising\nFlv\nEmery\ns,\nool\nSch\nlic\nFifth Division Pub\nSchool. Washington, D. C.\nnt, ColumSuperintendeg.\nPa.\nEvans WilliamSchW.,\nbur\noms\nBlo\ns.\nool\nbia County\nool, Claremont,\nEwing^Lyle W., Public Sch\n\nPublic\n\nSchool,\n\nElementary\nFor d n W^ Vl^ President,. Portland\nSchool,\ncoe\nGlen\nion,\nciat\nAsso\nPrincipals’\nSecretary Utah\nF<wirer,anB. <A.?' Executive Room\n316 V\nEducation Association,\nUtah\nCity\nLake\nSalt\nmont Bldg.,\ndent Bruns\nGraves, Sherman, Superinten wick Maine\nBruns\ns,\nwick Public School\nary, Alabama Educa\nGrove, Frank L., Secret\nAve.,\ntion Association, 21 Adams\n\n^are‘\nende\nSuperint\nC., ols,\ne,ntOkla.\nmer*\nClaremor\nd^Ho\nHear\nic Scho\nPubl\nmore\ne Secretary Vir¬\nHeatwole, C. J., Executiv ion, 401 N. 9th\nciat\nAsso\nginia Education\nHeSlbigREhsUiOerf’l03a3 Melrose\n\nTerrace,\n\nDu-\n\n7336 Hurst\n\nSt., New\n\nOr-\n\nHinrichs, Amy\n\nH„\n\nH., SuP/ri\"tendent,N My‘\nHolmes, William\n— — - 7\nols, Mt. Vernon N.Y\nScho\nic\nPubl\nnon\nVer\nr of Art, btate\nTackson, Marcella, Superviso\nVt.\nNormal School, Castleton,\n\nCOMMITTEE\n\nON\n\n(Authorized\n\nExecutive\nForce,\nLake\nAiken,\n\nCommittee\n\nJohnson.\n\n901 Ninth\n\nVerna,\n\nSt., South, Fargo,\nScience\nSchool,\n\nx\nerintendent of Pnoeni\nD.,\ner,ic J.Scho\nLop\nols,SupPhoenix, _ Ariz,\nPubl\ncipal, Timothy\nMcCormick, Elizabeth, Prin\nWis.\nO. Howe School, Superior,\nPublic Instruction, Topeka,\nnt of\nntendeValiev\neri\nSup Jfa”S;\nMarkham, W. D., State\nWater Valley\nMarrs I J., Superintendent,\n\nPublic\n\nSJchoolsP Water\n\nV alley Mu..\n\nSchool,\nOmaha,\nPrincipal, South\nph N.,Nebr.\nrs, Ral\nMar\n\ncHigh\n\nConcord State\nnk, President, W.\nMarsh, J. Fra\nVa.\nns,\nAthe\nege,\nColl\nTeachers’\nas, Texas\nDall\n,\nAve.\nMock, Lulu, 1921 Park\nof High\nor\nrvis\nSupe\ne\nStat\nNorth, Samuel M.,\nation,\nEduc\nof\nSchools, State Department\nO ’ C o xi n or°* M ary^ E . , 203 Mansfield\n\nSt., New\n\nPa^ne,en’jC° A.,\n\nSuperintendent,\n\nHarrison\n\nPepoom7\n\nCHyinghhiasachooyi Teacher,\n\nnt, Shelby\nPowe^f^^ue^M.? Superintende\nTerm.\nhis,\nMemp\nls,\nSchoo\ny\nCount\n5 Vernon Ave.,\nPreble Mrs. F. Blanche, 1085\n\nRflls^Mar^C.,\n\n6529\n\nJefferson\n\nSt., Kansas\n\ns. R. E„ Principal,\nRaCnsonMMr\nSchool High Point, N. C.\n\nJr. High\n\nendent, Woon¬\nRockett, ’ James F.. Superint\nnsocket R. I.\nWoo\nols,\nScho\nic\nPubl\nsocket\nt in English\nstan\nAssi\nlyn,\nSilverthorne. Caro\nLewiston Idaho\nLewiston Normal School,\nSuperintendent, Ravima\nSimons, Paul J., Rav\nima S. D.\nols,\nScho\nic Greenfield, Ma\nPubl\nSchool.\nss.\nCVial.to\nl, Greenfield High\nSmith, Edgar B.. Principa\nParker\n. ,\ns. ine\nCalif.\nMrs.\neleeph\nAngJos\nth, Los\nSmi\nSt.\n\n1533\n\nShatt\n\ncipal, _ Roosevelt\nSpencer, Robert R., Prin\nHawaii\n,\nlulu\nHono\nol.\nScho\nh\nHig\nSuperintendent, Alliance\nStanton, B. F., Alli\nance, Ohio\nPublic Schools,\netary New\nTolle, Vernon O., Executive Secr\nSuite 18,\nion,\nciat\nAsso\nnal\natio\nEduc\nMexicoPlaza, Sant\n.\nFe, N. M.\nSena\nWagner, Channing,\nent, Wilmington\n\nAssociate Superintend¬\nPublic Schools, Wil-\n\nrintendent,\nWhiTe^Raymond, Supe\nPublic Schools, Douglas, Wyo.\n\nRETIREMENT\n\nSavings\n\nDouglas\n\nALLOWANCES\n\nly)\nby Representative Assemb\nTeachers’ Retirement Sy\nary,\nKershner, W. E., Secret\n\ncipal,\nAnna Laura, Chairman, Prin\n.\nColo\ner,\nJunior High School, Denv\nWal¬\n,\nlan Hotel Alms\nGeorgia Whe\ninnati, Ohio\n\nnut Hills, Cinc\n\nDenver,\n\nClayton,\n\nial\nE., Head of Soc\nsely VonMich.\nDearborn,\n^\nf\nKni\nrey\nLaw\nDepartment, Harvey\n\n307* Delray Fla.\n^Box\n^e1 Ma\nBe^^Adan\nn, College of House¬\nDea\n,\ndys\nGla\nneg\nBra\na State\nIndustrial Arts, Montan\nhold and\nCollege. Bozeman, Mont.\nncipal, Hillside a\nChase, Lawrence S., Pri\nair, N. JSpaulding Schools, Montcl\nLittle Rock,\nay,\nadw\nBro\nChristian, Nina, 1500\n\nFish, ^Seymour P., Principal,\n\nSouth\n\nby Bylaws)\n\na Edu¬\nKyle T., Secretary Georgi\nue a.ve.,\nAssociation, 9o4 \\ine\\i\n\nA^ry,01GeSrge,\n\nCL^S., 2140\n\nRESOLUTIONS\n\nON\n3527\n\nAgricultural\n\nWmeyt’\n\nn\nW?i°so°n, Melvin, Superintendent, Payso\nPublic Schools Payson, Utah\ners\nE., Nebraska State Teach\nWirt, LulaKearn\ney, Nebr.\nCollege,\n\n(Authorized\nChairman;\nDahl, Mrs. Myrtle Hooperis, Minn.\npol\nnea\nMin\n,\nAve.\nPillsbury\n\nWaters,\n\nor of History, Fair\nLouise, Instruct\nHigh School, Fair Haven, Vt.\nool, baE. A., Principal, High Sch\n\nWalker,\nHaven\n\nt, State\nTavlor L* N*., Rural School Agen t, Ky.\nT Department of Education, Frankfor\nSt.,\nAnna, 1938 Biltmore\nTennyson, J.ingt\nC\nD.\non,\nWash\nW.,\nN.\n\nCOMMITTEE\n\nAssociation\n\nBuilding,\n\n^E. Ruth\n.\ntleoln,\nLinc\nNebr,\nPyr\n\nGay\n\n•Ohi\n^tcC\no e\no Stat\n\nand Third\n\nPrincipal,\n\nBancroft\n\nSts., Co-\n\nSchool,\n\n"}
{"page": 851, "printed_page": null, "text": "Associational\n\nRecords\n\nShaw, Reuben, Head, Department of Sci¬\nence, Northeast High School, Philadel¬\nphia, Pa.\nAbbe, Mary M., Secretary, Board of Trus¬\ntees of the Public School Teachers’ Pen¬\nsion and Retirement Fund, 188 West Ran¬\ndolph St., Chicago, 111.\nAbercrombie, John W., Assistant State\nSuperintendent of Education, Montgomery,\nAla.\n\nAlexander, Fred M., High School, Newport\nNews, Va.\nAlfriend, Kyle T., Secretary, Georgia Edu¬\ncation Association, 934 Vineville Ave.,\nMacon, Ga.\nBachelor, A. H., Superintendent, Lovelock\nConsolidated Schools, Lovelock, Nev.\nBaish, H. H„ Secretary, Public School Em¬\nployees’ Retirement Board, State Depart¬\nment of Public Instruction, Harrisburg,\nPa.\nBlair, Pearl C., High School, Butte, Mont.\nBowers, Charles A., Secretary, Nebraska\nState Teachers’ Association, 605 South\nFourteenth St., Lincoln, Nebr.\nBrookes, M. Emma., Principal, Miles School,\nCleveland, Ohio\nBrown, Daisy, 407 South Sixth St., Still¬\nwater, Minn.\nBrown, Edythe J., Principal, Kaley and\nMarquette Schools, South Bend, Ind.\nBrown, Elmer A., Principal, Kuhio School,\nHonolulu, Hawaii\nCaldwell, R. M., 2527 Moss Ave., Dallas,\nTexas\nCarleton, E. F., Secretary-Treasurer, Ore¬\ngon State Teachers’ Association, 602-603\nStudio Bldg., Portland, Ore.\nCary, Miles E., Principal, McKinley High\nSchool, Honolulu, Hawaii\nClarida, R.( O., Secretary, State of Illinois\nTeachers’ Pension and Retirement Fund,\n•\nSpringfield, Ill.\nCollins, M. D., State Superintendent of\nSchools, Atlanta, Ga.\nCotton, Arthur C., Principal, Abner Gibbs\nSchool, Westfield, Mass.\nCouncilman, Mrs. Rhoda. Principal, Ben¬\njamin Franklin School, Binghamton, N. Y.\nCrane, A. G., President, University of Wyo¬\nming, Laramie, Wyo.\nCroad, J. R., Principal, Sierra School, Sacra¬\nmento, Calif.\nDarnell. W. L., Principal, Palm School, Aus¬\ntin, Texas\nEarly. . John J., Superintendent, Sheridan\nPublic Schools, Sheridan, Wyo.\nEarly, William I., Principal, Washington\nHigh School, Sioux Falls, S. D.\nFinch, Adelaide, Principal, Dingley Normal\nTraining School, Lewiston, Maine\nFoster,. J. Carlisle, Superintendent, Bethune\nPublic Schools, Bethune, S. C.\nGildemeister, Theda, 224 West Eighth St.,\nWinona, Minn.\nGilmore, W. Lee, Supervising Principal,\nOakmont Public Schools, Oakmont. Pa.\nGoodrich, Bessie Bacon, Director, Curric¬\nulum Revision, Des Moines Public Schools,\nGarfield Bldg., Des Moines, Iowa\nGridley, Earl G., Secretary, Bay Section,\nCalifornia Teachers Association, Room\nOne, 2163 Center St., Berkeley. Calif.\nGriffith. P. H., Director, General Extension\nDivision, Louisiana State University and\nAgricultural and Mechanical College,\nBaton Rouge, La.\nHall, Sidney B., State Superintendent of\nPublic Instruction, Richmond, Va.\nHammond,\nMrs. Gertrude Best, Principal.\nHyde Park School, 3140 West Gage St.,\nLos Angeles, Calif.\n\nand\n\n845\n\nInformation\n\nHanna, Howard J., 2440 Crenshaw Blvd.,\nLos Angeles, Calif.\nHeatwole, Cornelius J., Secretary, Virginia\nEducation Association, 401 North Ninth\nSt., Richmond, Va.\nHendrix, N. B., Principal, Woodlawn High\nSchool, Birmingham, Ala.\nHinrichs,\nAmy, 7336 Hurst St., New Orleans,\nLa.\n\nHolden, William O., Treasurer, Rhode\nIsland\nInstitute of Instruction, Pawtucket,\nR. L\nHolmes, William H., Superintendent, Mt.\nVernon Public Schools, Mt. Vernon, N. Y.\nHougham, Robert B., Secretary, Indiana\nState Teacher\ndianapol\nis, Ind.s’ Retirement Fund, In¬\nHoward, George, Jr., Extension Division,\nUniversity of North Carolina, Chapel Hill,\nN. C.\nHowell, C. M., Secretary, Oklahoma State\nTeachers’ Association, 326 Key Bldg.,\nOklahoma City,\nOkla.\nHunter, Eula F., 1802 Hemphill St., Fort\nWorth, Texas\n\nHurst,\nOkla. M.\n\nE., Central\n\nHigh\n\nSchool,\n\nTulsa,\n\nIrving, Helen A., Superintendent,\nCounty Schools, Rawlins, Wyo.\n\nCarbon\n\nJack, W. B., Superintendent, Portland Pub¬\nlic Schools, Portland, Maine\nJensen, C. N., 1202 Fourth Ave., Salt Lake\nCity, Utah\nJohnson, Lillian M., Principal, Patrick\nHenry School, Norfolk, Va.\nKnutson, K. J., Secretary, Seattle Teachers’\nRetirement Fund, 843 Central Bldg.,\nSeattle. Wash.\nKocher, Henry A., Assistant Secretary, New\nYork State Teachers’ Retirement Board,\nStandard Building, Albany, N. Y.\nLantman, Edgar C., Executive Secretary,\nNew\nYork State Teachers’ Retirement\nBoard, Standard Bldg., Albany, N. Y.\nLarson, John A„ Principal, Little Rock\nSenior High School, Little Rock, Ark.\nLockard, Mrs. Josephine D., 635 Rio Grande\nAve., Raton, N. M.\nLoper^ Harold W., Supervising Principal,\nHonolulu Elementary Schools, Honolulu,\nHawaii\nMcCormick, Elizabeth, Principal, Timothy\nO. Howe School, Superior, Wis.\nMcEntee, Bertha C., Principal, Washington\nSchool and Bayard School, Pittsburgh, Pa.\nMcFarland, George A., President, State\nTeachers’ College, Minot, N. D.\nMarsh, _ Arthur L., Executive Secretary,\nWashington Education Association, 707\nLowman Bldg., Seattle, Wash.\nMatoon, Donald S.. Headmaster, Littleton\nHigh School, Littleton, N. H.\nMiller, Henry, 524 Benton St., Belleville,\n\nin.\n\nMitchell, John G., Superintendent, Seminole\nPublic Schools, Seminole, Okla.\nMooney, W. B.. Secretary, Colorado Educa¬\ntion Association, 530 Commonwealth\nBldg., Denver, Colo.\nNash, Corinne, 1900 Washington Ave.,. Waco,\nTexas\n\nNaumann, A. I., Principal,\nSchool, Davenport, Iowa\nO’Rourke,\nIdaho\n\nMary,\n\n421 East\n\nDavenport\nMain\n\nHigh\n\nSt., Weiser,\n\nPipkin, John G., 2204 Schiller, Little Rock,\nArk.\nPorter, Mrs. Caroline W., Lincoln School,\nParsons. Kans.\nPowers, Sue M., Superintendent. Shelby\nCounty Schools, Memphis, Tenn.\nPritchard, Miss Dorcas, State Teachers Col¬\nlege, Fairmont, W. Va.\n\n"}
{"page": 852, "printed_page": null, "text": "846\n\nNational\n\nEducation\n\nShepherd, Grace M.,\nMaryville, Mo.\n\nPye, Charles F., Secretary, Iowa State\nTeachers’ Association, 415 Shops Bldg.,\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.\nRogers, H. Alton, Principal, Lahainaluna\nTechnical High School, Lahaina, Maui,\nHawaii\nRose, Guy B., Principal, Glenfield School,\nMontclair, N. J.\n\nShawkey, Morris P., President, Marshall\nCollege, Huntington, W. Va.\nSheehan, Mary A., Assistant Principal,\nWashington Junior High School, 725 Clif¬\nford Ave., Rochester, N. Y.\nShelton, Frank M., Superintendent, Springfield Public Schools, Springfield, Ohio\n\n(A\n\nSutton, Willis A., Chairman,\nent, Atlanta Public Schools,\n\nON\n\nAdams, Charles Albert, Humboldt Bank\nBldg., San Francisco, Calif.\nAdams, Frank R., Superintendent, Orleans\nCentral District Schools, Barton, Vt.\nArcher, C. P., Head, Department of Edu¬\ncation, State Teachers College, Moorhead,\nMinn.\n\nJ., Superintendent, Rapides\nAvery, W.\nParish School Board, Alexandria, La.\nBaer, H. K., State Supervisor of Elemen¬\ntary Schools, State Department of Edu¬\ncation, Charleston, W. Va.\nBaldridge, Chloe, Director of Rural Edu¬\ncation, State Department of Public in¬\nstruction, Lincoln, Nebr.\nBarr, W. W., Superintendent, Wells County\nSchools, Fessenden, N. D.\nBatchelder, Carl J., Deputy Commissioner,\nState Board of Education. Montpelier, Vt.\nBerger, Walter J.. Superintendent, Sheboy¬\ngan County Schools, Sheboygan Falls,\nWis.\nBertram, Anna L., Superintendent, Lewis\nCounty Schools, Vanceburg, Ky.\nBlanton, Annie Webb, University of Texas,\nAustin, Texas\nC., Superintendent, Dawson\nBloom, W,\nCounty Schools, Lexington, Nebr.\nBoehringer, C. Louise, Director of Elemen¬\ntary Education, State Department of Edu¬\ncation, Phoenix, Ariz.\nBroome, Edwin W., Superintendent, Mont¬\ngomery County Schools, Rockville, Md.\nBrown, Mrs. Ann C., Superintendent, Bill¬\nings County Schools, Medora, N. D.\nBrowning, F. L., Superintendent, Chester\nCounty Schools, Henderson, Tenn.\nBruce, Robert, Superintendent, Santa Maria\nSchool District, 516 East Orange St.,\nSanta Maria, Calif.\nBrumby, Anne, Superintendent, Polk County\nSchools, Cedartown, Ga.\nBurk, Cassie. Director, Rural School Super¬\nvision, Department of Public Schools,\nJefferson City, Mo.\n\nNorth\n\nState Teachers’ Association,\nLincoln, Indianapolis, Ind.\nWood, John A., 3d, Teachers’\nAnnuity\nTrenton, Fund,\nN. J. 1012 Trenton\n\nRURAL\n\nSpecial\n\nSuperintend¬\nAtlanta, Ga.\n\n803\n\nMulberry,\n\nShilling, John, Assistant in Charge of Sec¬\nondary Schools, State Department of Edu¬\ncation, Dover, Del.\nSmith, Mrs. Constance F., Superintendent,\nPima County Schools, Tucson, Ariz.\nTaylor, Walter N., Secretary, Mississippi\nEducation Association, 219 North Presi¬\ndent St., Jackson, Miss.\nThornburg, Mrs. Winnie, Principal, Wood¬\nland School, Wichita, Kans.\nVan Buskirk, D. A., Superintendent, Hast¬\nings Public Schools, Hastings, Mich.\nVan Middlesworth. Edith, State Teachers\nCollege, Valley City, N. D.\nWalker, Mrs. Sadie A., 301 Tenth St. South,\nFargo, N. D.\nWellman, Florence M., Superintendent, Brattleboro Public Schools, Brattleboro, Vt.\nWhite, Mabel A., 513 North Noyas Blvd.,\nSt. Joseph, Mo.\nWilliams, Charles O., Secretary, Indiana\n\nRutherford, R. B., Superintendent, Jackson¬\nville Public Schools, Jacksonville, Fla.\nSamuelson, Agnes, State Superintendent of\nPublic Instruction, Des Moines, Iowa\nSanberg, C. H., Superintendent, Rochester\nPublic Schools, Rochester, Minn.\nShanley, Dorothy M., Secretary, State\nTeachers’ Retirement Board, Hartford,\nConn.\n\nCOMMITTEE\n\nAssociation\n\n205\n\nHotel\n\nPension and\nTrust Bldg.,\n\nEDUCATION\n\nCommittee)\nBurts,\nRock\n\nR. C., Superintendent\nHill, S. C.\n\nof\n\nSchools,\n\nCalhoun, J. T., Rural and Elementary School\nSupervisor, Department of Education,\nJackson Miss.\nCarson, Mrs. Rosella, Superintendent, Lara¬\nmie County Schools, Cheyenne, Wyo.\nCase, John, Editor, Missouri Ruralist,\nWright City, Mo.\nChidester, June, Superintendent, Jefferson\nCounty Schools, Fairfield, Iowa\nClaxton, P. P., President, Austin Peay Nor¬\nmal School, Clarksville. Tenn.\nCobb, C. A., Editor, The Progressive Farmer\nand Southern Ruralist, Atlanta, Ga.\nColson, Ephraim, Superintendent, Foster\nand Scituate Schools, North Scituate, R. I.\nDakin, W. S., Senior Supervisor of Rural\nEducation, State Department of Educa¬\ntion, Hartford, Conn.\n\nDempsey, T. Jack, Jr., State High\nDepartment of\n, State\nSupervisor\nGa.\nAtlanta,\ntion,\n\nSchool\nEduca¬\n\nCharles E., Superintendent, Alle¬\nCounty Schools, Room 345, County\nBldg., Pittsburgh, Pa.\nDriver, Lee L., Chief of Rural Schools, State\nDepartment of Public Instruction, Harris¬\nburg, Pa.\nDuke, E. A., Rural School Supervisor, State\nDepartment of Public Instruction, Okla¬\nhoma City, Okla.\nEarly, Albert, Supervisor of Schools. State\nnt of Public Instruction, George¬\nDepartme\nDel.\ntown,\nDickey,\ngheny\nOffice\n\nEastman, E. R., Editor, American Agricul¬\nturist, 461 Fourth Ave., New York, N. Y.\nEmerson, Katherine, Winston-Salem, N. C.\nEmmont, Mrs. Susie Bonner, Assistant Sup¬\nerintendent, Multnomah County Schools,\n605 Court House, Portland, Ore.\nEngum, T. C-, Director of Rural Education,\nState Capitol. State Department of Edu¬\ncation, Saint Paul, Minn.\nErwin, Clyde A., Superintendent. Ruther¬\nford County Schools, Rutherfordton, N. C.\n\n"}
{"page": 853, "printed_page": null, "text": "Associational\n\nRecords\n\nErwin, Mrs. Della B., Primary Supervisor\nof Elementary 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, Staje Department of Education,\nLittle Rock, Ark.\nFoulk, Virginia, Marshall College, Hunt¬\nington, W. Va.\nFox, George, Superintendent, Anne Arundel\nCounty Schools, Annapolis, Md.\nFrisch, Ottilia M., Commissioner, Saginaw\nCounty Schools, Saginaw, Mich.\nFry, Kathryn E., State Director of Special\nEducation, State Department of Educa¬\ntion, Cheyenne, Wyo.\nFuller, A. C., Associate Director, Exten¬\nsion Division, Iowa State Teachers Col¬\nlege, Cedar Falls, Iowa\nFutrall, Alma, Superintendent, Lee County\nSchools, Marianna, Ark.\nGalbraith, C. Layton, Superintendent, Mc¬\nGill Public Schools, McGill, Nev.\nHackworth (Miss), Lector, Northeastern\nTeachers College, Tahlequah, Okla.\nHagood, Louis K., Superintendent, Beau¬\nfort Public Schools, Beaufort, S. C.\nHall, Lucy\nE., Superintendent, Jasper\nCounty Schools, Newton, Iowa\nHare, May, Rural School Supervisor, De¬\npartment of Education, Topeka, Kans.\nHarvey, Mrs. Marie Turner, 805 South\nHalliburton St., Kirksville, Mo.\nHaught, D. L., Athens, W. Va.\nHaver, Jennie M., Helping Teacher, Centre\nStreet, Clinton, N. J,\nHeatwole, Cornelius J., Secretary, Virginia\nEducation Association, 401 North Ninth\nSt., Richmond, Va.\nHeck, Mrs. M. Phyllis, Rural Supervisor,\nNew\nCastle County Schools, Wilming¬\nton, Del.\nHeyl, Helen Hay, Supervisor in Rural Edu¬\ncation, State Department of Education,\nAlbany, N. Y.\nHibarger, L. Pearle, Superintendent, Yak¬\nima County Schools, Yakima, Wash.\nHughes. W. L., Agricultural and Mechani¬\ncal College of Texas, College Station,\nTexas\nHumphreys, L. R., State Supervisor of Ag¬\nricultural Education, Department of Pub¬\nlic Instruction, Salt Lake City, Utah\nHutto, Mrs. Elizabeth D., Superintendent,\nDarlington County Schools, Darlington,\nS. C.\nIrvins, Helen A., Superintendent, Carbon\nCounty Schools. Rawlins, Wyo.\nJackson, Frank W., Superintendent, Madi¬\nson Supervisory District, Madison, N. H.\nJaggers, Richard E., Director of Teacher\nTraining, Department of\nEducation,\nFrankfort, Ky.\nJenkins, Elizabeth M.. State Normal\nSchool, North Adams, Mass.\nJohnston, Mrs. Eula A., Supervisor of Ele¬\nmentary Instruction, Hamilton County\nCourt House, Chattanooga, Tenn.\nJones, A. L., Principal, Washington School,\nDistrict Number Six, Phoenix, Ariz.\nJones, Burr F., State Supervisor of Ele¬\nmentary Education, State Department of\nEducation, Boston, Mass.\nKaiser, Paul L., Superintendent, Dodge\nCounty Schools, Juneau, Wis.\nKeller, J. A., Superintendent, Covington\nCounty Schools. Andalusia, Ala.\nKelley, Mrs. Margaret R., State Helping\nTeacher, Derby. Vt.\nKelly, J. J., Jr., Division Superintendent,\nWise County Schools, Wise, Va.\n\naisTd Information\n\n847\n\nKind, Dan E., Superintendent, Richland\nCounty Schools, Sidney, Mont.\nKing, H. B., Assistant State Superintend¬\nent in charge of Elementary Schools,\nState Department of Public Instruction,\nDover, Del.\nLacey, Ida B., Assistant Field Supervisor\nRural Education, 203 Church St., Nauga¬\ntuck, Conn.\nLandis, Benson Y., Executive-Secretary,\nAmerican Country Life Association, 105\nEast 22d Street, New York, N. Y.\nLee, Charles A., State Superintendent of\nPublic Instruction, Jefferson, City, Mo.\nLibby, R. J., State Agent for Rural Educa¬\ntion, State Department of Education,\nAugusta, Maine\nLloyd, W. H., Editor, The Ohio Farmer,\n1011-1015 Rockwell Ave., Cleveland,\nOhio\nLongfield, Ralph H., Superintendent, St.\nJoseph County Schools, South Bend, Ind.\nMacDonald, Rose M., Berryville, Va.\nMcGuire, A. E., Head, Department of Edu¬\ncation,\nAthens, Concord\nW. Va. State Teachers’ College,\nMartin, Charles F., Superintendent, Jackson County Schools, Maquoketa, Iowa\nMattison, Alice A., Supervisor, State De¬\npartment of Public Instruction, Helena,\nMont.\nMayhoffer, Mrs. Isabella Duggan,\ntendent, Boulder County Schools,\nCol.\n\nSuperin¬\nBoulder,\n\nMeistrik, Emma,\nDirector of Curriculum\nand Y. C. L., State Department of Educa¬\ntion, Pierre, S. D.\nMiller, George R., Jr., Superintendent,\nDover Public Schools, Dover, Del.\nMills, D. C., Executive-Secretary, Depart¬\nment of Y. C. L., State Department of\nEducation, Pierre, S. D.\nMims, Mary, Extension Sociologist, Louisi¬\nana State University, Baton Rouge, La.\nMincer, F.\nEdgar, Superintendent of\nSchools,, Overton, Nev.\nMorris, George M., 768 Sheridan Ave., Bex¬\nley, Ohio.\nMykland, A. A., Superintendent, Snohomish\nCounty Schools, Everett, Wash.\nNeale, O. W., Director, Rural Education,\nCentral State Teachers College, Stevens\nPoint, Wis.\nNichols, Augusta M., Headmaster, Hamp¬\nstead High School, Hampstead, N. H.\nOfferman. Kate M., Assistant Superintend¬\nent, Wood\nCounty Schools, Bowling\nGreen, Ohio\nPalmer, Mrs. Bertha Rachel, Field Secre¬\ntary, N. W. C. T. U., 1730 Chicago Ave.,\nEvanston, Ill.\nPearson, Anna C., Rural School Supervisor,\nState Normal School, Albion, Idaho\nPeterson, Fred, Superintendent, Klamath\nCounty Schools, Klamath Falls, Ore.\nPhillips, Homer T., Chairman, Department\nof Education, Northwest Missouri State\nTeachers College, Maryville, Mo.\nPickett, John E., Editor, Pacific Rural\nPress and California Farmer, 560 Howard\nStreet, San Francisco, Calif.\nPippin, H.\nO., Superintendent, Stark\nCounty Schools, Dickinson, N. D.\nPittenger, L. A., President, Ball State\nTeachers College, Muncie, Ind.\nPowers, Sue M., Superintendent, Shelby\nCounty Schools, Memphis, Tenn.\nPreston. Mrs. Josephine Corliss. Vashon\nIsland, King County, Burton. Wash.\nPrior, Charles F., Superintendent, Fairhaven Public Schools, Fairhaven, Mass.\n\n"}
{"page": 854, "printed_page": null, "text": "848\n\nNational\n\nEducation\n\nAssociation\n\nPuckett, E. F., Superintendent, Crystal\nSprings Public School, Crystal Springs,\nMiss.\n\nStrickland, Etta, Superintendent, Nacog¬\ndoches County Schools, Nacogdoches,\nTexas\n\nRariek, C. E., Fort Hays State Teachers’\nCollege, Hays, Kans.\nRobinson, William McKinley, Director, De¬\npartment of Rural Education, Western\nState\nTeachers’ College, Kalamazoo,\nMich.\n\nSwain, C. C., President, State Teachers\nCollege, Mayville, N. D.\nSwenson, Anna, Director of Rural Educa¬\ntion, State Department of Education, St.\nPaul, Minn.\nTaplin, Winn L., Superintendent, Ludlow\nPublic Schools, Ludlow, Vt.\nThompson, Paul, Assistant Superintendent\nof Public Instruction, Lansing, Mich.\n\nRodgers, Mrs. Lucy E., Superintendent,\nMorrow County Schools, Heppner, Ore.\nRother, Mrs. Anna\nM., Superintendent,\nRamsey County Schools, Devils Lake,\nSamuelson,\nAgnes, State Superintendent of\nN. D.\n^ Public\nInstruction, Des Moines, Iowa.\nSecor, Alson, Editorial Department, Suc¬\ncessful Farming, Des Moines, Iowa\nSelke, George A., President, State Teach¬\ners College, St. Cloud, Minn.\nSewell, Mrs. Charles W., Director, Home\nand Community Work, American Farm\nBureau Federation, 58 East Washington\nSt., Chicago, Ill.\nSheldon, Kenneth. Associate Professor of\nAgricultural Education, University of\nVermont, Burlington, Vt.\nShowalter, N. D., State Superintendent of\nPublic Instruction, Olympia, Wash.\nSimmons, Edna, Supervisor of Elementary\nInstruction, Hinds County, Jackson, Miss,\nSimpson, T. Arthur, Assistant State Super¬\nintendent of Public Instruction, Springfield, Ill.\nSmith, I. S., State Supervisor of Schools,\nState Department of Education, Atlanta,\nGa.\nSmith, William M., Superintendent, Mon¬\nmouth County Schools, Freehold, N. J.\nSnyder, Ray P., Chief, Rural Education Bu¬\nreau, The University of the State of New\nYork, Albany, N. Y.\nSoule, Andrew M., President, State Col¬\nlege of Agriculture and Mechanic Arts,\nUniversity of Georgia, Athens, Ga,\n\nCOMMITTEE\n\nON\n(A\n\nThorp, Luella, Rural Supervisor,\npartment of Public Instruction,\n\nCity, Okla.\nTrumper, May, Head, Department of Rural\nEducation, State Normal School, Geneseo,\nN. Y.\nTurner, Harvey L., Director, Division of\nRural Education, Michigan State Normal\nCollege, Ypsilanti, Mich.\nVogltance, F. J., Superintendent, Colfax\nCounty Schools, Schuyler, Nebr.\nWard, W. H., Superintendent, Walterboro\nPublic Schools, Walterboro, S. C.\nWerner, John C., Director of Training, State\nNormal School, Albion, Idaho\nWhite, Raymond, Superintendent of Schools,\nDouglas, Wyo.\nWilcox, Carlyle W., Principal, Pioche Pub¬\nlic\nNev.Schools, District Number One, Pioche,\nWilson (Miss), Edgar Ellen, Director of\nElementary Education, State Department\nof Education, Austin, Texas\nWilson, S. C., Director, Division of Teacher\nTraining in Vocational Education, Sam\nHouston State Teachers College, Hunts¬\nville, Texas\nWooster, Earl, Principal, Humboldt County\nHigh School, Winnemucca, Nev.\nYates, W. S., Supervising Principal, Titus¬\nville Junior-Senior High School, Titus¬\nville, Fla.\n\nSOCIAL\nSpecial\n\nKelly. F. J., Chairman; Chief, Division of\nColleges and Professional Schools, United\nStates Office of Education, Washington,\nD. C.\nDewey, John, Associate Chairman, Teachers\nCollege, Columbia University, New York,\nN. Y.\n\nState De¬\nOklahoma\n\nECONOMIC\n\nGOALS\n\nCommittee)\nGivens, Willard E., Superintendent, Oak¬\nland Public Schools, Oakland, Calif.\nMarshall, Leon C., The Institute of Law,\nJohns Hopkins University, Baltimore, Md.\nMoore, Robert C., Secretary, Illinois State\nTeachers’ Association, Carlinville, Ill.\nRoss, E. A., University of Wisconsin, Madi¬\nson, Wis.\n\n"}
{"page": 855, "printed_page": null, "text": "Associational\n\nMINUTES\n\nOF THE\nWashington,\n\nRecords\n\nand\n\nFOURTEENTH\nASSEMBLY\n\n849\n\nREPRESENTATIVE\n\nD. C., June 30-July 6, 1934\n\nFirst Business Session, Tuesday\n^From 8:30 to 9 a.m.\nWilliam J. Stannard,\nAuditorium. President\ntive Assembly of the\nAssociation to order.\n\nInformation\n\nMorning, July 3, 1934\n\nthe United States Army Band, under the direction of Captain\nplayed an interesting musical program in the Washington\nJessie Gray called the first business session of the Representa¬\nSeventy-second Annual Meeting of the National Education\n\nPresident Gray: The first business session of the Repres\nentative Assembly of\nthe National Education Association in convention will come\nto order, and may I\ncompliment you on the way you have so far accepted your handic\naps and responded\nto your opportunity to do the thing for which you were elected to\ncome here, to get\nthe facts of the case, to get every blessing that we may have for\nyou and take that\nblessing home and give it significance in the life of your commun\nity.\nWe are going to begin with an invocation and Rabbi J. T. Loeb\nof the Ohev\nSholom Congregation, Washington, D. C., will lead us\nin prayer.\n(Rabbi Loeb led in prayer and the business session opened.)\nPresident Gray: I am privileged to present to this delegate body\nRobert R. Spencer\nof Wyoming, who will present the report of the Committee on Credentials.\n. Mr- Spencer: The Committee on Credentials of the National Education Associa¬\ntion met at 2 p.m., July 2, in the Assembly Hall of the Washington Auditoriu\nm. The\noiganization was completed according to the bylaws of the Associati\non.\nThe Committee voted to seat all delegates duly registered with Miss\nChase in the\nsecretary’s office. It was further moved, seconde\nand passed that all qualified\ndelegates registered subsequent to the meeting bed, seated.\nThe chairman was instructed by the committee to appoint a subcomm\nittee of five\nmembers to deal with any protests or other matters which may be\nreferred to the\nCredentials Committee during the course of the convention. In accordance\nwith this\nmotion the following were appointed: J. T. Vaughan — Alabama; F. A. Braina\nrd—\nOregon; Floyd B. Cox — West Virginia; D. A. Andrist — North Dakota; and Frieda\nL. Hayes — New York.\nMiss Chase reported 1126 delegates duly registered at the time of the\nmeeting.\nThere being no further business the meeting adjourned.\nPresident Gray: Thank you, Mr. Spencer, for the presentation of this report.\nMay\nI hear a motion for its adoption? (A motion was made, seconded, and\ncarried.)\nPi esident Gray: You are now up to the adoption of the order of business.\nSecretary Crabtree: It has been the custom at this time to adopt the program\nmade by the president as the order of business. I, therefore, move that we adopt\nthe program as printed as the order of business for this convention. (Motion\nseconded and carried.)\n(The president then extended a few words of welcome to the assembly.)\nPi esident Gray: May we now have the minutes of the Chicago convention?\nSecretary Crabtree: The minutes of the Chicago convention have been printed\nin the volume of Proceedings and they are also found in the Manual, which all re¬\nceived on registering. I move that the minutes as printed in the Proceedings and\nin\nthe Manual be adopted. (Motion seconded and carried.)\nPresident Gray: We come now to a part of our program which we conduct in\nall love and with a sense of gratitude for the beauty of services rendered. We will\nnow have the report of the Committee on Necrology, given by William Alonzo\nJames, chairman of the Committee. (The report is printed elsewhere in this volume,\nSee index.)\n(The\n\nAssembly\n\narose and stood with bowed\n\nheads.)\n\n"}
{"page": 856, "printed_page": null, "text": "850\n\nNational\n\nEducation\n\nAssociation\n\nMr. James (Texas) : I now move the adoption of this report and the preserva¬\ntion of the names thereon inscribed on the permanent records of this Association.\n(Motion seconded and carried.)\n(At this time, in order to make a correction in the program, slips bearing this\ncorrection were distributed to each delegate.)\nPresident Gray: This year we have had to interpret education to lay groups with\ngreat care and with greater understanding than ever before. Two yearbooks pub¬\nlished by the Association during the past year contain material which is helpful\nin interpreting education to lay organizations. One is the Twelfth Yearbook of the\nDepartment of Superintendence and the other is the Eighth Yearbook of the De¬\npartment of Classroom Teachers.\nOn a visit to Florida I found a condition that was very detrimental to the schools\nbecause the governor had cut off all contributions to the schools. There was one\ncitizen down there with a great deal of vision, a great deal of determination and\na great deal of love for children. He poured his life into a high school there, altho\nhe is the president of the Board of Education, living with the boys, teaching them\nconstructive things, things that would be useful and helpful in their lives. Because\nof that abiding interest in the living school, this man went here and there thruout\nFlorida and organized lay people into Better School Leagues.\nI knew that he had a vital message for this convention, so I asked Henry Filer,\npresident of the Florida Education Association of Miami, Florida, and president\nof a board of education, to make a report to you on “Organizing within the State\nfor Better Schools,” and it is my great privilege and joy to present at this time\nHenry Filer of Miami, Florida. (The address is printed elsewhere in this volume.\nSee index.)\nPresident Gray: That is real work. We certainly have a lay defender of edu¬\ncation. It is a great pleasure to present to this delegate body at this time, James H.\nRichmond, superintendent of public instruction of Kentucky, and chairman of the\nNational Committee for Federal Emergency Aid for Education. When you greet\nSuperintendent Richmond I want you to think of the hundreds and hundreds of\nhours of service that he has given to our cause. (The address is printed elsewhere\nin this volume. See index.)\nPresident Gray: I am sure you are grateful for the tremendous lot of work which\nhas been carried on so faithfully and so well. It is a great pleasure to present to\nthis audience M. Grant Lucas, president of the Columbian Educational Association\nof Washington, D. C., who will speak on “Economic Self-Help in the Educational\nCrisis.” (The address is printed elsewhere in this volume. See index.)\nPresident Gray: It is my pleasure now to introduce Edwin F. Hill, former presi¬\ndent of the Washington, D. C., Kiwanis Club, to bring to you a message from the\nKiwanis International, pledging a defense of education, and I am sure this is an\nappropriate time for him to give a short message to you.\nMr. Hill: William J. Carrington, president of Kiwanis International, comprising\nabout 1900 clubs in the United States and Canada, asked me to bring you this brief\ngreeting that Kiwanis International pledges support to the maintenance of adequate\neducational facilities, especially stressing character education. Kiwanis clubs every¬\nwhere will be glad to cooperate with school authorities in carrying out this very\nworthwhile endeavor. (After explaining the work of Kiwanis International, he\ncontinued :)\nFor the benefit of members\n\nof this body here as delegates, we\n\nof the Washington\n\ngroup invite you to our meeting, which will be held at the Mayflower Hotel, Thurs¬\nday, at 12:30. We assure you a warm welcome in a cool room.\nPresident Gray: A request has come to me asking if you are willing to have your\npicture taken as a delegate body for the purpose of publication. All those who would\nlike to have their picture taken will signify by saying “aye.” We\nwish to have our picture taken.\n\ndo not seem\n\nto\n\n"}
{"page": 857, "printed_page": null, "text": "Associational\n\nOn\n\nThursday\n\nRecords\n\nand\n\n851\n\nInformation\n\nmorning\n\nthere will be stunts presented. I should like those stunts\nnamed by the state, and what you have to present, and the time so that I may\nproperly balance that program and get it thru by the regular time. Please put\nthe name of the stunts on a card, what the stunt is, and how long it will take, the\nessential things being the name of the state and the length of time the stunt will take.\nMiss Cornelia S. Adair (Virginia): The press has always been very kind and I\nthink we misunderstood that vote on the request to have the picture taken. I imagine\nthis group would be very glad to have the picture taken.\nPresident Gray: Miss Adair says she thinks there was a misunderstanding. The\npress has always been very gracious and kind to us teachers and they want your\npictures. It is for publication and it would not take but one minute. Supposing I put\nthe question this way then: if you are willing to have your picture taken the first\nmatter tomorrow morning, even before we have the invocation— all those who are\nwilling to do that, give their consent by saying “aye.” (Loud response of “ayes.”)\nContrary minded? (No response.) Then come get your picture taken tomorrow\nmorning. Thank you, Miss Adair.\nOn the platform, the guests this morning are the members of the Dynamic Activity\nCommittee. We appointed at the beginning of the administration a Dynamic Ac¬\ntivity Committee and I think they have done a marvelous piece of work. Now in\npresenting the report of that committee you have information as to how to get more\nmembers. This year you have a challenge for 50,000 membership. You have a chal¬\nlenge for 100 percent vote, and I am going to give you a challenge for 100 percent\nmembership and 100 percent vote, so that we can express the strength of our organi¬\nzation in membership, in service, and in voting. I am going to ask a member from\nthe state representing the greatest number of new members to make that report,\nand that is from my own state of Pennsylvania, and I am going to ask Dr. Bentz\nto make that report of the whole Dynamic Committee. I wish the Dynamic Com¬\nmittee would stand up, those of them that are here, and make their bow at this\ntime. (The report is printed elsewhere in this volume. See index.)\nPresident Gray: I know that report is accepted because of the new memberships.\nMore than 4000 came in as a result of this drive. I am so glad you gave a round\nof applause to that report of the Dynamic Membership Committee. We will now\nproceed to the amendment of the bylaws.\nMr. Charles Carroll (Rhode Island) : I wish to move at this time the considera¬\ntion of the amendment be postponed until Thursday morning because of the lateness\nof the hour.\nPresident Gray: We still have thirty-two minutes. It has been moved that the\namendment to the bylaws be deferred to the Thursday meeting. I consider this\nan important part of this agenda. (Motion seconded and lost.)\nPresident Gray: You have had a copy of the proposed amendment in your\nenvelope; you have read it; you have heard it before. I will ask what is your\npleasure concerning the amendment to the bylaws?\nMr. J. Russell Croad (California) : By request of the California delegation today\nvoted at their official business meeting, I make a motion that the amendment to the\nbylaws, which is to be acted upon at this convention by the National Education\nAssociation, shall be voted upon by ballot at the time of the regular official election\non Thursday, July 5, 1934.\n(Because of a parliamentary tangle, a motion was made, seconded, and carried\nto omit from the minutes the ensuing discussion.)\nMrs. Johanna Lindlof (New York): I second the motion as it was moved and\ncarried by the New York delegation at its meeting yesterday.\nPresident Gray: You have heard the motion and it has been seconded. Are you\nready for a vote ?\nMr. Abraham Lefkozvitz (New York): The question is whether\nthis when the delegates of this convention are here to express\n\nwe\n\nshall vote on\ntheir opinion or\n\n"}
{"page": 858, "printed_page": null, "text": "852\n\nNational\n\nEducation\n\nAssociation\n\nwhether that shall be done at a time when the delegates are not here to express\ntheir opinion. I believe that this body is fully qualified at the present time, and\nintelligent enough, to express its Convictions, and it is about time that We derrtoCra^\nfcized to a greater degree the proceedings and activities of this Convention. It Is\ntrue, whether we like it or not, that some of us may not be as courageous as\nothers, but voting by ballot is an American tradition that experience has demon¬\nstrated is fully sound and justified. It seems to me that all those of us who be¬\nlieve that the time has come when the classroom teacher must play a more im¬\nportant, a more vital and aggressive part in determining their own destinies is\nat hand, and 1 hope you will vote for this motion. (The vote was taken and\ncarried.)\nPresident\n\nGray:\n\nWe\n\nwill now\n\nhave\n\nan announcement\n\non the arrangements\n\nfor\n\nvoting by the chairman of the Committee on Elections, Herbert C. Hansen, prin¬\ncipal of Taylor School, Chicago, Illinois.\nMr. Hansen : The annual election will be held on Thursday, July 5. The polls\nWill be open from 8 o’clock in the morning until 6 o’clock in the evening. The com¬\nmittee has arranged to hold the election at the delegates’ registration desk in this\nbuilding. You are to vote in the same place where you registered. The delegates\nregistration desk, as you will recall, is in the basement of this building.\n\nEach delegate when he registered was given an election coupon. Sign the coupon\nand exchange\n\nit for a ballot on Thursday.\n\nThe\n\nballot will be filled out by making\n\nran “X” opposite the names of the candidates. Be sure to mark the ballot clearly\nso that there will be no doubt aboujt your choice of officers. Then you will place\nthe ballot in the ballot box.\nOnly delegates may vote. Delegates\nrequested to vote early. The members\n\nmust present proper credentials. You are\nof the committee will be present thruout\n\nthe day. The full committee will meet at that place at 6 p. m. to begin the count¬\ning of the ballots. I move the adoption of this report. (Motion seconded and carried.)\nPresident Gray: Novs I should think you would decide to put that amendment\non the ballot.\nMrs , Lindlof: In order to avoid any possible error on the part of any person,\n\nI move that the Elections Committee provide for the inclusion of the amendment\non the official ballot to be voted upon Thursday morning.\nDelegates: Second the motion! Second the motion!\n\nPresident Gray: You have all heard that motion?\ndelegates: No! No!\nMrs. Lindlof: In order that there may be no mistake on the official ballot or in\nthe procedure that should be adopted, in order to have this amendment acted upon\nproperly I move that the Elections Committee take the proper measures to include\nthese amendments on the official ballots which are to be voted upon on Thursday\nat the election then held.\n,\nMr. Carroll G. Pearse (Wisconsin) : I should be very glad to second the motion\nof the lady from New York. (Carried.)\nPresident Gray: Nominations are now in order for president, and we shall be\nglad to hear those people who are to make nominations at this time. I will call\nthe roll by states. Alabama.\nAlabama: Alabama yields to Virginia.\n(Sidney B. Hall came forward for Virginia and nominated Joseph H. Saunders\nof Newport News, chairman of the Board of Trustees, for the presidency of the\nAssociation.)\n1\nDelegate: Madam President, I make a motion that we limit speeches to two min¬\nutes. (Motion duly seconded, and stated by the president.)\nMiss Adair: Virginia feels since she has had more than two minutes, the other\ncandidates should have more than two minutes also.\nPresident Gray: Are you ready for the question?\nDelegate: Madam Chairman, that motion should\nfirst nomination.\n\nhave\n\nbeen\n\nmade\n\nbefore\n\nthe\n\n"}
{"page": 859, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n853\n\nPresident Gray: I know that but I did not want the speeches to go on five, six,\nseven, and eight minutes.\nDelegate (New York) : The motion is out of order.\nDelegates: Question! Question!\nMiss Adair: I came forward to move that no less time be given to the other\ncandidates than Virginia had, which was four minutes, but since we have pro¬\nceeded I believe the gentleman who spoke was correct in saying that the motion\nwas out of order. The question has been called for but you would not shut off dis¬\ncussion, of course.\nMr. Frederick Houk Law (New York): It seems to me to be an important mat¬\nter to decide who should be the leaders next year for this great national organiza¬\ntion and to shut off the presentation of the work or views of any candidate from\nany state whatsoever is once again to violate democratic procedures. I hope you\nwill be willing to stay here any length of time to help serve the pupils, the teachers,\nand the schools of the country.\nMiss Adair (parliamentarian) : Since the question was declared out of order,\nthe secretary will proceed with the roll call.\nSecretary Crabtree: Alaska.\nAlaska: Alaska yields to Washington.\n{Emery Asbury then came forward for the state of Washington and placed in\nnomination for the presidency Orville C. Pratt , superintendent of schools of Spokane,\nWashington, and leader in the Northwest.)\nSecretary Crabtree: Arizona.\nArizona: Arizona yields to Indiana.\n(Albert Free of Indiana then took the floor to nominate Henry Lester Smith for the\npresidency of the Association, Dean Smith being at present treasurer of the Asso¬\nciation and dean of the School of Education at Indiana University in Bloomington.)\nSecretary Crabtree: Owing to the lateness of the hour I will call the roll rapidly.\nArkansas.\nArkansas : Arkansas passes.\nSecretary Crabtree: California.\nCalifornia: California yields to Indiana.\n{Sara Ewing from Indiana came forward\nbehalf of Dean Smith.)\nSecretary Crabtree: Colorado.\nColorado: Colorado passes.\nSecretary Crabtree: Connecticut.\nConnecticut:\n\nConnecticut\n\nkneels to New\n\nto speak for the classroom\n\nYork.\n\n(Laughter.)\n\n(The\n\nteachers in\n\nsecretary cor¬\n\nrected himself. He explained that he meant to say “yields” instead of “kneels.”)\n{Frederick Houk Law then in well-chosen words placed William H. Holmes,\nsuperintendent of schools, Mt. Vernon, New York, in nomination for the presidency\nof the Association.)\nSecretary Crabtree: Delaware.\nMiss Sara Fahey: Madam Chairman, may I speak?\nThe Chair: Our custom is to call the roll of states and allow only one person in\na state to speak until the end and then ask you if you want to have other nomi¬\nnating speeches. I will rule we will allow only one nomination from each state\nuntil we have finished the roll call.\nMiss Fahey:\n\nMadam\n\nChairman,\n\nmay\n\nI say I remember\n\nlast year I was\n\npermitted\n\n— I do not wish to speak at length — but I was permitted last year to endorse Miss\nGray as nominee here in this same manner and, therefore, that is why they decided\nto divide the particular things we wished to call attention to, and have Dr. Law\nsubmit some of them. I do not wish more than two or three minutes but I would\nlike two or three minutes\n\nand have\n\nThe Chair: Is it your\nDelegates : No! No!\n\npleasure we\n\nus complete\n\nour nomination\n\nfor our candidate.\n\ndepart from the usual order of procedure?\n\n"}
{"page": 860, "printed_page": null, "text": "854\n\nNational\n\nEducation\n\nAssociation\n\nThe Chair: Then unless you object to the ruling of the Chair, the Chair will sus¬\ntain that ruling of one nomination from each state until we have completed the\nroll call. I am sorry. Our secretary will continue the roll call.\n(As the call proceeded a representative of Connecticut seconded the nomination\nof Mr. Holmes in a short address in his behalf.)\n(Subsequent states passed until Oregon was called.)\nOregon: Oregon, as a part of the great Northwest, is happy to second the nomi¬\nnation of Orville C. Pratt.\n(Rhode Island yielded to Virginia. A classroom teacher then spoke in favor of\nMr. Saunders for president.)\nSecretary Crabtree: South Carolina.\nSouth Carolina: South Carolina yields to Virginia if Virginia wishes the oppor¬\ntunity.\n\n(Miss Adair thanked South Carolina for the compliment but did not use the time\nfor an address. The roll was completed.)\nThe Chair: Now if any of the states have not had a chance, now is the time for\nnominations from the floor. We always call the roll. I presume we should follow\nour usual custom. I will now recognize Sara Fahey of New York.\n(Miss Fahey spoke for the classroom teachers of New York in favor of Mr.\nHolmes for president. A member of the California delegation then spoke in favor\nof the candidacy of Mr. Holmes in a forceful address.)\nMr. George IV. IV annamaker (Georgia) : I move the nominations close. (Seconded\nand carried.)\nThe Chair: Now it is customary, as we all know, to vote for vicepresidents. I\nwonder if somebody will make a motion to call the roll rapidly, and those who\nhave vicepresidents to nominate confine their remarks to one minute?\n(It was thereupon moved that the roll of states be called, and those states having\na vicepresident to nominate, do so, and limit their nominating speeches to one min¬\nute, which motion being duly seconded, was voted upon and unanimously carried.)\nSecretary Crabtree: Alabama.\n(Mr. Brown of Alabama nominated L. Frazer Banks for the vicepresidency.)\nSecretary Crabtree: Alaska-Arizona.\nArizona: Arizona yields to Missouri.\n(A member of the Missouri delegation thereupon nominated Hattie H. Gordon\nof Kansas City for the vicepresidency.)\n(As the names of the states were called the following made nominations.)\n(New Jersey nominated Mattie S. Doremus as vicepresident.)\n(The Connecticut delegation nominated Ernest IV. Butterfield for vicepresident.)\n(Oklahoma presented the name of C. K. Reiff for vicepresident.)\n{Helen Finch of Kansas City, Kansas, presented Miss Rae Kemp as a candidate\nfor the vicepresidency.)\n(The Oregon\npresident.)\n\ndelegation nominated\n\nC. A. Rice of Portland\n\n(The Rhode Island delegation presented the name\nhim for vicepresident.)\n(The South\nqualifications.)\n\nCarolina\n\ndelegation\n\nnominated\n\nas a candidate\n\nof Charles\n\nIV. D. Nixon,\n\nfor vice-\n\nCarroll and urged\n\nand pointed out his\n\n(Vermont presented the name of Caroline S. Woodruff for reelection as vicepresident.)\n(State Superintendent John Callahan of Wisconsin nominated Charles Hulten for\nthe vicepresidency.)\nThe Chair: That is all. It seems to me if it is all right with you, we will have\nthe people who have nominations for other offices to come up and name their states\nwithout the call of the states. Alabama is yielding to one of these states and he will\n\ntell you which one.\nAlabama: xMabama\n\nyields to Ohio.\n\n"}
{"page": 861, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n855\n\nInformation\n\n(Ohio then put R. E. Ojfenhauer in nomination for\ntreasurer of the Association.)\n(Georgia next nominated George IV. Wannamak\ner for treasurer.)\n{Henry J. Gerling of St. Louis, Missouri, nominated\nWilliam T. Longshore for\ntreasurer.)\n\nThe Chair: Are there any other nominations\nfor treasurer? If not, a motion to\nclose nominations is in order. (It was duly\nmoved, seconded, and carried that\nnominations for treasurer close.)\nThe\n\nChair:\n\nNow\n\nit is in order to have a motion that the names\nof directors as\nsubnutted by the states be placed on the ballot.\nDo I hear such a motion? (Motion\nwas made, seconded, and carried.)\n{Miss Gray\npassed.)\n\nthanked\n\nMiss Adair\n\nfor presiding for her. A motion to adjourn\n\nJ. W.\n\nSecond\nThe\n\nsecond\n\nBusiness\n\nSession, Thursday\n\nCrabtree,\n\nSecretary\n\nJessie Gray,\n\nPresident\n\nMorning,\n\nJuly 5, 1934\n\nbusiness session of the Representative\n\nAssembly\n\nwas\n\nconvened\n\nNavy\nP™gram by the United\nBand, Tnd\nrwith a musical\n,Aud‘t0nu™>\nunder'T”\nNav^Band\nthe direction\nof Lieutenant\nCharles Benter\n\nat 8-30\nStates\n\nFollowing the conclusion\nthe musical program\nont' put on a stunt anouncing to the National Educof\nation Association that in Verm\nthe year 1935 Vermont woul\nd\nhave a candidate for the presidency of the\nAssociation in Caroline S. Woodruff\nColorado put on a stunt inviting the N. E.\nA. for its 1935 convention to Denver!\nj\nrj3 p*111 °jn a S^unt Presenting its candidate for the presidency for 1934-3 5\nJoseph H. Saunders of Newport News.\n’\nAt 10 o clock President Gray called the\nmeeting to order.\n. Mr' Fred D • Cr*m (Iowa) : As state director for\nIowa I am presenting one who\nis to present to the National Education Assoc\niation a copy of the picture which\nhangs at the head of the grand stairway in\nthe state capitol of Des Moines This\npicture is presented to the National Education Assoc\niation by the teachers of' Iowa\nand the presentation will be made by our\nstate superintendent of public instruc¬\ntion, Agnes Samuelson.\nMiss Samuelson : “Westward the course of\nempire takes its way.” A beautiful\npicture, exemplifying these prophetic words\nwritten by Bishop Berkeley in the\neighteenth century, is painted at the head of the\ngrand staircase in the Iowa State\nCapitol Building in Des Moines. This print is\na reproduction of this painting which\nthe teachers of Iowa have secured for the schoo\nlrooms of the state.\n. Th,5 l0TuStlTe Tea<;hers Association takes pleasure in presenting this copy\nto\nthe office of the National Education Association.\nIt glorifies the march of civilization\nwestward. Notice that the adventurous youth\ndrives the oxen toward the setting\nsun. His inspiration is the four celestial beings,\nambition, confidence, and the twins\nforethought and reflection sowing seeds for flowers\nand fruits. Appreciation reli¬\ngion, education, and the prophetic symbols of the steam\nengine and communication\nare in the picture. The spotlight is on the mother\nwho is the culture of the East\nBy her side is the daughter, the culture of the West\nand the little sister turning\nto education. The mother and the teacher will make\nany place the cradle of a finer\ncivilization. The birds reflect the Higher Power that\nguides “our steps aright.”\nWe give this picture with all its beautiful symbolism\nto the teachers of the land,\ne teachers are the pioneers of this age as they push\nahead new frontiers for the\nnext generation in the schoolrooms. It is ours to\ncarry on in the same spirit as\nthose sturdy pioneers who blazed the trail of civili\nzation westward in times even\nmore precarious than these.\n\nPresident Gray: On behalf of the National Education\nAssociation, of which I\nhave the honor to be president, we accept this beauti\nful picture and will see to it\nthat at headquarters it reminds us of your devotion\nto organization work and it\n\n"}
{"page": 862, "printed_page": null, "text": "856\n\nNational\n\nEducation\n\nreminds us also of that service we have\nassociation very much, Miss Samuelson.\n\nfrom\n\nAssociation\n\neach\n\nstate. Thank\n\nyou\n\nand your\n\nentative As¬\nThis morning we begin the second business session of the Repres\nFirst Church of Christ\nsembly by being led in prayer by W alter H. Moling, reader,\nDr. Moling.)\nScientist, Washington, D. C. (The invocation was then pronounced by\nal of the\nPresident Gray: The next speaker is Mrs. Edith B. Joynes, princip\na, who\nGeorge Washington and Robert Gatewood Schools, Berkley, Noifolk, Virgini\nhip and Interpretation.”\nwill speak on “The Principal’s Responsibility for Leaders\nindex.)\nSee\nvolume.\nthis\nin\nre\n(The address is printed elsewhe\nis a classic\nPresident Gray: Mrs. Joynes’ interpretation of the duties of principals\nlearning\nare\nThey\nmidst.\nbecause that vision is for the good of the children in our\nproper inter¬\nfrom us to .tell black from white and from us also will they gain their\nns.\npretation of and relationship to international situatio\nHolly¬\nnext speaker is Mrs. Georgia Parsons, teacher, Vine Street School,\nwill address us on “Child Labor.” (The address is printed\nwood, California, who\nelsewhere in this volume. See index.)\nThe\n\nthis Delegate As¬\nPresident Gray: We thank you, Mrs. Parsons. I know that\nsembly has enjoyed your comments.\nhad in mind\nI wish to tell you now that in the preparation of this program we\nof this multiple\nthe two great human institutions, the home and the school. The first\ne of child,\nis the mother, father, and child ; and in the second there is the multipl\nute and minister one\nteacher, and principal, and because of that these three contrib\nlabor, we\nto the other. We have had discussed the child in its relation to child\nhip and inter¬\nhave had a discussion on the principal’s responsibility for leaders\nion of “The\npretation. We will now have the third of that trinity, namely, a discuss\n,” which will\nClassroom Teacher’s Responsibility for Leadership and Interpretation\nom Teachers of the\nbe given by Faye Read, president of the Department of Classro\nthis volume.\nNational Education Association. (The address is printed elsewhere in\nSee index.)\n\niate that fine report.\nPresident Gray: Thank you, Miss Read. We very much apprec\nis American Education\nYou may recall that one of the greatest weeks in the year\nSaturday.\nWeek which is celebrated once a year from Saturday to the following.\ncan Education Week.\nYou may recall that there are four groups sponsoring Ameri\nNational Congress\nThe National Education Association; the American Legion; the\nEducation. Those four\nof Parent and Teachers; and the United States Office of\ninformation and enthusiasm\ngroups expect from their activities to have one blaze of\nAmericanism Commis¬\nabout education in that week. The Director of the National\nto make and I will\nsion of the American Legion, Russell Cook, has an announcement\ngive him the floor, with your permission, at this time.\nfor the past\nMr. Cook: I want to take this opportunity to recognize your leaders\nhardship and it has\nyear. I know this has been a year of unusual and difficult\ncharacter of leadership\nbrought to light many things. It has brought to light the\nthis and wishes to\nof some of your leaders. The American Legion recognizes\nexpress their appreciation in the form of a citation:\nan Legion\nResolved, That the National Americanism Commission of the Americ\nAssociation of the\nexpress to Jessie Gray, president of the National Education\nwhich has made it\nUnited States, its appreciation of her splendid cooperation,\nand organiza¬\npossible for the American Legion to support, with its membership\ncommend her for\ntion, the public schools of this country and that we do further\ndevoted to her\nthe high character of leadership which she has in a trying year\nto the National\nresponsibility, and that we further, thru this resolution, express\nCommission of\nEducation Association the desire of the National Americanism\ntion which has\nthe American Legion to continue in the future the active coopera\nbrought success to our mutual endeavors during the past yeai.\n\n"}
{"page": 863, "printed_page": null, "text": "857\nAssociational\n\nT his citation and\nmander, Edward\nt. Sanderson.\n\nRecords\n\nresolution appear\n\nand\n\nover\n\nInformation\n\nthe signature\n\nof our national com¬\nA. Hayes, also over the signature of our national president,\nFrank\n\nMiss, Gray, it is with the greatest privilege and honor I recogn\nize you in this form\nthis morning.\n\nI will not read the other citation but assure you people\nwe of the Legion recog¬\nnize the leadership, the fine character and standing of your\nsecretary, J. IV. Crabtree,\nand it is my pleasure to present to him a citation similar\nto the one presented to\nMiss Gray.\nPresident\n\nGray:\n\nWe\n\nare going to continue with a discussion on rural education\nby Richard E. J aggers, director of teacher training, State\nDepartment of Education, of Frankfort, Kentucky, who will talk to you on “Rural\nInterpretation.” (The\naddress will be found elsewhere in this volume. See\nindex.)\nPresident Gray: Thank you, Mr. J aggers, for that report\n. It has many good ideas\ncontained therein.\n. We\n\nWl11 now\n\ncal1 uP°n A- L- Whittenberg,\n\nsecretary of the Illinois State Examin¬\n\ning Board for Teachers’ Certificates, Springfield,\nIllinois, to give us a composite\nreport of the state reports of the various members of\nthe Board of Directors. (The\nreport is printed elsewhere in this volume. See index.)\n\nIn connection with his address Mr. Whittenberg paid a\nhigh tribute to Miss Gray.\nPresident Gray: I have not done more than my duty and I\nam glad that service\nis a crowning virtue. Where the schools have been closed the\nsalary of the teacher\nhas been the variant, going down to half and less than half and\neven less in many\ncases. I believe in the value of service. My mother taught\nme that, you have taught\nme that, and I have learned the lesson but I do not believe in servic\ne being sacrificed\nto budgets. So next year I am going to ask anybody who has\nany power at all\nto make salaries the constant factor and as a principle\nof equity, justice, and fair\nplay to make the length of the term the variant accordingly\nas the people have\nin all honesty dedicated money to pay for service. That is only\nfair to the teachers\nof America. I am so glad that Mr. Whittenberg said that it shall\nbe settled in the\nlegislatures and you know now why the keynote of this convention has been\n“inter¬\npretation to the public.”\nThere is very little yet to be finished at the second business session\nbut what is\nleft is very important. We will have the report of the secretary,\nMr. Crabtree.\n(After reviewing the report the secretary moved that it be printed in\nthis volume.\nSee index.)\nPresident Gray: The next item on our program\nHenry Lester Smith.\n\nwill be the report of our treasurer,\n\nMr. Smith (Indiana) : The report of the treasurer is in the envelop\ne that you\nreceived when you first registered as delegates. It is a part of that\nofficial finan¬\ncial report prepared by Wayne Kendrick & Company, Certified Public Account\nants\nin Washington, D. C. Inasmuch as the audit report will follow this and\ninasmuch\nas you have had an opportunity to read this official report, I think it\nunnecessary\nto refer to any of the items there or to read the report. I, therefo\nre, move the\nadoption of this report. (Motion seconded and carried.)\nPresident Gray: I will ask at this time that the chairman of the Auditin\ng Com¬\nmittee, Esther M. Smith, of Pittsburgh, Pennsylvania, give the report\nof the Auditing\nCommittee.\n\nMiss Smith: The members of the Auditing Committee appointed\nby the president,\nin accordance with the requirements of the constitution, have examined\nand audited\nthe accounts of the Board of Trustees, the secretary and treasurer of\nthe National\nEducation Association as presented by Wayne Kendrick & Company,\nCertified Public\nAccountants of Washington, D. C., and we find them in fine financi\nal condition.\nSplendid management is reflected in the actual expenditures,\nwhich are $6,925.83\nunder the budget allowances appropriated for the current year by\nthe Representative\n\n"}
{"page": 864, "printed_page": null, "text": "858\n\nNational\n\nEducation\n\nAssociation\n\nAssembly, despite the fact that a greater volume of service yvas rendered during\nthe crisis. We note with gratification the increase in value of the Permanent Fund\nassets of over $12,000, the reduction of the mortgage on headquarters building in\nthe sum of $30,500, and the fact that there is a net income of $2,686.01 (as opposed\nto a loss in 1933), making a net increase of $11,078.45 in addition to $37,055.70\nrepresenting 50 percent of the balance on deposit in the Commercial National Bank,\nWashington, D. C., at the time of the bank holiday in March, 1933.\nI move the adoption of this report of the Auditing Committee. (Motion seconded\nand carried.)\n\nPresident Gray: So far as I know there is no unfinished business. If there is, will\nyou suggest it? If not, I will go right on with the new business. Is there any new\nbusiness to be brought before the Delegate Assembly?\nMrs. Rueben (Illinois) : Madam President, I have a motion I would like to state.\nPresident Gray: Mrs. Rueben of Chicago.\nMrs. Rueben: I have a motion to present before the Delegate Assembly. I move\nthat the Representative Assembly instruct the officers of the National Education\nAssociation to call upon all parents, teachers, and children to organize mass meet¬\nings and other demonstrations on Thursday of American Education Week, which\nis devoted to the subject of our schools, the purpose of which demonstration shall\nbe to impress upon the entrenched interests now attacking the public schools the\ndetermination of the public to secure sufficient financial support to insure for the\npublic schools at least the educational efficiency of the pre-depression level.\nMr. Robert C. Moore (Illinois) : Madam Chairman, I would like to speak for\na minute or two to the motion.\nPresident\n\nGray:\n\nWill you come\n\nto the platform, Mr. Moore,\n\nplease?\nMr. Moore: Madam Chairman, Delegates of the Convention: A few moments ago\nyou very properly applauded Mr. W hittenb erg when he stated that not so much\nmay depend upon the size of the dog in the fight as the size of the fight in the dog.\nI think, and several of us from our Illinois delegation believe, that it is not only\n\nnecessary to have a big dog in the fight or a big fight in the dog, but it is also neces¬\nsary to understand quite clearly what and where the other dog is that we must\nfight and direct our fighting in the proper direction. Consequently we have heard\nrelated at this meeting and in the subsidiary meetings the fact that it is time for us\nto be more aggressive and militant for the schools and against the powerful en¬\ntrenched interests that we know are attacking the schools. The statements of the\ndelegate from Illinois are really very mild when we consider the powers and\ninfluence of the enemies of the public schools, but they constitute a step in the right\ndirection and, if their purpose is carried out with enthusiasm all over the United\nStates, may give our enemies an idea that we are capable of more direct attack\nand action if necessary. Some of us feel that more direct action against the enemies\nof our public schools is necessary and that up to this time little attention has been\ngiven to our meek attitude. Almost none has been given by the press. It is perfectly\nevident to us that we should be given recognition as a power in public affairs, and a\nlittle notice should be given to our public meetings.\nThe next statement I think I shall take entire responsibility for — no one instructed\nme to say it— but I cannot resist the impulse to call your attention to the present\nsituation. When it was indicated that we might meet in Washington in the very heat\nof the summer season, I asked why we should come here. I was informed that it was\nvery probable that the President of the United States would like to address this\ngreat National Education Association, and I concluded that would be well. And\nso we are here. We have endured several days of intense heat; we have sweated\nand we have suffered, but we have not had one single official or personal word to date\nfrom the President, who has gone off on a vacation. He appointed Mr. Johnson\nto speak for him, and he became\n\nill and has also left the city, and we\n\nare here.\n\n"}
{"page": 865, "printed_page": null, "text": "Associational\n\n859\nRecords\n\nand\n\nInformation\n\nrhLh? 'iy-beI'eVe th/t 3 great national organization fighti\nng for the rights of\nch Idhood m a time of crisis deserv\nes its share of attention from\nthe New Deal and\n^Administration trylng t0 Put over that\nNew Deal\n'hat 1 St3ted that we s«\"> <° a™»nt\n^\nto very Htde and't'h^noTt^F'1''5-’ °f-'\ntbat our force is not recognized,\nand\nus>\n■ ^ 10n I.S Pven\nn\nobtai\nnot obta\nWee shall\nl not\nin reco\ngnition or help for the schools unti\nl we definitely recognize\nand point out the opposition and make a direct attack upon it\nrecognize\nI.et us consider for a moment wha\nt the opposition is and its characte\nr.\nand K ■’ -SeemS ,'° me’ 18 a laboratory in which the American brand of Fascism\nPublic Scho°' system a* « existed\ns ago Afte\nP'an\nAftfr°Ut\nyeaTs'L?\nfew year\na tew\nr our “Sexpe\nrien*°\nce of thethelast\nfew years in Illinois we ran\nprove we are under the domination\nof the big business Fascism or of Nazi\nm of the\nentrenched interests, as they are\ncalled in this motion, that control\nou poHtica!\nparties, our state government; and\nthey have adopted the most ruthless\nmethods\n\nur;“e;TfinnftfLVmPTeastf°n\n;ointT\nA few\n\n^\n\nM*y\n\n1\n\n3\n\na\"d\n\nyears ago we had a great war. In Illin\nois we had at that time what was\nalmost a supreme dictator, at whose feet\nwe knelt and learned lessons of patrioti\nsm\nand justice and loyalty to government and\nrighteousness, and I don’t know how\nm™ this\nthie™S\nfrom his tongue. I could tell you more about this\ngreM\n.at man,\nsuper-patrioglibly\nt, who ruled our state, himself declarin\ng he was the\nuncrowned king of Illinois. His infl\nuence reached into many states! yea\nv r ly\nthruout the nation to quite a large exten\nt. But he made the error of even expl\noiting\nh,s own kind, and went so far that when\nhis downfall finally came and he fled\nto\nEurope for lefuge there, it took a year\nto get him back. I was in Chicago a few\ndays ago and again this super-patriot’s\nname appeared in two inch headlines in\nh\nth'S ?re,a! d'C'a‘?r’ thls man who had shaped the policies of our state\nwho had been the Mussolini, the Hitler,\nif you please, of Illinois. But this time the\nactaionnHe\nfinger-printing him and hi, being cast into jail for criminal\nactio\nn. He is now awaiting\ntrial. I want you to know that the syst\nem established\nCO, ,nr0Tbratr\nschool's ^\n\ny ,\n\nman\n\nSti\" prevails in Illinois and k is eroding\n\n18 Wha‘\n\nWe\n\nmCan\n\n^\n\n‘he entrenched\n\ninterests who\n\nthruout the\n\nare opposing\n\n,L''me.“e\n,onet otbfr. example. We have in Chicago a man who was at one\ntime president of the Citizens Committee\non Public Expenditures, the most noted\no t e organizations that are now operating\nto wreck the schools. He is also the\npresident of a great railway company. This\nrailway company paid him $60,000 a\nyear, or over $60,000 as salary. He had as\nassistant vicepresidents in his office\nseventeen or eighteen men, any one of whom\ndrew a higher salary than the superinendent of schools ,n the city of Chicago;\nand still they are trying to do everything\nthey can to reduce the salaries and the teachers\n’ salary budget in the city of Chi¬\ncago. The railroad of which this man was\npresident obtained large loans from the\ngovernment to keep it running and still I believe\nthat committee has done much to\nstop any loan coming from the government to pay the teachers\n’ salaries.\nIn Illinois we have a big banker, a part of this movem\nent, a former vicepresident\nand a very active official of the Reconstruction Finan\nce Corporation, who got a loan\nof $90,000,000 from the federal government to\nprop up his tottering financial\nthrone. But when the teachers went to him to get\nhim to purchase some of the tax\nwarrants and to use his influence to get the banks\nto purchase tax warrants the\nmost emphatic expression they could get from him was,\n“To hell with the trouble¬\nmakers!” I hope you will excuse the expression;\nI am simply quoting a noted and\ncultured gentleman. Another very active influence,\nand I am speaking facts now\nthat are very readily proved— another very powerful influe\nnce in this Fascist move¬\nment in Illinois is the investment bankers, who\nought to be ashamed of themselves\nbecause years ago they took millions of dollars from\nthe savings of teachers and\n\n"}
{"page": 866, "printed_page": null, "text": "860\n\nNational\n\nEducation\n\nAssociation\n\nhundreds and hundreds of millions from other people for real estate bonds, and\nmost of these bonds are worth only a few dollars on the thousand at the present\ntime, many of their properties are in receivership, are being looted by the receivers,\nand are a total loss to the honest bondholders who wanted to invest their savings\nin a safe loan and followed the advice of these eminent investment bankers. I could\ntell you facts that would really make you fiercely angry at a system that permits\nthe robbery of the people as these bankers are doing; but I do want to say to you\nthat these same people are extremely active in this Fascist movement to take con¬\ntrol — I believe they have control quite largely — of the government of our state,\nand to do everything they can to throttle any bills the State Teachers Association\nof Illinois introduces for the relief of education.\n\nThese are only three or four that I might name of those who are controlling af¬\nfairs in Illinois and who have no fear of mere resolutions and principles unless\nsupported by real action. If you in your state have not gone as far in this crisis\nas we have, I hope you will not; but I fear that it is coming to all of you in all\nof your states. This is a time of crisis in America and strange things are happening.\nWe have heard much here at this meeting about changes likely to take place or\nchanges taking place in our government. It seems to me that the grave danger facing\nthe government of this country and of the states is this European brand of Nazism,\nHitlerism, Fascism, and Mussolinism. We realize that we are facing that situation\nin Illinois.\nTherefore, if we are to avoid the final victory of this much dreaded system of\ngovernment, I believe we ought to do something as well as merely say something.\nThese instructions read by the delegate from Illinois offer a very mild but rather\npositive form of direct action against the powerful, entrenched enemies and the\nmotion should be unanimously supported. If you permit me I will again read the\nmotion and the instructions that we are asking be given the officers of the N. E. A.\nto support and back them up, a movement which at least some of the officers have\nindicated should take place. The motion is:\n\nThat we, the Representative Assembly, instruct the officers of the National\nEducation Association to call upon all parents, teachers, and children to organize\nmass meetings or other demonstrations on Thursday of Education Week, which\nis devoted to the subject of financing the schools, the purpose of which demonstra¬\ntion shall be to impress upon the entrenched interests now attacking the schools\nthe determination of the public to secure sufficient financial support to insure\nfor the public schools at least the educational\nlevel.\n\nefficiency of the pre-depression\n\nThe delegate moved that this be the instruction of the Representative Assembly\nto the officers of the National Education Association. I thank you sincerely.\nPresident Gray : Is there any further discussion?\nMrs . Johanna Lindlof (New York) : Madam Chairman.\nPresident Gray: Mrs. Lindlof.\nMrs. Lindlof: I am in thoro sympathy with the purpose of the motion. I believe,\nhowever, that the date set is not the most opportune time on which to pass this\ndemonstration. It has been pointed out this morning that the legislatures of the\nseveral states thruout this nation have the power to give and provide adequate\n\nsupport for education. I think that we should, therefore, have these demonstrations\nbefore election day takes place. I would like to ask the mover of the motion if she\nwould be willing to change the date to sometime in October at a better time to create\npublic sentiment for the thing we have at heart. October 27 has been suggested.\nMr. Moore: What day of the week is that?\nMrs. Lindlof: I do not know.\nDelegate: It is on Monday.\n\n"}
{"page": 867, "printed_page": null, "text": "Associai ioxal\n\nRecords\n\nand\n\n861\n\nInformation\n\nMr Moore: I would be glad to agree with\nthe lady from New\nbe willing to change the date to the last Thur\nsday in October.\nMrs. Lindlof : No.\n\nYork\n\nif she would\n\nDelegate: No! Conventions are coming\nin a great many places on that Thursday\nand Saturday of that week\ny\n.\nMr. Moore: Shall we say then the last\nMonday in October?\nDelegate: Why so late?\nMr Moore: In order to carry out the plan\nthat the lady mentions, or the pur¬\npose that the lady desires to achieve, I belie\nve it would be most effective to have\nthese demonstrations by the people as late\nbefore the election as possible. May\nsay a word now why this was put in connection\nwith American Education Week?\nhe lady who framed this, thought it would\nbe well to have it during that week\nw en the attention and the minds of the\nmembers of the N. E. A. were reallv\nengaged in interesting the public.\nAnother thing I might say in this connection\nis that this is not to impress memers o t e legislatures so much as it is to\nimpress the really dangerous element\nthat controls legislation m a great many states\n. However, we have no objection to\nplacing it on some day— it really should be the\nsame day all over the United States—\nimmediately or a few days before the fall\nelection. I would suggest then that we\nsay the last Monday in October.\nMr. Brown (Connecticut): I am heartily in\nsympathy with the motion but I can\nsee no object whatever in delaying until Octob\ner, the latter part of October or\nNovember. We want to impress not only the\nentrenched interests but we want to\nimpress the members of our various state legis\nlatures. We of Connecticut have a\nlot of entrenched interests as well as in Illino\nis. All of our meetings and elections\ncome the first Monday in October. It seems to\nme that the earlier in the school year\nwe can demonstrate not only our interest but\nour power— and we have plenty of it\nif we will use it— and let some of these men\nknow that we not only are interested\nbut we are mihtantly interested, then we will get\nsome attention. I suggest that we\n^\nthl^ day,°f demonstration early in the school year, preferably in Septe\nmber.\nMiss Cornelia S. Adair (Chairman pro tem) :\nDo you make that as a motion?\n^1\n\nGray\n\nyou\n\nhold\n\nthat\n\namendment,\n\nplease,\n\nwishes to speak to the motion.\n\nMr.\n\nBrown,\n\nfor\n\njust\n\na\n\nfew\n\nminutes?\n\nMiss\n\nPresident Gray: In planning a great cooperativ\ne movement like this with your\nfinal demonstration, no matter in what form\nit should take place prior to the\ne ection, you put it in the abstract. When in the\nprimaries these people have been\ninterviewed and they sign up and say so with\nregard to education, then you go\non and elect your legislators. No matter who is\nelected you are making your legis¬\nlative plans and they know what those plans are\nand they know the momentum you\nare going to get to back those plans and it seems to\nme that during this great week,\nwhich has been set aside and which has been\nestablished as a custom, if we get\nthese things all focused at that point, with the work\nwe are going to do, not legisla¬\ntion as the ultimate factor, it seems to me it is\na very safe procedure. I would\nrather doubt the wisdom but I rather think if you\nhave too great a concentration of\none possibly it will lack balance and maybe both will\nbe a little weak, whereas we\nwant this strong presentation and I think it will\nnot affect what you are doing\nin securing the signatures of candidates for the legisl\nature to uphold the educa¬\ntional program.\nThe\n\nChair:\n\nNow does that close the discussion? I recognize\nMrs. Lindlof.\nMrs. Johanna Lindlof (New York) : It has been called\nto my attention that voting\nfor the members of the legislatures in the different\nstates takes place during those\nmonths. I think it is most important that we have\ndemonstrations in every state\nbefore the members of the legislature are elected.\nI think it is about time that we\nexpect and demand that the promises made before\nelection shall be carried out\nand proper means provided for the financing of the school\ns when our legislatures\n\n"}
{"page": 868, "printed_page": null, "text": "862\n\nNational\n\nEducation\n\nAssociation\n\nmeet. I wish that these two thoughts could be incorporated\nwill be passed.\nThe Chair: I recognize Mr. Brown.\n\nin the motion that I hope\n\nMr. Brown (Connecticut) : I agree with the lady who just spoke. My only object\nin suggesting that this demonstration come early in the school year is to impress\nall of the men who are running for office. It has been our experience that once they\nare elected they are very independent. The average politician does not understand\na single thing except votes. That is as deep as his intelligence goes outside of his\nown selfish interests. Now if we can demonstrate to these men before election, we\nwill get. results.\nI would like to see this week early in September for our own state and whether\nthe National Education Association puts it on or not we are going to have one.\nThe Chair: Mr. Moore.\n\nwith several others, I shall insist that the motion\nbe voted upon as it was read originally. The fundamental purpose of this move¬\nment is really not political. If you put it before the campaign in the fall, the real\npurpose of this motion would probably be lost and it would be made a part of the\npolitical campaign. I beg leave to call your attention to the fact that this is a move¬\nment to impress upon the enemies of public education that the people are deter¬\nmined that the schools shall be properly supported, and I want to tell you we\nhappen to know, at least in Illinois, that if we are able to throw a little fear of\nMr.\n\nMoore:\n\nSince conferring\n\nGod into these people it will be very, very highly reflected in our Illinois legis¬\nlature — it does not make much difference who is elected.\nAnother reason for holding it during American Education Week is that other\ndates have been set. Educational meetings of various kinds will precede it. They\nwill be at different times in different states and will not havfi the force of a great\nnational day to make this impressive movement and, therefore, it seems to me it\nfits better into American Education Week than any other possible time. We shall\nhave with us at that time the American Legion, the National Congress of Parents\nand Teachers, the Office of Education, and the entire National Education Asso¬\nciation. Let us have this on Thursday of American Education Week and put it over\nand make it impressive to the Fascists of America.\nDelegates : Question! Question!\nThe Chair: There is one gentleman who was coming up a moment ago. I want\nyou to let him speak and then I shall call for the question. Mr. Abraham. Lefkowitz.\nMr. Abraham Lefkowitz (New York) : I would like to offer a substitute and, if\nseconded, state my reason. My substitute is as follows: That the officers of the\nN. E. A. be empowered to instruct their affiliated groups to hold a nationwide\ndemonstration during American Education Week and that in addition all the states\nand city and local groups have other demonstrations between primary day and\nelection in order to influence the voting of the nation. If that is seconded I will\nstate my reason.\nMrs. Lindlof: I would like to second that motion.\nThe Chair: State your reasons.\n\nMr. Lefkowitz: It is very nice to have a nationwide demonstration for the en¬\nlightenment of the public but one demonstration is not sufficient to enlighten a\ncalloused public.\nAlso, if anyone for a moment assumes that members of a legislature will be\ninfluenced by that one demonstration they are greatly mistaken. I have been a legis¬\nlative representative for eighteen years. I live at Albany for four months. I know\nthe impressions of persons who are selected and that they fear demonstrations of\npolitical power. I see no reason why we cannot achieve the ends desired by all\nthose who participated in the discussion, namely, first the nationwide dramatic\ncalling of the attention of the people of the country to the danger education now\nfaces thruout the nation unless we restore the financial support adequate to the\n\n"}
{"page": 869, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n863\n\ngrave emergency which now confronts the\nnation; and, secondly, I see no reason\nwhy we should not at the same time in every\nlocality show clearly to the men who\naie running for office that they must stand\nby education after election as well as\nbefore or we will know the reason why.\nMay I say to you, regardless of all the\ntheories of government that the one thing\nthat legislators do respect and do obey\nis an exhibition of political power and press\nure. (Mr. Lefkowitz continued in an\n•ressc.for a vlgorous program. He condemned teachers for\ninaction.)\nme Lhair: Since this is an amendment to\nthe motion it is necessary I ask for\ndl-ussl- Mr Moore has indicated he woul\nd like to discuss the amendment.\n. /r. Moore: I understand this is a subst\nitute motion?\n1 he C,lalr: The Chair is corrected; it is\na substitute motion.\nMr. Moore: Mr. Lefkowitz made a very admi\nrable speech. I really believe he is\nraising two separate issues and emphasizing\nthe one that we have tried time after\ntime and that you may try in your own state\nany time you get ready. Almost all\nof the states in fact are doing something to\nimpress the members of the legislature. I think he is slightly in error conc\nerning the legislatures of a good many\nstates We have made demonstrations in Illin\nois to the legislators. We have literally\nhad them buried there under telegrams and\nletters when bills were pending. They\nalways find some way of killing those bills or\nletting them die. What we want to\ndo is to impress the entrenched interests , the\ngovernors of our legislators, and that\n!S an entirely separate issue. We believe it could\nbe done best in American Educa¬\ntion Week and grant the privileges and right to\nMr. Lefkowitz and everybody else\nto make some sort of a demonstration before the\nlegislature. What we want done in\nAmerican Education Week is to impress those who\ncontrol the governors and legislatUr*l'\n1\nr-S,,\n/0U\nt0\nV°te\ndown\nthe\nsubstitute\nmotion\nand pass the original motion.\nMrs. Lindlof: Madam Chairman!\nDelegates:\nThe\n\nChair:\n\nQuestion!\n\nQuestion!\nThe question has been called for.\n\n(The question being called for, the substitute motio\nn was put and lost.)\nThe Chair: We will proceed to vote upon the origin\nal motion.\n(The vote was taken and carried.)\n\nThe Chair: I will now return the Chair to the\npresident.\nMiss Gray: You please keep the Chair.\nThe Chair: Mr. Shaw of Philadelphia has asked\nfor the floor.\nMr. Shaw: I do not intend to burden the meeting with\na speech at all or even to\nargue in favor of the motion that I presume might\nbe made a year from now. I\nunderstand the amendment to the constitution is merel\ny presented, put in print and\nyou have one year now in which to discuss the proposition\nand consider the amend¬\nment and then perhaps we will have more time at the\nnext convention to discuss\nit more fully. I will simply read it now very quickl\ny:\nIn order that the elections by the Representative Assem\nbly may be made more\ncertain of reflecting a majority opinion of the assemb\nly, I propose the following\namendment to Article II, Section 2.\nStrike out the following sentence:\n“The candidates for president, treasurer, member of Board\neach state, territory, or district, respectively, and the eleven of Directors from\ncandidates for the\noffice of vicepresident receiving the highest number of votes\nshall be declared\nelected.”\nAnd in lieu thereof insert the following:\n\n“The elections shall be by the method of\nential voting and the rules of\nthe Proportional Representation League shall prefer\ngovern. ”\nThe\n\nChair:\n\nYou\n\nhave\n\nheard\n\nthe notice given of an amendment to be offered\nto the constitution at our next meeting. There are organi\nzations set up for the\namendment to the consitution thru which channels an amend\nment has to go. I do\nnot believe we have to vote on it, do we?\n\n"}
{"page": 870, "printed_page": null, "text": "864\n\nNational\n\nEducation\n\nAssociation\n✓\n\nMr.\n\nShavu:\n\nNo.\n\nThe Chair: Is there any other new business?\nMr. Sturgill (Kentucky) : The mountains of Kentucky greet you, members of the\nNational Education Association. I want to say at this time that everything I shall\nsay is entirely my own. Nobody told me to say it and if they had I probably would\nnot have said it. That is the way we are in Kentucky. I never was happier in my\nlife than I am now because I am in the midst of a fight and if there is anything\na Kentuckian loves it is a fight, but it must be a fair fight. I want to congratulate\nthe gentleman who just left the floor on his splendid motion, which has been pro¬\nposed and which duly carried. With that in mind and in view of the fact that many\nthings that should have been in our papers in this city and in other parts of the\ncountry, the newspapers, have not got into print, I presume because they are to\nthe advantage of the school people of America, I move you, Madam Chairman,\nthat we go on record unanimously in making a transcript of everything that has\nhappened here during the last hour and that special emphasis be made upon its\npublicity in every newspaper in Washington this day as far as possible. I make\nthat as a motion at this time.\nDelegate:\n\nSecond\n\n(Motion put and\nof the reporters.)\n\nthe motion.\ncarried. The\n\ntranscript was\n\nThe Chair: Is there any other new\norder. (Motion made and carried.)\n\nbusiness?\n\nmade\n\nand placed into the hands\n\nIf not, a motion\n\nto adjourn\n\nJ. W. Crabtree,\n\nSecretary\n\nJessie Gray,\n\nThird\n\nBusiness\n\nSession, Friday\n\nMorning,\n\nis in\n\nPresident\n\nJuly 6, 1934\n\nThe third business session of the Representative Assembly of the National Educa¬\ntion Association was opened at 8:30 a.m., in the Washington Auditorium, with a\nmusical program rendered by the United States Navy Band under the direction of\nLieutenant Charles Benter.\nAt 9 :20 a.m. the president called the meeting to order.\nPresident Gray: This is our last business session and the invocation this morning\nwill be given by the Rev. Gove Griffith Johnson, of the National Baptist Memorial\nChurch, Washington, D. C. {Dr. Johnson then pronounced the invocation.)\nPresident Gray: I think at this closing session of the Representative Assembly we\nare very fortunate to have these two topics, “Democracy in Education” and “Culture\nfor Democracy,” side by side. It is with a great deal of pleasure I present to you at\nthis time Thomas E. Benner, dean of the College of Education, University of Illinois,\nUrbana, Illinois, to discuss with us, “Democracy in Education.” (The address is\nprinted elsewhere in this volume. See index.)\nPresident Gray: It is with peculiar pleasure that I announce the next speaker who\nwill talk to you on “Culture for Democracy.” Armand J. Gerson, as the associate\nsuperintendent of the city of Philadelphia, many times has lighted our vision with\nthe torch of his own inspiration and I have been blessed by that, as have many of\nthe other teachers of Philadelphia, over and over again. That is the reason I am so\nparticularly glad to present to you this morning Armand J. Gerson. (The address\nis printed elsewhere in this volume. See index.)\nPresident Gray: Your state committees have worked during the year and that\nlong work on your behalf you should know about, so I am asking Anna Laura Force,\nfaithful chairman of the Committee on Retirement Allowances, to tell you what it\nhas done this year. (The report is printed elsewhere in this volume. See index.)\n{Miss Force moved the adoption of this report; seconded and carried.)\nPresident Gray: At this time there is another report of a committee that has\nworked long and hard and I want to tell you just one thing about the name of that\n\n"}
{"page": 871, "printed_page": null, "text": "865\nAssociation' al\n\nRecords\n\nand\n\nInformation\n\n“TbuneaLhes\nto a bull and onare\n:‘T/nure”.impl\nthings in our state that is a red flag\nso I asked\npermissioniesof certain\nthe Executive\nCommittee to call this com\n\n™Oo*MC2?r\n0,lCiVil Se7iCne f0r Teachers- N°\" 1 retract°that nanYand\nthe wrllfOT\nChar,lr\"lan of the Committee on Tenure, to make a report of\ntne work of the Tenure Committee\nduring the year. Thank you very\nmuch (The\nreport is printed elsewhere in this volume. See\nindex )\n1\n,h “f RoH ‘r (vicepresident, presiding pro Urn) : It has been\nmoved and seconded\nthat the report presented by Mr. DuShan\ne be accepted. (Carried.)\nIs th. eh •\n6 nm reP°rt is that of a sPecial “mmittee of which Carroll Pearse\n\nBoard of Directors to make a report\non he mat1,^o?, *\nTh7„ek (T S* rlPOrt 18 printed e,sewhere in ‘his volume. See index.)\n.The CChair\n‘aU • Tkhan\nk you- Tt has been moved and seconded that\nthe report presented\npresented\nby Mr. Pearse be accepted. (Motion carried.)\nCraitm‘ haS 3 report “ make £» ‘he\n^\nBolrd o/'Dire«ors‘S “me ^\nSecretaiy Crabtree.' 1 he Board of Dire\nctors considered the matter of having;\na\nDepartment of Music Education. The\nlist of names on the petition the prev\nious\n\ninvention\n\n’ aI>d *“ °f tha‘ haS bee\" complied with- A meeting was held at this\n\nheTtea,BHarrd .°J D(ireCt0rs recommends that this Department of Music Education\nment\nnf Music\nm' ^ Education.\np^ef°r.e’ m°ve\nthat the Representative Assembly create the Departnent of\n(Seconded\nand carried.)\nThis year the president arranged for all\nthe departments to make their reports\nto the Boaid of Directors. The following\ncommittees reported to the Board of Dire\nc¬\ntors . The Committee on the Economic Statu\ns of the Teacher; the Legislative Commission, Committee on Social-Economic\nGoals; Joint Committee of the N. E. A\nand the A L_ A. ; Joint Committee of the\nN. E. A. and the National Congress of\narents and Teachers; Joint Committee on\nHealth Problems in Education; Comlttee To Cooperate with the National Associat\nion of Teachers in Colored Schools'\nommittec on International Relations; National\nCommission on the Enrichment of\nAdult Life.\n\nAH\n\nof these reports were\n\npresented by the chairmen\n\nto the Board\n\nof Directors and\n-f* ^ aT0^! °f thC B°ard °f Dire.ctors and are recommended to you for approval.\nI he Board of Directors passed a motion recommend\ning that each report be presented\nto the assembly. Since there is not time enou\ngh for that and since you have these\nreports in printed form I move approval by the\nassembly.\nThe Chair: Do I hear a second?\nMr. IV. H. Holmes (New York) : I second the\nmotion. (Carried.)\nThe Chair: Quite a long time ago we sent out\nletters asking that all resolutions\nthat are of importance that have been passed\nby the various states should come\nto the national office. They were then transferred\nto the chairman of the Committee\non Resolutions, Mrs. Myrtle Hooper Dahl, and she\nhas been working on them with\nher committee until now she will report to you as\nthe final report of the Committee\non Resolutions.\nMrs. Myrtle Hooper Dahl (Minnesota) : Your Commi\nttee on Resolutions has been\nworking very hard during this convention. We realiz\ned that education has a\nchallenge to meet and so we tried to make the resolu\ntions very brief but to the point,\nto meet during this coming year this challenge that has\nbeen thrown to us. I would\nlike to say that every resolution that was presented to\nour committee was read to the\ncommittee as a whole. Some of them were passed at\nonce or rejected just as it seemed\nbest, and others were referred to a drafting committee,\nrewritten, and referred back\nto the large committee. So the report I am submitting\nto you today is a report of the\nentire committee. Many of the resolutions were along\nthe same lines. Some were very,\nvery long. These we condensed and reworded and attemp\nted to state as brieflv as\npossible the purport of those resolutions.\n\n"}
{"page": 872, "printed_page": null, "text": "866\n\nNational\n\nEducation\n\nAssociation\n\nI think you have a copy of our report in your hands. We divided it into two parts.\n(She then read the report.)\nMrs. Dahl: I should like to move the adoption of this report.\nPresident Gray (Resuming the Chair) : The adoption of the report has been\nmoved.\n\nMr. Carroll (Rhode Island) : Madam President, on Page 2, “Teacher Welfare” President Gray (Interrupting) : The question before the house is do you wish to\nadopt the resolutions as a whole or do you wish to adopt them and discuss them as\nseparate resolutions?\nMr. W. H. Holmes (New York) : Madam Chairman, I move that they be adopted\nas a whole with this exception that those who want to discuss any one in particular\nso state and then we will speed up the thing.\nPresident Gray : Then the motion is practically to select the ones that need dis¬\ncussion and discuss those and then adopt them as a whole.\nMr. Holmes: Yes, but you should ask is there any objection to Section 1, Section 2,\nSection 3 and if not let it stand as adopted.\nDelegate:\n\nSecond the motion.\n(The president thereupon restated the motion.)\nPresident Gray: Is there then objection to Resolution 1? Well, we will go right\nalong on that one. That will provide for discussion as you come along and at the\nend move the adoption of the report as a whole. That is the motion before the house.\nIs it correctly stated, Mr. Holmes ?\nMrs. Johanna Lindlof (New York) : I believe we will save time and understand\nmore clearly what we are doing if we consider each resolution separately and adopt\nit as we go along.\nPresident Gray: May I interrupt, Mrs. Lindlof ? That was the motion.\nMrs. Lindlof: I understood you to say that you would discuss the motion and then\nwhen you had finished adopt them all at the end.\nPresident Gray: The motion was to consider and discuss each resolution and then\nat the end they be adopted as a whole.\nMrs. Lindlof: Just so long as it is understood we adopt each resolution separately\nI am satisfied.\n\nPresident Gray: Is that understood, Mr. Holmes ?\nMr. Holmes (Having come to platform) : I think we can save a great deal of time\nand arrive at our purpose if the president will say, “Is there any objection to\nResolution No. 1? Resolution 2, Resolution 3,” and so on under this particular item.\nPresident Gray: Is that very clear now? (Motion put and carried.)\nPresident Gray: Is there any objection to Part I, “The Child?” Is there any objec¬\ntion to the second one?\nMiss Cornelia S. Adair: Turn to the first page.\nPresident Gray: Do you wish to discuss No. 1? Page 1 where the resolutions are\nnumbered. I am going to ask Miss Adair to take the chair for a moment.\nMiss Cornelia S. Adair (Chairman pro tern) : The resolutions are divided into\ntwo parts, the platform and resolutions. Miss Gray wishes to ask you to discuss the\nresolutions first that appear on the first page. The first resolution for discussion is\nNo. 1.\nMrs. Johanna Lindlof: I move, Madam Chairman, we act upon them by groups\nunder topics. (Motion seconded and carried.)\nThe Chair: Now what will you do with No. 1?\nMr. J. M. Gwinn (California): Madam Chairman, I move the adoption of this\n\n“Welfare of Childhood and Youth” appearing on page 1.\nThe Chair: Then there will be no discussion of No. 1 on page 1, under Child¬\nhood and Youth. The second page “Teacher Welfare.” Charles Carroll of Rhode\nIsland wishes to make a suggestion.\nCarroll: Page 2 “Teacher Welfare” paragraph 1, the last sentence. Instead\nof the language used in the last sentence I move to substitute, “The Board of\nMr.\n\n"}
{"page": 873, "printed_page": null, "text": "Associational\n\nDirectors\n\nRecords\n\nand\n\n867\n\nInformation\n\nof the Association\n\nis instructed to provide from the current funds the\nsum of three thousand dollars to be used, or as much\nthereof as may be necessary,\nfor the purpose of the Committee on Tenure.”\n\nMr.\n\nCarroll Pearse:\n\nSecond the motion.\nchairman of the Resolutions\n\nT he C/iah . The\n\nword provide ’ instead of “set aside,” so no\nDo you wish to discuss that further?\n\nMrs. Johanna\nNational\n\nLindlof (New\n\nEducation\n\nCommittee\nmotion\n\nhas agreed to accept the\n\nto amend\n\nwill be necessary.\n\nYork) : It has been pointed out this morning\n\nAssociation\n\nmust\n\ndevise\n\nmeans\n\nof getting more\n\nthat the\n\nfunds.\n\nAt the\nClassroom Teachers Department meeting yesterday\nthe question of providing\nmoney for the Tenure Committee was discussed and a resolut\nion was adopted that\na sum of not less than ten thousand dollars be provided\nfor the use of the Tenure\nCommittee. I would like to say that if the National\nEducation Association really\nwants the support of the classroom teachers of the nation\nthere is no one thing\nwhich the Association can do which will be of\ngreater benefit, not only to the\nteachers of the nation but to the whole citizenship\nof this nation, than to give the\nteachers the freedom that tenure of position would insure.\nTherefore, I believe that\nso inadequate a sum as three thousand dollars is just\nlike throwing a grain of sand\nto the teachers. Therefore, Madam\nChairman, I move that the sum of three thou¬\nsand dollars be changed to “not less than\namount named in this report.\n\nThe Chair: Mrs. Lindlof from New\nstituted for three thousand\n\nYork\n\nten thousand\n\nmoves\n\ndollars be provided”\n\nthat ten thousand\n\ndollars. Is that seconded?\n\nDelegate:\n\nas the\n\ndollars be sub¬\n\nSecond the motion.\nThe Chair: Is there any discussion?\nDelegates: Question! Question!\n\nThe\n\nChair:\n\nAre you\n\nstituted for three\n\nDelegate:\n\nready for the question that ten thousand\n\nthousand\n\ndollars?\n\nNot less than ten thousand\n\ndollars be sub¬\n\ndollars.\n\nThe Chair: Not less than ten thousand dollars. All in favor\nof substituting _\nMr. Joseph Saunders: Madam Chairman The Chair: Mr. Saunders wishes to discuss the motion.\n\nMr.\n\nJoseph\n\nSaunders:\n\nI have\n\nno objection to spending\n\nall the money\n\nthat is\n\nnecessary to promote this particular proposition as\nI am heartily and always have\nbeen heartily in favor of it, but I have been handl\ning the finances of this Associa¬\ntion as chairman of the Board of Trustees and\nI do not believe it a proper thing\nfor us to tie up funds unless they are going to\nbe needed. We have to borrow\n1 dJon,t know that Wu know that, but last year we\nwere forced to borrow\n*20,000 and pay 6 percent interest on it during the\ninterim from this meeting to the\ntime the teachers begin to draw their salaries in\nthe fall and to pay money. Thereore, I hope that you will adopt the motion as set up\nhere with the change accepted\nby the chairman of the committee.\n\nMrs. Johanna\n\nThe\nwishes\n\nMus\n\nChair:\nSara\n\n(New\n\nI will have\n\nto speak?\n\nthe many\n\nLindlof\nMrs.\n\nFahey\n\nYork) : Madam\n\nChairman -\n\nto ask if others wish to speak. Is there anyone\n\nLindlof\n\n(New\n\nwishes\n\nYork):\n\nto speak\n\nWhile\n\nactivities of the Association\n\na second\n\nI recognize\n\nat present,\n\nelse who\n\ntime.\n\nthe difficulties in financing\n\nI have in mind that if we have\nsome very active movement on this question\nof tenure we could get membership\nt ruout the country in a way which we cannot\nat the present time. I think the Department of Classroom Teachers had no\nthought of tying up any sum but I think\nat they placed it at ten thousand dollars as\na conservative estimate if a great\nlive movement were started immediately\non this question.\n\nThe\n\npresent\n\nChair: Is there anyone\nMrs.\n\nLindlof\n\nof New\n\nelse who\n\nwishes to speak to this point? If not I will\n\nYork.\n\n’\n\n. Mrs' Ll”dlof: Madam\nChairman, I believe that we are agreed upon\nthis, if we\njust get the right words. If we say that\na sum of not less than ten thousand dol¬\nlars be provided when and as needed.\n\n"}
{"page": 874, "printed_page": null, "text": "868\n\nMr.\n\nNational\n\nJoseph\n\nH. Saunders:\n\nMay\n\nEducation\n\nI make\n\nAssociation\n\na suggestion?\n\nMy\n\nobjection is not that.\n\nMy objection is to the statement of “not less than ten thousand dollars,” which ties\nup the ten thousand dollars. If you strike out the “not less” and say “ten thousand\ndollars or so much thereof as may be necessary, which the Tenure Committee may\ndetermine, be provided” and just strike out the “not less” I will have no objection\nin the world as submitted by the lady on my right.\nMrs. Lindlof: Of course I am not a lawyer but I believe that the saying “not less\nthan ten thousand dollars when and as needed shall be provided” would mean the\nsame thing, but if the legal minds say it would be better to do it the other way, why,\nfor the time being I will forego the “not less.”\nThe Chair: It is stated that the sum of “ten thousand dollars” be substituted for\nthe sum of “three thousand dollars.” The question is on the amendment. (Motion car¬\nried.)\nThe Chair: Is there any other discussion under “Teacher Welfare”? All right,\nwe will go on with the next “Social Legislation,” any discussion?\nMr. Carroll G. Pearse (Wisconsin) I have one point here I should like to sug¬\ngest. The\n\nlast resolution or the last section of No. 2 “It also endorses the payment\nby the state of pensions to widowed mothers of children of school age.” It seems to\nme that we go a little further than we need to go when we approve widows’ pen¬\nsions only for those who have children of school age. I know of a good many who\nhave children of school age and have independent funds and do not need any\n\nwidow’s pension. Therefore, I wish to move that the last five words of the second\nsection under “Social Legislation” be stricken out. In other words, strike out the\nwords “of children of school age” and add “to widowed mothers of children who\nneed such aid.” I move the adoption of the amendment.\nMr. Abraham Lefkowitz (New York) : Second the motion. (Motion put and\ncarried.)\nThe Chair: Is there any further discussion on “Social Legislation”? Then that\nis adopted. “School Support and Administration”?\nMr. Abraham Lefkoivitz (New York) : (After producing arguments) I suggest in\norder that we may be true to these “forgotten children,” these unfortunate children\nwho are penalized because they are accidentally born in areas where tax resources\nhave been depleted and because the bottom has dropped out of the bond market should\nbe taken care of by the additional statement in addition to the daily attendance that we\nalso include “the available tax resources of the respective communities.”\nThe Chair: The suggestion was that it be distributed to all public school dis¬\ntricts according to average daily attendance and needs as determined by resources.\nYou have three things, according to daily average attendance, needs and tax re¬\n\nsources, omitting the “to re-establish education at the 1930 level.”\nMrs. Myrtle Hooper Dahl: According to needs, did it say?\nThe Chair: According to needs and tax resources. The Chairman of this Com¬\nmittee wishes to speak to the point of needs.\nMrs. Dahl: I do not think we ought to include in our consideration the word\n“needs.” That makes it very necessary for us to establish a need — therefore, gives\nthat back to the political group to decide whether or not it is a need. I think we know\nthe need. The educators of the country, who are submitting their budgets and re¬\nquests, are better able to judge whether or not there is a need than any committee\noutside their district and I think we are playing into the hands of people who can\ncut any request quite easily if they are allowed to establish the need. I think that is\na dangerous word to put in.\nMr. Joseph H. Saunders: I would like to say one word on that.\nThe Chair: Mr. Saunders of Virginia.\n\nMr. Saunders: I don’t want to prolong the discussion but I think I have some\ninformation which might help you in arriving at the decision and leave the word¬\ning as is in the resolution as proposed by the Resolutions Committee. I am not on\nthat committee so I am not speaking for the committee. Now five hundred million\ndollars means twenty dollars per year for each child. A rural schoolroom then with\n\n"}
{"page": 875, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n869\n\nthirty children would get under this propositio\nn six hundred dollars supplemental\nto tha provided by the district and the state and\nI think we are on safe ground and\nthink your committee was on safe ground when\nit inserted in here this objective\nbasis of average daily attendance for the distr\nibution. The minute you put an ineterminate proposition in there such as need,\nyou open the way for political\nmanipulation and transfer of funds to that\ndistrict whose congressman has the\ngreatest influence, and I hope it will be your\ncommittee and leave the proposition as now pleasure to support your Resolutions\nstated.\nThe Chair: Which would you like to vote on, the “not\nless than” first and then\nthe other?\n\nMr. Lefkoivitz (New\n\nYork) : Yes.\n\n(The Chair thereupon put the substitute motion to\na vote to substitute “not less\nthan five hundred million dollars” instead of “a\ndirect grant of five hundred million\ndollars, and the question being called for, the motion\nwas carried.)\nThe Chair: It is my understanding that the amend\nment is, “according to average\ndaily attendance and available tax resources of the\ncommunity.” Is there any further\ndiscussion?\n\nMr. Fred D. Cram (Iowa) : In “average daily atten\ndance” we are making a posi¬\ntive statement I believe. The amount involved would\nbe “according to the average\ndaily attendance,” the larger the daily average\nattendance, the larger the amount.\nI hen we go on and say “according to tax resources.\n” If we use some logic in that\nwording, the more tax resources, the more money. Canno\nt that be remedied some¬\nwhat ?\nThe\n\nChair: Can\n\nMr.\n\nCram:\n\nthe gentleman\n\nsuggest what\n\nwe\n\nshould do?\nI have been asked to make a suggestion. My sugge\nstion would be we\ninsert the word “lack,”— “average daily attendance\nand the lack of adequate tax\nresources.”\nMr. Lefkoivitz: I accept that.\nThe Chair: It has been suggested that we make it read,\n“average daily attendance\nand lack of adequate tax resources.” (Motion put and\ncarried.)\nThe Chair: Now is there any other discussion? Then\nwe include that section to\nbe voted on at the end.\nMr. Sturgill: Madam Chairman, I should like to make a remark\non this.\nThe Chair: All right, you come up and tell us which one.\nMr. Sturgill (Kentucky) : Madam Chairman, I refer to this\nparticular motion\non “School Support and Administration.” I should like to call\nattention of the\nbody to the last sentence which reads as follows: “The National the\nEducation Associa¬\ntion maintains that a government that can appropriate nearly\ntwo billion dollars\nfor military and naval purposes should make adequate provision\nfor the support of\npublic education.” As one who served in the forces of the United\nWorld War, one who has been a classroom teacher for sixteen years States during the\nin four different\nstates of the Union, and one who is fully cognizant of the serious\nsituation facing\nus in the United States at this time, socially, economically, and\notherwise, I believe\nit would be very unwise to allow this sentence to stand as it reads in\nview of the\nfact that the American Legion is not a militaristic organization,\nin view of the\nfact that we who went thru the World War and saw some sights which\nGod forbid\nyou ever see, we want peace but not a dishonorable peace, at any time\nor under\nany circumstances. Instead of the last sentence as it now stands, strike out\nthe words\n“nearly two billion dollars for military and naval purposes,” and insert\nthe words\n“large sums of money for other government and private activities” and\nthen we\nshould “make adequate provision, and so forth.”\nThe, Chair: I understand the motion is to strike out the words “two billion dollars\nfor military and naval purposes” and insert “large sums of money for governme\nnt\nand private activities.” Is there a second to that?\nDelegate: Second the motion.\nMr.\n\nIV. H. Holmes\n\nprevail. We\n\n(New\n\nYork) : Madam\n\nChairman,\n\nshould be honest with ourselves. We\n\nknow\n\nI hope this motion will not\nthe government is spending\n\n"}
{"page": 876, "printed_page": null, "text": "870\n\nNational\n\nEducation\n\nAssociation\n\nall this amount for war. It may be necessary but it is also necessary to spend\ngreater amounts for education. Let us be true to our colors and state the fact.\nMr. Fred D. Cram (Iowa) : Madam Chairman, it has been my experience that\nnobody ever gets anywhere by criticizing somebody else. I would move to amend\nthe suggested amendment\nentire last sentence.\n\nby the gentleman\n\nfrom\n\nKentucky\n\nthat wre strike out the\n\nDelegate: Second the motion.\nThe Chair: The amendment is to strike out the entire last sentence.\n\nMrs. Lindlof: I quite agree with the gentleman who spoke here whom I believe is\nseated on the platform, who said we should not be afraid to come out and say\nwhat we really believe. If we are worthy members of the teaching profession there\nis no cause on which we should take a more definite stand than on the question of\nmoney\n\nappropriated\n\nfor military training and naval equipment.\n\nMr. Sturgill: Madam Chairman Delegates: Question! Question! Question!\nThe Chair: The Chair would like to hear one statement\n\nand then let us have the\n\nwhole question stated. You have asked for the question. There is a comprehensive\nparagraph on page 3 about the prevention of war. Do you wish to continue this\ndiscussion?\nDelegates : No!\n\nNo!\n\nQuestion!\n\nQuestion!\n\nThe Chair: The question has been called for but the Chair has recognized the\ngentleman from Kentucky who has spoken once. Is it your pleasure to hear him?\nDelegates: No! No! Question! Question!\nThe Chair: The question has been called for. You will have to talk later\n(addressing Mr. Sturgill ). Are you ready to act on the amendment to the amendment\nwhich was to strike out the last sentence of that paragraph? All in favor of the\namendment to the amendment please say “Aye.” The Chair is in doubt. I trust it\nis delegates speaking now, not just people at the convention. All in favor of striking\nsentence say “Aye.” All opposed “No.” The Chair thinks the “Ayes”\nout the\nhave\nit. last\nDelegates: No! No!\nDelegates: Call for a division then.\nThe Chair: The Chair will call for a division. We\n\nwill have\n\nthis thing done\n\nproperly. All those in favor of striking out will please stand. (The “Ayes” arose\nand Secretary Crabtree counted the vote.) All right, be seated. Now all those who\nare opposed please stand. (The “Noes” arose and Secretary Crabtree and others\ncounted the vote.) The “Ayes” have it.\nDo you wish to have a count or are you satisfied? I think conclusively the “Ayes”\nhave it.\n\nVery well now we will go back to the original motion. Are there any other amend¬\nments you would like to put into that section?\nMr. Lefkowitz: I move its approval.\nThe Chair: It has been moved that it be placed with others for approval. Now\npage 3, “Prevention of War.” Is there any discussion of that section? I hear none.\nWe go to “National Education Association Administration.” Is there any discussion\nof that? I hear none. We proceed to “Appreciation.” Is there any discussion of\nthat? Anybody want to talk?\nWell now, shall we proceed then to the adoption of this part of the resolutions\nas a whole as amended?\nDelegates: Question! Question!\n(Motion to adopt the resolutions as a whole and as amended put and carried.)\nThe Chair: Now we have another part, the Platform of the National Education\nAssociation. I will have to get the chairman of the committee on this, if there are\nany sections here you would like to discuss.\nMrs. Myrtle Hooper Dahl (Minnesota) : Yes, I would like to, Madam Chairman,\n\nplease. When I was reading this Platform I hesitated over the one on “Labor”\nbecause it did not look at all familiar to me and I just thought somewhere between\n\n"}
{"page": 877, "printed_page": null, "text": "Associational\n\nthe c°mmittee\n°u\n\nRecords\n\nand\n\nand the printer and the proof reader we\n\n■Lab°,r. JVSt a? lt. was\n\nin the other\n\nPJatform,\n\n871\n\nInformation\n\nhad put in the paragraph\n\nin the\n\nthat at this time it is quite necessary in the protection original Platform. We feel\nof childhood to make that\na little more emphatic. The paragraph that was\nrecommended by your committee\nto take the place of this one on “Labor” I would like\nto substitute, and it reads this\nway: In order that every child, no matter what his\neconomic status, shall fully\nenjoy the right to free education from nursery thru university,\nthe educational pro¬\nfession will actively work for the passage of the\nChild Labor Amendment by\nstates. That should be substituted for “Labor.”\nMr.\n\nW.\n\nadopted\n\nB. Mooney\n\n(Colorado)\n\nThe Chair: And amended\nMr. Mooney: Yes.\n\n(Motion\nThe\n\n: Madam\n\nChairman,\n\nas presented by the committee.\n\nthat the Platform\n\nby it recently?\n\nIs there anything\n\nmore\n\nyou\n\nwant\n\nto do with these resolutions?\n\ndie Chair will State that the resolutions as amended\nChair:\n\nThe\n\nnext\n\norder\n\nof business\n\nhave\n\nIf not\n\nbeen adopted.\n\nis the report\n\nof the chairman\n\nof the\n\nBoard of Trustees. Joseph H. Saunders will now give\nthat report as chairman.\n(The report is printed elsewhere in this volume. See index.\n)\nMr. Saunders: I recommend the adoption of this report\nand the re-adoption\nthe Auditor’s Report carrying this report.\nMr.\n\nbe\n\nput and carried.)\n\nChair:\n\nThe\n\nI move\n\nIV. B. Mooney:\n\nI second\n\nof\n\nthe motion.\n\n(Motion put and carried.)\nChair:\n\nRhode\n\n1 wiH\n\nask for the report\n\nIsland will make\n\n(The\nMr.\n\nit.\n\nreport is printed elsewhere\nCarroll:\n\nMadam\n\nCommittee.\n\nPresident,\n\n(The motion\n\nwas\n\nseconded\n\nThe\n\nAre\n\nyou\n\nMrs.\n\nChair:\n\nPreble\n\nwas\n\nready\n\nof the Budget\n\nin this volume.\nI move\n\nCommitte.\n\nthe adoption\n\nof the report\n\nand Miss Adair, as chairman,\nquestion\n\non her feet and certainly you\n\nwant\n\nher to speak.\n\nPreble\n\nof the Budget\n\nhas been\n\ncalled for but\n\nWill you come\n\nMrs. Preble is a former president of the Department\n(Illinois) : As\n\nof\n\nstated the motion.)\n\nThe\n\nMi s. F. Blanche\n\nCarroll\n\nSee index.)\n\nfor discussion?\n\nthe platform, Mrs. Preble?\nClassroom Teachers.\n\nCharles\n\nto the paragraph\n\non\n\npage\n\n8, read\n\nto\n\nof\n\nby the\n\ngentleman reporting for the Budget Committee, I wish to ask\nthe gentleman who\nmade the report to answer some questions about this parag\nraph on page 8, numbered\nB, entitled Committees and Commissions” as I do not think it\nis clear.\nThe\n\nChair:\n\nMrs.\n\nPreble:\n\nWill you state your\n\nI notice you\n\nquestions?\n\nsay in the first sentence,\n\n“It is recommended\n\nthat all\n\ncommittees authorized by the Representative Assembly and\nappointed by the presi¬\ndent be automatically discharged with the acceptance of their\nrespective reports\nby the Board of Directors and the Representative Assembly.” Below\nthe column\nof figures is a paragraph referring to a number of different committees\nand com¬\nmissions. Are we assured if we adopt this paragraph “B,” as it\nstands, the whole\nthing, that all those committees named in the second paragraph are\nin existence or\ndoes it mean that paragraph 1 wipes out all those committees and the\nBoard of\nDirectors has within its power to fail to appoint those that are named\nin the second\nparagraph ?\nThe\n\nChair:\n\nMr.\n\nCarroll:\n\nIt will be answered\n\nThe\n\nanswer\n\nby the chairman\n\nto that question\n\nof the committee.\n\nis of course\n\nthe paragraph\n\nactive and if a report by a committee made to this session, would\nthat committee, but that this rule would apply hereafter.\nMrs.\n\nguard\nMr.\n\nwhat\n\nPreble:\n\ncomes\n\nI would\n\nlike to ask\n\nthe gentleman\n\nto point out\n\nin this printed report?\n\nCarroll:\n\nThis\n\nprinted\n\nhas gone before and\n\nreport\n\nand\n\nthe common\n\nthe adoption\n\nrule of law\n\nis not retro¬\n\nnot discontinue\n\nwhere\n\nof it follows\n\nthat safe¬\n\nchronologically\n\nis that unless it is specifically\n\n"}
{"page": 878, "printed_page": null, "text": "872\n\nNational\n\nEducation\n\nAssociation\n\nprovided in the resolution or in the law, if a law or resolution, neither one are\nretroactive; they all look toward the future.\nMrs. Preble: Then one more question to follow that up. At present the Tenure\nCommittee is composed I think of somewhere between fifty and one hundred mem¬\nbers but as I understand our procedure in N. E. A., the personnel of that committee\ncan be changed entirely by the new president. When we change the personnel\nthen of the Tenure Committee, for instance, is it understood that we do not change\nthe number and we do not set up the Executive Committee in this old Tenure\nCommittee that now exists and have that an advisory committee? Does it mean\nthat the Tenure Committee, for example, and these others would go on with the\nnumber that they have now even tho the personnel may be changed if we proceed\nas we have in the past?\nMr. Carroll: My understanding is that the number would go on, subject of\ncourse to the change the new president undoubtedly will make in the membership\nof that committee. We recommend, however, and in order to make the Tenure\nCommittee more effective it should include two classes of members, an executive\ncommittee of five active members and a larger committee of advisory members\nwhich would serve with the active committee.\nMrs. Preble: That leads to another question. If the Tenure Committee, as an\nexample, was set up under these provisions would it be the executive committee\nor the whole committee, including the advisory committee, that would be able to\ndecide on the final report of the Tenure Committee?\nMr. Carroll: That I take it would be a matter for the Tenure Committee to settle.\nMrs. Preble: In view of the answers to my questions I believe I am right in\nsaying that it seems to me there is a great deal taken for granted in this section B\nentitled “Committees and Commissions” on page 8. Therefore,\nsection be stricken from the report of the Budget Committee.\n\nI move\n\nthat this\n\nMr. Abraham Lefko<witz: Second the motion.\nThe Chair: It has been moved and seconded that that section be stricken from the\nreport of the Budget\nMr.\n\nCommittee.\n\nCarroll: Madam\n\nAre you ready for the discussion?\n\nChairman,\n\nI move\n\nthat the amendment\n\nbe indefinitely post¬\n\nponed.\nThe Chair: The Chair will rule that it had recognized a gentleman\nto speak to the amendment before Mr. Carroll made his motion.\n\nwho\n\nwishes\n\nMr. Lefko'iuitz: This amendment is one of the most important that has been\nplaced before this convention and I object to an attempt to throttle discussion on\na matter which fundamentally changes this convention and its power as was\nsuggested.\nThe Chair: Will you let the Chair do the ruling?\nMr. Lefko<witz: I have a right to express my opinion. In these days when\ndemocracy is fighting for survival with dictatorship those of us who are steeped\nin the traditions of democracy oppose any form of dictatorship, whether Com¬\nmunistic or Fascist. This amendment takes the power of this body and places it\nin the hands of an executive committee, which is empowered not only to wipe out\nany committee that this body has created but to wipe out any appropriations that\nyou have voted. It gives this committee the power to wipe out any committee, cur¬\ntail its power, and curtail its appropriations. I heartily second the motion and hope\nit will be stricken out.\nThe Chair: Is there any further\nchairman of the Tenure Committee.\n\ndiscussion\n\nof the motion?\n\nMr.\n\nDuShane,\n\nthe\n\nMr. Donald DuShane (Indiana) : I just want to speak from my experience this\nyear with tenure. I believe the Tenure Committee if continued would be definitely\nhandicapped by being reduced to a small group. It is very important from the\nstandpoint of the education of teachers that there be at least one person on this commit¬\ntee from each state active in reporting on conditions in that state, organizing local com¬\nmittees, and helping the Tenure Committee. It is important in formulating tenure to\nhave often the whole country not merely five or seven members. I think it would be a\n\n"}
{"page": 879, "printed_page": null, "text": "Associational\n\nreal handicap\nthis time.\n\nThe\n\nChair:\n\nto the Tenure\n\nMiss\n\nGray\n\nRecords\n\nCommittee\n\nand\n\nInformation\n\nto be limited to seven\n\n873\n\nactive members\n\nat\n\nwishes\n\nto speak to the motion.\nMiss Jessie Gray: I wish to explain how the committees were appoint\ned last year.\nNo one can know the personnel of a state. There are very many\ninteresting things\nand people who are cognizant of the personnel of a state and I think they can\nwork\nout their problems. So your president last year appealed to three people\nin the\nstate, the state superintendent, the state director, who is elected, and the executi\nve\nsecretary of the state association. Each one of those made suggestions.\nNow in\nonly one case was there any trouble and that trouble was referred back to those\nthree people. The reason I did that was because in the multiplicity\nof counsel\nthere should be wisdom.\nNow so far as discussion is concerned those committees have been named and\ntheir\nrequests stated to the Budget Committee. It has met and decided the amounts\nin\ndiscussion with the people who are making the requests. The names of these\ncom¬\nmittees, it seems to me, is your safeguard because you have to have your great\ncom¬\nmittees set up. Who shall be on those committees is for you to decide.\nThe Chair. The question is still on the motion to amend by striking out.\nMr.\nCarroll.\nMr.\n\nCharles Carroll: As usual I think a great deal of the discussion rests upon\nmy failure to present the matter clearly. (He then explained those items in detail.)\nDelegates: Question! Question! Question!\nMrs. Myrtle Hooper Dahl: Madam Chairman.\nThe Chair. The question has been called for but Mrs. Dahl has asked for the\nfloor and with your permission I will limit the discussion by that one remark.\nMrs. Dahl: Just one thing bothers me a little about this resolution and that is\nthe active membership and the advisory members. The active members, I would\ntake it from a reading of this, would do the work of the committee, to be advised\nby another committee. I would like to know where the active members come from.\nMiss Gray: The active membership was appointed by the president last year and\nin many cases was the result of a request from members of the committee. I ap¬\npointed Mr. DuShane as chairman as a result of many teachers writing to me\nasking that he be appointed chairman of the Tenure Committee and I responded\nto that request. The reason your committees do not command the personnel you wish\nis because you do not ask for the appointment of the members you would like\nto have serve thereon. The first thing I did was to try to appoint the set committees\nand try to formulate this plan whereby if any mistake was made I could go right\nback to the state that made the mistake.\nThe Chair: I think I might answer\nthe committees.\n\nMrs. Preble: Madam Chairman,\nDelegates: Question! Question!\n\nit further by saying that the president names\n\na question of personal\n\nprivilege.\n\nThe Chair: A question of personal privilege has been raised. May I ask you to\naccord Mrs. Preble the opportunity to speak again?\nMrs. Preble: As the maker of the motion which I had not had an opportunity\nto discuss, I am asking for that opportunity now. It is my motion; I should like\nto discuss it. I wish to remind you that my motion is to eliminate the entire section\nB entitled “Committees and Commissions.”\nOne further remark on the wording. I am absolutely convinced and I believe you\nwho sit here are, that this wording is not clear and questions have been asked\nwhich are not necessary. As a further argument for eliminating this section B, I\nwish to say that when a committee is appointed, for instance the Tenure Committee,\nit is within the powers of that committee, if it is left free to act as it has in the\npast, as an autonomous committee, to choose if it sees fit its own executive com¬\nmittee and we are safe in assuming that that committee will be reasonable, and if\nit has an appropriation of ten thousand dollars and a committee of fifty-five or\nsixty or a hundred members and they wish to have a number of meetings for dis-\n\n"}
{"page": 880, "printed_page": null, "text": "874\n\nNational\n\nEducation\n\nAssociation\n\ncussion, they can easily see probably that the wisest expenditure of their money\nwould be to do as we do on the Resolutions Committee, choose the one and only\ncommittee in the Delegate Assembly, to select a secretary, that they would set\nup their own subcommittee just as we do in the Resolutions Committee.\nDelegates: Question ! Question !\nThe Chair: If you cut out that entire section you will have to cut off all the com¬\nmittee appropriations excepting the one that you had made possibly on Tenure.\nThe Chair: I recognize Mrs. Preble.\nMrs. Preble: Madam Chairman, my attention has been called to the matter we\nhave referred to. I wish to change my motion to read that we cut out all of section\nB except the item which appropriates the $13,400 for the committees — no, I must\ninclude the $27,300. I am now moving to cut out all of section B except the two\nlines referring to the appropriations; leave in those lines referring to the appro¬\npriations.\nThe Chair: Will the seconder of that motion agree?\nDelegate: I agree, Madam Chairman.\nThe Chair: I think we may agree then that the amendment be changed in the\nmanner Mrs. Preble would like to have it changed. Now Mr. Williams wanted to\ndiscuss that.\n\nMr. Charles 0. Williams (Indiana) : I have very little to say. This budget\nbelongs to the Board of Directors. As I understand it you have good committees\nbut I think you went far afield. I am an old-time stickler. Now this is the Budget\nCommittee and they should confer and adjust your budgets and not attempt to\nlegislate in their report. I might be for this report if brought in by the Resolutions\nCommittee but I am opposed to the Budget Committee, of which I happen to be a\nmember, the large committee, attempting to legislate in a budget report. I will\nsupport this motion as made by Mrs. Preble to strike out all but the appropriations.\nMr. Fred D. Cram (Iowa) : I think the two major objections to this suggested\n\nreport of the committee can be met by putting the word “final” in the third line,\n“shall be automatically discharged with the acceptance of their respective final\nreports.” That would not permit the abolishment of a committee before it had done\nits work. Then in order to get this larger committee, the Tenure people are insist¬\ning on, and that might be advisable in other connections, I suggest that where it\nsays that as many members as the president thinks advisable in the fourth line\nfrom the last, the words “the President” and “active members of the committee”\nmay think advisable. Now that will overcome the major objections. As the matter\nstands if you do not decide to do what I have suggested I would be in favor of\neliminating this entire business.\nDelegates: Question! Question! Question!\nThe Chair: I promised Mr. Saunders that he may speak and then you may\nhave the question.\nMr. Joseph H. Saunders (Virginia) : I think the position taken by Mr. Williams\nis eminently sound. The budget report should not be a legislative report and I for\none believe that it would be unfair at this time to change the method of selecting\ncommittees and I think I can trust the man who has been selected to head this\nhim\norganization properly to appoint our committees, and I am sure you can trust\nhands\nand I think we should leave it just where the bylaws provide it to be, in the\nof the president of the Association. Therefore, I hope you will adopt the motion\nto strike out everything except the appropriation of $13,400 for special committees,\nrecom¬\nincluding the $27,300. In other words, down to the question “the amount\nor so\n$10,000\nthe\ncarrying\nmended for 1934-35” and of course your previous action\nmuch thereof as may be necessary for the Tenure Committee. That is already\nadopted.\n(Motion put and carried, and the amendment to strike out was declared adopted.)\nThe Chair: Is there any new business? Wait a minute, we have not finished this\nBudget Report. We have not adopted it. It is my mistake.\n\n"}
{"page": 881, "printed_page": null, "text": "875\nAssociational\n\nRecords\n\nand\n\nInformation\n\n(Thereupon the question being called for to adopt the Budget Report as amended\nwas voted upon and carried.)\nThe Chair: Any new business? This gentleman over here has the floor then after\nMiss IV oodward.\nMiss Annie C. IV oodward (Massachusetts) : I come before you because the In¬\nternational Relations Committee voted that the chairman of this committee be\nempowered to request the House of Delegates to send a cable of goodwill to the\nInter-American Conference of Educators at Santiago, Chili. Therefore, Madam\nPresident, I move that the secretary of the N. E. A. be instructed to send a message\nof goodwill to the Inter-American Conference of Educators at Santiago, Chili.\n(The motion carried.)\n1 he Chair: This is the place on the agenda for the report of the Elections Com¬\nmittee. Miss Gray would like the report of the Elections Committee and the report\nof the new officers to come together. Will that be all right with you? All right. Is\nthere other new business?\nMr. John T halman (Illinois) : Madam Chairman, I have here the report of the\nCommittee on Civil Service for Teachers. How that name slipped in, not even\nthe chairman of the Committee knows. Now in order to clarify that I move that\nwe restore the name to Tenure for Teachers Committee.\nThe Chair: The motion has been made that we call the committee the Committee\non Tenure instead of Civil Service for Teachers. Is that seconded?\nDelegate: Second the motion.\nThe Chair: Mr. Moore wishes to speak to the motion.\nMr. Robert C. Moore (Illinois): We believe that any change in the name of\nthe Tenure Committee is dangerous at this time. Tenure includes civil service but\ncivil service is only one of several kinds of tenure and tenure includes teacher con¬\ntracts for employment. The proposed new name excludes many teachers, for in¬\nstance, the Chicago teachers, because Illinois expressly exempts teachers from civil\nservice positions. Tenure is the thing we are fighting for and we should meet the\nissue face to face. Therefore, I hope that this motion will be adopted and that we\nstand by the name of Tenure in each of our succeeding minutes.\nDelegates: Question! Question!\n(Motion put and carried.)\nMr. Shaw (Philadelphia) : Madam Chairman, the results of the election were\nannounced yesterday and I understand in the announcement of the results was to\nbe the announcement of amendments. The motion I have here is to bring the charter\nin line with those amendments. To amend the charter, as I understand it, requires\nan Act of Congress and the motion, therefore, merely provides a committee to work\nin that direction.\nI move that a committee be appointed to take the necessary steps to secure from\nthe federal Congress the following changes in the charter, and that the officers of\nthe N. E. A. be directed to give this committee every assistance possible to accom¬\nplish its aim.\nThe first amendment is the second paragraph of Section VI to be amended to\nread as follows — if you have in your hands the Official Manual for Delegates you\nwill find on page 51, Section V the amendment is merely to strike out certain lines\nof Section VI so that it will now read as amended:\nAmend the second paragraph of Section VI to read: “The Board of Directors\nshall consist of the president, the first vicepresident, the secretary, the treasurer, the\nchairman of the Board of Trustees, and one additional member from each state,\nterritory, or district, to be elected by the active members for the term of one\nyear, or until their successors are chosen.”\nThen part is omitted down to the last sentence which\n\nreads just the same\n\nas it is:\n\n“The Board of Directors shall have the power to fill all vacancies in their own\nbody; shall have in charge the general interests of the corporation, excepting those\nherein intrusted to the Board of Trustees; and shall possess such other powers as\nshall be conferred\n\nupon\n\nthem\n\nby the bylaws\n\nof the corporation.”\n\n"}
{"page": 882, "printed_page": null, "text": "876\n\nNational\n\nEducation\n\nIn addition to that we recommend\namended to read as follows:\n\nAssociation\n\nthe last paragraph\n\nof Section VII\n\nshall be\n\nAmend\n\nthe last paragraph of Section VII to read as follows: “The Board of\nDirectors shall elect the secretary of the Association, who shall be the secretary of\nthe Executive Committee, and shall fix the compensation and the term of his office\nfor a period not to exceed four years.”\nYou will note that the two amendments are really entirely separate but may be\nconsidered together or separately as you desire. To present them, however, I move\nthe adoption of the resolution which you see provides for the appointment of a com¬\nmittee to push the adoption of these amendments to the charter.\nDelegate: Second the motion.\n\nThe Chair: The Chair will state for the information of the delegates that the\nmotion to organize this committee is in order but the motion for amending the con¬\nstitution must lay over for a year. That does not require a second and does not\nrequire discussion unless you wish to make it. Therefore, I would suggest to Mr.\nShaw that he separate his statement and move the appointing of a committee, which\nmight be done at this time and serve the notice about the other.\nMr. Thalman: Madam Chairman, as I understand it the amendment to the by¬\nlaws does lay over for one year. This proposed amendment to the charter being\nmade by Act of Congress may lay over several years before we get it finally\nenacted. The motion he presented merely provides for the appointment of a com¬\nmittee to secure these amendments to the charter. That may take several years.\nIt might be done in one year.\nThe Chair: I think you would have to move for the appointment of the com¬\nmittee separately.\nMr. Thalman: I am perfectly willing to separate any motion.\nThe Chair: I think it should be separated if it is going to be done.\nMr. Shaw: I move the appointment of a committee, in order to separate\nmatter, to take up the question of the amendments to the charter.\nDelegate: Second the motion.\nThe Chair: It has been moved and seconded a committee\nup the question of amendments to the charter. Miss Harden\namendment.\n\nthe\n\nbe appointed to take\nasks to speak to that\n\nMiss Frances Harden (Illinois): Madam Chairman, may I speak to the motion?\nI wish to read to you that part of the section to be amended so that you may under¬\nstand just what we are requesting this committee to do. The part of the section\nwhich is eliminated, following directors to be elected, comes this sentence, “And all\nlife directors of the National Education Association, the United States Commis¬\nsioner of Education, and all former presidents of said Association now living and\nall future presidents of the Association hereby at the close of their respective\nterms of office shall be members of the Board of Directors for life.” That is the\nsentence or section of part of this Section VI which will be eliminated if this\ncommittee is appointed and accomplishes what we have requested them to do.\nMr. Hendrie: We believe in democracy. There is nothing any more undemocratic,\nit seems to me, than having as members of the Board of Directors people who are\nthere ex-officio because they happened to be presidents sometime in the past. The\nex-officio members may have been president five years ago, ten years ago, twenty\nyears ago. There is absolutely no limit. Times change. Conditions are different.\nTheir ideas in some cases are not likely to be up to date. It seems to me if we\nare to be a delegate organization those who are now active, those who are now\nmembers of the N. E. A. should be alone the ones to direct the policy.\nThe Chair: The Chair wishes to remind you again that we are speaking to the\nappointment of a committee. Does any one wish to speak about that, whether or\nnot we want a committee?\nMrs. Johanna Lindlof (New York): A point of information, Madam\nI would like the motion read. Some of us did not hear it exactly.\n\nChairman.\n\n"}
{"page": 883, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n877\n\nThe Chair: The motion was made and has been seconded that a committee be ap¬\npointed to look into certain changes of the charter.\nMis. Lindlof: I do not understand that to be the intent of the motion. I under¬\nstood it was intended that a committee be appointed\nfor the amendment of the section read.\n\nto secure action by Congress\n\n7 he Chair: If you will read the bylaws you will find that notice has to be served.\nI recognize Mr. Cram.\nMr. bred D. Cram (Iowa): It seems to me that there is a little confusion over\nwhat we are doing. I am not setting myself up as a super-mind here but we have\namended our constitution. We have voted an amendment to the constitution by an\noverwhelming majority yesterday. Now Mr. Shaiu of Philadelphia is proposing\nthat we appoint a committee to bring about that change which will be made in our\ncharter which wras given us by Congress in order that our constitution and our\ncharter may fit one another. This requires no laying over for a year. We are\nsimply appointing a committee to coordinate our bylaws and our constitution.\nThis motion in the first place, in my opinion, was in order, was strictly proper\nand to the point.\nDelegates: Question! Question! Question!\nThe Chair: The question is on the appointment of a committee to take what steps\nare legal now in the amendment of the charter. (The motion carried.)\nThe Chair: The president will appoint the committee. Now Mr. Shaiu has\nserved notice of certain other amendments. That does not require a second, does\nnot require discussion. Do you wish to hear further on that?\nDelegates: No! No! No!\nThe Chair: Mr. Shaiu or someone tells me that he has not done it. I will ask\nhim to do it now.\nMiss Harden:\n\nMadam\n\nChairman,\n\nI think you are confused\n\non this matter. This\n\nis not an amendment to the bylaws which requires a year’s notice. This is simply\nthe appointment of a committee to secure from Congress certain amendments to\nour charter which we as a Representative Assembly have no power to touch. That\ncan only be done by Congress and he has simply authorized a committee to go to\nCongress to secure that change in the charter. It does not have to lay over.\nThe Chair: I will repeat to you what Miss Harden has said. She is of the\nopinion that the charter may be changed more readily than the bylaws. The by¬\nlaws require an amendment to lie upon the table for a year. You have voted to\nappoint a committee to study this question to do whatever was legally possible.\nMiss blarden is under the impression that you have instructed a committee to secure\nthose amendments. The Chair will rule that that is not possible. Miss Harden may\nspeak. The motion tho has been made and carried. Someone had better ask if you\nwish to reconsider the vote.\nDelegates:\n\nNo!\n\nNo!\n\nNo!\n\nThe Chair: I am willing to give you the microphone, Miss Harden, but we can¬\nnot discuss a motion that has been made and carried unless someone will move it\nbe reconsidered unless you wish to give Miss Harden the privilege of speaking\nafter it has been passed. What is your pleasure? I am glad to give Miss Harden\nthe opportunity but as chairman I cannot do that unless you ask me to.\nMrs. Johanna Lindlof (New York) : Madam Chairman, I consider this a very\nfundamental and important question and I think there is a misunderstanding be¬\ntween the Chair and certainly some of us as to what was adopted. I understood\nwe were voting on a motion that a committee be appointed to do the necessary\nwork to have the charter amended in the respect indicated by the gentleman who\nintroduced the motion.\nThe Chair: May I ask the secretary to read the motion that the committee be\nappointed to do all that is legally possible to sceure the amendments to the charter?\nThat is the one you voted on.\nDelegates : No! No! No!\nMrs. Lindlof: Madam Chairman, I would like to make another motion.\n\n"}
{"page": 884, "printed_page": null, "text": "878\n\nNational\n\nEducation\n\nAssociation\n\nThe Chair: \\ou cannot do it right this minute until this is straightened out.\nDelegate: Point of information, Madam Chairman. I don’t think that was the\nmotion.\nThe\n\nChair: The motion was changed from the original one Mr. Shaw read.\nDelegate : I understood it, it was that this committee had the power to try to\nget Congress to amend the charter. I would like to know whether that was correct\nor not.\nThe Chair: That is not correct according to the Chair’s idea of the motion.\nMiss Harden: Madam Chairman, may the maker of the motion read it again?\nMr. Abraham Lefkowitz (New York): Madam Chairman, I move that the vote\nthat was carried be tabled so that we can re-carry the motion.\nThe Chair: The motion that would have to be made would be a motion to\nreconsider.\n\nMr. Lefkowitz:\n\nI move\n\nto reconsider the vote.\n\nMr. Shaw: Now the question of instruction, there is a difference of opinion\namong authorities on the platform I do not for one minute assume to be one myself\nas to whether this must lay over for a year. The charter provision for amend¬\nment merely says Congress may from time to time order repeal and so forth but\ndoes not say anything about what length of time it must be in their hands or how\nlong it must lay over. In the amendments to the bylaws it is very clear it must lay\nover except by unanimous consent. As I read it, it seems to me, it might be pos¬\nsible for you to adopt whatever you wish, and as a delegate body instruct the\ncommittee. If the Chair rules otherwise of course I can say nothing on that point\nbut that is the way it appeals to me.\nThe Chair: Mrs. Lindlof.\nMrs. Lindlof: In order that the intent of the amendments adopted by this body\nshall be carried out in the charter, I move that a committee be appointed to petition\nCongress to so amend the charter of the National Education Association that it\nshall conform with the amendments adopted by this body.\nDelegate: Second the motion.\nThe Chair: Any discussion?\nMr. Shaw: Madam Chairman, I do not feel that that motion covers the amend¬\nments as presented here and if it is desired you should have them otherwise, of\ncourse that is different, but I feel you should specifically mention the amendments\nyou desire to the charter which you read here a little while ago.\nMrs. Lindlof: I will accept that amendment and add, “as proposed by the gentle¬\nman on the platform.”\nDelegates: Question! Question! Question!\nThe Chair: You already have adopted a motion to appoint a committee to\namend the charter. We now have a second motion to appoint the committee to\nconsider the amendment of the charter. We now have a second motion to appoint\na committee to amend the charter to bring it into line with some amendments\nrecently made to the bylaws.\nMrs. Lindlof: That is not the motion as I made it.\n(The motion made by Mrs. Lindlof and the motion theretofore made were both\nread.)\nThe Chair: Will you accord your chairman\nto the president?\n\nthe privilege of returning the chair\n\nMr. Joseph H. Saunders (Virginia) : Madam President, I rise to a point of order.\nThe Chair: State your point of order. I have asked the privilege of the chair\nfor the president in order that I may speak. Mr. Saunders has asked for a point of\norder. May I return the chair and then ask Mr. Saunders — perhaps I had better\nask him to state his point of order first and then I will ask to speak also.\nMr. Saunders: The point of order which I raise on this question is that under\nthe bylaws of our Association we are working under Robert's Rules of Order.\nUnder Robert's Rules of Order an amendment to the constitution, which in this\ncase is the charter, requires a majority vote of all the members of the organization\n\n"}
{"page": 885, "printed_page": null, "text": "Associai ional\n\nnd that we\n\nRecords\n\nand\n\nInformation\n\n879\n\nare proceeding\n\nillegally in that it would be impossible at\nthis late\nhour and wuh this sma!1 Sphering to get a major\nity expression of this Association.\nlhe Chair: The Chair rules that the point\nof order is well taken.\n, MJlL'lraler Banks (AIabaraa) : Madam President, would it not be possible then\no take the first part of that motion, since\nthe other motion has been ruled out\nof order, and rule that that committee be instr\nucted to proceed as far as is legally\npossible to get our charter amended in line with\nthe amendments to the bylaws as\njust passed by this body?\n\nThe Chair: That is a perfectly proper\nMr. Banks: I so move.\nThe\n\nmotion. You\n\nso move?\n\nChair:\n\nMr Banks moves our committee just autho\nrized be instructed to\ntake all steps which are legally possible to\namend the charter to comply with the\namendments to the bylaws. (Motion carri\ned.)\nThe Chair: Now is there any other new busin\ness? I should like to return the\nciair to the president in order that I may prese\nnt an amendment which I would\nlike to lay on the table for a year.\nPresident Gray (presiding) : Miss Adair.\nCornel\nia S. Adair\ntheAfw,\nbylaws\n:\n\nTo amend\nfollows:\n\n(Virginia):\n\nI should like to present two amendments\n\nArticle II of the bylaws by adding\n\nto\n\nSection 2a to Section 2 to read as\n\n‘The Representative Assembly1 shall elect annua\nthe Association, a first vicepresident, who shall lly, as provided in the bylaws of\nserve as such for one year, and\nwho shall become president of the Association\nat the next annual meeting after\nthe one at which he was elected first vicepresid\nent. He shall then serve as presi¬\ndent as provided in the bylaws. In the year 1936,\na president shall be chosen who\nshall serve for one year, and a vicepresident who\nshall serve as provided bvJ this\nbylaw.\n‘‘All bylaws or parts of bylaws in confli\nwith this bylaw are hereby repealed.”\nI should like to present that section at thect next\nGeneral Assembly.\nI should like also to present this amendment:\nAmend\n\nArticle II of the bylaws by adding Section 2b to Sectio\nn 2 as foMows:\nAt the first business meeting of the Representative\nAssembly, the assembly shall\nelect a Nominating Committee, which shall submit to\nthe Representative Assembly\nthe names of not less than two nor more than four\npersons who shall be the\nnominees for the first vicepresident of the Associatio\nn. The Representative As¬\nsembly shall elect a first vicepresident from such nomin\nees in the manner pro¬\nvided by the bylaws of the Association.\n‘‘All bylaws or parts of bylaws in conflict with this\nbylaw are hereby repealed.”\nThis does not need a second, does not need discussion\nunless you would like me\nto tell you why I am offering these amendments; that I\nimagine you know\nPresident Gray: Is there anything further? While the\nlady is coming to the\nplatform I would like to ask for the report of the Committee on\nElections.\nMr. Herbert C. Hansen (Illinois) : Your Committee on Elections\nsubmits the fol¬\nlowing report of the election of officers of this Association for\n1934-35: president,\nHenry Lester Smith of Indiana; treasurer, R. E. Offenhaucr of Ohio.\nThe following\neleven vicepresidents were elected: L. Frazer Banks, Alabama;\nErnest IV. Butter¬\nfield, Connecticut; Charles Carroll, Rhode Island; Mattie S. Doremu\ns, New Jersey;\nHattie H. Gordon, Missouri; Charles E. Hultenfi Wisconsin;\nRae Kemp, Kansas;\nIV. D. Nixon, South Carolina; C. K. Reiff, Oklahoma; C. R.\nRice, Oregon J Caroline\nS. Woodruff, Vermont. The state directors as nominated by the\nstate delegations\nwere elected without opposition and are as follows: Alabama — J.\nD. Williams,\nAlaska— C. H. Bowman, Arizona—/. W. Clarson, Jr., Arkans\nas — W. E. Phipps,\nCalifornia—/. R. Croad, Colorado— W. B. Mooney, Connecticut—\nHelen T. Collins,\nDelaware—//. V. Holloway, District of Columbia — Edith L. Grosve\nnor, Florida—\nJames S. Rickards, Georgia — M. D. Collins, Hawaii — Orcn E. J,onc/,\nIdaho\nRay 1 Deceased.\n\n"}
{"page": 886, "printed_page": null, "text": "880\n\nNational\n\nEducation\n\nAssociation\n\nmond H. Snyder, Illinois — John Thalman, Indiana — Charles O. Williams, Iowa —\nFred D. Cram, Kansas — F. L. Schlagle, Kentucky — William S. Taylor, Louisiana —\nP. H. Griffith, Maine — Willia?n B. Jack, Maryland — William Burdick, Massachu¬\nsetts — Annie C. Woodward, Michigan — E. T. Cameron, Minnesota — Harry Wahlstrand, Mississippi — H. V. Cooper, Missouri — Thomas J. Walker, Montana — Martin\nP. Moe, Nebraska — George F. Knipprath, Nevada — Maude Frazier, New Hamp¬\nshire — Lyle Wilson Ewing, New Jersey — Raymond B. Gurley, New Mexico — Vernon\n0. Tolle, New York — H. Claude Hardy, North Carolina — T. W. Andrews, North\nDakota — L. A. White, Ohio — William A. Evans, Oklahoma — M. E . Hurst , Oregon\n— Birdine Merrill, Pennsylvania — J. Herbert Kelley, Rhode Island — Charles Carroll, South Carolina — A. C. Flora, South Dakota — S. B. Nissen, Tennessee — S. L.\nRagsdale, Texas — Rush M. Caldwell, Utah — James T. Worlton, Vermont — Caro¬\nline S. Woodruff, Virginia — Mrs . Edith B. Joynes, Washington — S. E. Fleming, West\nVirginia — W. W. Trent, Wisconsin — Blanche M. McCarthy, Wyoming — H. H.\nMoyer.\nThe vote on the amendments printed on page 5 of the Official Manual was as\nfollows:\nAmendment\nThis\nsition.\n\nNo. 1: For\n\namendment\n\nwas\n\n991; Against\n\nfavored\n\n199.\n\nby 83 percent of those who\n\nvoted\n\non the propo¬\n\nAmendment No. 2: For 968; Against 294.\nThis amendment carried by 76 percent of the vote.\nMr. Joseph H. Saunders: I wish at this time to make a motion in my own behalf\nand at the particular request of Mr. Holmes of New York, who was called out\nof the city and had to catch a train some two hours ago. He waited here hoping\nto have the privilege of making this motion on behalf of himself and on behalf of\nhis supporters, and I on behalf of my own self and my particular supporters de¬\nsire at this time to move, and in making that motion I wish to express my personal\nthanks for all those who favored me in their suffrage, I desire to move at this\nparticular time that the election of Henry Lester Smith as president of the National\nEducation Association of the United States for the ensuing year be made unanimous.\nPresident Gray: Will somebody escort Dr. Smith to the platform?\nMr. Saunders: May I also say that Mr. Pratt, who is on the stage and was to\nsecond this motion, reminds me that he would like me to include him in the motion.\n(The motion carried by a unanimous vote.)\nPresident Gray: While your newly-elected president is coming, may I say that\nI tried to call on every delegation last Sunday morning and I could not because of\nthe press of business. I want to commend you during this hot weather for your faith¬\nful service not only now but during the year.\n(At this point President Gray made a few remarks expressing appreciation for\nthe patience of delegates, and speaking complimentarily of the new president.)\nI present to this Assembly our new president Henry Lester Smith.\nDr. Henry Lester Smith: Madam President —\n(At this point Miss Gray put a very beautiful lei which\n\nhad\n\nbeen presented\n\nher by the Hawaii delegation in 1933, around Dr. Smith’s neck. A delegation from\nHawaii came forward with musical instruments, singing. The Hawaiians presented\nMiss Gray with a fan and a beautiful bouquet of flowers. The delegation also\npresented a lei to Secretary Crabtree and a very beautiful new lei to Dr. Smith.)\nDr. Henry Lester Smith: May I count upon the hearts of all those assembled\nhere to express our deep appreciation of this gesture of goodwill. Year after year\nwe have been inspired by this delegation from out in the ocean. They have taken\nthe trouble to come to us and to meet with us. Again may I thank you personally\nand on the part of all this Assembly for this gesture.\n(Turning to the audience) Back of this splendid professional organization are\nyears of worthy purposes and achievements. Your vision and determination have\nupheld the hands of a long line of faithful and efficient officers who have given\nunstinted service to the cause of education. It is indeed a high honor to be called\n\n"}
{"page": 887, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n881\n\nupon to take for a little while the place so nobly held\nby these worthy men and\nwomen It is a high honor to wear the badge of your\nconfidence. May I express\na 0 y°u> therefore, on behalf of the officers newly electe\nd our deep apprecia¬\ntion of the confidence you have placed in us. May\nI express also for them our\neep and sincere appreciation of the generous expressions\nof goodwill from those\nwho shared with us your consideration yester\nday.\nAnd I wish also to express to our worthy president,\ngracious as she has been\nall the year, our appreciation for the strenuous and efficie\nnt efforts which she\nhas made to lead this organization on a spiritual\nbasis, from level to level, and\nmay I say, therefore, that your new officers accept the trust\nthat you have placed\nwithin our hands and asked us to share with you. And what\nis this trust? It is the\nwelfare of the children and of the youth of our land. And\nwhat are the means to\nbe used? The means we long for and will battle for is\nan unblemished, virile, free\npublic school system, manned by worthy men and women\n, free to think, feel, and\nwork in an unhampered exercise of their full possibi\nlities, and backed by an\nappreciative and supporting society.\nWith your continued support and guidance the officers who\nnow take up their\nnew responsibilities will hope and strive to have this Associ\nation move forward\nalong the lines of its high destination— a clarity of purpos\ne, a consolidation, and a\ndedication of the machinery of our Association behind that\npurpose and the con¬\nsequent broadening and deepening of the service we are\nprivileged, obligated and\ndestined to render.\nMiss Cornelia S. Adair: Your Chairman has been asked\nto give two rulings,\nwhich she would like to announce. First, that the two amend\nments which Mr.\nShaw read will legally serve as notice for next year.\nSecond, that the two amendments that the Chair made when\nshe used the ex¬\npression “he” in referring to the president’s office is\nin strict accordance with\nEnglish usages, but he” also means “she” in those amendments.\nDelegate (Coming to the platform) : I have no motion to make, but\nI had hoped\nto express to the convention, and in doing so I know I express\nthe opinion of many\ndelegates, for I have heard them in conversation about the room,\nthat in future\nmeetings of the convention we have the business part of the\norganization work\nmoved forward more emphatically, more business sessions given\nover to business\nprocedure.\nChairman\n\nGray:\n\nI declare the Seventy-second\n\nAnnual\n\nJ. W.\n\nConvention\n\nclosed.\n\nCrabtree, Secretary ,\n\nJessie Gray,\n\nPresident.\n\nMINUTES OF THE MEETINGS OF THE\nBOARD OF DIRECTORS\nWashington,\n\nD. C.\n\nFriday Evening, June 29, 1934\nThe meeting of the Board of Directors of the National Education Associa\ntion, as\nscheduled in the official program, convened at 8 p. m., in the Board\nof Directors\nroom of the headquarters building, Jessie Gray , president, presidin\ng.\n{Secretary Crabtree called the roll showing the following present:)\nState Directors: Alabama— 7. D. Williams, Arizona— W. T. Machan, Arkans\nas—\nC. M. Hirst, Colorado — W. B. Mooney, Connecticut —Helen T. Collins, Delawa\nre—\nH. V. Holloway, District of Columbia — Edith L. Grosvenor, Florida — James\nS.\nRickards, Georgia — George W. Wannamaker, Idaho — Raymond H. Snyder,\nIlli¬\nnois—^. L. Whittenberg, Iowa— Fred D. Cram, Kentucky— JF. S. Taylor, Louisia\nna—\nP. H. Gt iffith, Maine /F . B. Jack, Maryland — William Burdick, Massachusetts — •\n\n"}
{"page": 888, "printed_page": null, "text": "882\n\nNational\n\nEducation\n\nAssociation\n\nAnnie C. Woodward, Mississippi — H. V. Cooper, Montana — Martin P. Moe, Ne¬\nbraska— George F. Knipprath, Nevada— M. J. Clark, New Hampshire— L. W.\nEwing (substituting for Dana S. Jordan ), New Jersey — Raymond B. Gurley, New\nMexico — Vernon 0. Tolle, New York- — Frederick Houk Law, North Dakota — L. A.\nWhite, Ohio — R. E. Offenhauer, Oregon— Birdine Merrill, Pennsylvania— J. Herbert\nKelley, Rhode Island — Charles Carroll, South Carolina — A. C. Flora, South Da¬\nkota — S. B. Nissen, Tennessee — S. L. Ragsdale, Texas — L. W. Rogers, Utah — James\nT. Worlton, Vermont — Caroline S. Woodruff, Virginia — Mrs. Edith B. Joynes,\nWashington — Emery Asbury, West Virginia — W. W. Trent, Wisconsin — Blanche\nM. McCarthy, Wyoming — H. H. Moyer.\nLife Directors: Georgia — Willis A. Sutton, Indiana — Henry Lester Smith, Massa¬\nchusetts — Mary McSkimmon, Virginia — Joseph H. Saunders, Virginia — Cornelia S.\nAdair, West Virginia — Joseph Rosier, Wisconsin — Carroll G. Pearse.\nSecretary Crabtree: I want to say this is a mighty fine attendance.\nPresident Gray: I am pleased to have so many of you here for the initial meeting\ni and personally I appreciate it tremendously because it meant you had to start off\nin this great heat, but then you naturally had a very responsible position and a call\nto respond to in this the first meeting of the Board of Directors. The next item on\nthe agenda is the report of the informal meeting at Cleveland.\nMr. Carroll G. Pearse (Wisconsin) : I move that the resignation of absentee state\ndirectors be accepted and those present here as their substitutes be elected.\n(Motion seconded and carried.)\nSecretary Crabtree: These programs that have been distributed contain not only\nthe program but some other information that you will be glad to have during the\nweek.\nThe minutes of the last Board of Directors are printed in the minutes of the\n\nProceedings and also in the Manual.\n(Motion seconded and carried.)\n\nI move\n\nthat they be approved.\n\nSecretary Crabtree: The meeting held at Cleveland was entirely informal. It con¬\nsisted mainly of a discussion of conditions in the various states. There were only\na few directors present but each one reported conditions in his state. No business was\ntransacted.\nPresident Gray: The next item on the agenda is discussion of appropriations for\nexpenses of directors and delegates. I am going to ask Mr. Allan of the headquarters\nstaff to make that discussion, please.\n{Mr. Allan thereupon made explanations and distributed the blanks for expenses.\nHe explained that the appropriations for these expenses would need to be made at\nthat time in order that expenses could be paid at the meeting. He gave rules for\nmaking out bills.\nPresident Gray: Now I see Fred Kelly, the able chairman of the Committee on\nSocial-Economic Goals, has come in and we would be very glad, Mr. Kelly,\n\nif you would come to the front and give us your report. (The report is printed else¬\nwhere in this volume. See index.)\n\nPresident Gray: Thank you, Mr. Kelly. I think the report of this committee has\nhad a terrific appeal not only because of the authoritative statement of the original\nits\ncommittee, but because of the attractive way in which the commitee has made\nreport.\nMr. Charles Carroll (Rhode Island) : Madam President, may we return to the\nearlier item of business? I move that we appropriate a sum not exceeding $9000 for\nto\nthe mileage of delegates attending the convention and a sum not exceeding $8000\non.\ncover expenses of directors to the conventi\n\nlike some\nPresident Gray: Before taking action on Mr. Carroll’s motion, I would\ncognizance taken of Mr. Kelly’s report, please.\nthe report of\nMr. Martin P. Moe (Montana) : Madam President, I move that\nof thanks to the\nprogress made by Mr. Kelly be accepted and that we extend words\ncommittee for their splendid work.\n\n"}
{"page": 889, "printed_page": null, "text": "Associational\n\n. (Txhe motion\nried.)\n\nPresident\n\nwas\n\nGray:\n\nRecords\n\nand\n\nseconded\n\nby Willis A. Sutton and Caroline\n\nNow\n\nare ready for Mr.\n\nwe\n\n883\n\nInformation\n\nWoodruff\n\nand car¬\n\nCarroll.\n\n. Mr' Carroll: This is a motion to appropriate a sum not exceeding $9000\nfor apportionment to delegates for mileage and an appropriation of $8000\nto cover the expenses\nof directors to this meeting.\n\n(The\n\nmotion\n\nwas\n\nseconded\n\nby Mr.\n\nW annamaker and carried.)\nPresident Gray: We have had a most interesting year and\na most interesting\negislative year. We had hoped to have Sidney B. Hall, chairman of\nthe Legislative\nCommission, here tonight but he is not here and fortunately Chari\nWilliams of the\nheadquarters staff is here, so we will ask Miss Williams to\ngive that report. (The\nreport is printed elsewhere in this volume. See index.)\nPresident Gray: Thank you very much, Miss Williams. I can see\nfrom that report\nthe general background of interest you yourself have had this\nyear in state and\nnational educational legislation. Every department of our Associ\nation has worked\nto help every other department in asking the government to help\nand that is the\nreason the seivice has been so strong and so well done\nthis year.\nI am going to ask for as many of the state reports as I can have in the next\nthirty\nminutes and I think I will call for them in alphabetical order. I call\nfirst for the\nreport from Alabama.\nMiss Helen T. Collins (Connecticut): Before going on with this,\nmay I make a\nsuggestion? It seemed to me as I listened to Miss Williams, particu\nlarly the part of\nher talk referring to her book, prepared for the National Congress of Parent\ns and\nTeachers, that we would lose a very great opportunity at this convention if\nwe did\nnot in some way provide for that book being presented to the Assembly. I move there¬\nfore that this Board of Directors provide for that book being presented before\nthe\nDelegate Assembly so that the teachers at large may go home knowing there is\nsuch\na thing and it is at their hand and they may have the material they need.\nPresident Gray: I think the finest thing we can do is to put in the hands\nof the\nteachers themselves this book which more or less interprets the schools to the\npeople.\n(Motion seconded and carried.)\n(The president then called on the following state directors who made brief reports\nof conditions in their respective states: J. D. Williams, Alabama; W. T. Machan,\nArizona; C. M. Hirst, Arkansas; W. B. Mooney, Colorado; Helen T. Collins, Con¬\nnecticut; H. V. Holloway, Delaware; James S. Rickards, Florida; George W. W an¬\nnamaker, Georgia; Raymond H. Snyder, Idaho; and A. L. Whittenberg, Illinois.\nThe reports were most interesting. All were handed to Mr. Whittenberg which with\nthe reports presented later are to be summarized and presented to the Representative\nAssembly.)\nMr.\n\nW. B. Mooney:\n\nMadam\n\nChairman,\n\nI move\n\nthat inasmuch\n\nas it is approach¬\n\ning 10 o’clock that we adjourn and continue this later.\nPresident Gray: All right. Those of you who have written reports, would you\nkindly give them to me now so I may give them to Mr. W hittenberg and be sure\nyour name is on them.\n\n(Motion\n\nseconded\n\nand\n\ncarried.)\n\nSaturday\nThe\n\nsecond meeting of the Board\n\nMorning,\n\nJune\n\nJ. W.\n\nCrabtree,\n\nJessie\n\nGray,\n\nSecretary\n\nPresident\n\n30, 1934\n\nof Directors convened\n\nat 9 a.m. in the Board\n\nof\n\nDirectors room, National Education Building, President Jessie Gray presiding.\nPresident Gray: Last night part of our agenda was the report for the Committee\non the Economic Status of the Teacher. Mr. Buckingham was the chairman and the\ninformal report was to be given by Air. Carr of the headquarters staff. Mr. Carr\n\n"}
{"page": 890, "printed_page": null, "text": "884\n\nNational\n\nEducation\n\nAssociation\n\nand Mr. Foster are both here and if Mr. Carr will present himself and Mr. Foster\nand the report, we shall be glad to see them and hear them at this time.\nMr. IV. G. Carr: With the approval of B. R. Buckingham, chairman of the Com¬\nmittee on the Economic Status of the Teacher, and because of his absence in Europe,\nI am glad to submit the following statement concerning the work which has been\ncarried on under the direction of this Committee during the past year.\nThis Committee is at present engaged in a study of particular interest to teachers.\nIt is endeavoring to ascertain as accurately as possible the standard of living which\nteachers in certain representative American cities are able to maintain. The Com¬\nmittee recognized that mere collections of figures on salaries received by teachers\nare not sufficient by themselves to give an accurate picture of the economic status\nof members of the teaching profession. It is necessary to have in addition a picture\nof the expenditures of teachers. After careful consideration the Committee decided\nto prepare a booklet providing for twelve monthly reports to be submitted by teach¬\ners, showing in considerable detail the source and amount of their incomes, the nature\nand distribution of their expenditures, and certain other data on borrowings, savings,\nand other financial transactions. These twelve monthly reports, covering one full\ncalendar year, were supplemented by inquiries concerning the marital status of\nthe teacher, the number of dependents, and other important related information.\nComplete returns have been received from approximatly 2500 teachers in some\nthirty cities thruout the United States. This means that the Committee has on hand\nsome 30,000 individual reports. These reports have been checked and totaled in the\nResearch Division. Correspondence has been conducted in a large number of cases\nwith the individual teachers concerned in order to clarify the reports submitted.\nEvery effort has been made to insure the reliability and to check the accuracy of\nthe responses.\nThe returns thus received have been transferred to cards and have been elec¬\ntrically tabulated by the Hollerith equipment. At present these tabulations are being\nanalyzed and a report describing the findings is being drafted. The Committee ex¬\npects to hold a meeting early in the fall of 1934 to go over these returns and to make\nfinal decisions concerning the manuscript of the report. The Committee is requesting\nan appropriation which will make this meeting possible, and which will provide\nfunds for printing this report and thus bringing the investigation to a conclusion.\nIn conducting this investigation the Committee faced many difficulties. The com¬\nplexities of the problem are many. Many difficulties and adjustments which could\nnot be foreseen at the outset of the study have arisen. Filing of the elaborate reports\ninvolved a considerable amount of work with and by the cooperating teachers.\nThere have been few precedents to guide the Committee since no national studv\nof this type as applied to the teaching profession has previously\n\nbeen conducted.\n\nThe publication of this study will come at an opportune time because of the prob¬\nable readjustment in the teacher salary situation which will be occurring thruout\nthe country within the next year or two. The Committee’s investigation will provide\nan important, indeed an essential, link in the chain of evidence concerning the\neconomic position of the teacher which the National Education Association has been\ncollecting for many years.\nPresident Gray: Thank you, Mr. Carr. Are there any questions you think of you\nwould like to ask Mr. Carr? Would you like to take any action on this report of\nprogress ?\nMiss Anna Laura Force: I move\n(Seconded and carried.)\n\nthe report be accepted.\n\nPresident Gray: Last night we had many reports from the directors and since so\nmany of you have definite things to do this morning, instead of going on in the\nalphabetical order which I had begun, I am going to do this: I am going to say if\nthere is someone here who knows he or she must go at a stated time, I shall be glad,\nwith your consent, to give that person\n\npriority.\n\n"}
{"page": 891, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n885\n\n(The following presented reports: Blanche McCarthy, Wisconsin; H.\nH. Moyer,\nWyoming; IV. IV. Trent, West Virginia; and Emery Asbury, Washington.\nThese\nreports were of value and interest to all. They were handed to Mr. Whitten\nberg\nto be summarized with other reports.)\nPresident Gray: I am glad that Mr. Asbury stressed that the officers of education\nshould be appointive rather than elective because that makes for long\nplanning\nand greater possibility and it fixes responsibility of course. In the meantime we have\nomitted the roll call and now that you have had a chance to gather I think I will\nask the secretary to call the roll.\nSecretary Crabtree: The quickest way, and perhaps the best, is to call the roll\nas we did yesterday so that the reporter can have very definite results. So as we\ncall the names of the states will those report from the state, whether they are state\ndirectors or life directors. (The following responded to the roll call:)\nState Directors: Alabama— J. D. Williams, Arizona— IV. T. Machan, Arkansas—\nC. M. Hirst, Colorado — IV. B. Mooney, Connecticut— H el en T. Collins, Delaware—\nH. V. Holloway, District of Columbia — Edith L. Grosvenor, Florida — James S.\nRickards, Georgia— George IV. Wannamaker, Idaho— Raymond H. Snyder, Illi¬\nnois — A. L. Whittenberg, Indiana — Charles O. Williams, Iowa — Fred D. Cram,\nKansas — Helen Finch (substituting for F. L. Schlagle ), Kentucky — W. S. Tay¬\nlor, Louisiana— P. H. Griffith, Maine— W. B. Jack, Maryland— William Burdick,\nMassachusetts — Annie C. Woodward, Mississippi — H. V. Cooper, Missouri — Thomas\nJ. Walker, Montana — Martin P. Moe, Nebraska — George F. Knipprath, Nevada —\nM. J. Clark, New Hampshire— L. W. Ewing (substituting for Dana S. Jordan ),\nNew Jersey — Raymond B. Gurley, New Mexico — Vernon 0. Tolle, New York\nFrederick Houk Law, North Dakota — L. A. White, Ohio — R. E. Offenhauer, Oregon —\nBirdine Merrill, Pennsylvania — J. Herbert Kelley, Rhode Island — Charles Carroll,\nSouth Carolina — A . C. Flora, South Dakota— S. B. Nissen, Tennessee— S. L. Rags¬\ndale, Texas — L. W. Rogers, Utah — James T. Worlton, Vermont — Caroline S. Wood¬\nruff, Virginia — Mrs. Edith B. Joynes, Washington— Emery Asbury, West Virginia—\nW. W. Trent, Wisconsin — Blanche M. McCarthy, Wyoming — H. H. Moyer.\nLife Directors: Colorado— Mrs. Mary C. C. Bradford, Georgia — Willis A. Sutton,\nIllinois — Robert C. Moore, Indiana — Flenry Lester Smith, Massachusetts — Mary McSkimmon, New York — George D. Strayer, Virginia — Cornelia S. Adair, Virginia —\nJoseph H. Saunders, Wisconsin — Carroll G. Pearse.\nPresident Gray: We are going to stop the reports from directors of states just now\nand I will remind you that Mr. W hittenberg would like your written report as soon\nas possible so he may epitomize these reports, and it might be well for you to under¬\nline the things you want taken from jmur report before you hand it to the secretary.\nThen continuing with the agenda the next report is of the Joint Committee of the\nNational Education Association and the American Library Association by the chair¬\nman, Miss Liveright.\n(The report was presented and aroused interest. It is printed elsewhere in this\nvolume. See index.)\nPresident Gray: Thank you, Miss Liveright.\nMr. Fred D. Cram (Iowa) : I move the adoption of the report.\n(Motion seconded by Edith L. Grosvenor and carried.)\nPresident Gray: The next report we shall have the privilege of listening to will\nbe the report of the Joint Committee of the National Education Association and the\nNational Congress of Parents and Teachers, by Mrs. Langworthy , the president of\nthat organization.\n{Mrs. Langworthy\nvolume. See index.)\n\nthen presented\n\nthe report which\n\nappears\n\nelsewhere\n\nin this\n\nPresident Gray: Mrs. Langworthy , I think we can bid you a great year of success\nto follow the fine success Mrs. Bradford has had and because of the fine attitude of\nthe teachers as to their responsibility for helping an Association of which there is\na fifty-fifty cooperative\n\nindication in the title.\n\n"}
{"page": 892, "printed_page": null, "text": "886\n\nNational\n\nEducation\n\nAssociation\n\nNext is the report of the Joint Committee on Health Problems in Education. Dr.\nWood is not here. He is the chairman of the Committee but Dr. Burdick will give\nthat report.\n(I he report was presented by Dr. Burdick. It is printed elsewhere\nSee index.)\n\nin this volume.\n\nPresident Gray: That was interesting. The next report will be the Report of the\nCommittee on Retirement Allowances and it will be given by Miss Force, chairman\nof the committee.\n(The report was read by Miss Force. Miss Force answered questions and made\nexplanations. The report is printed elsewhere in this volume. See index.)\nMiss Caroline S. W oodruff (Vermont) : If it is in order, may I say this word in\nregard to Miss Force. I think we all realize that all these people who work on these\ncommittees are due an expression of appreciation from us for the hard work they\ndo, but it does seem to me the work Anna Laura Force and her committee have been\nputting into the work of the Committee on Retirement is an outstanding accomplish¬\nment. She has moved, lived, and breathed for this Retirement Report, and. I want\nto move an especial appreciation from this group to that committee at this time.\nMr. Carroll G. Pearse: Second the motion. (The motion carried.)\nMiss Cornelia S. Adair (Virginia) : I think we forgot to move to adopt the Joint\nReport of the Health Committee. May I move its adoption?\n(Motion seconded and carried.)\nPresident Gray: Thank you, Miss Adair, for checking us on that.\nMiss\ntime.\n\nAnnie\n\nC. Woodward:\n\nI move\n\nthe adoption of Miss\n\n(Motion seconded and carried.)\nMr. Carroll G. Pearse: I should like a minute\n\nForce’s report at this\n\nor two for a matter\n\nthat I think\n\npertains to the good of the order. I understand that this is the period for new busi¬\nness, so announced on the program. My personal business kept me here in Washing¬\nton for quite a good many weeks this winter and I saw a good deal of what went\non in this tremendous effort that was being made by the Emergency Commission and\nby the splendid committee of the state superintendents in attempting to wrest from\nsometimes rather unwilling clutches enough funds to keep the schools open in the\ndifferent states of the Union. The effort was successful and I know with what\nagonizing a lot of this work was done. I know it took money to bring men in here,\nit took money to send telegrams and other communications out to the people thruout\nthe United States in order that they might respond at the proper time and with the\nproper degree of determination to get done the things that were needed to be done, and\nI know the strain it was upon those organizations and upon the National Education\nAssociation to procure the necessary funds. I know that over and over again the\nwork would have stopped dead if it had not been for the fact that in some way or\nanother the National Education Association stepped into the breach and in some\nway or another got the funds necessary to carry on this work. Now in this National\nEducation Association of ours we have been running for fifty years, how much longer\nI won’t attempt to suggest, on a $2 membership fee and I have come to the con¬\nclusion personally that the profession of teachers are pikers in trying to get along\non a $2 fee for doing all the work that this Association is attempting to do and\nneeds to do. I know if we go downtown and interview the elevator men in some of\nthe business buildings we will find that man pays from $5 to perhaps $10 a quarter\nto his union. I know a group of teachers in my state who pay into their local associa¬\ntion $10 every year as a membership fee. It seems to me that the time has come when\nthis organization ought to take some steps toward increasing its revenues thru\nmembership.\n(After making other points) I move a committee be appointed by the Chair to\nconsider this matter and report to the directors later during this meeting as to\nwhether something ought to be done, and if so what they suggest.\nVoice: Second the motion.\n\n"}
{"page": 893, "printed_page": null, "text": "887\nAssociational\n\nRecords\n\nand\n\nInformation\n\nMr. Joseph Rosier (West Virginia) : Madam Chairman.\nPresident Gray: Mr. Rosier.\n(Mr. Rosier and others spoke on the question.)\nMrs. Mary C. C. Bradford (Colorado) : Madam Chairman, may I state the motion\nhas not been stated. Then it would be open for discussion.\nPresident Gray: He is discussing the motion.\nMrs. Bradford: It has not been stated by the Chair. It is not before the Chair.\nPresident Gray: The motion made by Mr. Pearse was that a committee be ap¬\npointed to study the subject of the increase of budget or money for the use of this great\nAssociation and that they make a report as to the ways and means that that might\nbe done, before the convention closed.\nMr. W. T. Machan (Arizona): Madam President, to continue in this particular\nvein, it seems to me there is one opportunity which we are not developing to the extent\nthat we should I do not want to imply we should not increase the membership fee —\nbut we still have thousands of teachers in the nation who are not members of the\nNational Education Association and in most of our states we have thousands who are\nnot members of our state association. (He urged increasing membership.) I think if\nwe could center some effort on that, perhaps something would be opened in the way\nof building up a rather careful program, state by state, among school administrators,\nand doing that one thing I believe would do more good than perhaps we realize.\nPresident Gray: During the year I have been convinced that everybody is three\ntimes, ten times, a hundred times a better member than he or she was last year. You\nsee the need for service and that is the reason that the spirit of this convention\nis going to be a living spirit because you have worked this year as you have never\nworked before and you have seen the need of it.\n(The question was called for, motion put and carried.)\nPresident Gray: Was that committee to be appointed by the Chair?\nMr. Pearse: That was in the motion.\nPresident\n\nGray:\n\nIs there a motion to adjourn?\n(It was thereupon duly moved, seconded, and upon a vote unanimously carried\nthat the session adjourn.)\nJ. W. Crabtree, Secretary\nJessie\n\nMonday\nThe\n\nthird meeting\n\nof Directors\npresiding.\n\nroom\n\nof the Board\n\nMorning,\n\nPresident\n\nJuly 2, 1934\n\nof Directors\n\nof the headquarters\n\nGray,\n\nconvened\n\nat 9 a. m. in the Board\n\nbuilding, Joseph Rosier, first vicepresident,\n\nSecretary Crabtree: I am going to call upon Mr. Ashby of the headquarters staff\nto explain the report which he has just placed in your hands.\nMr. Ashby: I think most of you are familiar with these blanks which you will\nuse at the state meetings this noon. You will fill out one for your own records and\none to be turned in. We will try to have somebody at the meeting to pick it up\nbut if we do not, please follow the instruction on the first paragraph here and\nbe sure it gets turned in today because we need this report before tomorrow\nmorning’s forenoon session. Is there anyone who hasn’t these blanks now?\nMr. Rosier: The Board of Directors will please be in order. The Secretary will\ncall the roll.\nSecretary Crabtree: Let us call the roll the same as we have been doing. It is\nthe shortest method and will answer our purpose better than any other. Stand and\ngive your names as the name of your state is called.\n\nState Directors: Alabama — J. D. Williams, Alaska — Cleo Campbell (substituting\nfor E. J. Beck), Arizona — W. T. Machan, Arkansas — C. M. Hirst, California — J.\nRussell Croad, Colorado — W. B. Mooney, Connecticut — Helen T. Collins, Delaware —\nH. V. Holloway, Dist. of Columbia — Edith L. Grosvenor, Florida — James S. Rickards,\n\n"}
{"page": 894, "printed_page": null, "text": "888\n\nNational\n\nEducation\n\nAssociation\n\nGeorgia — George IV. Wannamaker, Hawaii — Thomas Vance (substituting for Oren\nE. Long), Idaho — Raymond H. Snyder, Illinois — A. L. Whittenberg , Iowa — Fred D.\nCram, Kansas — Helen Finch (substituting for F. L. Schlagle), Kentucky — W. S.\nTaylor, Louisiana— P. H. Griffith, Maine — IV. B. Jack, Maryland— William Burdick,\nMassachusetts — Annie C. Woodward, Minnesota — Harry L. IV ahlstrand, Missis¬\nsippi—//. V. Cooper, Missouri — Thomas J. Walker, Nebraska— George F. Knipprath, Nevada M. J. Clark, New Hampshire — L. W. Ewing (substituting for Dana\nS. Jordan ), New Jersey — Raymond B. Gurley, New Mexico — Vernon 0. Tolle, New\nYork — Frederick Houk Law, North Carolina — T. IV. Andrews, Ohio — R. E. Offenhauer, Oklahoma— Paul R. Taylor (substituting for Clay IV. Kerr), Oregon—\nBirdine Merrill, Rhode Island— Charles Carroll, South Carolina —A. C. Flora, South\nDakota — S. B. Nissen, Tennessee — S. L. Ragsdale, Texas— L. IV. Rogers, Utah—\nJames T. Worlton, Virginia— Mrs. Edith B. Joynes, Washington— Emery Asbury,\nWest Virginia — W . W. Trent, Wisconsin— Blanche M. McCarthy, Wyoming—//. H.\nMoyer.\nLife Members:\n\nColorado— Mrs. Mary C. C. Bradford, Georgia— Willis A. Sutton,\nIllinois — Robert C. Moore, Indiana — Henry Lester Smith, Massachusetts — Mary\nMcSkimmon, Missouri — JJ el W. Lamkin, Nebraska— E. Ruth Pyrtle, Tennessee—\nP. P. Claxton, Virginia —Cornelia S. Adair, Virginia— Joseph H. Saunders, West\nVirginia — Joseph Rosier, Wisconsin — Carroll G. Pearse.\nMr. Rosier: Miss Gray, the president of the Association, asked me to express her\nregrets and to explain that she is presiding over the general session at this hour and\nshe has designated me to preside over this Directors’ meeting this forenoon. In this\nconnection and on my own account, I want to extend greetings to all of the directors.\nAs those who have been serving the last two or three years know, I have always\nbeen very strong for the directors. I have thought that the directors, the office of\ndirector, ought to be magnified in this Association. I had occasion in a little group\nof past presidents yesterday morning, in reviewing the events of the past, to say\nthat among all my associates in the Association in the last few years those that\nI treasured as much as any other was my contact with the state directors. And I\nwant to express my appreciation to the men and women who have been serving\nfor years past, to compliment you on the fine service you have rendered as state\ndirectors, and also to extend cordial greeting and welcome to the young men\nand women I see here. Quite a number of younger men and women have come\nin in the last year and I want to extend a cordial welcome to you. I approve\nvery thoroly of the program worked out for the directors at this convention.\nNow if there are no further announcements we will proceed with the order of\nbusiness. The first is the report of the Committee on Rural Education of which\nWillis A. Sutton is chairman.\n{Mr. Sutton presented the report on Rural Education\nin this volume. See index.)\n\nwhich\n\nis printed elsewhere\n\nMr. Rosier: The next is the report of the Committee To Cooperate with the\nNational Association of Teachers in Colored Schools, N. C. Newbold, chairman. Is\nMr. Newbold present? We will pass that report then for the present. Mr. Newbold\nmay come in later.\nThe Report of the Committee\nchairman.\n\non International\n\nRelations, Annie\n\n{Miss W oodward then presented the Report on International\nprinted elsewhere in this volume. See index.)\n\nMr. H. V . Holloway (Delaware) : In order to conform\nmove both of these reports be accepted.\n\nC. Woodward,\n\nRelations which\n\nis\n\nto the usual procedure,\n\nI\n\n(Motion seconded by Mr. Sutton and carried.)\nMr. W . B. Jack (Maine) : Has this last report been distributed?\n\nMiss W oodward: It has and if you haven’t a copy, Mr.\nshire will be glad to give you one.\n\nEwing\n\nof New\n\nHamp¬\n\n"}
{"page": 895, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n889\n\nMr. Robert C. Moore (Illinois) : I observe one of the reports to be given to this\nbody this morning is the report of the Committee on Civil Service for Teachers,\nwhich was formerly called the Committee on Tenure. I say with all respect of\ncourse to the Board of Directors, on which I have had the honor of serving for\nsometime, that I happen to know that quite a number of the members of the Repre¬\nsentative Assembly are beginning to feel that possibly too many reports are made\nto the Board of Directors and excluded from a hearing or statement on the floor\nof the Representative Assembly. I happen to know that quite a large number of\nteachers are very vitally interested this year in the report of this Committee on\nTenure or Civil Service and I would beg leave to suggest that this report be\ngiven here this morning but that it also be given to the Representative Assembly\nif ten or fifteen minutes can be found for that purpose sometime before the close\nof the meeting. I believe it would help the National Education Association. It\nwould establish, renew, and strengthen confidence of the teachers in the work of\nthe Association if this report were given ten or fifteen minutes or at least five\nminutes before the Representative Assembly. I am not making that as a motion\nbut I hope somebody will.\nThe Chair: Mr. Moore, will you hold that in abeyance\nand then make a motion?\n\nuntil the report is presented\n\nMr. Moore: I am due at another\npresented at once I will wait.\n\nbeen\n\nThe\nit out.\n\nmeeting. I have\n\nChair: Well, we will keep your suggestion in mind\n\nMr. Moore:\n\nfor sometime.\n\nand somebody\n\nIf it is\n\nwill carry\n\nI thank you.\n\nMiss Cornelia S. Adair: As a matter of information, aren’t all these reports going\nto the Delegate Assembly?\nMr. Rosier: I think that is a matter for this Board to decide. I presume that the\nmost of these reports are scheduled on the program of the Representative Assembly,\nare they not?\nMiss Adair: I think they will all go. At least it has been the custom.\nMr. Rosier: It has been customary in the past.\nMiss Adair: I certainly would like to see that report go. I would like to see\nthem all go because I think the delegates have a right to them.\nMr. Rosier: Mr. Crabtree, these various reports are scheduled to appear on the\nregular program, are they not?\nSecretary Crabtree: Some of them are, others will be as brought forward with\nwhatever recommendations are made.\nMr. Rosier: I think such reports will be presented to the Representative Assembly\nas the Board of Directors direct. This probably is a preliminary meeting where\nwe go over preliminary reports and carry on those that we think the Representative\nAssembly ought to have.\nMiss Adair: Mr. President, a matter of information, I was not aware of the fact\nthat the Directors had the authority to decide whether or not a report be presented\nto the General Assembly. I was under the impression that all reports went to the\nGeneral Assembly and we simply accepted them. I wondered if the secretary would\nbe willing to let us know what reports are scheduled in order that we may express\nan opinion on others which are not scheduled?\nMr. Rosier: May I say now before we conclude the discussions this morning and\nthe actions of this Board of Directors, that we will go into the matter of recom¬\nmendations by the Board to the Representative Assembly in the passage of such\nresolutions and the making of such suggestions as this Board may deem wise for\nthe Representative Assembly. That will be made the order of business later.\nNow the next report is the one to which Mr. Moore has referred, that is the\nreport of the Committee on Civil Service for Teachers. May I explain so that\nwe may all understand that part, after considerable investigation and study and\nsending out of questionnaires, that the name of the old Committee on Tenure\n\n"}
{"page": 896, "printed_page": null, "text": "890\n\nNational\n\nEducation\n\nAssociation\n\nwas changed to the Committee on Civil Service for Teachers. There seemed to be\na very strong sentiment in favor of that change, such a sentiment that the Executive\nCommittee felt justified in making the change. It is the Committee on Tenure under\na new name and a more inclusive name we think and the report of that Committee\nwill be made at this time by Donald DuShane of Indiana, the chairman.\n(Mr. DuShane then presented the report on Tenure which is presented elsewhere\nin this volume. See index.)\n\nMr. Frederick Houk Law (New York) : Mr. Chairman, in moving to accept this\nreport, I take pleasure in saying that I consider this report one of the most valuable\nreports we have received. I hope sincerely that this will be put before the general\nbody, strongly, emphatically. There is nothing that the National Association can\ndo to make the dignity of the teachers stronger than to promote tenure of office.\nThis report of course will be published and it should be emphasized and the whole\nforce of the National Education Association should be back of the protection and\ndignity of the teaching profession and set us free from the realm of political power\nwhich has had such a bad effect upon the schools. I move the adoption of this\nreport.\n(The motion was seconded by Edith L. Grosvenor and carried.)\nMr. Rosier: I want especially to join Mr. Law in complimenting the work of\nMr. DuShane and his committee. I agree that there is no more vital question con¬\nfronting the teaching profession of the United States today than the problems which\nthis committee is studying. They certainly have done a fine piece of work and it\nshould be carried on. I hope the directors and state associations will take up this\nwork along the same lines and push it in every part of the country. Mr. Offenhauer.\nMr. R. E. Offenhauer (Ohio): Do I understand that this will definitely be pre¬\nsented then to the Representative Assembly?\nMr. Rosier: That is the recommendation of the Board of Direcors. In adopting\nthe report we included in it a recommendation that it be presented to the General\nAssembly.\nMr. Offenhauer:\nMr. Rosier: No.\n\nNo further motion then is necessary?\n\nMr. Offenhauer: I would just like to say this, this may clutter up the business\nquite a bit, but the two reports we have just had, the one on rural education and\nthe one on international relations, if we could have those also presented before\nthe Representative Assembly briefly, I think it would be well. Sometimes I think the\nvalue of our work dies within the organization and if we could get these presented\nto the larger group it would be a very fine thing. Now that may take time beyond\nwhich we can go but if it could be done in this organization we need to think of\nrural schools, we need to think of international affairs and these reports ought\nto find their way to the Representative Assembly if that is possible, and if it is in\norder I would like to make a motion also that these reports be given briefly to the\nRepresentative Assembly.\nMr. IV . B. Mooney (Colorado) : Mr. Chairman, I realize what\nMr. Rosier (interrupting): Are you seconding the motion?\nMr. Mooney: I would like to amend it.\nMiss Adair: I want to second the motion then.\n\nMr. Rosier. The\nyour motion.\n\nmotion\n\nis seconded\n\nand now\n\nyou can make\n\nMr.\n\nOffenhauer —\n\nyour\n\nremarks\n\nand\n\nMr. Mooney: I realize the report and the type of service just listened to — unfor¬\ntunately I did not hear the one to which Mr. Off enhauer referred — but the teachers\nare interested in tenure at this time, also intensely interested in retirement. Now\nI do not want to prolong the sessions of the Representative Assembly but it does\nseem to me that the report which Miss Force gave last Saturday might be included\nin the reports that we would ask be given to the Representative Assembly, and I\nwould move to amend this to include that report.\nMrs. Mary C. C. Bradford: I second that motion.\n\n"}
{"page": 897, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n891\nMiss Adair:\n\nI second that. It does not need to even be an amendment.\n\nMr. Rosier: That is accepted\nthe amendment. (Carried.)\n\nas an addition to the motion\n\nwithout\n\npassing on\n\nSecretary Crabtree: Another thing — all these important reports will be printed\nin the volume of Proceedings.\nMr. Rosier: I think before coming to the last report that I will now go back to the\nreport of the Committee To Cooperate with the National Association of Teachers in\nColored Schools. I understand Mr. Ncwbold is now here. Will you please make your\nreport?\n(Mr. Nenvbold then presented the report on colored schools which is printed else¬\nwhere in this volume. See index.)\nMr. Carroll G. Pearse: Mr. Chairman, I wish to move in accepting this very\ninteresting report that either a summary or the full form of it be presented to the\nDelegate Assembly.\n(Seconded and carried.)\nMr. Rosier: We now come to the last report of the National Commission on the\nEnrichment of Adult Life and Miss Gray asked me particularly to express her\nappreciation of the work which has been done by that committee. As you all knowr,\nadult education in the last year has taken on proportions we had not dreamed of a\nfew years ago and probably next to the problem of tenure and retirement there\nis no educational movement that is of greater interest than that of the enrichment\nof adult life. It is my pleasure now to present James A. Moyer , chairman of the\nCommission, who will make the report.\n(The report is printed elsewhere in this volume. See index.)\nMr. Rosier: What is your desire with reference to this report?\nMiss Edith L. Grosvcnor (District of Columbia) : I move the report be received.\n(Seconded and carried.)\n\nMiss Cornelia S. Adair: I want to speak to that a minute if I may. There is just\none point in that report as a matter of practical business I would hate to see\npublished in our reports. That is the matter of securing funds from the Road Fund.\nMr. Moyer: The report stated the funds might be better used for the schools\nthan making new roads, but the Commission can remove that.\nMiss Adair:\nto do.\n\nYes, I move\n\nit be done, so that they do not know\n\nwhat\n\nwe\n\nare going\n\nMr. Rosier: That is the suggestion which the committee will heed in making its\nfinal draft of the report.\nNow there are a few matters of unfinished business before us. You will recall\nat the meeting Saturday afternoon Mr. Pearse made a motion which was passed\nand there was some discussion of that motion concerning the matter of increasing\nthe revenues of the Association and the resolutions provided for the appointment\nof a committee to discuss this problem and to make recommendations. Miss Gray\nhas appointed the following committee: Birdine Merrill, Caroline S. Woodruff,\nWilliam B. Jack, Cornelia Adair, J. H. Kelley, and Carroll G. Pearse, chairman.\nIt is suggested they might meet together after the conclusion of this meeting. I\nthink they should make a report by Friday afternoon. May I ask all those who\nwere not present at the roll call at th'e opening of the meeting to stand and report.\nMr. U el Lamkiji (Missouri) : May I suggest there may be some members of this\nBoard of Directors who would like to meet the past presidents of the Association at\nthis meeting and I would ask Dr. Joyner, who was elected president in 1909 and\nserved in 1909-10 be asked to speak a moment to the Board of Directors.\nMr. Rosier: With unanimous consent, we will invite Dr. Joyner to come to the\nplatform so we may all see one of the finest and grandest gentlemen in the United\nStates.\nDr. James Y. Joyner (North Carolina) : Mr. Chairman and ladies and gentlemen:\nYou notice my blushes. I am almost overcome with this fine recognition of your\n\n"}
{"page": 898, "printed_page": null, "text": "892\n\nNational\n\nEducation\n\nAssociation\n\nfriendships and while I recognize the exaggeration of it I am\nlike the young woman\nwho, no matter how ugly she may be, loves to be told she is pretty.\nI have been greatly interested in the attendance here at this meeting\n. It has been\nan occasion of joy touched with sorrow. It has been a joy to\nsee so many old faces\nand a sorrow to miss so many old faces. As I stand here\nin this meeting looking\nover this body something touches the electric chord of memory\nand the happy past\nrises like a sweet dream before me. They have passed on but\nit behooves us who\nare carrying on so well to take up the banner of universal educati\non falling from\ntheir hands and, under God, to bear it to higher heights in\nhonor and glory.\nI have been greatly encouraged by the evidences of progre\nss toward this end\nthat I heard a few minutes ago by the reports and by the\nfine attendance I have\nnoticed at this Association. I must not detain you with\nlonger remarks. I shall be\nhere to shake hands with all my old friends and to make\nfriends with all the new\nones.\nMr. Rosier: I will ask Secretary\nhe has in mind.\n\nCrabtree\n\nnow\n\nto make\n\nall the announcements\n\nSecretary Crabtree: I shall make them very brief indeed.\n(Secretary Crabtree thereupon suggested that if expense\n\nblanks had not been\nprocured by each member that they secure them at the chairman’s\ntable.)\n. Secretary Crabtree: A Department of Music Education is requested\nand recogni¬\ntion has to come from the Board of Directors to the Represe\nntative Assembly. We\ndo not have a Department of Music Education at this\ntime. We had one and it\nwas very good for a long time but owing to the failure\nto attend meetings it fell\ndown and now some four or five thousand names signed\nto petitions have come\nin and they have the feeling they will not lose out again.\nRecommendations have\nbeen coming in, everything has been fine, the group is\nholding a meeting at this\ntime and every rule has been complied with. I recomm\nend that the Board of\nDirectors authorize the secretary to carry the recommenda\ntion of the Board of\nDirectors to the Representative Assembly that a Depar\ntment of Music be created.\nMr. Carroll G. Pearse (Wisconsin): Mr. Chairman,\nI would make a motion\nthat the recommendation of the secretary be accept\ned.\n(Seconded and carried.)\n\nMr. Roner: I have a motion submitted here with\nthe approval of Miss Gray.\now this resolution was prepared by a very distinguishe\nd head of a department\nof education in one of our larger universities and\nis submitted to you for your\nconsideration. I think myself it is a matter of consi\nderable importance and I will\nread it. It is just two paragraphs:\nResolved, first, That a committee of seven be appointed to be\nknown as the\nCommittee on Educational Cooperation, which will be author\nized to determine\nthe attitude of other organizations and agencies having\na national following\ntoward cooperating with the National Education Association\nin the discussion\nof national educational problems and in the formation and\nfurtherance of what\nis jointly agreed upon.\nt Second, that the said committee report to the Executive Committee of the\nN. E. A. as early as possible upon the advisability of such\ncooperation and upon\nthe form which such contacts with organizations indica\nted that cooperation\nshould take.\n\nNow that resolution is presented by Mr. Yokum of the University\nof Pennsylvania\nand I am not sure just what action the Board of Directors should\ntake about it\nbut it is an idea which was a favorite of mine all last year\nand which I think\nwe ought to consider and that is the idea of getting an alliance\nor an affiliation\nwith other organizations who have an interest in the promotion\nof education. We\nhave done some very effective things. Last year we established\na very effective\ncooperation with the American Legion. There has been more\nor less cooperation\n\n"}
{"page": 899, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n893\n\nInformation\n\nwith other national organizations. I am\n\nsure that both in the state and in the nation\na great deal of effective work might be done for education by working in coopera¬\ntion with these other national organizations. But here is a resolution. It is endorsed\nby Miss Gray , presented by Mr. Yokum, and submitted to you. Do you wish to take\naction on it?\nMr. Carroll G. Pearse: Mr. Chairman, I move that the resolution be referred\nto a committee of three persons, of whom Mr. Rosier shall be chairman, and two\nother members, to be selected by him, to report to this body when we meet again\nTuesday.\n(Motion seconded and carried.)\nMr. Rosier: I will name the other two\nminutes.\n\nmembers\n\nof that committee\n\nNow are there any other matters of unfinished business or new\nought to come before this Board of Directors at this time?\nMr.\nmight\n\nin a few\n\nbusiness\n\nthat\n\nCarroll G. Pearse: Mr. Chairman, one matter of information that perhaps\nbe germane at this time. I notice in the business meeting scheduled for\n\nTuesday morning there is an item which says, “Amendment to the bylaws.” We\nhave a rather important amendment to the bylaws pending and I should like to\ninquire whether this indicates that that matter is to be taken up at that time\ninstead of being acted on on Friday morning as has been the custom in the past.\nMost of the members will expect the amendments to come up on Friday if they\ndo not read their programs carefully, and I wondered whether this indicates that\nthose bylaw amendments are to be taken up and settled at that time. Perhaps the\nchairman or the secretary can tell us.\nSecretary Crabtree: I understand that a motion is likely to be made at the\nmeeting on Tuesday morning that the vote on the amendment be made by ballot\nat the usual time of balloting, and I presume that a motion will be made at that\ntime. The plan would be for the vote on the amendment to be announced at the\nsame time the officers are elected.\nMr. Pearse: Mr. Chairman, in that case will the ballots be distributed to the\npersons who are entitled to vote at the time they get their ballots for officers, and\nwill those ballots be put in the ballot box with the vote for officers, or will they\nbe brought to the meeting on Friday morning where the matter could be taken\nup and discussed pro and con?\nSecretary Crabtree:\n\nThat\n\nis yet to be decided, but it is the idea of those who\n\nare\n\nthinking of having the vote by ballot of voting at the time of the other voting by\nballot and to use the same ballot boxes.\nMr. Pearse: I understood, Mr. Chairman, that there was a year ago a motion\nmade that the pro and con arguments for this proposed amendment should be\nprepared and submitted to the members at this meeting. Am I correct about that?\nMr.\n\nRosier: Mr. Saunders,\n\nwas\n\nsuch a resolution passed in Chicago?\n\nMr. Joseph Ii. Saunders (Virginia) : I think it was, altho I am not absolutely\ncertain about it. I think Mr. Crabtree could tell you whether that resolution passed\nor not.\nSecretary Crabtree: That resolution failed to pass.\nMr. Saunders: A committee was appointed to prepare arguments for and against.\nSuch a committee was appointed and afterwards discharged, so I do not know\nany more than that. Why the committee should have been appointed and discharged\nI do not know. I have not inquired.\nMr. Rosier: Now the question has come up about whether the Board of Directors\nshould make suggestions or propose regulations for the Representative Assembly.\nI have been rather doubtful in my mind and rather lean to the notion that the\nRepresentative Assembly should enact its own regulations. For example, this matter\n\nyou are talking about, the balloting, which is quite an\nwhat is the opinion of the Board of Directors about that?\n\nacute question seemingly,\n\n"}
{"page": 900, "printed_page": null, "text": "894\n\nNational\n\nEducation\n\nAssociation\n\nMr. George tV . tV annamaker (Georgia) : Mr. Chairman, do we\nnot have copies\nof the minutes of that particular session? We might refer to them\nto know definitely\nwhat happened.\nMrs. Mary C. C. Bradford: Mr. Chairman, it seems to me very\nunwise and that\nwe are transcending absolutely our powers to suggest to\nthe Representative\nAssembly, which is the governing body, what it shall do with its own\nnominations.\nMr. W annamaker: Mr. Chairman, members of the Board of\nDirectors: I wish\nto read just two statements here from the minutes of the particu\nlar session we have\nbeen discussing: \" President Rosier recognized Mr. Saunders.\nMr. Saunders followed\nwith arguments against the amendment. President Rosier: ‘Is\nit the desire of the\nAssembly to continue this discussion?’ Voices: 'No! No!’ Voices: ‘Questi\non »’ Mr\nCharles Carroll (Rhode Island): ‘Ask for roll call by states\non the question.’\nMr. George JV. IVannamaker (Georgia): ‘Second the motion.\n’ Motion put and\ncarried. This is the minutes of what happened, if you want\nto know what happened.\nMr. Carroll G. Pearse: Mr. Chairman, we are wandering\na little from the point\nwhich is immediately under discussion. I was interested\nin the statement of the\nsecretary that this committee which was to be appointed\nor which was proposed\nfailed of approval by the body, therefore there was no committee\nand no authorized\npersons to make a statement one way or another. May I\nask then how this rather\nextraordinary statement in favor of this amendment appear\ns in the material which\nis supplied to all of the delegates? There is a letter in\nthere from a proponent\nof this amendment which contains some rather extraordinar\ny statements and there\nis nothing on the other side. I would like to inquire by whose\nauthority, what way\nor how this happened to be included in the material given out to\nus?\nMr. IV annamaker : Mr. Chairman, I rise to make a motion in regard\nto this\nmatter. I concur absolutely in the statement made that the Board\nof Directors\nnot dictate to the General Assembly on what is to be done. I make\na motion we\nleave this matter entirely in the hands of the General Assembly\nand discontinue\nthe discussion thereof.\nMrs. Mary\n\nC. C. Bradford:\n\nI second the motion.\n\nMr. Rosier: I do not know whether that motion is necess\nary or not but if you\nwant to pass it, all right. (Motion carried.)\nMr. Rosier: Are there any other items of business to come before the Board of\nDirectors at this time?\nMr. Pearse: Mr. Chairman, I tvould like to have the information I asked for. The\nquestion is how and by whose authority this extraordinary statement in favor\nof\nthis amendment appears in the envelopes of all delegates?\nMr. Rosier. So far as the chairman is concerned, Mr. Pearse, I have not\nseen it.\nIn fact I have been so busy I haven’t found time to register in this Associat\nion yet\nand haven’t seen the letter you refer to. Is there anybody here who\ncan explain\nhow that communication happens to be there?\nMr. Fred D. Ciam (Iowa): Mr. Chairman, the statement is made in connecti\non\nwith it that both sides were asked to make some explanation of their\nattitude and\nonly one side responded. That is stated in Miss Gray’s statement in the letter.\nMiss Cornelia S. Adair: You recall before this meeting the preside\nnt of the\nVirginia association was asked to make a statement. It happened that our\ndirector\nfrom Virginia had been asked to head the committee until Miss Gray\nfound that\na committee was not necessary. Therefore, we did not understand why\nthe president\nof the Virginia association was asked to make a statement that the director\nof the\nVirginia association had been asked to prepare previously. For that\nreason Virginia\nfelt that she had no part to play in this particular matter.\nMr. Rosier: I am sorry that Miss Gray is not here to make any\nexplanation but\nMr. Crabtree will make it for her.\n\nSecretary Crabtree: Miss Gray, in the first place, was of the impress\nion and\nthose she talked with in the office were of the impression that a motion\nhad been\n\n"}
{"page": 901, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n895\n\nInformation\n\npassed to have a committee appointed and so a committee was appointed. But then\nafter looking the matter up and calling attention to the fact that the motion had\nfailed to carry, the action appointing a committee was rescinded. Miss Gray , thinking\nall would appreciate information on both sides of the question, selected two\npeople,\none on each side of the question. While one of the statements was made the other\nwas not made. At the last moment Miss Gray let the one she did receive go\ninto\nthe envelope. Her desire in all of this was to get definite information before you.\nI am sure she did not mean to take advantage of anyone. I just make that explana¬\ntion for her. I am sure that is the same explanation she would make if she were\nhere.\nMr.\n\nRosier:\n\nAny\n\nfurther questions or remarks?\n\nMr. Pearse: It is done and I simply wish to express my\nthing should have been done.\n\nMr. Rosier: Are there any further remarks?\no’clock tomorrow afternoon will be received.\n(Motion\n\nmade,\n\nseconded\n\nsurprise that that sort of\n\nIf not, a motion\n\nto adjourn\n\nuntil 2\n\nand carried.)\n\nJ. W. Crabtree, Secretary\nJoseph Rosier, Acting President\n\nTuesday\n\nAfternoon,\n\nJuly 3, 1934\n\nThe meeting of the Board of Directors scheduled for 2\np. m. in the Board of\nDiiectors room, headquarters building, was called to order at\nthat hour by Secretary■'\nCrabtree\n.\nSecretary Crabtree: A motion has been made and seconded that\nMr. Sutton preside\nuntil the piesident arrives. (Carried. Mr. Sutton took the chair.)\nMr. Sutton: I do not know who made that motion but I never\nheard it. Secretary\nCrabtree will call the roll.\n\n(The\n\nroll call showed\n\nthe following delegates present.)\n\nState Directors: Alabama — J. D. Williams , Alask\na — Cleo Campbell (Substituting\nfor E. J. Beck), Arizona — W. T. Machan, Arkansas —\nC. M. Hirst, California\nJ.\nRussell Croad, Colorado — W . B. Mooney, Connecticut — Helen\nT. Collins, Delaware _\nH. V. Holloway, District of Columbia— Edith L. Grosv\nenor, Florida— James S.\nRickards, Georgia— George W. Wannamaker, Hawaii\n— Thomas Vance (Substi¬\ntuting for Oren E. Long), Idaho — Raymond H. Snyder, Illinoi\ns — A. L. W hittenberg ,\nIndiana Charles O. Williams, Iowa — Fred D. Cram, Kansa\ns — Helen Finch (Sub¬\nstituting for F. L. Schlagle), Kentucky — W. S. Taylor\n, Louisiana — P. H. Griffith,\nMaine W. B. Jack, Maryland— William Burdick, Michigan\n— E. T. Cameron Minnesota— Harry L. Wahlstrand, Mississippi —H. V. Cooper\n, Missouri —Thomas J.\nWalker, Montana — Martin P. Moe, Nebraska — Georg\ne F. Knipprath, Nevada _\nM. J. Clark, New Hampshire — L. W. Ewing (Substitutin\ng for Dana S. Jordan)\nNew Jersey— Raymond B. Gurley, New Mexico— Vernon O. Tolle,\nOhio — R. E.\nOffenhauer, Oklahoma — Paul R. Taylor (Substituting for Clay\nW. Kerr), Penn¬\nsylvania — J. Herbert Kelley, Rhode Island — Charles Carroll, South\nCarolina— yL C.\nFlora, South Dakota — S. B. Nissen, Tennessee — S. L. Ragsdale,\nTexas — L. W.\nRogers, Utah— James T. Worlton, Virginia— Mrs. Edith B. Joynes\n, Washington—\nEmery Asbury, Wisconsin— Blanche M. McCarthy, Wyoming —H. H.\nMoyer.\nLife Directors: Colorado — Mrs. Mary C. C. Bradford, Georgi\na — Willis A. Sutton,\nIllinois — Robert C. Moore, Indiana — Henry Lester Smith,\nMissouri — JJ el W.\nLam kin, Virginia— Joseph H. Saunders, Virginia— Cornelia S. Adair,\nWisconsin—\nCarroll G. Pearse, Tennessee — P. P. Claxton.\nMr. Sutton: The first matter of business, Mr.\nwants to make an announcement.\nMr.\n\nAllan:\n\nThis\n\nis an\n\nannouncement\n\nregarding\n\nAllan\n\nof the headquarters\n\nthe expenses,\n\nplease. Will\n\nstaff\nall\n\n"}
{"page": 902, "printed_page": null, "text": "896\n\nNational\n\nEducation\n\nAssociation\n\nwho\n\nhave not turned in your expenses please make an effort to do so this afternoon\nbefore you leave the building? (He answered questions.)\nMr. Sutton: Our next order is unfinished business. Is there anything to bring for¬\nward under that heading?\nMr. Emery Asbury (Washington) : Mr. President, we were to have a report\nof the Committee on Proposed Additional Revenues to the Association, or was that\nFriday?\nMr. Sutton: Friday it seems to be. The main item for this session is the report\nof the Budget Committee. Mr. Rogers, we are ready to hear from you.\nMr. C. G. Pears e (Wisconsin) : It is the intention of the committee on revenue to\npresent its report this afternoon so that the Board of Directors may know about it\nand if it is thought best it can be presented to the Representative Assembly.\nMr. Sutton: All right. Mr. Rogers.\nMr. L. W. Rogers\n\n(Texas) : I think you will all agree it is too hot for a man\n\nto\n\nwear a bullet proof vest on an afternoon like this, so I haven’t on any protection. I\nwill be very glad for you to ask any question as I go thru the report, in the same\nway I have done heretofore, and I shall be very glad to answer it if I can or have\nsome of the other members of the committee answer for your satisfaction.\nI will just say one word before I begin the report and that is that following the\ncustomary procedure of the Budget Committee, the Committee met here in Washing¬\nton in April for a preliminary study of the financial situation with a view to prepar¬\ning a budget at this meeting and then the Committee met here with all the members\npresent on Thursday, and has been in almost continuous session since that time. We\nhave endeavored, and I think successfully, to give every person, every department,\nevery committee an opportunity to come before the Committee and present his or\nits request. It has been a wide-open procedure so far as the Committee has been\nconcerned in giving an opportunity to all concerned to present any requests they\nmight have. Certainly you will understand\nthat we were asked to do.\n\nwe\n\nhaven’t been able to do everything\n\n(Mr. Rogers went over the report which is printed elsewhere in this volume ex¬\nplaining increases and decreases and answering questions. He insisted on each di¬\nrector’s giving attention to each item so that all could vote intelligently on the\nbudget. He stopped to pay the following compliment to the staff:)\nMr. Rogers: All of you are familiar with the very splendid attitude the staff has\ntaken here during the last two or three years, taking leaves of absence without pay\nand going on and doing the job just the same. The fact of the business is we would\nnot have been able to have gotten thru the last two years if the staff had not adopted\nthat attitude and this is as good a place as any to state that I am authorized by\nMr. Crabtree, the secretary of the Association, to say that if after we have proceeded\na few months on this budget with the restoration of the increment and with the\nrestoration of the part of the salary cuts, it is seen that we cannot carry out the\nfull measure of this budget that he and his staff stand ready to do just what they\nhave done before and to waive that 5 percent and return to the original 10 percent\nreduction. That is a pledge on the part of the secretary to see us safely thru on\nthat score. (After answering many questions he proceeded.)\nIn addition to that we have made this recommendation:\nIt is recommended that all committees authorized by the Representative Assembly\nand appointed by the president be automatically discharged with the acceptance of\ntheir respective reports by the Board of Directors and the Representative Assembly;\nthat the president acting with the Executive Committee be authorized to continue\nsuch of the existing Committees as seem necessary and desirable and to appoint\nsuch additional committees for the current year as the Executive Committee may\ndeem necessary; that the membership of each committee so appointed shall consist\nof (a) active members and (b) advisory members; that the active membership of\neach committee shall not exceed five in number and that the advisory membership\nof each committee\n\nshall consist of as many\n\nmembers\n\nas the president thinks ad-\n\n"}
{"page": 903, "printed_page": null, "text": "Associational\n\n897\nRecords\n\nand\n\nInformation\n\nvisable ; that the appropriation for committee activities\nshall be apportioned by the\nxecutive Committee to the committees according to\ntheir respective needs.\nYou will recall that up to about five years ago it was\nour custom, and I do not\nnow how long it has been the custom, to recommend approp\nriations against antici¬\npated revenues. In other words, we had no money\nto appropriate; we were simply\nappropriating money we hoped to get during the next year. The\nBudget Committee\ncame before this Board in one of its reports and recom\nmended definitely that the\noard adopt a policy of setting up a cash reserve each year to the\nend that within\na limited period, or within a reasonable period, we wrould be\nin a position to appro¬\npriate cash, not anticipated revenue. That policy was adopt\ned by this Board to\nbuild up a reserve fund looking toward an emergency that might\narise and when\nthe emergency arose— I guess you are cognizant of the fact it has arisen\n— we had\naccumulated by that means approximately $150,000. Now that $150,0\n00, which is now\ndown to about $45,000, has been the big item in enabling us to go\nforward during\nthe past two years without seriously crippling the institutions of the Associ\nation.\nThe Committee comes to you today in this report and wishes again\nto recommend\nthe adoption of the policy setting up a reserve annually, at least 10\npercent of the\nannua* revenues, for the purpose of again building up a cash reserve\nthat should\nenable us within a reasonable time to operate on the basis of at\nleast 50 percent\ncash and 50 percent anticipated revenue and I am going to include\nthat as a part\nof the report, that that policy be adopted with this report when you see fit to\nadopt it.\nMr. Chairman, I move the adoption of the report filed.\nMr. Sutton: The report is before you. A motion has been made\nto adopt and a\nsecond has been made to that motion. Are you now ready for\ndiscuss\nion of the\nquestion ?\n. Mr. Asbury: Speaking of course largely from inexperience rather than\nfrom expe¬\nrience or adding to anyone’s knowledge on the subject,\nthere has been some dis¬\nappointment expressed from some of our delegates that\nthe amount apportioned\nfor delegate expenses has been so small and has been less than\nheretofore obtained.\nMr. Sutton: That is a question, Mr. Rogers, would you care\nto answer?\n{Mr. Rogers then explained the reasons in detail why the Associa\ntion cannot on a\n$2 fee pay very much on expenses.)\nMr. Rogers: (When asked about the increase in the\nappropriation for the Board\nof Trustees) .As all of you know, Mr. Crabtree’s term\nof office has expired, a\nmatter of limitation under the bylaws of this organi\nzation. It will devolve upon the\nBoard of Trustees to find his successor. Now all of us\nwho know Mr. Crabtree and\nvalue his services and I do not think any of us can\nplace too high a value on his\nservices feel that the Board of Trustees ought to\nexercise very great care, should\nbe very careful, should take all the time that is necessary\nto do the job that devolves\nupon them, and we as a Committee felt that if the Board\nof Trustees should find\nit necessary to do a little traveling around and looking into\nvarious local bailiwicks\nthey ought to be able to do it. In other words, it is a propos\nition of relieving the\nBoard of Trustees of any pressure to hasten the action\n, or ill-advised action, or\nacting without all the facts they should have.\n. Mr. Sutton: Is there any further discussion? Any question with referen\nce to any\nitem in the budget? While we do not want to take any unneces\nsary time, I am sure\nI am expressing the opinion of Miss Gray, if she were here, and\nof Mr. Crabtree\nand Mr. Rogers and this Committee that we want people informe\nd before voting.\nMr. H. V. Holloway (Delaware) : I wonder if the motion, Mr. Chairm\nan, carries\nwith it the adoption of the recommendation on page 8?\nMr. Sutton: Yes, the motion carries with it the adoption of the recomm\nendation\nwith reference to the committees.\n\nMr. Uel IV. Lamkin (Missouri): Mr. Chairman, may\nI ask a question? At the\nmeeting of the Legislative Commission the other day, Superi\nntendent Richmond of\nKentucky made a statement that the estimate for his Committee\nwas $7500. Now if\n\n"}
{"page": 904, "printed_page": null, "text": "898\n\nNational\n\nEducation\n\nAssociation\n\nI understand it, that can be appropriated out of this $13,000, can be appropriated\nby the Executive Committee, that part of it, or such part as is necessary.\nMr. Sutton: Yes, sir.\nMr. Lamkin: And in the judgment of the Budget Committee is the appropriation\nof $13,400 sufficient to take care of that $7500 item also?\nMr. Rogers: In our judgment that was all that was available.\nMr. Lamkin: But the entire $7500 or even more of it can be appropriated by the\nExecutive Committee?\nMr. Rogers: That would be up to the Executive Committee to, decide, even\nto a part of the emergency fund if they saw necessary to do it.\n\nresort\n\nMr. Lamkin: That appropriation then will take care of that amount that Superin¬\ntendent Richmond expected for relief?\nMr. Rogers: Mr. Lamkin, not only that, but we have felt all the way thru in a\ncase of that kind, if an emergency arose of sufficient gravity, the group would\nbe justified in going in the red a little and putting it up to the Board of Directors.\nI do not think there would be any question about that because when in the battle\nnobody is going to question that. I think that $4500 comes in that, the Legislative\nCommission budget.\nMr. Lamkin: I was interested to see if the entire amount of Mr. Richmond’s esti¬\nmate could be available if necessary and you state it can, and that is the only thing\nI am interested in.\nMr. J. Herbert Kelley (Pennsylvania) : Mr. Chairman, may I ask a question about\none item and that is on page 8? The Association Membership Fees, for my own\ninformation and perhaps for that of the other Directors, will you tell us just the\nactual financial arrangement between the N. E. A. and the W. F. E. A.?\nMr. Rogers: Will you do that, Mr. Crabtree?\nMr. Crabtree: In the World Federation, our membership fee is $1000 a year and\nthis is to cover that fee of $1000. And we also pay a membership fee of $100 to the\nAmerican Council on Education and a $100 membership fee to the United States\nChamber of Commerce. That makes up the $1200.\nMr. Sutton: Any further question? If there is no further discussion, I will put the\nmotion on the adoption of the budget and with the recommendation with reference\nto committees.\nMr. Kelley: And also with reference to the matter of further reserves which Mr.\nRogers mentioned.\nMr. Sutton: Yes, the two recommendations, one that we should begin now to set\naside 10 percent.\nMr. Mooney (Interrupting) : Not 10 percent but some amount.\nMr. Sutton: Yes, not 10 percent but some amount that would build up a fund, and\nthat a committee is automatically suspended, goes out of business when its report\nis in, to be reappointed and established as an active committee or advisory.\nMr. Rogers: That is in the body of the report too.\n(Question being called for, motion put and carried, and the report declared\nadopted with the recommendations therein contained.)\nMr. Rogers: I want to take this occasion to express my sincere appreciation of\nthe treatment the Board of Directors has accorded me as chairman of the Budget\nCommittee. It has been a most pleasant experience and I do not know of anything\nof which I shall be prouder than the fact that in practically every case the report\nwhich the Committee has brought to you, like this, has been adopted as you have\nadopted this one today. I appreciate it more than I can express and I will say it\nhas only been by the very hearty cooperation of all.\nMr. George IV. W annamaker (Georgia) : Mr. Chairman, having served on the\nBudget Committee for three years myself and being familiar with it, I rise to offer\nthis motion that we record a special vote of thanks of the Board of Directors to\nthe Budget Committee for the very special service which they have rendered.\n\n"}
{"page": 905, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n899\n\nMr. A. L. Whittenberg (Illinois): Second\nthe motion.\n(Question called for, motion put and carri\ned.)\nMr. Sutton: Mr. Whittenberg.\n,.|5\n\nll'hltlenher9-' Mr. Chairman, as a member of the Budget Commit\ntee I should\n,S “ >:ou 3 m^sage from the entire Committee. It just\nhappens at this\n\nat ,hU session\ne °Ur ch3l™an\" A' W- ^‘rs of Texas, retires from the Board of Directors\nof the N. E. A. and therefore retires from\nthe Budget Committee\nIn our last meeting of the Committee yesterday\nI was delegated to express the very\nexcellent feeling in the minds of each member\nof this Committee for our friend\nMr. Rogers , who has been our efficient chairman.\nThe Budget Committee has taken\nvery seriously the duties that you have imposed\nupon it. It has gone definitely into\nevery detail of your finances. It has undertaken\nto be faithful to the Association in\nM re“mmendatIons- In al> Aose matters of inquiry\nand in all of our deliberations\n\n- r. Rogers has been courteous in his dealings with the membe\nrs of the Committee\n\nand with all people concerned in this matter\n. The other members of the Budget\nCommittee would like to have you know\nour kindly feeling toward our retiring\nchairman, Mr. Rogers.\n\nMr. Lamkin: It is my understanding that\nMr. Whittenberg is not returning as\na member of the Board of Directors and Mr.\nRogers is not returning as a member\n°f Thf^°ard of D;rect°rs. I do not believe in not telling what you\nhave in your mind,\nso I believe in telling what I have in my mind\nand that is that on Friday, unless\nsomebody else does it, I am going to move the third\nmember who goes off this year\nMr. Mooney , that the rules be suspended as to him\nand that Mr. Mooney be elected\nto serve the unexpired term of Mr. Whittenberg\nso that we may still continue three\nmembers of this Budget Committee and I am merel\ny serving notice at this time that\nu\n™0tlT W1 be made and recluest we consider the suspension of the rules\nso\nthat Mr. Mooney may serve the unexpired time of\nMr. Whittenberg and so that\nthree members may be continued from year to\nyear.\nMr. Sutton: All right. Now Mr. Pearse.\n(Report of Special Committee on Increased Revenue for the Associa\ntion is printed\nelsewhere in this volume. See index.)\nMr. Pearse: Mr. Chairman, if the report meets the approval of the Board\nof Di¬\nrectors, your Committee believes it is advisable to have it presented to\nthe Repre¬\nsentative Assembly for their approval and if possible for wider dissemination\nthan\nthe matter gets thru this mere reading here.\n(Motion made, seconded, and carried for the adoption of the report.)\n(At this point President Jessie Gray entered the meeting.)\nPresident Gray (presiding) : What was your pleasure about putting\nthat on the\nprogram Friday?\nMr. W. B. Mooney: I move\nRepresentative Assembly.\n\nit be put on the program\n\nFriday for discussion at the\n\nMr. J. D. Williams (Alabama) : Second the motion. (Motion carried.\n)\nPresident Gray: Is there anything to be brought before the Board of Director\ns\nfor new business? Miss Adair.\n\nMiss Cornelia S. Adair (Virginia) : Madam President, I have\nhad it in my mind\nto propose an amendment to the constitution. I cannot do it now\nbecause it would\nbe construed as a campaign speech for two of our candidates\nfor the presidency.\nI have heard that there may be in the resolutions something that\nwill cover the point\nI was going to bring up. So if I may have your permission to wait\nuntil I can get a\ncopy of the resolutions and if the matter I wish to bring to your\nattention is in the\nresolutions, there will be no need for my discussion in this committee.\nPresident Gray: I think you have covered it.\nMr. Sutton: I would like to bring to the attention of the\nBoard of Directors one\nthing that has been brought to my attention by the variou\ns department heads with\nreference to membership. Those people have very\nwisely said that they thought\n\n"}
{"page": 906, "printed_page": null, "text": "900\n\nNational\n\nEducation\n\nAssociation\n\ntheir membership ought really to become a working and functioning membership\nand that if, in the letters sent out from headquarters, we could indicate to the people\nas they come in — thru the Classroom Department, thru the Primary-Kindergarten\nDepartment, thru the Rural Education Department, thru the Adult Education Depart¬\nment, thru the Department of Superintendence, and thru other departments — that\nthere is a particular phase of the National Education Association’s work for practi¬\ncally everybody who is engaged in teaching.\n(He continued and outlined plans for cooperation which would mean a larger and\nbetter informed Association.)\nMiss Helen T. Collins (Connecticut) : Madam Chairman, I would like to bring\nup a matter now I am not sure whether it belongs to this Board but since this is the\nonly Board I am a member of I am going to take the liberty of bringing it up and\nhaving it referred, if necessary, to the proper people.\nSometime ago I was approached and asked if I would present to this Board an\ninsurance plan for health and accident insurance which might become a national\npolicy of this Association. At the time I was not willing to do it and said so but\nin this talk about need for increased membership, it has occurred to me this might\nbe another type of service the Association might offer as an inducement to member¬\nship in this Association. With your permission, Miss Gray, I will give you this\nprogram.\nPresident Gray: Thank you, Miss Collins . That\nExecutive Committee for consideration.\nMiss\n\nCollins: That\n\nis what\n\nreport might\n\nbe referred to the\n\nI thought.\n\nPresident Gray: Instead of making it a national plan, which is so difficult as you\nhave to divide it into state groups anyhow, it would seem to me it might be a better\nthing to refer that to the executive secretaries of state associations. But I am quite\nwilling to refer it to the Executive Committee of the National Education Association\nfor consideration.\nMiss Collins: I would feel as if I had done my duty at least if you do it.\nMiss Adair: If she will move it be referred to the Executive Committee\nsecond it.\nMiss Collins: I so move.\n\nI will\n\n(Motion seconded by Miss Adair, question called for, motion put and carried.)\nPresident Gray: Mr. IFhittcnberg will you tell us something about what Illinois\ndoes for membership?\nMr. W hittenberg : At the annual meeting of the State Teachers Association in Illi¬\nnois we devote a period to the discussion of the N. E. A., its value to the profession.\nOur state meeting is composed of representatives of each of the nineteen divisions\nof the State Teachers Association. These representatives go to division meetings\nand there present the value of the N. E. A. At those division meetings, each county\nin Illinois is represented. Someone who has attended the N. E. A., who reads our\nliterature, who understands the spirit of this great organization, and who possesses\nthe ability to present our Association to the teachers, has a place on the program\nfor a discussion of the N. E. A. at the meeting of the County Association of each\nof the 102 counties in Illinois. Hence every teacher in Illinois is made to understand\nthe value of the N. E. A. It is because of the plan in our Illinois organizations that\nour membership has been kept thru the depression at about 12,000.\nNow while I am on my feet, I should like to present to this body my very special\nappreciation of the privilege of being a member of the Board of Directors. Thru my\neight years’ membership on the Board of Directors every one of you has accorded\nto me every courtesy to which I was entitled. I am this year retiring voluntarily\nfrom the Board of Directors. While I shall no longer be a member of this body, my\ninterest in your deliberations will continue thru the years. I regret very much to\nsever my connection with this Board.\nPresident Gray: Is there any other new business you would like to consider at this\ntime?\n\n"}
{"page": 907, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n901\n\nMr. Thomas J. IT alker: I move we adjourn.\nMr. Charles Carroll' I second the motion.\n\n. Presl^enl Gray: Mr. Sutton, I wish you would do something for me before we ad¬\nI wish\n\njourn\n\nyou would say a word to us with regard to the service\nMr. Whittenberg has rendered and also with regard to the fine service\nand attitude and inspira¬\ntion that Mr. Claxton has always given to the great\ngroup of educators. Mr. Claxton\nis here and I would be glad to have you make a testi\nmony of our appreciation for\nthat service.\n\nMS'\n\nSutton: Madam Chairman, that is a great order. I have not been\nnotified that I was to express appreciation to my good\nfriend Mr. Whittenherg or my\normer teacher, Mr. Claxton. I accept tho, with very\ngreat pleasure and say to Mr.\nWhittenherg that I am sure that no member of this body\nregrets more than I to see\nhim go off this Board, whether voluntarily or involuntar\nily— -and I would rather\nsee him go voluntarily than involuntarily. But we are\nmost happy to have had\nvour valuable services Mr. Whittenherg, and they have\nbeen most valuable— not\non y to your state but to the nation at large. The very splen\ndid way in which Mr.\nWhittenherg has always greeted everybody connected with the\nN. E. A. in his state\nhas been one of the outstanding things, and I guess that\nis maybe the reason Miss\nGray asked me to express our appreciation. I have never\ngone into Illinois and\nregistered at a hotel I don’t know how he knew about\nit but somehow there was\na note in my box telling me that Mr. Whittenherg and the\npeople of Illinois were\nglad to have me in that state. I think it has been a very,\nvery fine courtesy that I\ndeeply appreciate and I am sure it is that fine spirit that has made\nhim render this\nvaluable service.\n\nMiss Gray asked me if I wouldn’t say just a word,\nbecause she has heard me\ntalk so much about Mr. Claxton. We were so happy\nthe other day to have Mr.\nClaxton join us here. A good many years ago I had\nbeen going hunting and fishing\nfor the most part in the summertime but I got a little\npamphlet one day that talked\nabout summer school that was being held at Knoxville,\nTennessee, and I decided to\nstop lazying so much and go and see if anybody could do anythi\nng in the summertime\ngoing to school because nobody in the world at that time\nbelieved that you could.\nSo I went to Knoxville to the Summer School of the South on\nthe beautiful hill over¬\nlooking the river and under the influence of a great\ngroup of people that Mr.\nClaxton had gathered from all parts of this country, and\nI had the wonderful\npleasure of being in his classes and hearing him inspire the teache\nrs of this nation.\nI have often said while Mr. Claxton was Commissioner of\nEducation, and of him\nas an educator, that he had more accurate information about\neducation on the end\nof his tongue than any man I knew in all this country and that\nhis interpretation\nof it had been clearer to me and more comprehensive, and that\nthe inspiration that\nhe gave thru that information and interpretation certainly was\na kindling light for\nwhat little I have tried to do in the world of education. Mr. Claxton\n, we do appreciate\nyour being here with us at this session. We would like to have just\na word of ex¬\npression from you, just a word if you will.\nMr. P. P. Claxton: I appreciate what has been said by my\ngood friend, Mr. Sutton\nI appreciate your suggesting that a word be said about it. I had\nnot expected any¬\nthing of the kind. That is all right for older people but\nnot for youne people who\nare still doing the work of the world, hoping to be for\nsometime helping you in\nyour Association.\nI do remember when Mr. Sutton first came up to the Univer\nsity of Tennessee to\nwhat we call the Summer School of the South. It was kind\nof a way-shower place.\nIt was for some years the largest summer school for teache\nrs in the world. It was\nhelped to be made so, however, by Mr. Sutton and certai\nn other Georgia people\nwho came up the first day of school with a special train of\ntwo hundred and forty\nGeorgia people and we have always had a very fine apprec\niation of Georgia and\nthe work Georgia teachers are doing.\n\n"}
{"page": 908, "printed_page": null, "text": "902\n\nNational\n\nEducation\n\nAssociation\n\nIt has been a great pleasure for me to be associated, directly and indirectly, with\nthis National Education Association now for something like fifty-two years. (He\ncontinued, pointing out high spots in the work of the Association.)\nIt is our task now to bring into the minds of the people of the United States and\nthe world better ideals of a cooperative democracy, recognizing the fact that the\nwelfare of any one depends upon the welfare of all ; nothing of good or ill can come\nto any individual or any country that does not finally affect us all. That is the\ngreat task of the educators of the United States.\nPresident\n\nGray:\n\nI think\n\nas one\n\ngoes into the sunset\n\nof life invincible, carrying\n\nthe caravel of precious things, there is nothing more triumphant in the world.\nYouth is inevitable but when old age is invincible it is triumphant, it is victorious\nand it is beautiful. Mr. Claxton, I congratulate you that you are carrying your cargo\nsafely into some harbor of happiness and I know that all of the Board of Directors\nwill join me in that pronouncement.\nIf you will just stand. (The Board\nMr.\n\nLamkin:\n\nI move\n\n(The motion\nMiss\n\nwas\n\nCaroline\n\nwe\n\nof Directors arose.) Thank\n\nyou so much.\n\nadjourn.\n\nseconded.)\n\nWoodruff\n\n(Vermont)\n\n: First let me\n\nbring up one item. I have\n\nheard\n\nfrom one end of the country to the other of the splendid work President Gray has\ndone, and of the program she has promised for this week, and for the way she has\nhandled the desperate situation this morning. I think it was masterful the way\nshe handled that program this morning, and for the whole thing I want to move an\nexpression of appreciation of this body this morning.\nMr.\n\nSutton:\n\n(The Board\nMiss\n\nSecond\n\nthe motion.\n\nI will put that motion.\n\narose with applause.) We\n\nwant\n\nAll in favor, please stand.\n\nto express our very great appreciation,\n\nGray.\n\nPresident\n\nThere\n\nwas\n\nGray:\n\nMay\n\nI tell you\n\na story? I know\n\na difficult situation once upon\n\nI won’t\n\nhave\n\nyou\n\nmuch\n\na time and a general I know\n\nlonger.\n\nand love\n\nvery much set the whole situation before the men, and he said, “This is a thing that\nis going to cost you your life. I cannot give the command to go. You must volunteer.\nI will turn my back so that if anybody finds it difficult in the presence of the general\nto make his decision you may be making it while my back is turned.” And he turned\nhis back, and after a moment again faced them. There wasn’t a break in the line,\nand he said, “Men, I am disappointed.” And one of the captains stepped out and\nsaid, “General, the whole line moved forward.”\nAnd that is what I am challenging you to do — the whole line move forward,\nbecause we can do it.\nMr.\n\n(The\n\nW hittenb erg : All the line goes forward\n\nmotion\n\nto adjourn\n\n!\n\ncarried and the session adjourned.)\n\nJ. W. Crabtree, Secretary\nJessie Gray, President\nFriday Afternoon,\nThe\n\nnewly elected Board\n\nJuly 6, 1934\n\nof Directors of the National\n\nEducation\n\nAssociation\n\nwas\n\nduly convened, according to the Official Program, at 2:10 p. m., in the Board of Di¬\nrectors room, headquarters building. President Henry Lester Smith presiding.\nPresident\n\nSmith:\n\nShall we\n\ncome\n\nto order?\n\nI know\n\nthere\n\nare several\n\nof you\n\nwho\n\nwould like to get away just as soon as possible. So we will start out with the roll\ncall, and I will call upon the secretary to read the names of the states and will you\nrespond readily?\n\n(The secretary thereupon called the roll, showing the following in attendance:)\nState Directors: Alabama — J. D. Williams , Alaska — C. H. Forman, Cleo Campbell\n(substitute), Arizona — W. T. Machan, Arkansas — W. F. Hall (substitute for W. E.\nPhipp ), Connecticut — Helen\n\nT. Collins, Delaware — H. V. Holloway,\n\nlumbia — Edith L. Grosvenor , Florida — James\n\nDistrict of Co¬\n\nS. Rickards, Georgia — M. D. Collins,\n\\\n\n"}
{"page": 909, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n903\n\nHawaii —Thomas lance (substitute for Oren E. Long),\nIdaho— Raymond H. Snyder,\nIllinois John IV. Thalman, Indiana— Charles O. Williams,\nIowa —Fred D. Cram,\nKansas —F. L. Schlagle (Helen Finch, substitute), Louisiana—\nP. H. Griffith, Maine—\nJV B. Jack, Maryland— William Burdick, Massachusetts—\nAnnie C. Woodward,\nMichigan— E. T. Cameron, Minnesota — Harry L. W ahlstr\nand, Mississippi — H. V.\nCooper, Missouri —Thomas J. Walker, Nebraska— George\nF. Knipprath, Nevada—\nMaud Frazier (substitute for M. J. Clark), New Hamps\nhire— L. W. Ewing, New\nJersey— Raymond B. Gurley, New Mexico— Vernon O. Tolle, New\nYork—. Frederick\nHouk Law (substitute for H. Claude Hardy), North Dakot\na— L. A. White, Ohio—\nWilliam A. Evans, Oklahoma — M. E. Hurst, Oregon — Birdin\ne Merrill, Pennsyl¬\nvania— 7. Herbert Kelley, Rhode Island— Charles Carroll,\nSouth Carolina— A. C.\n*1°™* South Dakota — S. B. Nissen, Tennessee— S. L. Ragsdale,\nTexas— Rush M.\nCaldwell, Utah —James T. Worlton, Vermont —Caroline\nS. Woodruff, Virginia—\nJIrs' Edith B. Joynes, Washington — Emery Asbury (substitutin\ng for S. E. Fleming)\nWest Virginia W. W. Trent, Wisconsin— Blanche M.\nMcCarthy, Wyoming—\n6\nH. H. Moyer.\nDileCt°rs: C°l°racl° Mrs. Mary C. C. Bradford, Georgi\na — Willis A. Sutton,\nIllinois Robert C. Moore, Missouri— U el W. Lamkin,\nNebraska— E. Ruth Pyrtle,\nlrginia Cornelia S. Adair, Joseph H. Saunders, Wisconsin\n— Carroll G. Pearse\nPennsylvania — Jessie Gray.\nPresident Smith: It is customary for us to have a motion\nto install those who are\nsubstitutes here in place of the regular members for\nthe purposes of this meeting\nand then later they would resign in favor of the regula\nr member chosen by the\nrepresentatives.\nMr. J. D. Williams (Alabama) : I so move.\n(Motion seconded and carried.)\nPresident Smith: Now the question in connection with\nthe order of business A\nrequest has been made that we take up discussion first of the\nplace of the next meet¬\ning. Does that meet with your approval? Have you any\nsuggestion as to whether\nthere should or should not be any time limitation on invita\ntions?\nMr. Charles Carroll: Mr. President, I move they be\ngiven not more than two\nminutes each. (Motion seconded.)\n(After some discussion Mr. Carroll, maker\nagreed to five minutes in place of two.)\n\nof the motion, and Mr.\n\nHolloway\n\nPresident Smith: The motion now is to take up the invitations\nin their alphabetical\norder and that each delegation be allowed five minutes\nin which to present the\ninvitation. Is there discussion of this motion?\n\nMr. Thomas J . Walker (Missouri) : I wish you would\nbe given the privilege of talking less than five minutes.\n\nexpressly state they will\n\nPresident Smith: Yes, we will take that for granted. The\nprivilege is extended\nfor the shortening of this period of five minutes. Are you ready\nfor the question?\n(Motion made and carried.)\nPresident Smith:\n\nWe\n\nhave\n\nhere the first invitation from Cincinnati. That would\nbe the order in which these would come, alphabetically.\nWill the representatives\nof Cincinnati please come forward? Mr. Evans of Cincinnati.\nAir. Evans: Cincinnati is the Queen City of the West, a modern\ncity with a south¬\nern exposure, and I am quite sure that all which that implies you will\nfind there.\nI bear this invitation from the civic organizations, the board of educati\non, the superin¬\ntendent, and all other dignitaries who are listed in such invitations. I am\nquite sure\nthat we are not stressing it too strongly when we say that Cincinnati\nis adequately\nprepared to take care of the convention — the hotel facilities, the schools, the\nloca¬\ntion, the natural surroundings, and I might get out a pamphlet which would conserv\ne\nthe time that is allotted to me and enumerate all these decided advantages\nwhich the\ncity of Cincinnati represents. (He then pointed out the advantages\nin coming to\nCincinnati). Wc feel that we are entitled to your consideration and\nwe are going to\n\n"}
{"page": 910, "printed_page": null, "text": "904\n\nNational\n\nEducation\n\nAssociation\n\npress this invitation upon you until the time comes\nWe hope that is in no distant future.\nPresident\n\nSmith:\n\nI recognize\n\nthe Denver\n\nMr. Mooney: Mr. Chairman, I want\nintendent A. L. Threlkeld of Denver,\nMr.\n\nThrelkeld:\n\nI just want\n\nwhen\n\ninvitation\n\nyou are ready to say “yes.”\n\nnext. IV. B. Mooney.\n\nto introduce to the Board of Directors, Super¬\nwho will extend the invitation.\n\nto add to the written\n\ninvitation\n\nwhich\n\nyou have\n\nalready\n\nreceived from Denver, a personal word and to assure you our invitation is whole¬\nhearted, and that it comes not only from the people of Denver and Colorado but from\nall of the surrounding states and the Rocky Mountain region.\nIf you come to Denver next summer, we expect to give you the best entertainment\nthe school people and the lay citizens of that whole region can organize for the pur¬\npose. We have not had the privilege of entertaining the N. E. A. since 1909. We\nlook forward with a great deal of pleasure to entertaining the meeting next summer.\nMr.\n\nMooney:\n\nMr.\n\nChairman,\n\nI would\n\nlike for Mr.\n\nCasey\n\nto speak\n\na word\n\nfor the\n\nbefore you\n\nput the\n\nstate.\nPresident\nMr.\n\nSmith:\n\nCasey:\n\nWe\n\nMr.\n\nshall be very happy.\n\nChairman,\n\nMr.\n\nCasey.\n\nI think in the light of the discussion\n\nmotion, you would appreciate the time more than anything I could say. May I just\nadd on behalf of the Colorado Education Association, I want to add that and extend\nthe invitation from them, because Mr. Threlkeld has told you it includes not only\nColorado but the teachers of that whole midwestern section. It is a very cordial\ninvitation. We are very anxious to have you, and you know too much about our\nmountain scenery and moderate climate for it to be necessary to say anything\nfurther at this time.\nPresident\n\nSmith:\n\nThe\n\nrepresentatives\n\nMr.\n\nE. T. Cameron:\n\nMr.\n\nMr.\n\nSedan:\n\npleasure\n\nIt is my\n\nChairman,\n\nof Detroit.\n\nthe invitation\n\nto represent\n\nwill be presented\n\nthe director from\n\nby Carl Sedan.\n\nthe Virgin\n\nIslands\n\nto¬\n\nday, who unfortunately had to leave late last night, and I assure you I am not going\nto read you all these letters, but this will give to your committee an idea that\nDetroit and Michigan are sincerely behind this particular invitation. (After mention¬\ning the outstanding advantages of Detroit he made an earnest plea for that city\nas the next meeting place.)\nwe\n\nWe do hope that when we appear before you next year, for the fifth time, that\nwill meet with a little more success.\nPresident\n\nSmith:\n\ninvitation? Mr.\nMr.\n\nJohn\n\nAre\n\nthe representatives\n\nfrom\n\nMilwaukee\n\nready\n\nto extend\n\ntheir\n\nCallahan.\n\nCallahan:\n\nI am\n\nrepresenting\n\non a thing of this kind in both Milwaukee\n\nall of the organizations\n\nthat ever\n\nget in\n\nI am\n\nextend¬\n\nand the state of Wisconsin.\n\ning an invitation for you to meet in Milwaukee next year. I think it would be per¬\nfectly safe to say to you we would have better weather than we have had this\nlast week, because in that section of Wisconsin, it is usually cooled by a lake breeze.\nI would like to introduce Mr. Bromherger, who is representing the Milwaukee\norganization, and give him an opportunity to make whatever statement he wants\nto make.\nMr.\n\nBromherger:\n\nI am\n\npinch-hitting\n\nthis afternoon\n\nfor our\n\nwell-beloved\n\nsuper¬\n\nintendent, Mr. Potter. I want to assure you a warm welcome. That means from the\nheart. The weather will be air-conditioned. We have the Lake there and it was\nsaid by one of the other cities, our hotels are air-conditioned, and our auditorium\nis partially so. So you may be assured if you come to Milwaukee you will have a\nvery pleasant, enjoyable meeting.\nPresident\nMr.\n\nHarry\n\nschools, who\nSt. Paul.\nMr.\n\nSmith:\n\nSt. Paul\n\nL. W ahlstrand:\n\nwill extend\n\nHartwell:\n\nThe\n\nhas\n\nan\n\ninvitation\n\nI would\n\nto extend.\n\nlike to present\n\nMr.\n\nthe invitation for the St. Paul\n\ncity of St. Paul\n\nand\n\nthe state\n\ninviting you to hold your next meeting in St. Paul. The\n\nHartwell\n\nof the St. Paul\n\nschools and\n\nof Minnesota\n\nformal\n\nthe city of\n\nare\n\ncordially\n\ninvitation has been\n\n"}
{"page": 911, "printed_page": null, "text": "905\nAssociational\n\nRecords\n\nand\n\nInformation\n\nplaced in the hands of Secretary Crabtree, signed by the governor. Our mayor and\nthe city council has also endorsed it and guaranteed the free use of the auditorium,\nwhich incidentally is air-cooled.\nWe have as fine facilities for the actual housing of people and of the convention\nas any well-situated city and with this word of cordial support of the invitation\nfrom the educational forces of the state — the State Education Executive Committee\nhas seconded it— I am going to ask Mr. Turner of the St. Paul Chamber of Com¬\nmerce to speak more definitely in regard to the auditorium and housing facilities.\nMr.\n\nTurner:\n\nThere\n\nis offered\n\nto the National\n\nEducation\n\nAssociation\n\nfor next\n\nyear’s meeting the newest auditorium in America and one that is recognized as one\nof the three finest. It is an air-cooled building, and we can control the temperature\ndown to 20 in any kind of wreather. I am just as anxious to leave here and make\nthis as short as possible as you people are. I have been here five days waiting for\nthese few minutes and I am going to make them few.\nThere are more separate halls and sectional meeting halls in the St. Paul Audi¬\ntorium than in any other in the country today, and it would not be necessary for\nyou to have any of your sectional or division meetings under any but the one roof\nof the Auditorium.\nPresident\n\nSmith:\n\nMiss Birdine\nRice to speak.\nMr.\n\nC. A.\n\nAre\n\nMerrill:\n\nRice\n\nthere\n\nany\n\nother\n\ninvitations\n\nMr.\n\nChairman,\n\nmay\n\n(Oregon)\n\n: Portland,\n\nOregon,\n\nOregon\n\nN. E. A. to come there next year, provided\nnot competing with Denver.\n\nto be extended?\nbe heard?\n\nis extending\n\nI want\n\nto ask C. A.\n\nan invitation\n\nyou do not meet in Colorado.\n\nto the\n\nWe\n\nare\n\nIt is rather amusing to any one from our section of the country to hear about these\nair-conditioned auditoriums and assembly halls. They are not air-conditioned in\nPortland. They don’t have to be. Our air is conditioned the year round — in winter\nand in summer. I have been in Portland now twenty-seven years and in all that\ntime I think I have seen possibly a dozen electric fans. We have the ideal tempera¬\nture there and if you come to Portland, Oregon, you will enjoy your visit.\nMr.\n\nEvans\n\n(Ohio) : Without\n\nminimizing\n\na single one\n\nof the claims\n\nof Cincinnati,\n\nthe Queen City of the West yields to the Queen City of the Mountains, and without\nwithdrawing our invitation in any sense with any other city in the United States,\nwe would also be glad to have you come to Denver.\nPresident\n\nSmith:\n\nIs there\n\nany\n\nother\n\nsuggestion\n\nthen\n\nin regard\n\nto the place\n\nof\n\nmeeting? If not we are ready for an expression of opinion on the part pf this group.\nThe vote we will take here will be only a preferential vote. So you will be leaving\nthe decision up to the Executive Committee, the final decision, on the basis of the\ninformation they are able to obtain as to the facilities which are offered. We will\nunderstand then this will be a preferential vote. In what form do you care to vote?\nShall this be by ballot?\n(Those\nHolloway\n\npresent indicated affirmatively.) I would\nof Delaware\n\nask Mr.\n\nto pass the ballots out, collect them,\n\n(Portland\n\nand Cincinnati\n\nPresident\n\nSmith:\n\nThere\n\nwithdrew\nare\n\none\n\nCram\n\nof Iowa\n\nand\n\nreport.\n\nand Mr.\n\ntheir invitations in favor of Denver.)\n\nor two\n\nrather\n\nroutine\n\nmatters\n\nof business\n\nthat\n\nmight be taken up in the absence of this committee, I think. One of them is the\nquestion of our appropriating funds that were voted by the Assembly for the work\nof our Association this coming year. I think we are expected to make the formal\nappropriation of those funds to those purposes.\nMr.\n\nMooney:\n\nI move\n\ntors at this time which\nMr.\n\nS. B. Nissen\n\nMr.\n\nJoseph\n\nthat the appropriations\n\nwere\n\n(South\n\nH. Saunders:\n\n$10,000, or so much\nthis motion.\n\napproved\nDakota)\n\nThere\n\nthereof as may\n\nby the Board\n\nof Direc¬\n\nand voted by the Representative\n\nAssembly.\n\n: Second\n\nwas\n\nbe approved\nthe motion.\n\nan additional\n\nbe necessary,\n\nitem voted\n\non the floor of some\n\nand that ought to be included\n\nin\n\n"}
{"page": 912, "printed_page": null, "text": "906\n\nMr.\n\nNational\n\nMooney:\n\nThat\n\nwas\n\nby the Representative\nPresident\n\nSmith:\n\nThe\n\nEducation\n\nincluded,\n\nAssembly.”\nmotion\n\nMr.\n\nAssociation\n\nSaunders,\n\n(Motion\n\nas the motion\n\nwas\n\n“as approved\n\nread by the reporter.)\n\nis then that appropriations\n\nbe made\n\nfor the funds\n\nvoted by the Representative Assembly this session. That is the essence of it. You\nheard it read as it was a moment ago. Is there any further discussion of the motion?\nAll in favor of the motion say aye. (Carried.)\nThe motion is carried and that carries with it the appropriation of the funds\ncovering those things voted by the Assembly. I think our committee\nto report. Is there any other matter of routine business?\nMr.\n\nCharles\n\nCarroll\n\ntion is ready. There\nand Denver 53.\n\n(Rhode\n\nwere\n\nMr.\n\nJV. B. Mooney:\n\nMr.\n\nHarry\n\nentire West\n\nL. IV ahl strand\n\nthat the selection of Denver\nto informally.)\n\nPresident\n\nSmith:\n\nreport\n\n59 votes cast, of which\n\nThe\n\n(Agreed\n\nIsland) : Our\n\nthanks\n\n(Minnesota)\n\non location for the next conven¬\n\nSt. Paul received 3, Milwaukee\n\n3,\n\nyou.\n\n: If it is in order, I would\n\nlike to move\n\nunanimous.\n\nbe made\n\nI understand\n\nis not yet ready\n\nthen that in giving\n\nthe result of this vote\n\nthat the\n\npreferential vote was in favor of Denver and by motion that preferential vote was\nmade unanimous, but that the Executive Committee then will have the final power\nfor definitely deciding on the place of meeting. The next item of business, according\nto the suggestion here, would be the election of a member of the Executive Committee.\nThomas\n\nIV. Gosling\n\nhas been\n\na member\n\nof the Executive\n\nCommittee\n\nand\n\nhis term\n\nSamuelson\n\nof Iowa.\n\nexpires at the present time.\nMiss Florence Hale: I would like to propose the name\nMiss Helen Finch (Kansas) : Second the nomination.\n\nof Agnes\n\nMr. Charles Carroll: I nominate L. IV. Rogers of Texas.\nMr. Willis A. Sutton: I would like to second the nomination\nPresident Smith: Are there other nominations?\nMr.\n\nThomas\n\nJ. Walker:\n\nMr.\n\nCharles\n\n0. Williams\n\n(Motion\nMr.\n\nI move\n\nthe nominations\n\n(Indiana)\n\n: I second\n\nof Miss\n\nSamuelson.\n\nclose.\nthe motion.\n\ncarried.)\n\nJ. Herbert\n\nKelley\n\n(Pennsylvania)\n\n: It is likely we\n\nwrill also be electing a\n\nmember of the Board of Trustees. I understand that the possibility is we might\nelect a man. If we should elect a man in place of a woman on the Board of\nTrustees, we would in a way destroy the balance of power between the men and\nwomen on these twTo committees. If that were done first, then my remarks would\nbe more in order than now for then I should certainly say we should elect a woman\non the Executive Committee.\nMiss\n\nHale:\n\nThere\n\nis no\n\nway\n\nof determining\n\nthat. I do\n\nnot believe\n\nwe\n\ncould\n\nhinge one election on the other that way.\nPresident\n\nSmith:\n\nWill you\n\npass the ballots then for the member\n\nof the Executive\n\nCommittee? The two candidates that have been nominated are Agnes Samuelson\nof Iowa and L. W. Rogers of Texas. When the ballots are counted Mr. Cram\nwill announce the vote.\nMr.\n\nFred\n\nreceived\n\nD.\n\nCram\n\n(Iowa)\n\n15, Miss Samuelson\n\nPresident\n\nSmith:\n\nWe\n\n: There\n\nwere\n\n60 votes\n\ncast, of which\n\nMr.\n\nRogers\n\n45.\n\ndeclare\n\nMiss\n\nSamuelson\n\nelected as a member\n\nof the Execu¬\n\ntive Committee for the coming year. We will pass next then to the business of the\nelection of a member to the Board of Trustees. Mr. Moore.\n(Robert\n\nC. Moore\n\nof Illinois placed\n\nin nomination\n\nbrief speech stated the qualifications of Mr.\nMr.\n\nFrederick\n\nHouk\n\nLaw\n\n(New\n\nYork)\n\nof the newly elected director, H. Claude\n\nA. L. Whittenberg,\n\nand\n\nin a\n\nW hittenbcrg for this position.)\n: Mr.\n\nHardy,\n\nPresident,\n\nwho\n\nI am\n\nserving\n\nhas written me\n\nin place\n\nas follows:\n\nI especially wish to have you place in nomination as Trustee, Emery Asbury\nof the state of Washington. He is one of the finest men I have met during the\n\n"}
{"page": 913, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\n907\n\nInformation\n\nmeeting. He is vigorous, high-minded, dynamic — he is the right sort of material\nwith which to build the structure of a national organization.\nTherefore,\nH. Claude\n\nspeaking in the name\n\nHardy,\n\nI nominate\n\nof the newly-elected\n\nfor trustee, Emery\n\nstate director of New\n\nAsbury\n\nYork,\n\nof the state of Washington.\n\n(It was moved by Mrs. Edith B. Joynes, duly seconded, that the nominations\nclose. Carried.)\n(The committee thereupon distributed the ballots, the president again announcing\nthe names of the two nominees, and the meeting awaited the return of the committee.)\nPresident\n\nSmith:\n\nPlease\n\ncome\n\ncanvassing the ballots.\nMr. Cram: There were\nWhittcnberg\n\n42.\n\nPresident\n\nSmith:\n\nas a member\n\nto order\n\nwhile\n\nwe\n\nhear\n\n60 votes cast, of which\n\nIn accordance\n\nof the Board\n\nthe report of the committee\n\nMr.\n\nAsbury\n\nwith this report, I declare Mr.\n\nreceived\n\n18, Mr.\n\nW hittenberg\n\nelected\n\nof Trustees.\n\nNow we come to the election of members of the Budget Committee, a committee\nof five. The terms of three expire, as I understand it, at this time. Those three are\nMr.\n\nRogers,\n\ncommittee\nMr.\n\nMr.\n\nWhittcnberg , and\n\nMr.\n\nare Mr. Carroll and Miss\n\nUel\n\nW.\n\nLamkin\n\n(Missouri)\n\nMooney,\n\nand\n\nthe two\n\nthat remain\n\non\n\nthe\n\nCollins.\n: If I understand\n\nthe situation, I want\n\nto make\n\na motion, which I said yesterday I would make; if I am wrong, please correct me.\nIt is my understanding that the terms of Mr. Mooney and Mr. Rogers expire this\nyear. Mr. W hittenberg had one more year to serve, but he automatically goes off\nthe Budget Committee because he goes off the Board of Directors, of his own\nelection and choice, and therefore serves no longer. Two years ago I made a\nmotion by which a Budget Committee of five was to be appointed, and those\npersons to serve, one for one year, two for two years, two for three years. The\nBudget Committee was elected; they went out and cast lots. Mr. Mooney was not\nelected for three years, or for two years, or for one year. He was elected as were\nthe other members of the committee. After the lots were cast, Miss Woodward was\nto serve one year, Mr. Mooney and Mr. Rogers two years, Mr. Carroll and Mr.\nW hittenberg\n\nfor three years.\n\nNow we have a situation of three going off. It certainly was not my intention,\nand I do not believe the desire of the majority of the Board of Directors, to change\nthe majority of the committee in any one year. I think it is our intention to keep a\nmajority any one year, so the most that can go off will be two. (After further\nexplanation Mr. Lamkin moved that the rules be suspended and that the secretary\nbe instructed to cast the ballot of the Association for Mr. Mooney to continue Mr.\nW hittenberg’ s term for the other year, as was provided two years ago.)\nMrs. Edith B. Joynes (Virginia) : Second the motion.\nPresident Smith: The motion has been seconded that the rules be suspended\n\nand\n\nthat Mr. Mooney be elected to serve for another year in the place of Mr. W hittenberg\nwho is resigning.\nMr.\n\nLamkin:\n\nYes,\n\nand\n\nI would\n\nlike Mr.\n\nMooney\n\nto be denied\n\nthe privilege\n\nof\n\nthe floor.\nMr. W. B. Mooney: I rise to a question\nPresident Smith: It is granted, sir.\nMr.\n\nMooney:\n\ngranting\n\nI feel that you have\n\nto her the honor\n\nof personal\n\nhonored\n\nprivilege, Mr.\n\nColorado\n\nas much\n\nPresident.\n\nas you\n\nought\n\nto in\n\nof being your host for next year. I feel that in justice\n\nto these other fifty-nine people who are here now, and wThile I do not want\ndodge any responsibility, I trust you will elect some one else in my place.\nMiss\n\nFlorence\n\nHale:\n\nI believe\n\nat this time, where\n\nthe meeting\n\nis going\n\nto\n\nto Denver\n\nnext year, it is logical to pick Mr. Mooney. Mr. Mooney would be the logical one\nto fill the position any way, but this is a duty he cannot escape. We are not honoring\nyou, Mr. Mooney, but we are delivering to you a service you cannot escape.\nMr.\n\nposed\n\nJ. Herbert\n\nKelley:\n\nI was\n\nvery\n\nat the time I resigned from\n\nmuch\n\nin favor\n\nthe Budget\n\nof the plan Mr.\n\nCommittee.\n\nLamkin\n\npro¬\n\nI will not attempt\n\nto\n\n"}
{"page": 914, "printed_page": null, "text": "908\n\nNational\n\nEducation\n\nAssociation\n\ngive the details of all the fracas which preceded my resignation, but I was very\nglad to separate myself from the honor of being on that committee in order that\nwe might break up what I shall call the “apostolic succession.” That committee\nhad been composed of members who were just continued, continued, continued,\nuntil at the present time the three members whose terms expire, two automatically\nand\n\none because\n\nMooney,\n\nand\n\nand\n\nhe is no longer on the Board — and\n\nMr.\n\nW hittenberg — those\n\nby the method\n\nadopted\n\nhave\n\nthree\n\nserved\n\nmen\n\nseven\n\nI refer to Mr.\n\nby the system\n\nRogers, Mr.\n\nset up\n\noriginally\n\nyears consecutively. And\n\nwe\n\nset\n\nup the scheme on Mr. Lamkin’ s motion two years ago that no one could serve or\ncould be elected for more than three years, and then he could not succeed himself.\nNow that rule is a good rule and I am for it and I think you ought not to suspend it.\n(He continued with arguments against waiving the rule, pointing out dangers.)\nI honor you, Mr. Mooney, for the statement you have made. You have served\nseven years and you now ask to be excused from serving again.\n(Miss Hale and Mr.\nrath spoke against it.)\n\nLamkin\n\neach\n\nspoke in favor\n\nof the motion,\n\nand\n\nMr.\n\nKnipp-\n\n(The question again being called for, motion put and the vote stood 39 for the\nsuspension of the rules, as called for in the motion, and 13 opposed, the motion\ndeclared carried, the rules suspended and Mr. Mooney elected a member of the\nBudget Committee for another year.)\nPresident\n\nSmith:\n\nNow\n\nMr.\n\nthere are two\n\nand that of Mr.\n\nthat of Mr. Rogers\n\nH. V. Holloway:\n\nother vacancies\n\nto be filled on this committee,\n\nW hittenberg.\n\nI rise to nominate\n\na son of South\n\nCarolina — a man\n\nwho\n\nhas\n\nreceived all of the educational honors except that of state superintendent in his\nown state, and has been chosen by the governor of his state to act as a chairman\nof a commission for the revision of school laws in that commonwealth. I take\npleasure in putting in nomination the name of A. C. Flora of South Carolina.\nA\n\nDirector:\n\nMr.\n\nJohn\n\nW.\n\nMr.\n\nChairman,\n\nThalman\n\nI nominate\n\nT. J. Walker\n\n(Illinois) : I move\n\nof Missouri.\n\nthe nominations\n\nbe closed\n\nand\n\nthat the\n\nsecretary cast the ballot.\nMr.\n\nWillis A. Sutton:\n\nPresident\n\nSmith:\n\nSecond\n\nIt has been\n\nthe motion.\n\nmoved\n\nand\n\nseconded\n\nthat the nominations\n\nclose and\n\nthat the secretary be authorized\n\nto cast the ballot of this Board of Directors\nfor membership on the Budget Committee for next year.\n\nthese two gentlemen\n(Motion carried.)\n\nfor\n\n(A number of the members of the Board of Directors at this point participated\nin a general discussion which the president declared would not be listed as business\nbut which continued for some time. The president then advised that the time for\nadjournment had arrived.)\nMr.\n\nNissen:\n\nI move\n\nsession of the Board\nPresident\n\nSmith:\n\nyou\n\nthen, Mr.\n\nWill you wait until we\n\nto reinstate the old officers for which\nMr.\n\nWillis A. Sutton:\n\n(Motion\n\nseconded\n\nPi esident Smith:\n\nChairman,\n\nthis may\n\nof Directors be adjourned.\n\nI make\n\nhave\n\nbe discontinued\n\nand\n\none other motion\n\nwhich\n\na pleasant\n\nsafe journey\n\nthere are substitutes?\n\nour\n\nis necessary\n\nthat motion.\n\nand carried.)\nMay\n\nI say then I wish you\n\nand\n\nhome¬\n\nward this hot day, and I extend to you an urgent request if you have any suggestions\nat all that you think might be for the good of our whole Association, kindly write\nthose to me, and I will do the very best I can to work them out to your satisfaction.\nBefore we adjourn, may I say will the members of the Executive Committee and\nthe members of the Board of Trustees kindly gather up here for the meetings that\nare to follow.\n\n(The Chair thereupon entertained Mr. Nissen’s motion to adjourn, which\nduly seconded and unanimously carried, and the meeting stood adjourned.)\nJ. W. Crabtree, Secretary\nHenry\n\nLester\n\nSmith,\n\nPresident\n\nwas\n\n"}
{"page": 915, "printed_page": null, "text": "Associational\n\nMINUTES\n\nOF\n\nTHE\n\nRecords\n\nand\n\nMEETINGS\nOF\nCOMMITTEE\nWashington,\n\nSaturday\n\nMorning,\n\n909\n\nInformation\n\nTHE\n\nEXECUTIVE\n\nD. C.\n\nDecember\n\n16, 1933\n\n(\n\n(In Brief)\nA meeting of the Executive Committee was held at the headquarters of the\nNational Education Association, on call of the president. It was called to order\nat 9:45 a. m. with all members present: Joseph Rosier, Henry Lester Smith, Joseph\nH. Saunders,\n\nThomas\n\nIV. Gosling,\n\nand\n\nJessie Gray,\n\npresident.\n\nAfter calling attention to the purpose of the meeting and to the need of the\nAssociation being abreast of the times, President Gray called upon the following\ndirectors of the headquarters staff to give the high spots of the work under way\nin their respective divisions: Harriett M. Chase, T. D. Martin, Mary J. IVinfree,\nHarold\n\nA. Allan, Eva\n\nCarr, Agnes\n\nWinn,\n\nG. Pinkston,\n\nGvuladys\n\nW.\n\nS. D. Shankland,\n\nJones, and\n\nChari\n\nJoy Elmer\nOrmond\n\nMorgan,\n\nWilliams.\n\nWilliam\n\nMary\n\nG.\n\nLeeper,\n\nsecretary of the Association for Childhood Education, was also called upon for\ninformation about her organization. Each answered questions at the conclusion of\nhis report.\nAt 1:15 p.m. the committee adjourned for lunch.\nAt 3 :45 p.m. the afternoon session was called to order with all members present.\nMr.\n\nSaunders\n\nof the Board\n\nof Trustees\n\npresented\n\na verbal\n\nreport\n\non\n\nthe “code”\n\nprepared for schools but which was not adopted by the NRA, on the attention given\nto federal aid by our committees and cooperating agencies, and on the condition\nof the funds of the Association and investments.\nThe Executive Committee commended Mr. Saunders for his unselfish, untiring\nefforts for the Association.\nAfter a discussion of the services of W alter R. Siders as chairman of the Board\nof Trustees and in other capacities in the Association for many years, a motion was\npassed by a unanimous vote to make him an honorary life member of the Association,\nand to refund payments already made by him. The motion was made by Mr.\nSaunders\n\nand\n\nseconded\n\nby Mr.\n\nRosier.\n\nAfter explanation by Mr. Saunders of the work of Attorney Quinter for the Asso¬\nciation, a motion was made by Mr. Smith, seconded by Mr. Gosling, to approve of\npaying Mr. Quinter $250 for six months’\nBoard of Trustees.\nThe\n\nfollowing\n\namendments\n\nservice. Carried. The\n\nto the retirement\n\nservice was\n\nregulations were\n\n1. To permit the payment of death benefit from the Group\nin cases of persons who have retired.\n\nfor the\n\nadopted:\n\nLife Insurance\n\nPolicy\n\n2. To permit payments of the combined cash values of both the Member’s and\nthe Association’s Retirement Annuity Policies in the case of the death of an\nemployee while in the service of the Association.\nMotion to adopt was made by Mr. Saunders, seconded by Mr. Gosling. Carried.\nThe secretary was authorized, in cooperation with a committee, appointed by the\nAssociation of State Secretaries, to work out a plan for a closer cooperation between\nthe National and the state associations, and to present the same for the consideration\nof the Executive Committee at the Cleveland meeting. The motion was made by\nMr.\n\nRosier\n\nAfter\n\nand\n\nseconded\n\nby Mr.\n\ndiscussing the additional\n\nGosling.\n\nneeds\n\nfor the Joint Commission,\n\na motion\n\nwas\n\nmade by Mr. Rosier and seconded by Mr. Saunders to reallocate $400 of the emer¬\ngency fund, placing it with the appropriation for the Joint Commission to be used\nexclusively for clerical assistance for the Research Division. Carried.\n\n"}
{"page": 916, "printed_page": null, "text": "910\n\nNational\n\nEducation\n\nAssociation\n\nThe secretary was instructed to ask for additional funds, if needed, but urged\nto avoid it if possible by getting other divisions to provide help in Research or in\nany other divisions where an emergency might occur the same as Mr. Shankland is\nnow providing for the Research Division from his own division.\nPresident\n\nGray\n\nexplained\n\nthe policies of her administration\n\nand\n\nasked\n\nfor advice.\n\nShe presented what she considered the outstanding problems and what was being\ndone under her direction to meet the situation. She urged members of the committee\nto make suggestions. Her change in the name of the Tenure Committee to that of\nthe Committee on Civil Service for Teachers met the approval of the Executive\nCommittee.\nAttention was given to the report of the National Council of Education at the\nChicago meeting and the president was directed to ask that the editor of the Journal\ngive special attention in the Journal to social-economic developments as requested\nin item 6, page 220, of the volume of Proceedings for 1933.\nA motion was made by Mr. Gosling, seconded by Mr. Saunders, and carried.\nA motion was made by Mr. Gosling, seconded by Mr. Smith, to appropriate from\nthe emergency fund $100 for the use of the Department of Business Education.\nCarried.\nThe secretary asked authority to give any other department in need an appro¬\npriation not to exceed $100. After discussion the same was granted.\nThe secretary presented reports from the following committees: The Committee\non Retirement by Anna Laura Force, chairman; the Joint Committee of the N. E. A.\nand National Congress of Parents and Teachers by Mrs. Hugh Bradford; the\nDepartment of Business Education by Benjamin R. Haynes, president; the National\nCommission on the Enrichment of Adult Life by J. A. Moyer, chairman; the\nCommittee on the Economic Status of the Teacher by B. R. Buckingham, chairman;\nthe Committee To Cooperate with the National Association of Teachers in Colored\nSchools by N. C. Newbold, chairman; the Committee on Resolutions by Donald\nDuShane ; the Legislative\n\nCommission\n\nby Sidney\n\nB. Hall, chairman;\n\nand\n\nthe Joint\n\nCommission on the Emergency in Education by John K. Norton, chairman.\nThe committee approved of the action of the Committee on Credentials, not to\naccept as delegates of the Representative Assembly representatives of branches of\ndepartments whose members pay department dues.\nThe question of recommending a retirement plan for the secretary was postponed\nto be taken up at the meeting of the Executive Committee in Cleveland at the time\nof the convention of the Department of Superintendence. On motion of Mr. Rosier,\nseconded by Mr. Gosling, the meeting adjourned.\nJ. W. Crabtree, Secretary\nJessie Gray,\n\nPresident\n\nCleveland, Ohio\nMonday\nThe\n\nExecutive\n\nCommittee\n\nMorning,\n\nFebruary\n\nmeeting convened\n\n26, 1934\n\nin Room\n\n816 of the Hotel Hollenden,\n\nat 11 a.m., Jessie Gray, president of the National Education Association, presiding.\nAll members of both the Executive Committee and the Board of Trustees were\npresent: Jessie Gray, president; Joseph Rosier, first vicepresident;\nders, chairman,\n\nBoard\n\nGosling, Executive\nGwinn,\n\nBoard\n\nof Trustees;\n\nCommittee;\n\nof Trustees;\n\nKate\n\nHenry\n\nLester\n\nV. Wofford,\n\nSmith,\n\nJoseph H. Saun¬\n\ntreasurer;\n\nsecretary, Board\n\nEdgar\n\nG. Doudna,\n\nBoard\n\nfirst order\n\nof business\n\nis the minutes\n\nThomas\n\nof Trustees;\n\nof Trustees;\n\nJ. W.\n\nIV.\n\nJ. W.\n\nCrabtree,\n\nsecretary.\nPresident\n\nGray:\n\nThe\n\nof the last meeting.\n\nAfter passing each member a folder with information and matters to be con¬\nsidered, the secretary called attention to the minutes and recommended their adoption\nas given in the folder.\n\n"}
{"page": 917, "printed_page": null, "text": "Associational\n\nthen moved\n\nGosling\n\nMr.\n\nRecords\n\nthat the minutes\n\nand\n\nInformation\n\nmotion\n\nThe\n\nbe approved.\n\n911\nseconded\n\nwas\n\nby Mr. Smith, put to vote and carried.\nThe president, Jessie Gray, then presented her plans for the program for the\nWashington meeting. She called attention to matters she considered of greatest\nimportance and mentioned the names of speakers that she had in mind. Among the\nnames mentioned were Robert Hutchins of Chicago, Judge Florence Allen\nof Cleveland, General Hugh Johnson, President Roosevelt, the Secretary of Labor,\nMiss\n\nGlenn\n\nPerkins,\n\nFrank\n\nof Wisconsin,\n\nof New\n\nW alter D amrosch\n\nand\n\nYork,\n\na\n\nof other men and women equally prominent. She called attention to the\narrangements for holding the vesper services in the Cathedral of Saint Peter and\nSaint Paul. She had already made arrangements with the Cathedral and with the\nchoir. She explained what this would mean to the Association.\nnumber\n\nMiss\n\nGray\n\nmentioned\n\nthe points she meant\n\nto bring into the program\n\nof the Board\n\nand\n\nof Trustees\n\nand\n\nasked\n\nof the Executive\n\nfor the reaction of each member\nCommittee and for suggestions. She explained her arrangements for the program\nof the Representative Assembly and asked for suggestions and advice. All of those\npresent took part in the discussions and made suggestions. All were pleased with\nthe plans. The attention given to the program led to a discussion of academic\nfreedom.\nA motion was made by Mr. Rosier to approve of Miss Gray’s program\nfor the Washington convention. Seconded by Mr. Smith and carried.\n\nand plans\n\nThe members of the Committee voiced approval of Miss Gray’s arranging to\nuse the emergency fund in the promotion of federal aid and for the use of the\nJoint Commission on the Emergency in Education.\nOn Miss Gray’s recommendation, full authority was given by motion of Mr.\nSmith\n\nfor the president\n\nand\n\nsecretary\n\nto decide\n\nquestions\n\nconcerning\n\ntion of the Joint Commission for next year’s work.\nThe majority of the Committee were not convinced that the\nshould change its name as had been recommended. Still there was\nwith the wishes of the Commission. Action on the question was\nA motion was then made by Mr. Smith and seconded by Mr.\n\nthe organiza¬\n\nJoint Commission\na desire to comply\npostponed.\n\nRosier to ask the\nJoint Commission to go ahead vigorously promoting its work during the year\n1934-35. Carried. The Committee expressed satisfaction concerning the work of the\nJoint Commission for the year 1933.\nMr.\n\nSaunders\n\nexplained\n\nthat the Board\n\nof Trustees\n\nhad\n\nreelected\n\nthe secretary\n\nfor a year and until his successor should be elected. He said that before any other\naction of any kind be taken the Board of Trustees hoped that a retirement allowance\nmake\nbe provided for, and that the Board had requested the Executive Committee to\na recommendation. He said that altho the secretary will shortly have reached the\nretirement age he might be wanted for a year or two years owing to the emergency\nin\nbefore filling the place. He stated that Secretary Crabtree had offered to hand\nhis resignation at any time the Board wishes to consider it.\nMr.\n\nSaunders\n\nthen explained\n\nthat when\n\nthe retirement\n\nplan was\n\nadopted\n\nit made\n\nfor\nno provision for the older members of the staff who had been in the seivice\nOur mem¬\nmany years. They were guaranteed an allowance of fifty dollars a month.\nthe\nbership is unwilling to retire Mr. Crabtree on that allowance. After discussing\nquestion at some length and after answering questions he proposed that when\nretired the secretary be continued as Secretary Emeritus at $4000 a year together\nwith the retirement allowance already provided, making about $4500 in all.\ntory\nThe secretary was asked whether Mr. Saunders’ suggestion would be satisfac\nto him. He stated that it would be. He said it was very generous. Such a plan\nmotion to\nwould be appreciated. Mr. Smith then moved and Mr . Rosier seconded the\n\\ otc.\nrecommend the plan suggested by Mr. Saunders. Carried by a unanimous\nThe meeting of the Committee adjourned at 12:30.\nJ. W. Crabtree, Secretary\nJessie Gray,\n\nPresident\n\n"}
{"page": 918, "printed_page": null, "text": "912\n\nNational\n\nEducation\n\nAssociation\n\nWashington, D. C.\nSaturday\n\nAfternoon,\n\nJune 30, 1934\n\nThe\n\nmeeting of the Executive\n\nCommittee\n\nwas\n\nGray\n\nat 3 :30 p.m. in the Board\n\nof Directors\n\nroom,\n\nbers were\nLester\n\ncalled to order by President Jessie\nheadquarters\n\nbuilding. All mem¬\n\npresent: Jessie Gray, president, Joseph Rosier, Joseph H. Saunders,\n\nSmith,\n\nThomas\n\nfollowing members\n\nIV. Gosling.\n\nof the Board\n\nThere\n\nof Trustees:\n\nwere\n\nalso present,\n\nJ. M.\n\nGwinn,\n\nHenry\n\non\n\ninvitation,\n\nEdgar\n\nG. Doudna.\n\nthe\n\nThe agenda for the meeting listed for first consideration “Remarks by the\nPresident” growing out of her year at headquarters and in the field. Owing to\nthe fact that most other items on the agenda could be acted on to better advantage\nafter the Budget\n\nCommittee\n\nand the Board\n\nof Directors had completed\n\ntheir reports,\n\nthis became the chief business of the session. Miss Gray’s Board of Education had\ngiven her the year off with pay, so that she could spend her entire time at head¬\nquarters and in the field in the service of the Association.\nPresident\n\nGray\n\ngreeted\n\nthe members\n\nof Trustees, giving an informal\n\nresume\n\nof the Executive\n\nCommittee\n\nand\n\nthe Board\n\nof the high points that stood out in her\n\nmind as a result of her year’s work. Among other things she mentioned was the\nvalue and the necessity of having news of the work of the National Education\nAssociation put into condensed and usable form that it might be available to\nteacher members all over the United States in their efforts to secure additional\nmembers for the N. E. A., and also that it might be available for distribution to\nmembers of lay organizations who were intensely interested in the work which the\nNational Education Association was doing.\nPrior to the annual meeting, she had sent to each state organization and to people\nof prominence in educational work over the country, a request for resolutions that\nwould be of value to the Association. As a result, the Resolutions Committee\nreceived a large stack to go thru and make the combined resolutions therefrom. One\nof the resolutions which was received from many sources had to do with the\nrevision of taxes. In this connection she called attention to the valuable work\nthat the Research Division was doing in legislative service, in making available\ninformation to the several states for purposes of comparison and to be of aid to\nthem in arriving at the proper revision of taxes.\nShe called attention to the fact that over the country teachers had done a great\npiece of sacrificial work in keeping the schools open where the proper financial\nrecompense had not been provided, and asked whether the time had not come when\nthe Association should take a nationwide stand against the continuance of free\nservice.\nShe urged the necessity of a fair median salary for teachers, and cited her\nexperiences in North Carolina, where, when she mentioned a median salary of $2000\nas reasonable, it brought forth the information that theirs in that state was less than\n$750, for which a master’s degree was requisite.\nShe referred to the work of the Joint Commission on Education, and also called\nattention to the resume of the discussion of federal aid as given by Chari Williams.\nShe called attention to the huge sums of money that had been spent thru the various\ndepartments of the government in the erection of buildings, the employment of\nteachers who were without jobs and funds, and so forth. She cited the fact that\nthere was to be a substantial additional appropriation by the government to insure\nnormal operation of schools during 1934-35, but to what extent this money would\nbe forthcoming and for what length of time the guaranty would extend no one\nknew.\nShe referred to the Secretary’s Annual Report, and commented on the fineness\nof his vision and the splendid way in which the continuity of effort of the entire\norganization was brought forth. Then, she likened the organization to a human\nbeing, with the executive secretary serving as its pulse thru whom was felt the\nharmony and coordinated efforts of the whole group.\n\n"}
{"page": 919, "printed_page": null, "text": "Associational\n\nMiss\n\nGray\n\nRecords\n\ndid not refer to her own\n\nand\n\nwork\n\n913\n\nInformation\n\nin increasing\n\nmembership,\n\nwhich\n\nthe\n\nsecretary stated had much to do in showing the upturn during the last half of the\nyear. The members of the committee commented favorably on the points brought\nout by Miss Gray.\nThe next item in the agenda was the Treasurer’s Report, which was printed in\nsatisfactory form, together with the Financial Report of the Secretary and that of the\nBoard of Trustees. No action was considered necessary at this time.\nMiss\n\nGray\n\nthen referred\n\nto the question\n\nof restoring\n\nthe salaries\n\nof members\n\nof\n\nthe staff and asked the secretary to speak, who explained the request which he had\nmade to the Budget Committee for funds to do away with or lessen the discounts\non the salaries of members of the staff. He explained that he had agreed with the\nBudget Committee to recommend to the Executive Committee to do away with half\nthe 10 percent discount and to begin adding increments to salaries as provided in\nthe salary schedule. That would be satisfactory to the staff, and it seemed to be\nabout as far as we could go at present. No formal action was taken. The discussion,\nhowever, showed full approval of the plan.\nMr.\n\nSaunders\n\nasked permission\n\nat this point to move\n\nthat the Executive\n\nCommittee\n\napprove the expenditure for the Emergency Commission of $1500 that was trans¬\nferred and given to the Commission, and the further sum of $400, which was\nin part payment of the expenses of the president in going to the World Federation\nmeeting in Ireland last year.\nMotion duly seconded by Mr. Gosling, there being no discussion, the question\ncalled for, motion carried.\nSome time was spent on what should be the policy of the N. E. A. in dealing with\nother groups of similar nature, but no action was taken.\nPresident\n\nGray\n\nthen\n\nsuggested\n\nthat\n\nat the next\n\nmeeting\n\nof the committee\n\nthe\n\nmembers come prepared with any new items of business for discussion that seemed\ndesirable to be considered by the Executive Committee.\nIt was moved by Mr. Smith, duly seconded, that the meeting adjourn to the call\nof the president. There being no discussion, motion carried.\nJ. W. Crabtree, Secretary\nJessie Gray,\n\nFriday\n\nAfternoon,\n\nPresident\n\nJuly 6, 1934\n\nThe meeting of the newly-elected Executive Committee, as scheduled in the\nprogram of official meetings and business sessions, was called to order at 4 p.m.,\nBoard of Directors room, headquarters building, President Smith presiding.\nThere were present: Henry Lester Smith, president, Jessie Gray, R. E. Offenhauer,\nJoseph\n\nH. Saunders,\n\nand J. IV . Crabtree,\n\nsecretary. Absent:\n\nAgnes\n\nSamuelson.\n\n(The\n\nsecretary stated he had failed to find Miss Samuelson after her election to notify her\nof the meeting.) Present on invitation: Edgar Doudna and A. L. W hittenberg , of the\nBoard of Trustees.\nPresident\n\nnumber\n\nSmith,\n\nof important\n\nafter the roll was\n\ncalled, mentioned\n\nitems to present, whereupon\n\nMr.\n\nthat the secretary\n\nSaunders\n\nhad\n\na\n\nstated that before\n\nother business was taken up he wished to make a motion looking forward\nments for the next convention. Fie then made the following motion:\n\nto arrange¬\n\nThat the president of the Association and our business director, Mr. Allan, be\nempowered to make the necessary inquiry concerning the ability of Denver to\naccommodate our convention and, if they are satisfied with the arrangements that\nDenver furnishes, to make the necessary provisions with the Denver authorities\nto hold the convention in that city during the week of June 29 to July 5, the corre¬\nsponding week to this year, and that further, if the arrangements in Denver are\nnot satisfactory, that the president and the business manager be empowered and\nauthorized to select such other city of those offering invitations as, in their judg¬\nment, meets the requirements of the Association.\n\n"}
{"page": 920, "printed_page": null, "text": "914\n\nNational\n\nMotion\n\nduly seconded\n\nEducation\n\nby Mr. Offenhauer\n\nAssociation\n\nand carried.\n\nOn the secretary’s recommendation it was moved by Mr. Saunders, seconded by\nMr. Offenhauer, that the annual increases in the 1934-35 salary schedule, as recom¬\nmended by the Budget Committee, be allowed, and there being no discussion, the\nmotion carried.\nIt was then moved by Mr. Saunders, seconded by Mr. Offenhauer, that the recom¬\nmendation of the Budget Committee to pay the regular scheduled salaries less 5\npercent instead of 10 percent be adopted, with the understanding that in the event\nthe income should fall below the estimated sum, there should be a 10 percent reduction\nin salaries the latter half of the year. There being no discussion, question being\ncalled for, motion carried.\nIt was also recommended that Mrs. Robbins, who is a retired worker, be allowed\nan additional sum of $10 per month to be added to her pension and that Mrs. Hixson\nbe allowed the sum of $20 additional a month over and above the pension sum which\nshe received. He stated that both of these women had been in the employ of the\nAssociation for a long period of time but that the period of time prior to their retire¬\nment and following the installation of the annuity system was not sufficient to care for\nthem in their declining years. Mrs. Hixson served the Association twenty-four years\nand Mrs. Robbins fourteen years.\nAfter discussion and further explanations, Mr. Saunders moved to adopt the\nrecommendation and Mr. Offenhauer seconded the motion. The motion carried.\nAfter explaining why a reduction in rent for the National Congress of Parents\nand Teachers was necessary, a reduction of 5 percent was recommended. It was\nmoved by Mr. Saunders that the rental charge to the National Congress of Parents\nand Teachers be reduced 5 percent, which motion was seconded by Mr. Offenhauer.\nAfter discussion and further explanations the motion carried.\nThe secretary then called attention to the need of readjustment in classification\nand salary in a few instances. In the Division of Publications it was recommended\nthat Mildred Sandison, who had been promoted to an important place in the\ndivision, be moved from class 3B to class 3A with double increment; that Eleanor\nCraven, whose work would place her in a higher class, be moved from class 3AA\nto 2B ; that Flazel A. Brown be moved from class 3A to 3AA with double incre¬\nment as promised in order to retain her services; that the following now on the\ntemporary roll be placed on the permanent roll, class 3B — Margaret Vail, Louise\nMurray, and Nettie Rice.\nAfter discussion it was decided to ask the secretary to go on thru with his list\nof recommendations so that action could be taken on all at the same time. He then\nrecommended that the following changes in the Research Division be made: That\nthe following be changed from the temporary roll to the permanent roll, class 3B,\nwith increments: Elizabeth Beach, Ruth Gasteiger, Nora Collins, and Louise Clark;\nthat Elsie King be placed on the permanent roll in class 3A; that Mr. Carr receive\na double increment, his salary at present being low; that Louise Sease be changed\nfrom class 3AA to 2B ; that Ada Boyd be moved from class 2B to 2A.\nThe recommendations of Director Morgan and Director Carr were referred to\nand explanations were made. A question concerning the increments for those in\nResearch going on the permanent roll led the secretary to state that he would only\ngive it to the two already near the basic salary. It was decided to vote on these\nand to take up other items separately. After discussion it was moved by Mr. Offen¬\nhauer and seconded by Mr. Saunders that the changes recommended be approved.\nThe motion carried.\nThe\n\nresignation of Ernest Bryan\n\nwas\n\nthen presented. Mr.\n\nOffenhauer\n\nacceptance. Mr. Saunders seconded the motion. It was put and\nretary said he would express due appreciation to Mr. Bryan.\n\nmoved\n\nthe\n\ncarried. The\n\nsec¬\n\nMr. Morgan’s recommendation for F. Erie Prior for Mr. Bryan’s place in the\ndivision at a salary of $2400 which is $90 less than that of Mr. Bryan was pre-\n\n"}
{"page": 921, "printed_page": null, "text": "915\nASSOC IATIONAL\n\nRECORDS\n\nAND\n\nINFORMATION\n\nsented. After explanation and discussion, Mr. Offenhauer\nseconded that Mr. Prior be elected. The motion carried.\n\nmoved\n\nand Mr.\n\nSaunders\n\nThe secretary then explained why a change in classification is necessary to\nmeet the needs of Harriett M. Chase, Belmont Farley, and Richard Foster, who\nhad reached the maximum in their classification IB and yet they could hardly be\npromoted just now to the restricted Class 1A prepared only for the first asso¬\nciate in the major divisions. He proposed class IBB to be between IB and 1A and\nto place these three in the new class. (The following list shows the proposed class in\nthe schedule of salaries.)\nPERSONNEL\n\nCLASSIFICATION\n\n1. Directors of Divisions\nAA.\n\nA.\n\nDirectors of business, administrative, and creative divisions\nBasic .\nMaximum .\nAnnual Increase .\n\nPer year $5000\nPer year $7500\n250\n\nChief Associate Director in major divisions\nBasic .\nMaximum .\nAnnual Increase .\n\nPer year $4500\nPer year $7000\n250\n\nBB. Associate Directors in major divisions\n( The Proposed Class)\nBasic .\nMaximum .\nAnnual Increase .\nB. Directors of other divisions\n\n2. Head\nA.\n\nB.\n\nPer year $3000\nPer year $5500\n200\n\nBasic .\nMaximum .\nAnnual Increase .\nDivision Assistants and Section Chiefs\nAssistants to Directors in 1AA and\nministrative responsibilities\nBasic .\nMaximum\n.\nAnnual Increase .\n\nPer year $2500\nPer year $4500\n200\nchiefs of major\n\nChief clerks and section heads with groups\nBasic .\nMaximum .\nAnnual Increase .\n\nsections with\n\nad¬\n\nPer year $1800\nPer year $3000\n120\nresponsibility\nPer year $1250\nPer year $2250\n100\n\n3. Clerks, Stenographers, Technical Assistants\nAA. Clerks, stenographers, technical assistants expert in their work\nBasic .\nPer year $1400\nMaximum\n.\nPer year $2000\nAnnual Increase .\n60\nA.\n\nB.\n\nClerks, stenographers, and technical assistants\nBasic .\nMaximum\n.\nAnnual Increase .\n\nPer year $1300\nPer year $1800\n50\n\nClerks, stenographers, and other assistants\nBasic .\nMaximum .\nAnnual Increase .\n\nPer year $1200\nPer year $1700\n50\n\n4. Unclassified Service — Temporary Roll\nA. Clerks, stenographers, typists, and\nSalary .\n\nother temporary\n\nhelp.\nPer week $15 and up.\n\n"}
{"page": 922, "printed_page": null, "text": "916\n\nNational\n\nEducation\n\nAssociation\n\nThe members felt the new classification was advisable but there was not ample\ntime at this meeting for its consideration. There developed the sentiment for allow¬\ning the increments as if the new classification had been made and of taking action\non the question of the new class at a future meeting. The secretary withdrew Miss\nChase’s name, stating it could be taken up later and\nincrement for Mr. Farley and Mr. Foster.\n\nrecommended\n\nthe additional\n\nIt was moved by Mr. Saunders and seconded by Mr. Ojfenhauer that Mr. Farley\nand Mr. Foster each be allowed an increment of $200. Carried.\nMiss Gray expressed the view that each member should receive a copy of the\nminutes of the meeting.\nThere\ncarried.\n\nbeing no further business a motion\n\nSaturday\nThe\n\nExecutive\n\nCommittee\n\nMorning,\n\nmeeting\n\nwas\n\nmade\n\nto adjourn.\n\nJ. W.\n\nCrabtree,\n\nHenry\n\nLester\n\nAugust\n\nconvened\n\nSeconded\n\nand\n\nSecretary\n\nSmith,\n\nPresident\n\n18, 1934\n\nin the Board\n\nof Directors\n\nroom\n\nat\n\nN. E. A. headquarters, at 10:05 a. m. Henry Lester Smith, president of the Asso¬\nciation, presided. All members were present: Henry Lester Smith, president; Jessie\nGray, first vicepresident; Joseph H. Saunders, chairman of the Board of Trustees;\nR. E. Ojfenhauer,\nretary.\n\ntreasurer; Agnes\n\nSamuelson,\n\nmember-elect,\n\nJ. W.\n\nCrabtree, sec¬\n\nThe minutes of the meeting of June 30 were read by the secretary. Miss Samuel¬\nson suggested the clarification of the wording of that part referring to the type\nof work done by unemployed teachers who were paid by federal government\nappropriation. Miss Gray asked for a verification of the data referring to a\nmedian salary in North Carolina. A few other suggestions were made. It was\nmoved by Mr. Ojfenhauer that the minutes for the meeting of June 30 be approved\nwith these corrections. Seconded by Miss Samuelson. Carried.\nThe minutes of the meeting of July 6 were then read by the secretary. There\nwas discussion on the inclusion of the salary schedule of N. E. A. employees in the\nvolume of Proceedings. It was the consensus of opinion that this be done. It was\nmoved by Mr. Ojfenhauer that the minutes be approved. Seconded by Miss\nSamuelson. Carried.\nPresident Smith\n\nexpressed\n\ngreat satisfaction in holding a meeting\n\nearly to make\n\nplans for the year, suggesting two items on which he wants suggestions: (1) things\nthe Association should do, (2) things the Association should not do. He then read\nhis letter of August 10 to Mr. Crabtree in which he outlined some of the plans he had\nin mind. This outline, which was discussed informally, will be published as soon as\ncompleted. Miss Samuelson\nMiss Gray. Carried.\n\nmade\n\na motion\n\napproving\n\nof the plans. Seconded\n\nby\n\nPresident Smith then asked for the policy of the Committee regarding the accept¬\nance of funds from foundations or other sources. Miss Gray made a motion,\nseconded by Miss Samuelson,, that no funds may be accepted by any committee,\ncommission, or joint commission of the N. E. A. unless first presented and approved\nby the Executive Committee. Carried.\nThe next item presented by the president was the question of a parliamentarian\nfor the business sessions of the N. E. A. at annual conventions. Miss Gray made a\nmotion that the president be given authority to secure a lay parliamentarian.\nSeconded by Mr. Ojfenhauer. Carried.\nMr. Off enhauer made a motion that the amount of compensation for a parlia¬\nmentarian be left to the discretion of the president and secretary. Seconded by\nMiss Gray. Carried.\n\n"}
{"page": 923, "printed_page": null, "text": "917\nAssociational\n\nRecords\n\nand\n\nInformation\n\nPresident Smith called attention to the action of the Representative Assembly\nauthorizing the appointment of (1) a Committee of Seven on Amending the Charter\nand (2) a Committee to Harmonize the Charter with the Bylaws. The Executive\nCommittee approved the plan to appoint these committees. A letter from an attorney\ngiving an opinion on the legality or necessity of amending the Charter was read.\nThe president was of the opinion that a Committee on Changes in the Charter\ncould legally function and he approved of its going forward with the work. It was\nsuggested that the letter be given the chairman of the committee at the proper time.\nMiss Samuclson made a motion that Florence Hale be appointed Director of\nRadio for the ensuing year and that a letter be sent from the Committee expressing\nappreciation of her past services. Seconded by Mr. Saunders. Carried.\nThe president recalled that the Board of Directors appointed a Committee for\nIncreasing Funds of the N. E. A. which reported at the Washington convention\nand asked permission to continue it. Mr. Offenhauer made a motion that the com¬\nmittee be continued with the same personnel and that they report at the next\nconvention. Seconded by Miss Samuelson. Carried.\nThe president asked for an expression of opinion on the idea to have committee\nchairmen report several times during the year on the progress of their work\n(1) with a view to helping push the work forward and (2) helping to know how\nthe Association is involved financially. Miss Gray made a motion that chairmen\nof the two new charter committees be requested to make periodical reports to the\nExecutive Committee. Seconded by Miss Samuelson. Carried.\nThe next item considered was the National Committee for Federal Emergency\nAid for Education. Mr. Offenhauer made a motion approving of Mr. Richmond’s\ncommittee being asked to continue its work. Seconded by Miss Samuelson. Carried.\nPresident Smith asked for the opinion of the committee as to whether the plan\nof last year of having committee reports made to the Board of Directors and then\nto the Representative Assembly should be continued. Miss Samuelson made a motion\nthat this plan be left to the discretion of the president but that reports be more in\nsummary form. Seconded by Mr. Offenhauer. Carried.\nThe meeting recessed at 12:30 for lunch, reconvening at 2 p. m. in the Board\nof Directors room, N. E. A. headquarters.\nJohn K. Norton appeared before the committee outlining in a general way the\nplan of work of the Joint Commission on the Emergency in Education for the\ncoming year. In his discussion, he pointed out that it would be impossible to carry\nout a plan of rehabilitation and reconstruction without a large sum of money —\nmore than the N. E. A. could supply, and asked permission to go to foundations\nor other sources for additional funds. He made it clear that he would be opposed\nto accepting funds to which “strings were attached.” The Committee was in hearty\naccord with the program as outlined by Mr. Norton and discussed the matter\nof funds at length.\nMr. Saunders moved that in view of the peculiar emergency existing in this\nnation and particularly the emergency in education that the Joint Commission be\ngiven the wholehearted support of the Executive Committee in the program as out¬\nlined by its chairman and that it be authorized to secure, if possible, the necessary\nfunds. Seconded by Mr. Offenhauer and unanimously carried.\nPresident Smith told of a plan worked out with E. E. Oberholtzer, president of\nthe Department of Superintendence, to visit the drought stricken areas to learn\nof the actual needs regarding (1) the opening and continuing of schools this fall,\nand (2) to urge upon educators in those sections the need of bringing pressure to\nbear on the federal governmment thru their senators and congressmen. Miss\nSamuelson made a motion that a vote of approval be given President Smith for his\nplan to visit the drought stricken area. Seconded by Mr. Saunders. Carried.\nThe question of allotments to committees from the committee appropriation fund\nwas next discussed. Because the requests far exceed the funds the secretary pointed\nout the very difficult situation. The following appropriations were listed by the\n\n"}
{"page": 924, "printed_page": null, "text": "918\n\nNational\n\nBudget Committee\nto distribute.\n\nEducation\n\nbut later were\n\ngiven\n\nAssociation\n\nas a total for the Executive\n\nCommittee\n\nCommission on the Enrichment of Adult Life .\nCommittee on Economic Status of the Teacher .\nCommittee on Retirement .\n\n$300.00\n500.00\n100.00\n\nCommittee on Social-Economic Goals .\nCommittee on Tenure .\nJoint Committee on Health Problems .\nLegislative Commission (regular) .\nLegislative Commission (Federal Emergency Aid) .\nJoint Emergency Commission .\nCommittee on Resolutions .\n\n2,000.00\n50.00\n200.00\n200.00\n5,000.00\n5,000.00\n50.00\n$13,400.00\n\nMr. Saunders made a motion that 25 percent of the amount listed (see above)\nbe made available now except that the Tenure Committee be allowed $500; the\nLegislative Commission (Federal Emergency Aid) $2500, and the Joint Emer¬\ngency Commission, $5000; or such part of these amounts as is necessary. Seconded\nby Mr. Off enhauer. Carried. The motion was made on the suppostion that further\nallowances could be made later. Mr. Saunders moved that the sum of $200, or\nsuch part thereof as is necessary, be appropriated to each of the following de¬\npartments from the emergency fund: Home Economics, Kindergarten-Primary, and\nScience Instruction. Seconded by Mr. Off enhauer. Carried.\nMiss Gray moved that requests for appropriations to the Budget Committee\nshall hereafter be made by the Committee requesting the appropriation at least thirty\ndays previous to the annual meeting. Seconded by Mr. Off enhauer. Carried.\nPresident Smith called attention to the resolution that the Association work for\nan appropriation of $500,000,000 from the federal government for school relief.\nAir. Off enhauer made a motion that in order to carry out the wishes of the\nRepresentative Assembly we make every effort to secure an appropriation of\n$500,000,000 for the schools and that we continue our cooperation with the Legis¬\nlative Commission thru the planning of the Federal Emergency Aid Committee.\nSeconded by Mr. Saunders. Carried.\nThe secretary brought up the question of listing the membership drive with\ngroup health and accident policy for members. Miss Gray made a motion that\nthe secretary investigate this and make a recommendation at the next meeting of\nthe Committee. Seconded by Mr. Offenhauer. Carried.\nIt was agreed that the provision in the resolution for registering delegates and\nmembers each day of the convention shoud be carried out.\nPt esident Smith asked members of the Committee to send him suggestions for\n(1) a theme for his summer program, (2) committee personnel, and (3)\nprogram\nof work.\nSaturday, November 3, was tentatively fixed for the next meeting of the Executive\nCommittee and there being no further business the meeting adjourned.\nJ. W. Crabtree, Secretary\nHenry\n\nLester\n\nSmith,\n\nPresident\n\n"}
{"page": 925, "printed_page": null, "text": "Associational\n\nMINUTES\n\nOF THE\n\nRecords\n\nInformation\n\nand\n\nMEETINGS\nTRUSTEES\n\nOF THE\n\nBOARD\n\n919\n\nOF\n\nCleveland, Ohio\nMonday\n\nMorning,\n\nFebruary\n\n26, 1934\n\n(In Brief)\n\nconvened at the Hotel Hollenden at 10 a.m.,\nthe Board\nJoseph IJ. Saunders, chairman, presiding. The following members of\nV.\nwere present: Joseph H. Saunders, chairman; Jessie Gray, J. M. Givinn, Kate\ntreas¬\nWofford, and Edgar G. Doudna. Present by invitation: Henry Lester Smith,\nNational\nthe\nof\nurer; Joseph Rosier, first vicepresident; and J. W. Crabtree, secretary\nEducation Association.\nThe\n\nBoard\n\nof Trustees’\n\nmeeting\n\nThe chairman called the meeting to order and stated: “I have here some state¬\nments of condition of the Permanent Fund up to the present time. This is a state¬\nment from May 31 to January 31, 1934. We have, first, our receipts from life\nmemberships during that period, $15,826, and a refund on paving, $191.06, together\nwith the cash on hand that we had on May 31 of $15,170.89 and receipts of $337.98,\nmaking the total receipts $31,525.93. Our disbursements since that time, consisting\nof payments to the Penn Mutual in reduction of our mortgages, amount to ^20,510.\nAfter answering questions Chairman Saunders continued: “On March 5, oui\nindebtedness on the building is due and I have been allowing this life membership\nto accumulate in order to make a curtailment under our agreement with the Penn\nMutual. We agreed to curtail it $5000 at the interest period, besides the payment of\ninterest, and we may curtail as much in excess of that as we see fit in lots of $500.\nMy recommendation to the Board is that we curtail it $10,000 at this next interest\npayment in March, which will bring our debt on the building down to $125,000.\nMr. Doudna moved that the curtailments be made. Seconded by Miss Gray.\nCarried.\nThe chairman explained that the securities reserve for depreciation on the build¬\ning is $8039.44; and the par value of other securities is $99,643.74. There has been\nno change, practically, in the status of our securities since the report at the last\nmeeting. The newspapers report that the state of Arkansas is making arrangements\nnow to meet the interest obligation on the Toll Bridge bonds that we hold of that\nstate. He expected the bonds to be cared for in due time and explained the matter\nin detail.\n\nHe stated that there were two other sets of bonds not in very satisfactory condi¬\ntion, altho the interest on one of them has been promptly paid, that is, the Man¬\nhattan Railway Company bonds. There is some litigation going on in connection\nwith these, and an effort to throw that company into receivership which the bond¬\nholders have resisted, or are resisting. However, the interest in the meantime has\ndo not\nbeen paid promptly on these bonds. What is going to be the outcome we\nknow, but we are still getting interest on these bonds promptly at the dates when due.\nThen other bonds in default are the bonds of the St. Louis and San Francisco\nRailroad Company, $5250. That railroad went into the hands of receivers and\nthere was a committee appointed and a reorganization proposed. It now finds that\nthe reorganization will not work, because the estimated receipts were not sufficient\nto carry out the reorganization plan which we had agreed to, along with other\nbondholders. All of our other bonds are A-l, with interest promptly met.\nOn the request of Miss Gray, Mr. Saunders\npal bonds, giving value, etc.\n\nread the list of railroad and munici¬\n\nbonds,\nMiss Gray stated that she was particularly interested in the railroad\ns are\nbecause not being a financier she would like to know whether the railioad\npaying their bonds and as to the future of the bonds.\n\n"}
{"page": 926, "printed_page": null, "text": "920\n\nNational\n\nEducation\n\nAssociation\n\nMr. Saunders then explained that this was questionable. Our\nrailroad bonds\nwere purchased a long time ago by our predecessors when railroa\nd bonds were\nconsidered almost like government bonds. He said: “When\nI came on the Board,\nwith some others of you, I offered a motion which was adopte\nd by the Board and\nwhich has been our policy since, to invest only in govern\nment securities, either\nstate, national, municipal, or county government bonds of one\nsort or another. We\nhave not invested in any bonds since that time except in\ngovernment and municipal\nsecurities. We are not taking industrials any more.”\nGewinn asked whether our best investment would not be\nto reduce our note.\nWould we not get more interest that way?\nles, Mr. Saunders said, “we get more interest by reduci\nng our note, just as we\nvoted a moment ago to do. We get more interest in two ways.\nWe are paying 6\npercent on our note. So we get 6 percent when we invest this money. Under\nour con¬\ntract with the Penn Mutual, when our debt reaches $100,000, the\ninterest rate is\nreduced to 5 percent. .So when we pay another $25,000 we will save\n1 percent on\nthe total of $100,000, in addition to the 6 percent that we\nare paying now. So you\nsee the very best investment we can make is to purchase our own buildi\nng.”\nA discussion of railroad and other commercial bonds followed.\nAll seemed to be\npleased with the policy of investing in government and municipal\nbonds.\nIn answer to questions asked by Miss W offord, Mr. Doudna,\nand Miss Gray , Mr.\nSaunders said: “We ought not to sell any more bonds than we\nhave sold. We sold\n$125,000 worth to pay on this building when we built it. The reason\nwe ought not\nto sell any more, the reason we ought to keep approximately $100,000 in\nsecurities\nis this, that in the summer and fall, after the schools are closed, our\nrevenues go\ndown practically to nothing and before payments begin to come in again we\nhave\nto borrow to carry on our headquarters activities. We borrow * anywh\nere from\n$20,000 to $40,000. When we want to borrow that money we go to the banks\nand\nsay, ‘Here are $100,000 worth of securities that we can pledge\nthis loan.’ We\nnever have any question about the loan as a result of that. If we for\ndid not have that\nreserve of $100,000 in securities the banks might question whether\nor not they\nshould loan an institution of our kind, depending upon annual member\nships for its\nrevenue, this operating money. So for that reason we ought not to sell any of those\nbonds. It may be wise to do as you suggest, and whenever conditions in the market\nseem favorable, . I think we ought to take these industrials, get rid of them and\nreplace them with government securities.”\nMiss Gray said, \\ ou see, that is putting your own principal into operation. And\nmoreover, it can be corroborated by our own retirement system (Pennsylvania)\nthat\nhas invested $132,000,000 and there has not been one cent lost because they\nhave\nadhered to this principle of investing in that type of securities.”\nAfter showing what funds would be available, Mr. Saunders said: “Out of that I\nwould like to have you authorize at this time the payment of the interest to the\nPenn Mutual, which is, approximately, the same or little less than the $4725.17\nwhich was paid on September 5, 1933. That must be paid on March 5 at the time we\npay this other $10,000.”\nMr. Givinn moved to authorize payment. Miss Wofford seconded the motion.\nCarried.\nA copy of the general financial report was presented to each one, and the various\nitems discussed. Among the statements was the following by Mr. Rosier: “I feel\nlike repeating my statement that I have made at various times, that we all appre¬\nciate the fine services of our chairman of the Board of Trustees in looking after\nthe details of these finances.”\nMiss W offord , Mr. Doudna, and Miss Gray made similar statements.\nAfter discussing the question of receiving gifts to promote the work of the Asso¬\nciation, attention went back to the question of the renewal of our loan on the\nbuilding. In answer to questions asked by Mr. Gwinn, Mr. Saunders explained as\nfollows: “Last March the loan expired and had to be renewed, and at that time we\n\n"}
{"page": 927, "printed_page": null, "text": "921\nAssociational\n\nRecords\n\nand\n\nInformation\n\nit for ten years. Not knowing what the economic situation might be in the\nrenewal.\nnext year or two, instead of taking a five-year renewal we took a ten-year\nthat we\nso\nWe paid the brokers’ commission at that time for a ten-year renewal,\nwill never have to pay any more brokerage on this loan.\n“When we negotiated the loan three and one-half years ago we negotiated it at\nus that\na time when things were very prosperous, and several companies said to\nwhen this loan expired they would like to renew it for us, but when it did expire\nsaid\nand I went to those people they all said: ‘We are not interested in it.’ They\nlife\nwere\nThese\non.\nthey did not have any money to lend; the depression had come\ninsurance companies. They said their policy-holders had borrowed so much money\nthat they would not care for an investment of this size any more. I went to several\nthe\nof the banks and they said it was too large a loan for the banks to make in\nconditions then existing. So the only thing to do was to accept the offer of renewal\nof the Penn Mutual on the terms that it offered, but I held out on them until I got the\n1 percent concession. I made the loan for ten years instead of five, as it cost onl\\\npercent more for the ten-year period and if anything did happen that we did noi\nfull\npay out in five years and had to re-borrow we would have had to pay another\n2 percent.”\nAfter discussing a request for putting a partition in one of the large rooms, the\nto\nchairman suggested a resolution authorizing action. Mr. Guinn made a motion\nplan\nthat effect, leaving it to the chairman of the Board of Trustees to work out the\ncut\nto\nwith the secretary and with the limitation that we feel that it would be unwise\na special office from the larger room. Seconded by Miss Gray. Carried.\nIt was decided to meet at 11 a. m., Wednesday, February 28, 1934, in Club Room\nB of the Cleveland Public Auditorium. The meeting adjourned at 11 a.m.\nrenewed\n\nJoseph Saunders, Chairman\nKatie V. Wofford, Secretary\n\nWednesday\n\nMorning, February 28, 1934\n\nan, presiding.\nThe meeting convened at 11:45 a. m., Joseph H. Saunders , chairm\npresent: Joseph H.\nThe following members of the Board of Trustees were\nJVofford, and Edgai G.\nSaunders, chairman; Jessie Gray, J. M. Guinn, Kate V.\nDoudna.\n,\n.\n,\na\nwas\nng\nmeeti\nd: The\nMr. Saunders called the meeting to order and state\nthat might need to come before\njourned to this morning to take up any matters\nmyself, I would like to ask if\nthe Board at this time. Before making a report\nbring up at this time? If there is\nany of you have any business you would like to\npassed a resolution asking the\nnot, I would like to report that a year ago you\nfor the retirement of the secre¬\nExecutive Committee to set up an adequate plan\nor otherwise be retired, and the\ntary at a time when he should under regulations\nthe other day. The principa\nExecutive Committee set up such a plan at its meeting\nservice of the secretary or at\nfeature of the plan is that at the expiration of the\ntary he will be employed as\nhis retirement, I should say, from the office of secre\nand he will give such counsel\nSecretary Emeritus with an annual salary of $4000,\niation shall call upon him\nand advice and service to the Association as the Assoc\nmake in that connection. Is\nfor from time to time. That is the report I have to\nthere any discussion of that?”\nMr. Guinn said: “That does not require any\n\n#\n,\naction on the part of the Board\n\nof Trustees, does it?”\n, ,\n. ed,no action.\n. 1 hat.\nIn answer to Mr. Guinn's question, he stated that it requir\nr it acts now or two\nmeans that whenever the Board of Trustees acts, whethe\nyears from now, this plan will then become operative.\nsource that a bill\nMr. Smith stated that since coming here he heard from some\nto guarantee all\nhad been introduced into Congress within the last day or two\npay the depositors\nthose frozen assets — the government could guarantee that to\nin full and inquired about the report.\n\n"}
{"page": 928, "printed_page": null, "text": "922\n\nNational\n\nMr.\n\nSaunders\n\nalready\n\ndone\n\nbanks\n\nsome\n\nanswered\n\nEducation\n\nas follows: “That\n\nAssociation\n\naction is pending, but the RFC\n\nthat in a number of these closed banks— has already\nmoney against these frozen assets and the money has\n\nloaned\n\nhas\nthese\n\nalready been\npaid out to depositors. Whether our bank is one that has\nbeen treated that way\nor not, I am not certain. We have received the full amount\nof the principal and\nincome of the Permanent Fund that were deposited in the\nbank and we also have\nreceived dividends on the checking accounts amoun\nting to 50 percent of the\ndeposits. We paid off all of our past due obligations to\nour staff, as we agreed\nto at that time. I wanted you to have that additional inform\nation in regard to\nthe financial situation.”\nThere\nrecord.\n\nwas\n\nIt was\n\nan\n\nmoved\n\ninformal\nby Mr.\n\ndiscussion\n\nDoudna\n\nof secretaryship\n\nto adjourn.\n\nSeconded\nJoseph\nKate\n\nWashington,\nSaturday\n\nAfternoon,\n\nbut\n\nno\n\nfurther\n\nand\n\ncarried.\n\nH.\n\nSaunders,\n\nV.\n\nWofford,\n\naction\n\nfor\n\nChairman\n\nSecretary\n\nD. C.\nJune\n\n30, 1934\n\nThe first meeting of the Board of Trustees, as scheduled\nin the official program\nof the Seventy-second Annual Meeting of the National Educat\nion Association was\nconvened at 2 p. m., in the Board of Directors room of the\nheadquarters building,\n\nJoseph H. Saunders, chairman of the Board,\nng. There were present':\nJoseph H. Saunders, J. M. Gwinn, Edgar Doudna,presidi\nJessie Gray, Kate V. Wofford.\nOn invitation: Henry Lester\nof the Executive Committee.\nThe\n\nfirst business\n\nwas\n\nJessie Gray, E. G. Doudna,\nThe\n\nchairman\n\ncalled\n\nSmith,\n\nthe\n\nconsideration\n\nKate\n\nattention\n\nThomas\n\nW.\n\nGosling,\n\nof the\n\nV . W offord, J. M.\n\nto the report\n\nJoseph\n\nFinancial\n\nGwinn,\n\nRosier, members\n\nReport\n\nsigned\n\nby\n\nand Joseph Saunders.\n\nstating that “Our\n\nfinancial situation\nis very satisfactory. We have turned the corner and are again\nmarching forward.\nOur permanent assets on May 31, 1934, were $783,439.92 as\ncompared to\n$771,329.91 on May 31, 1933, a gain during the year of $12,110.01.\nAt a cost of\n$1800 in attorney fees we recovered from the closed Commercial National\nBank the\nfull amount of our Permanent Fund of $35,944.26 less interest on\nthe account of\n$1,464.23, and $36,832.63 of the $73,888.33 deposited in our operating account.\nIn\nother words, we have received approximately 50 percent of\nthe operating money\nwith more dividends to come in the future.”\nAfter\n\nthe chairman\n\nhad gone over the report making general explanations, he\ntook up special points raised by Mr. D oudna, Mr. Gwinn, and\nothers, explaining\nthe items to which attention had been called. In speaking of\nthe care of trust\nfunds he stated:\nfactorily and we\nago\n\nI suggested\nofficer, as we had\n\n“Our\nhave\n\nnew plan of handling our trust funds has worked satis¬\nsaved commissions heretofore paid. You remember a year\nto you that we experiment, that instead of employing a trust\n\ndone, and paying him a commission for handling our accounts,\nwe handle our own accounts in the bank; that we put our securiti\nes in a safety\ndeposit box in the American Security and that we clip our own\ncoupons and\ncollect them ourselves. We have done that this year. The auditor\ns have checked\nthe business and they find that is a very satisfactory arrange\nment, and we have\nsaved the commission on the trust fund. Probably I have had to\ncome to Wash¬\nington maybe two, possibly three times at an expense of ten or fifteen dollars\nto\nclip the coupons and attend to matters with the bank, but that is\nsmall compared\nto some six or seven hundred dollars which we used to pay.\nThe securities are\nhandled in this way: We rent from the trust company a box —\nin the name of\n\nMr.\n\nother\n\nAllan\n\nbeing\n\nand the chairman\npresent\n\nand\n\nof the Board.\n\nsigning\n\nNeither\n\nat the gate. There\n\ncan go to the box without\nis a double\n\ncheck.\n\nMr.\n\nthe\n\nAllan\n\n"}
{"page": 929, "printed_page": null, "text": "Associational\n\ncannot\n\nenter the vault without\n\nand\n\nRecords\n\n923\n\nInformation\n\nnor can I enter the vault without\n\nme\n\nhim.\n\nThe\n\nassistant treasurer collects the coupons, which gives us an additional check.”\nAfter going over the report, answering questions, and making explanations the\nchairman submitted it for the approval of the board. Mr. Gvjinn moved the\nadoption of the report and its publication in the present form. Motion seconded\nby Mr. Doudna. Carried.\nIn regard to the care of funds the Chair said: “You remember I asked the\nauthorization a year ago to distribute our funds. Before we got into difficulty\nwith the Commercial National Bank we had practically all of our money in the\none bank. We now have it distributed this way: The principal account, that is\nthe Permanent Fund, is in American Security and Trust Company, the bank in\nwhich we have the safety deposit box. The income account is in the Liberty\nNational Bank. That is a smaller institution. The operating funds are in the\nNational- Metropolitan Bank, the bank that took us over and kept us going while\nall our funds were tied up in the Commercial National. We have today deposits\nin these banks as follows: In the American Security, $10,353.94; in the Liberty\nNational, $36,155.49, which will be transferred into the operating account; in the\nMetropolitan, the regular account, $12,941.00 and in the special accounts, $26,941.40.\nWhen the question was raised as to whether we should not pay off the $125,000\non the building as soon as possible the Chair said: “This is being paid with life\nmemberships. We paid $30,500 from that source. You agreed with me when I\nsubmitted that point to you sometime back that when we were buying securities,\nwe were getting 3 *4, 4, and 4^2 percent and when investing it in the building we\nwere getting 6 percent and that it was to our interest to buy our own debt. So I\nhave been putting all of the Permanent Fund except that belonging to the Depart¬\nment of Elementary School Principals and the Department of Superintendence into\nthe building. We put their funds in securities and we put our own funds in payment\nof the debt on the building.”\nAfter discussing amount of income, rental, and questions pertaining to building\nand funds, the Chair pointed out the need of the approval of a resolution on the\nmatter of turning over the income from the Permanent Fund, whereupon the\nfollowing motion was made by Miss Wofford:\n\nNational Edu¬\nResolved , That the chairman of the Board of Trustees of the\nthe treasutei\ncation Association be, and he is hereby, authorized to turn over to\n.49.\nof the Association the net income for the year 1933-34, amounting to $36,165\nMotion\n\nseconded\n\nGwinn.\n\nby Mr.\n\nCarried.\n\nresolution which ought to be passed,\nof Arkansas.\na resolution authorizing the chairman to deposit the bonds of the state\non\nIt was moved by Mr. Doudna, seconded by Miss Wofford, that the resoluti\nin\napproving the action of the chairman of the Board in depositing the $28,000\nbonds of the state of Arkansas be adopted as follows:\nThe\n\nChair\n\nstated that there was\n\nanother\n\nBe It Resolved, That Joseph H. Saunders, president of the Board of Trustees,\nof the\nbe, and he is hereby, authorized to deposit with the Chase National Bank\nCity of New York as Escrow Agent bonds of the State of Arkansas as follows:\nPrincipal\nAmount\n\nTitle of\nIssue\n\nInt.\nRate\n\nDated\n\nMaturity\n\n$23,000.00\n\nState of\nArkansas\n\n5%\n\n3/1/29\n\n9/1/44\n\n$ 5,000.00\n\n5% Toll Br.\nState of\n5%\nArkansas\n\n3/1/29\n\n9/1/50\n\n5% Toll Br.\n\nEarliest\nCoupon\n\nMat.\nAtt.\n\nBond\nNo.\n\nMarch,\n\n1933\n\n2104-2126\nBoth Inch\n\nMarch,\n\n1933\n\n3714-3718\nBoth Inch\n\n"}
{"page": 930, "printed_page": null, "text": "924\n\nNational\n\nEducation\n\nAssociation\n\nWith full power to the Chase National Bank to exchange\nrefunding bonds of the State of Arkansas as follows:\n\nWith\nThere\ndeclared\n\nthese bonds\n\n$23,000.00 State of Arkansas\nmaturing September 1, 1954\n\nToll Bridge, refunding,\n\nSeries “A”\n\n$5,000.00 State of Arkansas\nmaturing September 1, 1960\n\nToll Bridge,\n\nSeries “A”\n\ninterest adjustment\n\nrefunding,\n\nas set out in circular dated\n\nbeing no discussion, the motion was\napproved as herein above set forth.\n\nadopted,\n\nfor the\n\nMay\n\n3, 1934\n\nand\n\nthe resolution\n\nwas\n\nIt was moved by Mr. Guinn, seconded by Mr. Doudna, that\nthe purchase of\n$4214 of Water-Works bonds of the city of Portsmouth, for\nprincipal and accrued\ninterest, $4310.11, be approved. There was no discussion. Motion carried\n.\nThe Chair called attention to the chance to purchase the\nproperty east of our\nbuilding at a low figure. After discussion it was decided withou\nt motion not to\nconsider the matter of purchasing additional property\nat this time.\nThe chairman then said: “At our last meeting you author\nized me to get some\nexpression, by sending notes and letters to various people of import\nance and promi¬\nnence in the educational world, in regard to the functions of our\nAssociation and\nwhat should be its future, and you also asked me to have Mr. Carr\nof our Research\nDivision make a study and send you the results of the study.\nAll of you I think\nhave received from Mr. Carr the report that he has made.\nEach of you was to\nwrite a letter, and from those letters I was to make one which\nwas to go out to the\nprofession. Here is the letter I sent out and you will recogn\nize your own handi¬\nwork in it because a certain paragraph from each of\nyou was put in with just\na slight change made to make it a unit. Now I want to read\nthe letter if you have\nnot already read it. Are there any comments you want to\nmake in connection with\n\nthis?”\nIn answer\n\nto questions, the Chair explained that the letter had been sent out\nto a number of state superintendents, to a number of city superintendents,\nto a\nnumber of college piofessors and presidents, and to all of the members\nof the\nBoard of Directors of the Association including all past presidents\nof the Asso¬\nciation. He mentioned the names of the various people to whom the\nletter had been\nsent indicating those who had responded.\nMiss JV offord asked whether the Chair could not give a brief resume to which\nthe Chair replied that he had many letters that possessed worthy features.\nHe\nthought he ought to have time for this, whereupon Mr. Doudna interrupted owing\nto the lateness of the hour to move to adjourn until 7 :30 p. m. Sunday\nevening,\nJuly 1, seconded by Miss JV offord. Carried.\nJoseph\nKate\n\nSunday\n\nEvening,\n\nH.\nV.\n\nSaunders,\n\nWofford,\n\nChairman\n\nSecretary\n\nJuly 1, 1934\n\nThe special adjourned meeting of the Board of Trustees was called to order by\nJoseph H. Saunders, chairman, presiding, at 7:30 p. m. There were present from\nthe Board of Trustees: Joseph H. Saunders, J. JV. Guinn, Edgar G. Doudna,\nJessie Gray, and Kate V . JV offord; Members of the Executive Committee on invi¬\ntation: Thomas Gosling and Joseph Rosier.\nAfter Mr. Guinn, Mr. Doudna, and others had discussed some of the letters\nbefore the Board of Trustees on questions connected with the selection of a secretary, Mr. Saunders stated that he had been unable to have copies made of the\nsundry letters for distribution to each of the members of the Board, and at the\nsuggestion of Mr. Doudna he read some of the principal letters.\nMr. Saunders read letters also from Commissioner J. JV. Studebaker, John K.\nNorton, Charles A. Kittrell, superintendent of schools, Waterloo, Iowa, JV or-\n\n"}
{"page": 931, "printed_page": null, "text": "Associational\n\nand\n\nRecords\n\n925\n\nInformation\n\nof the\ncester Warren of Bridgeport, Connecticut, W. B. Mooney, a director\nCarolina,\nN. E. A., Henry Lester Smith, A. C. Flora, state director from South\nty.\nWilliam C. Bagley of Teachers College, Columbia Universi\nHe read a letter from Willard Givens of Oakland, Calif., and attached to his\nin\nletter the Mendenhall circular letter, being a direct appeal to teachers to send\ntheir fees to that particular project. Also letters were read from Uel Lamkin,\nMaryville, Mo., Charles B. Dyke, Millburn, N. J., George W. Frasier, Greeley,\nColo., Harold O. Rugg, New York, N. Y., John J. Tigert, Tallahassee, Fla.,\nAlbert Cook, Baltimore, Md., H. V. Holloway, Dover, Del., William T. Long¬\nIn¬\nshore, Kansas City, Mo., Jesse Newlon, New York, N. Y., Paul C. Stetson,\nYork,\nNew\ndianapolis, Ind., P. P. Claxton, Clarksville, Tenn., George D. Strayer,\nN. Y., Sara Fahey, New York, N. Y., W. H. Holmes, Mt. \\ ernon, N. Y ., Chailes\nE. Green.\nMiss Gray then took Mr. Carr’s report and gave a brief analysis of her ideas\nof the suggestions put forth by Mr. Carr in his analysis.\nMr. Gwinn stated it was his idea that this analysis had been furnished to the\nrespective members of the Board that they might have from a research stand¬\npoint the qualifications of the new secretary, in other words a job analysis aqd\nwhat they should expect of the secretary; that it was not the thought of the Board\nat this meeting to attempt to select a secretary.\nMr. Saunders suggested that it was his idea that the object of the Board in\nthis\nsecuring this analysis from Mr. Carr was that they should take the result of\ntheir own\nstudy and these letters read by Mr. Saunders or referred to, and draw\nreasonable conclusions from them and outline the type of service that they as\nindividual members of the Board would expect from the secretary.\n, the\nA lengthy general discussion followed as to the value of the job analysis\nSome\netc.\nmeeting,\nthis\nmethods of deciding on a secretary, what could be done at\nthe\nwere of the opinion that considerable time was necessary. Miss Gray thought\nas much\nselection ought to be made now. Mr. Gwinn thought we might make\nprogress as possible at this meeting.\nAfter further discussion it was moved by Mr. D oudna, that the meeting be\nadjourned until 2 p. m., July 2, 1934. Seconded and carried.\nJoseph H. Saunders, Chairman\nKate V. Wofford, Secretary\n\nMonday\n\nAfternoon,\n\nJuly 2, 1934\n\n2 p. m.,\nThe special adjourned meeting of the Board of Trustees convened at\ns,\nin the Board of Directors room, headquarters building, Joseph H. Saunder\nM. Gwinn,\nchairman, presiding. The following were present: Joseph Saunders , J.\nKate V. Wofford, Jessie Gray, and Edgar G. D oudna.\nthat each\nThe meeting was called to order by the chairman. Mr. Gwinn moved\nletters that\nmember of the Board be provided with the principal points in those\nd to each\nhave a bearing on the work of the secretary, and that this be provide\n.)\nmember at this convention. (By that is meant before Friday Thursday if possible\nMiss Wofford seconded the motion.\nMiss Gray thought that this was done\nnotes were read to answer the question.\n\nat the last meeting,\n\nand\n\nthe reporter’s\n\nread\nA prolonged discussion followed. The minutes of previous meetings were\nsecre¬\nto determine whether the letters which had been received concerning the\n. The\ntaryship were to have been passed on to the Research Division for analysis\non the\ntaken\nminutes of earlier meetings were also read to check up on all actions\npre¬\nquestion of electing a successor to Secretary Crabtree. Various views were\nletteis\nthe\nsented. There was a difference of opinion on the question of turning\npertaining to the secretary over to the Research Division for analysis.\n\n"}
{"page": 932, "printed_page": null, "text": "926\n\nNational\n\nEducation\n\nAssociation\n\nAll members of the Board of Trustees participated in the discussion, but finally\non the suggestion of Mr. Gwinn, his resolution, which was introduced at the begin¬\nning of the meeting, was again taken up, and after further discussion voted upon\nand carried.\nMiss Gray then made a motion that Mr. Carr be given the letters in possession\nof the Board for tabulation, the information to be submitted to the Board by Thurs¬\nday. Seconded by Mr. Gwinn and carried.\nSome time was given over to a discussion of procedure in considering the names\nof persons for the secretaryship, all members taking part. Mr. Gwinn then moved\nthat each member submit at the next meeting a list of names of those possessing\nqualities that should be considered in selecting a secretary. Miss Gray seconded the\nmotion. Mr. Gwinn consented to change the motion to read “each member of the\nboard be requested to submit, etc.” The motion carried.\nIt was understood that names in their lists would not be made public.\nThen followed discussion as to a convenient time for the next meeting, Miss\nJV offord stating she would be compelled to leave the morning of the following day\nbut would return by plane if her presence was required.\nMiss Gray moved that the Chairman of the Board of Trustees write Dr. Rockwell\nto express appreciation for making it possible for Miss Wofford to have been here\non the Board during this convention. Seconded by Mr. Gwinn. Carried. It was\nunderstood that Mr. Saunders, the chairman, would write Dr. Rockwell. Miss\nW offord thanked the Board for this action.\n\nUpon motion of Mr. Gwinn, duly seconded, the meeting was adjourned to recon¬\nvene at 12 noon, in the Board of Directors room, headquarters building, July 4, 1934.\nJoseph H. Saunders, Chairman\nKate V. Wofford, Secretary\n\nWednesday\n\nNoon,\n\nJuly 4, 1934\n\nA special adjourned meeting of the Board of Trustees was called at 12 noon, in\nthe Board of Directors room, headquarters building, Joseph H. Saunders, chairman,\npresiding. There were present: Joseph H. Saunders, Edgar G. Doudna, J. M.\nGwinn, and Jessie Gray.\nMr. Saunders read the statement prepared by Mr. Carr as follows:\nDr. Joseph H. Saunders\nChairman, Board of Trustees\nNational Education Association\n\nJuly 3, 1934.\n\nSuperintendent of Schools\nNewport News, Virginia\nDear\n\nSuperintendent\n\nSaunders:\n\nIn accordance with your instructions I have examined for the Board of Trus¬\ntees, the file of correspondence which you delivered to me, and have extracted\nfrom it, and analyzed the comments regarding the qualifications and duties of\nthe secretary of the National Education Association. Few of these comments are\nhighly specific. Of the 25 letters submitted, 9 make no comment whatever regard¬\ning the secretary and 4 others are limited to brief two or three line statements.\nOnly 12 letters, therefore, discuss the matter at any length, and some of these\nare very general in their statements.\nIn order to separate the various suggestions that are made in these letters\nfrom the personality of the writer of the letter, I have numbered the various\nletters, and refer in this report to each letter by number. I have had copied out\nexcerpts containing the full text of the statements made concerning the secretary\nin the letters submitted to me. These excerpts are now being typed and will be\nready for your use in a short time.\n\n"}
{"page": 933, "printed_page": null, "text": "927\nAssociational\n\nRecords\n\nand\n\nInformation\n\nIn the material which follows I have attempted to abbreviate and condense\nthe comments received under three main headings: (a) duties of a secretary;\n(b) qualities; (c) miscellaneous comments.\nThe following six comments concerning the duties of the secretary were made:\n1. To assure continuity of purpose in the Association (Letters 1 and 2)\n2. To survey the problems confronting the Association (Letter 5)\n3. To formulate policies and present them to the officers for approval (Letters\n1 and 16)\n\n4. To carry out policies adopted by the Association and its officers (Letter 1)\n5. To serve as a liaison officer between various state, local, and lay organiza¬\ntions; to make contacts by travel and otherwise for the integration of\nAmerican education (Letters 2, 3, 4, 9, 11, and 21)\n6. To develop and administer the work of the headquarters staff (Letter 5)\nThe letters mentioning the following qualities desirable in the secretary are\nindicated. The qualities and combinations of qualities are listed in the order of\nfrequency with which they were mentioned.\nEducational vision and leadership (Letters 4, 5, 8, 11, 17, and 19)\nGeneral competence (Letters 3, 4, 11, 13, and 23)\nPrestige in the teaching profession (Letters 4, 8, 17, and 23)\nCulture and scholarship (Letters 4, 10, and 17)\nExecutive ability (Letters 4, 8, and 17)\nAttractive personality (Letters 5 and 4)\nEducational statesmanship and philosophy (Letters 4 and 19)\n\nAggressiveness and alertness (Letters 11 and 16)\nProfessional training and experience (Letters 5 and 17)\nKnowledge of the American school system (Letters 17 and 19)\nCommitment to the purposes of the N. E. A. (Letter 17)\nYouth (Letter 13)\nHealth (Letter 4)\nThree letters (Numbers 8, 13, and 23) refer to the salary, mentioning\n\namounts\n\nNumber\nof $25,000; $12,000 to $15,000; and “a good salary” respectively. Letter\nand\nshown,\nmeasure\ngreat\nvery\na\nin\nhas\nsecretary\npresent\nthe\nthat\n22 remarks\nhas been, what an executive secretary should be. Letter Number 16 has a\nsimilar statement.\n\nbeen\nAfter the report was read, Mr. Gwinn asked whether the excerpts had\nreceived. The Chair explained that he was having them typed.\nMr. Gwinn spoke as follows: “As I see it, there are two problems confronting\nas sug¬\nus: one, to establish what the requirements of the office are; and then,\nr\nparticula\nthe\nof\ngested in these letters, we ought to consider what the requirements\ns\nindividual are, what qualities we think are important in meeting these objective\nthat\nthat are set up for the office. I have tried to write out a list of the qualities\nit\nare important in view of this new vision of the office of secretary. Do you think\nof\nqualities\nthe\nof\nt\nstatemen\na\nwould be desirable that we should attempt to make\nlight\nthe person and then consider the list of persons that will be submitted in the\nbe given final\nof those qualities, and seek to arrive at some names that later would\nperson,\nconsideration? Just to illustrate what I mean: I was trying to think of that\neducational\nand what are the qualities we desire. The first one I put down here is\nvision.’ Now I think that is about the first one here, ‘educational vision and\nI\nleadership.’ That puts leadership and education together. By educational vision\nis\nit\npart\nmean having a knowledge of what education is in its essence and what\nas far\ngoing to play in the future development of this nation, and to be a prophet\nas one can be a prophet. That is what I mean by educational vision.\n\nWhat I mean by ‘judicially\n“I put down the second quality, ‘judicially minded.’ not\non a basis of persons or\nand\nfacts\nof\nbasis\na\non\nminded’ is he settles things\npersonal liking. It is the use of the scientific method in arriving at judgments.\n\n"}
{"page": 934, "printed_page": null, "text": "928\n\nNational\n\nEducation\n\nAssociation\n\n“The third quality I had thought about was his ability to make a good speech.\nAll these letters say he should go out into the field and he ought to have the ability\nto carry the message to the teachers themselves, then I think he ought to have\nability to write. I do not know that that is so important because other people can\nwrite, but I have put that down. Then I have put down ‘charm of personality,’\nwhatever that is. I see they have put down ‘attractive personality,’ which is about\nthe same thing. Then executive ability.\n“That means to lead and yet to follow when you have got a lot of people that\nmay want to have the spotlight. I do not think a good executive is one like Mr.\nHitler, or Mr. Mussolini. I think he just controls by the power of his thought and\nplanning.\n“Then ‘sociability.’ I think we have to have sociability, a man able to meet\npeople. Then I think he ought to be a person who knows the whole United States;\nthat is, he is national-minded. We do not want a New Englander, or a Californian, or\na Southerner. We want a man who is national in his sympathies and his under¬\nstandings, it seems to me.\n“That is as far as I got when I had to leave for the meeting. I got this sugges¬\ntion over at the meeting. ... I do not know how important it is. . . . That ‘the\nfamily of the person ought to be acceptable to Washington society.’ Other things\nbeing equal, I think we want a man who could be called to a professorship in a\nuniversity, or even the presidency of a university. I think a Ph. D. is desirable if\nother qualities are equal.”\nMr. Doudna said, “I suppose under ‘Personality’ you mean physical appearance,\nhealth, and all those other attributes?”\nTo which question Mr. Gwinn replied: “Yes. As to the matter of age, I think we\nought to weigh that. I do not know how old we ought to go nor how young but I would\nfeel that a person that was in the upper limit of age would have to have a lot of\nother good qualities to overbalance the fact that he is a little older. That is my\ntheory. Certainly health and physical fitness are important. It is a big and hard job.\nThere is nothing harder than getter about over the country, as Miss Gray must know,\nmaking speeches, meeting people. You have to be on a tension all the time and it\ntakes good health and lots of physical reserve. Far be it from me to say that we\nought to pick a secretary like this exactly, but I believe these are certain guides to\neliminating down to the final three or four; then I think we might say that that\nwould\n\nbe the method\n\nto use. That\n\nis the way I feel about it.”\n\nMr. Saunders spoke as follows: “In this connection, I might call your attention to\nthe fact that in setting up the next budget $2000 was allocated to this Board, just twice\nthe sum we have ever had allocated before, namely, for the purpose of giving this\nBoard an opportunity personally to interview any available candidate — I do not\nmean that they are candidates; I mean any available men we are considering,\neither by having such persons visit us or we visit that person as we see fit. For\nexample, if we want to see three or four people in one community, it might be better\nthat we should go to that community, but if we want one individual to come before\nthis Board when we are in session, we could invite him to come at our expense. We\nmight prefer to have\n\none individual\n\nto go to a community\n\nwithout\n\nletting anyone\n\nknow about it, and talk with people there about a man we had under consideration.”\nMiss Gray spoke as follows: “You may know some of my experience with degrees,\nand how many of them are gotten and the fact I haven’t any degree, as to what I\nthink of degrees as credentials. I wouldn’t have a man in this office who is so ideally\nfitted for it that he would have maybe to rearrange some things in his own life, but\nthis I would expect, that he would have the power of a general, that he would have\nthe wisdom of a diplomat, that he would be fearless and courageous, he would have\nfaith in people, he would be without guile, without a sense of greed, and with all the\nhonor in the world. That he would be one who would make of this position one of\nsupreme\n\nservice to every group, whether\n\nthe way\n\nup to the university.”\n\nto the teacher group, principal group, or all\n\n"}
{"page": 935, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nMr. Doudna asked the following question: “What you mean\nwhat we often do in selecting teachers, technology first?”\n\nis you would\n\n929\n\nnot put\n\nMiss Gray replied: “Never, never. I think some technicians are most deadly in\ntheir influence. He has to have faith in his profession, he has to have faith in people,\nand if he hasn’t faith in people, he cannot develop people thru service. He has got to\nhave diplomacy of a general because there are departments in this Association in\nwhich he has got to be the general and he has to coordinate everything so that there is\njust one movement of the group.\n“Well, specific things are self-evident. We would not put a man on the list who did\nnot have good health and we would not put a man on the list who was too old or too\nyoung. All these things are so self-evident. Good speech, why, of course you would\nnot think of selecting a man who could not make a good speech or write either. As for\ncharm of personality, I do not know whether that is specific or not. I rather think it is\nnot specific, but charm, in my mind, does not begin to outweigh honesty and honor.\nI can tell you men I mean that. I just mean it as I have never meant anything in my\nlife.”\nMr. Saunders remarked, “Well, I do not think any member of this Board would\nconsider anybody that did not have honor and honesty in his makeup. Surely no one\nwithout honor would have any consideration in the mind of any person here.”\nMr. Gwinn again expressed a desire to make progress, and continued as follows:\n“I think we should have some qualities of individuals — I find unless you list those\nqualities, when you just meet the person, a lot of things escape you. It is just a guide.\nIt is just like planning for a lesson. You have got to have some architectural drawing\nfor what you are going to do, or else you will leave out the background, or something\nlike that. I think that we should list these various qualities that come to mind, includ¬\ning what Miss Gray has said, what I have said, what any of the rest of you may\nsuggest, and have a copy of them made and given to us.”\nIn answer to the question as to salary, the Chair said: “You would not get such a\nman at any price as far as that is concerned, not even $100,000. Price is not a factor\nin it. It seems to me so far as that is concerned, we have listed a sufficient number\nof qualifications to measure a man by. I just hope that in getting a successor to Mr.\nCrabtree we will get a man who has the wisdom which he has displayed thru all\nthese years in the development of the Association.”\nAll members took an active part in the discussion in the attempt to get together on\nthe type of person to be elected. Questions were asked and answered. Chairman\nSaunders thereupon summarized the various qualities that had been mentioned as\nqualifications to be considered in the selection of a secretary. Mr. Gwinn moved that\neach member of the Board and the president be provided with a copy of Mr. Carr’s\nreport on the letters, together with the excerpts from the letters which he is having\nmade.\nThe\nMr.\n\nmotion was seconded by Mr. Doudna. Carried.\nGzvinn moved that each member of the Board and the president be provided\n\nwith a copy of the suggestions that have been made as to the qualities of the person\nthat should be selected as secretary.\nMotion seconded by Mr. Doudna. Carried.\nIt was decided that each member of the Board should submit to each other member\na tentative list of names and it was agreed that the first list of names compiled by the\nvarious members of the Board should be a very large list of names in an attempt to\ninclude men\n\nworthy of consideration\n\nfrom the entire country.\n\nThe Chair then stated that as he understood it we have a ladies’ and gentlemen’s\nagreement that no names that are presented here at this time or at any future time\nwill be reported as having been before this Board.\nment of it? Each expressed approval.\n\nIs that it? Is that a correct state¬\n\nMr. Doudna moved that whatever names have been submitted, and will be sub¬\nmitted, be sent to the members of the Board of Trustees, including the names that\n\n"}
{"page": 936, "printed_page": null, "text": "930\n\nNational\n\nEducation\n\nAssociation\n\nhave been submitted to the Chairman of the Board of Trustees by groups and organ¬\nizations. Seconded by Miss Gray. Carried.\nIt was moved by Mr. Doudna, seconded by Mr. Gvuinn, that the Board meet on a\ndate to be set by the chairman between September 15 and October 1, 1934, for the\nconsideration of the election of a secretary.\nUpon\n\nmotion\n\nduly made\n\nand seconded, the meeting stood adjourned.\nJoseph\n\nFriday\n\nAfternoon,\n\nH.\n\nSaunders,\n\nChairman\n\nJuly 6, 1934\n\nThe meeting of the newly elected Board of Trustees convened at 4:45 p.m., in the\nBoard of Directors room, headquarters building, Joseph H. Saunders , chairman of\nthe Board, presiding. There were present: Joseph H. Saunders , A. L. IV hittcnb er g ,\nEdgar G. Doudna, and Henry Lester Smith; absent, J. M. Gnvinn.\nAs soon as the Board was called to order Mr. Doudna moved that Mr. Saunders\nbe elected chairman, Mr. Smith seconded the motion. Mr. Smith put the motion.\nCarried.\nIt was then moved by Mr. Smith, seconded by Mr. W hittenber g , that Mr. Doudna\nbe elected secretary of the Board. Carried.\nThe Chair stated that there were two items of business he wished to present, one\nbeing the following resolution:\n\nResolved, That Joseph H. Saunders , chairman, Board of Trustees, and J. W .\nCrabtree , secretary, National Education Association, be and they are hereby,\nauthorized to borrow from the National Metropolitan Bank of Washington, D. C.,\nor any other bank or banker, the sum of forty thousand ($40,000) dollars, or as\nmuch thereof as may be needed for expenses during the current year, and they aie\nauthorized to execute a note or notes covering said borrowing.\nThe motion was made by Mr. Smith. Seconded by Mr. W hittenber g. Carried.\nThe following resolutions are for each of the banks in which accounts are kept:\n\nResolution No. 1: That R. E. Offenhauer, the treasurer of the National Educa¬\ntion Association of the United States, is authorized and instructed to open a deposit\naccount for and in the name of this organization with the National Metropolitan\nBank in the city of Washington, D. C., to deposit therein funds of the organiza¬\ntion and that said account may be drawn on only by check signed in the name of\nthe organization by its treasurer, R. E. Offenhauer, and countersigned by its secre¬\ntary, J. IV. Crabtree, until further notice in writing to said National Metropolitan\nBank, and the said National Metropolitan Bank shall not be required, in any\ncase, to make inquiry respecting the application of any instrument executed in\nvirtue of this resolution or of the proceeds therefrom, nor be under any obliga¬\ntion to see to the application of such instrument or proceeds.\nResolution No. 2: That Joseph H. Saunders, the chairman of the Board of\nTrustees, National Education Association of the United States, is authorized and\ninstructed to open a deposit account for and in the name of the Permanent bund\nof this organization with the American Security and Trust Company in the city\nof Washington, D. C., to deposit therein funds of the organization and that said\naccount may be drawn on only by check signed in the name of this organization by\nJoseph H. Saunders, chairman, Board of Trustees, and countersigned by Edgar\nG. Doudna, secretary, Board of Trustees, until further notice in writing to said\nAmerican Security and Trust Company, and the said American Security and\nTrust Company shall not be required, in any case, to make inquiry respecting the\napplication of any instrument executed in virtue of this resolution or of the pro¬\nceeds therefrom, nor be under any obligation to see to the application of such\ninstrument or proceeds.\n\nMoved\n\nby Mr. IV hittenber g , seconded\n\nby Mr. Smith. Carried.\n\n"}
{"page": 937, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n931\n\nResolution No. 3: That J. IV. Crabtree, the secretary of the National Education\nAssociation of the United States, is authorized and instructed to open a deposit\naccount for and in the name of this organization with the National Metropolitan\nBank in the city of Washington, D. C., to deposit therein funds of the organiza¬\ntion and that said account may be drawn on only by check signed in the name of\nthe organization by its secretary, J . IV . Crabtree, and countersigned by its treasurer,\nR. E. Offcnhaucr, until further notice in writing to said National Metropolitan\nBank, and the said National Metropolitan Bank shall not be required, in any case,\nto make inquiry respecting the application of any instrument executed in virtue\nof this resolution or of the proceeds therefrom, nor be under any obligation to see\nto the application of such instrument or proceeds.\nMoved\n\nby Mr. W hittenberg , seconded\n\nby Mr. Smith. Carried.\n\nResolution No. 4: That Joseph H. Saunders, the chairman of the Board of\nTrustees of the National Education Association of the United States, is authorized\nand instructed to open a deposit account for and in the name of this corporation\nwith the Liberty National Bank in the city of Washington, D. C., to deposit\ntherein funds, income from Permanent Fund of this corporation, and that said\naccount may be drawn on only by check signed in the name of this corporation by\nJoseph H. Saunders, chairman, and countersigned by Edgar G. Doudna, secre¬\ntary, Board of Trustees, and until further notice in writing to said Liberty Na¬\ntional Bank, and the said bank shall not be required, in any case, to make inquiry\nrespecting the application of any instrument executed in virtue of this resolution\nor of the proceeds therefrom, nor be under any obligation to see to the applica¬\ntion of such instrument or proceeds.\nMoved\n\nby Mr.\n\nIV hittenberg , seconded\n\nby Mr. Doudna.\n\nCarried.\n\nMr. Smith then stated that in our bylaws it says that the secretary and treasurei\nshall enter upon their duties on a date which shall be determined by the Board of\nTrustees and which shall not be later than the first of October. He wondered since\nwe are changing treasurers if this Board ought not to take action. It was\nMr. Doudna, seconded by Mr. IV hittenberg , that as soon as the audit was\n\nmoved by\ncompleted\n\nof the treasurer’s books and records, that the office of treasurer be taken over by the\nincoming treasurer not later than July 20. Carried.\nIt was moved by Mr. Doudna, seconded by Mr. IV hittenberg , that an audit be\nmade at the time of the transfer of the books to Mr. Offenhauer by the firm of Wayne\nKendrick & Company. Carried.\nIt was moved by Mr. Doudna, seconded by Mr. IV hittenberg , that the term of the\ntreasurer, R. E. Offenhauer, begin July 14, 1934. Carried.\nIt had previously been decided to hold the next meeting of the Board of Trustees\nSeptember 15.\nIt was moved by Mr. Doudna that the Board of Trustees reconsider the motion\nfixing the date of the next meeting between September 15 and 30, which motion was\nduly seconded by Mr. W hittenberg . Carried.\nIt was thereupon moved by Mr. Doudna, seconded by Mr. IV hittenberg , that the\nBoard meet between September 15 and October 1 if the president of the Association,\nHenry Lester Smith, was in the country, and if he was absent from the country at\nthat time, that the chairman of the Board call a meeting as soon as President Smith\nnotified him of his return. Carried.\nThe Chair: “Now is there anything else we should consider? I will say for your\ninformation that there are certain lists of material that Mr. Doudna, Mr. Gnvinn,\nand\n\nI have\n\nand that the chairman\n\nbusiness ?”\nMoved by Mr. Doudna,\n\nwill see you get copies of. Is there any further\n\nand seconded, that the meeting\n\nadjourn. Carried.\n\nJoseph H. Saunders, Chairman\nEdgar G. Doudna, Secretary\n\n"}
{"page": 938, "printed_page": null, "text": "932\n\nNational\n\nREPORT\n\nOF\n\nEducation\n\nBOARD\n\nAssociation\n\nOF\n\nTRUSTEES\n\nFinancial\nOur financial situation is very\nare again marching forward.\n\nsatisfactory.\n\nWe\n\nhave\n\nturned\n\nthe corner\n\nand\n\nOur Permanent Assets on May 31, 1934, were $783,439.92 as compared to $771,329.91 on May 31, 1933, a gain during the year of $12,110.01. We paid on the\nmortgage on our headquarters building the sum of $30,500, reducing it from $155,500\nto $125,000. At a cost of $1800 in attorney fees we recovered from the closed\nCommercial National Bank the full amount of our Permanent Fund of $35,944.26\nless interest on the account of $1464.23, and $36,832.63 of the $73,888.33 deposited\nin our operating account.\nInterest coupons on our securities have been promptly paid except on $28,000\nState of Arkansas 5 per cent bonds, $5250 St. Louis and San Francisco Railway\n4 per cent bonds, and one semi-annual payment of $80 on $4000 Manhattan Rail¬\nway 4 per cent bonds. The State of Arkansas is refunding its bonds on the following\nbasis: 3}^ per cent until 1937, 4 per cent until 1939 and 5 per cent thereafter; addi¬\ntional bonds at 33^2 per cent to repay the interest due at the 5 per cent rate to prevent\nloss on these bonds. The St. Louis and San Francisco Railway is in the hands of a\nreceiver and the Manhattan Railway bonds are in litigation.\nOur new plan of handling our trust funds has worked satisfactorily and we have\nsaved commissions heretofore paid.\nIn our operating department our receipts were $8217.71 more than the preceding\nyear and our expenses $966.76 less than the preceding year which with all adjust¬\nments enabled us to increase our surplus by $2686.01. We spent $6925.83 less\nthan our budget estimates. This excellent showing is due to the good work of\nJ. W. Crabtree\nters staff.\n\nand H. A. Allan and the fine cooperation\n\nThe itemized statements\n\nPermanent\n\nof the permanent\n\nFund — Principal\nCash\n\nCash on Hand\n\nMay\n\nof the entire headquar¬\n\nfunds follow:\n\nAccount — May\n\n31, 1934\n\nReport\n\n31, 1933:\n\nIn National Metropolitan Bank .\nIn Commercial National Bank (in\nReceivership) .\nElementary School Principals .\nDepartment of Superintendence —\nEducational Research Fund .\n\n$337.98\n15,170.89\n855.77\n2,025.55\n$18,390.19\n\nReceipts:\n\nFrom Life Memberships .\nRefund on Paving .\nElementary School Principals Fund .\nDepartment of Superintendence — Educational\nsearch Fund .\nTeachers Home & Welfare Fund .\nIncome from Parker Fund .\n\n24,125.09\n191.06\n193.00\nRe¬\n1,030.00\n376.00\n1,733.33\n-\n\nDisbursements:\nPayments to Penn Mutual Life Insurance\nReduction on Principal of Loan .\nFor Protested Checks .\nTax .\nElementary School Principals— Purchase\nDept, of Supt. — Educational Research\nchase of Securities .\n\nCo. for\n\nof Securities\nFund — Pur¬\n\n$30,500.00\n21.00\n\n.02\n1,077.52\n3,232.59\n\n$46,038.67\n\n"}
{"page": 939, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n933\n\nParker Fund:\nPostage, Insurance .\nIsaiah T. Greenacre — Services .\n\n$\n10.02\n1 , 049 . 37\n$35,890.52\n\nCash on Hand,\nIn American\nD. C.:\n\nMay\n\n31, 1934\n\nSecurity & Trust Company,\n\n$10,148.15\nWashington,\n\nPrincipal Cash .\nTeachers Home & Welfare Fund .\nIncome Parker Fund .\n\n.\n376.00\n$9,304\n673.94\n$10,353.94\n\nDeduct:\nOverdraft — Elementary School Prin¬\ncipals Fund .\nDepartment of Superin¬\ntendence — Educational\nResearch Fund .\n\n$28.75\n177.04\n-\n\n205.79\n\n$10,148.15\n\nPermanent\n\nFund — Income\n\nAccount — May\n\nBalance in Commercial National Bank, Washington,\nership) May 31, 1933 .\n\n31, 1934\n\nD. C. (in Receiv¬\n$20,773.37\n\nReceipts:\n•f\n\nInterest on Securities, Exhibit “E” .\nRent of Headquarters 1201 16th Street, Washington,\nD.C\nAug.\nfor quarter ending\n\nNov.\nFeb.\nMar.\n\n$3,105.00\n\n31, 1933 $10,750.00\n30, 1933 10,750.00\n28, 1934 10,750.00\n31, 1934 10,750.00\n43,000.00\n282.28\n\nInterest on deposit\n\n46,387.28\nDisbursements:\n\n$67,160.65\n\nTransferred to N. E. A. Cash .\nInterest not allowed by Coml. Natl.\nBank .\nCommercial National\nInterest Paid:\nPenn\n\nMutual\n\n$19,309.14\n\n1,464.23\nBank, Trustee .\n\nLife Insurance\n\n$20,773.37\n317.50\n\nCo.\n\nSeptember 5, 1933 .\nMarch 5, 1934 .\n\n$4,725.17\n4,050.00\n8,775.17\n\nPaid National Metropolitan Bank,\nInterest on $20,000 Note Payable. . . .\nRalph Quinter, Attorney, Retainer .\nHeffron Company — Radiator .\nJoe High — Plumbing .\nInsurance and Postage on Securities. . . .\n\n490.00\n500.00\n48.00\n85.50\n5.62\n30,995.16\n\nBalance in Liberty National Bank, Washington,\n\nD. C., May\n\n31, 1934 . . .\n\n$36,165.49\n\n"}
{"page": 940, "printed_page": null, "text": "934\n\nNational\n\nEducation\n\nAssociation\n\nA full statement of the assets of the Permanent Fund is found in Exhibit “D,\"\npage 944. The list of the Permanent Fund securities is found in Exhibit “E,” page\n945. The list of properties from the Parker Estate is in Exhibit “F,” page 946.\nJoseph H. Saunders, Chairman\nKate V. Wofford, Secretary\n\nBoard\nTrustees\nof\n\n• J. M.\n\nGwinn\n\nJessie\n\nGray,\n\nE. G. Doudna\nPresident\n\nJune 2, 1934.\n\nREPORT\n\nKENDRICK\n\n& COMPANY\n\nCERTIFIED\n\nPUBLIC\n\nACCOUNTANTS\n\nBUILDING,\n\nMiss Jessie Gray, President\nNational Education Association\nWashington,\nDear\n\nAUDITORS\n\nWAYNE\n\nRUST\n\n1201 Sixteenth\n\nOF\n\nWASHINGTON,\n\nD. C.\n\nJune 16, 1934\nof the United\n\nStates\n\nStreet, N. W.\n\nD. C.\n\nMadam:\n\nIn accordance with instructions received, we have examined the books and records\nof account of the National Education Association of the United States for the fiscal\nyear ended May 31, 1934, and submit herewith our report consisting of the following\nexhibits and comments:\nExhibit “A” — Statement\n\nof assets and liabilities as at May\n\nExhibit “B” — Condensed comparative statement\nfiscal years ended May 31, 1933 and 1934.\nExhibit\n\n“C” — Income\n\nand expenses\n\nExhibit\n\n“D” — Assets of permanent\n\nExhibit\n\n“E” — Securities of permanent\n\nof income\n\n31, 1934.\nand expenses for the\n\nfor the fiscal year ended\nfunds as at May\nfunds on hand\n\nMay\n\n31, 1934.\n\n31, 1934.\nas at May\n\nExhibit “F” — List of properties owned, secured thru adjustment\nMarilla Z. Parker, as at May 31, 1934.\n\n31, 1934.\nof the Estate of\n\nComments\nOur examination consisted principally of the verification of assets and liabilities\nof the Association as at May 31, 1934, but we made sufficient tests of income and\nexpense accounts to substantially determine the accuracy thereof.\nCash in banks was verified by a comparison of all checks paid by the banks with\nthe amounts entered in the books of account. We also inspected the checks as to\npayees and endorsements. All bank accounts were verified by direct correspondence\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 Receivable amounting to $7,254.92 were verified by inspection of the\nindividual accounts in the ledger. The greater portion of these accounts are for\nbills recently rendered for current advertising. Such accounts were also verified\nthru inquiries in the Business Division. After a careful check of these accounts,\nwe believe the Reserve for Doubtful Accounts is sufficient to take care of any loss\n\n"}
{"page": 941, "printed_page": null, "text": "Associational\n\nfrom this source.\nexpense.\n\nAn amount\n\nRecords\n\nand\n\n935\n\nInformation\n\nof $911.47 was charged off during the year as a direct\n\nTime Checks Receivable, $521.14 and Warrants, $8,397.12, were verified by in¬\nspection of the warrants and checks on hand. Such checks as were returned by the\nbanks unpaid at maturity date are included in the “Protested Checks” account.\nStamped Envelopes and Cards, $419.90, and Office Supplies, $863.50 were in¬\nventoried by your staff, and an inspection was subsequently made by us to determine\nthe reasonable accuracy thereof. We also checked the calculations and extensions.\nProtested Checks, $2,223.32, were examined by us insofar as possible. The ma¬\njority of checks returned unpaid prior to February, 1932, however, had been sent\nto the makers, and the only evidence available for our inspection was the letter of\ntransmittal to the makers of such checks. We did not increase the Reserve for Loss\nthereon as the gross amount outstanding has been reduced considerably and it now\nappears the collections on the balance will exceed the Reserve.\n\nOffice Furniture and Fixtures, $47,513.76, is as shown by the records. We verified,\nhowever, the additions made during the year to this account by inspection of pur¬\nchase invoices. A physical inventory was made by your employees, which we ex¬\namined and compared with a similar inventory at May 31, 1933. No depreciation\nhas been charged off at this time, as the inventory, which was priced very conserva¬\ntively, is in excess of the net book value thereof. While it is recognized that deprecia¬\ntion should be charged on the building, none has been deducted for the fiscal years\n1933 and 1934, as it would be necessary to set aside cash or other assets to increase\nthe “Depreciation Fund.” We agree with your Association that it is better to use\nsuch funds to pay off the mortgage, thereby reducing the interest charge. After this\ndebt has been paid, the depreciation deduction may then be resumed.\nNotes Receivable-Life Members, $192,059.50, as shown in Exhibit “D,” were\nexamined by us and found to be in agreement with the books. We found that pay¬\nments aggregating $45,000 on such notes were in arrears. These are non-negotiable instalment notes given in payment of Life Memberships. An unascertainable amount of the above payments has been extended at the request of the makers.\nInvestments\n\nin Securities were\n\nverified by actual inspection of stock certificates\n\nor bonds. It will be noted from Exhibit\nceived on the following items:\n\n“E”\n\nthat a full year’s interest was\n\nnot re¬\n\nState of Arkansas Toll Bridge\nSt. Louis and San Francisco Railroad\n\nState of Arkansas interest coupons, which became due March 1, 1933, and subsequent\nthereto, have not been paid, as the state is attempting to issue refunding bonds\nbearing a lower rate of interest. The St. Louis and San Francisco Railroad paid\ninterest due July 1, 1932, but defaulted on subsequent payments. Manhattan Rail¬\nway Company interest due October 1, 1933 was paid. It is our understanding that\nthe Manhattan Railway Co. has sixty days from due date in which to pay interest,\nwhich right was exercised when the April 1, 1934, coupon became due. This right\nexpired May 31, 1934, and the bond interest is still unpaid.\nIt will be noted from Exhibit “A” that the total net equity value of the Per¬\nmanent Fund Assets was $783,439.92 at May 31, 1934, as compared to $771,329.91\nat May 31, 1933. The increase is accounted for as follows:\nGross Value at May 31, 1933, as shown by prior audit report .\nLess: First Trust Payable — May 31, 1933 .\n\n$926,829.91\n155,500.00\n\nNet Equity shown above at May 31, 1933 .\n$771 ,329.91\nTo Which Add:\nIncrease in Life Memberships .\n9,837.07\nIncrease in Elementary School Principals Account — Net .\n193.00\nDepartment of Superintendence — Transferred from National Education\nAssociation .\n. .\n1 , 030 . 00\nTeachers Home and Welfare Fund .\n376.00\nParker Fund Income .\n673.94\nNET\n\nEQUITY\n\nMAY\n\n31, 1934 — As shown\n\nby Exhibit “A” .\n\n$783,439.92\n\n"}
{"page": 942, "printed_page": null, "text": "936\n\nNational\n\nEducation\n\nAssociation\n\nVouchers Payable, $29,415.88, were verified by examination of the individual\naccounts, and checking the payments for the month of May 1934 to make a test as\nto whether any of such vouchers had been paid. The purchasing department also\nshows there are no purchases made which were not entered on the books.\nAmounts due to Associated Departments totaling $25,836.30 were accepted as\nshown by the books, except the Elementary School Principals, American Educational\nResearch, and Department of Superintendence Funds, which were verified by check¬\ning the records kept by these Departments. The total shown above and on Exhibit\n“A” consists of the following:\nDepartment\nDepartment\nDepartment\nDepartment\nDepartment\nDepartment\nDepartment\nDepartment\n\nof Superintendence .\nof Rural Education .\nof Lip Reading .\nof Elementary School Principals .\nof Adult Education .\nof American Educational Research .\n#.\nof Secondary School Principals .\n.\nEconomics\nHome\nof\nTeachers\nand\nof Supervisors\n\n$14,359.55\n853 . 82\n32.28\n3,696.21\n159.33\n6,648.14\n49.98\n36.99\n$25,836.30\n\nThe first trust mortgage payable, $125,000, 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 $30,500 during the year, reducing it from $155,500\nto $125,000 as shown above.\nYour\n\nAssociation\n\nowns\n\ncertain personal and\n\nreal property\n\nreceived\n\nfrom\n\nthe\n\nEstate of Marilla 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. 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 California Pure Food Company.\n525 Shares Norwegian American Copper and Smelting Company.\n2 Shares New York and St. Louis Mining and Manufacturing Co.\nWe are informed these shares have no value.\n\nBudget\n\nComparison\n\nThe total expenditures allowed in the budget for the fiscal year ended May 31,\n1934, was $450,100 as compared to the actual expenditures amounting to $443,174.17. A comparative summary of budgeted and actual expenditures, showing the\namounts under or over the budgeted figures, is shown below:\n80 \\\nOver or\nActual\nBudget\nUnder\n12/ Allowance\nExpenditure\nBudget\n16\nBoard of Trustees .\n.93\nBoard of Directors .\n751.07\n$900.00\n$298.84\n$601. 15\n117.85\n8,000.00\nExecutive Committee .\n7,248,\n2,382. .02\n2,500.00\n380.98\n700.00\n319\nContingent Fund for President 1933-4. .\n21,353.\n15.08\n’s Office and Division\nSecretary\nGeneral\n26\nof Accounts\n.\n30,000.00\n8,631. 25\nDivision of Legislation (Field) .\n12,020.\n1,220.26\n10,800.00\n308.25\nDivision of Business .\n16,308.\n16,000.00\nDivision of Publications .\n42,324.\n40,400.00\n10\n1,924.67\n67\nDivision of Research .\n54 , 900 ..85\n99.90\n55,000.00\n63.85\nDivision of Classroom Service .\n7,313. .68\n7,250.00\nDivision of Administrative Service .\n5.32\n623.04\n96\n8,544.\n8,550.00\nDivision of Records and Membership. . .\n25,976.\n26,600.00\nPromotion and Maintenance of Mem¬\nbership .\n25,702.\n27,000.00\n1,297.31\n498.32\n69\n54,498.\nPhysical Plant — Headquarters .\n54,000.00\n72\n438.28\nOffice Furniture and Fixtures .\n561. 32\n1,000.00\n408.42\nGeneral Office Expense .\n58\n6,591.\n7,000.00\n\n"}
{"page": 943, "printed_page": null, "text": "Associational\n\nRecords\n\nAnnual Conventions .\nOperation of Exhibits .\nPayment to Department of Superin¬\ntendence .\nN. E. A. Journal .\nVolume of Proceedings 1933 .\nPublications and Reports for General Sale.\nResearch Bulletin .\nSpecial Appropriations .\nAssociation’s Membership Fees .\nRetirement Annuities and Insurance. . . .\nFinancing of Delegates .\nEmergency Fund .\n\n937\n\nand\n\nInformation\n\nActual\n\nBudget\nAllowance\n\nExpenditure\n$3,948.22]\n7,485.05\n8,288.50\n69,182.64\n7,264.30\n609 . 90\n4,132.94\n27,517.24\n1,200. 00\n8,913.87\n9,352.25\n\n$443,174.17\n\n>\n\nOver or\nUnder\nBudget\n\n$21,000.00\n\n$1,278.23\n\n74,000.00\n8,500.00\n400.00\n4,600.00\n26,000.00\n1,200.00\n9,200.00\n8,000.00\n1,500. 00\n$450,100.00\n\n4,817.36\n1,235.70\n\n209 . 90\n\n467.06\n1,517.24\n\n286.13\n1,352.25\n\n1,500.00\n$6,925.83\n\nFrom the Emergency Fund shown above amounts totaling $1400 were transferred\nby authority of the Executive Committee to the credit of several budgeted items\nunder the head of “Special Appropriations,” the expenditures of which are included\ntherein and enumerated in Schedule “ B-6. ”\nIt is noted that no cash value for the retirement annuities insurance policies\nowned by the Association on the lives of its employees is carried on the books. The\ncash surrender value of all policies issued under this insurance plan at May 31, 1934,\naggregates $94,599.43, of which approximately $62,487.32 belongs to employees and\n$32,112.11 belongs to your Association.\nPrepaid subscriptions, membership, income from Washington exhibit, etc., have\nbeen treated as income at the time received. Likewise such items as costs of un¬\nprinted journals, prepaid insurance, prepaid commission on renewal of first trust\nmortgage, etc., have been treated as expenses at the time the invoices were received.\nNo commission has been provided for trust officer for the handling of trust funds,\nas no arrangement for trust officer has been in effect during the current year.\nThe following is a summary of the Permanent Fund Income Account for the\ncurrent year:\nIncome\nInterest on Deposits .\nInterest on Bonds .\nRent Charged to General Headquarters .\n\n$282.28\n3,105.00\n43,000.00\n$46,387.28\n\nDeduct:\nExpenses\nAttorney’s Fee .\nTrustee Fee — Commercial National Bank .\nInterest on First Trust .\nInterest and Discount on Note .\n\nPlumbing .\nPostage, etc .\n\n$500.00\n317.50\n8,775.17\n490 . 00\n133.50\n5.62\n-\n\n10,221.79\n\n$36,165.49\n\nSubject to the foregoing comments, we hereby certify that in our opinion, the\nattached Statement of Assets and Liabilities, marked Exhibit “A,” reflects the\ntrue financial position of the National Education Association as at May 31, 1934.\nRespectfully submitted,\nWayne\n\nKendrick\n\n&\n\nCompany,\n\nBy T. Delos Paxman,\nCertified Public Accountant.\n\n"}
{"page": 944, "printed_page": null, "text": "938\n\nNational\n\nStatement\n\nEducation\n\nAssociation\n\n31, 1934\n\nof Assets and Liabilities as at May\nAssets\n\nGeneral Accounts\nCash on Hand and on Deposit\nPetty Cash .\n\nEXHIBIT\n\n“A ”\n\n$400.00\n26,941.40\n12,263.37\n\nSecretary’s Fund — Net .\nRegular Account .\n\n$39,604.77\n\nReceiver’s Certificate, Commercial National Bank\nLess: Reserve for Check Not Presented for\nPayment .\n\n$37,055.70\n186.00\n36,869.70\n\nAmount Due from Permanent Fund — On deposit\nat Liberty National Bank .\nAccounts Receivable .\nLess: Reserve for Doubtful Accounts .\nTime\n\nChecks\n\n36,165.49\n254.92\n$7,\n2,500. 00\n\n521.14\n4,754.92\n\nReceivable .\n\nState, County and Municipal Warrants..\nStamped Envelopes and Cards. .........\nVolumes of Proceedings and Publications\nOffice Furniture and Fixtures .\nLess: Reserve tor Depreciation .\n\n419.90\n8,397.12\n500.00\n$47,513.76\n25,386.60\n\nProtested Checks .\n.\nLess: Reserve for Uncollectibles .\n\n$2,223.32\n1,700.00\n\nTravel Advances .\nOffice Supplies .\n\nPermanent\n\nFunds\n\n22,127.16\n523.32\n380.00\n863.50\n783,439.92\n\n(Exhibit “D”) .\n\nTotal Assets\n\n$934,566.94\n\nLiabilities and\n\nNet\n\nWorth\n\nLiabilities\n\nVouchers Payable — Trade Creditors .\nDue to Associated Departments .\n\nFirst Trust Payable (Deducted from\nhibit “D”) .\nNet Worth — Represented by\nPermanent Funds\n\nAssets\n\n1934 — From\n\nExhibit “B” .\n\nContra — Ex¬\n\n$759 , 503 . 69\n6,048.77\n\n..\nGeneral F und .\nElementary School Principals Fund .\nDepartment of Superintendence — Educa¬\ntional Research Fund .\nTeachers’ Home and Welfare Fund .\nParker Fund Income .\nSurplus — June 1, 1933 .\nAdd:\nNet Income for Fiscal Year Ended\n\n$29,415.88\n25,836.30\n\n16,837.52\n376.00\n673.94\n$93,188.83\n\nMay\n\n783,439.92\n\n31,\n\n2,686.01\n95,874.84\n\nTotal Liabilities and Net Worth\n\n$934,566.94\n\n"}
{"page": 945, "printed_page": null, "text": "939\nAssociational\n\nCondensed\n\nRecords\n\nInformation\n\nand\n\nComparative Statement of Income and Expenses\nthe Fiscal Year Ended May 31, 1933 and 1934\n\nfor\n\n1934 “ B ”\nIncrease or\n\nEXHIBIT\n\nFiscal Year Ended May\n1933\n1934\n\n31\n\nINCOME\n28\ns from Secretary’s\nrship\nMembe\nOffice\n.\n.\n$157,515.\nN. E. A. Journal — Subscriptions,\n42\nAdvertising, etc .\n188,182.\n386.\nSales of Proceedings .\n91\n.45\nSales of Special Reports .\n3,757\nCommercial Exhibits .\n32,058. 50\nResearch Bulletins .\n61\n6,311. 04\nHonorariums .\n1,647. 00\nRentals .\n9,153. .44\nInterest and Discount Earned. . .\n1,045\nCash Sales — Reports, Pamphlets,\n.45\netc .\n. .\n1,253.\nAmerican Education Week— Ma¬\n.62\nterial Sales .\n3,311\nPermanent Fund — Net Income. .\n34,298 .37\ne Foundation Contribu¬\nCarnegi\n.00\ntion .\n173\n2,375\n.86\nSundry Income .\n..\nContributions — Legislative Com¬\nmission for Federal Emergency\nAid .\nTOTAL\n\nINCOME\n\n$441,469\n\nEXPENSES\n\ntees .\nof Trus\nBoard of\nBoard\nDirectors .\n\n“B-T\n\nExecutive Committee .\ndquarters .\nGenerall Hea\nPlant .\nPhysica\n\nliB-2 ’\n“B-3'\n\nl‘B-5’\nInstitutional Expense .\n. “ B-6 ’\n. . . ip\natio\nAppr\nial ati\nSpecoci\nonopri\nersh\nmbn.\nAss\nMe\n<\n‘‘-B-d’\nFees .\ng of Delegates. . . .“B-6'\nFinancin\nLife Annuities and Insur¬\n“B-6'\nance .\nGeneral Secretary’s Office\nand Division of Ac¬\n“-5-7'\n. .\ncounts .\nDivision of Legislation. . . .“B-8\n“B-9\nDivision of Business .\n“B-10\nns.\nDivision of Publicatio\n“B-ll\nion of Research .\nDivis\nDivision of Classroom\nService .\n\n“B-12\n\n.95\n\n$163,555.\n54\n182,862. 61\n331.\n54\n.45\n4,272. 45\n30,372. 85\n4,504.\n38\n2,489. .44\n90\n8,980. .68\n\n.87\n6,617\n36,165 .49\n216\n\n.03\n\n.86\n5,894 .66\n$449,687\n\n16\n93\n$601. 17\n7,248.\n\n700. 00\n.75\n7,101.\n.23\n9,220\n\n00\n1,200. .25\n9,352\n.87\n8,913\n\n7,306\n\n.38\n\n55.37\n5,319.81\n515.00\n\n1,686.05\n1,806.76\n842.34\n172.56\n954.76\n2,080.02\n\n3,333.\n\n2,701.\n58\n6,591. 55\n54,498.\n100,911. 32\n27,517. 24\n\n39,659 .15\n55,406 .58\n\n$6,040.26\n\n.47\n\n02\n19\n$784. 24\n9,822.\n4,882. 20\n7,170. 44\n54,529. 79\n109,878.\n14 , 664 . 24\n\n30,438 .73\n12,632 .92\n16,157 .68\n\nDecrease\nOver 1933\n\n29,984 .92\n.26\n12,020 .25\n16,308\n.67\n42,324 .10\n54,900\n.85\n7,313\n\n3,306.25\n1,867.12\n42.17\n2,375.00\n\n5,894.86\n$8,217.71\n\n$182.86\n2,573.26\n2,181.07\n578.62\n31.12\n8,967.24\n\n12,853.00\n\n500 . 00\n2,250.50\n\n306.36\n453.81\n612.66\n\n150.57\n\n2,665.52\n\n506.48\n7.47\n\n"}
{"page": 946, "printed_page": null, "text": "940\n\nNational\n\nEducation\n\nAssociation\n1934\nIncrease or\n\nFiscal Year Ended May 31\n1933\n1934\n\nDecrease\nOver 1933\n\nDivision of Administrative\nService .\nDivision of Records\n\nl‘B-13”\n\n$8,631.42\n\n$8,544.68\n\n“B-14 ”\n\n54,593.25\n\n51,679.65\n\nEXPENSES.\n\n$443,579.21\n\n$442,612.45\n\n$966.76\n\n$2,109.26\n\n$7,075.21\n\n$9,184.47\n\n911.47\n\n911.47\n\nand\n\nMemberships .\n\nTOTAL\n\nOPERATING\n\nNET INCOME\nBEFORE\nDEDUC¬\nTION FOR BAD\nDEBTS, DE¬\nPRECIATION\nAND\nPROTEST¬\nED CHECKS .\nDeduct:\nProvision for Bad Debts .\nProvision for Protested Checks.\nDepreciation on Office Furniture\nand Equipment .\n\nINCOME\nOR LOSS FROM\nOPER¬\nATIONS .\n. .\nDeduct:\nAttorney Fees .\nInterest Disallowed on Commer¬\n\n500.00\n\n500.00\n\n5,783.19\n\n5,783.19\n\n$6,283.19\n\n$911.47\n\n$5,371.72\n\n$8,392.45\n\n$6,163.74\n\n$14,556.19\n\n1,800.00\n\n1,800.00\n\n1,464.23\n137.50\n\n1,464.23\n137.50\n\n76.00\n\n76.00\n\n$3,477.73\n\n$3,477.73\n\n$2,686.01\n\n$11,078.46\n\ncial Nat’l Bank 1932-33 .\nElementary School Principals —\nInterest Coupons .\nTransferred to Teachers Home &\nWelfare Fund .\n$\nNET INCOME\nFOR THE FISCAL\nYEAR ENDED\nMAY 31, 1934—\nTransferred to Exhibit “A\" .\n\nIncome\n\nand Expenses\n\n$ 86.74\n2,913.60\n\n$8,392.45\n\nfor the Fiscal Year Ended\n\nMay\n\n31, 1934\n\nINCOME\nEXHIBIT\n\nMemberships from Secretary’s Office .\nN. E. A. Journal\nSubscriptions (Part of Membership Dues)...\nAdvertising .\nSales .\nSales of Proceedings\nSales of Special Reports\nCommercial Exhibits. . .\n\n“C\"\n\n$163 , 555 54\n$150,723.49\n32, 090 . 44\n48.68\n182,862.61\n331.54\n4,272.45\n30,372.45\n\n"}
{"page": 947, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\nResearch Bulletin\nSubscriptions .\nSales .\n. ... .\nSpecial Investigations .\n\n$3,388.60\n968.52\n147.73\n\nHonorariums .\nRentals .\nInterest and Discount Earned .\n\n$4,504.85\n2,489.38\n8,980.44\n90.68\n\nCash Sales — Reports, Pamphlets, etc .\nAmerican Education Week Material Sales .\nPermanent Fund Income — Net .\nContributions — Legislative Commission for Federal Emergency\nAid .\nSundry Income .\nTOTAL\n\nINCOME\n\nEXPENSES\nBoard\nBoard\n\n941\n\n3,333.47\n6,617.87\n36,165.49\n216.03\n5,894.86\n$449,687.66\n\nSchedule “ B-l ”\n\nof Trustees .\nof Directors .\n\n$601.16\n7,248.93\n$7,850.09\n\nSchedule “ B-2\"\nExecutive Committee Expense\nPresident 1933-1934 .\n\nPresident’s Contingent Fund 1933— 1934 .\nPresident 1932-1933 .\nFirst Vice-President 1932-1933 .\nFirst Vice-President 1933-1934 .\nTreasurer .\nChairman Board of Trustees .\nMember by Election .\n\n$1,355.72\n319.02\n159.39\n84.10\n226.81\n166.59\n222.25\n167.29\n$2,701.17\n\nSchedule “B-3”\nGeneral Headquarters Expense\nAuditing Association Accounts .\nExpress and Freight .\nGeneral Expense .\n• Government Tax on Checks .\nInsurance .\nInterest and Discount Allowed .\n\n$500.00\n380.01\n441.46\n140.92\n422.15\n679.88\n\nPostage — Miscellaneous Reports .\nRefunds for Overpayments .\nRepairs — Office Furniture and Fixtures .\nSurety Bonds .\nTelephone Service .\n\n206.70\n101.54\n277.44\n242.00\n3 , 199 . 48\n$6,591.58\n\nPhysical Plant Expense\nSchedule “ B-4\"\nRents .\nLight and Power .\nHeat .\nJanitor Service .\nMaintenance .\n\n$43,000.00\n1,653.40\n1,413.03\n6,352.54\n2,079.35\n$54,498.32\n\n"}
{"page": 948, "printed_page": null, "text": "942\n\nNational\n\nEducation\n\nAssociation\n\nSchedule “B-5\"\nInstitutional Expense\nAnnual Convention\nDepartment Expense .\n$134.61\nRegistration Bureau .\n458.90\nStenographers and Typists .\n342.25\nPublicity .\n403.77\nPrinting .\n1,725.85\nExpress and Freight .\n318.37\nTelephone and Telegraph .\n39.44\nGeneral Program .\n172.40\nBadges .\n66.25\nRepresentative Assembly Expense\n286 . 38\nOperation of Exhibits\nCost of Operation .\nPortion of Net Income\nDepartment of\ntendence .\n\n$3,948.22\nPaid\n\nto\n\nSuperin¬\n\nPrinting and Distribution\nN. E. A. Journal .\nVolume of Proceedings .\nPublication and Reports .\nResearch Bulletin .\n\n$7,485.05\n\n8,288.50\n15,773.55\n$69,182.64\n7 , 264 . 30\n609.90\n4,132.94\n81,189.78\n-\n\nSchedule “B-6\"\nSpecial Appropriations\nCommission on Enrichment of Adult Life .\nCommittee on Economic Status of Teacher. . .\nCommittee of 100 on Retirement .\nCommittee on Social Economic Objectives of\nAmerica .\n. .\nHealth Education\nDepartment of School Health and\nPhysical Education .\nJoint Commission on Health\nProblems in Education . -\n\n$100,911.55\n\n$301.74\n1,400.00\n29.70\n1,114.38\n\n$68 . 42\n149\n. 46\n-\n\n217.88\n\nLegislative Commission .\n209 . 66\nLegislative Commission — Federal Emergency Aid\n7,334. 15\nDepartment of American Educational Research..\n500.00\nDepartment of Adult Education .\n600 . 00\nDepartment of Classroom Teachers .\n8,091.46\nDepartment of Rural Education .\n300.00\nDepartment of Secondary Education .\n1,501.19\nNational Council on Education .\n247.58\n5 , 624 . 55\nJ oint Emergency Commission .\nCommittee on Resolutions .\n44.95\n\nAssociation Membership Fees\nUnited States Chamber of Commerce. $100.00\nWorld Federation of Education Asso¬\nciations .\n1 , 000 . 00\nAmerican Council on Education .\n100.00\nFinancing of Delegates .\nLife Annuities and Insurance\n\n$27,517.24\n\n1,200.00\n9,352.25\n8,913.87\n$46,983.36\n\n"}
{"page": 949, "printed_page": null, "text": "943\nAssociational\n\nry’s Office and\nGeneral Secreta\nDivision of Accounts\n\nRecords\n\nand\n\nInformation\n\nSchedule “ B-7 ”\n\nary’s Office\nl Secret\nGenera\nSalaries\nand Clerical Services. . . .$19,318.02\n546.39\nTraveling Expense .\n284.47\nStationery and Office Supplies. . .\n993.30\nes.\nEnvelop\nStamped\nPostage and\nTelephone and Telegraph — Toll\n211.62\nCharges .\nDivision of Accounts\nSalaries and Clerical Services. ... $7 , 647; 58\n143.48\nTraveling Expense .\n. 53\n398\nStationery and Supplies .\nPostage and Stamped Envelopes. 435.40\n6.13\nTelegrams .\n\n$21,353.80\n\n8,631.12\n$29,984.92\n\nSchedide “ B-8 ”\nLegislative Field Division\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\n$9,931.26\n1 . 688 . 86\n99.60\n246.33\n54.21\n$12,020.26\n\nDivision of Business\nSchedule “ B-9 ”\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\n\n$14,224.29\n672.31\n232.70\n311.52\n\nAdvertising Expense .\n;*.•••\nTyping Section .\nMailing Section — Postage and Clerical Service. . .\nMultigraph Section .\n\n322.77\n42.18\n370.01\n98.16\n$16,308.25\n\nDivision of Publications\nSchedule “ B-10 ”\n.\nServices\nSalaries and Clerical\n.\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\n\n>.\nTelegrams .\nAmerican Education Week .\nReprints .\n. .\nPhotos and Prints .\n\n$32,825.18\n1*553\n930.68\n1,392.70\n1^2.45\n4,242.10\n\n^\n356.12\n$42,324.67\n\nDivision of Research\n\nSchedule “ B-ll ”\nSalaries and Clerical Services .\nT raveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nSpecial Charts, Tables, Etc .\nBooks and Pamphlets — Library .\n\n$50,082. 15\n1,150.06\n790.71\n913.69\n82.51\n1,399.16\n481.82\n$54,900.10\n\n"}
{"page": 950, "printed_page": null, "text": "944\n\nNational\n\nEducation\n\nAssociation\n\nDivision of Classroom Service\nSchedule llB-12 ”\nSalaries and Clerical Services .\n.\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\n189.56\n$6,897.22\n78.76\n145.58\n2.73\n-\n\n$7,313.85\n\n$8,377.33\n99.20\n- 68.15\n\n8,544.68\n\nSchedule “ B-13 ”\n\nDivision of Administrative Service\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\n\nSchedule “ B-14 ”\n\nDivision of Records and Memberships\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\nAddressograph .\n\n$24 , 698 . 49\n439.47\n159.28\n276.84\n11.67\n391.21\n\nPromotion and Maintenance of Membership. . . .\n\n$25,976.96\n25,702.69\n\nTOTAL EXPENSES .\nNet Income Before Provision for Bad Debts, Protested\nChecks, and Depreciation .\n\nAssets of Permanent\n\nFunds\n\nas at May\n\nGENERAL FUND\nCash at National Metropolitan Bank .\nNotes Receivable — Life Members .\nInvestment in Securities (Book Value) Exhibit “E”\nOffice Equipment .\nReal Estate Building and Im¬\nprovements .\n$570,313.00\nLess: Reserve for Depreci¬\nation .\n8 , 000 . 00\n$562,313.00\nLess: First Trust Payable. . .- 125,000.00\n— -\n\nELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n$442,612.45\n$7,075.21\n\n31, 1934\n\n$9,304.00\n192,059.50\n107,683.18\n13,144.01\n\n437,313.00\n-\n\nEXHIBIT\n\n“D”\n\n$759,503.69\n\nFUND\n\nInvestment in Securities (Book Value) Exhibit “E”\nAccrued Interest Purchased .\nLess: Bank Account Overdrawn\n\n51,679.65\n\n$6,053.49\n24.03\n28.75\n$6,077.52\n$6,048.77\n\n"}
{"page": 951, "printed_page": null, "text": "Associational\n\nDEPARTMENT\nFUND\n\nand\n\nRecords\n\nInvestment in Securities (Book Value)\n“E” .\nAccrued Interest Purchased .\n\nLess:\n\nBank\n\nAccount\n\nAND\nHOME\nTEACHERS’\nINCOME\nFUND\nPARKER\n\nTOTAL\n\nPERMANENT\n\nPermanent\n\nExhibit\n$16,942.48\n72.08\n\nOverdrawn .\n\nWELFARE\n.\n\nRESEARCH\n\nEDUCATIONAL\n\nSUPERINTENDENCE\n\nOF\n\n945\n\nInformation\n\n4.56\n$17,01\n177.04\n-\n\n$16,837.52\n\n376.00\n673.94\n\nFUND\n\n$783,439.92\n\nFUNDS— To Exhibit “A” .\n\nFund\n\nSecurities as at May\n\n31, 1934\n\nInterest“E\"\nCollected for\nFiscal Year\n\nEXHIBIT\n\nGENERAL\n\nPar\nValue\n\nBook\nValue\n\n$5,000.00\n\n$5,206.39\n\n5,000.00\n\n5,166.51\n\n23,000.00\n\n23,558.90\n\n5,000.00\n\n5,470.75\n\n5,000.00\n\n5,064.38\n892.50\n\n1933-1934\n\nFUND\n\nMunicipal Bonds\nCity of Monessen, Pa., 4)/£% Due\nAugust 1, 1951 .\nState of Arkansas Toll Bridge 5%\nDue Sept. 1, 1950 .\nState of Arkansas Toll Bridge 5%\nDue Sept. 1, 1944 .\nCounty of Columbus, N. C., 5%\nDue Jan. 1, 1954 .\nCity of Aiken, S. C., 4 Yi% Due\nFeb. 1, 1939 .\nDue\nCity of Newport News, 4\nJune 1, 1948 .\nRailroad Bonds\nSt. Louis and San Francisco R. R.\nCo., Prior Lien 4% Due July 1,\n1950 .\n. .\nAtlantic Coast Line R. R. Co., 1st\nCons. Mtge. 4% Due July 1,\n1952 .\nManhattan Railway Co., Cons.\nMtge. 4% Due April 1, 1990..\nBaltimore and Ohio R. R. Co.,\n(Pittsburgh, Lake Erie, and\nWest Virginia System) Ref.\nMtge. 4% Due November 1,\n1941. . . . .\n\nChicago, Indiana and Southern\nRy. Co., 4% Due January 1,\n1956 .\n.\nTerminal Railroad Association of\nSt. Louis Gen. Mtge. 4% Due\nJanuary 1, 1953 .\n\nTotal Cost — To Exhibit “D”\n\n$225.00\n\n250.00\n225.00\n\n1,000.00\n\n5,250.00\n\n4,331.25\n\n10,000.00\n\n9,600.00\n\n4,000.00\n\n3,900.00\n\n20,000.00\n\n19,942.50\n\n10,000.00\n\n9,500.00\n\n15,000.00\n\n15,050.00\n\n$108,250.00\n\n$107,683.18\n\n45.00\n\n400.00\n160.00\n\n800.00\n\n400.00\n\n600.00\n\n$3,105.00\n\n"}
{"page": 952, "printed_page": null, "text": "946\n\nNational\n\nEducation\n\nAssociation\n\nBook\n\nPar\nValue\nELEMENTARY\n\nSCHOOL\n\nPRINCIPALS\n\n5’s\n\nTotal cost— To Exhibit “D” .\nDEPARTMENT\nOF SUPERINTENDENCE\nEDUCATIONAL\nRESEARCH\nFUND\nU. S. Fourth Liberty 4J£% 1933-1938\nU. S. Treasury 4\n1943-1945\nSouth Carolina Highway Certificate\nof Indebtedness 4%% Due Decem¬\nber 1, 1946 .\nNewport News City Street Improve¬\nment and Sewerage Cons. 5/4% Due\nDecember 1, 1950 .\nPortsmouth,\nVirginia, Waterworks\n1948 .\n\nValue\n\n1933-1934\n\nFUND\n\nNewport News City Street Improve¬\nment and Sewerage Cons. Sl/2% Due\nDec. 1, I960. .\n. .\nPortsmouth, Virginia, Waterworks\n1948 .\n\nInterest\nCollected for\nFiscal Year\n\n$5,000.00\n\n$5,000.00\n\n1,000.00\n\n1,053.49\n\n$6,000.00\n\n$6,053.49\n\n$275.00\n\n.\n\n$275.00\n\n50.00/\n$350,001\n\nf$14. 88\n\n$419.69\n\n2,000. 00\n\n2,077.28\n\n11,000.00\n\n11,285.00\n\n3,000.00\n\n3,160.51\n\n5’s\n\nTotal Cost — To Exhibit “D” .\n\n$16,400.00\n\n$16,942.48\n\n95.00\n\\ 1.62\n605.00\n.\n$716.50\n\nList of Properties Owned, Secured Thru Adjustment of the Estate\nof Marilla Z. Parker, as at May 31, 1934\nBONDS\n$1,000. 00(a)\n1,000.00\n500.00(a)\n1,000. 00 (a)\n1,000. 00 (a)\n1,000. 00(e)\n1,000.00\n\n1,000.00\n500.00(c)\n1,000.00\n1,000.00\n1,000. 00(b)\n\n“F”\nEXHIBIT\nCharles B. Burkhardt, 6%, First Mortgage Note, No. 39, due 1/9/32\nHisgen-Guettrich, 5%, First Mortgage Note, No. 31, due 10/15/35\nVito and Ceresa Marchetti, 6%, First Mortgage Note, No. 3, due\n4/26/33\nVito and Ceresa Marchetti, 6%, First Mortgage Note, No. 2, due\n4/26/33\nRichard and Gisela Rosenheim, 6%, First Mortgage Note, No. 28,\ndue 10/20/32\nJohn J. Duffin, 6%, First Mortgage Note, No. 30, due 2/28/34\n208 South LaSalle Street Building, 5J^%, First Mortgage Bond,\nM-1834, due 11/1/58.\nPacific Gas and Electric Company,\nFirst Mortgage Bond,\nM-27816, due 6/1/60\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\nB. Markwald, 6%, First Mortgage Note, No. 8, due 10/26/34\n\nAlbert\nHokanson,\ndue 6/16/32\n\nNote\n\nHolder’s Agreement\n\non 6%\n\nMortgage\n\nNote\n\nSTOCKS\n5 Shares\n20 Shares\n5 Shares\n\nAmerican Can Company Preferred Stock, 7% @ $100.00\nInternational Textbook Company Capital Stock (no par value)\nInternational Educational Publishing Company Common Stock\n\n10 Shares\n\n$50.00\nInternational\n\nEducational\n\n7%, @ $50.00\n\nPublishing\n\nCompany\n\nPreferred\n\n@\n\nStock\n\n"}
{"page": 953, "printed_page": null, "text": "947\nand\n\nRecords\n\nAssociational\n\nInformation\n\nLAND\nOne-half\n\nOwnership of 192-8/10 acres land, Burleigh County, North Dakota,\nOccupied by Elmer Perry, Tenant\n,\n.\nBlaine\nOwnership of Contract of Purchase for 320 acres land,\nCounty, Montana\nT ,\ni « wt\nW.\nDakota,\nNorth\n,\nOwnership of 160 acres land, Williams County\nt\nW. Wirtz, Tenan\n\nOne-half\nOne-half\n\nCASH\n\n$50 00\n$1 049 37(d)\n\nad\nReceived from sale of one-half of one $100 share Bank of Brodhe\none-hall ot\nIn possession of I. T. Greenacre, Attorney, as amount of\nney\nAttor\nto\nee\ncash paid by Trust\n\n(a) Deposited at Drexel State Bank of Chicago for collection April 26, 1933\n(b)\nfor collection January\nMortgage Bond deposited at Drexel State Bank of Chicago\n6, 1933.\n(c) 50% payment received.\n(d) Retained by Attorney for Legal Fees.\n(e) Deposited at Drexel State Bank of Chicago for collection March 28, 1934.\n\\\n\nreport of treasurer\nWAYNE\n\nKENDRICK\n\n& COMPANY\n\nCERTIFIED\n\nPUBLIC\n\nACCOUNTANTS\n\nRUST\n\nBUILDING,\n\nMiss Jessie Gray, President\nNational Education Association\nWashington, D. C.\n\nDear\n\nWASHINGTON,\n\nD. C.\n\nJune 19, 1934\nof the United\n\nStates\n\nMadam:\n\nyour Association for the fiscal\nWe have examined the records of the secretary of\nthe cash transactions shown therein\nvear ended May 31, 1934, and have checked\nthem in agreement We hereby\nto the records of the treasurer, and have found\ntly reflects the cash transactions\ncertify that the attached Treasurer’s Report correc\nclose of business May 31, 1934\nfor the fiscal year ended, and the cash balance at the\nin the form of receiver s certificates\nThe attached statement does not include a claim\non D. C in the amount of $37 against the Commercial National Bank, Washingt\nspecial accounts\n\nce of the reguiar and\n055.70, representing 50 per cent of the balan\nMarch, 1933.\nin\nay\non deposit at the time of the bank holid\nRespectfully submitted,\n\nWayne\n\nKendrick\n\n& Company\nBy T. Delos\n\nPaxman,\n\nCertified Public Accountant.\n\n"}
{"page": 954, "printed_page": null, "text": "948\n\nNational\n\nReport of Treasurer\nCash on Hand May\nReceipts\n\nEducation\n\nAssociation\n\nfor the Fiscal Year Ended\n\n31, 1933\n\nMay\n\n.\n\n31, 1934\n$116,104.83\n\nThru Secretary’s Office\nMembership ($2.00) .\n$147,283.74\nMembership ($5.00) .\n9,113.80\nMembership (Affiliation). .\n7,158.00\nN. E. A. Journal (Subscrip¬\ntion) .\n150,723.49\nResearch Bulletin (Sub¬\nscription) .\n3,388.60\n\nAdvertising\n\nIncome .\nExhibits — Chicago .\n$750.49\nExhibits — Cleveland .\n22,326.08\nExhibits — Washington _\n7,295.88\nMiscellaneous Income\nAmerican Education Week\n$6,617.87\nCash Sales — Reports and\nPamphlets .\n3,333.47\nHonorariums — Field Work\n2,489.38\nInterest and\nDiscount\nEarned .\n90.68\nRentals Received .\n8 , 980 . 44\nSale of Copies — Research\nBulletin .\n968.52\nSale of Journal, Mats, etc.\n48.68\nSale of Proceedings .\n331 . 54\nSale of Special Reports. . .\n4,272.45\nSpecial Investigations. . . .\n147.73\nSundry Income, Exchange,\netc .\n216.03\n\n$317,667.63\n32,090.44\n\n30,372.45\n\n27,496.79\n\n$407,627.31\n\nContributions for Legisla¬\ntive Commission — Fed¬\neral Emergency Aid .\n\n5,894.86\n\n413,522.17\n\nCash received from Trus¬\ntees 1932-33 .\n\n.\n\n20,773.37\n\nBalance\n\nAccounts\n\nReceivable\n\n(Gross) .\nStamped Envelopes .\nTravel Advance .\nProtest Checks .\n\nMay\n\n31, 1933\n\n$11,705.19\n632.12\n722.52\n3,984.55\n\nBalance\nMay\n\n31, 1934\n\n419.90\n$7,254.92\n380.00\n\n212.22\n$4,450.27\n342.52\n\n2,223.32\n\n1,761.23\n-\n\n6,766.24\n\n.\n\n19,600.00\n\nProceeds of Note Payable\nDiscounted .\n\nTotal Receipts .\nDisbursements\nFor Associated Departments\nSuperintendence .\n$21,903.73 $14,3853.82\n59.55\nRural Education .\n983 . 49\n32.28\nLip Reading .\n29.08\nElementary School Prin¬\ncipals .\n3,999.02\n3,696.21\n159.33\nAdult Education .\n7.69\nAmerican\nEducational\nResearch. . .\n5,385.78\n6,648.14\n\n$576,766.61\n\n"}
{"page": 955, "printed_page": null, "text": "Secondary School Prin¬\ncipals .\nSupervisors and Teachers\nof Home Economics -\n\nCarried Forward .\n\nand\n\nRecords\n\nAssociational\n\n$141.29\n\n$25,836.30\n.\n\nBrought Forward .\n..\nDisbursements — Continued.\nBoard of Trustees .\nBoard of Directors .\nExecutive Committee .\n\nContingent Fund for President — 1933-34\ns Office and Division\nSecretary'\nGener\nof al\nAccounts\n. .\nDivision of Field .\nDivision of Business .\nDivision of Publications .\n. .\nDivision of Research .\nDivision of Classroom Service. . .\nDivision of Administrative Service. . . . .\nDivision of Records and Membership. . .\nPromotion and Maintenance of Mem¬\nbership .\nPhysical Plant — Headquarters .\nGeneral Office Expense .\nAnnual Conventions .\nOperation of Exhibits .\nDepartment of Superin¬\nent\nPaym\nnce to\n.\ntende\nN. E. A. Journal. . . .\nVolume of Proceedings — 1933 .\nPublications and Reports for General\n. .\nSale .\nResearch Bulletin. . . .\n\nLegislative Commission — Federal Emer¬\n. . .\ngency Aid .\nLegislative Commission .\nSpecial Appropriations . . .\nAssociation’s Membership Fees .\nFinancing of Delegates .\nRetirement Annuities and Insurance...\n\nOther\n\nTime\n\nReceiver’s Certificates —\nCommercial National\nBank .\nStationery and Office Sup¬\nplies .\nPostage .\n\n$576,766.61\n\n$6,687.62\n\n$576,766.61\n\n29,984.92\n12,020.26\n16,308.25\n42,324.67\n54,900.10\n7,313.85\n8,544.68\n25,976.96\n25,702.69\n54,498.32\n6,591.58\n3,948.22\n7,485.05\n8,288.50\n69,182.64\n7,264.30\n609.90\n4.132.94\n7.334.15\n209 . 66\n19,973.43\n\n1,200.00\n\n9,352.25\n8,913.87\n\n442,612.45\n561.72\n911.47\n\n0.00\n$20,00\n400.00\n19,600.00\n\nDisbursements\n\nFor Increase in\nChecks .\n\n$6,687.62\n$6,687.62\n\n$601.16\n7.248.93\n2.382.15\n319.02\n\nFurniture and Fixtures .\n. .\nBad Debts .\n\nPayment of Note to National Metro¬\npolitan Bank .\nLess: Discount Charged as Interest\n\nMay\n\n949\n\n$49 . 98\n36.99\n\n73.84\n$32,523.92\n\nInformation\n\n31, 1933 May\n\n31, 1934\n\n$3,510.81\n\n$8,918.26\n\n5,407.45\n\n.\n\n36,869.70\n\n36,869.70\n\n778.59\n84.91\n\n396.27\n84.91\n\n382.32\n\n$513,131.59\n\n"}
{"page": 956, "printed_page": null, "text": "950\n\nNational\n\nEducation\n\nDecrease in Vouchers Pay¬\nable....... .\n$49,968.40\nReduction in Surplus:\nDisbursed to Elementary School Prin¬\ncipals — Income from Newport News\nBonds .\nTransferred to Permanent Fund — Teach¬\ners Home and Welfare Fund .\nInterest not allowed on Permanent Fund\nTo Brice Clagett and Challen B. Ellis,\nAttys .\n\nCash on Hand,\n\nMay\n\n31, 1934\n\nAssociation\n\n$29,415.88\n\n$20,552.52\n\n/\n\n137.50\n76.00\n1,464.23\n1,800.00\n3,477.73\n-\n\n$537,161.84\n\n.\n\n$39,604.77\nHenry\n\nLester\n\nSmith,\n\nT reasurer.\n\nREPORT\n\nOF BUDGET\n\nCOMMITTEE\n\nAppropriations\nThe following\nin 1927 :\nBefore\n\nmaking\n\nis an\nany\n\nexcerpt\n\nfrom\n\nappropriations\n\na resolution\nfor any\n\nadopted\n\nby the Board\n\nfiscal year, the Board\n\nof Directo\n\nof Directors\n\nshE\nhave in hand and shall have considered all requests for appropriations for the year, ai\nshall also have in hand an estimate from the secretary and the Board of Trustees <\nthe probable income for the year. Appropriations shall not be made in excess of th\nestimate.\n\nMaximum\nThe\n\nExpenditures\n\nrespective\n\nstaff and\nmaximum\n\ntotal amounts finally budgeted for the divisions of the headquarte\nthe various departments and special committees shall be in each case tl\namounts that may be expended, except that on the written recommendatic\n\nof the secretary\n\nof the Association and with the formal approval of the Executive Con\nmittee the Emergency Fund may be drawn upon to provide for the unforeseen needs <\na division, department or committee.\n\nBudget\n\n1. Board\n\nRecommendations\n\nfor 1934-1935 Approved\n\nby the Board\n\nDirectors, July 3, 1934; Amended\n\nand Adopted\n\nRepresentative\n\nJuly 6, 1934\n\nAssembly,\n\nby the\n\nof Trustees:\n\nActual\n\nexpenses\n\nfor last five years :\n\nAmount\n\nrecommended\n\nfor 1934-35\n\n$\n\n2,000.00\n\nof\n\n"}
{"page": 957, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n951\n\n9\n\nCommittee:\n\n02\n1\n3\n4\n3\n3\n3\n3\n3\n\n-\n\nExecutive\n\nexpenses\n\nActual\n\n4,137.53\n4,242.10\n3,261.09\n3,246.12\n2,382.15\nfor 1934-35\n$\n\nAmount\n\n. Board\n\nrecommended\n\n$\n2,500.00\n\nof Directors:\n\nActual\n\nAmount\n\n. Contingent\nActual\n\n-\n\nfor last five years:\n\nAmount\n\nexpenses\n\nfor last five years :\n\nrecommended\n\nFund\n\nfor 1934-35\n\n8,000.00\n\nfor President:\n\nexpenses\n\nfor last five years :\n\nrecommended\n\n$\n\nfor 1934-35 .\n\n.\n3\n0\nl Secretary’s Office:\ni. Genera\n.\n3\n$ 8\n1\n,34last\n♦♦Actual\nexpenses for\n7.00 five years :\n.\n3\n2\n8,75\n0.58\n.\n3\n14,2\n3\n34.6\n.\n3\n8\n4\n9,82\n2.19\nd for 1934-35 :\nAmount recommende\n7 24\nSalaries and ,Cleric\n8.93 al Services.\nTraveling Expense .\nStationery and Office Supplies . .\nPostage and Stamped Envelopes\nTelegrams .\n\n500.00\n\n-\n\n1\n0\n3\n4\n2\n3\n3\n3\n3\n3\n\nTotal\n\n29,050.00\n690.00\n685.00\n1,425.00\n215.00\n\n.\n\n.\n3\n\n0\n.\n5. Field\nDivision (Legislative) :\n3\n.\n3 1 $\nfor last five years :\nActual expenses\n955\n.45\n2\n.\n17,209.93\n1,5\n3\n75.\n15,950.42\n12\n16.686.17\n3\n6\n54.\n4\n94\n12,632.92\n1,6\n12,020.26\n36.\n12*\n319\n.02 expenses for Joint Emergency Commission.\n♦Includes also\n♦Includes also Division of Accounts.\n\n$32,065.00\n\n"}
{"page": 958, "printed_page": null, "text": "952\n\nNational\n\nAmount\n\nrecommended\n\nEducation\n\nAssociation\n\nfor 1934-35 :\n\nSalaries and Clerical Services . . . ^ _\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\n$ 11,500.00\n1,700.00\n100.00\n250.00\n50.00\n\nTotal\n\n9\n0\n1\n2\n3\n2\n3\n3\n3\n3\n\n$ 13,600.00\n\nActual expenses for last five years :\n\nDiv\n\nAmount\n\nisi\n\non\n\nrecommended\n\nfor 1934-35 :\n\nSalaries and Clerical Services .\n$ 15,295.00\nBus Traveling Expense .\n670.00\ninStationer\ness\ny and Office Supplies .\n230.00\n:\n9\nPostage and Stamped Envelopes .\n310.00\nTelegrams . .\n35.00\n0\n3\nTyping,\nMailing,\nand\nMultigraph\nSections\n1,500.00\n1\n0\nAdvertising\nService .\n.\n325.00\n3\n1\n.\nTotal\n3\n$ 17\n2\n.\n,594\n3\n.63\n3\n18,6\n.\n3\n37.9\n1\n4\nActual expenses for 1last\n.\n9,08 five years :\n6.43\n16,1\n57.6\n8\n16,3\n08.2\n5\n\non\n\ns:\n0\n.\n1\n.\n2\n.\n3\n.\n.\n\n0\n1\n2\n3\n4\n3\n3\n3\n3\n3\n\nti\n\nof\n\nAmount\n\nrecommended\n\nfor 1934-35 :\n\nSalaries and Clerical Services .\n$ 36,295.00\nTraveling Expense .\n1,500.00\nStationery and Office Supplies .\n1,000.00\nPostage and Stamped Envelopes .\n1,400.00\nTelegrams .\n175.00\nPhotographs, Cuts, Reprints, Leaflets,\nPackets, and American Education\nWeek Material .\n4,000.00\nTotal .\n\n$ 44,370.00\n\nActual expenses for last five years :\n\n$\n\n44\n\n120\n\n.66\n\n13\n\n.6\n\n59\n\n,3\n\n5\n\n.1\n\n24\n\n.21\n\n306\n\n,6\n\n,6\n\n42\n\n$ 53,866.02\n59.117.58\n60,251.27\n55.406.58\n54,900.10\n\n40,\n\n43,\n\n39\n\n$ 18,365.00\n\n5\n\n.6\n\n7\n\n"}
{"page": 959, "printed_page": null, "text": "Associational\n\nAmount\n\nrecommended\n\nRecords\n\nand\n\nInformation\n\nfor 1934-35 :\n\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams . . . . .\nSpecial Charts, Tables, etc .\nBooks and Pamphlets (Library) .\nState Legislative Service .\n\n$ 53,480.00\n1,150.00\n790.00\n910.00\n85.00\n1,400.00\n480.00\n4.500.00*\n\nTotal\np 62,795.00\n\nActual expenses\n\nAmount\n\nfor last five years :\n\nrecommended\n\nfor 1934-35 :\n\nSalaries and Clerical Services .\nTraveling Expense .\nStationery and Office Supplies .\nPostage and Stamped Envelopes .\nTelegrams .\n\nTotal\n0\nvisi.\non of\nClass\nroom\nServic\ne:\nActual\nexpenses\nfor\nlast five years :\n.\n3\n0\n.\n3\n$ 7\n1\n,751.\n.\n15\n3\n2\n8,13\n7.76\n.\n3\n3\n8,23\n.\n6.80 for 1934-35 :\n3\nrecommended\nAmount\n4\n7,30\nSalaries and Clerical\n6.38 Services . . .\nTraveling Expense\n.\n7,31\n3\n.\n8\nOffice\nand\nry\n5 Supplies . . .\nStatione\nPostage and Stamped Envelopes .\nTotal\n\nActual expenses for last five years :\n\n* To be allocated by the Secretary.\n\n1\n.\n$\n2\ninis\n8,4\ntrat\ni 47.\n9,0 ve 05Ser\nvice\n01.\n:\n\n$\n\n7,305.00\n190.00\n80.00\n145.00\n5 .00\n\n$\n\n7,725.00\n\n$\n\n9,185.00\n\n010.00\n9,100.00\n65.00\n10.00\n\n.\n\nA. Records:\n\n0\n\n$\n\n953\n\n"}
{"page": 960, "printed_page": null, "text": "954\n\nNational\n\nAmount\n\nAssociation\n\nfor 1934-35 :\n\n9\n0\n1\n3\n2\n2\n3\n3\n3\n3\n\nSalaries and Clerical Services .\n$ 26,560.00\nTraveling Expense .\n440.00\nStationery and Office Supplies .\n160.00\nPostage and Stamped Envelopes .\n275.00\nTelegrams .\n10.00\nStock, Supplies, and Machine Upkeep\n(Addressograph Section) .\n390.00\nTotal .\n\n$ 27,835.00\n\nB. Membership :\n\nActual expenses for last five years :\n\n0\n1\n2\n4\n3\n3\n3\n3\n3\n3\n\nAmount\n\nrecommended\n\nTOTAL\n\n13. Physical\n\n-\n\nrecommended\n\nEducation\n\nfor 1934-35 .\n\nfor Division\n\n$ 27,000.00\n\n.\n\n$ 54,835.00\n\nPlant:\n\nActual expenses\n\nfor last five years :\n\n3\n\n$ 22,398.92\n0\n23,718.82\n.\n1\n58,662.63\n3\n.\n54,529.44\n3 2\n$ 3\n54,498.32\n.\n5,85\n2\n3\n.\n3\n19\n.\n38,0 for 1934-35 :\nAmount\nrecommended\n4\n15.9\n3\n.\n3\n7,5\nBent .\n27.\n80\nLight and Tower\n27, .\n4\nHeat .99.\n74\n25, .\nJanitor Service\n702\n.69\nMaintenance .\n3\n\nTotal\n\n14. General\n\n$ 43,000.00\n1,650.00\n1,400.00\n6,540.00\n2,075.00\n\n.\n\n$ 54,665.00\n\nOffice Expenses:\n\nA. Operating Expenses:\n\nActual expenses\n1029-30\n\nAmount\n\nfor last five years :\n\n.\n\nrecommended\n\n$\n\n6,945.83\n\nfor 1934-35 :\n\nTelephone Service .\nRepairs — Office Furniture and\nment .\nInsurance .\nGeneral Expense .\n\n♦\n\n$\nEquip¬\n\n3,320.00\n275.00\n425.00\n450.00\n\n"}
{"page": 961, "printed_page": null, "text": "955\nAssociational\n\nRecords\n\nRefunds of Overpayments .\nExpress and Freight .\nInterest and Discount Allowed. . .\nSurety Bonds .\nAuditing Accounts of Association\nPostage — Miscellaneous .\nBanking Service Expense .\nTotal\n\nInformation\n\nand\n\n$\n\n380.00\n100.00\n0.00\n685.\n24 00\n00\n0.00\n505.\n20\n150.00\n\n.\n\nB. Office Furniture and Fixtures:\nActual expenses for last five years :\n\nAmount recommended for 1934-35 .\nTotal .\n\n$\n\n6,730.00\n\n$\n\n1,500.00\n8,230.00\n\n15. Annual\n\nConventions:\n\nActual expenses for last five years :\n\n3\n1\n3\n1\n4\n0\n2\n0\n4\n2\n3\n3\n3\n3\n3\n3\n3\n3\n3\n3\n\n9\n\n-\n\n0\n\n-\n\n-\n\n-\n\n-\n\n3\n.\n0\n3\n.\n1\n$ 4\n.000.\n3\n95\n.\n2\nAmount recommended 4 for 1934-35 :\n,480.\n3\n.\n8\n$\n3\nGeneral Convention Expen3ses .\n3\n5\n,46\n.\n4\n7\nOperation of Exhibits 6.0.\nDepartment of SuExhibit Payment to\n558.\n95\nperintendence .\n561.\nTotal\n72\n\n4,000.00\n\n7,500.00*\n9,000.00\n\n.....\n\n16. Journal of the National Education Association:\nActual expenses for last five years :\n$108,538.69\n.\n106,082.33\n.\n101,805.67\n.\n74,844.82\n.\n3\n2.64\n69,18\n.\n.\n3 0Amount recommended for 1934-35\n.\n3 1\n.\ncations:\nOther Publi$\n317.2\n7,7\n64.\n.\n33 for last five years :\n3 3 Actual expenses\n6,5\n.\n18.\n04 .\n$ 24,583.36\n4\n32,\n339\n26,291.40\n.\n.88\n.33\n25,604\n21,\n.\n363\n13,670.80\n.\n.17\n19,\n12,007.14\n721\n.\n.77\n* Prior to 1931-32 provided for directly from exhibit receipts.\n\n$ 20,500.00\n\n$ 75,000.00\n\n.....\n\n"}
{"page": 962, "printed_page": null, "text": "956\n\nNational\n\nAmount\n\nrecommended\n\nEducation\n\nAssociation\n\nfor 1934-35:\n\nResearch Bulletin .\nVolume of Proceedings .\nPublications and Reports for General\nSale .\n\n$\n\n4,600.00\n8,000.00\n\n2,500.00*\n\n0\n1\n\nTotal .\n\n18. Financing\n\nDelegates:\n\n-\n\nActual expenses\n\n3\n3\n\nAmount\n\nfor last five years :\n\nrecommended\n\nfor 1934-35 .\n\n-\n\n0\n\n1\n\n-\n\n-\n\n-\n\n$\n\n9,000.00\n\nAppropriations:\n\n1. Health and Physical Education\n\n:\n\nActual expenses for last five years :\n0\n.1929-30 .\n3\n1\n.\n3\n$ 8\n,484.\n2\n.\n05\n3\n8,48\n3\n. Amount recomm\n4.50\nended\nfor 1934-35 .\n3\n4\n9\n,\n122.\n.\n2. American Educational\n50 Research :\n7,10\nActual expens\nes1.7for\n5 last five years :\n9,35\n2.25\n\n3\n\n.\n.\n\n0\n\n3\n\n-\n\n1\n2\n\n19. Department and Committee\nA. Departments :\n\n9\n\n$ 15,100.00\n\nAmount\n\nrecommended\n\nfor 1934-35 .\n\n$\n\n$\n\n100.00\n\n500.00\n\n3. Adult Education :\n\n.\n\n3\n3\n\nActual expenses for last five years :\n\n$\n\n3\n3\n4\n3\n.\n.\n\nAmount\n4. Classroom\n\nrecommended\n\nfor 1934-35 .\n\n$\n\n500.00\n\nTeachers :\n\n‘ 1* for last five years :\nActual expenses\n5\n68. 7.34\n42\n\n1\n2\n3 .\n4\n.\nAmount recommended for 1934-35 .\n$ 10,100.00\n.\n.\n* To cover sales distribution expense of printed material exclusive of the Journal, Vol\nBulletin.\nume of Proceedings and Research\n1,0\n00.\n00\n1,0\n00.\n0\n00\n1,0\n0\n50 0.00\n0.\n00\n.\n.\n.\n\n"}
{"page": 963, "printed_page": null, "text": "Associational\n\nActual expenses\n\nRecords\n\nand\n\n957\n\nInformation\n\nfor last five years :\n\n.\nRura\n\nl E\nduca\n0\ntion\n:\n1\n2 3\n1\nAmount recommended for 1934-35 .\n92\n3\n93 230.\n.\n3\n.\n$ .\n.\nActual expenses for last five years :\n\n3\n\n93\n33\n\n300.00\n\n$\n\n1,500.00\n\n$\n\n250.00\n\n$\n\n100.00\n\n$\n\n350.00\n\n$\n\n200.00\n\n34\n.\n\n1\nSec\n\n$\n\nAmount\n\nrecommended\n\nfor 1934-35 .\n300.00\n\nond\n\n9\n\n-\n\nary .\nEdu Actual expenses\ncat\nion\n:\n\nfor last five years :\n\n3\n\n0\n.\nAmount\n\nrecommended\n\nfor 1934-35\n\n.\n\n1\n\n-\n\n$ .\n8. Business\n3 Education :\n2\nNo previous expenditures.\n3\n3\n3\nrecommended for 1934-35 .\nAmount\n3\n495.63\n4\n9. Art Education :\n1,500.\n00\nNo previous expenditures.\n,501.\nAmount recommended for 1934-35 1.\n19\n\n2\n\nona\n\nMusic\n\nl C\n\n-\n\n-\n\n.\n\n-\n\noun\n\nNo previous expenditures.\nrecommended for 1934-35 .\nAmount\nEdu\ncat\nion\nfor Departments .\n:\nTotal\n3\n.\n0and Commissions :\nB. Committees\n3\n1\n3\n$\n3 2\n320.\n22\n3 3\n1,02\n5.75\n4\n1,35\n9.84\n.\nAmount recommended for 1934-35\nfor Tenure.)\n(Amended by adding309$10,000\n.30\n247. Departments and Com¬\nTotal amount for\n58\n.\nmittees and Commissions\ncil\n\nof\n\n$ 13,900.00\n\n$ 13,400.00\n-\n\n$ 27,300.00\n\n"}
{"page": 964, "printed_page": null, "text": "1\n9\n9\n\n3\n3\n3\n9\n9\n9\n\nAssociation\n\n1\n2\n3\n\n2\n958\n3\nNational\nEducation\n9\n0\n20. Association Membership Fees:\n3\n3 Actual expenses for last five years :\n0\n1\n00\n00.00\n1,100.\n$ 1,2\n700.00\n700.00\n2\n3\n4\n3\n3\n3\n\n1,200.00\n\nAmount\n\nrecommended\n\nfor 1934-35\n\n21. Retirement\n\nAnnuities\n\nand Insurance:\n\nActual\n\nexpenses\n\nfor last five years :\n\nAmount\n\nrecommended\n\n22. Emergency\n\nfor 1934-35 .\n\n$\n\n9,350.00\n\nfor 1934-35 .\n\n$\n\n2,000.00\n\nFund:\n\nAmount\n\nrecommended\n\nGRAND\n\n9\n\n.$ 1,200.00*\n\nTOTAL\n\n.\n\n$478,285.00\n\n-\n\n-\n\n3\n\n-\n\n3\n\n-\n\n3\n\n0\n.Available\n1\n.\n\nfor Appropriations\n\nfor 1934-35\n\nCash Assets\n\n$\n2\n6,86 31, 1934 .\n.\n3on hand\nCash\nand cash items, May\n5.08\n3\n1\n.\n1\nEstimated\nadditional receipts ,2from\nReceiver's Certificate for\n3\n53.1\n9 Bank .\n$36,869.70\n— Commercial National\n4\n.\n8,72\nDue from Permanent Fund income\n5.16 1933-34 .\nAccounts receivable less reserve for\nbad accounts .\n9,22\nTime checks receivable .\n0.23\n8.91\n3.87\nTotal Cash Assets\n\n$ 40,508.09\n10,000.00\n36,165.49\n8,918.26\n4,754.92\n$100,346.76\n\nLiabilities\nVouchers payable — 1933-34 .\nDue to Associated Departments .\n\nNET\n\nTotal\n\nLiabilities .\n\nCASH\n\nASSETS\n\nAVAILABLE\n\nFOR\n\n$ 29,415.88\n25,836.30\n\n$ 55,252.18\n\n1934-35 EXPENDITURES\n\n$ 45,094.58\nEstimated\n\nIncome\n\nfor 1934-35\n\nMemberships from Secretary’s Office .\nN.E.A. Journal— Subscription and Advertising .\nSales of Proceedings .\nSales of Special Reports .\nCommercial Exhibits .\n* Complete\n\npayment\n\nfor 1934-35.\n\n$165,000.00\n183,000.00\n350.00\n4,300.00\n30,500.00\n\n"}
{"page": 965, "printed_page": null, "text": "959\nAssociational\n\nand\n\nInformation\n\nResearch Bulletins .\nHonorariums .\nRentals .\nCash Sales — Reports, Pamphlets, etc .\nAmerican Education Week Material — sales .\nIncome from Permanent Fund .\nSundry Income .\n\n$\n\nTotal Estimated\n\nIncome\n\nRecords\n\n.\n\nTOTAL\n\nAVAILABLE\n\nTOTAL\n\nRECOMMENDED\n\nExcess\n\nof available funds over appropriations\n\nFOR\n\n4,350.00\n2,500.00\n9,000.00\n3,500.00\n6,500.00\n37,000.00\n200.00\n$446,200.00\n\nAPPROPRIATION\n\n.\n\nAPPROPRIATIONS\n\nTHE\n\nBUDGET\n\n.\n\n$491,294.58\n\n*,\n.\n\n478,285.00\n\n.\n\n$ 13,009.58\n\nCOMMITTEE\n\nW. B. Mooney, Denver, Colorado.\nA. L. Whittenberg, Springfield, Illinois.\nCharles Carroll, Providence, Rhode Island.\nHelen T. Collins, New Haven, Connecticut.\nL. W. Rogers, Chairman, Austin, Texas\n\nTHE\n\nANNUAL\n\nREPORT\nGOING\n\nOF\n\nTHE\n\nSECRETARY\n\n1\n\nFORWARD\n\nThe annual report of the Secretary for the year 1933-34 covers the\nperiod when\n\neconomic conditions were at their worst. It also marks the\ndate of a definite upturn — the time when\n\nAN\n\nUPTURN\n\ncational recovery\n\nactually began. The\n\nedu-\n\nreport will\n\ndiscuss both.\nI take pride in recognizing at the outset that there is better solidarity in\norganization and in the work of the profession than at any time during my\nseventeen years as Secretary. The leadership of our Association in its field\nhas never been more pronounced than at this moment. Nothing can destroy\nits influence or break its power as long as it con¬\ntinues to represent so well its members and its\naffiliated groups. Let me take pride also in the\ncordial and better working arrangements that have been established with\nthe National Congress of Parents and Teachers, the American Association\nPROUD OF\nSTANDING\n\nITS\n\nof University Women,\n\nthe League of Women\n\nVoters, the General Feder¬\n\nation of Women’s Clubs, the American Legion, and with many other civic\nand welfare groups. In all this cooperative work the National Education\nAssociation is recognized as the leader in educational matters. Never has\nthe tie been closer or the cooperation more effective.\n1 Because of space limitations the following discussions in the report are omitted: An Inspirational\nAchievement, A More Dynamic Program, The National Congress of Parents and Teachers, The Joint\nCommission, Federal Aid, The National Economy League, The American Legion, and Social Economic\nGoals. The reports of the seven divisions of the headquarters staff were also omitted due to this\ncontingency.\n\n"}
{"page": 966, "printed_page": null, "text": "960\n\nNational\n\nEducation\n\nPurpose\n\nAssociation\n\nof Report\n\nThe purpose of the report will be to set forth the unusual conditions which\nfaced the schools and the people at the opening of the year 1933-34; to show\nthe increased efforts of the organized profession with the help of cooperative\nagencies to get the actual facts before the people\nTO DISCUSS\nVITAL MATTERS\n\nand thus to free the schools from the manipulation and the control of selfish interests; to men-\n\n.\n\ntion in particular the activities of the commissions,\n\ncommittees, officers and staff members during the time when the whole edu¬\ncational fabric was near a breakdown; to give due credit to parent-teacher\nassociations, the American Legion, and other agencies for helping to push\nback destructive forces ; and to show in detail the work of the headquarters\nstaff.\nA Serious Situation\n\nThe early months of the year 1933-34 were the darkest of the depres¬\nsion, brought on by both the ravages of nature and human frailty. Nearly\n2000 rural schools in 24 states failed to open in September, because of lack\nof funds. The closing of these schools left one hundred thousand children\nwithout educational opportunity. Four hundred rural schools in Arkansas\nalone, enrolling 30,000 pupils, failed to open their doors at all. One-fourth\nof the teachers in the United States began the\nTHE\n\nWORST\n\nyear at a salary rate of less than $750 per year.\n\nThe prospect of shortened school terms meant\nstill further reductions of income. In Louisiana there were 450 schools where\na term of less than three months was expected ; in the country as a whole\nthere were 18,000 schools, enrolling 900,000 pupils, which could not hope\nfor as much as six months of school. Unpaid salaries amounting to $30,000,000 were due to teachers in city school systems. Nearly 2000 rural\nteachers in Missouri had been paid for only a part of their previous year’s\nwork.\nSchool budgets for 1933-34 were estimated at $200,000,000 below the\namount available the previous year. This was a reduction of more than\n10 percent, in spite of the fact that 200,000 more pupils were to be in¬\nstructed. New teachers, greatly needed, were not employed; fifty, sixty, and\neven eighty children were\n\ncrowded into classrooms designed for thirty or\nforty. Essential educational services had been\n\nDRASTIC BUDGET\nREDUCTIONS\n\neliminated in many of the larger school systems.\nKindergartens had been reduced ; in more than\n\na hundred\nThe\n\nnewer\n\nmodern\n\ncities they had been cut out entirely.\n\nsubjects in the curriculum, introduced\n\ncivilization, had been curtailed in many\n\nto meet\n\nthe needs of\n\nschool systems. In some\n\ncities the problem children, who formerly had been instructed in special\nclasses, were returned to the regular classrooms, thus reducing their chances\nfor a maximum development, and adding to the problems of the regular\n\n"}
{"page": 967, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n961\n\nteacher. Obsolete and tattered textbooks were beVERY BAD\nCONDITIONS\n\ning used in many\n\nwere\n\nunable\n\nschools; pupils whose\n\nto buy books\n\nwere\n\nparents\n\nfacing serious\n\nhandicaps in getting started in their school work.\nSchool building construction had been practically at a standstill for a year;\novercrowding and half-day shifts were the rule in many\nConditions looked very bad.\nEducational\n\nRecovery\n\nparts of the country.\n\nBegins\n\nDuring the last half of the year the clouds began to disappear. Such evi¬\ndence as we have on educational recovery may be more in terms of hope\nand renewed activity than in terms of increased financial support, altho\nthere are actual signs of the latter as the school year comes to an end. The\nmicroscope definitely reveals improvement in\nEVIDENCE OF\nIMPROVEMENT\n\nschool conditions.\n\nhas counted\n\nThe\n\nhelp of the government\n\ntremendously.\n\nturn in economic\n\nThen\n\nthe slight up¬\n\nconditions helps. Officials of\n\nseveral state education associations have reported that there is a more favor¬\nable attitude on the part of the public toward school support, that delinquent\ntaxes are being paid, and that the general situation is improving. Teachers\nhave aided in the collection of taxes. Many editorials and magazine articles\nby laymen are revealing a constructive attitude toward\n\nthe schools and an\n\ninsight into basic educational problems. The enemies of the schools were not\nable to prevent federal aid to the schools and this is what actually saved\nthe day.\nThe funds of the Federal Emergency\n\nRelief Administration, estimated at\n\na total of $31,500,000 have been used during the school year 1933-34 for\nprojects of an educational character. These funds prevented the closing of\nrural schools with over 15,000 teachers and\nFEDERAL AID\nSAVED THE\n\n500,000 pupils. Employment has been given to\nnearly 35,000 additional teachers, thru emer-\n\nSCHOOLS\n\ngency educational programs\n\nchildren. Approximately\n\nployed adults, vocational workers, and pre-school\n75,000 young people have been enabled to con¬\n\nfor illiterates, unem¬\n\ntinue their college education during the second semester of 1933-34.\nSchoolhouse construction projects amounting to $112,662,151 have been\napproved by the federal Public Works\n\nAdministration\n\nto be financed by\n\nloans and grants from federal funds. The Civil Works Service, which ex¬\npended approximately $825,000,000 of federal funds for all purposes, made\na contribution to many school systems thru landscaping, plant rehabilita¬\ntion, and in other ways. Thru the Reconstruction Finance Corporation Con¬\ngress has made available a revolving fund of $75,000,000 for loans to school\ndistricts to make possible payment of teachers’ salaries in arrears. Children\nmay well be proud of their country and its government.\n\n"}
{"page": 968, "printed_page": null, "text": "962\n\nNational\n\nEducation\n\nAssociation\n\nReports from 122 city school systems show that in 44 of them the school\nbudgets for next year will be larger than in 1933-34. In 33 of these 122\ncities a partial or complete restoration of salary\nIMPROVEMENT\n\nFOR\n\n1934-35\n\ncuts has been made\n\nreport\n\nrenewed\n\nor is expected. These\n\ninterest in curriculum\n\ncities\n\nrevision,\n\nattention to individual needs of students, and the\nrehabilitation of the school plant. New services and classes are being estab¬\nlished in some centers. Several communities report a growing interest in\nschool welfare by the community. Is not this encouraging? Even the wide¬\nspread drought does not destroy hope on the part of our people.\nIn a majority of the states, steps have been taken to alleviate the school\nsituation, yet in only a few cases have the states been able to work out a\nconstructive forward looking program. The point\nMOVING\n\nFORWARD\n\nI wish to make\n\nhere is that the states have as a\n\nrule stopped moving backward\n\nand that they have\n\nbegun moving forward. We believe that, during the coming year, practi¬\ncally every state will improve its plan of taxation and that it will form\ndefinite plans to promote the educational opportunity of children. Still it\nall depends on the activity of teachers and friends of the schools.\nSome\n\nAssociation\n\nPolicies\n\nAmong some of the everyday policies that figure in the success of the\nAssociation are the following : ( 1 ) That of granting almost unlimited\nfreedom of action to departments and to affiliated organizations ; (2) that\nof recognizing as paramount the right of the state to control its own edu¬\ncational affairs, and to serve as a clearing-house for the states, assisting\neach to achieve the maximum\n\nSOME EVERYDAY POLICIES\n\nof arranging\nallowances\n\nresults; (3) that\n\nfor salaries, tenure, and\n\nof the headquarters\n\nretirement\n\nstaff, such as the\n\nassociation would urge for a city or state; (4)\nthat of recognizing the work of other educational associations and of co¬\noperating with them on important measures, rather than that of assuming\na fighting attitude against anything different from what we are doing; (5)\nthat of having the Executive Secretary work under the direction of the\nPresident as authorized by the Executive ComKEEPS SECRETARY\nOUT OF A RUT\n\nmittee, giving greater power\n\nto the arm\n\nof the\n\nSecretary and preventing\n\nhim\n\nfrom getting into\n\nthey were fair-minded\n\nand women,\n\nproviding\n\ntrusting them\n\nto do the\n\na rut in handling Association affairs; (6) that\nof attaching special importance to the welfare of the classroom teacher, the\none who actually does the work and makes the close-up contacts with chil¬\ndren; (7) that of treating board of education members and citizens as if\nTHE\n\nTEACHER\n\nthem\n\nmen\n\nwith information,\n\nright thing, rather than assuming a hostile at¬\ntitude towards officers or citizens, however great the difference of opinion.\nThat is why the Association can often patch up differences.\n\n"}
{"page": 969, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n963\n\nThe Staff\n\nOften one who\n\nspends some time at headquarters will talk in this way:\n\nWhy in the world do you not say more about your achievements? W^ere\nteachers to realize what is being done for them right here they would all\nbe members.” Our folks know\njudgment on results.\n\nhow to work. They prefer to let others pass\n\nI do not see how it would have been possible for the staff to do more\nthan has been done during the year. Like superintendents, principals, and\nteachers, our staff members show the strain of the year’s work, altho I do\nnot hear the slightest complaint. As I see the workers cheerfully going\nthru the halls to and from their work, I cannot help but observe that their\nload has been over heavy. They do not think so themselves.\nI just wonder whether any organization ever had a more loyal group\nof expert workers than we have at the present time. I know we have such\ngroups in the schools. As I meet teachers who are finishing their year, I can\nsee how much they are in need of rest. The hardest is not over for either\nstaff or teachers. The load of our folks here and also of teachers will soon\nseem to be lighter, whether it is or not, as they witness the real achieve¬\nments of keeping the schools open, of lessening the howls of fault-finders\nand enemies of the schools, and as they get a glimpse of the better days\njust ahead.\nIn Appreciation\n\nI want\n\nto express personal appreciation, if I may, to officers and dele¬\ngates. I feel it, but I hardly know how to say it. I think of it especially\nbecause we have just passed out of the worst storm we ever had. I was\nin a responsible position. I tried to do my part.\nLOAD\n\nSO\n\nNOT\n\nHEAVY\n\nThe\n\nload was heavy and the responsibility great\n\nfor any\n\none person\n\nfor one whose\n\narm\n\nto carry, but not too great\n\nis held up by thousands. I\n\nhad your inspiration and fullest support during the years of plenty preced¬\ning the depression. Would I have it in the time of greatest need? Yes,\nand it was literally showered upon me every day and all the time. I have\nnever known of any one who had better support\nNEVER BETTER\nSUPPORT\n\nthan you have given me during this trying year.\nIt has been timely. It has been true blue. Our\n\njoint work is undoubtedly helping* to lift the\nclouds and to insure fairer weather in the years ahead. I am grateful to\nyou for generous support and for the stimulating interest which I have\nfelt coming from you thru it all.\n\n"}
{"page": 970, "printed_page": null, "text": "National\n\n964\n\nREPORT\nWILLIAM\n\nOF\n\nALONZO\n\nEducation\n\nCOMMITTEE\nJAMES,\n\nAssociation\n\nON\n\nPRINCIPAL,\n\nGALVESTON,\n\nNECROLOGY\n\nBALL\n\nHIGH\n\nSCHOOL,\n\nTEXAS\n\nIn brief and sincere words let us now pay tribute to the memory of our\ndead. It is quite proper that this Representative Assembly turn aside from\nits serious professional duties and with hearts of love recall the virtues of\nthose who have gone before.\nIn the archives of our Association will be filed additional names of nearly\ntwo thousand valiant and beloved members of our profession who, during\nthe last year, have passed to the Great Beyond. Many of these comrades\nof ours, we know, have been the heart and soul of our American education,\nand it is for us to uphold the principles of the superb leadership of these and\nmake secure their ideals. Vast numbers of other teachers, unnamed and un¬\nknown, too, have fought a good fight and finished the course. Their names\nwill ever be sung by the children whose lives they touched and whose foot¬\nsteps they guided into paths of truth and righteousness. May their names,\ntoo, be written upon tablets of love and memory.\n\nALABAMA\nBondy, Sarah Ruffin\nBowman, C. P.\nBradshaw, Roy\nByrum, Lewis Edward\nCarter, John T.\nChitwood, Reuben\nCowan, Ora V.\nCrane, H. M.\nDyar, Mrs. Anne Riggs\nGarrett, Beatrice\nHagan, Mrs. Kate G.\nHodges, P. W.\nJohnston, Edith\nMcConnell. C. V.\nManley, Mark P.\nMiller, Arva Ruth\nMizell, Josephine\nRobinson, Laurel\nSellers, Melma\nStacey, Inez\nWeatherford, Laura\nWeatherly, Florence\nARIZQNA\nBauman, Sylvia\nBurley, Hypatia\nCase, Charles\nDancer, Mrs. Ruby\nDunlap, Florence McClure\nLaChance, Marie\nLife, Frank Mann\nLynch, Agnes G.\nMontgomery, Lydia\nStuby, Margaret D.\nWickman. Mrs. Ora C.\nWilson, Mrs. Alberta T.\nARKANSAS\nPaisley,\n\nD.\n\nL.\n\nCALIFORNIA\nAlexander, Louise\nAtkins, Marjorie D.\nBickley, Mrs. Margaret W.\nBishop, Katherine\nBlackburn, Margaret T. H.\nBritton, Mrs. Ethel\nBrown, Mrs. Prudence\nButz, Mrs. Florence V.\nCaffrey, M. L.\nCasey, Katherine F.\nCentner, Martin\nCerf, Adrienne\nClark, Frederick H.\nCoffer, Mrs. Edith M.\nCrow, Lucile Dodge\nCrum, Mabel\nCurrier, Walter Barron\nDavid, Eugenia Louise\nDavis, William Ernest\nDornberger, Albert L.\nEdgecomb, Flora T.\nEyre, Eileen G.\nFerrell, Mrs. Grace\nFortier, Margaret\nFreas, Inga Halverson\nFreeburn, Mrs. Julia E.\nFreeman, Mrs. Gertrude S.\nFrick, Mrs. Margaret J.\nGamble, Mary E.\nGanthier, Eugene\nGittens, Harriett Ramey\nGuthrie, Helene A.\nHanley, Sara\nHart, Pauline\nHeffelman, Claude R.\nHennings, Anna C.\nHill, Mrs. Emma J.\nHubbard, Helen Jennette\nHughes, Mrs. Luverne\nHumphreys, Evelyn Julia\nJencks, Mrs. Anita\nKaps, Clara E.\n\nKellog,\nLandon, Adelbert\nMary\n\nE.\n\nLee, Robert A.\nMcManus, John\nMartin, Murray K.\nMoran, Kathareine M.\nMurphey, Carobel\nNakowitz, Mrs. Theodore\nOsborn, J. O.\nPetray. Henry Calvin\nPlus, Evelyn\nRaesman, Thomas Jefferson\nRice, Julius A.\nRoot, Mrs. Mary V. Abbott\nRosseter, Mrs. Minerva C.\nRowell, Percy E.\nSheets, Kate\nSmith, Mrs. Dora M. B.\nStapp, Melvina\nStephenson, Inez\nStringfield, Vivian F.\nTaylor, Mrs. Nettie W.\nTenbrook, Adelaide\nWells, Robert J.\nWight, Elsie F. B.\nWright, Nelle Marie\nWright, William S.\nCOLORADO\nAcker, Katherine\nAlexander, Elizabeth\nArmitage, Hazel E.\nBanks, Mrs. Effie\nBecker, Mrs. Cleo\nBliss, Julia\nBoyles, Sade (retired)\nBradley, Charles A.\nBrenner, Genevieve E.\nCarpenter, Eva\nChorbajian, Esther E.\nCully,\nDaniels,Toinette\nMary\nDawson,\n\nCarolyn\n\nE.\n\n"}
{"page": 971, "printed_page": null, "text": "965\nAssociational\n\nDay, Merrill\nDodds, J. H.\nEyer, Ethel\nField, Clara\nGregory, Etta\nHamer, Ethel P.\nHamilton, Edith M.\nHatch, Doris R.\nHatch, Helen\nHolliday, Mary Neppa\nHulburt, A. B.\nIngraham, Harriett E.\nJacobs, Evelyn M.\nKendall, Mrs. Gladys\nMclnhill, Bee\nMcLeskey, Mrs. Willie\nMaloney. Mary E.\nMiller, Elizabeth\nMoran, Belle H.\nOgleton, Mrs. Marie\nPearce, Ira Lee\nPeck, Ruby S.\nPetros, Mary\nPowell, Glenn E.\nQuail, Mrs. Della\nRaine, Cornelia S.\nRemley, Mrs. Elizabeth\nShakleford, Leo Riley\nSmiley, W. H.\nSmith, Rose Lee\nStannard, Florence H.\nStrickland, Irene (retired)\nStrong, R. W.\nStutz, Caroline\nThoman, Dorothy\nWhetzel. Anna B.\nWhite, Elvira B.\nWinton, Mary H. G.\nWoodsen, Marie\nCONNECTICUT\nBanks, Myra\nBauer, William\nBeach, Charles L.\nBeran, Irene\nBrown, Lois Bronson\nBunnell, Maude A.\nConway, Margaret\nDesmond, Mary\nDougherty, Raymond\nDu Mortier, Jean\nFornam, Henry Walcott\nGurski. Helen\nHall, William H.\nLane, John E.\nMaloy, Mary\nOlmstead. Alexander H.\nPhillips. Ulrich B.\nRies, Dora\nShelton, Katherine\nStaebner, Frederick\nStiles, Edgar\nStillman, Florence\nVilla, Anna\nWarfield, Alice\nWiseltier, Joseph\nDELAWARE\n\nFLORIDA\nBeulah\n\nand\n\nHobbs, C. C.\nHulley, Lincoln\nMathis, Charles C.\nMills. H. M.\nMosley, Elinor\nParsons, Mrs. Mabel Ann\nRichardson. Mrs. E. W.\nTomkies, Kate\nGEORGIA\nAshmore, Otis\nButler, George P.\nDuggan, Mell L.\nEvans, Lawton Bryan\nSoule, Andrew M.\nStewart, Joseph Spencer\nWalker, Joseph Henry\nIDAHO\nDaniels, John W.\nDyer, John R.\nMillar, Francis Garner\nILLINOIS\nAlsterlund, Mabel\nBalling, Vivian\nBarton, Herbert J.\nBek, Cornelius F.\nBooth, Walter S.\nBoyer, Edwin L.\nBrinegar, George H.\nBrown, Glenn Vilven\nBuckley, Katherine A.\nCarmichael, Carmeling\nChapman, Frank A.\nChiera, Edward\nCook, Maud I.\nDeHoux, Claudia F.\nDodge, Daniel Kilham\nDodson, John M.\nFaust, Ethel\nFisher, H. B.\nGannon, Marcella\nGoodhue, Louise E.\nGorton, Louie A.\nHancke, Mabel\nHandley, Mary E.\nHornbaker, William R.\nHunter, Mrs. Abbie A.\nHurley, Margaret B.\nHutton, Phillip W.\nKealer, Adolph\nKennedy Manona\nKingsley, H. H.\nLane, Frederick\nLarck, Frank C.\nLaughlin, James L.\nLord, Livingston C.\nMcCormick. Thomas J.\nMcGinnis, Edwin\nMcGinty, Alice\nMacPherson. Margaret\nMcSherry, Harriet\nMaroney, Mary T.\nMelody, Genevieve\nMiddleton, Ruth Belle\nMilliken, Orris J.\n\nBicking, Mrs. Clara\nButler, Fannie\nCorsan, Mary\nLones, Mrs. Susan\nPatton, Elizabeth\nPugh, Sallie\nSipple, Cora D.\nTaylor, John\nTyndall, Samuel\n\nAlbury, Mrs.\nBaker, Ira\n\nRecords\n\nMae\n\nNagle, Antoinette\nPease, T. H.\nPratt, Alice\nPrucha, Marie\nQuinn, Agnes\nRansmeier, John C.\nRhinesmith. Wilma\nSchmidt, Regina\nShannon, Margaret J.\nShepher, Margaret\nSiebert, Ida M.\nSmith, Jesse L.\nStarr, Frederick\n\nInformation\n\nStetzler, Emma\nStokes, J. R.\nTimeus, Ida M.\nTownsend, Robert D.\nUrbanovit, Helen\nWade, Isabel\nWebb, Lelah\nWeston, Nathan Austin\nWheeler, Virgil G.\nWhigam, Helen\nWilliams, Mrs. Eula\nINDIANA\nAlldredge, Ella\nArnold,\nMerton\nAvery, May\n\nW.\n\nBaldwin, L. Paul\nBard, Lossen A.\nBayne, Susan\nBeeks, Pearl M.\nBramwell, Emma\nBrewer, Maurice\nBrothwell, Annie\nBurnham, Bertha\nBush, Wallace\nCampbell, Henry\nChewning, John O.\nClark, Owen\nCollins. Minnie\nCorn. Edward F.\nCreviston, Hazrel\nCrosier, Ada B.\nCunningham, Elizabeth\nDavid, Ruth\nDoerter, Julius\nDucker, Linnie Vera\nDuden. Alma\nDuff, Raymond\nEaken, Laura\nEckerle, Jennie S.\nEllis, Anna M.\nFarnsley, Ethel\nFerguson. Joseph\nFitch, Adah Virginia\nForney, Edna\nFunk, Doris\nGood, B. F.\nGriffith, Anna J.\nHardy,\nHawkins,Walter\nAgnes\nHenderson, John L.\nHinspeter, Anna E.\nAnn\nHodge, Dora\nHoover.\nMollie\nImel, H. G.\nJohnson, Leta Osborn\nKelley, Luther E.\nKemp, Jessie\nKillion, Lucille\nLasch.\nKyger,\n\nMary\nSamuel\n\nLaw, Margaret Porter\nLeech, Leona\nLockwood, Nettie\nMcCarty, James E.\nMcCaughan, J. A.\nMcConnell, Grace\nMcCracken, Sylvester\nMcKee, Della\nMedaugh, Maud F.\nMendell. Emma\nMiller, Ada\nMiller, Laverne\nMoore, W. E.\nMorrison. Clara\nMurray, James L.\nNewton, Frances E.\nNickels, Willard E.\nOsborn. Tennia\nPaige, Mary F. Jones\nParks, Elmer C.\nPayne, Kirby\n\n"}
{"page": 972, "printed_page": null, "text": "966\n\nNational\n\nPearcy, B. A.\nPearcy, Lola E.\nPickett, Margaret R.\nRabette, Mary J.\nReddington, Mary F.\nSage, Mabel F.\nSchisley, Julliette\nSheets, John M.\nShock, William A.\nStewart, Milo\nStolt, James W.\nSwitzer, Pauline\nTiedt, Emma\nWalker, Cora F.\nWarfel, W. T.\nWorstler, Esther\nWright, Meda\nYingling, Irene\nYingling, Joanna\nIOWA\nBackus, S. J.\nBedford, Agnes\nCampbell, H. G.\nCook, Robert R.\nCrumrine, lone\nDavis, Ida\nEnfield, Helen\nFrei, Clara\nGraves, Margaret\nHalverson, Clara\nHightshoe, Luella\nHolmes, Edmund\nHooley, Susie R.\nHovland, Bertha E.\nHultman, Vivian\nHruska, Victoria\nJohnson, Anna M.\nKister, Alice Marie\nKrebs, Laura E.\nLeyda, May\nLong, J. Schuyler\nMarley, Elizabeth\nMeek, E. L.\nMiller, Alonzo A.\nMiller, Margaret A.\nNegler, Floyd\nNoble, Pearl\nOgden, Glenn R.\nQuinn, Adele M.\nRees, J. M., Jr.\nRommel, Alexander\nSallquist, Mrs. Verner G.\nSawyers, Mollie\nSchuneman, Effie\nSimons, Della\nSmith, Nellie M.\nTownsend, Eugene C.\nTutton, Velma\nWard. Florence\nWashburn, George G.\nWelsh, Mary A.\nWickham, Henry F.\nWickware, Mary\nWhite, Eldora\nKANSAS\nAndrews. William\nBlume, Ruby\nBower, Katherine\nClaire, Clyde\nCowan, Mary Jane\nDennis, Hoilis\nEcclefield, Roy\nEichman, Mattie\nFunk, Marietta\nGreen, Cecil\nHancock. Faye\nLewis, W. A.\nLynch, Florence\nMcKinney, Sarah\n\nH.\n\nEducation\n\nAssociation\n\nMorris, Paul\nPeacock, C. A.\nPotter, Alice\nSenter, A. F.\nSmith, Thelma\nTague, E. L.\nYates, J. A.\nKENTUCKY\nAnderson, F. Paul\nBurton, A. C.\nByington, W. M.\nDicker, J. B.\nGodbey, S. B.\nHolloway, J. D.\nMcAllister, C. E.\nMeacham, Reid Philip\nThomas, Addison\nWilliams, R. E.\nLOUISIANA\nAtkinson, Thomas W.\nByrd, O. Carver\nCather, John\nCoco, Ashton\nEvans, Mrs. Mary Louise\nForeman, R. L.\nHaynes, Pearl\nHorton, J. W.\nJeansoonne, Mrs. Katherine\nA.\nMcMain, Eleanor\nMcNaspy. Clement J.\nMorris, Harry\nSmith, Mrs. Kate H.\nThatcher, Mrs. G. O.\nWilliams, Naomi\nWilliamson. J. D.\nYawn, M. C.\nMAINE\nAllamby, Kate M.\nAnderson. Ada\nBrown, Walter J.\nChappelle. Ethel Graffam\nDufour, Beloni S.\nDyer. Martha Burpee\nFarnum. Annie R.\nFoss, Mary Maxine\nHart, Ethel May\nHayes, Alden B.\nHereux, Germaine L.\nHutchinson. Mrs. D. M.\nKelly, _ Nellie\nL.\nKincaid.\nR. Louise\nKing. Ethel Florence\nMacdonald. Helen\nMagoun. H. Emma\nMann, Esmerelda\nMiller, Agnes E.\nMyers, Eleanor M.\nReed, Ralph G.\nRumery, Myrtie\nSawyer, Susan\nSmall, Mertie\nSmith, Edna\nStaples, Mrs. Susie E.\nSturke, Mrs. Evelyn Fisher\nTayler, Katherine\nMARYLAND\nBell, Eugene H.\nBerry, Susie T.\nBroome, Maude V.\nChapman, Dorothy\nGarthe, Martha\nGibson, Thomas L.\nGrooms, Anna B.\nHall, Spencer R.\n\nHessey, Sarah N.\nHobbs, Ella R.\nItzel, John\nJackson, Mary B.\nKeating, Frank W.\nKlingaman, William\nLewis, John A.\nMonroe, Emma\nO’Neill, Mary E.\n\nK.\n\nPhillips, Wooland C.\nReindollar, M. Blanche\nRoache, Sara\nSearch, M. Louise\nShriver, Katie M.\nSmiley, L. G.\nSmith, Harry E.\nStotler, Dora\nWhite, Annabelle Lee\nMICHIGAN\nAmsburg,\n\nMrs.\n\nSeely\n\nAyers, Effie\nBarnaby, Ella\nBarr, Louise E.\nBayha, Anna\nBeach, Mrs. Abbie\n\nE. Mun-\n\nBehringer. Flora\nBidwell, Lizzie\nBoardman, Alice\nBoillotat. Harry N.\nBroad, Mrs. Florence Smith\nBrockett, Myrn\nBroomfield,\nMrs. Fred\nger\nBrown, Mrs. Mary Ann\nBuchanan, Cecelia M.\nBurbank, Mrs. Jennie\nBurd, Jennie\nCampbell, Mrs. Jeannette B.\nCanfield, Mrs. Julia\nCarrett, Eva\nChapel, Samuel B.\nClark, Eva Mildred\nCondon, George M.\nCooper, Mrs. Donald\nCornell, W. T. S.\nCotter. Veva Maude\nCrandell. M. Blanch\nCrawford, Georgia\nCrittenden, Albert\nCulkin, Dorothy\nDawe, Irene\nDimke, Sophia\nDrake, Ellis H.\nDunnebacke. Mary E.\nEaton, Sylvia\nEckhart, Carl\nEckstein, Frank P.\nEffinger, John Robert\nFaulker, Myldred\nFaunce, Winifred\nFlower, Emily\nFoster, Isaac\nGebert, Otto C.\nGibson. Mrs. Louisa\nGiles. Mrs. Antonia\nGoldring, James H.\nGray, Gladys\nGrover, Grace\nHaislev, Mrs. Harriet G.\nHall, Anna\nHatcher. Mrs. Helen H.\nHaubrich, Mary\nHazelton. Ransom\nHolden. Mrs. Martha\nIden, Thomas M.\nInnis, Mildred\nJames, Mrs. Matie Judson\nJennings, Charles\nJennings, Marian L.\nJohnson, J. Emily\nJohnson, Warren\n\n"}
{"page": 973, "printed_page": null, "text": "Associational\nJohnson, Wilhelmina\nJones, George W.\nKendrick, William R.\nKennedy, Mary Ann\nKimes, Olive\nKnapp, Thad Johnson\nLeary, .Nellie\nLewis, Rosalin\nLewis, Walter\nLynch, Helen\nMcDonald, Mrs. Lulu S.\nMcEachron, Cora\nMcGinty, Maud\nMcGrath, Anna J.\nMcKenny, Charles\nMcNaughton, Marie\nMcRae, Elizabeth\nMaddox, William A.\nMadison, Flora A.\nMaxwell, Mrs. Carrie\nMeier, Mrs. Leone Tatroe\nMettetal, Eli\nMeyers, Mary\nMierow, Emma\nMiller, Mrs. Anne Dunham\nMoe, Fred W.\nMorovitz, Helen\nOrcutt, Mary A.\nOtis, John Calvin\nPatch, Mary Ruth\nPhillips, Ulrich B.\nPrin, Mrs. Mahala M.\nProwdley, Flora\nQuine, Mrs. Bessie H.\nRebo, Stella\nRice, Emma\nRiggs, Frances\nRoach, William Thomas\nRobinson, Mrs. Beulah\nRupp, Mrs. Nelson D.\nSt. John, Mrs. Dalice\nSanders, Harriett G.\nSchnuck, Robert Arbuckle\nSchurtz, Orr\nShea, Bridget\nShilling, Mrs. Virginia B.\nSkinner, Allie C.\nSmith, Beatrice\nSmith, Samuel B.\nSooy, Frank H.\nSoper, Hortense\nStibgen. Mary L.\nStone, Marjorie\nTaylor, Fannie A.\nTaylor, Mabel E.\nThomas, E. J.\nThompson, Elbert\nThompson, Mrs. Rachel S.\nTitus, Winnie\nTobey, Mrs. Cyrus A.\nTowne, Ella I.\nTripp, George J.\nTurnbull, Lovell\nVan\nBuskirk, Mrs. Mar¬\ngaret\nVan Dusen, Minnie\nWard, Margaret E.\nWebb, Francis J.\nWendover, Mrs. Susan A.\nWilgeroth. Alfred O.\nWillert, Mrs. Mildred\nWilson, Eugene A.\nWinenan, Mrs. Catherine\nWood, Leslie H.\nYeager, Dora Denison\nMINNESOTA\nArithistle, Harry\nBarup, Sophie\nBoerner. Ernest\nBrown-Berkwitz. Genevieve\nBrown-Conley, Paula\n\nRecords\n\nand\n\nInformation\n\nBrunner, Francis F.\nBullock, Adelle L.\nButtrick, Theresa\nCarrigan, Helen\nCashman, Thomas E.\nChandler, Mrs. Florence D.\nCollins, Frances\nCullen, Mary E.\nDeschneau, Mrs. Cora\nDouglas, Beulah\nEckert, Alice\nEide, Carl J.\nFeeley, Elizabeth\nFirmin, Mrs. Florence\nGreen, Mrs. Nellie H.\nHamilton, Mrs. Zelma D.\nHoag, Laura A.\nIrving, Alice M.\nJohnson, Gertrude V.\nJordan, Medora\nJorgens, Joseph\nKearney, Mrs. Hannah\nKellogg, Mrs. Gertrude A.\nKorb, Beulah F.\nLarson, Amy U.\nLayden, Genevieve\nLeitzke, Arlene\nLuenberg, Robert H.\nMcCall, Bessie A.\nMcClellan, Mary F.\nMead, Ella D.\nMead, Mary E.\nMorse, Anna E.\nMorton, Flora E.\nMuth, Mrs. Edna T.\nOln, Winifred\nPemberton, John\nPower, Anna C.\nPowles, William\nQueneau, Mrs. Jean B.\nRichards, Mary B.\nRussell, Sophia E.\nScott, Edith\nSpateo, Anna\nSpencer, Nellie C.\nStewart, R. Dell\nTucker, Mrs. Ethel P.\nWest, Alice M.\nWilliams, Grace A.\nMISSOURI\nAlexander, Eula C.\nAlexander, Ruth\nBaker, Sam A.\nBarnes, Mrs. Alma J.\nBehen, Agnes M.\nBilderback, A. F.\nBillmeyer, Mabel\nBlagg, Albert S.\nBrannum, Mrs. Helen\nBurnett, John\nCasey, Helen R.\nCharlton, H. H.\nClemens, Leona E.\nDefoe, Luther M.\nDoling, Mrs. Fannie\nDouglass, Alexander E.\nDouglass, Thomas J.\nFausset, Mrs. Neva F.\nFox, Hazel G.\nGardner, Charles R.\nGebhard, Caroline\nGeorge, Edith\nGernhardt. Anna\nGrocott, W. H.\nHart, Maynard M.\nHavden, Myrtle\nHefferman, Mary F.\nHicks, Fay\nHoch, H. F.\nHolt, Anna Mae\nHumphery, A. S.\n\nIngram,\n\n967\n\nOpal\n\nJoggerst, Lenora\nJones, Ada M.\nJordan, Leonard\nKampmann, Bessie\nKelley, Anna J.\nKircher, Katherine\nLewis, Margaret M.\nLivingston, Winifred\nMcKay, Virgil\nMann, Mollie A.\nMetcalfe, Mary E.\nMiller, Alpha\nMoffett, Mrs. R. M.\nMoller, Corinne\nMontgomery, Lydia\nMoore, Fannie\nMoss, Fred S. Jr.\nNaunheim, Susan H.\nNoell, Bertha S.\nOperle, Norman R.\nPeters, Pauline M.\nPrice, Jettie\nReynolds, Ernest G.\nRowden, Mrs. Glen\nSalmond, Jane\nSavage, Mrs. James J.\nSchall, Ruth\nSchneider, Irene M.\nShriver, Mrs. Mildred\nSmith, Thomas B.\nStock, Oliver W.\nStorr, Ruth E.\nSullivan, Mary E.\nTaylor, Frances M.\nTaylor, Margaret\nThomas, Mrs. Anna B.\nThudium, M. D.\nToner, J. V.\nTuember, Mary L.\nVan Mater, Mrs. B. S.\nVavra, Minna\nVert, Edmund J.\nVichroy, W. R.\nWalker, Carrie\nWard, Mary L.\nWelge, Martha\nWentzel, A. Louise\nWilson, Nettie M.\nWingo, J. M.\nYandell, Mrs. Ethel\nMONTANA\nAbercrombie. Lillian\nBaker, A. H.\nBrown, Lucille\nGustafson, Gertrude\nHargrave, Rose\nJennings, Matilda\nLaird, Cassie\nMcKentry, Collette\nWheeler, Mary Cecelia\nNEBRASKA\nBadger, Anna\nBeaumont. Mrs. Edith\nBehlers, Wauneta\nBenson, Clement L.\nBernstein, Rose\nBerry, Mrs. Martha\nBishop, W. G.\nBoots, Ralph\nBrenizer, Elizabeth\nBriggs,\nBrown.\n\nMrs. Anna\nGeorge\n\nBute, Mrs. Darlien Weekly\nCarpenter, Paul\nChapman, Henry O.\nChristensen. Olga L.\nClarke, Helen\nCollins, Frederick G.\n\n"}
{"page": 974, "printed_page": null, "text": "968\n\nNational\n\nCompton, H. W.\nCordner, Mrs. Lucile\nDuffield, Eleanor\nDunkle, Luna G.\nEllis, Mrs. Lorena\nEmanuel, Sister Mary E.\nGaebler, Gertrude\nGreusel, Calista\nGuidinger, Mrs. Florence\nHill, Mrs. Ray\nHillsabeck, Mrs. Nan\nHippie, A. Hugh\nHughes, Lulu\nJames, Vera\nJanouch, Marie K.\nJones, Geo. Wm.\nKenfield, Edith\nKnies, Henry J.\nKohler, Catherine Ellen\nKonatopka, Dorothy\nLagel, Mrs. Annis M.\nLamme, Ruth\nLarge, Jennie M.\nLottes, Mother M. Veronica\nMcAra, Margaret\nMcCarthy, Margaret T.\nMcKee, Mrs. Ariel\nMcLucus, Victor R.\nMengel, J. Warren\nMiller, Joseph C.\nMitchell, A. R.\nMitchem, Paul\nMorse, Mrs. Eva\nMortensen, Gertrude\nNewman, Bess\nNoyes, David F.\nPrai, Irene J.\nRedfield, Jennie\nRegan, Mrs. Alice\nRobbins, C. A.\nRymal, Tammie\nScherich, Esther\nSeashore, A. T.\nStraight, Mrs. Rose\nSwennery, Gretchen\nThomas, Lloyd E.\nTroxell, M. F.\nWeber, Albert\nWells, E. H.\nWheatly, Emma\nWhitacre, Harlan\nWilliams, L. A.\nWilson, Ruth V.\nWolcott, R. H.\nWorley, Henry M.\n\nEducation\n\nCroley, Irene G.\nDaggett, James R.\nDelaney, Alice G.\nDilts, J. Spencer\nDoran, Lillian M.\nEdwards, Frances\nGerhart, Mrs. Mildred K.\nGill, Mary L.\nGookin, Mary A.\nGreen, Walter J.\nGregory, Christopher\nHall, Mrs. Helen C. G.\nHarriman, Jessie P.\nHarvey, Mrs. Frances P.\nHinds, Diana Bowens\nHumphrey, Lois A.\nJemison, Maude P.\nJohnson, Mrs. Henrietta F.\nJohnson, Mrs. Isabella\nKelley, Katherine A.\nKrause, Carl\nLee, Fred A.\nLockwood, Alice M.\nMarston, John\nMartin, Mrs. Helen D.\nMoney, Mrs. Mazie\nMurray, Eleanor J.\nMyers, Minnie T.\nNewson, Mrs. Lillian D.\nOpsahl, Mrs. Lucille C.\nPayson, Emily\nPeebles, Jessie\nPeterson, Julia\nPhillips, Pauline V.\nPowell, Grace K.\nRisley, Fred\nSayers, Mrs. Maude G.\nShelly, Joseph H.\nSmith, Blanche Graves\nSteiker, Maxwell P.\nTaylor, Louise\nThomas, Mrs. Helen T.\nTidey, Laura E.\nTorhan, Miriam\nVanaman, George W.\nVorms, Lucien\nWaterbury, Clara E.\nWebster, Sara\nWixted, Edith E.\nWolf, Fanny\nWright,\n\nOlive\n\nNEW\nBarela, Mrs.\nBell, Fay\n\nP.\n\nMEXICO\nJ. I.\n\nBalzar, Frederick B.\nBray, Florence L.\n\nFoster, Luther\nHuffman, Lowrence\nSanchez, Alex\nThomas, Jerome B.\n\nNEW\n\nNEW\n\nNEVADA\n#\n\nHAMPSHIRE\n\nAverill, Mr.\nChase, H. Lawton\nDavis, Annie L.\nMorrison, William Y.\nPoor, John M.\nWellmann, Justin O.\nNEW\n\nJERSEY\n\nAllen, Mary A.\nBarrick, Willina\nBeheer, Elizabeth\nBelt, Mrs. Mabel B.\nBerdan, Mrs. Olive G.\nBishop, Mrs. Jeannette V.\nBrown, Mrs. Sarah M.\nBurrough, Clara S.\nCarter, Mrs. Eleanor L.\nCartland, Ruth\nConover, Ezanna\n\nAssociation\n\nYORK\n\nAlford, Eunice\nAnderson, Floyd F.\nAnderson, Loretta M.\nAnnable, Caroline\nBacon, Margaret E.\nBarnes, Olive R. H.\nBeecher, Katherine\nBelden, Arthur E.\nBermann, Sadie\nBlood, Inez\nBogart, Bernice R.\nBohn, Florence\nBremer, Miss\nBryan, Jennie B.\nBurnap, Ella\nByrne, Anna I.\nCalahane. Susannah\nCarless, Sarah\nCarroll, Kate M.\nChriswell, John F.\n\nClark, Catherine\nClem, Isabel G.\nCohen, Jennie\nCohen, Rachel\nColburn, Jessie B.\nCollins, Clara L. V.\nConti, Mrs. Rose J.\nCook, Leon J.\nCullen, Patrick H.\nCunningham, Annie\nCurran, Nora J.\n\nE.\n\nCurtice, Mabel I.\nCushing, Alice\nDailey, Helen T.\nDavis, Jessica\nDecker, Helen M.\nDempsey, Bridget\nDenton, Lewis\nDevlin, Mary A.\nDevlin, Oneita\nDewey, Charlotte\nDingfeldt, Ottillie\nDowling, Lucy T.\nDuffy, Florence J.\nDumond, William H.\nDyslinger, Albert D.\nEdson, Frank M.\nEldredge, Roxie\nEmblen, T. W.\nErwin, Elizabeth\nFarrell, Elizabeth\nFelter, William L.\nFenning, Catherine E.\nFenton, Grace L.\nFoster, Walter E.\nFox, Hannah D.\nFox, Hattie May\nFrazer, Mary\nFriday, Harriet\nGage, Lucy\nGarritt, Albert W.\nGernon, Mary E.\nGilson, Channing W.\nGodfrey, Frances\nGodine, Mary G.\nGraveley, Ruth\nGraves, Helen Mar\nGreen, Mary V.\nGreenwood, Minerva\nGreiner, Hiram E.\nGrotecloss, John H.\nHahn, Martha E.\nHanley, Mary A.\n\nW.\n\nHarp, Julia K.\nHarris, John F.\nHarris, Julia E.\nHathaway, Vernetta\nHay, Mary\nHazard, Ruth\nHerman, Milton\nHervey, Walter L.\nHickey, Kate R.\nHobbs, Mary F.\n\nHoyle, Harry French\nJohnson, Albert A.\nJones, Gary M.\nKarlof, Mrs. B. Louise\nKatz, Dorothy\nKeane, Loretta J.\nKeane, Mary\nKearns, Margery C.\nKelliher, Anna J.\nKelly, Agnes\nKelly, Mary R.\nKievit, Louis\nKing, Edna\nKingsley. Ellen\nKirkup, Edna G.\nKoltnow, Fannie\nKraus, Regina\nLaing, Margaret\nLamb, James A.\nLangford, Rebecca\n\nB.\n\n"}
{"page": 975, "printed_page": null, "text": "969\nAssociations\nLee, Bert E.\nLeete, George P.\nLingo, William R.\nLink, George\nLobdell, Lillie I.\nLyon, Charles W.\nMabry, Rita M.\nMackie, Ena\nMann, Minnie T.\nMarkett, Mark\nMartin, F. Elvira\nMcAllister, Belle\nMcCabe, John P. J.\nMcCarthy, Katherine\nMcCarthy, Vada M.\nMcCarty, Katherine\nMcCormick, Anna M.\nMcGurn, Katherine L.\nMcLaughlin, Mary\nMcMillan, Ida\nMcSharry, Anna B.\nMead, Harry W.\nMembert, Blanche\nMiles, Julia B.\nMiller, Mary L.\nMorgan, Mary L.\nMullin, Elizabeth\nMulryan, Kathrine\nMurphy, Helen F.\nMurray, Elizabeth C.\nMurtha, John P.\nNeary, Emma\nNorr, Henry I.\nO’Leary, Mabel M.\nO’Mahoney, Ellen L.\nOrthey, Wilhelmina F.\nOsbourne, Wilfrida I.\nPalmer, Luelle A.\nPaterno. Jane\nPeck, Mrs. Mina A.\nPenhollow, Harry B.\nPerry, Arthur C.\nPetelle, Joseph H.\nPotter, Vera T.\nPurdy, Caroline\nQuinlan, Minnie\nRafferty, William B.\nReese, Annie Collins\nRoche, James P.\nRogers, Catherine\nRohrbach, Jacob H.\nRyan, Amanda L,\nRyder, Sara\nSchmitt, B. Elizabeth\nSchumann, Helen E.\nSeelye, Burt P.\nSeymour, Blanche C.\nSheehan. Catherine\nSiegel, Michael\nSims, Alice M.\nSmith, Abraham\nSmith, Bertha\nSmith, Clara K. (Mrs.)\nSmith, Elizabeth\nSmith, Ferdinand E.\nSmith, Isabel W.\nSynder, Arthur I.\nSpencer, Julia A.\nSperry, Mary K.\nStafford, Helen E.\nStapleton, Ellen\nStark, Elizabeth C.\nStawiarski, Estelle L.\nStone, Estella Green\nSweeney, Thomas H.\nTaggart, Ethel Booth\nTaylor, Marv F.\nThompson, Harriet D.\nTimmerhaus, Elsie M.\nVan Deusen, Esther I.\nVan Wagoner, Margaret\nVeeder, Laura A.\nVickers, Margaret\nWade, Emily A.\n\nRecords and Information\n\nWaldron, Alice M.\nWalker, Ethel\nWalsh, Florence F.\nWestberg, Madeline\nWheat, Frances L.\nWheeler, Ethel Cusick\nWickham, Elizabeth F.\nWilliams, Lociski L.\nWochian, Laura A.\nWormley, Mrs. Frances\nWright, Yale, E.\nYoung, Florence F.\nNORTH\n\nMcCartney, Mattie S.\nMcDargh, Charles E.\nMartin, Mrs. Nina S.\nMayfield, Mrs. Mable\nMerrell, Helen A.\nMetz, Raymond H.\nMickey, Blanche\nOwen, Mrs. Louise L.\nParsell, Oradell\nPatterson, Charles C.\nPratt, Mattie B.\nRife, S. T.\nRoberts, Edith\nRobertson, Alma\nRobinowitz, Yetta\nRobinson, Mary\n\nCAROLINA\n\nArnold, Maxley\nBell, J. M.\nBlue, Mrs. Claudia M.\nBraddy, Kanella J.\nBrotherton, Nola\nCampbell, J. A.\nCarmichael, P. S.\nCarraway, Daphne\nClayton, Ossie M.\nCook, Mary Ellen\nCrane, Mrs. H. C.\nDana, William Jay\nDavis, James Franklin\nEdmunds. (Miss) Willie\nFulton, Rearle\nHaynes, Sarah K.\nHoke, Robert Lee\nHumphrey, Rebecca\nJones, Alice E.\nJones, Ora E.\nLong, J. W.\nMartin. Mrs. W.\nW.\nPeel, Roda\nPerry, W. Y.\nPrice, Mrs. W. H.\nRichards, Ruth\nRoss, Wilbur H.\nSox, J. E.\nSwanson, Ethel\nTeem, Clarence A.\nTerry. Sara Bennett\nToy, W. T.\nTrent, Grace\nWarlick, Kathryn\nWohlford, Louise\n\nRoling,\n\nRoot, Alex\nRuby, Mildred\nSheward, A. R.\nSinclair, Mrs. Isabelle\nSmith, Russell\nSpeare, Wilma\nSpeice, Carrie\nSwigert, Frank\nThomas, Lawrence D.\nThornburg, Cora M.\nThornburg, Mary J.\n\nP.\n\nWagner, Isaac B.\nWatson, Nellie\nWelch, Mrs. Margaret\nWells, Anne\nWhinnery, Ray Ellwood\nWilliams, Dora E.\nWilliams. Iva\nWilloughby, Jessie B.\nOREGON\nAdy, Mrs. Leona C.\nBowland, John R.\nClement, Mrs. Otelia\nHalley, Maude\nPeterman, Ethel Y.\nWatts, Carl Ramsey\nWooley, Nellie M.\nPENNSYLVANIA\nAllan, Susan A.\nAsh, Percy\nAumiller. E. U.\n\nOHIO\n\na\nMary\nAvery,\nBakeless,\nO. Thelm\nH.\nBear, Mrs. Helen Shoop\nBeck, Paul E.\nBersner, Eleanor R.\nBlakley, Mrs. Helen\nBlumer, Emily M.\nBowman, Eilzabeth\nBranson. Carrie E.\nBrice, Mrs. William Jr.\nCarroll, John S.\nClinedinst, Mai A.\n\nAllen, Jennie\nBard, Lossen A.\nBates, Mrs. Elva B.\nBaxter, Louis A.\nBeckwith, Ruth\nBell, Lura\nBlack, David S.\nBroadstone, Dorothy H.\nCherrington, Mrs. Mae\nClark, Blanche\nClark, M. J.\nCulp, Hazel\nDarr, Jean\nDavis, Catherine\nDisher, Beatrice\nElliott, Mrs. Charlotte\nElliott, W. C.\nEvans, Lucy Belle\nFalkenbach. Lydia\nGoodrich, Milo\nGroves, C. D.\nHale, Minnie\nHill, Philip C.\nHorton, Mrs. Madelyn\nHumphreys. Eleanor\nKennedy. Nan C.\nKennel, Edith\nKinnison, J. E.\nKramer, Walter Clark\nMcCall, E. S.\n\nGrace\n\nCoale, Nealie\nCole, Mrs. Reathie\nCollins. Mattie M.\nE.\n\nL.\n\nPollock\n\nCook. D. H.\nCowling, Emma\nCressman. George L.\nDavis, Hannah\nDavis, Louise\nDeibert, Florence A.\nDrawbaugh. Nannie\nEarley, Stella S.\nEckert, Mary Horton\nEickhoff. Louise W.\nFaries, Carrie L.\nFerson, Mrs. Annabelle\nFitting, John E.\nFrank, Susan M.\nGabrio, Joseph B.\nGallagher, Bridget\n\nC.\n\n"}
{"page": 976, "printed_page": null, "text": "970\n\nNational\n\nGiven, Margaret P.\nGraham, John Kenneth\nGruver, Jacob A.\nKali, Harry S.\nHartman, Lu M.\nHess, Aaron B.\nHildebrand, Frank A.\nHosick, Thomas G.\nHufty, Irene M.\nHuntzberger, D. W.\nIsabel, Wilmina V.\nJarrett, Anne Lorena\nJones, Arthur Scott\nJungkurth, Sally J.\nKennedy, Charles\nKieffer, Hannah A.\nKifer, Laura\nKinard, Moses C.\nKnabe, Bertha\nKnepper, Lillian\nLaverell, Mrs. Eleanor C.\nLecky, Anna C.\nLenig, William H.\nLimber, Elsie A.\nLindsay, Alexander M.\nLong, Irene\nMcCaskey, Edward W.\nMacIntyre, Florence\nMcIntyre, Sarah J.\nMcKinney, Ella C.\nMadden, Margaret C.\nMeisel, Eva Imogene\nMellott, D. A.\nMeyers, Otto\nMiller, Lulu\nMiller. T. J.\nMitchell, Edna T.\nMontgomery, Mrs. Lucy\nMorgan, John E.\nMurphy, Lenore I.\nNiemann, Elizabeth C.\nPaddon, Rose\nPerry, Anna D.\nPomp, William H.\nPurman. Mary Russell\nReed, Martha\nReisinger, Austa\nReisse, Mary W.\nRowen, Wiiliam\nSantee, Thomas P.\nSealey, Nettie\nShaffer, Lena B.\nShott, John Abram\nSilsby, Mrs. Jane M.\nSimmons, Mrs. Harriet M.\nSnell, Patricia\nSpigelmyer. John R.\nStoddart, Harry T.\nSuzzallo, Henrv\nSweitzer, MacC.\nThompson, Mrs. Ada R.\nTownsend, Jesse K.\nUnger, Wood\nUnks, Mary A.\nWaldron, Addie S.\nWallace, William C.\nWalters, Florence E.\nWarne, Blanche\nWeeks, Loraine\nWilkinson, Heslop\nWilliams, Mary Allen\nWintersteen, Nancy\nZeiser, Harry H.\nZiegler, Elmer B.\nRHODE\n\nISLAND\n\nBicknell, Gertrude L.\nCarroll, Eleanor L.\nClark, Gertrude M.\nCoggeshall, Harriet A,\nColton, Margaret M.\nDolan, Katherine F.\n\nEducation\n\nAssociation\n\nForbes, Elizabeth L.\nGibson, Bertha E.\nGreene, James\nMagnus, Elsie T.\nMatteson, Mrs. Eva T.\nMonroe, Mary F.\nMowry, Lenette\nPepper, Julia\nPierce, Mrs. Ella M.\nStellman, Gertrude\nSutherland, Margaret C.\nThayer, Isadore G.\nTruesdale, Anna B.\nTucker, Marguerite G.\nWilbur, Phoebe\nSOUTH\n\nNapier, Nell\nNewman, Albert\nPeters, T. E.\nQuarles, Lucy\nRichardson, B.\n\nRoberts, Charles H.\nSamuels, Mrs. K. M.\nSheffield, Mrs. Jennie L.\nSmith, S. T.\nSyers, Mrs. Camille B.\nTaylor, Henry Kirby\nTyndall, John W.\nVickers, Carrie\nWenzel. W. C.\nWest,\n\nCharles\n\nCulberson\n\nUTAH\n\nCAROLINA\nArnold,\n\nBuist, George A.\nHolt, Mrs. Marie N.\nLooper, A. K.\nMcCall, Elizabeth\nMcGlothin, W. J.\nMilhouse, Mrs. U. G.\nOwens, Bessie\nPittman, Josie Belle\nSweegan, Miss M. A.\nTaylor, W. R.\nTrent, R. L.\nWare, Mrs. L. L.\nWest, C. F.\nWhitehead, Richie Lou\n\nHenry\n\nGlynn\n\nBrighton,\nCampbell,\n\nThomas B.\nOrson D.\n\nCobb,.\nMrs.Kathryn\nCamilla C.\nDe Rigis,\nHammer, Ella\nHarrison, James W.\nLewis, Violet S.\nPeterson, L. A.\nPeterson, Moglen\nStevenson, Parley L.\nWatts,\nWeber, John\nFrank A.J.\nWilliams, Jean\nVIRGINIA\n\nSOUTH\n\nDAKOTA\n\nBurns, J. T. F.\nDaly, Marjorie G.\nHolbrook, Edward P.\nKing, Charles T.\nLubbinge, John\nMellinger, Bonnie E.\nMeredith, E. B.\nMoore, A. F.\nPetrick, Mrs. Gertrude\nPlummer, Mrs. Julia\nWoods, Jacob Milton\n\nBain, Belle P.\nChamberlain, Mrs.\nCross,\nCharles\nDorrance,\nLucy E.\nFentress,\n\nMaud\n\nHill, Albert H.\nHinton, Estelle\nPainter, E. A.\nRucker, Jayne\nShelton, Carroll J.\nUmberger, Anna K.\nWilson, Sue Eddie\nWASHINGTON\n\nTENNESSEE\nBinnion, Randolph\nBlanton, John D.\n\nMargaret\n\nB.\n\nTEXAS\nAlford, Pearl\nAtwood, Amy\nMaud\nBailey, Mrs. Bessie\nBondies, Mrs. Josie M.\nBurton, Sam D.\nCalder, Mrs. Loretta L.\nChambers, J. E.\nDavis, Minadele\nDuke, Annie\nDuke, Katherine\nDunn, Mrs. Lilly\nGaines, E. P.\nGerdine, Lucy\nHall, Beulah J.\nHarris, T. G.\nHix, Eddie\nHollabaugh, Oscar S.\nHoward, John Franklin\nHunt, J. W.\nKelley, W. M.\nLawrence. Ida\nLong, J. L.\nLoring, Anna C.\nMcKinnie, Mrs. Susie G.\nMarquis, R. L.\nMilligan. Gertrude\nMills, William Buford\nMoody, Lee\n\nAttebury, Mrs. O.\nAskew, Mabel B.\nBishop, Eugene\nCarpenter, Richard\nEdwards, W. L.\nFrancis, C. Marie\nFraser, Pearl\nHanawalt, C. W.\nHarris, Blanche\nHeggem, Olga\nHodge, C. W.\nJohnson, Lillian\nLayden, Genevieve\nMelick, Katherine\nNason, Letta\nPalmer, E. S.\nPatton, Alma C.\nSchnasse, Edison\n\nU.\n\nShold, Arnolda\nSmith, Margaret\nWalter. Fred\nWest,\n\nLeoti\nWEST\n\nAlexander,\n\nVIRGINIA\nAnna\n\nAyers, Buena\nBeem, A. E.\nBoggs, Brounley\nBoughter, I. F.\nBower, David\nCooper, Joe\nEarlywine, Jesse\n\n"}
{"page": 977, "printed_page": null, "text": "Associational\n\nEdwards, Martha\nGarland, Clarence E.\nHanifan, L. J.\nHare, A. J.\nHill, Mrs. Virginia B.\nHoylman, J. N.\nLazlar, John H.\nMarr, Mrs. Thelma\nMartin, C. H.\nPatterson, Evangeline\nPrice, Mrs. Helen Rasky\nPurinton, Daniel B.\nReber, Mrs. Mary E.\nRodgers, Mrs. Irvin\nSpeary, Wilma C.\nVan Horn, M. H.\nVerder, Bessie C.\nWorkman, Geraldine\nYoung, Orville\nWISCONSIN\nAlexander, Mrs. Carrie\nAnderson, Anna E.\nAngle, Mrs. Rella\nArnfield, Mrs. J. D.\nBalz, G. H.\nBlackwell, A. T.\nBooten, Viola\nBraun, Adolph R.\nBreckenfeld. Lydia\nBrockman, Mrs. J. B.\nBrown, William H.\nBurke, Joseph P.\nBurke, Julia Ann\nCallen, Thomas\nCasey, Edward\nChristley, Mrs. Bernice A.\nChristy. Martha E.\nClark, Mrs. Marion\nClark, R. L.\nClasen, Mrs. Margaret\nConway, Florence\nCottrell, Mrs. Anna\nCox, James L.\nDavis, Mrs. Cora Eldred\nDavis, Dora\nDelano, Ruth A.\nDonald, John S.\nDriscoll, Theresa\nDumphy. Fanny\nEaton, Mrs. Abbie F.\nEckstein, Antonia\nEdwards, Morgan\nFitzmaurice, Mrs. Madelen\nFletcher, Helen\nFord, Mrs. William\nFox, Jenny\nFrank, Julius\nFrank, Mrs. Marv Lucy\nFrayer, Mrs. Nellie Gardner\nFromader. Mrs. Eva Snyder\nGentry, Elizabeth\nGifford, Ida\nGreenfield, Charles\nGriswold, Frances\nGruett, Fred\nHamilton, Mrs. J. E.\n\nRecords\n\nand\n\nHanson, Gladys\nHargrave, Ruth\nHartgerink, Mrs. Lita\nHayes, Agnes Mary\nHaynes, Mrs. Richard\nHeller, William\nHiggins, Frank\nHobart, Mrs. E. G.\nHodge, Mrs. Elizabeth\nHoen, Mrs. Anna\nHooper, Mrs. Maude S.\nHough, Vera Alice\nHowell, Nellie\nHuber, Oscar\nHuebsch, Arthur\nHunt, Mrs. Orville\nIngram, Evillie\nJenkins, Anna M.\nJessel, Henry\nJohnson, Mrs. Frank\nJohnson, Vesta\nJoston, Mrs. E.\nKamp, Mrs. Cora B.\nKaye, Mrs. Alice\nKelpe, Charles\nKiesow, Mrs. Edna\nKilling, George V.\nKing, Mrs. Della C.\nKittell, Mrs. Laurence\nKitzman, Lawrence L.\nKnue, Florence\nKosanda, Lillie\nLantry, Mary\n\n971\n\nInformation\n\nParker, Nellie Martin\nParrosh, Mrs. Roy\nParsons, Olive\nPatterson, Elizabeth\nPayton, Mrs. Martin\nPerry, Alice Dunck\nPhillips, George Ellis\nPhillips, James E.\nPhillips, Mrs. Kate S.\nPhinney, Margaret\nRearden, James F.\nRood, Hosea Whitford\nRooney, Mrs. Margaret\nRouiller, Clarence F.\nRubens, Joseph\nRubey, Mrs. Margaret\nRyder, Julia\nSaak, Bertha\nSanborn, Mrs. Edward\nScholz, Richard\nSchuler, Katherine\nScollard, John\n\nH.\n\nSell, William\nSerrahn, Louis\nShaugnessy, Judge George\nSmiley, Frank\nSogard, Kate Taylor\nSquiers, Genieve Kurth\nStafford, Margaret\nSwyer, Mrs. Cora\nSykes, Maude\nTiefenthaler, Pancreatius\nTift, Sam\n\nLayne, Harry E.\nLee, David Russell\nLenani, Mrs. Emma\nLentzner, Norman\nLewis, George\nLoque, J. B.\nLuellen, Mrs. John\n\nTigh, Angeline\nTorney, Juliana\nTourner, Joseph\n\nLyman, Helen\nMcDougal, Carabel\nMacDougal, Claire\nMcGantry, Maude\nMcGilloray, Mrs. C.\nMcHugh, Jeffery\nMcKenny, Charles\nMcKowen, Mrs. Lee\nMcMurphy, Miss Mary\nMagee, Harriet C.\nMasen, Mrs. Charles\nMays, Mrs. Jessie\nMeany, Winifred\nMelaney, Lizzie\nMeyer, Edwin F.\nMinor, E. D.\nMorris, Nellie\nMorrow, Mrs. Adelaide\nMosher, Orville Watson\nMunkwitz, Richard C.\nMurphey, Josephine\nMurphy, Susan\nNelson, Alice M.\nNelson, Kate S.\nNeuhaus. Barinka\nNevins, Charles\nNewman, Mrs. Lester\nO’Connor, Clara\nO’Connor, Gordon\n\nWarth, Bertha\nWebster, Emily\n\nUpsen, Mrs. Willis\nUrban, Mrs. William\nWald, Orma\nWalecka, Agnes\n\nWest, Caroline\nWest, Edna\nWhite, James\nWhite, Walter\nWhittaker, Letitia E.\nWilliams, Thomas\nWilliams, W. H.\n\nWinkler, Mrs. Theodore\nWinslow, Katherine\nWisdom, Mrs. John\nWiston, Nathan Austin\nYonk, John C.\nHAWAII\nAkimo, James Kim\nChun, Mrs. Gladys M. G.\nFoster, Mrs. Cora D.\nGallagher, Mrs. Mabel W.\nIkeda, Miss Hisano\nKamei, Clarence\nKauila, Mrs. Mary K.\nLathlean, Cluness\nLino, Mrs. Rane F.\nMoore, Nellie C.\nRudin, Mrs. Dorothy McKee\nWoodd, Mrs. Elizabeth\n\n"}
{"page": 978, "printed_page": null, "text": "V\n\n972\n\nNational\n\nTHE\n\nFOURTEENTH\n\nEducation\n\nAssociation\n\nREPRESENTATIVE\n\nASSEMBLY\n\nDelegates who attended the seventy-second annual meeting of the National Education\nAssociation in Washington, D. C., June 30-July 6, 1934. The classification of positions in¬\ncludes (1) directors and supervisors, (2) superintendents, (3) principals, (4) classroom teach¬\ners, (5) college and normal school presidents, (6) educational editors and secretaries, and (7)\nex-officio members.\nALABAMA\nBanks, L. Frazer (Assistant Superintend¬\nent of Schools), Birmingham; Alabama\nEducation Association.\nBenson, Fannie M. (Teacher), 1117 West\nEighth Ave., Birmingham; Birmingham\nTeachers Association.\nBryan, John E. (Superintendent of Schools),\nBessemer; Alabama Education Associa¬\ntion.\nDuvall, R. A. (Principal), North Birming¬\nham School, Birmingham; Alabama Edu¬\ncation Association.\nGrove, Frank L. (Secretary), Alabama Edu¬\ncation Association, 21 Adams Ave., Mont¬\ngomery; Alabama Education Association.\nHannon, Beatrice (Teacher), Dulion Apart¬\nment, 2030 Eleventh Ave., South, Birming¬\nham; Birmingham Teachers Association.\nMcGehee, Laura (Teacher), 101 Second Ave.,\nPratt City. Birmingham; Birmingham\nTeachers Association.\nMacKenzie, Mary Lois (Teacher), 804 South\nEighty-first St., Birmingham; Alabama\nEducation Association.\nNorton, Fannie Mae (Supervisor), County\nBoard of Education, Tuscaloosa; Alabama\nEducation Association.\nTilman, Rayner (Teacher), 7523 Second Ave.,\nS., Birmingham; Birmingham Teachers As¬\nsociation.\nVaughan, Joseph T. (Principal), 5521 First\nAve., S., Birmingham; Birmingham Teach¬\ners Association.\nWilliams, J. D. (ex officio), Principal, Avon¬\ndale School, Birmingham.\nYoung, T. C. (Principal), 1609 Cullom St.,\nBirmingham; Birmingham Teachers Asso¬\nciation.\n\nCleo (ex officio), Box\n\nErickson, Everett\nJuneau; Alaska\n\nARKANSAS\nHall, Mrs. Helen\nArthur St., Little\ntion Association.\n\n1272, Ketchi¬\n\nR. (Teacher), Box 517,\nEducational Association.\n\nARIZONA\nClarson, J. W., Jr. (Dean), College of Edu¬\ncation, University of Arizona, Tucson;\nArizona Education Association.\nDodge, Mrs. Ida Flood (Teacher), 721 South\nSecond Ave., Tucson; Tucson Teachers As¬\nsociation.\nGoodman, E. H. (Principal), R. F. D.,\nTempe; Arizona Education Association.\nHendrix, H. E. (ex officio), State Superin¬\ntendent of Public Instruction, Phoenix.\nJohns, Hester Mary (Teacher), Box 2693,\nTucson; Tucson Teachers Association.\nJones, Evelyn W. (Teacher), Phoenix Public\nSchools, Phoenix; Phoenix Mutual Bene¬\nfit Association.\nKessler, R. V. (Principal), 4749 University\nStation, Tucson; Tucson Teachers Asso¬\nciation.\nLoper, John D. (Superintendent of Schools),\nPhoenix; Arizona Education Association.\nMachan, W.\nT. (ex officio), Principal,\nCreighton School, Phoenix.\n\n(Teacher), 1901 North\nRock; Arkansas Educa¬\n\nHall, W. F. (Teacher), 1901 North Arthur\nSt., Little Rock; Arkansas Education As¬\nsociation.\nHirst, C. M. (ex officio), 5412 U St., Little\nRock.\nPhipps, W. E. (ex officio). State Commis¬\nsioner of Education, Little Rock.\nPipkin, John G. (Teacher). 2204 Schiller St.,\nLittle Rock; Arkansas Education Associa¬\ntion.\nPitts, Gertrude (Teacher), 915 Cumberland\nSt., Little Rock; Little Rock Woman\nTeachers Associaion.\nCALIFORNIA\nAlbert, Iris H. (Teacher), 1506 Stratford\nAve., Los Angeles; High School Teachers\nAssociation of Los Angeles.\nAllen, Mrs. Rhea E. (Director), 2121 Locust\nAve., Long\nsociation.\n\nALASKA\nCampbell,\nkan.\n\nNicolett, Kathryn\n(Teacher), Phoenix;\nPhoenix Mutual Benefit Association.\nRogers, Anne E. (Teacher), P. O. Box 242,\nTucson; Arizona Education Association.\nSmith, Harold W.\n(Superintendent of\nSchools), Glendale; Arizona Education As¬\nsociation.\nStevenson, H. L. (Superintendent of Schools),\nGlobe; Arizona Education Association.\nStringfellow, Frances (Teacher), Bin D,\nFlagstaff; Arizona Education Association.\nWilson, Elizabeth (Teacher), Phoenix High\nSchool, Phoenix; Arizona Education Asso¬\nciation.\n\nBeach;\n\nCalifornia\n\nTeachers\n\nAs¬\n\nAultman, Mrs. Lela (Principal), 6161 Barrows Drive, Los Angeles; Los Angeles\nElementary Principals Club.\nBailey, Bertha (Teacher), Sonora Inn,\nSonora; Classroom Department of the\nCalifornia Teachers Association, Bay\nSection.\nBaker,\n\nFlorence (Librarian), 78 The Up¬\nlands, Berkeley; Oakland Teachers Asso¬\nciation.\n\nBaldwin, Helen (Teacher), 325 Beverly Ave.,\nSan Leandro; Oakland Teachers Associa¬\ntion.\nBarnhill, Ellen Kirkpatrick (Teacher), 8652\nSunland Boulevard, Roscoe; Los Angeles\nElementary Teachers Club.\nBashor, E. H. (Teacher), 721 Linden Ave.,\nBurlingame; San Mateo County Teachers\nAssociation.\nBatdorf, Lucille (Teacher), 470 Chetwood\n\nSt., Oakland;\ntion.\n\nOakland\n\nTeachers\n\nAssocia¬\n\nBeaty, J. J. (Principal), 826 Cleveland St.,\nOakland; Oakland Teachers Association.\nBeatty, Vivian (Teacher), 2125 Chestnut\nAve., Long Beach; City Teachers Club of\nLong Beach.\nBergstrom, Herbert F. (Counselor). 1240\nTeach¬\nWay,\nUlfinian\non. Martinez; California\nAssociati\ners\n\n"}
{"page": 979, "printed_page": null, "text": "Associational\n\nRecords\n\nBlount, Effine P. (Vice principal), Alham¬\nbra City High School, Alhambra City;\nAlhambra City Teachers Club.\nBorrowdale, Isabelle (Teacher), 1403 North\nGrand Oaks St., Pasadena; Pasadena\nTeachers Association.\nBrainard, Esther C. (Teacher), 1620 Monroe\nSt., San Diego; California Teachers As¬\nsociation.\nBrowne, George E. (Teacher), 1825 Gillespie\nSt., Santa Barbara; California Teachers\nAssociation.\n\nBrowne, Georgianna (Teacher), 1825 Gil¬\nlespie St., Santa Barbara; Santa Barbara\nCounty Teachers Association.\nWillets; Califor¬\nBryan, Paul C. (Principal)\nnia Teachers Association.\nBush, George C. (Superintendent of Schools),\nSouth Pasadena; South Pasadena Educa¬\ntion Association.\nButler, Renette (Teacher), 193 Bimini Place,\nLos Angeles; Los Angeles Elementary\nTeachers Club.\nCave, Elmer L. (Superintendent of Schools),\nVallejo; California Teachers Association.\nChapman, Ana May (Principal), 1436 Mount\nPleasant St., Los Angeles; Los Angeles\nElementary Principals Club.\nChing, J. Frederic (Director), 1227 Josephine\nSt., Berkeley; Oakland Teachers Asso¬\nciation.\nClark, Augustina (Teacher), 184 Thirteenth\nSt., Oakland; Oakland Teachers Association.\n\nClemmens, Margaret (Teacher), 1417 Mo¬\nSt., Los Angeles; Los Angeles\nhawk\nElementary Teachers Club.\nCocking, Floyd W. (Teacher), 3315 Belle\nSan Diego; San Diego Teach¬\nDrive,tion.\nIsle Associa\ners\nCook. Edward I. (Teacher), 2676 Sixth Ave.,\nSacramento; Sacramento City Teachers\nAssociation.\nCooney, Mary M. (Teacher), 1040 Sutter\nSt., San Francisco; California Teachers\nAssociation.\n_ , _\nCrawford, Lynn H. (Teacher), 729 Oak St.,\nCalifornia Teachers Associa¬\nSanta Ana;\non.\n,\n_\nti\nEuclid\nNorth\nCrist, Elsie (Teacher), 249\nTeachers Asso¬\nPasadenan.\nena; io\nAve., Pasad\nat\nci\ni\nCroad, J. Russell (ex officio), Principal,\nSierra School, Sacramento.\nCurley, Laura (Principal), 1121 Trestle Glen\nnd Teachers Asso¬\nOakla\nOakland;\nRoad, at\nn.\nio\n.\n„\nci\nh\nteent\nSeven\n485\nipal),\n(Princ\nDavis, Con A.\nAve., San Francisco; California Teachers\n\nDawson, Martha S. (Teacher), 620 Santa\nRosa Ave., Berkeley; Berkeley Teachers\nAssociation.\nv\n_r\nDoolan, Winifred C. (Teacher), 6376 Yucca\nLos Angeles Elementary\nSt., Hollywood;\nTeachers\nClub.\nDunn, Bess A. (Teacher), 6022 Franklin\nAve., Hollywood; Los Angeles Elementary\nTeachers Club.\n(Teacher), 4306 South\nDunn, Lela M.\nHoover St., Los Angeles; Los Angeles\nElementary Teachers Club.\n(Superintendent of\nM.\nDurst, David\nCalifornia Teachers\n;\nPetaluma\nSchools),\nAssociation.\nEhlers,\n\nMartha (Teacher). 5813 Carlton\nWay, Los Angeles; Los Angeles Elemen¬\ntary Teachers Club.\nElliott, Essie L. (Teacher), 900 V? West\nFortieth Place, Los Angeles; High School\nTeachers Association of Los Angeles.\n\nand\n\nElmer,\n\nInformation\n\nW.\n\nSanta\nciation.\n\n973\n\nE.\n\n(Principal), 100 Peyton St.,\nCruz; California Teachers Asso¬\n\nEvans, Edith (Teacher), 614 North Poinsettia Place, Hollywood; Los Angeles\nKindergarten Club.\nFarrell, Mrs. Florence M. (Teacher), 3561\nMountain View Drive, San Diego; Cali¬\nfornia Teachers Association.\nFarrell, Mildred (Teacher), 237 Keller St.,\nPetaluma; Classroom Department of the\nCalifornia Teachers Association, Bay Sec¬\ntion.\nFeeney, Mrs. Lutie A. (Teacher), 152 Rivo\nAlto Canal, Long Beach; City Teachers\nClub of Long Beach.\nFerguson, Clara M. (Teacher), 526 Floral\nDrive, Whittier; California Teachers As¬\nsociation.\nFicklin, Mrs. Dorothy M. (Teacher), 3239\nCalle Cedro, Santa Barbara; Santa\nBarbara City Teachers Club.\nFoley, Louis F. (Principal), 1323 North\nLas Palmas St., Los Angeles; Los An¬\ngeles High School Principals Association.\nFreeman, Jennie Y. (Teacher), 1105 North\nSt., Glendale; California Teachers\nLouise\nA eenpi\nofinn\n\nFreeman, R. (Vice Principal), Route 2, Box\n153-B, Stockton; Stockton Elementary\nTeachers Association.\nGault, Mrs. Alma (Teacher), 821 Walnut\nSt., Inglewood; California Teachers Asso¬\nciation.\nGillespie, Mrs.\nSt., San\nLocust\n.\ners\nAssociation\n\nEdna\nDiego;\n\n(Teacher), 2294\nSan Diego Teach¬\n\nGilson, Dan H. (Teacher), 3586 Sixty-sixth\nAve., Oakland; Oakland Teachers Asso¬\nciation.\nGivens, Willard E.\nSchools),\nA.\nssociatio n Oakland;\n•\n\n(Superintendent of\nCalifornia Teachers\n\nGordon, Jennie (Teacher),\nAve., Berkeley; Oakland\nciation.\n\n2713 Telegraph\nTeachers Asso¬\n\nGrabill, Gladys B. (Teacher), 502 South\nHarvard Boulevard, Los Angeles; Los\nAngeles Elementary Teachers Club.\nGreen, Edith A. (Teacher), 2135 Kent St..\nLos Angeles; Los Angeles Elementary\nTeachers Club.\nGwinn, Joseph M. (ex officio), 144 Paloma\nAve.. San Francisco.\nHale, George N. (Superintendent of Schools)\nAzusa; California Elementary School\nPrincipals Association, Southern Section.\nHall, Henry C., Jr. (District Superintendent),\n220 East Ave., San Bruno; California\nTeachers Association.\nHanna, Sadie E. (Teacher), 15 North First\nSt., Alhambra; California Teachers Asso¬\nciation.\nHarry, Lena (Teacher), 507 Forest St., Oak¬\nland; Oakland Teachers Association.\n(Supervisor), 603 Termino\nHayes, Maud\nCalifornia Teachers\nBeach;\nLong\nAve.,\nA Q<?ori ati oti\nHeacock, A. B. (Principal), 719 East Wind¬\nsor St., Glendale; California Teachers\nAssociation.\nHeath, Grace Rosamond (Teacher), 8737\nFenwick St., Sunland; Elementary Teach¬\ners Club of Los Angeles.\nHeath, Tillie (Teacher), 8737 Fenwick St..\nSunland; Elementary Teachers Club of\nLos Angeles.\nHeisner, H. Fred (Principal), 253 West D\nSt., Colton; California Teachers Associa¬\ntion.\nHelen, Mary Frances (Teacher), 1203 West\nSeventh St., Los Angeles; Los Angeles\nElementary Teachers Club.\n\n"}
{"page": 980, "printed_page": null, "text": "974\n\nNational\n\nEducation\n\nHendrix, Mary B. (Teacher), 208 West\nSeventy-first St., Los Angeles; Los Angeles\nElementary Teachers Club.\nHiggins, Lucy V. (Teacher), 3750 Twentyninth St., San Diego; San Diego Teachers\nAssociation.\nHiggins, Sydnie M. (Teacher), 3750 Twentyninth St., San Diego; San Diego Teach¬\ners Association.\nHighfill, F. J. (Teacher), 2264 Beachwood\nDrive Hollywood; High School Teachers\nAssociation of Los Angeles.\nHitchcock, Mrs. Eileen S. (Teacher), 1229\nGlendale Boulevard, Glendale; Los An¬\ngeles Elementary Teachers Club.\nHolder, Mrs. Frances (Teacher), 105 Locust\nAve., Long Beach; City Teachers Club\nof Long Beach.\nHolmes, Gertrude (Teacher), 3917 Garfield\nAve., Inglewood; Los Angeles Elemen¬\ntary Teachers Club.\nHolt, Cora M. (Teacher), 4278 Kansas Ave.,\nLos Angeles; Los Angeles Elementary\nTeachers Club.\nHolt, Helen F. (Teacher), 1543-B Santa\nClara Ave., Alameda; Classroom Depart¬\nment of the California Teachers Associa¬\ntion, Bay Section.\nHostetter, Mrs. Beulah (Clerk), 1025 Second\nAve., Oakland; Alameda County Educa¬\ntional Association.\nHouston, Edith L. (Principal), Bella Vista\nSchool, Oakland; Alameda County Edu¬\ncational Association.\nHouston, Norma (Teacher), 790 Calmar Ave.,\nOakland; California Teachers Association.\nHuckaby, Mrs. Chloe P. (Principal), Oak\nStreet School, Inglewood; California\nTeachers Association.\nHurley, Morris E. (Principal), 3144 Clare¬\nmont Ave., Berkeley; Oakland Teachers\ns s o c i stion\nHuxtable, R. B. (Teacher), 1100 West Fortyfifth St., Los Angeles; High School Teach¬\ners Association of Los Angeles.\nIrwin, Annabell (Dean), Route 6, Box 55,\nFresno; California Teachers Association.\nIverson, Ida Christine (Principal), 349 North\nWilton Place, Los Angeles; Los Angeles\nElementary Principals Club.\nJackson, Charles W. (Teacher), 4301 East\nFourteenth St., Long Beach; City Teach¬\ners Club of Long Beach.\nJacobs, Manuel J. (Teacher), 1820 Fulton St.,\nSan Francisco; San Francisco High School\nTeachers Association.\nJanes, Hattie (Principal), 2439 Mariposa St.,\nFresno; Fresno City Council of Education.\nJenkins, Anna Irene (Teacher), 344 South\nBoyle Ave., Los Angeles; Los Angeles\nElementary Teachers Club.\nJohnson, Lottiellen (Teacher), 2412 L St.,\nSacramento; Sacramento City Teachers\nAssociation.\nJohnson, Marion (Teacher), 2412 L St.,\nSacramento; Sacramento City Teachers As¬\nsociation.\nJones, Mrs. Eugenia West (Teacher), 318\nSouth Benton Way, Los Angeles; Cali¬\nfornia Kindergarten Primary Association.\nJudge, Mrs. Irene (Teacher), Pinole; Rich¬\nmond Teachers Association.\nKahl, Minnie (Counselor), 758 Fifty-fourth\nSt., Oakland; Oakland Teachers Associa¬\ntion.\nKnapp, W. A. (Supervisor), 144 Twenty-sixth\nSt., Merced; California Teachers Associa¬\ntion.\nKreider, John (Teacher). 652 South Orange\nDrive, Los Angeles; Glendale City Teach¬\ners Club.\n\nAssociation\n\nLeasure, Mrs. Fanny M. (Teacher), 1480\nRose Ave., Long Beach; City Teachers\nClub of Long Beach.\nLeasure, Floyd J. (Teacher), 1480 Rose\nAve., Long Beach; City Teachers Club of\nLong Beach.\nLentz, A. E. (Administrative Adviser),\nState Department of Education, Sacra¬\nmento; Classroom Department of the Cali¬\nfornia Teachers Association, Bay Section.\nLewis, Mrs. Sadye (Teacher), 2122 Lakeshore Ave., Oakland; Oakland Teachers\nAssociation.\nLivsey, Alice Ross (Director), 373 West\nCalifornia Ave., Glendale; Glendale City\nTeachers Club.\nMcClure, A. R. (Teacher), 932 Madrid St.,\nSan Francisco; San Francisco Classroom\nTeachers Association.\nMcCray, Frances (Teacher), 748 South\nHarvard Boulevard, Los Angeles; High\nSchool Teachers Association of Los An¬\nMcCunn,\nDrummond J. (Teacher), 745 East\ngeles.\nCalifornia St., Pasadena; Pasadena Teach¬\ners Association.\nMcKee, Edith (Teacher), Mastick School,\nAlameda; Alameda County Educational\nAssociation.\nMcNutt, Mrs. Gladys (Teacher), Longfellow\nSchool, Alameda; Alameda County Educa¬\ntional Association.\nMacPherson, Irene Denelda (Teacher), 2104\nSouth Normandie Ave., Los Angeles; Los\nAngeles Elementary Teachers Club.\nMagruder, Laura M. (Teacher), 351 ^4 South\nCatalina St., Los Angeles; High School\nTeachers Association of Los Angeles.\nMallory, Gertrude (Librarian), 443 North\nAvenue Fifty-six, Los Angeles; High\nSchool Teachers Association of Los\nAngeles.\nManlove, Marie (Teacher), 327 West Sixth\nSt., Long Beach; City Teachers Club of\nLong Beach.\nMarbut, John W. (Principal), 3429 California\nAve., Long Beach; California Teachers\nAssociation.\nMartin, Bertha Hooyer (Teacher), 1961\nWest Two Hundred Fortieth St., Lomita;\nLos Angeles Elementary Teachers Club.\nMason, Margaret M. (Teacher), 1225 West\nFortieth Place, Los Angeles; Los Angeles\nElementary Teachers Club.\nMelvin, Ruby (Teacher), 445 Magnolia Ave.,\nLong Beach; City Teachers Club of Long\nBeach.\nMerideth, George H. (Deputy Superintend¬\nent), 410 North Euclid Ave., Pasadena;\nPasadena Teachers Association.\nMock, Lucille H. (Teacher), 800 Shenandoah\nSt., Los Angeles; Los Angeles Elementary\nTeachers Club.\nMock, Thomas M. (Principal), 800 Shenan¬\ndoah St., Los Angeles; California Teachers\nAssociation.\nMontgomery, Etta L. (Teacher), 542 South\nBoyle Ave., Los Angeles; Classroom\nTeachers Federation of Los Angeles.\nMorgan, Marcut (Teacher), 2719 Piedmont\nAve., Montrose; Glendale City Teachers\nClub.\nMortenson, L. H. (Teacher), 5026^2 North\nFigueroa St., Los Angeles; High School\nTeachers Association of Los Angeles.\nMorton, Mrs. Elsie A. (Teacher), 2461\nHavenscurt Boulevard, Oakland; Alameda\nCounty Educational Association.\nMueller, Alex J. (Teacher), 1438 LeGrand\nAve., San Pedro; Los Angeles Elementary\nTeachers Club.\n\n"}
{"page": 981, "printed_page": null, "text": "Associational\n\nRecords\n\nNewman, Norma H. (Teacher), 507 West\nFifth St., Los Angeles; High School\nTeachers Association of Los Angeles.\nNewton, Dora H. (Teacher), 1919 Mission\nSt., South Pasadena; High School Teach¬\ners Association of Los Angeles.\nNicholson, Genevieve (Teacher), 1141 Fil¬\nbert St., San Francisco; California Teach¬\ners Association.\nOnyon, Anna (Teacher), 2536 Franklin St.,\nSan Francisco; San Francisco Classroom\nTeachers Association.\nOnyon, Emma\n(Teacher) 2536 Franklin St.,\nSan Francisco; San Francisco Classroom\nTeachers Association.\nOsborne, Grace A. (Dean), 171 May Ave.,\nMonrovia; California Teachers Associa¬\ntion.\nParoni, Celia A. (Supervisor), 2610 Etna\nSt., Berkeley; Berkeley Teachers Associa¬\ntion.\nParsons, Mrs. Georgia B. (Teacher), 1801\nNorth Alexandria St.. Los Angeles; Los\nAngeles Elementary Teachers Club.\nPorch, Kathryn Alden (Teacher), 6200\nFranklin Ave., Los Angeles; Los Angeles\nElementary Teachers Club.\nPowers, Lucille F. (Teacher), 1740 Olive\nSt., Santa Barbara; Santa Barbara County\nTeachers Association.\nPrather, Mrs. Lillian (Teacher), 3141 Shef¬\nfield Ave., Oakland; Alameda County\nEducational Association.\nPratt, Anna Bettina (Teacher), 233 North\nDillon St., Los Angeles; High School\nTeachers Association of Los Angeles.\nRaymond, Annie L. (Teacher), Hotel Whitecotton, Berkeley; Alameda County Edu¬\ncational Association.\nRiffe, Leolla B. (County Superintendent),\nQuincy; California Teachers Association.\nRighter, George L. (Teacher), 1043 FortySt., Emeryville; California Teach¬\nseventh\ners Association.\n\nRoder, Eleanor (Teacher), 2474 Forty-first\nto; Sacramento City Teach¬\nSacramen\nSt., Associati\non.\ners\n\nRoss, Ivy B. (Teacher). 415 Elmwood Ave.,\n; Stanislaus County Teachers As¬\nModeston.\nsociatio\nRoy, A. B, (Teacher). 5030 Congress Ave.,\nOakland’; Oakland Teachers Association.\nRullmann, Mrs. Celestine B. (Teacher), 5442\nClaremont Ave,, Oakland; Oakland Teach¬\ners Association.\nRyan, Thomas P. (Teacher), 243 Clayton\nAve., Santa Clara; Santa Clara County\nTeachers Association.\nSargent, Catherine A. (Teacher), 330 North\nMariposa Ave., Los Angeles; California\nTeachers Association.\nShaw. Albert M. (Teacher), 2833 Estara\nAve., Los Angeles; California Teachers\nA QtinriJitinn\n\nShea, Mrs. Dorothy (Teacher), 661 Arrow¬\nhead Ave., San Bernardino; California\nTeachers Association.\nShippy. Melvin E. (Teacher), 910 Ramona\nrnia Teachers As¬\nSt., Palo\non. Alto; Califo\nsociati\nShumway. Mrs. Ruth Sanger (Teacher), 1884\nNorth Lincoln Ave., Pasadena; Los An¬\ngeles Elementary Teachers Club.\nSmith, F. B. (Principal), 2717 Seventh Ave.,\nSacramento; California Teachers Associa¬\ntion.\nSmith, Josephine Parker (Teacher), 202\nTrinity Building. Los Angeles; Los An¬\ngeles Elementary Teachers Club.\nSmith, Nina Grace (Teacher), 121 East Fifth\nSt., Los Angeles; Los Angeles Elementary\nTeachers Club.\n\nand\n\nInformation\n\n975\n\nStafford, Mrs. Marion (Teacher), 2308 Lakeshore Ave., Oakland; California Kinder¬\ngarten Primary Association.\nStark, Mrs. Peggy L. (Teacher), 2712 West\nForty-third Place, Los Angeles; Los An¬\ngeles Kindergarten Club.\nStevens, Kathleen H. (Teacher), 1285 Burn¬\nside St., Los Angeles; Los Angeles Ele¬\nmentary Teachers Club,\nStewart, Fordyce (Teacher), 120 Chestnut\ntion.\nSt., Chico; California Teachers Associa¬\nThayer, Suzanne (Teacher), 2367 Portland\nSt., Los Angeles; High School Teachers\nAssociation of Los Angeles.\nTodd, Lilia (Teacher), 1236 Sherman St.,\nAlameda; Alameda Grade Teachers Club.\nUpton, Rolland (Principal), Buena Park;\nElementary Principals and Teachers Asso¬\nciation of Orange County.\nVicklund, Marie M. (Teacher), 3835 West\nFifty-ninth Place, Los Angeles; Los An¬\ngeles Elementary Teachers Club.\nWalker, Lesley (Teacher), 251 Santa Rosa\nciation. Oakland; Oakland Teachers Asso¬\nAve.,\nWarren, Elizabeth (Teacher), 5120 Franklin\nAve., Los Angeles; California Teachers\nAss ociation.\nWashburn, Elmer E. (Teacher), 4025 Brigh¬\nton Ave., Oakland; Oakland Teachers\nA cenp\n\nI nfi\n\nam\n\nWaterman,\nM*rs. St.,\nO. E.Santa\n(Teacher),\n1103 Santa\nWest\nMicheltorena\nBarbara;\nBarbara City Teachers Club.\nWeatherford, Ida M. (Teacher), 1331 Santa\nBarbara St., Santa Barbara; Santa\nBarbara County Teachers Association.\nWeller. Louise E. (Principal), 4212 Georgia\nSt., San Diego; San Diego Principals and\nSupervisors Club.\nWelty, Mrs. Georgie (Teacher), 3651 Alexia\nPlace, San Diego; San Diego Teachers\nA ccori\n\nofinn\n\nWhite, Helen (Teacher), 335 East Ninth\nSt., Long Beach; City Teachers Club of\nLong Beach.\nWiley, Will E. (Superintendent of Schools),\nLodi; California Teachers Association.\nWillis, Mrs. Fern Clark (Teacher), 3742\nSouth Wilton Place, Los Angeles; Los\nAngeles Elementary Teachers Club.\nWilson, Mabelle (Teacher), 820 Contra Costa\nAve., Berkeley; Berkeley Teachers Asso¬\nciation.\n\nWillowWilt, Rose Duerst (Teacher), 4326Classr\noom\nbrook Ave., Los Angeles;\nTeachers Federation of Los Angeles.\n4326 WillowWilt, Willard H. (Teacher),\nbrook Ave., Los Angeles; High School\nTeachers Association of Los Angeles.\nWitty, Karyl L. (Teacher), 2246 Glyndon\nSchool Teachers Asso¬\n; High\nAve., Venice\nAngeles.\nof Los\nciation\nWychoff, Clarabelle S. (Teacher). 4549 West\nEighteenth St., Los Angeles; High School\nTeachers Association of Los Angeles.\nYoung, Sarah L. (Principal), 2451 Seminary\nAvenue., Oakland; California Elementary\nSchool Principals Association.\nCOLORADO\n\nAvery, George T. (Teacher), 401 East\nLaurel St., Fort Collins; Classroom\nTeachers Department of the Colorado Edu¬\ncation Association.\nBeatty, J. Ewing (Teacher), 2235 South\nClayton St., Denver; Denver Classroom\nTeachers Association.\nBorg, Walter T. (Principal). High School,\nMancos; Colorado Education Association.\n\n"}
{"page": 982, "printed_page": null, "text": "976\n\nNational\n\nEducation\n\nBradford, Mrs. Mary C. C. (ex officio), 917\nEast Eleventh Ave., Denver.\nBrown, Richard R. (Teacher), 2245 Birch\nSt., Denver; Denver Classroom Teachers\nAssociation.\nBurgess, Grace E. (Teacher), 142 West\nCedar Ave., Denver; Denver Classroom\nTeachers Association.\nCasey, C. C. (President), Western State\nCollege, Gunnison; Colorado Education\nAssociation.\nCharlesworth, Harry W. (Teacher), 2827\nMilwaukee St., Denver; Denver Classroom\nTeachers Association.\nChristy, Mary E. (Teacher), 1050 Washing¬\nton St., Denver; Denver Classroom\nTeachers Association.\nDavis, Mrs. Minnie O. (County Superintend¬\nent), Littleton; Colorado Education Asso¬\nciation.\nEllis, Douglas\nSt., Denver;\nAssociation.\n\nB. (Teacher), 1200 Newport\nDenver Classroom Teachers\n\nEvans, Dave D. (Principal), 2538 Elm St.,\nDenver; Denver Teachers Club.\nForce, Anna Laura (Principal), 2254 Lowell\nBoulevard, Denver; Colorado Education\nAssociation.\nGrindle, R. M. (Principal), 118 East Dale\nSt., Colorado Springs; Colorado' Education\nAssociation.\nHardin, Achsah (Teacher), 2420 East Routt\nSt., Pueblo; Pueblo Classroom Teachers\nAssociation.\nHouseman, Murl C. (Teacher), 116 East\nDale St., Colorado Springs; Colorado\nSprings Classroom Teachers Association.\nJohnson, C. T. (Principal), 1424 East Fifth\nSt., Pueblo; Pueblo Teachers Association\nof District Number One.\nLewis, Inez J. (ex officio), State Superin¬\ntendent of Public Instruction, Denver.\nMooney, W. B. (ex officio), 530 Common¬\nwealth Building, Denver.\n\nO’Reilly, Charlotte M. (Teacher), 1363 Mil¬\nwaukee St., Denver; Denver Classroom\nTeachers Association.\nPorter, Maude B. (Teacher), 2575 Dahlia\nSt., Denver; Denver Classroom Teachers\nAssociation.\nRiley, Laura (Teacher), 315 Lincoln St.,\nSterling; Colorado Education Association.\nRitter, Gladys E. (Teacher), 608 East\nTwelfth Ave., Denver; Denver Classroom\nTeachers Association.\nRodgers, Olive S. (Teacher), 1781 Holly St.,\nDenver; Denver Classroom Teachers Asso¬\nciation.\nSaid, Mary (Teacher), 1715 Palmer St.,\nPueblo; Pueblo Classroom Teachers Asso¬\nciation.\nSievers, T. G. (Teacher), 1458 Glencoe St.,\nDenver; Denver Classroom Teachers As¬\nsociation.\nSmith, Margaret Mendenhall (Principal),\n1522 Lafayette St., Denver; Denver Prin¬\ncipals and Directors Association.\nStone, Clark H. (Assistant Principal), West\nHigh School, Denver; Colorado Educa¬\ntion Association.\nThrelkeld, A. L. (Superintendent of Schools),\nDenver; Colorado Education Association.\nVarney, Maude (Teacher), 1560 Downing St.,\nDenver; Denver Classroom Teachers As¬\nsociation.\nWhite, Ramona (Principal), Willis School.\nAlamosa; Colorado Education Association.\nWhite, Roscoe H.\n(Superintendent of\nSchools), Cheraw; Colorado Education\nAssociation.\nWilson, Claude E. (Teacher), 1315 Ninth\nSt., Boulder; Boulder Community Educa¬\ntion Association.\n\nAssociation\n\nWright, Edna\nSt., Greeley;\nAssociation.\n\nF. (Teacher), 921 Twelfth\nGreeley Classroom Teachers\n\nCONNECTICUT\n\nAherne, Mrs. Vina M. (Teacher), 146 Grafton\nSt., New Haven; New Haven Teachers\nLeague.\nAtherton, Clara B. (Teacher), Pequot\nSchool, Southport; Fairfield Teachers As¬\nsociation\n.\nBrown, Raymond\nN. (Superintendent of\nSchools), Thomaston; Connecticut State\nTeachers Association.\nButterfield, Ernest W. (ex officio), Commis¬\nsioner of Education, Hartford.\nCollins, Helen T. (ex officio), 41 Fifth St.,\nNew Haven.\nCrowley. Edward C. (Teacher), 33 Brown\nSt., West Haven; New Haven Teachers\nLeague.\nCunningham, Ruth E. (Teacher), Reed St.,\nStratford; Stratford Teachers Association.\nEgan, Helen T. (Teacher), 81 Idylwood\nAve., Waterbury; Waterbury Teachers\nAssociation.\nFeingold, Gustave A. (Principal), Bulkeley\nHigh School, Hartford; Hartford County\nTeachers Association.\nFitzPatrick, Katharine L. (Principal), 74\nSanford Place, Bridgeport; Bridgeport\nTeachers Association.\nFoley, Marguerite J. (Principal), 36 Oak St.,\nNorwich; Norwich Teachers League.\nFuller, Edith L. (Teacher), 15 High St.,\nDanielson; Connecticut State Teachers\nAssociation.\nHarrington, F. E. (Executive Secretary),\nConnecticut State Teachers Association,\nRoom 320, State Office Building, Hart¬\ntion..\nford; Connecticut State Teachers Associa¬\nHubbard, Charlotte A. (Counselor), 36\nHotchkiss St., Apartment C-5, New Haven;\nConnecticut State Teachers Association.\nJames, Henry J. (Principal), Senior\nSchool, Simsbury; Connecticut\nTeachers Association.\n\nHigh\nState\n\nKennedy, Mary (Teacher), 20 South St.,\nWaterbury; Connecticut State Teachers\nAssociation.\nLibby, H. S. (Superintendent of\nSouthington; Connecticut State\nAssociation.\nNolan, Anna\nConnecticut\n\nSchools),\nTeachers\n\nE. (Principal), Southington f\nState Teachers Association.\nDELAWARE\n\nFoulk, Margaret (Counselor), 2301 Washing¬\nton St., Wilmington; Delaware State\nEducational Association.\nHolloway, H. V. (ex officio), State Superin¬\ntendent of Public Instruction, Dover.\nSchantz, C. W. (Superintendent of Schools),\nSmyrna; President, Delaware State Edutional Association.\nStahl, H. E. (Superintendent of Schools),\nClaymont; Delaware State Educational\nAssociation.\nStouffer, Samuel M. (ex officio), Superin¬\ntendent of Schools, Wilmington.\nWagner, M. Channing (Assistant Superin¬\ntendent), 705 West Eleventh St., Wilming¬\nton; Delaware State Educational Associa¬\ntion.\nDISTRICT\n\nOF\n\nCOLUMBIA\n\nBallou, Frank W. (ex officio), Superintend¬\nent of Schools, Washington.\nBruce, John C. (Supervising Principal),\nWhitelaw Hotel, Washington; Columbian\nEducational Association.\n\n"}
{"page": 983, "printed_page": null, "text": "Associational\n\nRecords\n\nCooper, William John (ex officio), George\nWashington University, Washington.\nCrabtree, J. W. (ex officio), Secretary, Na¬\ntional Education Association, 1201 Six¬\nteenth St., N. W., Washington.\nCrawford, Jane (Teacher), McKinley High\nWashington; High School Teach¬\nSchool,\ners\nAssociation.\nEly, Selden M. (ex officio), Supervising\nPrincipal, Fifth District Public Schools,\nWashington.\nGosling, Thomas W. (ex officio), Director,\nJunior Red Cross, Washington.\nGrosvenor, Edith Louise (ex officio), 73,\nThe Iowa Apartment, Washington.\nHalberg, Anna (Professor), Wilson Teach¬\ners College, Washington; Education As¬\nsociation of the District of Columbia.\nHaycock, Robert (Assistant Superintendent),\nWashington; Education Association of the\nDistrict of Columbia.\nKeliher, Annie C. (Teacher), Curtis School,\nWashington; Education Association of the\nDistrict of Columbia.\nLucas, M. Grant (Teacher), 1738 Fifteenth\nSt., N. W., Washington; Columbian Edu¬\ncational Association.\nMartin, Corinne E. (Director), 1501. Twelfth\nSt., N. W., Washington; Columbian Edu¬\ncational Association.\nRuediger, William C. (Dean), School of\nEducation, George Washington Univer¬\nsity, Washington; Education Association\nof the District of Columbia.\nSquire, Mrs. Minnie C. (Teacher), Western\nHigh School, Washington; High School\nTeachers Association.\nWilliams, Chari O. (ex officio), Director,\nDivision of Field Service, National Edu¬\ncation Association, 1201 Sixteenth St.,\nN. W., Washington.\nWoodward, Esther (Teacher), 2456 Twen¬\ntieth St.. N. W., Washingtfcn; Junior High\nSchool Teachers Association.\nZook, George F. (ex officio), United States\nCommissioner of Education, Washington.\nFLORIDA\n\nChapman, Sarah (Principal), 3223 Harbor\nView Ave., Tampa; Florida Education As¬\nsociation.\nDavis, Mrs. Jane (Teacher), 1013 Horatio\nSt., Tampa; Tampa Teachers Club.\nEvans. R. M. (Director), State Department\nof Education, Tallahassee; Florida Edu¬\ncation Association.\n(County Superintendent),\nGray, C. H.\nQuincy; Florida Education Association.\nHoward, R. D. (Professor), Rollins College,\nWinter Park; Florida Education Associa¬\ntion.\n„\nLee. Mrs. J. C. (Teacher), 1512 West Garden\nola; Florida Education Asso¬\nSt., Pensac\n.\nciation\n\n(Teacher). 128 SixtyMaxwell, Mabel\nW., Miami; Florida Educa¬\nfirst St., N. ciat\nion.\n.\ntion Asso\nNewsom. W. T. (County Superintendent),\nLive Oak; Florida Education Association.\nRickards, James S. (ex officio). Executive\nary, Florida Education Association,\nSecretassee.\nTallah\nGEORGIA\n\nland\nBernd, Florence (Teacher), 101 Cleve\nia¬\nAssoc\ntion\nEduca\nia\n; Georg\nAve., Macon\n.\non\n_\n_\nti\no). State Superin¬\nCollins, M. D. (ex officiInstr\nuction, State\ntendent of Public\nCapitol, Atlanta.\n\nand\n\nInformation\n\n977\n\nMann, Allie B. (Teacher), 1136 Oxford\nRoad, N. E., Atlanta; Georgia Education\nAssociation.\nRhodes, Maude (Principal), 185 Westminster\nDrive,\nciation. Atlanta; Georgia Education Asso¬\nStrong, O. B. (Superintendent of Schools),\ntion.\nSavannah; Georgia Education Associa¬\nSutton, Willis A. (ex officio), Superintendent\nof Schools, Atlanta.\nWannamaker, George W. (ex officio), Super¬\nintendent of Schools, Griffin.\nWells, Jere A. (County Superintendent),\nAtlanta; Georgia Education\nCourt\nA ecrjpi oHouse,\nfi am\nWhitworth, Mrs. R. B. (Principal), 1106\nAve., Atlanta; Georgia Education\nAustin\nAssociation.\nHAWAII\n\nBarber, Lucy (Teacher), Deaf and Blind\ntion.\nSchool, Honolulu; Oahu Teachers Associa¬\nBrown, Mrs. Thelma C. (Teacher), Hilo;\nHawaii Education Association.\nBuck, Mrs. Sarah (Teacher), .Wailuku,\nMaui; Hawaii Education Association.\nCaceres, Alice (Teacher), Intermediate\nSchool, Hilo; Hilo Teachers Union.\nChang, Mrs. Bernice (Teacher), Royal\nSchool, Honolulu; Oahu Teachers Asso¬\nciation.\nChing, Phyllis (Teacher), Waiamae School,\nHonolulu; Oahu Teachers Association.\nInterme¬\nChun, Dai Ho (Teacher), Central Teache\nrs\nSchool, Honolulu; Oahu\ndiate\n.A. s s o c 1 3. t i o ri ,\n\nCleaver, Eleanor (Teacher), Intermediate\nSchool, Hilo; Hilo Teachers Union.\nCummings, Molly (Teacher), Royal School,\nHonolulu; Oahu Teachers Association.\nDorsey, Archie (Teacher). McKinley High\naSchool, Honolulu; Oahu Teachers Associ\n\nOuporite, Mrs.\nville, Maui;\n\nSarah (Teacher), SprecklesHawaii Education Associa-\n\nJoe C. (Teacher), Eleele, Kauai;\nHlarpe'r\nKauai, Education Association.\nTarper, Mrs. Joe C. (Teacher), _ Eleele,\nKauai; Kauai Education Association\nHigh\nMaui 1 e&CIlipal),! MclUl\ncAa/vI\nT-T omalnn\n(PrincMaui\nL.nnlrn\nHarris, Arthur\ners Association.\n\nkuaHarris, Mrs. Olivia L. (Teacher), Hama n. .\npoko, Maui; Maui Teachers Associatio\nlani\nHills, Mrs. Irene (Teacher), Aliio\nAsso-UlcILlUll*\n, hers\nN\n_\nSchool, Honolulu; Oahu Teac\nLederer, Mrs. Helen (Teacher), Royal\nthe\nSchool, Honolulu; Teachers Council of\nTerritory of Hawaii.\nMotoyama, Mrs. Elsie (Teacher), Royal\nAsso¬\nSchool, Honolulu; Oahu Teachers\nciation.\n\nSpencer, Robert (Principal),\nHigh School, Honolulu; Hawaii\n^ ssociation.\n\nRoosevelt\nEducation\n\nSullivan, Nora (Teacher), Waikapu School,\non.\nti\n_ „ a¬,\nWaikapu, Oahu; Oahu Teachers Associ\nVance, Thomas B. (ex officio), 2909 Park\nRoad, Honolulu.\nWatson, Clarence N. (Teacher), Hilo. High\nSchool, Hilo; Hilo Teachers Association.\nWatson, Mrs. Katherine D. (Teacher), Hilo\nIntermediate School, Hilo; Hilo Teachers\nAssociation.\n\n"}
{"page": 984, "printed_page": null, "text": "m\n\nNational\n\nEducation\n\nIDAHO\n\nChristensen, W.\nW.\n(Superintendent of\nSchools), Idaho Falls; Idaho Education\nAssociation.\nCondie, John W. (ex officio), State Superin¬\ntendent of Public Instruction, Boise.\nScates, Ivan G. (Superintendent of Schools),\nHammett; Idaho Education Association.\nSnyder, Raymond H. (ex officio), President,\nState Normal School, AlbionT\nILLINOIS\n\nAbbe, Mary M. (Teacher), 6619 LaFayette\nAve., . Chicago; Illinois State Teachers\nAssociation, Chicago Division.\nAllfree, Mary L. (Teacher), 5542 Lakewood\nAve., Chicago; Chicago Public School\nKindergarten-Primary Association.\nAnderson, H. D. (Principal), Ottawa Town¬\nship High School, Ottawa; Illinois Valley\nDivision, Illinois State Teachers Associa¬\ntion.\nArmbruster, Mrs. Bertha (Emeritus Princi¬\npal), 214 Gale Ave., River Forest; Illinois\nState Teachers Association, Chicago Divi¬\nsion.\nBeattie, Annie (Teacher), 2928 Pine Grove\nAve., . Chicago ; Illinois State Teachers\nAssociation, Chicago Division.\nBeebe, R. E. (Superintendent of Schools),\nNaperville; Du Page Valley Division, Illi¬\nnois State Teachers Association.\nBiester, F. L. (Principal), High School, Glen\nEllyn; Illinois State Teachers Associa¬\ntion.\nBlair, Francis G. (ex officio), State Super¬\nintendent of Public Instruction, Springfield.\nBogan, William J. (Superintendent of\nSchools), 741 Gordon Terrace, Chicago;\nIllinois State Teachers Association, Chi¬\ncago Division.\nBorder, Clara (Teacher), 6042 Kimbark Ave.,\nChicago; Chicago Teachers League.\nBowman, C. W. (Superintendent of Schools),\nHutsonville; Illinois State Teachers As¬\nsociation.\nBranom, W. T. (Assistant County Superin¬\ntendent), 310 Plum St., Aurora; Northeast¬\nern Division, Illinois State Teachers Asso¬\nciation.\nBright, Orville T., Jr. (Superintendent of\nSchools), Dolton; Lake Shore Division,\nIllinois State Teachers Association.\nBurroughs, E. B. (Principal). Collinsville;\nSouthwestern Division, Illinois State\nTeachers Association.\nCann, George F. (County Superintendent),\n203 South Seventh St.,. Oregon; Illinois\nState Teachers Association.\nCarlson, C. I. (Teacher), 628 Spring St.,\nAurora; Northeastern Division, Illinois\nState Teachers Association.\nCassady, E. N. (Superintendent of Schools),\nBrookfield; Lake Shore Division, Illinois\nState Teachers Association.\nClark, Esther (Teacher), 1314 Post Ave.,\nRockford; Rockford Teachers Club.\nClement, John A. (Professor), University\nof Illinois, Urbana; Illinois State Teach¬\ners Association.\nCondrey, R. S. (Superintendent of Schools),\nMount Carmel; Southeastern Division, Illi¬\nnois State Teachers Association.\nCully, B. O. (Principal), 818 South Burchard\nAve., Freeport; Northwestern Division,\nIllinois State Teachers Association.\nDady, Margaret (Assistant Principal), 11\nSouth County St., Waukegan; Lake Shore\nDivision, Illinois State Teachers Associa¬\ntion.\n\nAssociation\n\nDawson, L. C. (Principal), 1090 Twentieth\nAve., East Moline; Illinois State Teach¬\ners Association.\nDecker, A. E. (County Superintendent),\nCarthage; Western Division, Illinois State\nTeachers Association.\nDickson, W. R. (Teacher), High School,\nColumbia; Southwestern Division, Illinois\nState Teachers Association.\nDugas, F. E. (Superintendent of Schools),\nWestvill\ne; Illinois State Teachers Associa¬\ntion.\nDyar, H. L. (County Superintendent), 310\nJames St., Eureka; Peoria Division, Illinois\nState Teachers Association.\nEchols, Silas (Principal), High School,\nMount Vernon; Southwestern Division,\nIllinois State Teachers Association.\nFahy, Mildred (Principal), 1128 Morse Ave.,\nChicago; Illinois State Teachers Associa¬\ntion. Chicago Division.\nFair, Margaret (Teacher), 311 Franklin St.,\nPekin; Pekin Teachers Club.\nFetherston, Roy (Superintendent of Schools),\nMonmouth; Illinois State Teachers Asso¬\nciation.\nFrazer, Bernard J. (Principal), High School,\nDixon; Rock River Division, Illinois\nState Teachers Association.\nFristoe, Eva M. (Teacher), 7521 Sheridan\nRoad, Chicago; Lake Shore Division, Illi¬\nnois State Teachers Association.\nGambach, J. C. (Teacher), 702 North St.,\nPeoria; Peoria Division, Illinois State\nTeachers Association.\nGeilen, Henry G. (Teacher), 3542 Janssen\nSt., Chicago; Illinois State Teachers Asso¬\nciation.\nGibson, Annetta (Teacher). 541 North Court\nSt., Rockford; Rockford Teachers Club.\nGraves, Fairy (Teacher), Randolph; Illinois\nState Teachers Association.\nGuthrie, Helen (Teacher), 911 Park Ave.,\nPekin; Peoria Division, Illinois State\nTeachers Association.\nHandlin. W, C. (Teacher), 410 Keokuk St.,\nLincoln; Central Division, Illinois State\nTeachers Association.\nHansen, Herbert C. (Principal). 1045 North\nLockwood Ave., Chicago; Chicago Prin¬\ncipals Club.\nHarden, Frances E. (Teacher), 1520 Via\nLazo St., Palos Verdes Estates, California;\nIllinois State Teachers Association, Chi¬\ncago Division.\nHarper,\nJ. R.Lake\n(Superintendent\nof Schools'),\nWilmette;\nShore Division,\nIllinois\nState Teachers Association.\nHensleigh. Margaret (Teacher), 5460 Woodlawn Ave.. Chicago; Illinois State Teach¬\ners Association.\nHill, A. Lulu (Teacher), 610 North Thirteenth\nSt., East St. Louis; Illinois State Teach¬\ners Association.\nHunter, J. W. (Principal), Annawan; Black\nHawk\nDivision, Illinois State Teachers\nAssociation.\nJensen, F. A. (Superintendent of Schools),\nRockford; Illinois State Teachers Asso¬\nciation.\nKeeler, Otis (Superintendent of Schools),\nMarshall; Eastern Division, Illinois State\nTeachers Association.\nKline, Aaron (Principal), 10945 Vernon Ave.,\nChicago; Chicago Principals Club.\nLash, C. R. (Teacher), Geneseo; Black\nHawk\nDivision, Illinois State Teachers\nAssociation.\nLewis, Hettie B. (Teacher), Route 1, Box 3,\nChatham; Springfield Elementary Class¬\nroom Teachers Association.\n\n"}
{"page": 985, "printed_page": null, "text": "979\nAssociational\n\nRecords\n\nLewis, Lillian (Teacher), Normal Hotel, 1325\nWilson Ave., Chicago; Illinois State\nTeachers Association, Chicago Division.\nLockhart, A. V., 855 Wentworth Ave.. Calu¬\nmet City; Lake Shore Division, Illinois\nState Teachers Association.\nMcArdle, Margaret (Teacher), 111 Broadway,\nWilmette; Illinois State Teachers Asso¬\nciation, Chicago Division.\nMacCarthy, Elinore (Teacher), 111 East\nPearson St., Chicago; Illinois State\nTeachers Association, Chicago Division.\nMcIntosh, Charles (County Superintendent),\n404 South Charter St., Monticello; Illi¬\nnois State Teachers Association.\nMcMahon, Nellie G. (Teacher), 10636 South\nOakley Ave., Chicago; Lake Shore Divi¬\nsion, Illinois State Teachers Association.\nMason, Noah M. (ex officio), Superintendent\nof Schools, Oglesby.\nMaxey, Effie (Teacher), High School, East\nSt. Louis; East St. Louis Teachers Asso¬\nciation.\nMollman, Mina (Teacher), 1640 St. Louis\nAve., East St. Louis; Southwestern Divi¬\nsion, Illinois State Teachers Association.\nMoore, Robert C. (Secretary), Illinois State\nTeachers Association, Carlinville ; Illinois\nState Teachers Association.\nMoss, John R. (Superintendent of Schools),\nParis; Illinois State Teachers Association.\nNelson, J. B. (Principal), 69 South Jackson St., Batavia; Illinois State Teachers\nAssociation.\nNoehring, Caroline L. (Assistant Principal) ,\n409 East Seventy-third St., Chicago ; Chi¬\ncago Association of Assistant Principals.\nNygaard, E. L. (Superintendent of Schools),\n1336 Gregory Ave., Wilmette; Lake Shore\nIllinois State Teachers Associa¬\nDivision,\ntion.\nOakes, Elizabeth (Dean of Girls), Proviso\nTownship High School, Maywood; Lake\nShore Division, Illinois State Teachers\nAssociation\nO’Rourke, Catherine (Teacher), 3057 West\nJackson Boulevard, Chicago; Illinois\nState Teachers Association, Chicago\nDivision.\n\nW. G. (Principal). 539 North Four¬\nSt.. East St. Louis; Southwestern\nDivision, Illinois State Teachers Associa¬\ntion.\nPentz, Winifred (Teacher), Rochelle; Rock\nRiver Division, Illinois State Teachers\nAssociation.\n\nPadfield,\nteenth\n\nC. (County Superintendent),\nPetty, W.\nWaukegan; Lake Shore Division, Illinois\nState Teachers Association.\nPigott, Lee ' D., 176 North Woodlawn.\nSt.,\nDecatur; South Central Division, Illinois\nState Teachers Association.\nPost, Mrs. Harriet (Teacher), 1900 H St.,\nN. W., Washington, D. C.; Illinois State\nTeachers Association, Chicago Division.\nPreble, Mrs. F. Blanche (Teacher), 10855\nVernon Ave., Chicago; Illinois State\nTeachers Association, Chicago Division.\nPulliam, Roscoe (Superintendent of Schools),\nHarrisburg; Illinois State Teachers Asso¬\nciation.\nRobertson. Elizabeth (Supervisor), 228 North\nLa Salle St., Chicago; Illinois State\nTeachers Association.\nRowe, John R. (Superintendent of Schools),\nWestern Springs; Lake Shore Division,\nIllinois State Teachers Association.\nRueben, Helen (Teacher), 4817 North Sawyer\nAve., Chicago; Illinois State Teachers\nAssociation, Chicago Division.\nSchertz, Ray J. (Principal), High School,\nMetamora; Illinois State Teachers Asso¬\nciation.\n\nand\n\nInformation\n\nScully, Susan (Teacher), 10855 Vernon Ave.,\ntion.\nChicago; Illinois State Teachers Associa¬\nShaffer,\n\nO.\n\nPrinceton;\nciation.\n\nV.\n\n(Principal), High School,\nState Teachers Asso¬\n\nIllinois\n\nSims, D. E. (County Superintendent), Green¬\nville; Southwestern Division, Illinois\nState Teachers Association.\nSmith, Floyd (Principal), High School,\nBenton; Southern Division, Illinois State\nTeachers Association.\nSmith, James H. (Superintendent of Schools),\ntion.\nAurora; Illinois State Teachers Associa¬\n\nStephan, M. R. (Superintendent of Schools),\nStockton; Northwestern Division, Illinois\nState Teachers Association.\nStevenson, R. E. (Principal), High School,\nPalmyra; Illinois State Teachers Associa¬\ntion.\nStryker, Edith (Teacher), 1336 Gregory St.,\nWilmette; Lake Shore Division, Illinois\nState Teachers Association.\nStutzman, G. C. (Superintendent of Schools),\ntion.\nHanover; Illinois State Teachers Associa¬\nSullivan, Sam\n(Principal), High School,\nWest Frankfort; Illinois State Teachers\nAssociation.\n\nSwanson, Leona (Teacher), Orion; Black\nDivision, Illinois State Teachers\nHawk\nA ccrif*i ofion\n(Principal), Waukegan\nThalman, J. W.\nTownship High School, Waukegan; Lake\nDivision, Illinois State Teachers\nShore\nAss\nociation.\n\nThomas, Cora (Teacher). 729 North Eleventh\nSt., East St. Louis; East St. Louis Grade\nTeachers Fellowship Society.\nTiley, Pearl (Supervisor), 3105 West Main\nSt., Belleville; Illinois State Teachers As¬\nsociation.\nVance, C. E. (Superintendent of Schools),\nDanville; East Central Division, Illinois\nState Teachers Association.\nWhittenberg, A. L. (ex officio), Secretary,\nIllinois State Examining Board for Teach¬\n403, Centennial\ners Certificates, Room\nBuilding, Springfield.\nWilber, Amy (Teacher), 1000 Loyola Ave.,\nChicago; Evanston Teachers Club.\nWilhelms. Frederich T. (Teacher), _ 185\nNorth Wabash\nAve., Chicago; Chicago\nHigh School Teachers Association.\nWilson, Irvin A. (Principal). 437 South\nStone Ave., La Grange; Illinois State\nTeachers Association, Chicago Division.\nINDIANA\n\nAired, Meredith (Teacher), Central High\nSchool, Fort Wayne; Indiana State Teach¬\ners Association.\nBagnoli, Marie (Teacher), 5029 Kenwood\nAve., Indianapolis; Grade Teachers Asso¬\nciation of Indianapolis.\nBarnhart, Wilbur S. (Teacher), 5702 East\nMichigan St., Indianapolis; Federation\nof Indianapolis Public School Teachers.\nBass, Margaret (Teacher), 1710 Lexington\nAve., Indianapolis; Grade Teachers Asso¬\nciation of Indianapolis.\nBlanchard, H. H. (Teacher), 319 North Tay¬\nlor St., South Bend; South Bend Teach¬\ners Federation.\n\nCole, George C. (Business Manager), In¬\ndiana State Teachers College, Terre\nHaute; Terre Haute Teachers Federation.\nCombs, Lex V. (Teacher), 233 East Jeffer¬\nWayne; Fort Wayne Teach¬\nSt., Fort n.\nson Associatio\ners\n\n"}
{"page": 986, "printed_page": null, "text": "980\n\nNational\n\nEducation\n\nAssociation\n\nCripe, V. C. (Teacher), 207 Dixieway South,\nSouth Bend; South Bend Teachers Fed¬\neration.\nCrodian, J. Paul (Principal), 215 East Sixth\nPeru.; Indiana State Teachers Asso¬\nciation.\n\nMcMurray, Floyd I. (ex officio), State Super¬\nintendent of Public Instruction, Indian¬\napolis.\nMaehling, Hildegarde (Teacher), 1357 Third\nAve., Terre Haute; Terre Haute Teachers\nFederation.\n\nDarnall, M. C. (Superintendent of Schools)\nCrawfordsville ; Indiana State Teachers\nAssociation.\n\nMaehling, J. J. (Principal), 1357 Third Ave.,\nTerre Haute; Terre Haute Teachers Fed¬\neration.\n\nDavidson. Harry (Superintendent of Schools),\nCannelton ; Indiana State Teachers Asso¬\nciation.\nDavis, Elizabeth (Teacher), 230 East Ninth\nSt., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nDrake, Flora E. (Principal), 2230 Brookside\nSt., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nDunn, J. L. (Principal), Route 2, Box 642,\nIndianapolis; Federation of Indianapolis\nPublic School Teachers.\nDuShane,\nDonald\n(Superintendent of\nSchools), Columbus; Indiana State Teach¬\ners Association.\nEwing, Sara (Teacher), 5461 Pleasant Run\nBoulevard, Indianapolis; Federation of In¬\ndianapolis Public School Teachers.\nFlood, Georgia S. (Assistant Dean), 824\nSoutheast First St., Evansville; Evans¬\nville Teachers Federation.\nForce, Hazel H. (Teacher), 418 East Fif¬\nteenth St., Indianapolis; Federation of In¬\ndianapolis Public School Teachers.\nFree, Albert (Superintendent of Schools),\nSpencer; Indiana State Teachers Associa¬\ntion.\n\nMahan, Thomas H. (Teacher), 2608 Central\nAve.,\nIndianapolis; Indianapolis School\nMen’s Club.\n\nFry, Mattie\nAnderson;\nciation.\n\n(Supervisor), 1316 Ohio Ave.,\nIndiana State Teachers Asso¬\n\nGalvin, Cecelia (Principal), 836 North Rural\nSt., Indianapolis; Federation of Indian¬\napolis Public School Teachers.\nGrubbs, William E. (Principal). 2829 High¬\nland St., Indianapolis; Grade. Teachers As¬\nsociation of Indianapolis.\nHammond, Enid (Teacher), 331 Kuntsman\nSt., South Bend; South Bend Teachers\nFederation.\nHargrave, E. B. (Vice principal), 339 Les¬\nley St., Indianapolis; Indiana State Teach¬\ners Assbciation.\nHarris, Florence R. (Teacher), Washington\nTerrace, Evansville; Evansville Teachers\nFederation.\nHarris, Robert C. (Teacher), 440 Downing\nAve., Fort Wayne; Fort Wayne Teachers\nAssociation.\nHeinly, Mary J. (Supervisor), Hill St.,\nWabash; Wabash City Teachers Club.\nHougham. Robert B. (Secretary), Indiana\nState Teachers Retirement Fund, Frank¬\nlin; Indiana State Teachers Association.\nJones, Belva (Teacher). 6 Williams St.,\nHammond; Hammond City Teachers Asso¬\nciation.\nKeith, Mrs. Bertha (Teacher), 1433 North\nPennsylvania St., Indianapolis; Grade\nTeachers Association of Indianapolis.\nKnight, H. G. (Principal), 226 Buckingham\nDrive, Indianapolis; Federation of In¬\ndianapolis Public School Teachers.\nKnight, Leona B. (Teacher). 226 Bucking¬\nham Drive, Indianapolis; Grade Teachers\nAssociation of Indianapolis.\nLangell, Katharine (Principal), 227 West\nEleventh St., Anderson; Indiana School\nWomen’s Club.\nLlewelyn, Edgar J. (Superintendent of\nSchools), Newcastle; Newcastle City\nTeachers Association.\nMcCloskey, Mary (Teacher). 913 Packard\nAve., Fort Wayne; Fort Wayne Teachers\nAssociation.\n\nMahler, John (Principal), 3625 Monroe St.,\nGary; Indiana State Teachers Association\nMartindale, Eunice (Teacher), 710 South\nEddv St., South Bend; South Bend Teach¬\ners Federation.\nMartindale, Mable (Teacher), 710 South\nEddy St., South Bend; South Bend Teach¬\ners Federation.\nMoore, H. E. (County Superintendent),\nTerre Haute; Indiana State Teachers As¬\nsociation,\nNicelv, O. W. (Teacher), 210 Y. M. C. A.\nBuilding. Indianapolis; Federation of In¬\ndianapolis Public School Teachers.\nPerkins, M. L. (Teacher), R. R. 1, Elkhart;\nIndiana State Teachers Association.\nPhillips, L. V. (Principal), 502 Broadway,\nVincennes; Indiana State Teachers Asso¬\nciation.\nPittenger, Lemuel A. (President), Ball State\nTeachers College. Muncie; Faculty of Ball\nState Teachers College.\nRankin, Mrs. Vivian (Teacher). 2551 North\nDelaware St.. Indianapolis; Federation of\nIndianapolis Public School Teachers.\nRathfon, Clara (Assistant Principal), 72014\nNorth St., Logansport; Indiana State\nTeachers Association.\nReller, Clara (Teacher), 2223 West Illinois\nSt., Evansville; Evansville Teachers Fed¬\neration.\nRitter. Lena (Teacher\"). 849 Marietta St..\nSouth Bend; South Bend Teachers Fed¬\neration.\nRodden, Mrs. Myrtle (Teacher). 537 Camp¬\nbell St., Indianapolis; Indiana State\nTeachers Association.\nStafford. L. T. (Principal), 245 West Thirtyeighth St., Indianapolis; Grade Teachers\nAssociation of Indiananolis.\nShore. Mrs. Edna (Teacher), 111 East Six¬\nteenth St.. Apt. 608, Indianapolis: Fed¬\neration of Indianapolis Public School\nTeachers.\nSmith. Ara K. (Teacher), 401 Tremont St..\nMichigan City; Michigan City Teachers\nFederation.\nSmith. Henrv Lester\nSchool of Education,\nBloomington.\n\n(ex officio). Dean,\nIndiana University.\n\nStump. M. B. (Principal), 325 West Fortyfourth St., Indiananolis; Federation of In¬\ndianapolis Public School Teachers.\nThale, Adelaide B. (Teacher), 1825 North\nPennsylvania St., Indianapolis; Grade\nTeachers Association of Indianapolis.\nThomas. Harold A. (Teacher). 245 East\nCreighton St., Fort Wayne; Fort Wayne\nTeachers Association.\nWegener, Catherine (Teacher), 5819 East\nWashington\nSt., Indianapolis; Grade\nTeachers Association of Indianapolis.\nWeir. Daniel T. (Assistant Superintendent).\n2142 Carrollton St., Indianapolis; Federa¬\ners.\ntion of Indianapolis Public School Teach¬\n\nWilliams, Charles O. (ex officio). Secretary,\nIndiana State Teachers Association^ R.Qorp\n205, ffo{el Lincoln,\n\nIndianapolis.\n\n"}
{"page": 987, "printed_page": null, "text": "Associational\n\nRecords\n\nWilliams, Katherine (Teacher), 1159 Tru¬\nman St., Hammond; Hammond City Teach¬\ners Association.\nWyatt, Robert H. (Teacher), 233 Jefferson\nSt., Fort Wayne; Fort Wayne Teachers\nAssociation.\nZetterberg, Edward (Teacher), 1101 North\nJefferson St., Muncie; Muncie Teachers\nFederation.\nIOWA\nCoon, A. W. (Superintendent of Schools),\nOdebolt; Iowa State Teachers Association.\nCram, Fred D. (ex officio), Iowa State\nTeachers College, Cedar Falls,\nCron, Gerald W. (Assistant Principal), 1315\nMorton Ave., Des Moines; Des Moines\nTeachers Federation.\nDriver, E. Jane (Teacher), 2006 Douglas St.,\nSioux City; Sioux City High School\nTeachers Association.\nGriffith, Ruth (Teacher), 1509 East Ave., N.\nE., Cedar Rapids; Cedar Rapids Teachers\nAssociation.\nHannum, R. F. (Superintendent of Schools),\nOttumwa; Iowa State Teachers Associa¬\ntion.\nHelbig, Esther (Teacher), 1033 Melrose Ter¬\nrace, Dubuque; Iowa State Teachers As¬\nsociation.\nHutchinson, Eli (Superintendent of Schools),\nLeon; Iowa State Teachers Association.\nJones, Olive A. (Teacher), 2006 Douglas St.,\nSioux City; Sioux City Teachers Club.\nKeller, Lester E. (Principal), 415 Kirk¬\nwood Boulevard, Davenport; Scott County\nTeachers Association.\nLuse, Eva May (Teacher), 1213 West Twen¬\nty-third St., Cedar Falls; Faculty of the\nIowa State Teachers College.\nLynam, Anna (Teacher), Corning; Iowa\nState Teachers Association.\nLyon, Arthur B. (Coach), Woodrow Wilson\nJunior High School, Sioux City; Sioux\nCity Teachers Club.\nMcDowell, Mrs. Lillian (Teacher), 719\nTimea St., Keokuk; Keokuk Elementary\nTeachers Club.\nMcKee, W. D. (Superintendent of Schools),\nShenandoah; Iowa State Teachers Asso¬\nciation.\nMartin, Charles L. (County Superintendent),\nMaquoketa; Iowa State Teachers Asso¬\nciation.\nNore, Iver (Teacher), 1510 Court St., Sioux\nCity; Sioux City Teachers Club.\nParker, Jessie M. (Inspector), State De¬\npartment of Education, Des Moines; Iowa\nState Teachers Association.\nPye, Charles F. (Secretary), Iowa State\nTeachers Association, 415 Shops Build¬\ning, Des Moines; Iowa State Teachers\nAssociation.\nSamuelson, Agnes (ex officio), State Super¬\nintendent of Public Instruction, Des\nMoines.\nSmith. John (Superintendent of Schools),\nBuffalo Center; Iowa State Teachers As¬\nsociation.\nWauer, Mathilda (Teacher), 2215 West\nThird St., Sioux City; Sioux City Teachers\nClub.\nWeaver, Olney (Principal), 1153 Twentyeighth St.. Des Moines; Des Moines\nTeachers Federation.\n\nKANSAS\nComer, Mrs. Lena (Principal), 645 Ann Ave.,\nKansas City; Kansas State Teachers As¬\nsociation.\n\nand\n\nInformation\n\n981\n\nCurrie, Elizabeth (Teacher), 301 South Fifth\nSt., Salina; Kansas State Teachers Asso¬\nciation.\n\nFinch, Helen (Teacher), 444 North Sixteenth\nSt., Kansas City; Kansas City Grade\nTeachers Club.\nGreene, Lula (Teacher), 4171 Cambridge\nSt., Kansas City; Kansas State Teachers\nAssociation.\n\nKenton, Florence (Teacher), 31 South Seven¬\nteenth St., Kansas City; Kansas State\nTeachers Association.\nLarsen, Sarah Marie (Teacher), 908 South\nFifth St., Salina; Kansas State Teachers\nfa ssocia ti o n\nLewallen, Ethel (Teacher), 1816 Rowland\nSt., Kansas City; Kansas City Grade\nTeachers Club.\nMarkham, W. T. (ex officio), State Superin¬\ntendent of Public Instruction, Topeka.\nNorris, Geneva (Teacher), 723 North Ninth\nSt., Kansas City; Kansas City Grade\nTeachers dub.\nSmith, Nell G. (Teacher), 1244 Western Ave.,\nTopeka; Topeka Classroom Teachers Club.\nStreeter, Helen (Principal), 400 North Six¬\nteenth St., Kansas City; Kansas State\nTeachers Association.\nVan Slyck, Willard N. (Principal), Topeka\nHigh School, Topeka; Kansas State\nTeachers Association.\nWickstrom, Jeanette (Teacher), 622 South\nLincoln St., Chanute; Chanute Teachers\nAssociation.\nKENTUCKY\nBertram, Anna L. (County Superintendent),\nVanceburg; Kentucky Education Associa¬\ntion.\nBradener, J. W. (Superintendent of Schools),\nMiddlesboro; Kentucky Education Asso¬\nciation.\nHenry, C. I. (Principal), High School,\nMadisonville\n; Kentucky Education Asso¬\nciation.\nHolliday, Della M. (Teacher), Eighth and\nColumbia Streets, Newport; Kentucky\nEducation Association.\nJaggers, R. E. (Director), Teacher Training,\nState Department of Education, Frank¬\nfort; Kentucky Education Association.\nKing, W. P. (Secretary), Kentucky Educa¬\ntion Association, 1422 Heyburn Building,\nLouisville; Kentucky Education Associa¬\ntion.\nSturgill, V. L. (Teacher), 1619 Bath Ave.,\nAshland;\nKentucky Education Associa¬\ntion.\nRichmond, James H. (ex officio), State Super¬\nintendent of Public Instruction, Frankfort.\nTaylor, W. S. (ex officio), Dean, College of\nEducation, University of Kentucky, Lex¬\nington.\nLOUISIANA\nAnderson, Ward (Parish Superintendent of\nSchools), Lake Charles; Louisiana Teach¬\ners Association.\nConway, Mary (Supervisor), Orleans Parish\nSchool Board, New Orleans; Louisiana\nTeachers Association.\nEley, E. W. (Assistant Superintendent of\nSchools), New Orleans; Louisiana Teach¬\ners Association.\nGlover, W. B. (Principal), High School,\nWinnsboro; Louisiana Teachers Associa¬\ntion.\nGriffith, P. H. (ex officio). Director of Gen¬\neral Extension, Louisiana State Univer¬\nsity, Baton Rouge.\n\n"}
{"page": 988, "printed_page": null, "text": "982\n\nNational\n\nEducation\n\nIlinnchs, Amy H. (Principal), 7336 Hurst\not., New Orleans ; Louisiana Teachers As¬\nsociation.\nPerry Ruby V. (Teacher), 2025 Peniston\nSt., New Orleans; Louisiana Teachers As¬\nsociation.\n\nReed, Mrs. Sarah (Teacher), 3216 Upperline,\nNew Orleans; Louisiana Teachers Asso¬\nciation.\nMAINE\n\nAdditon, Loring R. (Principal), Machias\nHigh School, Machias; Washington County\nTeachers Association.\nAllen, Margaret E. (Teacher), 243 B St.\nPortland; Portland Teachers Association.\nAmes, Virginia (Teacher), Aroostook State\nNormal School, Presque Isle; Aroostook\nCounty Teachers Association.\nCarter, A. Raymond (Superintendent of\nSchools), Gardiner; Kennebec County\nTeachers Association.\nCullen, William M. (Principal), 178 College\nSt., Lewiston; Maine Teachers Associa¬\ntion.\nGumming, George J. (Superintendent of\nSchools), Houlton ; Aroostook County\nTeachers Association.\nDennett, Mabel F. (Teacher), 20 Fourth St.,\nBangor; Maine Teachers Association.\nGoodwin, Florence (Teacher), 229 Prospect\nSt., Portland; Cumberland County Teach¬\ners Association.\nJack, W. B. (ex officio), Superintendent of\nSchools, Portland.\nLibby, R. J. (ex officio), State Department\nof Education, Augusta.\nMcCue, William C. (Superintendent of\nSchools), Berwick; Maine Teachers Asso¬\nciation.\nMacDonald, Lillian M. (Teacher), 229 Pros¬\npect St., Portland; Portland Teachers As¬\nsociation.\nMarriner, Mrs. Etta L. (Teacher), Searsmont ; Lincoln and Sagadahoc County\nTeachers Association.\nMarriner, Robie D. (Superintendent of\nSchools), Guilford; Maine Teachers As¬\nsociation.\nMilliken, Barbara (Teacher), Corinna; Pe¬\nnobscot County Teachers Association.\nMoody, Mrs. Maud E. (Teacher), Seventh\nSt., Portland; Portland Teachers Associa¬\ntion.\nMorse, Frank L. S. (Superintendent of\nSchools), Rockland; Knox County Teach¬\ners Association.\nNickerson, Kermit S. (Superintendent of\nSchools), Winterport; Maine Teachers As¬\nsociation.\nOakes, Ralph G. (Superintendent of Schools).\nFreeport; Cumberland County Teachers\nAssociation.\nOrcutt, Mrs. Carolyn S. (Superintendent of\nSchools), Amherst; Maine Teachers As¬\nsociation.\nPalmer, Lottie M. (Superintendent of\nSchools), Lovell; Cumberland County\nTeachers Association.\nPeakes, Lawrence A. (Principal), High\nSchool, Strong; Androscoggin County\nTeachers Association.\nPeakes, Mrs. Lawrence A. (Teacher), Box\n167, Strong; Piscatiquis County Teachers\nAssociation.\n\nPelletier, Ernest (Teacher), High Schoo\nl,\nCaribou; Aroostook County Teachers As¬\nsociation.\n\nRankin, Mrs. Lena (Teacher), Lincolnv\nHancock County Teachers Associat ille ;\nion.\n\nAssociation\n\nRedding, Hubert (Superintendent of Schoo\nls)\nuckfield; Oxford County Teachers Asso¬\nciation.\nRussell, Clyde (Teacher), Winslow; Kenn\nebee County Teachers Association.\nSnow, Mrs. Mary L. (Teacher), 94\n¬\nant Ave., Portland; Portland TeachersPleas\nAs¬\nsociation.\nStevens, Roland (Principal), 221 Pros\npect\nSt., Port\n; Cumberland County Teach¬\ners Assocland\niation.\n\nTurner PeHcy^Fnncipa1), High\nSchool,\nSkowhegan; Somerset County Teac\nhers\nAssociation.\nWiHiams, Elmer B. (Principal). Junio\nr High\nSchool,\nsociation. Old Town; Maine Teachers As¬\nMaine Er?e\nTeachers\nWMg^’\nAssociatio\n(uTeac£ler)\nn.\n, 29 Cherry\nSt., Bath;\nMARYLAND\n\nBroening, Angela (Teacher), Board of Edu¬\ncation, Baltimore; National Council\nof\nteachers of English.\nBulger, oMrs' Kathleen (Teacher), 4512 LeI eachers Associatio\nmnduSt’\nAChevy Chase;\nn.\nMaryland State\nBurdick, William (ex officio), State Director\nof Physical Education, 7 East Mulberry\nc>t., Baltimore.\n^ Ir\n\nAo.\n\nAv\n\n•\n\nJ_> .\n\nSt.,\nWashi\nngton, / y D.\nq1‘ ' N.\n-iwt W.,\ntt7” T'Tyv\n,\noouu C.;\noixteentn\nMont\\ir^rJner^\nMcKe\never, County\nMrs. A.Teachers\nD. (TeacAssociation.\nher), 9 Wilson\nLane, Bethesda; Montgomery Count\ny\nteachers Association.\nK^jhbun, F. E. (County Superintendent),\nOakland ; Maryland State Teachers Asso¬\nciation.\n\nYoung, Dorothy O. (Teacher), Alta Vista\nBethesda; Montgomery County Teachers,\nAssociation.\n\nMASSACHUSETTS\nBatson Bertha R. (Teacher), 11 Wales Ave.\nBrockton\neration. ; Massachusetts Teachers Fed¬\nBenson Mrs. Elma (Teacher), 77 Hartford\nSt., Newton Highlands; Massachusetts\n1 eachers Federation.\nBoyffi, Harry A. (Principal), 48 Burncoat\nterrace, Worcester; Worcester County\nTeachers Association.\nChJirc1?-,\nMarbleh?eulah c- (Teacher), 141 Elm St.,\neration. ead; Massachusetts Teachers Fed¬\n\nColesworthy, George B. (Master), 44 Adam\ns\nAve\nWatertown; Cambridge Teachers\nClub.\nCostello, Mary D. (Teacher), 30 Crescent\nSt., Rockland; Plymouth County Teachers\nAssociation.\nCo™an; £arold E. (Teacher), 12 Abbott\nRoad, Dedham; Norfolk County Teachers\nAssociation.\nDavoren, John L. (Principal), 4 Prentice\nAve., Milford; Massachusetts Teachers\nfederation.\n\nDerrah, Mrs. Cecilia A. (Teacher), 26 Summer\nSt. ,_ Andov\ner ; Massachusetts Teachers\nfederation\n.\n\nGriffith Margaret J. (Teacher), 1185 Boyls\nBoston ; High School Women’s\nClub, St*>\nof Boston.\n\nHa!e, C Ethel (Teacher), 15 Robbins\nLowell; Massachusetts Teachers FederSt.,\na¬\ntion.\nHamMett. Marion S. (Teacher), 66 Fores\nSt.. New Bedford; New Bedford Teacherst\nAssociation.\n\n"}
{"page": 989, "printed_page": null, "text": "Associational\n\nRecords\n\nKadecch, J. Stevens (Superintendent of\nSchools), Medford; Massachusetts Teach¬\ners Federation.\nKimball, Reginald S. (Superintendent of\nSchools), North Brookfield; Massachusetts\nTeachers Federation.\nMcSkimmon, Mary (ex officio), 205 Tappan\nSt., Brookline.\nO’Connor, Deborah (Teacher), Wayne Ter¬\nrace 3, Worcester; Worcester Teachers\nAssociation.\nO’Connor, Martin F. (Principal), 86 Irving\nSt., Cambridge; Massachusetts Teachers\nFederation.\nO’Connor, Mary Elizabeth (Supervisor),\nSchool Department, Natick; Massachu¬\nsetts Teachers Federation.\nO’Neill, Elizabeth L. (Teacher), 10 Copley\nSt., Brookline; Massachusetts Teachers\nFederation.\nSanders, William J. (Teacher), 80 Chestnut\nSt., Haverhill; Massachusetts Teachers\nFederation.\nSherman, Helen (Teacher), 110 Lanark Road,\nBrookline; Brookline Teachers Club.\nSnell, Mrs. Bertha A. (Teacher), 39 Depot\nSt., Sharon; Massachusetts Teachers Fed¬\neration.\nWoodbury, Charles H. (Principal), 4 Lakecroft Court, Melrose; Melrose Teachers\nClub.\nWoodbury, Mrs. Grace I. (Teacher), 4 Lakecroft Court, Melrose; Massachusetts\nTeachers Federation.\nWoodward, Annie C. (ex officio), 100 School\nSt., Somerville.\nMICHIGAN\nBacon, Meda (Principal), 731 Lafayette Ave.,\nS. E., Grand Rapids; Michigan Education\nAssociation.\nCameron, E. T. (ex officio), Executive Secre¬\ntary, Michigan Education Association,\nMichigan Education Building, Lansing.\nChristen, Ralph (Teacher), 8729 Colfax St.,\nDetroit; High School-College Division,\nDetroit Teachers Association.\nCody, Frank (Superintendent of Schools),\nDetroit; Michigan Education Association.\nEbaugh, A. Raymond (Teacher), Starr\nSchool, Royal Oak; Royal Oak Teachers\nClub.\nEllsworth, Aletha (Teacher), 5120 Oakman\nSt., Dearborn; Fordson Teachers Club.\nGrant, Margaret (Teacher), 3290 Clairmont\nSt., Detroit; Michigan Education Asso¬\nciation.\nKnisely, Von (Teacher), Fordson High\nSchool, Dearborn; Michigan Education As¬\nsociation.\n\nMacKay, Jean Armour (Teacher), 121 High¬\nland St., Highland Park; Classroom\nTeachers Association of Highland Park.\nPahl, Mildred (Teacher), Royal Oak; Michi¬\ngan Education Association.\nPhillips, Albert J. (Research Director).\nMichigan Education Association, Michigan\nEducation Building, Lansing.\nPowley, Stanley W. (Teacher), Central\nHigh School, Flint; Flint Teachers Club.\nRice, Arthur H. (Managing Editor), Michi¬\ngan Education Journal, Michigan Educa¬\ntion Building, Lansing; Michigan Educa¬\ntion Association.\nRoss, George O. (Teacher), Ann Arbor High\nSchool, Ann Arbor; Michigan Education\nAssociation.\nShoup, Catherine M. (Teacher), 143 South\nFourteenth St., Saginaw; Michigan Edu¬\ncation Association.\n\nand\n\nInformation\n\n983\n\nSigler, Mrs. Lou I. (Assistant Principal),\nOttawa Hills High School, Grand Rapids;\nMichigan Education Association.\nSteele, Harold A. (Superintendent of\nSchools),n. Jackson; Michigan Education\nAssociatio\n\nStrough, Ruby M. (Teacher), 1689 EdgeBeach, Muskegon; Muskegon Teach¬\nwater\ners Club.\nThompson, Paul (Assistant Superintendent),\nDepartment of Public Instruction, Lan¬\nsing; Michigan Education Association. .\nF. (ex officio), State Superin¬\nVoelker,\nof Public Instruction, Lansing.\ntendent Paul\nWelsh, E. J. (Principal), W. K. Kellogg\nCreek; Michigan Edu¬\nBattle\nHigh School,\nn.\ncation\nAssociatio\n\nWiggins, Casey C. (Professor), 105 West\nMarquette; Michigan Educa¬\nSt., on.\nCollege\ntion\nAssociati\nMINNESOTA\nAarnes, Phoebe (Teacher), 4100 Sheridan\nAve., Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nAndreen, F. B. (Superintendent of Schools),\nNew Ulm; Southwest Division, Minnesota\nEducation Association.\nAtkins, Maude M. (Teacher), Hampshire\nArms, Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nBorchardt, Leola H. (Teacher), 2909 West\nForty-third St., Minneapolis ; Minneapolis\nDivision, Minnesota Education Associa¬\ntion.\nBoyer, Ethel (Teacher), 2433 Lyndale Ave.,\nSouth, Minneapolis; Grade Teachers Sec¬\ntion, Minneapolis Teachers League.\nBrown, Daisy (Teacher), 407 South Sixth\nSt., Stillwater; Minnesota Education As¬\nsociation.\nBrown, Rose S. (Teacher), 86 Arthur Ave.,S. E., Minneapolis; Grade Teachers Sec¬\ntion, Minneapolis Teachers League.\nBullard, Irma L. (Teacher), 3529 Blaisdell\nSt., Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nByrnes, Mary R. (Teacher). 922 West Thirtyeighth St., Minneapolis; Minneapolis Divi¬\nsion, Minnesota Education Association.\nChapel, Winnie M. (Teacher), 1834 Irving\nAve., North, Minneapolis; Minneapolis\nDivision, Minnesota Education Associa¬\ntion.\nChristoffel, Thomas (Teacher), 952 Lafond\nSt., St. Paul; Minnesota Education Asso¬\nciation.\n\nCox, Harold W. (Teacher), 1949 East River\nTerrace, Minneapolis; Minneapolis Divi¬\nsion, Minnesota Education Association.\nCox, Mrs. Harold W. (Teacher), 1949 East\nRiver Terrace, Minneapolis; Minneapolis\nDivision, Minnesota Education Associa¬\ntion.\nDahl, Mrs. Myrtle Hooper (Teacher), 3527\nPillsbury Ave., Minneapolis; Minneapolis\nClassroom Teachers Association.\nDoyle, Mary C. (Teacher), 2165 Fairmount\nAve., St. Paul; Minnesota Education As¬\nsociation, St. Paul Division.\nEmbertson, Emma J. (Teacher), 22 GrantDuluth; Duluth Teach¬\nApartments\nville\n. ,\ners Association\nFreeman, Eva I. (Teacher), 3341 Second A ve.,\nSouth, Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nHartwell, S. O. (Teacher), 1446 Fairmount\nAve., St. Paul; Minnesota Education As¬\nsociation, St. Paul Division.\nKillam. Edith L. (Teacher), 239 East Anoka\nSt., Duluth; Duluth Teachers Association.\n\n"}
{"page": 990, "printed_page": null, "text": "984\n\nNational\n\nEducation\n\nLarkin, Anna E. (Teacher), Curtis Hotel\n,\nMinneapolis; Minneapolis\nion, Min¬\nnesota Education AssociatioDivis\nn.\nLewis, Fred D. (Principal). 4836 Harriet St.,\nMinneapolis; Minneapolis Division, Min¬\nnesota Education Associatio\nn.\nMacGregor, Effie (Principal), 2003 Aldrial\nAve., South, Minneapolis; Minneapolis\nDivision, Minnesota Education Associa¬\ntion.\nMe Gough,\n\nMary E. (Teac\n1701 James\nPaul; Minnesota her),\nEducation Asso¬\nciation, St. Paul Division.\nMcIntyre, Alice M. (Teacher), 4424 Upton\nAye;I> South. Minneapolis; Minneapolis\nDivision, Minnesota Education Associa¬\ntion.\n\nO’Connor, Mrs. Agnes (Teacher). 4423\nCol¬\nfax Ave., South, Minneapolis; Grade\nTeachers Section, Minneapolis Teachers\nLeague.\nPatrick, Karl H. (Teacher), 1920 Laurel\nAve., Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nPatrick, Mrs. Karl H. (Teacher). 1920 Laurel\nAve., Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nPeters, Leone E. (Principal), 2809 Park Ave.,\nMinneapolis; Minneapolis Division, Min¬\nnesota Education Association.\nRay, Charlotte D. (Teacher), Hampshire\nArms, Minneapolis; Minneapolis Division\nMinnesota Education Association.\nRingdahl, Robert N. (Principal), 3220 Tenth\nAye., . South, Minneapolis; Minneapolis\nDivision; Minnesota Education Associa¬\ntion.\nRohde. Henry J. (Teacher). 134 West Fortyeighth St., Minneapolis; Minneapolis\nDivision, Minnesota Education Associa¬\ntion.\nRugland, G. T. (Superintendent of Schools),\nAppleton; Central Division, Minnesota\nEducation Association.\nRussell, Martha C. (Teacher), Leamington\nHotel. Minneapolis; Minneapolis Divi¬\nsion, Minnesota Education Association.\nSanders, F. W. (Superintendent of Schools).\nAkeley: Northern Division, Minnesota\nEducation Association.\nSchulte, Henry F. (Superintendent of\nSchools), Zumbrota; Southeast Division,\nMinnesota Education Association.\nScofield, Harriet (Teacher), 3334 Blaisdell\nAve., Minneapolis; Minneapolis Class¬\nroom Teachers Association.\nScofield, R. J. (Principal), Coleraine; Min¬\nnesota Education Association.\nSenzek, Anna M. (Teacher), 181 West Col¬\nlege St., St. Paul; Minnesota Education\nAssociation, St. Paul Division.\nSeverson, Samuel O. (Principal), Folwell\nJunior High School. Minneapolis; Min¬\nneapolis Division, Minnesota Education\nAssociation.\nSeymour, Helen (Teacher). 1501 East Fourth\nSt., Duluth; Duluth Teachers Associa¬\ntion.\nShephard. Gertrude (Teacher), 1115 Thomas\nAve., Minneapolis: Minneapolis Division,\nMinnesota Education Association.\nShephard. W. H. (Principal), 1115 Thomas\nAve., Minneapolis; Minneapolis Division,\nMinnesota Education Association.\nSmith. Guy D. (Superintendent of Schools),\nStillwater; Minnesota Education Asso¬\nciation. St. Paul Division.\nSutton, Miles D. (Teacher), 1308 North Cen¬\ntral Ave., Duluth; Duluth Teachers As¬\nsociation.\nTerrell Gertrude (Teacher), 1415 Willow\nSt., Minneapolis; Minneapolis Classroom\nTeachers Association.\n\nAssociation\n\nThomas Mary E. (Teacher), 1786 Hennepin\nAve., Minneapolis; Grade Teachers Section, Minneapolis Teachers League.\nWahlstrand, Harry L. (ex officio), 824 Third\nSt., East, Willmar.\nWhittom, Ruth (Teacher), 2139 James Ave\nNorth, Minneapolis; Minne\nroom Teachers Association. apolis Class¬\nWillne\ntion.r, Agnes (Teacher), 1001 Grand View\nAve., Duluth; Duluth Teachers Associa¬\nWilson, Ella (Teacher), 1900 Park Ave.,\nMinneapolis; Minneapolis Division, Min¬\nnesota Education Association.\nMISSISSIPPI\n\nBrinson, J. R. (Superintendent of Schools),\nKilmichael ; Mississippi Education Asso¬\nciation.\nH. V. (ex officio), Superintendent\nof Schools, Vicksburg.\nHorn, Mrs. Anna (Teacher), Elksville; Mis¬\nsissippi Education Association.\nHouston, Gabriel (Teacher), 111 West Sec¬\nond St., Clarksdale; Mississippi Educa¬\ntion Association.\nHouston, Mattie (Teacher), Greenville; Mis¬\nsissippi Education Association.\nTaylor, W. N. (Secretary), Mississippi Edu¬\ncation Association, Box 826, Jackson; Mis¬\nsissippi Education Association.\nMISSOURI\n\nAdams,. E. R. (Superintendent of Schools),\nChillicothe ; Missouri State Teachers As¬\nsociation.\nAndrew, Mary (Teacher), 3662 Fillmore St..\nSt. Louis; St. Louis District, Missouri\nState Teachers Association.\nBedell, Ralph C. (Assistant Professor),\nNortheast Missouri State Teachers Col¬\nlege, Kirksville ; Northeast Missouri\nTeachers Association.\nBracken, John L. (Superintendent of\nSchools), Clayton; Southeast Missouri\nTeachers Association.\nBurton, Edith (Teacher). 3001 Forest Ave.,\nTeachers Club.’\nKansas City\nKansasE.City;\nCarter,\nM. (Secretar\ny), Missouri\nState\nTeachers Association, Columbia; Missouri\nState Teachers Association.\nCoil, O. T. (Superintendent of Schools), DeSoto; Southeast Missouri Teachers Asso¬\nciation.\nEllis, Roy (President), State Teachers Col¬\nlege, Springfield; Southwest Missouri\nTeachers Association.\nFamum, Frances (Teacher), 6 West Thirtyseventh St., Kansas City; Kansas City\nTeachers Club.\nFlahive, Mary (Teacher), 4510 Mill Creek\nBoulevard, Kansas City; Kansas City\nTeachers Club.\nGarman, Catherine (Principal), 1016 East\nBroadway, Sedalia; Sedalia Community\nTeachers Association.\nGhormley, Margaret (Teacher), 4113 Locust\nSt., Kansas City; Kansas City Teachers\nClub.\n\nGordon, Hattie H. (Teacher), 5616 Wyan¬\ndotte St., Kansas City; Kansas City Teach¬\ners Club.\nGreen. G. H. (Principal), 6189 Kingsbury\nBoulevard. St. Louis; St. Louis District,\nMissouri State Teachers Association.\nHake, Joseph W. (Professor), State Teach¬\ners College, Maryville; Northwest State\nTeachers Association.\nHeberling, Berne (Teacher), Warrensburg;\nMissouri State Teachers Association.\n\n"}
{"page": 991, "printed_page": null, "text": "Associational\n\nRecords\n\nHumphreys, Pauline (President), Missouri\nState Teachers Association, Warrensburg;\nMissouri State Teachers Association.\nKeohane, Helen (Teacher), Ambassador\nCity; Missouri State Teach¬\nKansas\nHotel,\nion.\ners\nAssociat\nLamkin, Uel W. (ex officio), President,\nNorthwest Missouri State Teachers Col¬\nlege, Maryville.\nLongshore, W. T. (Principal), Greenwood\nSchool, Kansas City; Missouri State\nTeachers Association.\nMcGinnis, Roxie (Teacher), Warrensburg;\nCentral Missouri Teachers Association.\nMarkham, Carrie (Teacher), 5502 Clemens\nAve., St. Louis; St. Louis District, Mis¬\nsouri State Teachers Association.\nMarshall, Raymond (Teacher), 2010 East\nEleventh St., Kansas City; Council of\nNegro Teachers.\nMayo, Charles P. (Teacher), Clifton Hill;\nPresident, Northeast Missouri Teachers\nAssociation.\nNorris. Ruth E. (Teacher), Lees Summit;\nAssociation of High School Women of\nKansas City.\n_\nSt.\nAve.,\nClara\n823\ner),\n(Teach\nPratt, H. F.\nLouis; St. Louis District, Missouri State\nTeachers Association.\nRalls, Mary C. (Teacher). 6529 Jefferson St.,\nKansas City; Kansas City Teachers Club.\nRennison, A. M. (Vice Principal), 2621\nFaraon St., St. Joseph; St. Joseph District\nNumber Eight, Missouri State Teachers\nAssociation.\nRiddle. Anna E. (Teacher), 2 Summit Place,\nSt. Joseph; St. Joseph District Number\nEight, Missouri State Teachers Associa-\n\nRiefling, B. Jeannette (Teacher), 3907 Con¬\nnecticut Ave., St. Louis; St. Louis Dis¬\ntrict, Missouri State Teachers Association.\nRobeson, J. A. (Principal), 519 South Maquire St., Kansas City; Central Missouri\nTeachers Association.\nSammons, Gertrude (Teacher), 2239 Jules\nSt., St. Joseph; St. Joseph District Num¬\nState Teachers Asso¬\nber Eight,\nioin.\natMissour\nci\n.\nShea, Stella (Teacher), 3517 Main St., Kan¬\nMissouri State Teachers Asso¬\nsas City;\n.\nciation\nThompson, Anna M. (Teacher), Carlton\nHotel, Kansas City; Association of High\nSchool Women of Kansas City.\nTurk, Genevieve M. (Principal), Scarrett\nSchool, Kansas City; Missouri State\n,__\nTeachers Association.\n418\nsor),\nProfes\nUrban, Fred W. (Associate\nNorth Maguire St., Warrensburg; CommuTeachers Association, State Teachers\nnity\nCollege.\nofficio)\n(ex Columbi\nJ.ity,\nThomas\nWalker,\na., Editor,\nCommun\nSchool \" and\nWebster, Emma (Teacher), 3129 Forest St.,\nKansas City; Kansas City Teachers Club.\nWestphaelinger, Caroline (Teacher), 2049\nAlfred Ave., St. Louis; St. Louis District,\nMissouri State Teachers Association.\nMONTANA\n\nKreiman, Lucy (Teacher), 432 Clarke St.,\nHelena; Montana Education Association.\nMon¬\nMoe, Martin P. (ex officio), Secretary,\ntana Education Association, 7 Kohrs\nBlock, Helena.\nPeterson, A. T. (Superintendent of Schools),\nBillings; Montana Education Association.\nTobias, Edna M. (Teacher), Hardin; Mon¬\ntana Education Association.\n\nand\n\nInformation\n\n985\n\nWorthingham, Elma (Teacher), 432 Clarke\ntion.\nSt., Helena; Montana Education Associa¬\nWorthingham, Feme (Teacher), 432 Clarke\ntion.\nSt., Helena; Montana Education Associa¬\nNEBRASKA\nAnderson, J. T. (Dean), Kearney State\nTeachers College, Kearney; Kearney State\nTeachers College, N. E. A. Unit.\nBracken, Angeline (Principal), 4913 Chi¬\ncago St., Omaha; Omaha Teachers Forum.\nBracken, Ora D. (Teacher), 4913 Chicago\nSt., Omaha; Omaha Teachers Forum.\nBreternitz, Louis A. (Superintendent of\nSchools), Goshenburg; Nebraska State\nTeachers Association.\nDillow, Verna Ruth (Teacher), 3301 Dewey\nAve., Omaha; Omaha Teachers Forum.\nFolsom, A. E. (Principal), 3044 South St.,\nLincoln; Lincoln Teachers Association.\nHarris, Laura (Teacher), 2700 South Four¬\nSt., Lincoln; Lincoln Teachers As¬\nteenth\nsociation.\n\nJimerson, John A. (Superintendent of\nNebraska State Teach¬\nAuburn;\nSchools),\nn.\nAssociatio\ners\nKeller, Jessie E. (Teacher), 2403 R St., Lin¬\ncoln; Lincoln Teachers Association.\nKnipprath, George F. (ex officio), Omaha\nTechnical High School, Omaha.\nLefler, M. C. (Superintendent of Schools),\nLincoln; Nebraska State Teachers Asso¬\nciation.\n\n(Teacher), Elks’ Club,\nMann, Mrs. Anna P.\nOmaha; Omaha Teachers Forum.\nMolseed, Edna (Teacher), 5120 Burt St.,\nOmaha; Omaha Teachers Forum.\nPullen, Robert (Superintendent of Schools),\nBingham; Nebraska State Teachers Asso¬\nciation.\nPyrtle, E. Ruth (ex officio), Principal, Ban¬\ncroft School, Lincoln.\nRobey, Gertrude (Principal), 2134 Park St.,\nLincoln; Lincoln Teachers Association.\nStarn, Bertha (Teacher), 1023 Lincoln St.,\nBeatrice; Nebraska State Teachers Asso¬\nciation.\nNEVADA\n\nM. J. (ex officio), Superintendent\nClarke,\nSchools, Ely.\n\nof\n\nO’Neill, Mary (Teacher), High School, Ely;\nNevada State Education Association.\nNEW\n\nHAMPSHIRE\n\nBacon, Theodore E. (Headmaster), High\nSchool, Hanover; New Hampshire State\nTeachers Association.\nBenezet, Louis P. (Superintendent of\nSchools), Manchester; New Hampshire\nState Teachers Association.\nEwing, Lyle W. (ex officio), Claremont.\nFuller, Robert J. (Superintendent of\nSchools), Hanover; New Hampshire State\nTeachers Association.\nNEW\n\nJERSEY\n\nAdams, A. Virginia (Principal), East Ave¬\nnue School, Vineland; New Jersey State\nTeachers Association.\nApplegate, Stella S. (Clerk), New Jersey\nState Teachers Association, 307 StacyTrent Hotel, Trenton; New Jersey State\nTeachers Association.\nAtkinson, Bertha I. (Principal), Summit\nAvenue School, Pitman; New Jersey State\nTeachers Association.\n\n"}
{"page": 992, "printed_page": null, "text": "986\n\nNational\n\nEducation\n\nAyres, Malcolm B. (Teacher), 319 East Dud¬\nley Ave., Westfield; Linden Teachers As¬\nsociation.\nBarnes Mary D. (Teacher), Continental\nschool, Elizabeth; New Jersey State\nTeachers Association.\nBentley, Blanche H. (Teacher), 63 Eigh¬\nteenth Ave., Paterson; Paterson Teach¬\ners Association.\nBooth, Alwilda (Teacher), 818 East Twen¬\nty-second St., Paterson; Classroom Teach¬\ners of the Department of Elementary Edu¬\ncation of New Jersey.\nBreingan, Mrs. Irene S. (Teacher), 18 South\nMunn Ave., East Orange; Classroom\nTeachers of the Department of Elementary\nEducation of New Jersey.\nBrooks, Robert P. (Principal), 347 East\nThirty-seventh St., Paterson; New Jersey\nState Teachers Association.\n\nBrown, Lelia O. (Teacher), 525 Clifton Ave.,\nNewark; Classroom Teachers of the De¬\npartment of Elementary Education of New\nJersey.\nCody Nellie G. (Teacher), Nishuane School,\nCedar Avenue, Montclair; Montclair Publie School Teachers Association.\nCrooks, A. Duryee (Teacher), East Side\nHigh School, Paterson; New Jersey State\nTeachers Association.\nDoremus, Mattie S. (ex officio), 614 East\nTwenty-ninth St., Paterson.\nEdwards, Elizabeth A. (Supervising Prin¬\ncipal), Euclid Ave., Hackensack; New\nJersey State Teachers Association.\nElliott, Charles H. (ex officio), Commissioner\nof Education, Trenton.\nFeehan, Frances M. (Teacher), School Num¬\nber 8, Bayonne; New Jersey State Teach¬\ners Association.\nFredericks, Helen J. (Teacher), 15 Fulton\nSt., Newark; Newark Teachers Associa¬\ntion.\nGordon, Beulah H. (Teacher), 597 Vernon\nSt., Long Branch; Classroom Teachers of\nthe Department of Elementary Education\nof New Jersey.\nGurley, Raymond B. (ex officio). Principal,\nBarringer High School, Newark.\nHamilton, Ella J. (Supervisor), School Ad¬\nministration Building, Pacific Avenue, At¬\nlantic City; Atlantic City Teachers As¬\nsociation.\nHardester, Mildred V. (Teacher), High\nSchool, Salem; New Jersey State Teachers\nAssociation.\nHarrison, Clara L. (Teacher), Rancocas\nRoad, Mount Holly; New Jersey State\nTeachers Association.\nHoward, Margarette E. (Principal), 119\nSummit Ave., Summit; Summit Teachers\nAssociation.\nHutchinson, A. Seely (Supervising Prin¬\ncipal), Mendham; Morris County Teach¬\ners Association.\nJohnson, Laurence B. (Editor), 88 Plane\nSt., Newark; Newark Teachers Associa¬\ntion.\nKelly, Winnifred A. (Teacher), 1105 Green¬\nwood Ave., Trenton; Trenton Teachers\nAssociation.\nKroner, Albert J. (Department Head), Teaneck High School, Teaneck; New Jersey\nState Teachers Association.\nLee, Ethel (Teacher), 673 Fairview Ave.,\nCamden; Camden Teachers Association.\nMcConnell, Ralph C. (Principal), Texas\nAvenue School, Atlantic City; Atlantic\nCity Teachers Association.\nMcHugh, Thomas F. (Principal), 317 Greg¬\nory Ave., West Orange; Newark Teachers\nAssociation.\n\nAssociation\n\nMathews, Agnes N. (Teacher), 414 Fifth\nAve., Roselle; Classroom Teachers of the\nDepartment of Elementary Education of\nNew Jersey.\nMathews, Elizabeth (Principal), Newportville, Bucks County, Pennsylvania; Cam¬\nden Teachers Association.\nManship, Helen M. (Teacher), 405 West¬\nminster Ave., Elizabeth; Classroom\nTeachers of the Department of Elementary\nEducation of New Jersey.\nMitchell, Helen A. (Teacher), 215 Morris\nSt., Phillipsburg ; Classroom Teachers of\nthe Department of Elementary Education\nof New Jersey.\nNeuffer, Gertrude A. (Teacher), 17 Webster\nPlace, East Orange; New Jersey State\nTeachers Association.\nOgden Chester F. (Principal), Public School\nNumber 7, Clifton; New Jersey State\nTeachers Association.\nPark, Ruth M. (Teacher), 348 Chapman St.,\nNewark ; Newark Teachers Association.\nPickell, Frank G. (Superintendent of\nSchools), Montclair; New Jersey State\nTeachers Association.\nPlotnick, Edythe (Teacher), Cooper School,\nCamden; New Jersey State Teachers As¬\nsociation.\nPoelstra, Julia (Teacher), 405 East Eigh¬\nteenth St., Paterson; Classroom Teachers\nof the Department of Elementary Educa¬\ntion of New Jersey.\nPorreca, Lena M. (Teacher), 70 Johnson\nAve., Hackensack; Hackensack Teachers\nAssociation.\nPrice, Florence H. (Teacher), 333 Park Ave.,\nNewark; Classroom Teachers of the De¬\npartment of Elementary Education of New\nJersey.\nPutnam, George W. (Vice Principal), Mont¬\nclair High School, Montclair; Montclair\nPublic School Teachers Association.\nRead, Leslie A. (Teacher), 3003 Stevens St.,\nCamden; Camden Teachers Association.\nRedlus, Mildred (Teacher), Read School,\nCamden; New Jersey State Teachers As¬\nsociation.\nRolfe, Stanley H. (Assistant Superintend¬\nent), Newark; New Jersey State Teach¬\ners Association.\nShepherd, Homer P. (Supervising Principal),\nLyndhurst; New Jersey State Teachers As¬\nsociation.\nStefanelli, Josephine (Teacher), 213 Mt.\nProspect Ave., Newark; Classroom Teach¬\ners of the Department of Elementary Edu¬\ncation of New Jersey.\nStratton, Mason A. (Principal), 272 Huron\nAve., Atlantic City; Atlantic City Teach¬\ners Association.\nStrong, Solomon C. (Secretary), New Jer¬\nsey State Teachers Association, High\nSchool, West Orange; New Jersey State\nTeachers Association.\nTew, Derwood J. (Supervisor), Board of\nEducation, Camden; New Jersey State\nTeachers Association.\nTink, Edmund\nL. (Superintendent of\nSchools), Kearny; New Jersey State\nTeachers Association.\nWallace, Mrs. Vida P. (Teacher), Rand\nSchool, North Fullerton Ave., Montclair;\nMontclair Public School Teachers Asso¬\nciation.\nWard, William R. (Director), Administra¬\ntion Building, Trenton; New Jersey State\nTeachers Association.\nWarner, Iva L. (Teacher), Woodrow Wilson\nHigh School,\nCamden; Camden Teachers\nAssociati\non.\n\n"}
{"page": 993, "printed_page": null, "text": "987\nAssociational\n\nRecords\n\nWharton, Agnes (Vice Principal), Cleve¬\nland Junior High School, Newark; New\nJersey State Teachers Association.\nWhite, Marion (Teacher), 308 Aycrigg Ave.,\nPassaic; Passaic Teachers Association.\nWood, Edna E. (Teacher), Lincoln School,\nNew Brunswick; New Jersey State Teach¬\ners Association.\nZebooker, Minnie (Teacher), 74 North\nBroad St., Penns Grove; Classroom Teach¬\ners of the Department of Elementary Edu¬\ncation.\nNEW\nMEXICO\nLujan, Manuel (County Superintendent),\nSanta Fe; New Mexico Educational As¬\nsociation.\nLusk, Mrs. Georgia L. (ex officio), State\nSuperintendent of Public Instruction,\nSanta Fe.\nPope, D. N. (Superintendent of Schools).\nRoswell; New Mexico Educational Asso¬\nciation.\nRodgers, H. R. (County Superintendent),\nCarlsbad; New Mexico Educational As¬\nsociation.\nTolle, Vernon O. (ex officio), Executive Sec¬\nretary, New Mexico Educational Associa¬\ntion, Suite 18, Sena Plaza, Santa Fe.\nNEW\n\nYORK\n\nAnderson, Ida A. (Teacher), 916 Green Ave.,\nBrooklyn; Seventh, Eighth and Ninth\nYear Women’s Organization.\nAnderson, Rachel E. (Teacher), Tottenville\nHigh School, Staten Island; Staten Island\nTeachers Association.\nAndrews, Gregory (Vice Principal), Voca¬\ntional High School, Syracuse; New York\nState Teachers Association.\nArmitage, Edith (Teacher), 28 Howard St.,\nAuburn; Teachers Welfare League of New\nYork State.\nBaker, Harold V. (Principal), 774 Pelhamdale Ave., New Rochelle; Teachers Club\nof New Rochelle.\nBarrett, Agnes D. (Teacher), Public School\n125, Queens, Woodside, New York City;\nQueensboro Teachers Association.\nBean, Nellie S. (Principal), Elementary\nSchools, Hastings-on-Hudson ; Westches¬\nter County Teachers Association.\nBernardi, Elizabeth (Teacher), 719 Plymouth\nAve., Schenectady; New\nYork State\nTeachers Association.\nBirdsell, Dorothea (Teacher), 232 Prospect\nAve., Mount Vernon; Westchester County\nTeachers Association.\nBliss, Grant W. (Teacher), 304 Scottholm\nBoulevard, Syracuse; New York State\nTeachers Association.\nBostwick, Helen M. (Assistant to Principal),\nPublic School 129, Brooklyn; New York\nCity Teachers Association.\nBourne, Mrs. Esther B. (Teacher), 426 South\nSecond Ave., Mount Vernon; New York\nState School Boards Association.\nBrooks, Marvin M. (Acting Principal), 121\nEast Fifty-first St., New York; School\nGarden Association of New York.\nBuros, Francis C. (Assistant Superintend¬\nent), 3 Harding Ave., White Plains; White\nPlains Teachers Association.\nChadburne, Evangeline (Teacher), 1640\nWest Genesee St., Syracuse; Syracuse\nTeachers Association.\nClarke, Regina (Teacher), 72 Elm Ave.,\nMount Vernon; New York State Teachers\nAssociation.\nClemency, Anna E. (Principal), 125 Seventyeighth St., Brooklyn; National Council of\nAdministrative Women.\n\nand\n\nInformation\n\nClifford, W. A. (Executive Secretary), 44\nSouth Third Ave., Mount Vernon; New\nYork State School Boards Association.\nCooke, Lot (Teacher), 4 Indian Orchard,\nBuffalo; Buffalo Teachers Federation.\nConnell, Kathryn E. (Teacher), 628 James\nSt., Syracuse; Syracuse Women\nHigh\nSchool Teachers Association.\nCrowley, Mary (Teacher), 2150 Thirteenth\nSt., Troy; Teachers Welfare League of the\nState of New York.\nDavenport, Irene (Teacher), 99 Vista Place,\nMount Vernon; New York State Teachers\nA ssociation.\nDavison, George Millard (Principal), 1429\nUnion St., Brooklyn; Junior High School\n171, Brooklyn.\nDeringer, Janice K. (Teacher), 107 Catherine\nSt., Ithaca; Ithaca Teachers Club.\nDonohue, Mrs. Mary C. (Principal), 150\nEast Thirty-ninth St., New York; Na¬\ntional Council of Administrative Women.\nDubrow, Mary (Teacher), 50 South Second\nNew York State\nAve., Mount Vernon;\nTeachers Association.\nEldred, Arvie (Executive Secretary), 240\nNew York State Teach¬\nSt., Albany;\nStateAssociati\non.\ners\nEldridge, Celia M. (Teacher), Southside\nAQQnriatinfi\nSchool, Elmira; Elmira Educational\nHigh\n\n), Avenue\nL. (Teacher\n’ Calla\nEngle,\nTeachers\nEndicott\n; n.\nEndwell\n“B”, Mrs.\ntio\ncia\nv\n_ Asso¬\n, .\n\nEstep, Alice Mary (Teacher), 512 Tompkins\noneck; Mamaroneck Teach¬\nMamar\nAve,,Associa\ntion.\ners\nNinetyEvans, May (Teacher), 175 West\nthird St., New York; Kindergarten 6B\nTeachers Association, Inc., City of New\nYork.\nEvernham, Raymond M. (Teacher), 30 Crary\nAve., Mount Vernon; Westchester County\nTeachers Association.\nFahey, Sara H. (Teacher), Girls Commercial\nHigh School, Brooklyn; High School\nInc.\nTeachers Association of New York City,\nFetters, T. V. (Teacher), 6 Boulder Place,\nYonkers; Yonkers Teachers Association.\nFoss, Clara Ritter (Teacher), 49 Elm Ave.,\nVernon; Mount Vernon Teachers\nMount\nA ccnn nfinn\n\nFriend, Constance (Teacher), 127 West\ninth St., New York; Kindergar¬\nSeventy-n\nten\n6B Teachers Association, Inc., City of\nNew York.\nGalena, Margaret E. (Teacher), Fifty-fifth\nSt., Woodside; Brooklyn Teachers Asso¬\nciation.\n\nGarvey, John J. (Teacher), 3 Jackson St..\nBaldwin, Long Island, New York; New\nYork City Teachers Association.\nGethins, Anne L. (Teacher), 50 South Sec¬\nond Ave., Mount Vernon; Mount Vernon\nTeachers Association.\nGilbert, Alfred E. (Principal), Washington\nIrving Intermediate School, Schenectady;\nSchenectady City Teachers Association.\nGillespie, Harold J. (Teacher), West Junior\nHigh School, Binghamton; Binghamton\nTeachers Association.\nGraham, Minnie S. (Principal), 10 Rich\nAve., Mount Vernon; New York State\nTeachers Association.\nHager, Harold (Vice Principal), West Jun¬\nior High School, Binghamton; Bingham¬\nton Teachers Association.\nHale, Florence (ex officio), Editor, The\nGrade Teacher, 425 Fourth Ave., New\nYork.\n\n"}
{"page": 994, "printed_page": null, "text": "988\n\nNational\n\nEducation\n\nHaller, Ralph W. (Teacher), Morris High\nSchool, One Hundred Sixty-sixth St., and\nBoston Road, Bronx; High School Teach¬\ners Association of New York City, Inc.\nHardy, H. Claude (Superintendent of\nSchools), White Plains; Westchester\nCounty Teachers Association.\nHarney, Laura B. (Teacher), 7 North Ninth\nAve., Mount Vernon; New York State\nTeachers Association.\nHatch, Lillian A. (Teacher), 299 Hancock\nSt., Brooklyn; Kindergarten 6B Teachers\nAssociation, Inc., City of New York.\nHayes, Freda L. (Teacher), 156 Tremper\nAve., Kingston; Teachers Welfare League\nof New York State.\nHeacock, Helen G. (Teacher), 76 North\nMain St., Gloversville; Gloversville\nTeachers Association.\nHendrie, William E. (Principal), Public\nSchool 109, Queens, Queens Village;\nQueensboro Teachers Association.\nHolmes, William H. (Superintendent of\nSchools), Mount Vernon; New\nYork\nState Teachers Association.\nHourigan, Anna M. (Teacher), 1075 Waverly\nPlace, Schenectady; New York State\nTeachers Association.\nHourigan, Helen (Teacher), 1075 Waverly\nPlace, Schenectady; New York State\nTeachers Association.\nKelly, Mary L. (Teacher), 2253 Fifteenth\nSt., Troy; Elementary Teachers Associa¬\ntion of Troy.\nKidd, Mrs. Breta S. (Teacher), 99 East St.,\nOneonta; Oneonta Public Schools Teach¬\ners Association.\nKline, Ira M. (Principal), Greenburgh Num¬\nber 8 Schools, White Plains; Westchester\nCounty Teachers Association.\nKorhammer, Frances (Head Nurse Teacher),\n180 Brookside Ave., Mount Vernon; New\nYork State Teachers Association.\nKroner, Frances W. (Teacher), 114 Valen¬\ntine St., Mount Vernon; Mount Vernon\nTeachers Association.\nKuhnert, Julius E. (Supervisor), 35 Vernon\nParkway, Mount Vernon; Mount Vernon\nTeachers Association.\nLandis, Ruth, 128 Cottage Ave., Mount Ver¬\nnon; New York State Teachers Associa¬\ntion.\nLangham, Olive (Teacher), Onondaga Val¬\nley Academy, Syracuse; New York State\nTeachers Association.\nLasher, William R. (Teacher), 3177 Bed¬\nford Ave., Brooklyn; Joint Committee of\nTeachers Organizations.\nLaw, Frederick Houk (ex officio), Room\n1901, 130 West Forty-second St., New\nYork.\n\nLefkowitz, Abraham (First Assistant), 70\nFifth Ave., New York; Brooklyn Teach¬\ners Association.\nLeonard, B. A. (Supervising Principal),\nElmsford; Second Supervisory District\nTeachers Association .\nLevenson, Samuel M. (Principal), Public\nSchool 77, Queens, Queens Village;\nQueensboro Teachers Association.\nLewis, Ernest D. (President), Department of\nSecondary Education, 130 West Forty-sec¬\nond St., New York; High School Teachers\nAssociation of New York City, Inc.\nLindlof, Mrs. Johanna M. (Teacher), 45\nWest Eighty-first St., New York; Kinder¬\ngarten 6B Teachers Association, Inc., City\nof New York.\nLindsey, Morton C. (Principal), Shrub Oak;\nWestchester County Teachers Associa¬\ntion.\n\nAssociation\n\nMacNeil, John P. (Teacher), 616 East Lin¬\ncoln Ave., Mount Vernon; New York\nState Teachers Association.\nMiller, Grace Helene (Teacher), Girls Com¬\nmercial High School, Classon Ave. and\nUnion St., Brooklyn; High School Teach¬\ners Association of New York City, Inc.\nMilligan, Annette W. (Teacher), 616 East\nLincoln Ave., Mount Vernon; New York\nState Teachers Association.\nMilligan, Grace B. (Principal), 616 East\nLincoln Ave., Mount Vernon; New York\nState Teachers Association.\nNash, Earl B. (Teacher), 52 Sylvan Place,\nNew Rochelle; Teachers Club of New\nRochelle.\nNelson, Bertha I. (Teacher), 1366 Pacific\nSt., Brooklyn; Seventh, Eighth and Ninth\nYear Women’s Organization.\nNorton, John K. (Professor), Teachers Col¬\nlege, Columbia University, New York •\nFaculty\nUniversity.of Teachers College, Columbia\n\nParmalee, Mrs. Mary H. (Teacher), 828\nCroton St., Rome; New York State Teach¬\ners Association.\nPettebone, Mrs. Anna R. (Teacher), 122\nWaverly Place, New York; Seventh,\nzation.\nEighth and Ninth Year Women’s Organi¬\nRockwell, Rena (Teacher), 364 West Clinton\nSt., Elmira; Teachers Welfare League of\nNew York State.\nRoe, Earle C. (Teacher), 312 Hutchinson\nBoulevard, Mount Vernon; New York\nState Teachers Association.\nRonan, Mary (Teacher), 413 North George\nSt., Rome; New York State Teachers As¬\nsociation.\nRoss, Burgess B. (Teacher), 37 Otsego Ave.,\nNew Rochelle; New Rochelle Teachers\nClub.\nSands, Eugenie\n220\n\nC. (Assistant to Principal),\n\nEighty-first\n\nSt., Brooklyn;\n\nNational\n\nCouncil of Administrative Women.\nSaunderson, Mildred P. (Teacher), 101 Elm\nAvenue, Mount Vernon; Westchester\nCounty Teachers Association.\nShattuck, Ralph L. (Teacher), 606 Walnut\nStM> Lockport; Lockport City Teachers As¬\nsociation.\nShroder, Ruth Barrett (Teacher), 42-20 Kesseria Boulevard, Flushing; Queensboro\nTeachers Association.\nSick, Adona R. (Librarian), 218r4 Lincoln\nAve., Endicott; Endicott Teachers Asso¬\nciation.\nSlick, Maud M. (Teacher), 16^ Van Dam\nSt., Saratoga Springs; New York State\nTeachers Association.\nSmith, Maude (Teacher), 39 West Valley\nStream Boulevard, Valley Stream; Brook¬\nlyn Teachers Association.\nSprague, Harry J. (Teacher), 403 Caroline\nSt., _ Rochester ; Rochester Teachers Asso¬\nciation.\nSprague, Mrs. Margaret H. (Teacher), 801\nWest End Ave., New York; Joint Com¬\nmittee of Teachers Associations.\nStaley, George R. (Superintendent of\nSchools), Rome; New York State Teachers\nAssociation.\nStaver, Mrs. Edith (Supervisor), 3730\nNinety-first St., Jackson Heights; High\nSchool Teachers Associations of New\nYork City, Inc.\nSteele, Jean (Teacher), 45 Park Ave., Mount\nVernon; Westchester County Teachers\nAssociation.\nSteinhausen, Mrs. Meta (Teacher), 40 Hubbell St., Rochester; Rochester Teachers\nAssociation.\n\n"}
{"page": 995, "printed_page": null, "text": "989\nAssociational\n\nRecords\n\nStewart, Ruth A. (Principal), Chatsworth\nAvenue School, Larchmont; Westchester\nCounty Teachers Association.\nStone, Frederick L. (Teacher). 1441 Salina\nSt., Syracuse; Syracuse Teachers Associa¬\ntion.\nStrayer, George D. (ex officio), Teachers\nCollege, Columbia University, New York.\nSumner, Clayton (Principal), Seymour\nSyracuse; New York State Teach¬\nSchool,\nAssociation.\ners\nTallman, Florence H. (Teacher), Public\nSchool 108, Ozone Park; Queensboro\nTeachers Association.\nTarbell, Emily (Teacher), 235 Glenwood\nAve.. Syracuse; Teachers Welfare League\nof New York State.\nTaylor, J. Elizabeth (Teacher), 234 Windemere Road, Lockport; Lockport City\nTeachers Association.\nTraphagen, Martin H. (Principal), 39 Park¬\nway East, Mount Vernon; Mount Vernon\nTeachers Association.\nVan Hoesen, Katharine F. (Teacher). 28\nNelson Ave., Cooperstown; New York\nState Teachers Association.\nVoss, Alice C. (Teacher), 78 Bryant Ave.,\nWhite Plains; New York State Teachers\nAssociation.\nWagner, Thomas J. (District Superintend¬\nent), White Plains; Second Supervisory\nDistrict Teachers Association.\nWilber, D. Emma (Assistant Editor), 240\nNew York State Teach¬\nSt., Albany;\nStateAssociation\n.\ners\nWofford. Kate V. (ex officio), State Teach¬\ners College. Buffalo.\nWolford, Esther (Teacher), 406 Turlin St.,\nRome; New York State Teachers Asso¬\nciation.\nWolgast. William (Vice Principal), 90 Deer¬\nfield Drive. Rochester; Rochester Teachers\nAssociation.\nNORTH\n\nCAROLINA\n\nAllen, A. T. (ex officio). State Superintend¬\nent of Public Instruction, Raleigh.\nLee, Nancy D. (Teacher), 211 East Peace\nSt., Raleigh; North Carolina Education\nAssociation.\nPhillips, G. B. (Superintendent of Schools),\nGreensboro; North Carolina Education\nAssociation.\nParrott, Mrs. Hattie (Teacher), Department\nof Education, Raleigh; North Carolina\nEducation Association.\nRanson, Mrs. R. E. (Principal). 503 Colonial\nNorth Carolina Edu¬\nHigh Point;\nDrive, Associat\nion.\ncation\nStewart. D. K. (Teacher), Raleigh; North\nCarolina Education Association.\nNORTH\n\nDAKOTA\n\nAndrist, Donald A. (Teacher), 509 Seventh\nAve., North, Fargo; North Dakota Educa¬\ntion Association.\nBricker, J. H. (Teacher). 1005 Ninth Ave..\nSouth. Fargo; North Dakota Education\nAssociation.\nMcCurdy. M. E. (Secretary). North Dakota\nEducation Association, 302 de Lendrecie\nng. onFargo; North Dakota Education\nBuildi\nA cQnrijiti\nButte;\nr),\nMason.\nAssocialtion.\nion Sentina\nEducat\nDakota(Teache\nNorth Effie'\nRobertson. Ina Cullon (Teacher), Valley\nion Associa¬\nDakota\nCity; North\n. Educat . .\non\nti\nWalker. Mrs. Sadie A. (Principal). 701\nTenth St., South, Fargo; North Dakota\nEducation Association.\n\nand\n\nInformation\n\nWhite, L. A. (ex officio), Superintendent\nSchools, Minot.\n\nof\n\nOHIO\n\nAmmon, Lucy (Teacher), 10825 Orville St.,\nCleveland; Ohio Education Association.\nAnderson, Clara Belle (Teacher), Box 296,\nFairlawn; Ohio Education Association.\nAndrews, James G. (Teacher). 3476 Vine\nSt., Cincinnati; Cincinnati Teachers As¬\nsociation.\n\nAppleman, H. M. (Director), 24 Blenheim\nciation.\nRoad, Columbus; Ohio Education Asso¬\nBarnes, Charles F. (Superintendent of\nSchools), Dillonvale; Ohio Education As¬\nsociation.\nBarnhill, Otis J. (Teacher), 215 Y. M. C. A.\ncia\nAkron Teachers\nAkron; n.\nBuilding, tio\n, _ , Asso¬\n, .\n\nBates, H. L. (Superintendent of Schools),\nJackson; Ohio Education Association.\nBeery, George C. (County Superintendent),\nAnnex, Columbus; Ohio Edu¬\nCourt House\nAssociation.\ncation\nBenedict, Claude B. (Teacher), 3267 Ormond\nand Heights; Cleveland\nRoad,rs Clevel\nTeache\nFederation.\nBlatt, N. P. (Superintendent of Schools),\nManchester; Ohio Education Association.\nBowman, M. Eleanore (Teacher), 30 South\nWalnut St., Akron; Akron Teachers As¬\nsociation.\nBowman, Mary (Teacher), 211 Gilman St.,\ntion.\nCincinnati; Cincinnati Teachers Associa¬\n\nBrown, E. H. (Principal). 242 West Liberty\ntion.\nSt., Springfield; Ohio Education Associa¬\nBurke, Lillian M. (Teacher), 1702 Preyer\n; Ohio Educa¬\nClevelan\nRoad,Associati\non.d Heights\ntion\nCadwallader, R. W. (Assistant Principal),\n3631 Brentwood Ave., Cincinnati; Cincin¬\nnati Teachers Association.\nDavison, J. H. (Principal), South High\nSchool, Lima; Lima Teachers Associa904 Brice\nCrites,’ V. Lucille (\"Teacher), Associatio\nn.\nAve., Lima; Ohio Education\nLon¬\nDick, L. C. (County Superintendent),\ndon; Ohio Education Association.\nDehn. A. O. (County Superintendent), Port\nClinton; Ohio Education Association.\nDietrich, E. N. (Superintendent of Schools),\nBucyrus; Ohio Education Association.\nDieterich, H. C. (Superintendent of Schools),\nBexley., Columbus; Ohio Education Asso¬\nciation\n\nDisher, L. L. (Principal), 2364 Glenwood\nAve., Toledo; Toledo Teachers Associa¬\ntion.\nDutton, C. F. (Teacher), 314 Kensington\nRoad, Rocky River; Cleveland Teachers\nFederation.\nEldredge, A. C. (Principal). 1852 Alvason\nRoad, East Cleveland; Ohio Education\nAssociation.\nEllis. Freda (Teacher), 6121 Woodmont St.,\nCincinnati; Cincinnati Teachers Associa¬\ntion.\nEmde, John (Teacher), 215 Y. M. C. A.\nBuilding, Akron; Akron Teachers Asso¬\nciation.\nEngland. Elizabeth (Teacher), 633 Charles\nSt., Zanesville; Zanesville Teachers Asso¬\nciation.\nErnst, Viola (Teacher), 1535 Holman Ave.,\nCincinnati; Cincinnati Teachers Associa¬\ntion.\n\n"}
{"page": 996, "printed_page": null, "text": "990\n\nNational\n\nEducation\n\nEvans, Mrs. Eunice M. (Teacher), 130 East\nAuburn St., Cincinnati; Cincinnati Teach¬\ners Association.\nEvans, H. R. (Dean), University of Akron,\nAkron; Ohio Education Association.\nEvans, William A. (Principal), Madisonville, Route Number Ten, Cincinnati; Ohio\nEducation Association.\nFrahm, Olive M. (Teacher), 454 Brevoort\nRoad, Columbus; The Columbus Teachers\nFederation.\nGantz, Ralph M. (Teacher), Doylestown;\nOhio Education Association.\nGibson, Bess (Teacher), 104 West Lane Ave.,\nColumbus; The Columbus Teachers Fed¬\neration.\nGruenefeld, Frieda (Teacher), 4500 Grayton\nRoad, S. W., Cleveland; Cleveland Teach¬\ners Federation.\nHall, H. E. (County Superintendent),\nBov/ling Green; Ohio Education Associa¬\ntion.\nHammond, Mae (Teacher), 515 Melish Ave.,\nCincinnati; Cincinnati Teachers Associa¬\ntion.\nHardy, Leslie P. (Teacher), 266 Madison\nAve., Akron; Ohio Education Association.\nHardy, Ruth (Teacher), 701 Sixth St.,\nLorain; Lorain Teachers Club.\nHartung, Marguerite (Teacher), 2440 Sullivant Ave., Columbus; Ohio Education\nAssociation.\nHatfield, Mrs. Dora B. (Art Teacher), 822\nRoslyn, Akron; Ohio Education Associa¬\ntion.\nHeide, H. S. (Teacher), R. F. D. 8, Springfield; Springfield Teachers Association.\nHawke, Oscar T. (County Superintendent),\nSpringfield; Ohio Education Association.\nHirst, Alice (Teacher), 1372 Myrtle Ave.,\nCincinnati; Cincinnati Teachers Associa¬\ntion.\nJones, Winifred (Teacher), Mary Dill\nSchool, Cincinnati; Cincinnati Teachers\nAssociation.\nKuenzli, I. R. (Teacher), 964 Pythian Ave.,\nSpringfield; Springfield Teachers Associa¬\ntion.\nLayton, C. M. (Superintendent of Schools),\nWooster; Ohio Education Association.\nLewis, W. A. (President), Rio Grande Col¬\nlege, Rio Grande; Ohio Education Asso¬\nciation.\nMcKown, Emilie (Teacher), 1454 Bryson\nSt., Youngstown; Youngstown Education\nAssociation.\nMcMyler, H. T. (Teacher), 1908 Janet Ave.,\nCleveland Heights; Cleveland Teachers\nFederation.\nMathias, A. O. (Teacher), Madisonville,\nRoute Number One, Cincinnati; Ohio\nEducation Association.\nMatteson, I. F. (Superintendent of Schools),\nFindlay; Ohio Education Association.\nMaxon, Clara (Teacher), 2033 Joffre Ave.,\nToledo; Ohio Education Association.\nMetcalf, Tom R. (Teacher), 820 Oakwood\nAve., Columbus; The Columbus Teachers\nFederation.\nMoody, A. E. (Superintendent of Schools),\nBedford; Ohio Education Association.\nMusselman, Fren (Professor), Kent State\nCollege, Kent; Ohio Education Associa¬\ntion.\nOffenhauer, R. E. (ex officio), Superintend¬\nent of Schools, Lima.\nPierce, John A. (Director), Adult Education,\n18593 East Shoreland, Rock River; Ohio\nEducation Association.\nQuirk, W. A. (Principal), 1641 Clayton St.,\nCincinnati; Cincinnati Schoolmasters\nClub.\n\nAssociation\n\nRauhauser. Pansy K. (President), 319 Linden\nPlace, _ Marion; Marion City Teachers\nAssociation.\nReynolds, F. E. (Secretary), Ohio Educa¬\ntion Association, 428 Chamber of Com¬\nmerce, Columbus; Ohio Education Asso¬\nciation.\n. Ricksecker, C. W. (Principal), 488 Norwood\nAve., Youngstown; Ohio Education Asso¬\nciation.\nRobbins, C. A. (Dean), Hancock St., Find¬\nlay; Findlay Teachers Association.\nRoberson, H. C. (Teacher), 754 West Elm\nSt., Lima; Lima Teachers Association.\nSchramm, Erna A. (Teacher), 3227 West One\nHundredth St., Cleveland; Cleveland\nTeachers Federation.\nSchulz, Louise (Teacher), 901 Pennsylvania\nAve., Columbus; The Columbus Teachers\nFederation.\nSeager, Dorothy (Teacher), 130 Halleck\nSt., Youngstown; Youngstown Education\nAssociation.\nSenger, Harry (Assistant Principal), Walnut\nHill High School, Cincinnati; Cincinnati\nTeachers Association.\nStanton, B. F. (Superintendent of Schools),\nAlliance ; Ohio Education Association.\nStrasser, Carolyn . (Teacher), 5747 Hamilton\nAve., Cincinnati; Cincinnati Teachers As¬\nsociation.\nSutton, Mrs. Frances A. (Teacher), 9805\nBaltic Road, Cleveland; Cleveland Teach¬\ners Federation.\nSwingle, Solomon L. (Teacher), Adamsville;\nOhio Education Association.\nThomas, Alma (Teacher), 3028 Somerton\nRoad, Cleveland Heights; Cleveland\nTeachers Federation.\nTreaster, Orpha (Teacher), 204 Madison\nAve., Youngstown; Youngstown Education\nAssociation.\nThompson, Lois (Teacher), 215 Y. M. C. A.\nBuilding, Akron; Akron Teachers Asso¬\nciation.\nVance, Lola M. (Teacher), 1086 Bryden\ntion.\nRoad, Columbus; Ohio Education Associa¬\nWalters, Ethel L. (Teacher), 340 Indianoia\nRoad, _ Youngstown; Ohio Education As¬\nsociation.\nWarner, F. E. (Superintendent of Schools),\nWayne; Wood County Teachers Associa¬\ntion.\nWaterhouse, Ralph (Superintendent of\ntion.\nSchools), Akron; Akron Teachers Associa¬\nWhitmer, J. W. (County Superintendent),\nToledo; Ohio Education Association.\nWildermuth, Mrs. Nelle (Teacher), 418 Oak¬\nland Park Ave., Columbus; The Columbus\nTeachers Federation.\nWilliams. M. L. (Superintendent of Schools).\nSeven Mile; Ohio Education Association.\nWolf, Helen (Teacher), 515 Melish Avenue,\ntion.\nCincinnati; Cincinnati Teachers Associa¬\nWolfe, W. G. (County Superintendent),\nCambridge; Ohio Education Association.\nOKLAHOMA\nAdams, Roxie J. (Editor), Oklahoma Educa¬\ntion Association.\nBarnum, Lillian (Teacher), 1611 South\nQuincy St., Tulsa; Department of Class¬\nroom Teachers of the Oklahoma Education\nAssociation.\nBell, Josephine (Teacher), Box 135, Blackwell; Oklahoma Education Association.\nBlack, E. H. (Superintendent of Schools),\ntion.\nBristow; Oklahoma Education Associa¬\n\n"}
{"page": 997, "printed_page": null, "text": "Records\n\nAssociational\n\nCordell; Okla¬\nMrs. Alta (Teacher),\nEducation Association.\nCress, August L. (Teacher), Webster Jun¬\nior High School, Oklahoma City; Okla¬\nClassroom Teachers Associa¬\nhoma City\non.\n,\n_\nti\nElSouth\n1228\nCulp, Ruby Lee (Teacher),\nwood St., Tulsa; Northeast District of\nthe Oklahoma Education Association.\ng\nEakes, Evelyn (Teacher), 311 West Youn\nroom\nClass\nof\nnt\nrtme\nSt., Tulsa; Depa\ners of the Oklahoma Education As¬\nTeach\nsociation.\nTulsa.\nFrank. Anna (Teacher), New Hotel\nn.\niatio\nTulsa; Oklahoma Education Assoc\nFifth\nh\nNort\n425\n),\nFrank, Kate (Teacher\nClassroom\nSt., Muskogee; Department of\nEducation\nhoma\nOkla\nTeachers of the\nAssociation.\n_\n, _\nCollege\nh\nFryer, Ida M. (Teacher), 1911 Sout\nof the\nrict\nDist\nt\nSt., Tulsa; Northeas\nOklahoma Education Association.\n230 North\nGaines, Lucy Olive (Teacher),\nogee\nMusk\n; ion. Teach¬\nogee\nMusk\nfth St.,\nat\nTwelAs\nci\nso\ners\n,\nh¬\nNort\nG. (Director), 1301\nGillette, Gladys irst\nSt., Oklahoma City,\nwest Twenty-f\nhers AssoOklahoma City Classroom Teac\n\nCarder,\nhoma\n\nal), 1142 North Main\nH. (Princip\nHodges,nj. a;\nTulsa Education Association.\nSt Tuls\nEast Thirteenth\nHurst M. E. (Teacher), 209\nm Teachers\nPlace. Tulsa; Tulsa Classroo\n\nKnight^ R. W.\n\n(Principal). 712 South\n\nville St., Tulsa;\n\nTulsa\n\nLe^e^Helen (Teacher),\nSt., Tulsa; Oklahoma\n\nEducation\n\nKnox¬\n\nAssocia-\n\n1607 East Twelfth\nEducation Associa-\n\ner), 230 North\nMcCluney, Olivia (Teach\nDepartment of\nee;\nkog\nMus\nTwelfth St..\nthe Oklahoma\nClassroom Teachers of\n,,\nEducation Association.\n¬\nacher), 1401 South Nor\nMyhr, Ivar Low (Tethe\nDistrict of the\nast\nNor\nsa;\nTul\nk.\nfol\nation.\nOklahoma Education Associ\nLongwood,\n224\n,\ner)\nach\n(Te\nJay\nNeedham,\nMusko¬\ndo;\ne. Pueblo, Colora\nAberdeenchePlac\nrs Association.\ngee Tea\n1631 East Fourth\nRakies, Ona C. (Teacher),\ncation AssociaSt., Tulsa; Oklahoma Edu\n2305 East Fifth\nRevnolds R. C. (Teacher),\noom Teachers\nssr\nCla\nsa\nPlace, Tulsa; Tul\nDayton St.,\n(Teacher), 609\nS cafes! C Martha Dep\nartment of Classroom\nMuskogee;\nEducation AsTeachers of the Oklahoma\n\ncher), 609 Dayton St..\nm\nSca°es? Opal (Tea\nDepartment of Classroo\nMuskogee:\nAsEducation\nTeachers of the Oklahoma\nFreemont\nShirlew^Mary (Teacher),nt 1114\nsroom\nClas\nof\nrtme\nDepa\n;\ne\nSt. ^Muskoge\nAsn\natio\nEduc\nma\nTeachers of the Oklaho\nWest\n(Teacher), 2817\nSmith^Marigold\n; Department\nTwelfth St. Oklahoma City\nof the Oklahoma\nof Classroom Teachers\nEducation Association.\n2119 East\n<5nofford R. R- (Director),\nEducation\na\nTuls\nTwenty-first St., Tulsa;\n\n1205 Northeast\nStemen. T. R. (Principal),\nOklahoma\nEighteenth St., Oklahoma City;\nion.\nciat\nAsso\nhers\nTeac\nCity Classroom\ns), 309\nGirl\nof\nn\n(Dea\nM.\nM.\nMrs.\ns,\nmer\nSum\nt Dis¬\nEast Eighth Place, Tulsa; Northeas\nt of the Oklahoma Teachers Associa¬\ntric\ntion.\n\nand\n\nInformation\n\n991\n\nTaylor, Paul R. (ex officio), Superintendent\nof Schools, Idabel.\nTemple, D. E. (Teacher), Alvin Hotel,\nTulsa; Tulsa Classroom Teachers AssoWeatherford, Nelle (Teacher), 1601 East\nct\nFourteenth St., Tulsa; Northeast Distri\nation.\nAssoci\ners\nTeach\nClassroom\ntor),\nWest, Frances A. (Guidance Direc\nhoma\nOkla\nSt.,\nond,\ny-sec\nTwent\n425^2 West\nAssociation.\n_ ers,\nCity; Oklahoma City Classroom Teach\n\nWiggins, Loretti (Teacher), 1611\nict\nMain St., Tulsa; Northeast Distr\nroom Teachers Association.\n\nSouth\nClass¬\n\nOREGON\n\nGrove;\nAnderson, Lula R. (Teacher), Forest\nn.\niatio\nAssoc\nhers\nTeac\nGrade\nPortland\non State\nBlaiser, Florence (Teacher), Oreg\nTeachers\nState\non\nOreg\nllis;\nCollege, Corva\n2044 Southeast\nBr^nerd^ F?ed (Teacher), and\nHigh School\nPortl\nEllis St., Portland;\nTeachers Association.\nNortheast\nEuler, Doris M. (Teacher), 3214\nHigh\nland\nPort\n;\nland\nFifty-ninth St., Port\nSchool Teachers Association.\n\nent of\nLandreth, Austin (Superintend\n¬\nPend\nls),iatio\nn.leton; Oregon State teach\nSchoo\ners\nAssoc\n6 Southwest\nMartin, Elizabeth (Teacher) ,123\non.\nati\ne_ Teac\nGrad\noci\n.h¬ ,\n.\nAss\ners\nland\nPort\n;\nHall St., Portland\n(ex officio), 831 Terminal\nPortland.\n, 2306 Northeast\nNye, Birdine (Teacher)Por\ntland; Oregon\n.,\nAve\nond\nsec\nFortyion.\nciat\nAsso\nrs\nche\nState Tea\nC. (Principal), Portsmouth\nPainter W.\ne Teachers\nSchool, Portland; Oregon Stat\n\nMerrill, Birdine\nSales Building.\n\n2829 Belmont\nRichardson,°nj ean (Teacher)Grad\ne Teachers\nland\nPort\n;\nland\nSt., Port\n\n916 Southwest\nSchmalz^Paula (Teacher),\ne\nland Grad\nPort\n;\nland\nPort\nSt.,so\n„\nation.\nci\nteen\nFour\nrsth As\nche\nTea\nSmith. Elphe\n22. Tigard;\n\nB°x\nK. (Teacher), Route\nAsPortland Grade Teachers\n\n), 6109 Northwest\nVeiT^Matliilde (Teacher\nland _ Grade\nn.\nPort\n;io\nat\nland\nci\nPort\nAs,so\nTeac\nnth Ave.\nSevehers\n\nBox 174, Drain;\nWilcox, Mildred (Teacher),\nciation.\nAsso\nrs\nche\nTea\nOregon State\ne 11, Box 249,\nRout\n),\ncher\n(Tea\ne\nAlic\n.\nZcok\nTeachers AssoMilwaukee; Oregon State\n\nZookn°ckrl S. (Principal), Joseph Lane\nPortland; Oregon State Teachers\nSchool,tion.\nAssocia\n\nPENNSYLVANIA\nSuperintendent\nAbernethy, R. R. (District sylv\nania State\nPenn\nof Schools). Lebanon;\nEducation Association.\n\n514 North\nAnderson, John D. (Teacher).\nsylvania\nPenn\nng;\nJefferson St., Kittanniion.\nState Education Associat\nSt.,\nBaker, Ira Y. (Teacher), Hanover\nn.\nio\nat\nsoci\ntion ysbu\nEduca\nAsrg;\n^\n_ ¬\nPennsylvania State\nGett\ny Su¬\nBarnhart. Robert P. (Assistant Count\nia\nylvan\nPenns\nt;\nJewet\nMount\nnt),\ntende\nperin\nState Education Association. _\nBaugher. R. R. (Teacher), Colonial Park;\nEducation Associa¬\n.\nia State\non\nylvan\n.\nti\nPenns\n\n"}
{"page": 998, "printed_page": null, "text": "992\n\nNational\n\nEducation\n\nBentz, M. S. (County Superintendent),\nEbensburg; Pennsylvania State Education\nAssociation.\nBerman, Samuel (Principal), 5336 North\nSydenham St., Philadelphia; Philadelphia\nTeachers Association.\nBoyer, Frank P. (County Superintendent),\nMifflinburg; Pennsylvania State Educa¬\ntion Association.\nBroome, Edwin C. (Superintendent of\nSchools), Philadelphia; Pennsylvania\nState Education Association.\nBurke, Margaret A. (Teacher), 1114 North\nSeventeenth St., Harrisburg; Harrisburg\nTeachers Institute.\nBurke, Mary L. (Supervisor), 4709 Springfield Ave., West Philadelphia; Phila¬\ndelphia Teachers Association.\nCall, Agnes C. (Supervisor), 706 Sproul St.,\nChester; Chester Teachers Association.\nChristman, Paul S. (Supervising Principal),\nSchuylkill Haven; Pennsylvania State\nEducation Association.\nChurch, W. H. (Principal), 1324 Vine St.,\nMcKees Rocks; Pennsylvania State Edu¬\ncation Association.\nClark, Mrs. Anna M. (Teacher), 1501 West\nAllegheny St., Philadelphia; Philadelphia\nTeachers Association.\nCobb, Ana Lou (Teacher), Merion; Pennsyl¬\nvania State Education Association.\nCook, Florence M. (Teacher), 901 Browns¬\nville Ave., Pittsburgh; Pittsburgh Teach¬\ners Association.\nDavis, Charles S. (District Superintendent\nof Schools), Steelton; Pennsylvania State\nEducation Association.\nDolbear, Frank T. (Supervising Principal),\nFactory ville; Pennsylvania State Educa¬\ntion Association.\nDouthett, Walter R. (Superintendent of\nSchools), Darby; Darby Teachers Associa¬\ntion.\nDuffield, Minnie (Teacher), 2446 Perrysville\nAve., _ Pittsburgh; Pittsburgh Teachers\n• Association.\nEby, Henry K. (Supervising Principal), New¬\nport; Pennsylvania State Education As¬\nsociation.\nEckard, Elizabeth T. (Principal), 1957\nSixty-ninth Ave., Philadelphia; Pennsyl¬\nvania State Education Association.\nEmmert, Wilber (Teacher), State Teachers\nCollege, Indiana; Faculty of the State\nTeachers College.\nEshenower, Grace V. (Teacher), 1416\nVerbeke St., Harrisburg; Harrisburg\nTeachers Institute.\nEvans, William W. (County Superintend¬\nent), Bloomsburg; Pennsylvania State\nEducation Association.\nFarrell, Beatrice (Principal), 938 East\nTwenty-second St., Erie; The Teachers\nAssociation of Erie.\nFord, Ida R. (Teacher), 1806 Church Lane,\nPhiladelphia; Alumnae Association of the\nGirls High and Normal Schools.\nForsyth, Joseph W. (Teacher), 1424 Comly\nSt., Philadelphia; Philadelphia Teachers\nAssociation.\nFoster, Blanche (Teacher), 178 Franklin\nSt., Woodbury; Pennsylvania State Edu¬\ncation Association.\nFoust, Clement E. (Teacher), 7741 Union\nSt., Elkins Park; Philadelphia Teachers\nAssociation.\nFretz, Floyd C. (Supervising Principal),\nDowningtown; Pennsylvania State Educa¬\ntion Association.\nFritz, F. Herman (District Superintendent\nof Schools), Chester; Pennsylvania State\nEducation Association.\n\nAssociation\n\nGaeckle. Eda (Teacher), 710 West Eighth\nSt.,\nErie. Erie; The Teachers Association of\nGeist, D. W. (Assistant County Superintend¬\nent), Blue Ball; Pennsylvania State Edu¬\ncation Association.\nGeist, Seiler P. (Supervising Principal),\nDerry; Pennsylvania State Education As¬\nsociation.\nGelehrter, Clara (Teacher), 1141 Fairmount\nAve.. Philadelphia; Philadelphia Teachers\nAssociation.\nGilbert, Levi (Principal), Altoona High\nSchool, Altoona; Altoona Education Asso¬\nciation.\nGodon, M. Ethelyn (Teacher), 1021 Edgemount Ave., Chester; Chester Teachers\nAssociation.\nGougler, A. May (Teacher), 916 West\nMarshall St., Norristown; Norristown\nTeachers Club.\nGray, Elsie (Teacher), 1210 Fillmore St.,\nPhiladelphia; Philadelphia Teachers As¬\nsociation.\nGray, Jessie (ex officio), President, National\nEducation Association, 1210 Fillmore St.,\nPhiladelphia.\nGregor, Elizabeth (Teacher), 4560 Baker St.,\nPhiladelphia; Philadelphia Teachers As¬\nsociation.\nGrim, T. H. (Teacher), 2201 East Philadel¬\nphia\nSt., York; York City Education As¬\nsociation.\nHaffner, Gertrude (Teacher), 915 Linden\nSt., Bethlehem; Pennsylvania State Edu¬\ncation Association.\nHagar, R. B. (Teacher), R. D. 1, Charleroi;\nPennsylvania State Education Association.\nHausser, Lewis G. (Supervising Principal),\nRalston; Pennsylvania State Education\nAssociation.\nHockenberry, Mont (Teacher), Slippery\nRock; Pennsylvania State Education Asso¬\nciation.\nHoffman, J. H. (County Superintendent).\nDoylestown; Pennsylvania State Educa¬\ntion Association.\nHoover, Henry A. (Teacher), 235 Ruby St.,\nLancaster; Lancaster Branch, Pennsylva¬\nnia State Education Association.\nHurrell. Arthur S. (Director, Teacher Train¬\ning Extension), Pennsylvania State Col¬\nlege, State College; Pennsylvania State\nEducation Association.\nJones, Henry (District Superintendent of\nSchools), 137 West Shawnee St., Ply¬\nmouth; Pennsylvania State Education As¬\nsociation.\nKane, Marie (Teacher), 5931 Howe St.,\nPittsburgh; Pittsburgh Teachers Associa¬\ntion.\nKelley, J. Herbert (ex officio), Executive\nSecretary, Pennsylvania State Education\nburg.\nAssociation, 400 North Third St., Harris¬\nKing, Elizabeth Y. (Teacher), 415 Hartel\nAve., Philadelphia; Philadelphia Teachers\nAssociation.\nKleefeld, Anna (Teacher), Sulzberger Jun¬\nior High School, Forty-seventh St. and\nFairmount Ave., Philadelphia; Pennsyl¬\nvania State Education Association.\nKleefeld, Regina (Teacher), 600 North\nThirty-fourth St., Philadelphia; Philadel¬\nphia Teachers Association.\nKob, John F. (Principal), 1501 Swatara St.,\nHarrisburg; Harrisburg Teachers Insti¬\ntute.\n\nKrause,\nAve.,\nClub.\n\nAlverda F. (Teacher), 642 Hams\nNorristown; Norristown Teachers\n\n"}
{"page": 999, "printed_page": null, "text": "Associational\n\nRecords\n\nLindsay, George L. (Director), Administra¬\ntion Building, Philadelphia; Pennsylvania\nState Education Association.\nMcClure. Frank T. (Teacher), 7 Riverview\ngh; Pittsburgh Teachers As¬\nPittsbur\nAve.,\n.\nsociation\nMcCommons, Russell D. (Supervisor), State\nTeachers College,, Edinboro; Pennsyl¬\nvania State Education Association.\nMcKee, Margaret (Supervising Principal),\nOakdale; Pennsylvania State Education\nA. s s o c 1 3 1 i o n .\n\nMcLaughlin. J. M. (Principal), South High\nSchool, Pittsburgh; Pennsylvania State\nEducation Association.\nMcMaster, Dale (District Superintendent of\nSchools), 1106 Confer Ave., Johnstown;\nPennsylvania State Education Association.\nMartin, W. Paul (Teacher), 1568 Clarkton\nrgh; Pittsburgh Teachers As¬\nSt., Pittsbu\nn.\nsociatio\nMarvin, E. E. (County Superintendent),\nCovington; Pennsylvania State Education\nAssociation.\nMechling, John A. (County Superintendent),\n226 West High St., Kittanning; Pennsyl¬\nvania State Education Association.\nMiller, R. Beatrice (Teacher), 1929 North\nSixty-first St., Philadelphia; Philadel¬\nphia Teachers Association.\nMorgan, Mrs. Amy (Teacher), 746 Madison\nlvania State Edu¬\non;\nAve., Scrant\ntion.Pennsy\ncation\nAssocia\nMorris, M. G. (Supervising Principal), 1221\nFreeport Road, Tarentum; Pennsylvania\nState Education Association.\ner), 1215 Seven¬\nMorrow, Grace M. (Teach\na; Altoona Education\nAltoon\nAve.,\nteenth\nA ccofl\nT tl Oil\n\nNorton, Albert Charles (Teacher), 5629\nThomas Ave., Philadelphia; Philadelphia\nTeachers Association.\nNyce, Mary A. (Teacher), 3740 North BouvPhiladelphia; Philadelphia Teach¬\nier St.,\ners\nAssociation.\nParker, Sarah J. (Principal), 706 Sproul St.,\nChester; Chester Teachers Association.\nPatterson, Walter G. (Principal), 430 First\n; Pennsylvania State Educa¬\nSt., Donora\ntion\nAssociation.\nPfeiffer, Elizabeth (Teacher), 615 East\nlvania State Edu¬\nSt., Erie;\nTenth Associ\nation.Pennsy\ncation\nPratt Willis E. (Assistant County Superin¬\ntendent), 616 Oakmont Ave., Erie; Penn¬\nsylvania State Education Association.\nPrey, Stanley A. (Teacher), 826 Lincoln St.,\nReading; Reading Teachers Association.\nRoss. Carmon (President, State Teachers\nCollege), Edinboro; Pennsylvania State\nEducation Association.\nenth\nRuch, H. R. (Teacher), 342 North Fifte\nEdu¬\nState\nania\nn; n.Pennsylv\nntow\nSt.. nAlle\niatio\nAssoc\ncatio\nColo¬\nRutschky, Charles W. (Teacher), 615\nAs¬\nn\natio\nEduc\nCity\nYork ,\nYork\nAve.,\nnial\nio;n.\nat\nsoci\n_\n. . ,\nSuperintend¬\nSampson, William C. (District y;\nPennsyl¬\nDarb\nr\nUppe\n,\nols)\nent of Scho\nvania State Education Association.\nhamp¬\nShafer, Morris (Teacher). 1310 Nort\nciaAsso\nhers\nTeac\non\nEast\nton St., Easton;\n\nSouth\n(Teacher) 245ylvan\nShaw!’ Reuben T.\nia\ndelphia; Penns\nFifty-first St., Phila\nation.\nState Education Associ\nThird\nShoup, Catharine H. (Teacher),. 1500\nEducation Associa¬\nona .\nAlto\nona;\nSt., Alto\nn\no\ni\n, _\nt\nSt.,\nWood\nSmith. Esther M. (Teacher), 1312\nPennsylvania State Educa¬\nWilkinsburg;\ntion Association.\n\nand\n\n993\n\nInformation\n\nSmull, Earl E. (Supervising Principal), 400\nAve., Jenkintown; Pennsylvania\nHillside\nState\nEducation Association.\n.\nSpeicher, H. B. (Supervising Principal),\nll; .Pennsylvania State Education\nBosweciation\n^sso\nSpringer, Kenneth Leroy (Teacher), 433 East\nPennsylvania State\nProspect St., York;\nEducation Association.\nSteele, F. Irene (Teacher), 1534 North\nia; Alumnae As¬\nTwentieth St., Philadelph\ntion of Girls High\nsocia\nSchools.\n„ and\n. Norma\n, ...l\n\n,\nSweeney, J. W. (County Superintendent)\nAssoc\ntion\niatio\nEduca\nn.\nState\n__\n,\nt,t\nSt. Marys; Pennsylvania\n\nher), 243 North New¬\nTrema (Teac\nSweitzer.ci\nation.\nso\nnXT As¬,\nberry St., York; York City Educatio\nNorth\nThomas, Emma G. (Teacher), 1534\nAs¬\nnae\nAlum\nia;\nTwentieth St., Philadelph\nSchools.\n. , and . Norm\n, al\nsociation of Girls High\ngheny\nTolley, William P. (President, Alle\nState\nania\ne;n. Pennsylv\nvill\nge),n Mead\nColleatio\niatio\nAssoc\nEduc\nFourth\nTraister, Harold W. (Director) 3001\nState\nania\nsylv\nPenn\nBeaver Falls;\nAve.,\nEducation Association.\nSpruce\nUngemach. Dena D. (Teacher) 5220\nhers,\nTeac\nAssociation.\n.\n.\nphia\nadel\nPhil\n;\nSt., Philadelphia\n\nncipal), 256 Hard¬\nPenrose C. (Pri\nWallace,\nation.\n. ,\n,,,\ncation Associ\nStat_e Edu¬\ning Court, York; Pennsylvania\nOrchard\nWebster, Thomas P. (Teacher), 166\nhers As¬\nAve., Emsworth; Pittsburgh Teac\nWerner, J.\nCoraopolis;\n\nC. (Supervising princlPa1)’\nPennsylvania State Education\n\n1108 Twenty\nncipal),\nl (Pri\ne? Car\nppl\nState\nWhi\nn.\nlvania\nio\nnsy\nciatPen\ncat\nsoona;\nEdu\n. c.\nAve.,AsAlto\nnd ion\nseco\nState\nWilkinson, J. W. F. (Professor),\nania\nsylv\nPenn\nion;\nClar\nege,\nColl\nTeac\nEducation Association. #\nStatehers\nor High\nWorley. William (Teacher), Juni\nn As¬\natio\ntion.Jacobus; York City Educ\nsocia\nSchool,\nISLANDS\n\nPHILIPPINE\n\nThird\nCrone, Frank L. (Teacher), 115 South\nIs¬\nne\nSt., Richmond, Virginia; Philippi\nlands Education Association.\nRHODE\n\nISLAND\n\nBacon, Willard H.\nSchools), Westerly;\n\n(Superintendent of\nWesterly Teachers\n\n536 Bernon\nJ. (Teach\nndion.\nruct\n', Raymo\nof Inst\nBetagh\n. % er),\nIsland Institute\nSt., Woonsocket; Rhode\n\nState\nCarroll. Charles (ex officio), Director State\n122\ne. tion,\nencEduca\nional\nvid\nHouse\nVocat\nPro\nBoard, for\n.\n,\nr\nM. (Superintendent of\nCaufield, Emma\non.\ncti\ne Islan\ne of Valle\nstitut\nInsytru\n., d In¬\n; Rhod\nFalls\nSchools),\nHanley, James L. (Principal), Bridgham\nProvidence; Rhode\nJunior High School,\nIsland Institute of Instruction.\n\nSOUTH\n\nCAROLINA\n\nretary), South Carolina\nCoates, J. P. (Sec\nEducation Association, 1218 Senate bt.,\nciation.\nn As¬,\nso\nColumbia; South Carolina Educatio _\nChester;\nConnor, Lila (Teacher), iatio\nn.\nCarolina Education Assoc\n\nSouth\n\n"}
{"page": 1000, "printed_page": null, "text": "994\n\nNational\n\nEducation\n\nAssociation\n\nRagsdale,\n\n’'''S\noot\n(umbi®Ci0)'\nMcC\nown\n, J Col\nK.\n\nof Schools)of\n\n(Superintendent\n\nciatLT\n\nCaroIina\n\nS°Uth\n\nEducation\n\nAssi\n\nAssociation,\nNCa?nli^' Education\npi (PrinciPai).\nPresident,\nSouth\nTucapauSouth Carolina Education\nAssociation\nSkinner Mozelle (Teacher),\n1622 CoUege\nSt., Columbia; Columbia\nTeachers Coun-\n\nV<rfiht’ £aroIlne\n\n(Teacher),\n\nCar°‘ina\n\nsociatioin * S°U‘h\nSOUTH\n\n1107\n\nDuke\n\nSt\n\n““««*»\n\nK\n\nDAKOTA\n\nA|S?ie Ssr8ioS%)-\n\nsSL\n\nbrS-Is\n1E.f“-,(sSS3JSSS!5&<rt.,\nsocia«ion.ty: S°U*h Dakota Educati^S\n\nSinger,\n\nFlorence\n\nB&\n\nDonald\n\nCTparlmr ^\n\nE\n\nt> jh\n\nAs°srocia“andlSO,1: S°“'h Dakota\nCaldwell, Hazel K.\n(Teacherl\n\ni a\n\nElation\n\ns-k D«\n\nissoci!aUoennn°X; S°Uth\n\nDakota\n\nEducation\n\nMrs.\n\nKatie\n^^^\n\nBelle (Teacnher)\nT rn\n*C 1 a rk^vi e”*’ AUSti\nMe”PhiS;\n\nG fduTaS.io«igAhssSoCc1°^n\n\nHKToxvlleh;elnoavill)Te3a°h0\n\nAsbTland Ave-\n\nHS°ttenMHaZei\n\n(PriSCipal)’ ^^North’winett\nAssociation!1*8 ’ She'by CoU\"*>' T..chS\nJ°M11lSOn'r-Mr!' *£ary E' (Secreta\nry), Room\n\nci“ShiS\n°So^PrinciPaO,\nMatn^A^8’\ni/\"Ulu\n„tyCShe?s\nK£u\ne“s \"Lelue. K^iU‘-\n\nby\n'■ Sh'l\n804\nWest\n\nKnoxville\n\ntS\n\nL<GtK:dIettsvnie ;^Tennessee'\nTeache\nrsE\nState T\nSSee Statf\n®c*]5>o\nAssociation.\nM^9leary- Ida (Teacher), Hol\nlywood Tunior\n\nAfsCohc?a1,ioi?emPhi8 1 M™phia\n\n.If\nM^,e\nen:\n\nLaura\n\nMae\n\n(Teacher),\n\nAssoci_ation.emPhlS ’\nNo^; Y1il|S,n (Principal), Rule\n\nHumes High\nsociation.\n\nSchool,\n\nMemphis\n\nP\n\nL\n\nC\n\n’\n\nC\nAs¬\n\nNashvill\ne; F4,\nSr^lleu'\n-u'\nTennesse\n(Superin\ne tendent\nof Schools),\nState Teachers\nSt., Nashville;(Pdncipa1)’\nTennessee 1904\nTai!eyWLUuCi?f,\nStateFatherland\nTeachers\nAssociation.\n\nWoods\nAlice (Teacher), Cent\nHigh\nSchool, Memphis; Memphis ral\nEducation\nAssociation.\nTEXAS\n\nAllison, Laura\n\nL. (Teacher),\n\n1807 East\n\nAve.\n\n■d Austin; Texas ^tate Teachers Association.’\nBede\nl£ Teac\nWinn\nie Assoc\n(Teacher\nState\nhers\niatio),\nn. Plano; Texas\nBell, Marion L. (Teacher), 1920 Haro\nld St.,\nHouston; Houston Teachers Associatio\nn.\nBishop, Merrill (Teacher), Board of Educa\n¬\ntion San Antonio; National Coun\ncil of\nTeachers of English.\nCaIdwellA Bush M- (Teacher), 2527 Ross\nAve\nDallas; Dallas High School Teach¬\ners Association.\n\nCate, Mary Virginia (Teacher), 2605 U Ave.\nAustin; Austin Teachers Association.\nComstock E. B. (Principal), North Dallas\nHigh School, Dallas; Texas State Teach¬\ners Association.\nCook, Katherine (Teacher), 912 West Twen¬\nty-third St., Austin; Austin Classroom\nTeachers Association.\nCrawford, Mrs. Clara (Teacher), 2415 Dunlavy\nSt.,. Houston; Texas State Teachers\nAssociation.\nDonecker, Frances (Teacher), 226 South\nMonumental St., San Antonio; Texas State\nTeachers Association.\nCJeorge Berta (Teacher), 1618 West Freeh\nSt., San Antonio; San Antonio Teachers\nCouncil.\nGibson, Margaret (Teacher), 4001 Miramar\ncil.\nSt., Dallas; Dallas Grade Teachers Coun¬\n\nTENNESSEE\n\nConyers,\nCcm^^n\n\nS. L. (ex officio). Principal\n\nIdlewild\nEduca.io^\n\nJunior\n\nHigh\nState Teach-\n\n'! Tennessee\nera te.dS!\nPraS\nSne M\n(County Superintendent),\nCourt House,\nMemph\nis; Tennessee State\nI eachers Association.\n\nGilbow, Cora\nFort Worth;\nciation.\n\n(Teacher), 551 College St.,\nTexas State Teachers Asso¬\n\nGuyton, Sue (Teacher), 4907 Bryan St., Dal¬\nlas; Dallas Grade Teachers Council.\nJacobs, R. C. T. (Principal), 915 Parkview\nAve., Dallas ; Texas State Teachers As¬\nsociation.\nJames, William Alonzo (Principal), Ball\nHigh School, Galves\nTeachers Association. ton; Galveston City\nLoftin, J. O. (Teacher), 927 Hammond\nSan Antonio; Texas State Teachers\nciation.\n\nAve.,\nAsso¬\n\nMock, Lula (Teacher), 1921 Park Ave., Dal¬\nlas; Dallas Grade Teachers Council.\nMoren, Flora (Teacher), 1350 Morrell St.,\nDallas; Dallas Grade Teachers Council.\nNussbaum, Ida (Teacher), Cotton Hotel,\nHouston; Houston Teachers Association.\nNewsom. Amy (Teacher), 920 College St.,\nFort Worth; Texas State Teachers As¬\nsociation.\nNewsom, Georgia (Teacher), 1643 S. Hender¬\nson St., Fort Worth; Fort Worth Grade\nTeachers Council.\nNisbett. Leila (Teacher), 804 West Eighth\ncil.\nSt., Dallas; Dallas Grade Teachers Coun¬\nRogers, L. W. (ex officio), Educational Ad¬\nviser, CCC Camps, Eighth Army Corps\nArea, Fort Sam Houston.\nSanders, Mary Shipp (Teacher), Cleburne;\nTexas State Teachers Association.\nRed. H. Lei (Teacher), Sam Houston High\nSchool,\nsociation. Houston; Houston Teachers As¬\n\n"}
{"page": 1001, "printed_page": null, "text": "995\nAssociational\n\nRecords\n\nSchulkey, B. C. (Superintendent of Schools),\nBorger; Texas State Teachers Association.\nSpeir, Nell Lois (Teacher), 1806 Moser St.,\nDallas; Dallas Grade Teachers Council.\nStrong, Vera (Teacher), 2506 Truxillo St.,\nHouston; Houston Teachers Association.\nSyron, C. L. (Teacher), 3502 Lindenwood St.,\nDallas; Dallas High School Teachers As¬\nsociation.\nWickham. Fletcher Ryan (Teacher), 225\nSouth Windemere St., Dallas; Dallas High\nSchool Teachers Association.\nWoods. Quata (Teacher), 4313 Avondale\nSt., Dallas; Dallas Grade Teachers Coun¬\ncil.\nUTAH\nAllred, Clay (Teacher), 52 Kensington\nApartments, Salt Lake City; Utah Edu¬\ncation Association.\nCowles, LeRoy E. (Dean), 124 University\nSt., Salt Lake City; Utah Education As¬\nsociation.\nCutler, Virginia (Teacher), 3930 Thirteenth\nEast St., Murray; Utah Education Asso¬\nciation.\nEkins, Leah (Teacher), 165 Edith Ave., Salt\nLake City; Salt Lake City Teachers As¬\nsociation.\nFarnsworth, C. H. (Principal), Elementary\nSchool, Provo; Utah Education Associa¬\ntion.\nGreer, J. H. (Teacher), Sandy, R. D. Num¬\nber Two; Utah Education Association.\nHamilton, Norman (Principal), High School\nPrice; Utah Education Association.\nHess, Alvin (Principal), Junior High School,\nLogan; Utah Education Association.\nHumphreys, L. R. (Supervisor), State De¬\npartment of Education, State Capitol\nBuilding, Salt Lake City; Utah Educa¬\ntion Association.\nLaw, Cerella (Teacher), Brigham; Box Elder\nTeachers Association.\nLaw, F. Joseph (Teacher), Brigham; Box\nElder Teachers Association.\nLybbert, Venice (Teacher), 72 Adams St.,\nN. W., Washington. D. C. ; Salt Lake City\nTeachers Association.\nMiles, Mrs. Fannie C. (Teacher), 174 H St.,\nSalt Lake City; Utah Education Asso¬\nciation.\nParrish, Iris (Teacher), Farmington; Salt\nLake City Teachers Association.\nRobinson, H. H. (Teacher), Farmington;\nDavis County Teachers Association.\nSmith, J. R. (Teacher), 1833 South Fifteenth\nSt., East, Salt Lake City; Utah Educa¬\ntion Association.\nSorenson, Vio (Principal), 716 South Fifth\nEast, Salt Lake City; Salt Lake City\nTeachers Association.\nUtter, Floyd (Teacher), 270 Delamar Court, .\nSalt Lake City; Salt Lake City Teachers\nAssociation.\nWorlton, James T. (ex officio). Assistant\nSuperintendent of Schools, Salt Lake City.\nVERMONT\nBailey, Francis L. (ex officio), Commis¬\nsioner of Education, Montpelier.\nJenkins, Ralph C. (Principal), Johnson Nor¬\nmal School, Johnson; Vermont\nState\nTeachers Association.\nSanborn, Isranda (Teacher), Proctor;\nmont State Teachers Association.\n\nVer¬\n\nWalker,'\n(Teacher),Association.\nFair Haven;\nVermont Louise\nState Teachers\nWiggin, Joseph A. (Principal), High School,\nBrattleboro; Vermont State Teachers As¬\nsociation.\nWoodruff, Caroline S. (ex officio), Principal,\nCastleton State Normal School, Castleton.\n\nand\n\nInformation\n\nVIRGINIA\nAdair, Cornelia S. (ex officio), 3208 Haw¬\nthorne St., Richmond.\nAlexander, Fred M. (Principal), Newport\nNews High School, Newport News ; Vir¬\nginia Education Association.\nChrisman, Hallie (Teacher), 1618 Park Ave.,\nRichmond; League of Richmond Teachers.\nCox, Nancy B. (Teacher), 522 Spotswood\nAve., Norfolk; Norfolk Education Asso¬\nciation.\nCarmichael, Omer\n(Superintendent of\nSchools), 1102 Court St., Lynchburg;\nLynchburg Teachers Club.\nCarlton, Mrs. Ada Nash (Teacher), 411\nNorth Boulevard, Apartment 8, Richmond;\nLeague of Richmond Teachers.\nDevilbiss, Hilda (Teacher), 6 Dinwiddie\nApartments, Portsmouth; Portsmouth Edu¬\ncation Association.\nForbes, Mrs. Margaret H. (Teacher), 1726\nHanover Ave., Richmond; League of Rich¬\nmond Teachers.\nFox, Leslie (Supervisor), Front Royal; Vir¬\nginia Education Association.\nGambill, Gladys (Teacher). High School,\nNewport News; Virginia Education Asso¬\nciation.\nGrimes, Charlotte (Teacher), 125 Hardy\nAve., Norfolk; Norfolk Education Asso¬\nciation.\nHall, Sidney B. (ex officio). State Superin¬\ntendent of Public Instruction, Richmond.\nHeatwole, C. J. (Executive Secretary), Vir¬\nginia Education Association, 401 North\nNinth St., Richmond; Virginia Education\nAssociation.\nHogan, Nell F. (Teacher), 2701 City Point\nRoad, Hopewell; Hopewell Teachers As¬\nsociation.\nHolt, Lucy Mason (Principal), Ocean View\nSchool, Norfolk; Virginia Education As¬\nsociation.\nHoster, Charles E. (Director), 319 Fiftieth\nSt., Newport News; Newport News Teach¬\ners Association.\nHurt, Louise (Teacher), 342 Fifty-sixth St.,\nNewport News; Newport News Teachers\nAssociation.\nJohnson, G. L. H, (Teacher), Danville; Vir¬\nginia Education Association.\nJcynes, Mrs. Edith B. (ex officio). Principal,\nGeorge Washington and Robert Gatewood\nSchools, Norfolk.\nMoffett, M’Ledge (Dean), State Teachers\nCollege, East Radford; Virginia Educa¬\ntion Association.\nMoore, Edith (Teacher), 555 Blenheim Road,\nRoanoke; Virginia Education Association.\nMoorman, Kathleen (Teacher), 1624 Ann St.,\nPortsmouth; Norfolk Education Associa¬\ntion.\nOber, Merrill J. (Principal), 1506 Ashland\nCircle, Norfolk; Norfolk Education Asso¬\nciation.\nPayne, Lena C. (Teacher), 103. South Stewart\nSt., Winchester; Winchester Education\nAssociation.\nRowlett, Mrs. Eleanor P. (Teacher), 4828\nWest Seminary Ave., Richmond; League\nof Richmond Teachers.\nSaunders, Joseph H. (ex officio). Superin¬\ntendent of Schools, Newport News.\nSydnor, C. A. (Teacher), Wise Street, Lynch¬\nburg; Lynchburg Teachers Club.\nTaurman, Ruth (Teacher), 2006 Floyd Ave.,\nRichmond; League of Richmond Teach¬\ners.\nWebb. Belle (Teacher), Petersburg;\nginia Education Association.\nWillett, H. I. (Teacher), Churchland;\nfolk County Teachers Association.\n\nVir¬\nNor¬\n\n"}
{"page": 1002, "printed_page": null, "text": "996\n\nNational\n\nWoolfolk, Algar (Principal), 1215\nAve., Richmond;\nLeague\nof\nTeachers.\n\nEducation\n\nLaburnum\nRichmond\n\nWASHINGTON\nArnold,\nAve.,\nClub.\n\nHelen\n(Teacher), 1717 Belmont\nSeattle; Seattle Grade\nTeachers\n\nAsbury, Emery\n(ex officio), Gault Junior\nHigh School, Tacoma.\nAustin, George R. (Principal), Hamilton\nJunior High School, Seattle; Seattle Prin¬\ncipals Association.\nBaker, Della (Teacher), 1515 Boren Ave.,\nSeattle; Washington\nEducation Associa¬\ntion.\nBell, Kate (Teacher), Lewis and Clark High\nSchool, Spokane; Washington\nEducation\nAssociation.\nBrobeck, Diana H. (Teacher), 1833 Thir¬\nteenth Ave., Seattle; Seattle Grade Teach¬\ners Club.\nBrown. Edith\nSt., Spokane;\nsociation.\n\n(Teacher), 109 South Wall\nSpokane Grade Teachers As¬\n\nChastain, Maude\n(Teacher), 508 North D\nSt.\nTacoma; Tacoma\nGrade Teachers As¬\nsociation.\nFerguson, Carl H. (Teacher), 2508\nAve., Spokane;\nSpokane\nHigh\nTeachers Association.\n\nEuclid\nSchool\n\nFitzpatrick, Frank C. (Superintendent of\nSchools), Woodland;\nWashington Educa¬\ntion Association.\nGordon, Lena A. (Teacher), 109 South Wall\nSt.,. Spokane;\nsociation.\n\nWashington\n\nEducation\n\nAs¬\n\nHeath, Mrs. Georgia G. (Teacher), Annobee\nApartments,\nTacoma;\nTacoma\nGrade\nTeachers Association.\nHibarger, L. Pearle (County Superintend¬\nent), Yakima; Washington Education As¬\nsociation.\n\nHunt, Helen E. (Teacher), Satsop; Wash¬\nington Education Association.\nHunter, Lila A. (Teacher), Franklin High\nSchool, Seattle; Seattle High\nSchool\nTeachers League.\nHyslop,\nHotel,\nClub.\n\nChristine (Teacher),\nSeattle; Seattle Grade\n\nAssembly\nTeachers\n\nJahnke, Clara (Teacher), 1930 Eighth\nSpokane; Spokane Grade Teachers\nciation.\n\nAve.,\nAsso¬\n\nJinnett, E. R. (Vice principal), West\n54\nTwenty-seventh Ave., Spokane; Washing¬\nton Education Association.\nKelley, Florence (Teacher), 318 North J St.,\nTacoma;\nTacoma\nHigh School Teachers\nAssociation.\nMcCrea, Mary Helen (Teacher), 1023 Sixth\nAve., Spokane; Washington Education As¬\nsociation.\nMohney, Ruth (Principal), Sillman Hotel,\nSpokane; Spokane Education Association.\nNachtmann,\nMarcella K. (Teacher), 202\nFlora St., Bellingham; Bellingham Class¬\nroom Teachers League.\nNogle, F. G. (Teacher), 2927 Sharp Ave.,\nSpokane; Spokane High School Teachers\nAssociation.\n\nPennington.\nApartments,\ners Club.\n\nHarriet\n(Teacher),\nSeattle; Seattle Grade\n\nLowell\nTeach¬\n\nUren,\n\nAssociation\nDaisy\n\nD.\n\n(Teacher),\n\nTacoma; Tacoma\nAssociation.\n\n319\n\nNorth\n\nIntermediate\n\nI St.,\n\nTeachers\n\nWardrobe, Mary B. (Teacher), Sillman\nHotel, Spokane; Spokane Grade Teachers\nAssociation.\nWartinbee, Martha (Teacher), San Marco\nApartment E, Spokane; Washington Edu¬\ncation Association.\nWright, Nell (Teacher), Parsons Hotel,\nSpokane; Washington Education Associa¬\ntion.\n\nWEST\n\nAllman,\n\nC.\n\nB.\n\nVIRGINIA\n\n(Teacher),\n\nMoundsville;\n\nMarshall County Teachers Association.\nCaudill, C. C. (Assistant County Superintendent), East Bank; Kanawha County\nTeachers Association.\n\nChurch, E. E. (Principal), 2402 Oak\nSt.\nParkersburg; West Virginia State Educa¬\ntion Association.\n\nClark, Guy B. (Assistant Superintendent),\nClendenin ; Kanawha County Teachers As¬\nsociation.\nCline, William F. (Assistant Superintend¬\nent). Parkersburg; Wood County Teach¬\ners Association.\nDailey, Earl (Teacher), 515 West\nVirginia\nAve., Morgantown;\nMonongalia\nCounty\nTeachers Association.\n\nDigman, B. Cleo\nValley Round\n\n(Teacher),\nTable.\n\nElkins;\n\nTygarts\n\nGibson, A. J. (Supervisor), State Depart¬\nment of Education, Charleston; West Vir¬\nginia State Education Association.\nGoodall, Cecile R. (Teacher), 524 Nancy\n\nSt.,. Charleston; Charleston Teachers As¬\nsociation.\nGoodall, Chloe (Teacher), 524 Nancy St.,\nCharleston; Kanawha\nCounty\nTeachers\nAssociation.\nGoodall, Elizabeth (Teacher), 524 Nancy St.,\nCharleston; West\nVirginia State Educa¬\ntion Association.\nHamilton, H. Cliff (Assistant Supervisor),\nState Department of Education; Charles¬\nton; Northwestern Teachers Association.\nHamrick, Olive (Teacher), Big Chimney;\nKanawha\nCounty Teachers Association.\nHarvey. C. C. (Teacher), Montgomery High\nSchool, Montgomery;\nNew\nRiver Valley\nRound Table.\nHickman, J. H. (Executive Secretary), West\nVirginia State Education Association, 1816\nWashington\nSt., Charleston; West\nVir¬\nginia State Education Association.\nJacobs, S. S. (Assistant County Superin¬\ntendent), Wheeling; Northwestern Teach¬\ners Association of West Virginia.\n•Kearney. Katharine (Supervisor),\nford St.. Charleston; Charleston\nAssociation.\n\n28 Brad¬\nTeachers\n\nKing, P. E. (Principal), 141 Center Ave.,\nWheeling; Ohio County Teachers Associa¬\ntion.\n\nMcCollam, Charles (Teacher), Elkins; Ty¬\ngarts Valley Round Table.\nMcCollam, Grace (Teacher), Elkins; Ty¬\ngarts Valley Round Table.\nMcDowell, Luke (County Superintendent),\nKeyser; West Virginia State Education\nAssociation.\n\nPratt, Orville C. (ex officio), Superintend¬\nent of Schools, Spokane.\n\nMarple, Freda (Teacher), Burnsville;\ngarts Valley Round Table.\n\nPurves, Neil (Teacher), 2245 Yale\nSt..\nNorth, Seattle; Seattle Junior High School\nTeachers Club.\n\nMarsh, J. Frank (Teacher), Concord State\nTeachers College, Athens; West Virginia\nState Education Association.\nMorton, Shirley (County Superintendent),\nSummersville ; Northwestern Teachers As¬\nsociation.\n\nRandall, May\n(Teacher), Garfield High\nSchool, Seattle; Seattle Classroom Teach¬\ners Association.\n\nTy¬\n\n"}
{"page": 1003, "printed_page": null, "text": "Associational\n\nRecords\n\nand\n\nInformation\n\n997\n\nMusgrave, Ethel (Teacher), 407 Twelfth St.\nRiver Valley Round\nParkersburg; New\nTable.\n\n(Principal), State Graded\nKetterer, Armand\nTeachers\nButternut; Wisconsin\n, ion.\nssociat\n^School\n\nDrive,\n\n(Teacher), 2923 South\nKleaver, Dorothy\nMilwaukee; Milwaukee Teach¬\nn St.,\nHerma\nation.\ners Associ\n\nNefflen,\n\nMyra\n\nM.\n\n(Teacher),\n\nPotomac\n\nAsso¬\n,\nLumber\n;\npal)\n(Princi\nRichardson, E. V.\nValley Round Table.\nport; Monongahela\nRidinger, Mrs. Lorraine (Teacher), Lowe;\nWest Virginia State Education Assn.\nha\nRife, O. J. (Teacher), Kenova; Kanaw\nCounty Teachers Association.\nTeachers\nCounty\na\nKanawhio\nKeyser; at\nn.\nci\n\nMcCarthy, Blanche M. (ex officio). Head,\nof Social Science, Appleton\nDepartment\nHigh School, Appleton.\n#\nMcCormick, Elizabeth (Principal), 2225 East\nSt., Superior; Wisconsin Teachers\nSixth ation.\nAssoci\n\nFair¬\nRosier, Joseph (ex officio), President,\nState Teachers College, Fairmont.\nmont\nSanders, J. C. (Teacher), 429 North Mam\nAs¬\nSt., Keyser; Northwestern Teachers\nsociation of West Virginia.\nSuperintend¬\nTrent, W. W. (ex officio). State\nent of Free Schools, Charleston.\n\nton\nOellerich, Stephen (Teacher), 620 Thorn\nAssn.\ners\nTeach\nnsin\nAve., Madison; Wisco\nLadysmith; Wiscon¬\nher),ation.\n(Teac\nEdna ers\nPape,\nAssoci\nsin Teach\n\nLin¬\nUpton, Arthur V. G. (Principal), 417\nVal¬\nMonongahela\nden St., Morgantown;\nley Round Table.\ne St.,\nWaller, Daisy (Teacher), 1201 Georg\nRound\ny\nValle\nRiver\nNew\ng;\nrsbur\nParke\n\nHan¬\nPeterson, Bessie R. (Teacher), 2435\nCouners\nTeach\ne\nRacin\ne;\nsen Ave., Racin\n\nS. (Professor), Fairmont;\nFrank\nWhite,\nMonongahela Valley Round Table.\nMer¬\nYeater. F. R. (Principal), Matoaka;\ncer County Teachers Association.\nElmwood\nZimmer, Olive M. (Teacher), 1224\nTeachers\nrn\nweste\nSouth\n;\nAve.,d Charleston\nRoun\nTable.\nWISCONSIN\n\n(Teacher), 831 North Ninth\nTeachers As¬\nc; Wisc\ntowoio\nn.onsin_\nManiat\nSt., ci\nso\nT\nLa\nSt.,\nKing\n715\nher),\nBobo, Mable (Teac\nLa Crosse.\nof\nClub\ners\nTeach\nThe\ne;\nCross\nSuperin¬\nCallahan, John (ex officio), State\non.\ntendent of Public Instruction, Madis\nary,\nSecret\no),\nDoudna, Edgar G. (ex offici\nMadi¬\nts,\nRegen\nl\nSchoo\nBoard of Normal\nson, Wisconsin.\nNorth Downer\nFeix, Helen (Teacher), 3536\nTeachers As¬\ne\nauke n.\nio\ne; Milw\naukeat\nci\nAve., Milw\n,\nso\n\nBatz,\n\nMuriel\n\n2153 North\nFowler, Lotta B. (Teacher),\nMilwaukee ; Milwaukee.\nForty-seventh St., n.\nTeachers Associatio\n-fifth St.,\nFrank, Olive (Teacher), 522 Sixty\nAssociation.\nKenosha; Wisconsin Teachers\nSouth Supe¬\nFriese, Dorothy (Teacher), 2925 e Teachers\nrior St., Milwaukee; Milwauke\nAssociation.\nT\n1820 West\n),\ncher\n(Tea\nB.\nn\nHele\nsch,\nGoet\nHigh\nMilwaukee\nWells St., Milwaukee;\nSchool Teachers Association.\n(Teacher), 2525 North\nM.\nHealy, Hazel\nBoulevard. Milwaukee; # Mil¬\nSherman\niation\nwaukee High School Teachers Assoc\nWest\n2914\n),\n(Teacher\nMildred\nHeinen,\naukee\nMilw\ne;\nauke\nMilw\n,\nAve.\nld\nnfie\nGree\nTeachers Association.\nSouth FortyHoffman, Ella (Teacher) 1314\ne Teach¬\nauke\nMilw\ne;\nauke\nMilw\nSt.,oci\nninth\nation.\n, .\n_ „ _\nAss\ners\nAve.,\nPark\n1715\n),\ncher\n(Tea\nh\nabet\nHood, Eliz\nCouncil.\nRacine; Racine Teachers\nSouth Went¬\nHowell. Anna (Teacher), 2633\ne Teach¬\nauke\nMilw\ne;\nauke\nMilw\nAve.,\nwort\nation.\noci\n,\n.\ners hAss\nof\nent\n(Superintend\nCharles E.\nHulten,\nWisconsin Teachers\nn;\noyga\nSheb\n,\nols)\nScho\n\n), 150 Hotel Wisek^* Frances (Teacher\nJeHn\nWisconsin Teachers\nconsin, Milwaukee;\nAssociation.\n_\n, .T\ni\nal\nNorm\nty\nCoun\nal),\nTunexk F. W. (Princip\nWisconsin Teachers\nMenomonie;\nSchool,\niation.\nAssoc\n\nLudPearse, Carroll G. (ex officio), 1721\n•\nuMilwa\nh,\nBranc\na\nington Ave., Wauwatos\n\n(Secretary), Wisconsin\nH.\nPlenzke, O.\nInsurance\nAssociation, 716\nTeachers\nTeachers\nBuilding, Madison; Wisconsin\nAssociation.\n\n(Teacher), 2701 South\nPrice, Winifred\nMilwaukee\naukee;\nMilw\ne,\nShorers Driv\nion.\nciat\nTeach\nAsso\n.\n(Principal), 1915\nWilliam\nPromberger,\nMil¬\ne;\nNorth Fifty-ninth St., Milwauke\nwaukee Principals Association.\n318,\nRankin, George R. (Teacher), Room\nukee\nMilwa\n_\nukee;\nMilwa\nin,\nMart\nHotel\nn.\nHigh School Teachers Associatio\nh FiftyNort\n2360\nher),\n(Teac\nT.\nph\nRauh, Jose\nHigh\ne\nauke\nMilw\ne;\nauke\nMilw\nSt.,\nnd\nseco\nion\nciat\nAsso\nSchool Teachers\n(Teacher), 1120 West\nReschke. Alfred W.\nion.\nciat\n.\n. h¬\ners Asso\nonsin . Teac\nCenter St., Milwaukee; Wisc\n\nprincipal),\nReschke. Mrs. Luvella K. (Vice\nukee,.\nMilwa\nl,\nPeckham Junior High Schoo\nAssn.\nhers\nTeac\nl\nSchoo\nHigh\ne\nMilwauke\n(Teacher), .220 South Van\nSchuette, Amanda\non.\n¬\ners Associati\n. n Teach\n-T\nonsi\nBuren St., Green Bay; Wisc\n\n(Teacher), 2129 North\nSchumacher, Amanda\naukee; Milwaukee\nMilw\nSt.,\nFifty-seventh\nTeachers Association.\n2\n(Teacher),\nDorothy\nSpangenberg,\nau¬Milw\ne;\nauke\nMilw\nSt.,\nnd As\nSeco\nsociation.\nNorth\nhers\nTeac\nkee\nHigh School,\nStangel, C. G. (Principal),\nAssn.\nManitowoc; Wisconsin Teachers\nnt),\nende\nrint\nSupe\nnty\n(Cou\nThompson, T. S.\nhers Assn.\nMount Horeb; Wisconsin Teac\ncher) . 319 West Vir¬\nWatters, James M. (Teae;\nHigh\nMilwaukee\nauke\nMilw\nginia St.,\nSchool Teachers Association.\nr. U..\nMrs. Minnie (Teacher), K.\nWood,\nAssn.\nCaryville ; Wisconsin Teachers\nEileen (Teacher), 2661 North\nZimmerman,\naukee Teach¬\nPalmer St., Milwaukee; Milw\ners Association.\nWYOMING\n\n912 South WolAllen, Bess Opal (Teacher)\nh¬\nsroom Teac\nClas\nion.\ner\nciat\nCasp\ners\nAsso\n'\n.\n.\n„\ner;\nsat St., Casp\n), 2121 House\nAnderson, Virginia (Teacher\nty Teachers\nCoun\nmie\nLara\n;\nAve., Cheyenne\nNine¬\ncher), 211 West Coun\nine (Teaati\ney, MaurAss\nCarl\non.\nLarami\noci\nTeac\n„ e . „ ty,\nyenne;\nth St., Che\nteenhers\nSouth Beech\nCarson. Irene (Teacher), 701\nn Assn.\natio\nEduc\ning\nWyom\nCasper;\nSt\nTornngton;\nCarter. Clifford D. (Teacher),\nEducation Association.\nWyoming\ncipal, High\nMoyer, H. H. (ex officio), Prin\nSchool, Rawlins.\n\n"}
{"page": 1004, "printed_page": null, "text": "INDEX1\n\nBacon, Francis L. What constitutes\na good sec¬\nondary school and by what standards\nshould it\nbe evalua\nted?, 502\n\nAcademic freedom — from the viewpoint of\nthe\nclassroom teacher (Mrs. F. Blanche Preble)\n,\n84; from the viewpoint of the college president\n(Charles E. Beury), 87; from the viewpoint\nof the superintendent (Thomas W. Gosling\n),\n79; report of committee on — department of\nclassroom teachers (Karl Guenther), 337\nAddress of welcome (Frank W. Ballou),\n29\nAdministration of teacher training, The\n(Edward\nD. Roberts), 621\n\nand\n\nthe\n\nsocial\n\nscene\n\nAnnouncement — celebration\n(Anna Jarvis), 157\n\nAnnouncement— regarding\n\nof\n\nMother’s\n\nDav\n\nthree hundredth\n\nanni-\n\nSr/vt3110,”\nof American high schools\n(Willard N. Van Slyck),\n156\nAround the year with the president — depar\ntment\nof classroom teachers (Faye Read),\n329\nArt .ed^tion’ dePartment of, 297; historical\nnote, 298; secretary’s minutes, 299\nAr!i/0lrTrura!\nin the newer school (Jennie\nM. Haver), children\n456\n\nAssociational records and infor\nmation, 801\nAtherton, Grace W. Speech and the\nhard-ofheanng child, 430\nAttainable library program\n(Frank L. Tolman), 457\n\nfor rural\n\nAtypical children, aims and functions\ngram for, 524. See also 629\nAudience discrimination as a means\nthe influence of motion pictures\n\nareas.\n\nof a nro-\n\nof controlling\n(Edgar Dale),\n\nAuditors, report of, 934\nAwareness of the problem of rural\neducation\nthe part of the public (O. H. Plen\nzke) 445\nAwareness of the problem of rural\neducation\n444 Part\n\n01 rural education\n\nAn\n\n(Orville\n\non\non\n\nG. Brim),\n\nNewton\n\nD-\n\nB1^nch;\nMauch\n\nwhich,\n\ntogether Vrith authors^ namL^a^set\n\nof dynamic\n\nKarl\nNature\nChunk,H- 474\n\nBlanchard,\n\nH.\n\nH. Teacher\n\nthe nation,\n\n(of problems\n\nactivity\n\nin\n\ncom¬\nthe\n\nclub activities in East\n\ntenure\n\nin Indiana,\n\n327\n\nBenton, Smiley. The emotional life of the child,\nBlind and partially-seeing child, place\nof the\nin public school system, 531\nBoards of education, responsibility of,\n654\nBradford, Mrs. Mary D. Some memories of the\n1884 meeting of the National Education Asso¬\nciation in Madison, Wis., 237\nBrechbill, Henry. Science as the student sees\nit, 474\nBriggs, Howard L. Modern trends in vocational\neducation, 791\nBriggs, Thomas\nsecondary school\nit be evaluated?,\n\nH. What constitutes a good\nand by what standards should\n500\n\nBrim, Orville G. Awareness of the problem of\nrural education on the part of rural education\n444\nBrownell, William A. The use of objecti\nve\nmeasures in evaluating instruction, 677\nBryan, William\nLowe. Democracy and re¬\nligion, 538\n\nBudget committee, report of, 950\nBusiness education, department of, 301;\nhis¬\ntorical note, 302; secretary’s minutes, 311\nButle\nr, e,Lesli\n655 e A. Public education and public\nwelfar\nButterfield, E. W. The type of instruction\nde¬\nmanded\ncrisis, 683by the present educational and social\n\nBylaws, of National Education Association\n808\nByrd, Richard E. Message from Little Americ\na,\n\nCalendar of meetings\nAssociation, 819\n\nof\n\nchallenges\n\nhigh-\n\nBissell, Walter L. What constitutes a good\nsec¬\nondary school and by what standards should\nit\nbe evaluated?, 504\n\nAyles worth, Merlin H. Radi\no\npublic enlightenment, 99\n\nmeans\n\nfestival of\n\nBeury, Charles E. Academic freedom — from\nviewpoint of the college president, 87\n\nCaldwe\nll,.\nOtis\ncommun\nity,\n472 W.\n\na\n\nYouth\n\nBentz, M. S. Report\nmittee, 203\n\nAwareness of the problem of rural\neducation on\nthe part of urban education (E. E.\nOberholtzer),\nas\n\nstate\n\nBallou,. Frank W. Address of welcome, 29financing public education, 635\nBarthelmess, Harriet M. Testing\nuse the index and dictionary, 380 the ability to\nBauder, Charles F. A program of industrial\nedu¬\ncation to meet the needs of the differen\nt groups\nof pupils, 791\nBayne, Stephen F. Constructive and preven\ntive\naspects of teacher health, 392\nBeard, Mrs. Mary R. Women\nin the citizenships of yesterday, today, and tomorrow,\n697\nBedell, Ralph C. The relationship betwe\nen the\nability to recall and the ability to infer\nin spe¬\ncific learning situations. 366\nBenne\nE. Democracy in education,\n158 r, Thomas\n\nAdult education, department of, 273; historical\nnote, 274; increased interest in, 554; needs of\nunemployed adults, 377; report of committee on\nresolutions (Robert C. Deming), 295- secre¬\ntary’s minutes, .294. See also 219, 650\nAlderman, Lewis\nR. Problems of federal emer¬\ngency relief administration, 290\nAllen, Florence E. The challenge in education,\n\na e (Ralp\n,OT?nJn\ntypical out-of-school situations,\nAn\nh K. Watkins),\n473\nAnderson, Meta\nL. The education of the\nmentally retarded, 534\n\nBaker,\n\nA\n\nBaldwin, Robert D. Discussion\nteacher-training), 742\n\n(Ruth\n\nAmerican\nEducation Week, development of\nH4; growth of, 417. See also 203, 668\nAmerican Legion (Russell Cook), 113;\nactivi¬\nties of in education, 151; resolutions of,\n115\nAmerican Library Association, report of commi\nt¬\ntee, of on cooperation with the National Edu¬\ncation Association (Ada F. Liveright),\n171\nAmerica s real brain trust — with a code\nfor peace¬\nmakers (Daniel A. Poling), 47\nAnalysis of the. types of scientific method\nused by\n\nFrancis L.\nmusi\nc, 437\n\nBalancing and unifying education — rural intemr\netation (Richard E. Jaggers), 141\n\nAdministrative problems in the integration of\nphysical education with the general school progra.m. (A. J. Stoddard), 464\nAdministrative women in education, depart¬\nment of, 265; historical note, 266; secretary’s\nminutes, 271\nAdult education\nKotinsky), 275\n\nBaile\nschooyl\n\nTn'boldTface1116 b°°k\n\n[ 998 ]\n\nThe\n\nhigh\n\nschool\n\nof National\n\niS alS° indexed\n\nand\n\nthe\n\nEducation\n\nby subject\n\nheadings,\n\n"}
{"page": 1005, "printed_page": null, "text": "Index\n\nCampbell, Harold G. The contribution of the\npublic schools, 546\nCarr, Wilbert L. Meeting community needs\nthru the study of Latin in high schools, 485\nCarr, William G. Report of committee on the\neconomic status of the teacher, 884\nCarrothers, George E. What constitutes a good\nsecondary school and by what standards should\nit be evaluated?, 506\nCarrying education* to the community (Florence\nHale), 483\n.\nCentile status of gifted children at maturity (Leta\n•\nS. Hollingworth), 377\nChallenge in education, The (Florence E. Allen),\n352\nChallenge of the new, The (Caroline S. Wood¬\nruff), 411\n.\n,\nChandler, Turner C. A functional program in\nelementary education, 390\nChart showing differential ability pattern for\nin English literature and\nachievement\nmathematics, 368\n\nCharters, W. W. The\ntures on children, 382\n\ninfluence\n\nof motion\n\npic¬\n\nCheney, Howell. The outlook for secondary edu¬\ncation, 612\nChild labor movement and the new deal, The\n(Mrs. Georgia B. Parsons), 133\nCivilian Conservation Corps, adult education\nin, 275, 293\nCivil service for teachers, report of committee on\n(Donald DuShane), 172\nClass demonstration — fifth-year geography (Grace\nA. Courtney), 779\nClassroom teachers, department of, 313; eighth\nyearbook, cited, 571; historical note, 314; rec¬\nommendations of president, 336; report of\ncommittee on academic freedom (Karl Guen¬\nther), 337; report of committee on resolutions,\nreport\n343; 339\nutes,\n\nof president,\n\n329;\n\nsecretary’s\n\nmin¬\n\nClassroom teacher’s responsibility for leadership\nand interpretation, The (Faye Read), 137\nClassroom work, evaluation of, 689\nClemency, Anna E. The work of a local branch,\n267\n\nClement,\n396\n\nBess.\n\nReport\n\nof yearbook\n\ncommittee,\n\nCoast and geodetic survey, work and problems\nof the, 476\nComfort, Benjamin F. Textbooks and lesson\noutlines in technical high schools, 508\nCommission on the social studies of the American\nHistorical Association, implications of (R. O.\nHughes), 515; (Kenneth E. Gell), 515\nCommittees, department. See respective depart¬\nment headings\nCommittees, N. E. A., list of members, . 834;\nreports of, 169; American Library Association\non cooperation with the National Education\nAssociation (Ada F. Liveright), 171; civil\nservice for teachers (Donald DuShane), 172;\ndynamic activity (M. S. Bentz), 203; economic\nstatus of the teacher (William G. Carr), 884;\nfederal advisory committee on emergency aid in\neducation (James N. Rule), 43; health prob¬\nlems in education (Thomas D. Wood). 209;\ninternational relations (Annie C. Woodward),\n178; joint commission on the emergency in edu¬\ncation (John K. Norton), 206; legislative com¬\nmission (Sidney B. Hall). 215; National Asso¬\nciation of Teachers in Colored Schools, report\nof committee to cooperate with the (N. C.\nNewbold), 200; national commission on enrich¬\nment of adult life (James A. Moyer), 219;\nNational Education Association and National\nCongress of Parents and Teachers (Mrs. B. h.\nLangworthy), 212; resolutions (Mrs. Myrtle\nHooper Dahl). 181; retirement allowances\n(Anna Laura Force), 189; revenue, report of\nspecial committee on the increase of (Carroll\nG. Pearse), 226; rural education (Willis A.\nSutton), 197; social-economic goals for America\n(Fred J. Kelly), 198\n\n999\n\nComparative study of sound motion pictures and\n(Hilda Marie\ninstructi\nclassroom\noral\n7 on, A\nDiller),\n78\n.\nsive\nComprehen\nEdmonson),\n\nplan for higher education, . A (J. B.\n616\nA\n\nComprehensive program of public education,\nStevens Kadesch), 626\n\n(J.\n\nConstruction and interpretation of differential\nability patterns (David Segel), 367\nConstructive and preventive aspects of teacher\nhealth (Stephen F. Ba.yne), 892\nConsumer in the new citizenship, The (Caroline F.\nWare), 695\n_ _\nemployment\nContinuou\nSmith), s 323\n\nfor teachers\n\n(Esther\n\nM.\n\nContribution of bookkeeping to community needs,\nThe (Elvin S. Eyster), 308\nContribution of the public schools, The (Harold\nG. Campbell), 546\n\nContribution of shorthand and typewriting to com¬\nmunity needs, The (Etta C. Skene), 307\nContribution of the social-business subjects to\ncommunity needs, The (William R. Odell), 309\nCook, Russell. American Legion, 113\nWilliam John. Preparation for leisure,\nCooper,\n283\nCooperation,\neducation\n\nof federal\n627\n\nin public\n\ngovernment\n\nCopeland, Royal S. Crime and a revised national\npolicy in education, 288; education and the\nprevention of crime, 595\nCourtis, S. A. The significance of measurements\nof control in measuring ability, 370\nA. Class demonstration fifth779\nCram. Fred D. Leadership of county superin¬\ntendent in improving instruction, 450\nCrime and a revised national policy in education\n(Royal S. Copeland), 288\nCrippled child, educating the, 532\nCourtney, Grace\nyear geography,\n\nCritical Problems\n\nin School Administration,\n\n1934\n\nof superintendence\n\n(Ben\n\n, department\nyearbook\nG. Graham), 555\n\nCulture for democracy (Armand J. Gerson), 162\nCurriculum changes demanded by the industrial\ncrisis (Arthur M. Seybold), 488\nCurriculum, department of rural education,\n1934 yearbook, 449; evaluation of the, 375;\nlist of cardinal points of curriculum content,\n374; major problems\ngested form, 499\n\nCyr,\n\nFrank\n\nW.\n\nof, 653;\n\nPresentation\n\nstandard,\n\nof 1934\n\nsug¬\n\nyearbook,\n\nEconomical Enrichment of the Small SecondarySchool Curriculum (department of rural educa¬\n\ntion), 449; rural education on the road to re¬\ncovery — advances made thru interpreting the\nschools to the people, 454\nof committee\n\nReport\n\nHooper.\nDahl, Mrs. Myrtle\non resolutions, 181\n\nDale, Edgar. Audience discrimination as a means\ninfluence of motion pictures,\ning the\nof controll\n3\n6\n3\nr ,\non\nCora e,Lee.\nDaniels\n533 Educati\na challeng\ndren — on,\n\nof gifted chil¬\n\nDaughters of the American Revolution (Mrs.\nRussell William Magna), 116; work of, 269\nnt of, 345; historical\nwomen, departme\nDeans\n6\n.\n34\nnote, of\n\nH.\n\nrn,\nDearbo\n,\nteachers\n\nNed\n723\n\nDefending\n\neducation\n\nes , to972the\nDelegat\nassembly\n\nSome\n\nforgotten\n\n(Edward\n\nqualities\n\nA. Hayes),\n\nfourteenth\n\nof\n\n150.\n\nrepresentative\n\nncy\nDeming, Robert C. A typical state emerge\nrelief program in adult education, 286; report\nof committee on resolutions (department of\nadult education), 295\n\nDemocracy\n538\n\nand\n\nreligion\n\n(William\n\nLowe\n\nBryan) ,\n\n), 158\nDemocracy in education (Thomas E. Benner\nn\nDemonstration of technics for making lanter\nslides in color (W. T. R. Price), 779\n\n"}
{"page": 1006, "printed_page": null, "text": "1000\n\nNational\n\nEducation\n\nDepartments of the Association, 263; intro¬\nduction, 264; officers of, 1933-34, 823; 193435, 830; administrative women in education,\n265; adult education, 273; art education, 297;\nbusiness education, 301; classroom teachers,\n313; deans of women, 345; educational re¬\nsearch, 361; elementary school principals, 387;\nkindergarten-primary education, 409; lip read¬\ning, 423; music education, 435; rural education,\n441; school health and physical education, 461;\nscience instruction, 469; secondary education,\n481 ; secondary school principals, 493; social\nstudies, 513; special education, 521; superin¬\ntendence, 535; supervisors and directors of\ninstruction, 673; supervisors and teachers of\nhome economics, 693; teachers colleges, 705;\nvisual instruction, 777; vocational education,\n789\nDevelopment of democratic character as related\nto the new deal, The (A. Duncan Yocum), 252\nDewey, John. Education for a changing social\norder, 744\nDickinson, John. Elementary education in a\ndemocracy, 397\nDiethelm, Oskar. Treatment of speech disorders,\n\nDifferential functions of examinations (Palmer O.\nJohnson), 366\nDiller, Hilda Marie. A comparative study of\nsound motion pictures and oral classroom in¬\nstruction, 787\nDirectors, board of, members of, 1933-34, 821;\n1934-35, 828; minutes of meetings of, 881; re¬\nport for (A. L. Whittenberg), 145\nDiscussion groups and research section (de¬\npartment of secondary school principals), refer¬\nence to, 509\nDiscussion — of problems in teacher training—\n(Robert D. Baldwin), 742\nDunn, Fannie W. Prospectus of eighth year¬\nbook — -Materials of Instruction (department of\nsupervisors and directors of instruction), 682\nDuShane, Donald. Report of committee on civil\nservice. for teachers, 172\nEconomic and social importance of education,\n\nEconomic self-help in the educational crisis (M.\nGrant Lucas), 75\nEconomic status of the teacher, report of com¬\nmittee on (William G. Carr), 884\nEconomies in a program of supervision, wise\nand unwise, 686\nEdgeworth.. Clyde B. The place of business edu¬\ncation in improving community life — as seen by\na director of business education, 303\nEdmonson, J. B. A comprehensive plan for higher\neducation, 616; report of special committee of\nthe national council to sponsor a conference with\nrepresentatives of publishers of instructional ma¬\nterials, 234\nEducating children for the new deal (Abba Hillel\nSilver), 558\nEducating the crippled child (Harry F. Latshaw),\n\nEducation and the prevention of crime (Royal\nS. Copeland), 595\nEducation at the crossroads (Payson Smith), 573\nEducation for adults in Civilian Conservation\nCorps (C. S. Marsh), 275\nEducation for a changing social order (Tohn\nDewey), 744\n\nEducation for the new America (Willard\nE\nGivens), 647\nEducation for the new citizenship (John W\n^ Withers), 697\n*n t^ie Civilian Conservation Corps (L\nW. Rogers), 293\nEducat\n586 ion in this new age (Edward A. Filene),\nEducation of gifted children — a challenge (Cora\nLee Danielson). 533\nEducation of teachers for a changing social order\n(George F. Zook), 752\n\nAssociation\n\nEducation of teachers in teachers colleges and in\nuniversities and liberal arts colleges: a com¬\nparative study (W. E. Peik), 758\nEducation of the deaf and hard of hearing in the\nSan Francisco public schools, The (Joseph\nMarr Gwinn), 427\nEducation of the mentally retarded, The (Meta\nL. Anderson), 534\nEducational needs of unemployed adults (M R\nTrabue), 377\n«\nEducational opportunities for applicants for Amer¬\nican citizenship (Marian Schibsby), 280\nEducational problem presented bv the Spanish¬\nspeaking\nof the southwest, The (H. T.\nManuel), child\n376\n\nEducational reconstruction and organized study\n(Karl Guenther), 325\nEducational research, department of, 361; historical note, 362; secretary’s minutes, 386\nEffects\nof handedn\ness on reversals in reading (Clif¬\nford Woody)\n, 379\nElement\nary397education in a democracy (John Dick¬\ninson),\n\nElementary school principals, department of,\n387; historical note, 388; report of committee\non international relations (A. B. Heacock), 396;\nreport of necrology committee (Elizabeth Mc¬\nCormick), 397; report of committee on profes¬\nsional ethics (Mason A. Stratton), 395; report\nof resolutions committee (Herbert C. Hansen),\n394; report of yearbook committee (Bess\n402\nClement), 396; report of yearbook for 1934\n(John S. Thomas), 391; secretary’s minutes,\n\nElementary-school program of health and physical\neducation, The (Rebecca Stoneroad), 466\nElementary schools, The (Frank G. Picked), 607\nElliott, Mrs. Grace Loucks. How can we aid\ngirls at the college level in solving emotional\nproblems? 347\nEmergency in education and the future of voca¬\ntional and practical arts education, The (Edwin\nA. Lee), 794\nEmmert, Wilber. Standards and technics for\nmaking posters and booklets, 780\nEmotional life of the child, The (Smiley Blanton),\nEvaluating classroom work (Inga Olla Helseth)\n689\nEvaluation and appraisal of the yearbook — de¬\npartment of supervisors and directors of in^ struction (Clifford Woody), 679\nEvaluati\non r),\nof the\nKemmere\n375 integrated curriculum (W. W.\nExcellent teacher. The (Irving F. Pearson), 476\nExecutive committee, members of, 1933-34,\n821; 1934-35, 827; minutes of the meetings of,\n909\n\nExperimentation in the teaching of physics (A.\nW. Hurd), 364\nEyster, Elvin S. The contribution of book¬\nkeeping to community needs, 308\nFactors which contribute to difficulty of reading\nmaterial (William S. Gray), 378\nFederal aid — boon or bane? (William F. Russell),\n\nFederal aid to education (George F. Zook),\n37; (James N. Rule), 43; (James H. Rich¬\nmond), 69. See also 97, 207, 217, 220, 577,\n585, 644, 663\nFederal emergency relief administration,\nproblems of, 290\nFederal government, cooperation of in public\neducation, 627\nFife, Ray. Problems of the American Vocational\nAssociation in meeting the present emergency\nin vocational education, 793\nFilene, Edward A. Education in this new age,\n\nFiler, Henry. Organizing within the state for\nbetter schools, 65\n635\nFinancing public education (Frank W. Ballou).\n.586\n\n"}
{"page": 1007, "printed_page": null, "text": "Index\n\nFinley, John H. The new leisure challenges the\nschools, 542\nForce, Anna Laura. Report of committee on\nretirement allowances, 189\nFrank, Glenn. The world for which we must eduC3.tc\n\n54\n\nfoster a whole¬\nFrank', Kate. How shall teachers\nsome public attitude toward tenure?, 321\nFunctional program in elementary education, A\n(Turner C. Chandler), 390\nFunctions of secondary schools in the peace of the\nworld, The (Arthur Charles Watkins), 509\nFunctions of state departments of education,\n627\n, ,\nGell, Kenneth E. Implications of the report of\nthe commission on the social studies of the\nAmerican Historical Association, 515\nGeneral Federation of Women’s Clubs (Mrs. Grace\nMorrison Poole), 121\nGeneralized attitude scaling technic, A (H. H.\nRemmers), 369\nGerson, Armand J. Culture for democracy, 162\nGifted children, education of, 533\nGillingham, George O. The Tennessee valley\ndevelopment, 286\nGivens, Willard E. Education for the new Amer¬\nica, 647\n, ,\nj\nGoodykoontz, Bess. The scientific method and\ncreative supervision, 675\nGosling, Thomas W. Academic freedom— from\nthe viewpoint of the superintendent, 79; science\nand opinion, 471\n. .\nGraham, Ben G. The 1934 yearbook on Critical\nProblems in School Administration (department\nof superintendence), 555\nGranger, Oscar. How the guidance program in\nsecondary schools may function in the new\ndemocracy, 512\nGray, Jessie. Greetings to Admiral Byrd, 22;\nvisions and voyages, 91\nGray, William S. Factors which contribute to\ndifficulty of reading material, 378\nGreen. Elsie E. The service which elementary\nprincipals should render at this time. 392\nGreetings (Ada Morgan Hill), 42 5; (Mrs. James\nF. Norris), 425\nGreetings to Admiral Byrd (Jessie Gray), 22\nGreetings to the convention (Charles E. Merriam),\n557\nGrosvenor, Gilbert. Message, 25\nGuenther, Karl. Educational reconstruction and\norganized study, 325; report of the committee\non academic freedom (department of classroom\nteachers), 337\nGuidance, an adequate program of, 634; in a time\nof unemployment, 633; need for in presentday education, 688; program of in secondary\nschools, 512\nGwinn, Joseph Marr. The education of the deaf\nand hard of hearing in the San Francisco public\nschools, 427\nHahn, Julia L. Trends in kindergarten-primary\neducation today, 415\nHale, Florence. Carrying education to the com¬\nmunity, 483; the radio as an agency for en¬\nriching rural life, 458\nHall, Sidney\nsion, 215\n\nB. Report\n\nof legislative commis¬\n\nHansen, Herbert C. Report of resolutions com¬\nmittee (department of elementary school prin¬\ncipals), 394\nHartwell, E. C. Our national dividends from\npublic education, 603\nHayes, Edward A. Defending education, 150\nHaver, Jennie M. Art for rural children in the\nnewer school, 456\nHazard, Henry B. Trends and accomplishments\nin the field of immigration and naturalization,\n276\nHeacock. A. B. Report\nnational relations. 396\nHeadquarters\nciation, 823\n\nof committee\n\nstaff, National\n\non inter¬\n\nEducation\n\nAsso¬\n\n1001\n\nHealth, of teacher, 392; opportunities for kinder¬\ngarten-primary teachers, 412; problems in edu¬\ncation, report of joint committee on, 209\nHelseth, Inga Olla. Evaluating classroom work,\n689\nHeider, Mrs. Grace Moore. Psychological re¬\nsearch in a school for the deaf, 526\nHeiss, Elwood D. Some concepts that result\nfrom high-school science teaching and implica¬\ntions from the standpoint of psychology, 365\nHigh school and the community, The (Otis W.\nCaldwell), 472\nHigh school and the cultural life of the com¬\nmunity, The (William Mather Lewis), 484\nHigher education, a comprehensive plan for,\n616\nHill, Ada Morgan. Greetings, 42 5\nHill, Clyde M. What constitutes a good secondary\nschool and by what standards should it be\nevaluated?, 507\nHistorical entertainments and museums for schools\nand communities (O. W. Mosher, Jr.), 518\nHochheimer, Rita. School films, their sources and\nevaluation, 786\nHodgkins, George W. Learning exercises for\npupils in the social studies, 516\nHoladay, P. W. The motion picture as a source\nol general information, 363\nHollinger, John A. The old order changeth, 784\nHollingworth, Leta S. The centile status of\ngiited children at maturity, 377\nHoppock, Robert. Occupational adjustment in\nthe new citizenship, 696\nHornstein, Ignus O. What New York City has\ndone and is doing in education for leisure, 291\nHoult, Geneva Frances. Place of business edu¬\ncation in improving community life, The — as\nseen by the classroom teacher, 306\nHow can we aid girls at the college level in solving\nemotional problems? (Mrs. Grace Loucks\nElliott), 347\nHow the guidance program in secondary schools\nmay function in the new democracy (Oscar\nGranger), 512\nHow shall teachers foster a wholesome public\nattitude toward tenure? (Kate Frank), 321\nHow we may support our high schools (Eugene S.\nLawler), 490\nHughes, R. O. Implications of the report of the\ncommission on the social studies of the Amer¬\nican Historical Association, 515\nHunkins, R. V. Spokesmen needed for smaller\nschools, 448\nHurd, A. W. Experimentation in the teaching of\nphysics, 364\nHutchins,\nRobert M. The teacher, the school,\nand the national life, 17\nIhlenfeldt, R. S. Some needs and problems of\nthe rural schools. 450\nImmigrants, education for, 276, 280\nImplications of the report of the commission on\nthe social studies of the American Historical\nAssociation (R. O. Hughes), 515; (Kenneth\nE. Gell), 515\nIndustrial education, program of, 791\nInfluence of motion pictures on. children, The\n(W. W. Charters), 382\nInternational relations, development of in\nschools, 648; report of committee on (Annie C.\nWoodward), 178; report of committee on — de¬\npartment of elementary school principals (A. B.\nHeacock), 396\nInterpretation, classroom teacher’s responsibility\nfor, 137; instruments in work of, 668; of high\nschools, 483; of kindergarten-primary educa¬\ntion, 416; of rural education, 141, 445, 454; of\nschools to public, 569, 667; of technics of, 672\nInterpreting kindergarten-primary education to the\npublic (Joy Elmer Morgan), 416\nInterpreting the schools to the public (Merle\nSidener), 569; (Frank A. Jensen), 667\nJaggers, Richard E. Balancing and unifying edu¬\ncation — rural interpretation, 141\n\n"}
{"page": 1008, "printed_page": null, "text": "1002\n\nNational\n\nJames, William Alonzo.\non necrology, 964\n\nReport\n\nEducation\n\nof committee\n\nJarvis Anna. Announcement — celeb\nration of\nMother’s Day, 157\nJason, Simon J. The place of business educati\non\nin the community— as seen by a high-sc\nhool\nadministrator, 305\nJensen, Frank A. Interpreting the schools\nto the\npublic, 667\nJohnson, Palmer O. Differential functi\nons of\nexaminations, 366\nJoint commission on the emergency in educat\nion\nwork of, for 1935 (John K. Norton),\n30\n■J°u-reS’\nprincipal’s responsi¬\nbility for leadership andThe\ninterpretation, 130\nJudd, Charles H. What constitutes a good\nsec¬\nondary school and by what standards\nshould\nit be evaluated?, 497\nJunior college, and college levels, 631;\nplace of\nin American education, 231\nKadesch J. Stevens. A comprehensive\nprogram\nof public education, 626\nKeller, Franklin J. Vocational educat\nion for\nleisure. 797\n\nKelly, Fred J. Report of committee\neconomic goals for America, 198\nKemmerer, W. W.\ncurriculum, 375\n\nKidger, Horace.\nroom discussion,\n\nEvaluation\n\nStimulating\n518\n\non\n\nsocial-\n\nof the integrated\n\nand\n\nguiding\n\nclass¬\n\nKindergarten-primary education, bylaws\n, 419 department of, 409; historical note, 410;\nsec¬\nretary’s minutes, 418\nKoon, Cline M. The relation of films and\nthe\nradio to classroom instruction, 785\nKoos, Leonard V. The smaller secondary\nschool\nV1. _^e national survey of secondary education,\n’\n445\nKotinsky, Ruth. Adult education and the\nsocial\nscene, 275\n\nLake, Charles H. Welcome to Cleveland,\n537\nLangworthy. Mrs. B. F. National Congre\nss of\nParents and Teachers, 111; report of joint\ncomNational Education Association\nYt\nand the National Congress of Parents and\nTeach¬\ners, 212\n\nLatshaw,\n\nHarry\n\nF. Educating\n\nthe crippled child,\n\nLaw,\nFreaerick Houk. Meeting commu\nnity\nneeds thru the teaching of English\nin secondary\nschools, 485; teacher welfare and educa\ntional\nreconstruction, 315; what constitute\ns a good\nsecondary school and by what stand\nards should\nit be evaluated?, 505\nLa™1uer’ Eugene S. How we may\nsupport our\nhigh schools, 490\nLeadership of county superintendent in\nimproving\ninstruction (Fred D. Cram), 450\nLearning exercises for pupils in the\nsocial studies\n(George W. Hodgkins), 516\nLe®’ ?dwin A. The emergency in education and\nthe future of vocational and practical\narts edu¬\ncation, 794\n\nLeisure and recreation, 651;\nchallenge of, to\nthe schools 467, 542; educatin\ng for use of,\n221, education for in New York City\n291 •\neduca\nprogeduca\n283; tiona\nram tion\nfor, for,\nvocatlional\n633; 797\npreparation “for’,\nLewis, William Mather. The high\nschool and\nthe cultural life of the communit\ny, 484\nLibraries for civilized living\n(Carl H. Milam),\nLibraries, for rural. areas, 457;\nreport of Ameri¬\ncan Library Association Committee\non coopera™th, -the. National Education Association\n(Ada F. Liveright), 171\nLsAoolsUg467\n\nT* The\n\nneW\n\nleisure chalIenges\n\nthe\n\nnote,\nL1If|33-3r4CIllS;’ wSV-Tsal gfSUCati0\" Associalio\"’\n\nLllf68memberShip\n\ndinner>\n\n167>\n\nhistorical note,\n\nLip reading, department of.\n423; historical\n424; secretary’s minutes, 432\n\nAssociation\n\nLittie Mrs. Frances Woodward\n.\nThe place\not the blind and the partiallyseeing child in\nthe public school system, 531\nLiveright, Ada F. Report of Amer\nican Library\nAssociation committee on cooperatio\nn with the\nNational Education Association,\n171\nLucas, M. Grant. Economic selfhelp in the\neducational crisis, 75\nMcCarthy, Blanche. Safeguarding\nstate organizations, 122\nMcClure, Worth. Supervision\nway of living, 687\n\neducation —\n\nand the democratic\n\nMe Conn, Max. The Pennsylvania\nstudy of the\nrelations of secondary and higher educat\nion, 378\nMcCormick,\nElizabeth. Report of necrology\ncommittee (department of elementary\nschool\nMadison. Wis„ 1884 meeting of\nthe ^National\n3\n9\nprincition\n7\npals), Assoc\nEduca\niatio\nn in,\n237, 241\nMagna, Mrs. Russell William. Daugh\nters of\nthe American Revolution, 116;\nwhat should\nthe administrative women in educa\ntion do for\nAmerican citizenship?, 269\nMajor purposes to be served by the rural\nhigh\nschool (O. A. Towns), 447\nMallory, Gertrude. Teacher tenure, 318\nManuel, H. T. The . educational probl\nem pre¬\nsented by the Spanish-speaking child\nof the\nsouthwest, 376\nMaps use of in teaching of the social studies\n, 517\nMarchant, H. Alfred. Using maps in the\nteach¬\ning of the social studies, 517\nMarsh, C. S. Education for adults in Civilia\nn\nConservation Corps, 275\nMeeting community needs thru health and physi¬\ncal education in the high school (William\nG\nMoorhead), 463\nMeeting community needs thru the study of Latin\nin the high schools (Wilbert L. Carr), 485\nMeeting community needs thru the teaching\nof\nEnglish in secondary schools (Frederick Houk\nLaw), 485\nMeeting community needs thru the teaching of\nmathematics in high schools (W. S. Schlauch),\n487\nMeeting\nmond). the\n69 emergency\n\nMeier, W. H.\ngardens, 475\n\nD.\n\nin 1935\n\nTrained\n\n(James\n\nteachers\n\nH. Rich¬\n\nfor nature\n\nMelchior, William T. Self-supervision by teach¬\ners, a practical way out. 684\nMental hygiene, contribution of to teacher\ntraining, 718; public school opportunities in\nthe field of, 465; training teachers to use, 713\nMental hygiene opportunities of kindergartenprimary teachers (Esther L. Richards), 412\nMerria\n557 Charles E. Greetings to the conven¬\ntion, m.\n\nMessage\n\nfrom\n\nLittle America\n\n(Richard\n\nE. Byrd),\n\nMessage\n\n(Gilbert Grosvenor), 25\nMilam, Carl H. Libraries for civilized living\n147\nModern trends in vocational education (Howa\nrd\nL. Briggs), 791\nMoehlman.\nduction, 563 Arthur\n\nB.\n\nPlanned\n\nteacher\n\npro¬\n\nMoorhead, William\nG. Meeting community\nneeds thru health and physical education in\nthe\nhivh school. 463\nM°F*an- DeWitt S. The place of the technical\nhigh school in modern education, 495\nMorgan, Edna. Where are we and where\nare we\ngoing educationally? 389\nMorgan, Jov Elmer. Interpreting kindergarten¬\nprimary education to the public, 416: the\ntask\nof adult education today, 285: why\nthe public\nshould support its high schools, 489\nMorris\ntion, on.\n232 H. C. Sincerity in the present situa¬\n\nMorrison. J. Cayce. The use and abuse of\nstand¬\nardized tests in the classroom, 385\nMosher, O. W., Jr. Historical entert\nainments\nand museums for schools and commun\nities, 518\n\n"}
{"page": 1009, "printed_page": null, "text": "1003\n\nIndex\n\nMother’s\nDay, announcement of celebration of,\n157\nMotion picture as a source of general information,\nThe (P. W. Holaday), 363\nMotion pictures, audience discrimination as a\nmeans of controlling influence of, 363; com¬\nparison of with oral classroom instruction, 787;\nfor school use, sources and evaluation of, 786;\ninfluence of. on children, 382; relation of, to\nclassroom instruction, 785; relation of the, to\nstandards of morality, 784\nMoyer, James A. Report of national commission\non enrichment of adult life, 219\nMuseums, uses of in visual education, 784\nMusic education, department of, 435; historical\nnote, 436\nNational Congress of Parents and Teachers\n(Mrs. B. F. Langworthy), 111; policies of the,\n\n112\n\nNational Council of Education, 229; historical\nnote, 230; reports of committee on resolutions,\nCleveland, Ohio (Margaret Kiely), 256; Wash¬\nington, D. C. (Thomas W. Gosling), 260;\nreport of special committee to sponsor a con¬\nference with representatives of publishers of in¬\nstructional materials (J. B. Edmonson), 234;\nsecretary’s minutes, 255\nNational Education Association, act of incor¬\nporation of, 803; board of directors, members\nof 1933-34, 821; 1934-35, 828; board of trus¬\ntees, members of, 1933-34, 821; 1934-35, 827;\nbylaws, 808; calendar of meetings, 819; com¬\nmittees, members of, 1933-34, 834; delegates\nto fourteenth representative assembly, 972;\nexecutive committee, members of, 1933-34, 821;\n1934-35, 827; headquarters staff, 823; life\ndirectors, 1933-34, 821; 1934-35, 828; minutes\nof the fourteenth representative assembly, 849;\nofficers, 1933-34, 821; 1934-35, 827; personnel\nclassification of headquarters staff, 915; state\ndirectors, 1933-34, 822; 1934-35, 828\nNational organizations (Carmon Ross), 126\nNational outlook on education, A (John K. Nor¬\nton), 661\nNational survey of secondary education, the\nsmaller secondary school in the, 445\nNature club activities in East Mauch Chunk\n(Karl H. Blanch), 474\nNature study in everyday life (Paul R. Young),\n478\nNecrology committee, report of (William Alonzo\nJames), 964\nNegro education, work of Columbian Associa¬\ntion, 75. See also 200, 664\nNewbold, N. C. Report of committee to co¬\noperate with the National Association of Teach¬\ners in Colored Schools, 200\nNew leisure challenges the schools, The (John H.\nFinley), 542; (Eugene T. Lies), 467\nNew technic of appraisal covering the content of\ncourses of study (W. J. Osburn), 373\nNorris, Mrs. James F. Greetings, 425\nNorton, John K. A national outlook on educa¬\ntion, 661; report of joint commission on the\nemergency in education, 206; work of joint\ncommission on the emergency in education for\n1935, 30\nOberholtzer, E. E. Awareness of the problem\nof rural education on the part of urban educa¬\ntion, 443; wise and unwise economies in a pro¬\ngram of supervision, 686\nOccupational adjustment in the new citizenship\n(Robert Hoppock), 696\nOdell, William R. The contribution of the\nsocial-business subjects to community needs, 309\nOfficers, of departments, 1933-34, 823 ; 1934-35,\n830; of National Education Association, 193334, 821; 1934-35, 827\nOld order changeth, The (John A. Hollinger), 784\n\nOrganizing within the state for better schools\n(Henry Filer), 65\n\nOsburn, W. J. A new technic of appraisal cover¬\ning the content of courses of study, 373\nOur national dividends from public education (E.\nC. Hartwell), 603\nOutlook for secondary\nCheney), 612\n\neducation,\n\nThe\n\n(Howell\n\nOutstanding problems involved in the trend to¬\nward universal secondary education in the\nUnited States (Mrs. Lucy L. W. Wilson), 250\nMrs. Georgia B. The child labor move¬\nParsons,\nment and the new deal. 133\nPathfinding (George Wharton Pepper), 26\nPearse, Carroll G. Report of special committee\non the increase of revenue, 2 26; some remi¬\nniscences of the Association meeting of 1884,\n241\nPearson. Irving F. The excellent teacher, 476\nPeik, W. E. The education of teachers in teach¬\ners colleges and in universities and liberal arts\ncolleges: a comparative study, 758; the place\nof the junior college in American education, 231\nPennsylvania study of the relations of secondary\nand higher education, The (Max McConn),\n378\nPepper. George Wharton. Pathfinding, 26\nPersonality adjustment of the school teacher\n(Caroline B. Zachry), 730\nPhysical care of the handicapped child in the\nschools, The (Mrs. Clara Loitman\npublic\nSmith), 523\nPhysical education, administrative problems in\nintegration of, with the general school program,\n464\nPickell, Frank G. The elementary schools, 607\nPlace of business education in improving com¬\nmunity life, The — as seen by the classroom\nteacher (Geneva Frances Hoult), 306; as seen\nby a college teacher of business (M. E. Studebaker), 304; as seen by a director of business\neducation (Clyde B. Edgeworth), 303; as seen\nby a university dean (Lester B. Rogers), 303\nPlace of business education in the community,\nThe— as seen by a high-school administrator\n(Simon J. Jason), 305\nPlace of the blind and the partially-seeing child\nin the public school system, The (Mrs. Frances\nWoodward Little), 531\nPlace of the junior college in American education.\nThe (W. E. Peik), 231\nPlace of the technical high school in modern\neducation, The (DeWitt S. Morgan), 495\nPlanned teacher production (Arthur B. Moehlman), 563\nPlatform of the National Education Associa¬\ntion, 184\nPlenzke, O. H. Awareness of the problem of\nrural education on the part of the public, 445\nreal brain trust —\n47\nPoole, Mrs. Grace Morrison. General Federa¬\ntion of Women’s Clubs, 121\nPoster and booklet making, standards for,\n782, 783\nPreble, Mrs. F. Blanche. Academic freedom —\nfrom the viewpoint of the classroom teacher, 84\nPreparation\nfor leisure (William John Cooper),\n283\nA. America’s\nPoling,\nwith a Daniel\ncode for peacemakers,\n\nPrescott. Daniel B. Realism, purposing, and\nintegration, 707\nPresent status of the science of education, The\n(Harold O. Rugg), 235\nPresentation of the seventh yearbook: Scientific\nMethod in Supervision — department of super¬\nvisors and directors of instruction (Paul T.\nRankin), 678\nPresentation of 1934 yearbook, Economical En¬\nrichment of the Small Secondary-School Curric¬\nulum — department of rural education (Frank\nW. Cyr), 449\n\n"}
{"page": 1010, "printed_page": null, "text": "1004\n\nNational\n\nEducation\n\nPrice, W. T. R. Demonstration of technics\nmaking lantern slides in color, 779\n\nfor\n\nPrincipal’s responsibility for leadership and inter¬\npretation. The (Mrs. Edith B. Joynes), 130\nProblems of federal emergency relief administra¬\ntion (Lewis R. Alderman), 290\nProblems of the American Vocational Association\nin meeting the present emergency in vocational\neducation (Ray Fife), 793\nProfessional ethics, report of committee on — de¬\npartment of elementary school principals\n(Mason A. Stratton), 395\nProgram of industrial education to meet the needs\nof the different groups of pupils, A (Charles F.\nBauder), 791\nProposed national study of secondary-school stand¬\nards by regional standardizing agencies (Joseph\nRoemer), 511\n\nProspectus\n\nof eighth\n\nyearbook.\n\nstruction — department\n\nMaterials\n\nof In¬\n\nof supervisors, and direc¬\n\ntors of instruction (Fannie W. Dunn), 682\nProviding a more adequate social and recreational\nlife for the rural child (Mattie E. Thomas) 457\nPsychological research in a school for the deaf\n(Mrs. Grace Moore Heider), 526\nPublic education and national welfare (George F.\nZook), 551\n\nPublic education\nButler). 655\n\nand\n\nPublic relations,\nciples of, 667\n\nagents\n\npublic\n\nwelfare\n\nand agencies,\n\n(Leslie\n\n668;\n\nA\n\nprin¬\n\nPublic school opportunities in the field of mental\nhygiene (T. A. C. Rennie). 465\nRadio., as an agency for enriching rural life, 458;\nrelation, of the, to classroom instruction, 785;\nuse of in schools, 384\nRadio as a means of public\nlin H. Aylesworth), 99\n\nenlightenment\n\nRadio as an agency for enriching\n(Florence Hale), 458\n\n(Mer¬\n\nrural life. The\n\nRankin. Paul T. Presentation of the seventh\nyearbook, Scientific Method in Supervision (de¬\npartment of supervisors and directors of in¬\nstruction), 678\nRead, Faye. Around the year with the president\n(department of classroom teachers), 329; the\nclassroom teacher’s\nand interpre\ntation,\n\nRealism, purposing,\nPrescott), 707\n\nresponsibility\n137\n\nand\n\nfor leadership\n\nintegration\n\n(Daniel\n\nB\n\nRelation of films and the radio to classroom\nin¬\nstruction (Cline M. Koon), 785\nRelation of motion pictures to standards of moral¬\nity, The (Robert P. Wray). 784\nRelationship between the ability to recall and\nthe\nability to infer in specific learning situations\n(Ralph C. Bedell), 366\nRemmers, H. H. A generalized attitude scaling\ntechnic, 369\n\nRennie T. A. C. Public school opportunitie\ns\nthe field of mental hygiene, 465\n\n°(\n\ncommittees.\n\nJN. E. A. See also Committees,\n\nSee\n\nin\n\nCommittees,\n\ndepartment\n\nRepresentative assembly, delegates to, 972\n*\nminutes of meetings of, 849\nRetarded child, education of the, 534\nReynolds, Rollo G. What a modern school should\ndo for a modern child, 393\nRichards, Esther L. Mental hygiene opportuni¬\nties of kindergarten-primary teachers, 412\nRichmond, James H. Meeting the emergency in\n1935, 69\nRoberts. Edward\nD.\nteacher training, 621\n\nThe\n\nadministration\n\nof\n\nRoemer, Joseph. Proposed national study\nof\nsecondary-school standards by regional stand¬\nardizing agencies, 511\nRogers., Lester B. The place of business educa¬\ntion in improving community life — as seen by\na university dean, 303\nRogers. L. W. Education in the Civilian Con¬\nservation Corps, 293\n\nAssociation\n\nRoss, Carmon. National organizations, 126\nRugg, Harold O. The present status of the\nscience of education, 235\nRule. James N. Report of the federal advisory\ncommittee on emergency aid in education, 43\nRural education, department of, 441; historical\nnote, 442; interpretation of, 141; needs and\nproblems in, 450, 452; opportunities in, 225;\npresenta\nminutes,tion\n459 of 1934 yearbook, 449; secretary’s\nRural education on\nadvances made thru\n\nthe road to recovery —\ninterpreting the schools to\nthe people (Frank W. Cyr), 454; advances\nmade thru reorganizing and redirecting county\n453 local school programs (Agnes Samuelson1),\nand\n\nRural school, problem, The (J. W. Whitmer), 452\nRussell, William F. Federal aid — boon or bane?\n577\nSafeguarding education — state organizations\n(Blanche McCarthy), 122\nSamuelson, Agnes. Rural education on the road\nto recovery — advances made thru reorganizing\nand redirecting county and local school pro¬\ngrams. 453\nSamuelson, Estelle E. Training teachers of lip\nreading, 428\nScally, Agatha. The status of the hard-of-hear¬\ning child in special education, 529\nSchibsby, Marian. Educational opportunities for\napplicants for American citizenship, 280\nSchlauch, W.\nS. Meeting community needs\nthru the teaching of mathematics in high\nschools, 487\nSchool films, their sources\nHochheimer), 786\n\nand\n\nevaluation\n\n(Rita\n\nSchool health and physical education, depart¬\nment of, 461; historical note, 462\nScience and opinion (Thomas W. Gosling), 471\nScience as the student sees it (Henry Brechbill),\nScience\n\ninstruction,\n\ndepartment\n\nof, 469;\n\nhis¬\n\ntorical note, 470; secretary’s minutes, 478\nScientific method and creative supervision, The\n(Bess Goodykoontz), 675\nSecondary\n\neducation,\n\ntorical note, 482;\n\nalso 250, 378, 612\n\ndepartment\n\nsecretary’s\n\nof, 481;\n\nminutes,\n\nhis¬\n\n491. See\n\nSecondarv school principals, department of,\n74\n493 „; 4discussion\ngroups and research section,\nreference to, 509; historical note, 494\nSecretary. National Education Association,\nannual report of, 959\nSegel, David. The construction and interpreta¬\ntion of differential ability patterns, 367\nSelf-supervision by teachers, a practical\n(William T. Melchior), 684\n\nway\n\nout\n\nSelke, George A. Training in desirable personal\nand social traits in prospective teachers, 736\nService which elementary principals should render\nat this time. The (Elsie E. Green), 392\nSeybold. Arthur M. Curriculum changes de¬\nmanded by the industrial crisis, 488\nSidener, Merle. Interpreting the schools to the\npublic, 569\nSignificance of measurements of control in meas¬\nuring ability. The (S. A. Courtis), 370\nSilver, Abba Hillel. Educating children for the\nnew deal, 558\nSincerity in the present situation (H. C. Morri¬\nson), 2 32\nSkene, Etta C. The contribution of shorthand\nand typewriting to community needs, 307\nSmaller secondary school in the national survey\nof secondary education, The (Leonard V. Koos),\n445\nSmith, Esther M. Continuous employment for\nteachers, 323\nSmith, J. R. Teacher rating, 320\nSmith, Mrs. Clara Loitman. The physical care\nof the handicapped child in the public schools,\n523\n\n"}
{"page": 1011, "printed_page": null, "text": "Index\n\nSmith, Payson. Education at the crossroads, 573\nSocial service, the school as center of, 631\nSocial studies, department of, 513; historical\nnote, 514; implications of report of the com¬\nmission on the social studies of the American\nHistorical Association, 515\nSome concepts that result from high-school\nscience teaching and implications from the\nstandpoint of psychology (Elwood D. Heiss),\n365\nSome forgotten qualities of teachers (Ned H.\nDearborn), 723\nSome memories of the 1884 meeting of the Na¬\ntional Education Association in Madison, Wis.\n(Mrs. Mary D. Bradford), 237\nSome needs and problems of the rural schools\n(R. S. Ihlenfeldt), 450\nSome reminiscences of the Association meeting of\n1884 (Carroll G. Pearse), 241\nSpecial education, department of, 521; his¬\ntorical note, 522\nSpeech and the hard-of-hearing child (Grace W.\nAtherton), 430\nSpeech disorders, treatment of, 525\nSpokesmen needed for smaller schools (R. V.\nHunkins), 448\nStandards and technics for making posters and\nbooklets (Wilber Emmert), 780\nState departments of education, function of,\n627\nState directors, of National Education Associa¬\ntion. 1933-34, 822; 1934-35, 828\nState festival of high-school music, A (Francis L.\nBailey), 437\nState organizations, 122\nState responsibility and support of public\neducation, 642\nStatewide program of music, A (L. A. Woods),\n438\nStatus of the hard-of-hearing child in special\neducation (Agatha Scally), 529\nStimulating and guiding classroom discussion\n(Horace Kidger), 518\nStoddard, A. J. Administrative problems in the\nintegration of physical education with the gen¬\neral school program, 464\nStoneroad, Rebecca. The elementary-school\nprogram of health and physical education, 466\nStratton, Mason A. Report of committee on\nprofessional ethics (department of elementary\nschool principals), 395\nStrong, Helen M. The United States coast and\ngeodetic survey — its work and problems, 476\nStudebaker, M. E. The place of business educa¬\ntion in improving community life — as seen by\na college teacher of business, 304\nSupervision and the democratic way of living\n(Worth McClure), 687\nSuperintendence, department of. 535; historical\nnote, 536; yearbook, discussion of, 555\nSupervisors and directors of instruction, de^\npartment of, 673; historical note, 674; meeting\nof board of directors of, 691; presentation and\nevaluation of seventh yearbook (Paul T. Ran¬\nkin), 678; (Clifford Woody), 679; prospectus\nof eighth yearbook, 682 ; secretary’s minutes,\n690\nSupervisors and teachers of home economics,\ndepartment of, 693; historical note, 694; sec¬\nretary’s minutes, 703\nSutton, Willis A. Report of committee on rural\neducation, 197\nSweet. William E. What education and eco¬\nnomic heritage shall we hand to our children?,\n108\nTask of adult education today, The (Joy Elmer\nMorgan), 285\nTaxation, a sound system of, 640\nTeacher\n•m rating (J. R. Smith), 320\nTeacher tenure (Gertrude Mallory), 318\nTeacher tenure in Indiana (H. H. Blanchard),\n\n1005\n\nTeacher, the school, and the national life, The\n(Robert M. Hutchins), 17\nTeacher training, administration of, 621; dis¬\ncussion of problems in, 742; for a changing\nsocial order, 752; in desirable personal and\nsocial traits, 736; in teachers colleges and in\nuniversities and liberal arts colleges, 758; plan¬\nning in, 563\nTeacher welfare and educational reconstruction\n(Frederick Houk Law), 315\nTeachers colleges, department of, 705; his¬\ntorical note, 706; list of accredited institutions,\n771\nTenure of teachers, 172, 316, 318, 321, 323, 327\nTennessee valley development, The (George O.\nGillingham), 286\nTesting the ability to use the index and dictionary\n(Harriet M. Barthelmess), 380\nTests and measurements, 365, 366, 367, 369,\n370, 373, 377, 378, 379, 380, 385, 677\nTextbooks and lesson outlines in technical high\nschools (Benjamin F. Comfort), 508\nThomas. John S. Report of 1934 yearbook, de¬\npartment of elementary school principals, 391\nThomas, Mattie E. Providing a more adequate\n457\nand recreational life for the rural child,\nsocial\n\nThree hundredth anniversary celebration of\nAmerican high schools, announcement re¬\ngarding, 156\nTimberlake, Josephine B. The Volta Bureau, a\nclearing-house. 426\nTolman Frank L. An attainable library pro¬\ngram for rural areas, 457\nTowns. O. A. Major purposes to be served by\nthe rural high school, 447\nTrabue, M. R. Educational needs of unemployed\nadults, 377\nTrained teachers for nature gardens (W. H. D.\nMeier), 475\n...\n\nTraining in desirable personal and social traits\nin prospective teachers (George A. Selke), 736\nof lip reading (Estelle E. SamTraining\nuelson),teachers\n428\nTraining teachers to use mental hygiene (Carleton\nWashburne), 713\nTreasurer, report of, 947\nTreatment of speech disorders (Oskar Diethelm),\n525\nand accomplishments in the field of immi¬\nTrends\ngration and naturalization (Henry B. Hazard),\n276\nTrends in kindergarten-primary education today\n(Julia L. Hahn), 415\nTrustees, board of. financial report, 932 ; min¬\nutes of meetings of, 919; members of, 1933-34,\n821; 1934-35, 827\nTyler, Tracy F. The use of the radio in the\nschools, 384Type of instruction demanded by the present edu¬\ncational683and social crisis, The (E. W. Butter¬\nfield),\n\nTypical state emergency relief program in adult\n\"education, A (Robert C. Deming), 286\nUnited States coast and geodetic survey. The —\nits work and problems (Helen M. Strong), 476\nUse and abuse of standardized tests in the class¬\nroom (J. Cayce Morrison), 385\nUse of objective measures in evaluating instruc¬\ntion, The (William A. Brownell). 677\nUse of the radio in the schools, The (Tracy F.\nTyler), 384\nUsing maps in the teaching of the social studies\n(H. Alfred Marchant), 517\nVan Slyck, Willard N. Announcement — re¬\ngarding three hundredth anniversary celebra¬\ntion of American high schools, 156\nVisions and voyages (Jessie Gray), 91\nVisual instruction, department of, 777; his¬\ntorical note, 778\nVocational education, department of, 789; his¬\ntorical note, 790. See also 632, 652\n\n"}
{"page": 1012, "printed_page": null, "text": "1006\nVocational education\nKeller), 797\n\nNational\n\nEducation\n\nfor leisure (Franklin\n\nJ.\n\nVolta Bureau, a clearing-house, The (Josephine B.\nTimberlake), 426\nWare, Caroline F. The consumer in the new\ncitizenship, 695\nWashburne, Carleton. Training teachers to use\nmental hygiene, 713\nWatkins, Arthur Charles. The functions of\nsecondary schools in the peace of the world,\n509\nWatkins, Ralph K. An analysis of the. types of\nscientific method used by the layman in typical\nout-of-school situations, 473\nWatson, Maud E. What contribution has mental\nhygiene to make to the training of a teacher?,\n718\nWelcome to Cleveland (Charles H. Lake), 537\nWhat a modern school should do for a modern\nchild (Rollo G. Reynolds), 393\nWhat constitutes a good secondary school and by\nwhat standards should it be evaluated? (Francis\nL. Bacon), 502; (Walter L. Bissell), 504;\n(Thomas H. Briggs), 500; (George E. CarrothppO. 506: (Clvde M. Hill), 507; (Charles\nH. Judd), 497; (Frederick Houk Law), 505\nWhat contribution has mental hygiene to make\nto the training of a teacher? (Maud E. Wat¬\nson), 718\nWhat education and economic heritage shall we\nhand to our children? (William E. Sweet), 108\nWhat New York City has done and is doing in\neducation for leisure (Ignus O. Hornstein), 291\nWhat should be the aims, functions, and range\nof a satisfactory program of special education\nfor atypical children? (Leonard Young), 524\nWhat should the administrative women in educa¬\ntion do for American citizenship? (Mrs. Russell\nWilliam Magna), 269\nWhere are we and where are we going educa¬\ntionally? (Edna Morgan), 389\nWhitmer, J. W. The rural school problem, 452\nWhittenberg, A. L. Report for board of direc¬\ntors, 145\nWhy the public should support\n(Joy Elmer Morgan), 489\n\nits high schools\n\nAssociation\n\nWilson, Mrs. Lucy L. W. Outstanding prob¬\nlems involved in the trend toward universal\nsecondary education in the United States, 250\nWise and unwise economies in a program of super¬\nvision (E. E. Oberholtzer), 686\nWithers, John W. Education for the new citizen¬\nship, 697\nWomen in the citizenship of yesterday, today, and\ntomorrow (Mrs. Mary R. Beard), 697\nWood. Thomas D. Report of joint committee on\nhealth problems in education, 209\nWoodruff, Caroline S. The challenge of the\nnew, 41 1\nWoods, L. A. A statewide program of music, 438\nWoodward, Annie C. Report of committee on\ninternational relations. 178\nWoody, Clifford. Effects of handedness on re¬\nversals in reading, 379; evaluation and appraisal\nof the yearbook (department of supervisors and\ndirectors of instruction), 679\nWorld Federation of Education Associations,\n799; historical note, 800\nWorld\nfor 54\nwhich we must educate, The (Glenn\nFrank),\nWorld\n509\n\npeace,\n\nfunctions of secondary\n\nschools in,\n\nWork of a local branch, The — National Council\n267Administrative Women (Anna E. Clemency),\nof\nWork of the joint commission on the emergency in\neducation for 1935 (John K. Norton), 30\nWray, Robert P. The relation of motion pictures\nto standards of morality, 784\nYocum, A. Duncan. The development of demo¬\ncratic character as related to the new deal. 252\nYoung, Leonard. What should be the aims, func¬\ntions, and range of a satisfactory program of\nspecial education for atypical children?, 524\n478\nYoung,\nPaul R. Nature study in everyday life,\nYouth\n102\n\nchallenges the nation (Newton\n\nD. Baker),\n\nZachry, Caroline B. Personality adjustment of\nthe school teacher, 730\nZook, George F. Federal aid to education, 37;\npublic education and national welfare, 551 ;\nthe education of teachers for a changing social\norder, 752\n\n"}
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{"page": 1014, "printed_page": null, "text": "s\n\n"}
{"page": 1015, "printed_page": null, "text": "I\n\n"}
{"page": 1016, "printed_page": null, "text": ""}